Search This Blog

Honoring a Legacy: DepEd Leads the 150th Birth Anniversary of General Emilio Jacinto

 The Department of Education (DepEd) has officially announced the nationwide commemoration of the 150th Birth Anniversary of General Emilio Jacinto on December 15, 2025, at 8:00 a.m. Through DepEd Memorandum No. 104, s. 2025, schools and communities are called to honor one of the most influential minds of the Philippine Revolution.

While the celebration is rooted in Philippine history, the values upheld by Jacinto—freedom, integrity, bravery, and moral leadership—are universal. These principles resonate strongly with global audiences who advocate civic responsibility and nation-building.

“General Emilio Jacinto illustrated beside the Kartilya ng Katipunan with patriotic and educational elements, commemorating his 150th birth anniversary.”

Who Is General Emilio Jacinto? Understanding “The Brains of the Katipunan”

General Emilio Jacinto remains a towering figure in Filipino history. At a young age, he became known as the “Brains of the Katipunan”—the revolutionary movement that sought independence from colonial rule.

His writings, especially the Kartilya ng Katipunan, continue to serve as a moral compass for Filipinos worldwide. The Kartilya’s themes of justice, self-discipline, equality, and compassion mirror values deeply appreciated by diverse communities, including the Filipino diaspora in the U.S.

Objectives of the 150th Birth Anniversary Commemoration

DepEd’s memorandum outlines four major goals for this historic milestone:

1. Honor Jacinto’s life and contributions

Schools will hold ceremonies and tributes that celebrate his courage and visionary leadership.

2. Instill patriotism and integrity among learners

Students will revisit the ideals found in the Kartilya ng Katipunan—principles that remain crucial in shaping responsible citizens.

3. Encourage critical appreciation of Jacinto’s works

Teachers are encouraged to help learners connect the Kartilya to modern citizenship, ethics, and civic participation.

4. Promote meaningful school and community-based activities

These activities highlight Filipino heroes as inspirational role models for today’s youth.

This balanced approach ensures history is not only studied—but lived, reflected on, and applied.

School-Based Activities Encouraged by DepEd

DepEd invites both public and private schools to participate through any of the following:

✔ Flag-Raising Ceremonies and Short Tributes

These serve as respectful openings for the commemorative day, emphasizing unity and national pride.

✔ Classroom Integration

Jacinto’s life may be discussed in subjects like Araling Panlipunan, Filipino, and even English as part of character-building lessons.

✔ Writing and Performance Contests

Activities such as:

  • essay writing

  • poetry composition

  • declamation or speech presentations

These encourage students to express their understanding of Jacinto’s ideals creatively.

✔ Creative Community-Based Initiatives

Examples include:

  • school exhibits

  • mini historical fairs

  • collaborative art murals

  • student-led discussions

These efforts help local communities and younger generations appreciate the depth of Jacinto’s sacrifice.

All activities must follow DepEd Order No. 9, s. 2005 to ensure they do not disrupt regular classes.

Strengthening Partnerships for the Occasion

DepEd emphasizes collaboration with:

  • the National Historical Commission of the Philippines,

  • local government units, and

  • other relevant agencies

This multi-sector approach ensures historically accurate, well-organized, and culturally meaningful events.

Teachers attending weekend or holiday activities will be granted service credits in accordance with DO 013, s. 2024, which encourages active educator involvement without compromising welfare.

Funding and Support for Schools

Expenses for the commemoration may be charged to:

  • local school funds

  • Regional Offices’ and SDOs’ MOOE

  • other legitimate funding sources

All expenditures must follow standard accounting and auditing regulations—an important safeguard ensuring transparency and responsible spending.

Why This Commemoration Matters Today

Emilio Jacinto’s legacy remains relevant in the modern world. In an era where young people face digital distractions, societal pressures, and global challenges, remembering heroes like Jacinto fosters:

  • moral grounding

  • responsible citizenship

  • critical thinking

  • love of country

  • respect for human dignity

His writings remind the youth that genuine freedom is inseparable from compassion, discipline, and community responsibility—values that align with global civic education standards.

Keeping Jacinto’s Ideals Alive

The 150th birth anniversary of General Emilio Jacinto is not merely a date on the calendar—it is a powerful reminder to uphold the principles that define strong, ethical, and united communities.

Through DepEd’s initiative, the celebration becomes a meaningful avenue for schools, families, and communities to reconnect with the spirit of patriotism and civic consciousness. Whether in the Philippines or among Filipino communities abroad, Jacinto’s legacy continues to inspire generations toward justice, integrity, and service.

ARAL Frequently Asked Questions on Check-In and MOSY Assessments

Ensuring strong literacy and numeracy foundations remains one of the most important commitments in any modern education system. For teachers, school heads, and coordinators, clear and timely guidelines help make assessment cycles smoother and more efficient. This comprehensive FAQ-style guide brings together essential information on the Middle-of-the-School-Year (MOSY) assessments and ARAL Check-In Assessments, based on consolidated field queries and updated DepEd instructions.

Written with clarity and global educational best practices in mind, this guide helps schools ensure accurate reporting, better planning, and consistent delivery of learner intervention programs.

ARAL Frequently Asked Questions on Check-In and MOSY Assessments

📅 MOSY Testing Window: Key Dates for SY 2025–2026

Understanding the testing window is crucial for seamless schedule planning and compliance.

Grade 1 MOSY Assessment Schedule

  • October 20 to December 15, 2025

Grade 1 learners take the Comprehensive Rapid Literacy Assessment (CRLA) to determine their ARAL Program placement.

Grades 2–10 MOSY Assessment Schedule

  • November 17 to December 15, 2025

Only ARAL learners from Grades 2 to 10 will be assessed during MOSY.

🧍‍♀️🧍‍♂️ Who Will Be Assessed?

To maintain accurate data collection, the following guidelines apply:

  • All Grade 1 learners must undergo the CRLA MOSY assessment.

  • Grades 2–10 Assessments apply to ARAL-enrolled learners only.
    This ensures data reflects the progress of learners receiving actual intervention.

🛠 Assessment Tools Used for MOSY 2025–2026

Different stages require specific materials to ensure accurate evaluation.

Key Stage 1 (Grades 1–3) – CRLA Materials

Access CRLA tools here:
🔗 https://bit.ly/CRLA_AdministrationMaterials

These tools establish foundational reading levels and may also be used for learners performing two or more levels below expectations.

Key Stages 2–3 (Grades 4–10) – Phil-IRI Tools

Access Phil-IRI pre-test tools here:
🔗 https://tinyurl.com/PhilIRIToolsG4to10

Both the following components must be administered:

  • Group Screening Test (GST)

  • Individual Reading Assessment (IRA)

👉 Only English Phil-IRI results are required for submission.

📤 Submitting MOSY Assessment Results

Schools will submit all MOSY results through the official DepEd portal:

🔗 https://bld.deped.gov.ph/submission

How to Submit

  1. Encode scores in the School Summary File (Version 3).

  2. For Grade 1, encode scores first in the Grade 1 scoresheet.

  3. Copy and paste values only into the School Summary file.

  4. Upload the file to the portal.

  5. Once Grades 2 and 3 assessments are done, update and re-upload the complete file.

Submission Deadline

⏳ December 16, 2025

Meeting this deadline ensures inclusion in national education dashboards.

⚠️ Upload Troubleshooting: Common Fixes

Error: “Please check your school summary version.”

  • Use CRLAscoresheetsv3 only.

  • Download the updated template from the Literacy & Numeracy Assessment Portal.

  • Two versions are available:

    • Tagalog Regions (NCR, III, IV-A, IV-B)

    • Other Regions (CAR, NIR, I–XII, CARAGA, BARMM)

Mismatch Between Summary File and Automated Results

  • Use Paste Values, not keyboard shortcuts.

  • Ensure accurate transfer of data from the class scoresheet to the summary.

📑 How to Submit Phil-IRI Results When Only English Is Required

Schools must submit English results only for ARAL learners.

Steps:

  • Encode total ARAL enrollment per grade level.

  • For the Filipino component:

    • If not administered, enter 0 in all fields.

  • For English:

    • Encode all data according to Phil-IRI categories (Independent, Instructional, Frustration, Level Down).

This ensures consistent and standardized reporting across schools.

📊 Viewing Your Results Through the National Dashboard

Assessment results can be accessed at:

🔗 https://bld.deped.gov.ph/nationaldashboard

The dashboard features:

  • CRLA results

  • Phil-IRI results

  • RMA KS1, KS2, KS3 data

➡ If a school or division is missing from the dashboard, ensure all files were completed and uploaded correctly.

📝 ARAL Check-In Assessments: What You Need to Know

Check-in assessments are designed to monitor learner growth throughout intervention sessions.

Check-In Assessment Schedule

  • KS1 (Grades 1–3): Every 8 sessions

  • KS2–3 (Reading Basic & Reading Plus): Every 16 sessions

Check-In Assessment Tools

Do Schools Submit Check-In Results?

No.
Check-in results are not submitted but must be entered in the Individualized Reading Intervention Plan (IRIP).

Access the IRIP templates here:
🔗 https://tinyurl.com/ARAL-ReadingResources

See DM No. 64, s. 2025, items 29–40 for details.

🎯 Final Thoughts

Understanding MOSY procedures and check-in assessments is essential for delivering meaningful literacy and numeracy interventions. With the right tools, clear timelines, and accurate data submission, educators can help ensure every learner receives the support they deserve. This guide equips schools with the clarity they need to navigate assessment cycles smoothly, helping improve learning outcomes nationwide.

CLICK HERE TO READ MORE ABOUT ARAL FAQS ON CHECK-IN AND MOSY ASSESSMENTS

Reminder on Enrollment and Data Validation in the Learner Information System (LIS) for SY 2025–2026

Accurate data is the backbone of any successful education system. As the Philippine Department of Education (DepEd) continues to strengthen learner management and education delivery nationwide, one key requirement stands out for School Year (SY) 2025–2026—timely enrollment and data validation in the Learner Information System (LIS).

Guided by DepEd Order No. 17, s. 2025, which updates the Basic Education Enrollment Policy, all schools and Alternative Learning System (ALS) Community Learning Centers are mandated to properly enroll learners and secure the accuracy, completeness, and on-time submission of all related information in the LIS.

While the directive is primarily administrative, it has significant long-term impact for families, teachers, education planners, and stakeholders—even those viewing Philippine education from abroad, such as overseas Filipinos supporting children back home. Ensuring accurate learner information helps avoid delays in school services, supports equitable funding, and improves planning for better learning outcomes.

“Teachers in a Philippine public school encoding enrollment data into the Learner Information System using digital devices.”

Why LIS Accuracy Matters More Than Ever

The Learner Information System serves as the Philippines’ centralized digital registry for all basic education learners. It allows the government and schools to track enrollment, assess performance indicators, and plan resources such as classrooms, teachers, learning materials, and ALS interventions.

Accurate LIS data ensures:

  • Correct learner profiles for report cards, transfer credentials, and progression

  • Reliable enrollment counts for planning and budgeting

  • Clear monitoring indicators for dropout rates, completion rates, and enrollment trends

  • Stronger educational support for regions and schools needing additional assistance

Just as school districts abroad rely on up-to-date student databases for funding and resource allocation, the LIS plays a similar role for public and private schools across the Philippines. This alignment with global best practices strengthens the country’s capacity to build data-driven education policies.

Key Reminders from DepEd for SY 2025–2026

DepEd emphasizes three major points that all schools, administrators, and ALS workers must follow as part of the revised enrollment procedures.

1. LIS Enrollment Is Open All Year

Enrollment in the LIS remains open throughout the school year. This is crucial for:

  • Late enrollees

  • Balik-Aral learners

  • Learners with interrupted schooling

  • ALS enrollees who join rolling programs

Pending LIS requests—such as transfers, corrections, or pending approvals—must be resolved without delay. Quick action prevents backlogs and ensures that learner records stay accurate and updated.

2. Regional and Division Offices Must Provide Ongoing Support

Regional Offices (ROs) and Schools Division Offices (SDOs) are tasked to:

  • Monitor LIS compliance across schools

  • Provide technical assistance to school heads, teachers, and ALS implementers

  • Ensure timely encoding and updating of learner data

This creates a streamlined support system that allows schools—especially those in remote barangays or island communities—to maintain consistent LIS performance.

3. Official SY 2025–2026 Enrollment Data Will Influence Key Decisions

Before the end of the school year, DepEd will generate the official enrollment figures for SY 2025–2026. These numbers will be used to determine:

  • Budget allocations

  • Classroom and teacher requirements

  • Learning resource distribution

  • Performance indicators at school, division, regional, and national levels

Accurate data not only strengthens local planning but also shapes nationwide policies.

For stakeholders reviewing enrollment trends, DepEd has provided a division-level comparative dataset that includes:

  • SY 2025–2026 enrollment (as of October 30, 2025)

  • Official SY 2024–2025 enrollment

  • Projected school-age population based on the 2020 Philippine Census

This comparative data may be accessed through the official link shared by DepEd.

What Schools and ALS Centers Should Do

To comply effectively with the policy, schools should strengthen their internal enrollment and data validation processes. Here are recommended actions:

1. Designate LIS Focal Persons

Each school should assign at least one LIS coordinator trained to manage data accuracy, request approvals, and troubleshoot system-related issues.

2. Validate Records Regularly

Instead of waiting for deadlines, schools and ALS centers should check learner information weekly or monthly to catch errors early.

3. Engage Parents and Learners

Parents must be informed about the importance of providing correct details such as:

  • Birthdates

  • Spelling of names

  • Address and transfer records

  • Previous school history

This minimizes duplicate or incorrect entries.

4. Strengthen Data Security

Schools must safeguard learner information—mirroring global data privacy practices—to prevent unauthorized access and ensure compliance with the Data Privacy Act.

How Accurate Enrollment Data Helps Communities

Reliable enrollment figures directly influence how well schools can support learners. It impacts:

  • Class sizes

  • Hiring of teachers

  • Distribution of learning materials

  • Availability of special programs

  • Infrastructure development

These outcomes affect not just students, but the entire community—including families abroad sponsoring education expenses for children in the Philippines.

Better data leads to better decisions. And better decisions lead to better learning environments.

A Call for Consistent, Accurate, and Reliable LIS Data

DepEd’s reminder is ultimately a call to action: every school, teacher, and ALS facilitator plays a vital role in shaping the future of Philippine education through accurate LIS enrollment and data validation.

The process may be technical, but its benefits reach far beyond the LIS itself—affecting planning, funding, equity, and long-term education quality. By consistently updating learner records, schools help pave the way for a stronger, more efficient education system built on reliable data.

DepEd Launches Nationwide Mental Health Survey for Employees” – Why Your Voice Matters Now

The Department of Education (DepEd) in the Philippines has long acknowledged a fundamental truth: great schools begin with great people. Teachers, school leaders, and support staff form the backbone of the country’s education system. Their well-being—especially mental well-being—is essential to ensuring high-quality learning for millions of Filipino students.

In line with the global celebration of World Mental Health Day on October 9, DepEd is advancing a landmark effort: the development of the DepEd Employee Mental Health Policy (DEMHP). This major policy will serve as a comprehensive guide to protect, uplift, and sustain the mental health of all teaching and non-teaching personnel across the nation.

To make this policy grounded in reality and reflective of authentic experiences, DepEd is now calling for nationwide participation in an online DepEd Mental Health Survey. The voice of every employee matters—and the insights shared now will shape mental health support systems for years to come.

“Filipino educators participating in DepEd’s nationwide Mental Health Survey using digital devices in a school setting.”

Why This Nationwide Mental Health Survey Matters

Mental health has become a global priority—especially in workplaces that demand high emotional, mental, and physical energy. For Filipino educators and staff, the past years have brought unprecedented challenges: remote learning struggles, classroom overcrowding, resource limitations, administrative load, and personal stressors intensified by economic pressures.

This survey aims to:

  • Identify key stressors affecting DepEd employees

  • Understand the mental health needs across various job roles

  • Gather insights for building supportive structures

  • Ensure that mental health programs are scientifically grounded and culturally relevant

  • Guide the creation of a policy that genuinely helps employees thrive

By collecting first-hand experiences, DepEd ensures that the Mental Health Policy will not be a blanket document—but a responsive, evidence-based blueprint for improving employee well-being.

What the Survey Covers

All DepEd employees nationwide—teachers, administrators, division office staff, and regional office personnel—are encouraged to participate via this link:

🔗 Survey Link: bit.ly/DEMHP_MHSurvey

The survey will gather relevant mental health indicators including:

  • Workload and work-life balance

  • Stress levels and sources

  • Access to mental health resources

  • Coping mechanisms and resilience factors

  • Well-being needs and recommendations

All data collected will undergo analysis and validation before informing the next stage: Focus Group Discussions (FGDs).

Next Steps: Focus Group Discussions Across the Country

After analyzing preliminary results from the survey, the Bureau of Human Resource and Organizational Development – Employee Welfare Division (BHROD-EWD) will move forward with targeted Focus Group Discussions (FGDs).

These FGDs will be conducted in November 2025, engaging selected personnel from:

  • Schools

  • Schools Division Offices (SDOs)

  • Regional Offices

The goal is to have the DEMHP built not only on survey data but also on the lived experiences of those who serve in the frontlines of education every day.

Your Privacy Is Protected

DepEd ensures strict compliance with the Data Privacy Act of 2012 (Republic Act No. 10173). This means:

  • All sensitive information is securely handled

  • Personal data will not be disclosed without consent

  • Data will be used solely for policy development and research purposes

  • Responses will be kept confidential and analyzed ethically

Your honesty is vital—and your privacy is protected.

Why This Initiative Matters to US-Based Filipino Readers

For many Filipinos in the United States, education remains a strong emotional and cultural connection to home. Many have family who teach, work in schools, or study in the DepEd system. Ensuring that educators are mentally healthy contributes to:

  • Improved classroom performance

  • Better learning outcomes for Filipino students

  • More sustainable careers for educators

  • A stronger educational foundation for future generations

US-based readers—many of whom are familiar with workplace mental health programs abroad—can appreciate how significant it is for DepEd to champion mental well-being on a national scale. This initiative reflects a global shift toward prioritizing employee welfare and holistic support.

How DepEd Employees Can Support the Initiative

If you’re a DepEd employee:

  • Take the survey honestly and thoughtfully

  • Encourage colleagues to participate

  • Serve as a proactive mental health advocate in your school or office

  • Share concerns and suggestions that may improve workplace conditions

Your insights today will positively impact thousands of educators tomorrow.

A Stronger, Healthier Future for Philippine Education

The DepEd Employee Mental Health Policy (DEMHP) is more than a document—it is a commitment. A commitment to honor the dedication of teachers, administrators, and staff who serve the country’s learners with heart, resilience, and sacrifice.

By participating in the Mental Health Survey, every employee contributes to shaping a healthier, more supportive DepEd workplace. Together, we build not only better policies but a better future for Philippine education.

Now is the time to be heard.
Now is the time to care for the caregivers.
Now is the time to take part in this meaningful change.

Download Here the 2025-2028 eSAT for Teachers: Enhance Your Professional Growth

The Electronic Self-Assessment Tool (e-SAT) SY 2025-2028 is a vital resource for Filipino teachers. Designed to help you reflect on your professional performance, the e-SAT guides you in planning your growth as an educator and ensuring alignment with the Results-Based Performance Management System (RPMS). By completing this tool, you can identify your strengths, recognize areas for improvement, and develop a focused IPCRF-Development Plan (IPCRF-DP).

Filipino teacher completing the e-SAT in a modern classroom

What is the e-SAT?

The e-SAT is a structured, digital self-assessment tool for teachers. It helps you:

  • Evaluate your performance across key teaching domains

  • Reflect on professional practices before and during the school year

  • Develop actionable strategies to improve teaching effectiveness

Importantly, the results are confidential. School heads and other personnel cannot access your personal scores, but you can use the findings to create a targeted IPCRF-DP.

Why Filipino Teachers Should Use the e-SAT

The e-SAT is more than a compliance requirement under DepEd orders; it’s a roadmap for professional growth. By engaging in honest self-reflection, teachers can:

  • Identify gaps in teaching competencies

  • Enhance classroom effectiveness

  • Promote inclusive and learner-centered practices

  • Develop a clear plan for coaching, mentoring, and professional development

The e-SAT empowers teachers to take ownership of their career development and align with the Philippine Professional Standards for Teachers (PPST).

Seven Teaching Domains of the e-SAT

The e-SAT evaluates teachers across seven domains to cover all aspects of professional practice:

1. Content Knowledge and Pedagogy

Teachers are assessed on:

  • Mastery of content across curriculum areas

  • Research-based teaching strategies

  • Effective integration of ICT in learning

  • Developing higher-order thinking skills

  • Classroom communication in English, Filipino, and Mother Tongue

2. Learning Environment

Focuses on your ability to:

  • Establish safe and secure learning spaces

  • Promote fairness, respect, and care

  • Engage learners in meaningful, hands-on activities

  • Inspire collaboration and active participation

3. Diversity of Learners

Highlights inclusive teaching by:

  • Using differentiated learning strategies

  • Responding to learners’ cultural, linguistic, and socioeconomic backgrounds

  • Adapting instruction for learners with disabilities or special talents

  • Supporting learners in challenging circumstances

4. Curriculum and Planning

Teachers plan and implement:

  • Developmentally sequenced lessons aligned with curriculum

  • Relevant learning outcomes for all learners

  • Use of ICT and resources to achieve learning goals

5. Assessment and Reporting

Ensures teachers:

  • Apply diagnostic, formative, and summative assessments

  • Monitor student progress effectively

  • Provide timely and constructive feedback

  • Use assessment data to improve teaching practices

6. Community Linkages and Professional Engagement

Teachers maintain:

  • Relationships with parents and community members

  • Alignment of teaching practices with legal and ethical standards

  • Harmonious collaboration with learners and stakeholders

7. Personal Growth and Professional Development

Encourages:

  • Reflective and learner-centered teaching

  • Setting professional development goals

  • Participating in professional networks

  • Continuous learning aligned with the PPST

Core Behavioral Competencies in the e-SAT

The tool also measures core behavioral competencies critical for DepEd personnel:

  • Self-Management: Goal setting and personal growth

  • Professionalism and Ethics: Integrity and conduct

  • Results Focus: Delivering quality outcomes efficiently

  • Teamwork: Collaboration across the school community

  • Service Orientation: Commitment to student and community welfare

  • Innovation: Creativity and problem-solving

  • Gender Sensitivity: Promoting inclusion, equality, and zero tolerance for bias

Gender Sensitivity in Philippine Schools

The e-SAT emphasizes gender sensitivity to ensure:

  • Respect for individual differences

  • No discrimination based on SOGIESC (Sexual Orientation, Gender Identity, Gender Expression, Sex Characteristics)

  • Promotion of gender equality, diversity, and inclusion

  • Zero tolerance for discriminatory behavior

  • Affirmative actions to address gender inequalities

This focus supports DepEd’s commitment to safe, inclusive, and empowering learning environments.

Creating Your Individual Development Plan (IDP)

After completing the e-SAT, teachers develop an IDP:

Key components:

  • Strengths and areas for improvement

  • Recommended interventions and learning activities

  • Learning objectives and timeline

  • Resources needed for professional development

  • Leadership competencies and PPST indicators (if applicable)

The IDP helps ensure that teachers systematically improve their performance throughout the school year.

How to Use the e-SAT Effectively

  1. Complete it individually before the school year begins.

  2. Reflect honestly on your teaching practices.

  3. Use results to guide your IPCRF-DP and set goals.

  4. Print or save a digital copy for professional planning and discussions.

  5. Track progress throughout the year and adjust interventions as needed.

Benefits of Using the 2025-2028 e-SAT

Using the e-SAT allows Filipino teachers to:

  • Enhance professional self-awareness

  • Improve teaching strategies and classroom outcomes

  • Plan focused, measurable professional development

  • Uphold DepEd standards and ethical practices

  • Promote inclusive and learner-centered education

The 2025-2028 e-SAT is more than a self-assessment tool—it’s a pathway to teaching excellence. By completing it thoughtfully, teachers can reflect on their performance, create a strategic development plan, and ultimately provide the best learning experience for their students.

Download your e-SAT now and take the first step toward professional growth and excellence in education!

CLICK HERE TO DOWNLOAD:

Performance Requirements for the Expanded Career Progression System for Teachers

The Philippine education sector continues to modernize its standards, systems, and career pathways to uplift the teaching profession. At the center of this modernization is the Expanded Career Progression System for Teachers, a structured and competency-based system that outlines how teachers can progress through higher career stages using measurable indicators.

To ensure consistency, fairness, and evidence-based ratings, teachers undergo evaluation through the Teacher Standards Assessors Program, a framework designed to review performance using both Classroom Observable Indicators (COIs) and Non-Classroom Observable Indicators (NCOIs). These indicators reflect how teachers perform inside the classroom as well as how they contribute to the school community beyond instruction.

“Teacher being evaluated using COI and NCOI performance requirements under the Expanded Career Progression System for Teachers.”

For U.S.-based readers, this system mirrors performance-based teacher evaluations used across many American states, combining classroom observation, portfolio evaluation, and professional engagement standards.

The Teacher Standards Assessors Program: What It Is and Why It Matters

The Teacher Standards Assessors Program aims to ensure that teacher performance evaluations are:

  • Competency-based

  • Transparent

  • Aligned with the Philippine Professional Standards for Teachers (PPST)

  • Standardized nationwide

Assessors undergo training to ensure they can rate teachers accurately and consistently, regardless of region or school type.

Two Key Components of Evaluation

1. Classroom Observable Indicators (COIs)

These focus on what assessors can directly observe during teaching demonstrations, including:

  • Lesson clarity

  • Instructional strategies

  • Student engagement

  • Assessment practices

  • Learning environment management

2. Non-Classroom Observable Indicators (NCOIs)

These reflect performance outside the classroom, such as:

  • Accomplished portfolios

  • Professional learning activities

  • Instructional materials

  • School/community involvement

  • Leadership and mentoring roles

Together, COIs and NCOIs validate that teachers are not only effective in teaching but are also active contributors to overall school improvement.

Why Performance Requirements Are Important

✔ They promote fairness

Teachers are rated using uniform indicators, ensuring equal opportunities across regions.

✔ They set clear expectations

Teachers understand what competencies they need to demonstrate to qualify for promotions.

✔ They reinforce continuous professional development

Performance requirements motivate teachers to update their instructional strategies and leadership skills.

✔ They align the Philippines with global teacher standards

Similar systems are used in the U.S., Australia, Canada, and Singapore.

Performance Requirements for Each Teacher Career Stage

Below is a clear, easy-to-read breakdown of the Classroom Observable Indicators (COIs) and Non-Classroom Observable Indicators (NCOIs) required for each level of the Expanded Career Progression System for Teachers.

TEACHER LEVELS

Teacher I (Career Stage I)

  • COIs: At least 6 Proficient COIs rated Very Satisfactory

  • NCOIs: At least 4 Proficient NCOIs rated Very Satisfactory

Teacher II

  • COIs: Minimum 12 Proficient COIs at Very Satisfactory

  • NCOIs: Minimum 8 Proficient NCOIs at Very Satisfactory

Teacher IV

  • COIs: 21 Proficient COIs at Very Satisfactory

  • NCOIs: 16 Proficient NCOIs at Very Satisfactory

Teacher V

  • COIs: At least 6 Proficient COIs rated Outstanding

  • NCOIs: At least 4 Proficient NCOIs rated Outstanding

Teacher VI

  • COIs: At least 12 Proficient COIs rated Outstanding

  • NCOIs:

    • 4 Proficient NCOIs rated Very Satisfactory

    • 4 Proficient NCOIs rated Outstanding

Teacher VII

  • COIs: At least 18 Proficient COIs rated Outstanding

  • NCOIs:

    • 6 Proficient NCOIs rated Very Satisfactory

    • 6 Proficient NCOIs rated Outstanding

MASTER TEACHER LEVELS

Master Teacher I

  • COIs: 21 Proficient COIs at Outstanding

  • NCOIs:

    • 8 Proficient NCOIs at Very Satisfactory

    • 8 Proficient NCOIs at Outstanding

Master Teacher II

  • COIs: 10 Highly Proficient COIs at Outstanding

  • NCOIs:

    • 5 Highly Proficient NCOIs at Very Satisfactory

    • 5 Highly Proficient NCOIs at Outstanding

Master Teacher III

  • COIs: 21 Highly Proficient COIs at Outstanding

  • NCOIs:

    • 8 Highly Proficient NCOIs at Very Satisfactory

    • 8 Highly Proficient NCOIs at Outstanding

Master Teacher IV

  • COIs: 10 Distinguished COIs at Outstanding

  • NCOIs:

    • 5 Distinguished NCOIs at Very Satisfactory

    • 5 Distinguished NCOIs at Outstanding

Master Teacher V

  • COIs: 21 Distinguished COIs at Outstanding

  • NCOIs:

    • 8 Distinguished NCOIs at Very Satisfactory

    • 8 Distinguished NCOIs at Outstanding

What This Means for the Future of Philippine Education

The Expanded Career Progression System for Teachers strengthens the teaching profession by:

  • Rewarding merit and competence

  • Encouraging teachers to pursue advanced instructional skills

  • Promoting leadership and mentorship within schools

  • Improving instructional quality nationwide

  • Elevating the status and professionalism of Filipino educators

For readers in the United States, this system offers a strong example of how developing nations can modernize teacher evaluation using evidence-based and internationally aligned frameworks.

The performance requirements under the Expanded Career Progression System for Teachers ensure that promotions are based on real teaching impact, professional growth, and contributions to school improvement. By relying on clear, measurable indicators, the system paves the way for a more effective, motivated, and empowered Philippine teaching force.

Subscribe to: Comments (Atom)