Your Guide to Growth:
Your Guide to Growth:
The ECP Tool Kit
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👋Hello, our dear Teachers!
Welcome to the Expanded Career Progression (ECP) Toolkit—your practical companion in navigating your ECP journey. This toolkit is designed to help you better understand the policies, processes, and tools that support your professional growth and career advancement within the Department of Education.
To recognize and strengthen the continuous development of our educators, the Department of Education (DepEd) issued DepEd Order No. 024, s. 2025, or the Guidelines on the Implementation of the Expanded Career Progression (ECP) System for Teachers and School Heads. This landmark policy establishes a standards- and merit-based framework that highlights your competence, encourages lifelong learning, and provides clearer pathways for promotion and leadership—all in pursuit of improving teaching quality and learner outcomes.
To ensure clarity, fairness, and consistency in implementation, DepEd also released DepEd Order No. 034, s. 2025, or the Amendments and Clarifications to DepEd Order No. 024, s. 2025. This issuance refines provisions of the ECP policy in alignment with Executive Order No. 174, s. 2022 and the DepEdDBM Joint Circular No. 1, s. 2025. It provides clearer guidance on staffing and qualification standards, documentary and performance requirements, and transitional measures to support a smoother implementation of the system
Together, these policies affirm DepEd’s strong commitment to a rigorous yet inclusive career progression system—one that values merit, competence, and continuous growth for all teachers and school heads. Through the ECP, we move toward a shared vision: a teaching profession that honors excellence, nurtures leadership, and ensures that every learner benefits from empowered and inspired educators. To support this vision, the Expanded Career Progression (ECP) Toolkit was developed as a practical companion for you and our Human Resource Management Officers (HRMOs). It aims to:
1 GUIDE TEACHERS AND HRMOs
of the key provisions, procedures, and requirements under DepEd Orders No. 24 and 34, s. 2025, ensuring consistent understanding and implementation across schools and Schools Division Offices;
2 EQUIP KEY STAKE HOLDERS
with ready-to-use guides, practical tools, process flow, and forms that help teachers prepare for reclassification and assist HRMOs in facilitating, documenting, and validating the applications efficiently; and
3 PROMOTE A CULTURE OF PROFESSIONAL GROWTH AND SHARED ACCOUNTABILITY
between key stakeholders in fostering competency- and merit-based advancement, continuous improvement, and transparent implementation of ECP System in support of DepEd’s goal of improvement of learning outcomes. s;
THE ECP SYSTEM:
THE ECP SYSTEM:
Who are involved?
This section identifies the intended users of the Expanded Career Progression (ECP) Toolkit and outlines the corresponding roles and responsibilities of DepEd offices across all governance levels. It clarifies how each level, from the Central Office to Schools, contributes to the effective and consistent implementation of the ECP System, ensuring transparency, coordination, and shared accountability in supporting teacher growth and advancement.
TEACHERS
As the main users and beneficiaries of the ECP Toolkit, you are at the heart of its purpose. Your primary role is to use this toolkit to: understand policies, prepare documentary requirements, and track career progression; demonstrate professional growth and readiness for advancement through continuous learning and performance excellence, and collaborate with HRMOs and peers to ensure accurate, transparent, and timely implementation of the ECP System
HUMAN RESOURCE MANAGEMENT OFFICER
As the main implementers of the ECP System, our Human Resource Management Officers’ (HRMOs) play a vital role in ensuring transparency, compliance, and coordination across governance levels—serving as the bridge between policy and practice in advancing teachers’ career growth. Their primary role is to: ensure that the process is carried out efficiently, fairly, and consistently across all schools; lead the implementation of ECP guidelines; address concerns relative to the entire process; and provide technical and administrative support to teachers, school heads, and other stakeholders..
ROLES AND RESPONSIBILITIES
CENTRAL OFFICE (CO)
The DepEd - Central Office through the HROD strand shall:
Lead policy development and overall program management of the Expanded Career Progression (ECP) System.
Issue implementing guidelines, clarifications, and tools to support uniform interpretation and execution nationwide.
Provide capacity-building, technical assistance, and monitoring to Regional and Division Offices.
Coordinate with Department of Budget Management (DBM) and Civil Service Commission (CSC) on matters concerning staffing, qualification standards, and performance-based mechanisms.
Evaluates policy implementation and recommends enhancements based on feedback from the field.
REGIONAL OFFICE (RO)
The ROs shall ensure the effective implementation of ECP policies across all SDOs in their respective regions by:
Oversees and supports the implementation of the ECP System in all Schools Division Offices within the region.
Provides technical assistance and capacity building to ensure alignment with national policies and consistency across divisions.
Monitors and consolidates reports on ECP implementation and policy issues from SDOs for submission to BHROD–HRDD.
Facilitates feedback and coordination between the Central Office and field implementers to address implementation challenges.
SCHOOLS DIVISION OFFICE (SDO)
The SDOs, shall spearhead the following:
Ensure full compliance with the provisions of DepEd Order No. 024, s. 2025 and its subsequent issuances;
Lead the advocacy and information drive to keep both internal and external stakeholders well-informed;
Profile and support teachers and personnel in their professional development and career advancement; Guide affected personnel on their available options as outlined in the ECP guidelines;
Manage plantilla and staffing changes, personnel movements, and submit reports to the Regional and Central Offices;
Conduct and cascade capacity-building activities for implementers, assessors, and key stakeholders;
Align and streamline systems and procedures at the SDO level in line with DO 024, s. 2025; Establish a feedback mechanism to track progress, gather insights, and address implementation issues;
Document and resolve concerns related to the ECP System following existing policies and rules; and
Report and escalate policy or higher-level issues to the Regional Office–HRDD for onward submission to BHROD.
*** The Human Resource Merit Promotion and Selection Board (HRMPSB) shall be responsible for the comparative assessment and shall respond to ECP-related queries and appeals.
THE ECP TOOLKIT:
THE ECP TOOLKIT:
What's Inside?
Hello again, teachers!
Welcome to our first stage--the ECP System at a Glance where you will be informed on what you need to know about the DepEd Orders No. 024 & 034, s. 2025. This section gives you a clear snapshot of what the ECP is, how it works, and why it matters to you.
DepEd Orders No. 024 and 034, Series of 2025, lay the groundwork for recognizing your professional growth, skills, and contributions as an educator. Whether you are a teacher aiming for career advancement or an HRMO guiding this journey, understanding these Orders is key to navigating the ECP process smoothly.
Here, we break down the essentials: your roles, responsibilities, opportunities, and the key processes involved in reclassification and career progression. Think of it as your roadmap—everything you need to see at a glance before taking the next step in your professional journey.
For your guidance, here are what’s featured in this toolkit:
1 Call for Applications and Submission of Documentary Requirements
2 Initial Evaluation
(Qualification Standards
and Performance Requirements)
3 Comparative assessment
(Educational-Training-Experience,
Performance, Classroom
Observation, Portfolio Assessment)
4 CAReER
(Comparative Assessment Results
for Expanded Reclassification)
5 APPROVAL OF RECLASSIFICATION
(Process and Approval of
Reclassification, Issuance of NOSCA
and Appointment)
CREATING YOUR ECP ROADMAP
CREATING YOUR ECP ROADMAP
HOW TO NAVIGATE THE ECP SYSTEM?
Imagine standing at the base of a new ladder — one that represents your growth, purpose, and future in the teaching profession. The ECP System is that ladder, designed to help you climb steadily and confidently toward higher stages of your career.
For teachers, this is your moment to take the first step — to map out your goals, showcase your competence, and embrace continuous learning. Reclassification under the ECP System is more than a new title; it’s a recognition of your dedication, passion, and readiness to take on bigger roles in shaping learners’ futures.
Our HRMOs, as the steady hand guiding every teacher upward, ensure that each step of the process is fair, transparent, and grounded in DepEd’s standards and competency requirements.
Together, teachers and HRMOs turn this climb into a shared journey — one marked by trust, collaboration, and purpose. Every step forward brings us closer to a stronger, more empowered, and future-ready teaching force.
From Vision to Validation:
From Vision to Validation:
What you need to know about reclassification of positions
Reclassification is a key step in advancing your career under the ECP System. This section will guide you, as teachers, through what you need to know—how the process works, the requirements involved, and practical tips to ensure a smooth and successful assessment. To aid you in your own ECP journey, let me introduce to you Sir Herman, your SDO’s Human Resource Management Officer (HRMO).
RECLASSIFICATION OF POSITION:
RECLASSIFICATION OF POSITION:
[1] CALL FOR APPLICATIONS
The reclassification of position starts with Schools Division Office (SDO) shall issue a Memorandum or Call for Application. The Call for Applications shall be issued not later than June 30 of the current year and subsequent calls may also be done subject to the availability of funds.
The memorandum or Call for Application shall also contain pertinent information on the reclassification of teaching positions which includes but is not limited to the estimated number of available slots for reclassification per position deadline of submission off application documents, timeline/schedule of application process, protocols and procedures and adoption of remote modalities on recruitment and selection, among many others.
[1] SUBMISSION OF DOCUMENTARY REQUIREMENTS
Now that you’ve got a glimpse of the reclassification process, let’s go through the entire journey of your application—from start to finish!
Now that you know where to submit your application, let’s go over the documentary requirements you need to prepare for your application. Please make sure to have the following ready:
Reclassification Form for Teaching Position (RFTP)
Letter of Intent
Duly accomplished PDS (CS Form 212, Revised 2025) with Work Experience Sheet
Photocopy of valid and updated PRC License/ID Photocopy of scholastic/academic record (TOR and Diploma)
Photocopy of Service Record and Latest Appointment
Photocopy of certificate of trainings completed
Photocopy of the required Performance Ratings (at most 3)
Checklist of Requirements and Omnibus Sworn Statement on the Certification on the Authenticity and Veracity
(CAV) (Other documents (portfolio for the assessment of identified PPST non-classroom observable indicators)
Now that you have prepared your complete documentary requirements, you will begin your reclassification journey by completing all required information in the Reclassification Form for Teaching Positions (RFTP) and submitting it to the SDO, through the Records Unit on or before the deadline stated in the SDO Memorandum. To aid you in your own ECP journey, this is what the RFTP looks like:
Still have questions about the documents you need to prepare? Let us check this out.
Now that you’ve gathered and checked all your documents, it’s time for the next stage--Initial Evaluation! During this stage, your application will be reviewed to make sure all your requirements are complete and that you meet the necessary qualifications and performance requirements before proceeding to the next steps.
Now that you have prepared your complete documentary requirements, you will begin your reclassification journey by completing all required information in the Reclassification Form for Teaching Positions (RFTP) and submitting it to the SDO, through the Records Unit on or before the deadline stated in the SDO Memorandum. To aid you in your own ECP journey, this is what the RFTP looks like:
RECLASSIFICATION OF POSITION:
RECLASSIFICATION OF POSITION:
[2] INITIAL EVALUATION
After submitting your application documents, the HRMO conducts the initial evaluation of your qualifications. During this stage, the HRMO checks if you meet the minimum CSC-approved qualifications for the position. This ensures a fair and consistent assessment before proceeding to the next step. For guidance, HRMOs initially evaluate the following:
[2] Initial Evaluation - Qualification Standards
As part of the initial evaluation, Sir Herman, the HRMO, will carefully review your documents to determine if you meet the minimum Qualification Standards (QS) set by the CSC for the position you are applying for. Curious to know how Sir Herman will assess your papers? Let’s take a closer look.
Teachers often raise questions about which experiences and educational attainments are recognized under the ECP System. This section aims to clarify misconceptions and misinterpretations circulating among the field. Let’s take a closer look at some of the most frequently asked questions from teachers like you:
I hope this provides clarity on your concerns regarding Qualification Standards (QS). For full details and context, please refer to the appropriate section in DepEd Order No.024, s.2025 specifically Enclosure No. 2 (Guidelines on the Reclassification to Teaching Positions)
[2] Initial Evaluation - Performance Requirements
After reviewing the Qualification Standards, Sir Herman, the ever-patient HRMO, proceeds to evaluate your performance requirements under the ECP system. As he checks your documents, he recalls similar questions from other teachers about what ratings are needed and how these are assessed.
In this section, Sir Herman helps clarify how a teacher’s performance ratings reflect their consistent dedication and readiness for reclassification, guiding teachers like you in understanding this step of the initial evaluation process.
For guidance, here are the key points for the performance requirements of teachers for reclassification:
Applicants must have a rating of at least Very Satisfactory (VS) in the last rating period covering one full performance cycle in their current position.
Teachers on official leave may still be considered for reclassification. Their performance rating shall be based on up to three (3) most recent rating periods prior to the leave.
Non-teacher applicants (those not using the PPST-based IPCRF) shall be evaluated using comparable performance requirements.
School Principals shifting from the School Administration (SA) to Classroom Teaching (CT) Career Line;
Assistant School Principals (ASP) and Head Teachers (HT) applying for reclassification to the CT Career Line; and
Teachers with designations such as Teacher-in-Charge (TIC) or Assistant School Head Designate.
With your consistent Very Satisfactory (VS) rating, you are now ready to move forward. In the next section, let’s take a closer look at your reclassification journey as Teacher III applying for reclassification to Teacher IV.
Your performance is assessed based on the Philippine Professional Standards for Teachers (PPST), which outlines what teachers should know and be able to do at different career stages. Each position has specific Classroom Observable Indicators (COIs) and Non-Classroom Observable Indicators (NCOIs) that reflect your teaching practices and professional growth. Sir Herman will walk you through the conduct of initial evaluation on your performance requirements.
Before proceeding with the evaluation, it is important to ensure that the applicant meets the required performance requirements for reclassification. This section explains how Sir Herman evaluates your performance rating using the Reclassification Form for Teaching Positions.
IMPORTANT REMINDERS:
For repeating PPST Indicators (i.e., 1.1.2, 1.4.2, 1.5.2), only the most recent IPCRF ratings for these Indicators will be considered.
Plus Factor with “below minimum” rating will not affect teachers’ qualification for promotion.
[2] Performance Requirements: Non-Teacher Applicants
Your colleagues, Ms. Reyes (Teacher III and Teacher-in-Charge) and Mr. Puno (Head Teacher II) are also applying for Teacher VI position. As non-teacher applicants, they have also asked for Sir Herman’s assistance in the process of assessing performance ratings of non-teacher incumbents applying for teaching positions.
[2] Initial Evaluation - Performance Requirements:
Applicants with Ratings that are Below the Performance Requirements
Not all applicants may immediately meet the required performance rating for reclassification—and that’s okay. This section explains the process that applicants with below minimum performance ratings must take before the initial evaluation, following the provisions of the ECP System
In assessing eligibility for career progression, teachers often wonder how individual indicator ratings affect their qualification, especially when their overall performance is “Outstanding. ” To clarify, the system allows for reasonable flexibility, recognizing that an otherwise excellent teacher may have a few indicators rated lower than (up to one level lower) the required standard.
In some cases, Master Teachers may encounter conversion in the PPST indicators—particularly when certain NCOIs are converted as COIs. This may raise questions about qualification for higher Master Teacher positions, especially when ratings fall slightly below the required level. Let’s see how these situations will be handled under the provisions of Section 28 (c) of DepEd Order No. 34, s. 2025.
[2] Initial Evaluation Results
In this stage, Sir Herman, the HRMO, prepares and releases the Initial Evaluation Results (IER). The IER shows the applicants application codes, qualifications, and a remarks on whether qualified or disqualified based on CSC-approved qualification standards and performance requirements.
QUALIFIED
Those who meet both the minimum qualifications and performance requirements of the position applied for;
DISQUALIFIED
Those who do not meet the minimum qualifications and/or performance requirements of the position applied for;
IMPORTANT REMINDERS:
The HRMO may consult the HRMPSB in special or exceptional cases where a collegial decision is needed — such as assessing the relevance of an applicant’s education, training, or experience.
Despite seeking advice, the HRMO remains fully responsible and accountable for the final results of the initial evaluation.
The HRMO then informs all applicants of the results of the initial evaluation through written notice, using any of the following channels and platforms:
[2] Initial Evaluation Results
After qualifying in the initial evaluation, you now move to the Comparative Assessment stage of your application. Sir Herman will announce the schedule of comparative assessment and will explain that this step ensures fair and thorough evaluation of applicants performance, competencies, and qualifications. Let’s see how your journey in comparative assessment unfolds:
[3] - Comparative Assessment: Education, Experience, and Training
In the Comparative Assessment stage, teacher applicants are carefully evaluated based on their relevant education, training, and experience using the Increments Table and Rubrics for computation of points per criterion
Sir Herman and the HRMPSB assess the ETE based on minimum requirement and relevant qualifications of applicants that exceed the minimum requirement for the position applied for, using the increments table and ETE rubrics, stipulated in Section 35 of Enclosure 2 of DepEd Order No. 024, s. 2025.
[3] - Comparative Assessment: Performance
In this part of the process, Sir Herman demonstrates how the score on Performance criterion is being evaluated, pursuant to Section 36 of Enclosure No. 2 to DO 024 s. 2025:
Sir Herman and the HRMPSB shall compute the total points based on the submitted latest rating period covering one (1) year complete performance cycle.
After computing the scores for Education, Training, Experience, and Performance, Sir Herman records the results in Part III – Comparative Assessment Results of the RFTP.
IMPORTANT REMINDERS:
To ensure objective and fair assessment, only those trained assessors under the Career Progression Assessors Program, shall be selected as members of HRMPSB and sub-committee to assess teacher competencies (see Section 32 of Enclosure No. 2 to DO 24, s. 2025)
To further ensure transparency in the process and results of the comparative assessment, an OPEN-RANKING SYSTEM shall be conducted, where each applicant shall be given an opportunity to ask questions and seek clarifications on the results of their individual assessment, which will be acknowledged through RFTP.
All queries and/or clarifications shall be responded to, in writing, by the HRMPSB within three (3) to seven (7) calendar days upon receipt.
IMPORTANT REMINDERS:
TRAININGS:
Relevant training hours earned from digital/virtual/online learning may be considered, subject to the conditions prescribed in CSC Memorandum Circular (MC) No. 3, s. 2021
TESDA National Certification (NC) II and Trainers Methodology (TM) Certificate may be considered for nonTVL applicants; provided that the skills acquired from the training are relevant to the work, duties, and responsibilities of teachers.
EXPERIENCE:
Relevant experience gained from part-time work of at least four (4) hours per day may be considered.
Relevant experience gained from abroad or outside the Philippines may be considered
Refer to Section 35 (e) of Enclosure No. 2 to DO 24, s. 2025 for complete details
[3] - Comparative Assessment: Classroom Observation Indicators
In this part of the process, Sir Herman demonstrates how the score on Performance criterion is being evaluated, pursuant to Section 36 of Enclosure No. 2 to DO 024 s. 2025:
COT Rubric Levels for Teaching Positions
In this part of the assessment, teacher applicants are rated on how they demonstrate the Classroom Observable Indicators (COIs) using the COT-RSP. The observation focuses on how teacher demonstrates the COIs for the teaching position they applied for. Each performance is rated according to the rubric levels described in the tool, ensuring that the assessment reflects the teacher’s current stage of professional growth.
PPST Classroom Observable Indicators
The following table presents the PPST Classroom Observable Indicators (COIs) corresponding to each teaching position applied for.
Classroom Observation is a key part of the comparative assessment process for reclassification. It provides actual evidence of a teacher’s actual performance. With this, Sir Herman will walk us through the established protocols and how the assessors will rate the demonstration of COIs aligned with the PPST.
As you prepare for your classroom observation, it’s important for you to know how the process is carried out. Classroom observations aim to provide a fair and accurate picture of a teacher’s actual performance, guided by clear standards. Let’s walk through the key guidelines that ensure every observation is consistent and objective.
[3] - Comparative Assessment: Non-Classroom Observable Indicators
What Are PPST Non-Classroom Observable Indicators?
The Non-Classroom Observable Indicators (NCOIs) are PPST indicators that refer to teacher practices demonstrated outside and beyond the classroom and not observable within the classroom context that are necessary to support the teaching-learning process. The NCOIs may be demonstrated and attained within the school and with the wider school community.
PPST NCOIs PER TEACHING POSITION
Depending on the position teachers are applying for, they are assessed according to the following Non-Classroom Observable Indicators (NCOIs)
As part of your demonstration of NCOIs, your PAF responses and credentials will be validated through a Behavioral Events Interview. Let’s take a look at how this process will unfold:
Your colleagues, Ms. Reyes (Teacher III and Teacher-in-Charge) and Mr. Puno (Head Teacher II) are also applying for Teacher VI position. As non-teacher applicants, they are also seeking assistance in the process of assessing their NCOI, considering that they are not using PPST-based performance.
Demonstration of COIs for
Non-Teacher Applicants
Non-teacher applicants shall demonstrate proficiency in the PPST COIs through classroom observation in actual classroom with learners or in a room with assessors as audience (whichever is applicable).
The COT-RSP, particularly on the appropriate COT Rubric levels to capture good performance in the corresponding PPST Career Stage shall be used.
Applicable process and protocols as stipulated in Section 37 of Enclosure No. 2 to DO 24, s. 2025 shall be followed.
Demonstration of NCOIs for
Non-Teacher Applicants
Non-teacher applicants may submit relevant Means of Verification (MOVs) that demonstrate achievement of the required NCOIs acquired in their current position or designation (i.e., MOVs vetting lesson plan, assessment materials, LAC session documents, etc.).
The assessment of required indicators shall be conducted through portfolio annotations using the Portfolio Annotations Form (PAF) and through a Behavioral Events Interview (BEI).
Applicable process and protocols as stipulated in Section 38 of Enclosure No. 2 to DO 24, s. 2025 shall be followed
[4] - Comparative Assessment Results for Expanded Reclassification (CAReER)
Now that you have completed all stages of the assessment, the results of your evaluation will be consolidated. This step ensures that everything is transparent and properly validated before the results are shared. Let’s take a look at how the CAReER results are processed, endorsed, and posted for applicants like you.
Now that you have completed all stages of the assessment, the results of your evaluation will be consolidated. This step ensures that everything is transparent and properly validated before the results are shared. Let’s take a look at how the CAReER results are processed, endorsed, and posted for applicants like you.
IMPORTANT REMINDERS:
All applicants shall likewise be notified through official communication channels (i.e., electronic mail using the official e-mail account of the office, official social media accounts, and other means of communication that can be verified, recorded, and preserved)
After learning about how the CAReER results are posted, teachers are curious about what happens if an applicant meets the cut-off score but isn’t immediately accommodated for reclassification. Sir Herman clarifies how such cases will be handled.
HRMOs are in charge of compiling the results and preparing the official CAReER documents for submission and posting. This ensures that the reclassification process remains transparent, organized, and aligned with DepEd guidelines.
[5] - Processing and Approval of Reclassification and Issuance of NOSCA
After the posting of the CAReER, the Schools Division Office (SDO) processes the reclassification of positions and coordinates with the Regional Office for further evaluation, approval, and onward endorsement to DBM RO for the issuance of the Notice of Organization, Staffing, and Compensation Action (NOSCA).
To help teachers understand what happens next, here’s an overview of the approval process for reclassification and the issuance of the NOSCA:
[5] - Issuance of Appointment Papers
After the approval of the teacher’s reclassification and the issuance of the corresponding NOSCA, the next step involves the processing of appointments to their new position. During this phase, the SDO prepares the necessary appointment papers and facilitates salary adjustments in accordance with government rules and guidelines. This ensures that each reclassified teacher formally assumes their new position and receives the corresponding salary and benefits. The following section explains what happens during this stage of the process.
LIST OF TOOLS AND TEMPLATES
LIST OF TOOLS AND TEMPLATES
For your convenience, here is the list of editable templates that you can easily access and use. These templates are attached to help both teachers and HRMOs ensure accuracy, consistency, and efficiency in preparing and submitting required documents for reclassification and other HR-related processes.
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