Frequently Asked Questions
(FAQs) on the Expanded Career
Progression System for Public
School Teachers
What is the Expanded Career Progression System for Public
School Teachers?
It is a new system established by Executive Order No. 174, s. 2022,
that provides defined career lines for classroom teaching and school
administration in the Philippine public school system.
What are the main objectives of this new system?
The system aims to promote professional development, provide career
advancement opportunities, define career lines for teachers, and
improve the social and economic status of public school teachers.
Who is covered by this new system?
The system covers all public school teachers within the public basic
education system, from Kindergarten to Senior High School, in schools
and community learning centers managed by the Department of
Education (DepEd).
Are there any positions excluded from this system?
Yes, the following positions are excluded:
– Guidance Counselors
– Guidance Coordinators
– School Farming Coordinators
– Vocational Instruction Supervisors
– School Librarians
– Teaching positions in non-DepEd managed schools and community
learning centers
– Teaching positions in the Bangsamoro Autonomous Region in Muslim
Mindanao (BARMM)
– Other positions not specified in EO No. 174, s. 2022, or specifically
identified by DepEd as covered by the ECP System
When does this new system take effect?
The system takes effect immediately after the publication of the
Implementing Rules and Regulations (IRR) in the Official Gazette or a
newspaper of general circulation.
What are the two career lines established by this system?
The system establishes two career lines: the Classroom Teaching (CT)
Career Line and the School Administration (SA) Career Line.
What positions are included in the Classroom Teaching Career
Line?
The CT Career Line includes Teacher I to VII and Master Teacher I to V.
What positions are included in the School Administration
Career Line?
The SA Career Line includes School Principal I to IV.
Can teachers switch between career lines?
Yes, teachers can switch between career lines, provided they meet the
necessary qualifications and competencies for the desired position.
At what point can teachers choose between the CT and SA
Career Lines?
Teachers can choose between the CT and SA Career Lines upon
reaching the Master Teacher I position.
What are the requirements to advance to Master Teacher I?
To advance to Master Teacher I, a teacher must meet the Civil Service
Commission-approved Qualification Standards for the position and
achieve a proficiency level equivalent to Career Stage III (Highly
Proficient) of the Philippine Professional Standards for Teachers (PPST).
What are the requirements to advance to School Principal I?
To advance to School Principal I, a teacher must meet the Civil Service
Commission-approved Qualification Standards for the position, achieve
the desired proficiency level for school heads as defined by the
Philippine Professional Standards for School Heads (PPSSH), and pass a
DepEd-administered school head assessment.
How does the salary grade progression work in the new
system?
The salary grade progression ranges from SG 11 (Teacher I) to SG 22
(Master Teacher V/School Principal IV), with equivalent positions in
both career lines having the same salary grade.
How long is the transition period for implementing this new
system?
The IRR establishes a three-year transition period from the date of its
issuance.
What happens to existing vacant positions under this new
system?
Existing vacant positions will be converted to Teacher I positions,
either automatically after one year (for positions that conform with the
new system) or through a request to the Department of Budget and
Management (for positions that do not conform).
What happens to filled positions that don’t conform to the new
system?
Filled positions will be retitled to their equivalent positions in the new
system according to the retitling table provided in the IRR.
What options do incumbents of certain positions (e.g.,
Assistant School Principals) have?
They are given the choice to retain their current position or transition
to the new system. Specific options vary based on their current
position and qualifications.
How will the retitling of existing positions work?
The IRR provides a detailed table for retitling existing positions. For
example, an Assistant School Principal III may be retitled as School
Principal II or Master Teacher III, depending on their qualifications and
choices.
How does the new system address professional development?
The system emphasizes providing professional development
interventions to equip teachers with necessary competencies for
career advancement.
Who is responsible for providing in-service training for
teachers?
The National Educators Academy of the Philippines (NEAP) and NEAP-
accredited learning service providers are tasked with facilitating and
providing in-service training.
How will teachers be assessed for promotion or
reclassification?
DepEd is responsible for establishing criteria and guidelines for these
assessments, which will ensure that teachers meet the required
standards for advancement in their chosen career line.
What is the role of the Department of Education (DepEd) in
this new system?
DepEd’s responsibilities include proposing Qualification Standards,
defining assessment criteria, providing learning interventions,
assessing teacher applicants, and implementing a change
management plan, among others.
What is the role of the Civil Service Commission (CSC)?
The CSC is responsible for reviewing and approving Qualification
Standards for teaching positions and harmonizing these standards
across different levels of the education system.
What is the role of the Department of Budget and Management
(DBM)?
The DBM is tasked with creating new position titles, modifying the
Position Classification and Compensation Scheme, reviewing
reclassification applications, and evaluating funding allocations for the
new system.
What is the role of the Professional Regulation Commission
(PRC)?
The PRC is responsible for defining career pathways for professional
teachers outside the public basic education system and collaborating
with DepEd and CSC to harmonize Qualification Standards.
How will the implementation of this new system be funded?
For the first year of implementation, funding will come from the
consolidation of specific appropriations in the General Appropriations
Act. For subsequent years, DepEd will propose annual appropriations
for Reclassification of Positions.
Will this new system result in increased compensation for
teachers?
While the system aims to improve the economic status of teachers,
specific compensation increases will depend on the position and career
line advancement of individual teachers.
What are some potential challenges in implementing this new
system?
Potential challenges include budgetary constraints, developing fair
assessment tools, capacity building for stakeholders, ensuring equity,
managing resistance to change, and balancing classroom teaching
with administrative roles.
How will the effectiveness of this new system be monitored
and evaluated?
The IRR stipulates that DepEd will monitor and evaluate the
implementation of the system, including the utilization of available
funds for each fiscal year.
Can this system be adopted by other educational institutions?
While the system is specifically for public schools under DepEd, the
Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) may
adopt this policy to implement the system in their region.
What happens to teachers who are currently in positions that
will be phased out?
These teachers will be given options to be retitled to equivalent
positions in the new system or to retain their current positions until
they become vacant, at which point they will be converted to Teacher I
positions.
How does the system ensure fairness in career progression
across different regions and school types?
The IRR emphasizes the need for equitable implementation across all
regions and school types. DepEd is tasked with developing guidelines
and mechanisms to ensure fair access to career advancement
opportunities.
What support will be provided to teachers to help them meet
the new qualification standards?
The system emphasizes continuous professional development. DepEd,
through NEAP and other accredited providers, will offer training and
development programs to help teachers meet the new standards.
How will the new system affect teachers nearing retirement?
The IRR does not specifically address this, but the retitling process and
options for incumbents aim to ensure that current teachers, including
those nearing retirement, are not disadvantaged by the new system.
Is there a limit to how many times a teacher can switch
between career lines?
The IRR does not specify a limit on switching between career lines, as
long as the teacher meets the qualifications and competencies for the
desired position each time.
