DBM-DepEd JC 01, s.2025_Form No.

2-A For Teacher II

Republika ng Pilipinas
Department of Education
RECLASSIFICATION FORM FOR TEACHING POSITIONS (RFTP)

Name: Current Position:

Position Applied: Item Number of Current Position:
Station/School SG/Annual Salary:

Level: Kindergarten Junior High School

Elementary Senior High School

I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant Remarks
Bachelor's degree in Education; or Bachelor's degree in
relevant subject or learning area with at least 18
Education
professional units in Educations

8 hours of training in any of or a cumulative of the

Training following: Curriculum, Pedagogy, Subject Specialization
acquired within the last 5 years

Experience 1 year teaching experience

Elementary
RA 1080, as amended (Teacher Elementary/Secondary)
Eligibility Secondary
RA 1080, as amended (Teacher Secondary)

Note: Indicate the QS of the Position Applied for based on the CSC-Approved QS

II. PERFORMANCE REQUIREMENTS

1. Copy of duly approved IPCRF for the school year immediately preceeding the application.

2. The applicant must meet the following performance requirements depending on the position applied for.

Position Applied Performance Requirements

At least 6 Proficient COIs at Very Satisfactory; and
Teacher II At least 4 Proficient NCOIs at Very Satisfactory
At least 12 Proficient COIs at Very Satisfactory; and
Teacher III At least 8 Proficient NCOIs at Very Satisfactory
21 Proficient COIs at Very Satisfactory; and
Teacher IV 16 Proficient NCOIs at Very Satisfactory
At least 6 Proficient COIs at Outstanding; and
Teacher V At least 4 Proficient NCOIs at Outstanding
At least 12 Proficient COIs at Outstanding; and At least 4 Proficient NCOIs at Very
Teacher VI
Satisfactory and 4 Proficient NCOIs at Outstanding
At least 18 Proficient COIs at Outstanding; and At least 6 Proficient NCOIs at Very
Teacher VII
Satisfactory and 6 Proficient NCOIs at Outstanding
21 Proficient COIs at Outstanding; and 8 Proficient NCOIs at Very Satisfactory and 8
Master Teacher I
Proficient NCOIs at Outstanding

Summary of the Achievement of PPST Indicators

*Put a (/) mark if the applicant meets the required PPST indicators; if not, put an (X) mark in both the "O" and "VS" columns.

Domain/Strand/Indicators O VS
No. Domain 1. Content Knowledge and Pedagogy

1
1.1.2 Apply knowledge of content within and across curriculum teaching areas.

2 1.2.2 Use research-based knowledge and principles of teaching and learning to

enhance professional practice.

3 1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
process.

4 1.4.2 Use a range of teaching strategies that enhance learner achievement in

literacy and numeracy skills.
1.5.2 Apply a range of teaching strategies to develop critical and creative
5
thinking, as well as other higher-order thinking skills.
1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate
6
teaching and learning.

1.7.2 Use effective verbal and non-verbal classroom communication strategies to

7
support learner understanding, participation, engagement and achievement

Domain 2. Learning Environment

 2.1.2 Establish safe and secure learning environments to enhance learning
8
through the consistent implementation of policies, guidelines and procedures.

2.2.2 Maintain learning environments that promote fairness, respect and care to
9
encourage learning.
 2.3.2 Manage classroom structure to engage learners, individually or in groups, in
10 meaningful exploration, discovery and hands-on activities within a range of
physical learning environments.

2.4.2 Maintain supportive learning environments that nurture and inspire learners
11
to participate, cooperate and collaborate in continued learning.

2.5.2 Apply a range of successful strategies that maintain learning environments

12 that motivate learners to work productively by assuming responsibility for their
own learning.

2.6.2 Manage learner behavior constructively by applying positive and non-

13
violent discipline to ensure learning-focused environments.

Domain 3. Diversity of Learners

3.1.2 Use differentiated, developmentally appropriate learning experiences to

14
address learners’ gender, needs, strengths, interests and experiences.

3.2.2 Establish a learner-centered culture by using teaching strategies that

15 respond to learners' linguistic, cultural, socio-economic and religious
backgrounds.

16 3.3.2 Design, adapt and implement teaching strategies that are responsive to
learners with disabilities, giftedness and talents.

3.4.2 Plan and deliver teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances, including: geographic
17
isolation; chronic illness; displacement due to armed conflict, urban resettlement
or disasters; child abuse and child labor practices.

3.5.2 Adapt and use culturally appropriate teaching strategies to address the
18
needs of learners from indigenous groups.
Domain 4. Curriculum and Planning
4.1.2 Plan, manage and implement developmentally sequenced teaching and
19 learning processes to meet curriculum requirements and varied teaching
contexts.

20 4.2.2 Set achievable and appropriate learning outcomes that are aligned with
learning competencies.

21 4.3.2 Adapt and implement learning programs that ensure relevance and
responsiveness to the needs of all learners.

22 4.4.2 Participate in collegial discussions that use teacher and learner feedback to
enrich teaching practice.

23 4.5.2 Select, develop, organize and use appropriate teaching and learning
resources, including ICT, to address learning goals.
Domain 5. Assessment and Reporting

24 5.1.2. Design, select, organize and use diagnostic, formative, and summative
assessment strategies consistent with curriculum requirements

25 5.2.2 Monitor and evaluate learner progress and achievement using learner
attainment data.

26 5.3.2 Use strategies for providing timely, accurate and constructive feedback to
improve learner performance.

27 5.4.2 Communicate promptly and clearly the learners’ needs, progress and
achievement to key stakeholders, including parents/guardians.

28 5.5.2 Utilize assessment data to inform the modification of teaching and learning
practices and programs.
Domain 6. Community Linkages and Professional Engagement

29
6.1.2 Maintain learning environments that are responsive to community contexts.

30 6.2.2 Build relationships with parents/guardians and the wider school community
to facilitate involvement in the educative process.

6.3.2 Review regularly personal teaching practice using existing laws and
31 regulations that apply to the teaching profession and the responsibilities
specified in the Code of Ethics for Professional Teachers.

6.4.2 Comply with and implement school policies and procedures consistently to
32
foster harmonious relationships with learners, parents, and other stakeholders.
 Domain 7. Personal Growth and Professional Development
33 7.1.2 Apply a personal philosophy of teaching that is learner-centered.
7.2.2 Adopt practices that uphold the dignity of teaching as a profession by
34 exhibiting qualities such as caring attitude, respect and integrity.

35 7.3.2 Participate in professional networks to share knowledge and to enhance

practice.

36 7.4.2 Develop a personal professional improvement plan based on reflection of

one’s practice and ongoing professional learning.

37 7.5.2 Set professional development goals based on the Philippine Professional

Standards for Teachers.
Total Number of O and VS

III. COMPRATIVE ASSESSMENT RESULT

Education Training Experience Performance Classroom Non-Classroom Total Score
Observable Observable
Indicators Indicators

Conforme: Attested by:

NADINE C. CELINDRO
Teacher Applicant HRMPSB Chair

IV. DEPED SCHOOLS DIVISION OFFICE ACTION

Reclassification of Position Date
Remarks
From Salary Grade To Salary Grade Processed

Evaluated by:

MA. CECILIA M. FABELLORE

Administrative Officer IV (HRMO)

Certified Correct

ROBERT ALAIN H. BOMUEL

OIC-Administrative Officer V (Admin Services)

Recommending Approval:

MERTHEL M. EVARDOME, CESO V

Schools Division Superintendent

V. DEPED REGIONAL OFFICE ACTION

Reclassification of Position
Date
Remarks
From Salary Grade To Salary Grade Processed

Evaluated by:

Teachers Credential Evaluator

Certified Correct:

ANN GERALYN T. PELIAS

Chief, Administrative Division

Approved:

ATTY. ALBERTO T. ESCOBARTE, CESO II

Regional Director
DBM-DepEd JC 01, s.2025_Form No. 2-A For Teacher III

Republika ng Pilipinas
Department of Education
RECLASSIFICATION FORM FOR TEACHING POSITIONS (RFTP)

Name: Current Position:

Position Applied: Item Number of Current Position:
Station/School SG/Annual Salary:

Level: Kindergarten Junior High School

Elementary Senior High School

I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant Remarks
Bachelor's degree in Education; or Bachelor's degree in
relevant subject or learning area with at least 18
Education
professional units in Educations

16 hours of training in any of or a cumulative of the

Training following: Curriculum, Pedagogy, Subject Specialization
acquired within the last 5 years

Experience 2 years teaching experience

Elementary
RA 1080, as amended (Teacher Elementary/Secondary)
Eligibility Secondary
RA 1080, as amended (Teacher Secondary)

Note: Indicate the QS of the Position Applied for based on the CSC-Approved QS

II. PERFORMANCE REQUIREMENTS

1. Copy of duly approved IPCRF for the school year immediately preceeding the application.

2. The applicant must meet the following performance requirements depending on the position applied for.

Position Applied Performance Requirements

At least 6 Proficient COIs at Very Satisfactory; and
Teacher II At least 4 Proficient NCOIs at Very Satisfactory
At least 12 Proficient COIs at Very Satisfactory; and
Teacher III At least 8 Proficient NCOIs at Very Satisfactory
21 Proficient COIs at Very Satisfactory; and
Teacher IV 16 Proficient NCOIs at Very Satisfactory
At least 6 Proficient COIs at Outstanding; and
Teacher V At least 4 Proficient NCOIs at Outstanding
At least 12 Proficient COIs at Outstanding; and At least 4 Proficient NCOIs at Very
Teacher VI
Satisfactory and 4 Proficient NCOIs at Outstanding
At least 18 Proficient COIs at Outstanding; and At least 6 Proficient NCOIs at Very
Teacher VII
Satisfactory and 6 Proficient NCOIs at Outstanding
21 Proficient COIs at Outstanding; and 8 Proficient NCOIs at Very Satisfactory and 8
Master Teacher I
Proficient NCOIs at Outstanding

Summary of the Achievement of PPST Indicators

*Put a (/) mark if the applicant meets the required PPST indicators; if not, put an (X) mark in both the "O" and "VS" columns.

Domain/Strand/Indicators O VS
No. Domain 1. Content Knowledge and Pedagogy

1
1.1.2 Apply knowledge of content within and across curriculum teaching areas.

2 1.2.2 Use research-based knowledge and principles of teaching and learning to

enhance professional practice.

3 1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
process.

4 1.4.2 Use a range of teaching strategies that enhance learner achievement in

literacy and numeracy skills.
1.5.2 Apply a range of teaching strategies to develop critical and creative
5
thinking, as well as other higher-order thinking skills.
1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate
6
teaching and learning.

1.7.2 Use effective verbal and non-verbal classroom communication strategies to

7
support learner understanding, participation, engagement and achievement

Domain 2. Learning Environment

 2.1.2 Establish safe and secure learning environments to enhance learning
8
through the consistent implementation of policies, guidelines and procedures.

2.2.2 Maintain learning environments that promote fairness, respect and care to
9
encourage learning.
 2.3.2 Manage classroom structure to engage learners, individually or in groups, in
10 meaningful exploration, discovery and hands-on activities within a range of
physical learning environments.

2.4.2 Maintain supportive learning environments that nurture and inspire learners
11
to participate, cooperate and collaborate in continued learning.

2.5.2 Apply a range of successful strategies that maintain learning environments

12 that motivate learners to work productively by assuming responsibility for their
own learning.

2.6.2 Manage learner behavior constructively by applying positive and non-

13
violent discipline to ensure learning-focused environments.

Domain 3. Diversity of Learners

3.1.2 Use differentiated, developmentally appropriate learning experiences to

14
address learners’ gender, needs, strengths, interests and experiences.

3.2.2 Establish a learner-centered culture by using teaching strategies that

15 respond to learners' linguistic, cultural, socio-economic and religious
backgrounds.

16 3.3.2 Design, adapt and implement teaching strategies that are responsive to
learners with disabilities, giftedness and talents.

3.4.2 Plan and deliver teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances, including: geographic
17
isolation; chronic illness; displacement due to armed conflict, urban resettlement
or disasters; child abuse and child labor practices.

3.5.2 Adapt and use culturally appropriate teaching strategies to address the
18
needs of learners from indigenous groups.
Domain 4. Curriculum and Planning
4.1.2 Plan, manage and implement developmentally sequenced teaching and
19 learning processes to meet curriculum requirements and varied teaching
contexts.

20 4.2.2 Set achievable and appropriate learning outcomes that are aligned with
learning competencies.

21 4.3.2 Adapt and implement learning programs that ensure relevance and
responsiveness to the needs of all learners.

22 4.4.2 Participate in collegial discussions that use teacher and learner feedback to
enrich teaching practice.

23 4.5.2 Select, develop, organize and use appropriate teaching and learning
resources, including ICT, to address learning goals.
Domain 5. Assessment and Reporting

24 5.1.2. Design, select, organize and use diagnostic, formative, and summative
assessment strategies consistent with curriculum requirements

25 5.2.2 Monitor and evaluate learner progress and achievement using learner
attainment data.

26 5.3.2 Use strategies for providing timely, accurate and constructive feedback to
improve learner performance.

27 5.4.2 Communicate promptly and clearly the learners’ needs, progress and
achievement to key stakeholders, including parents/guardians.

28 5.5.2 Utilize assessment data to inform the modification of teaching and learning
practices and programs.
Domain 6. Community Linkages and Professional Engagement

29
6.1.2 Maintain learning environments that are responsive to community contexts.

30 6.2.2 Build relationships with parents/guardians and the wider school community
to facilitate involvement in the educative process.

6.3.2 Review regularly personal teaching practice using existing laws and
31 regulations that apply to the teaching profession and the responsibilities
specified in the Code of Ethics for Professional Teachers.

6.4.2 Comply with and implement school policies and procedures consistently to
32
foster harmonious relationships with learners, parents, and other stakeholders.
 Domain 7. Personal Growth and Professional Development
33 7.1.2 Apply a personal philosophy of teaching that is learner-centered.
7.2.2 Adopt practices that uphold the dignity of teaching as a profession by
34 exhibiting qualities such as caring attitude, respect and integrity.

35 7.3.2 Participate in professional networks to share knowledge and to enhance

practice.

36 7.4.2 Develop a personal professional improvement plan based on reflection of

one’s practice and ongoing professional learning.

37 7.5.2 Set professional development goals based on the Philippine Professional

Standards for Teachers.
Total Number of O and VS

III. COMPRATIVE ASSESSMENT RESULT

Education Training Experience Performance Classroom Non-Classroom Total Score
Observable Observable
Indicators Indicators

Conforme: Attested by:

NADINE C. CELINDRO
Teacher Applicant HRMPSB Chair

IV. DEPED SCHOOLS DIVISION OFFICE ACTION

Reclassification of Position Date
Remarks
From Salary Grade To Salary Grade Processed

Evaluated by:

MA. CECILIA M. FABELLORE

Administrative Officer IV (HRMO)

Certified Correct

ROBERT ALAIN H. BOMUEL

OIC-Administrative Officer V (Admin Services)

Recommending Approval:

MERTHEL M. EVARDOME, CESO V

Schools Division Superintendent

V. DEPED REGIONAL OFFICE ACTION

Reclassification of Position
Date
Remarks
From Salary Grade To Salary Grade Processed

Evaluated by:

Teachers Credential Evaluator

Certified Correct:

ANN GERALYN T. PELIAS

Chief, Administrative Division

Approved:

ATTY. ALBERTO T. ESCOBARTE, CESO II

Regional Director
DBM-DepEd JC 01, s.2025_Form No. 2-A For Teacher IV

Republika ng Pilipinas
Department of Education
RECLASSIFICATION FORM FOR TEACHING POSITIONS (RFTP)

Name: Current Position:

Position Applied: Item Number of Current Position:
Station/School SG/Annual Salary:

Level: Kindergarten Junior High School

Elementary Senior High School

I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant Remarks
Bachelor's degree in Education; or Bachelor's degree in
relevant subject or learning area with at least 18
Education
professional units in Educations

16 hours of training in any of or a cumulative of the

following: Curriculum, Pedagogy, Subject Specialization
acquired within the last 5 years or
Training Completion of NEAP-
requisite professional development program for Career
Stage II (Proficient Teacher)
Experience 3 years teaching experience
Elementary
RA 1080, as amended (Teacher Elementary/Secondary)
Eligibility Secondary
RA 1080, as amended (Teacher Secondary)

Note: Indicate the QS of the Position Applied for based on the CSC-Approved QS

II. PERFORMANCE REQUIREMENTS

1. Copy of duly approved IPCRF for the school year immediately preceeding the application.

2. The applicant must meet the following performance requirements depending on the position applied for.

Position Applied Performance Requirements

At least 6 Proficient COIs at Very Satisfactory; and
Teacher II At least 4 Proficient NCOIs at Very Satisfactory
At least 12 Proficient COIs at Very Satisfactory; and
Teacher III At least 8 Proficient NCOIs at Very Satisfactory
21 Proficient COIs at Very Satisfactory; and
Teacher IV 16 Proficient NCOIs at Very Satisfactory
At least 6 Proficient COIs at Outstanding; and
Teacher V At least 4 Proficient NCOIs at Outstanding
At least 12 Proficient COIs at Outstanding; and At least 4 Proficient NCOIs at Very
Teacher VI
Satisfactory and 4 Proficient NCOIs at Outstanding
At least 18 Proficient COIs at Outstanding; and At least 6 Proficient NCOIs at Very
Teacher VII
Satisfactory and 6 Proficient NCOIs at Outstanding
21 Proficient COIs at Outstanding; and 8 Proficient NCOIs at Very Satisfactory and 8
Master Teacher I
Proficient NCOIs at Outstanding

Summary of the Achievement of PPST Indicators

*Put a (/) mark if the applicant meets the required PPST indicators; if not, put an (X) mark in both the "O" and "VS" columns.

Domain/Strand/Indicators O VS
No. Domain 1. Content Knowledge and Pedagogy

1
1.1.2 Apply knowledge of content within and across curriculum teaching areas.

2 1.2.2 Use research-based knowledge and principles of teaching and learning to

enhance professional practice.

3 1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
process.

4 1.4.2 Use a range of teaching strategies that enhance learner achievement in

literacy and numeracy skills.
1.5.2 Apply a range of teaching strategies to develop critical and creative
5
thinking, as well as other higher-order thinking skills.
1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate
6
teaching and learning.

1.7.2 Use effective verbal and non-verbal classroom communication strategies to

7
support learner understanding, participation, engagement and achievement
 Domain 2. Learning Environment

2.1.2 Establish safe and secure learning environments to enhance learning

8
through the consistent implementation of policies, guidelines and procedures.

2.2.2 Maintain learning environments that promote fairness, respect and care to
9
encourage learning.
 2.3.2 Manage classroom structure to engage learners, individually or in groups, in
10 meaningful exploration, discovery and hands-on activities within a range of
physical learning environments.

2.4.2 Maintain supportive learning environments that nurture and inspire learners
11
to participate, cooperate and collaborate in continued learning.

2.5.2 Apply a range of successful strategies that maintain learning environments

12 that motivate learners to work productively by assuming responsibility for their
own learning.

2.6.2 Manage learner behavior constructively by applying positive and non-

13
violent discipline to ensure learning-focused environments.

Domain 3. Diversity of Learners

3.1.2 Use differentiated, developmentally appropriate learning experiences to

14
address learners’ gender, needs, strengths, interests and experiences.

3.2.2 Establish a learner-centered culture by using teaching strategies that

15 respond to learners' linguistic, cultural, socio-economic and religious
backgrounds.

16 3.3.2 Design, adapt and implement teaching strategies that are responsive to
learners with disabilities, giftedness and talents.

3.4.2 Plan and deliver teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances, including: geographic
17
isolation; chronic illness; displacement due to armed conflict, urban resettlement
or disasters; child abuse and child labor practices.

3.5.2 Adapt and use culturally appropriate teaching strategies to address the
18
needs of learners from indigenous groups.
Domain 4. Curriculum and Planning
4.1.2 Plan, manage and implement developmentally sequenced teaching and
19 learning processes to meet curriculum requirements and varied teaching
contexts.

20 4.2.2 Set achievable and appropriate learning outcomes that are aligned with
learning competencies.

21 4.3.2 Adapt and implement learning programs that ensure relevance and
responsiveness to the needs of all learners.

22 4.4.2 Participate in collegial discussions that use teacher and learner feedback to
enrich teaching practice.

23 4.5.2 Select, develop, organize and use appropriate teaching and learning
resources, including ICT, to address learning goals.
Domain 5. Assessment and Reporting

24 5.1.2. Design, select, organize and use diagnostic, formative, and summative
assessment strategies consistent with curriculum requirements

25 5.2.2 Monitor and evaluate learner progress and achievement using learner
attainment data.

26 5.3.2 Use strategies for providing timely, accurate and constructive feedback to
improve learner performance.

27 5.4.2 Communicate promptly and clearly the learners’ needs, progress and
achievement to key stakeholders, including parents/guardians.

28 5.5.2 Utilize assessment data to inform the modification of teaching and learning
practices and programs.
Domain 6. Community Linkages and Professional Engagement

29
6.1.2 Maintain learning environments that are responsive to community contexts.

30 6.2.2 Build relationships with parents/guardians and the wider school community
to facilitate involvement in the educative process.

6.3.2 Review regularly personal teaching practice using existing laws and
31 regulations that apply to the teaching profession and the responsibilities
specified in the Code of Ethics for Professional Teachers.

6.4.2 Comply with and implement school policies and procedures consistently to
32
foster harmonious relationships with learners, parents, and other stakeholders.
 Domain 7. Personal Growth and Professional Development
33 7.1.2 Apply a personal philosophy of teaching that is learner-centered.
7.2.2 Adopt practices that uphold the dignity of teaching as a profession by
34 exhibiting qualities such as caring attitude, respect and integrity.

35 7.3.2 Participate in professional networks to share knowledge and to enhance

practice.

36 7.4.2 Develop a personal professional improvement plan based on reflection of

one’s practice and ongoing professional learning.

37 7.5.2 Set professional development goals based on the Philippine Professional

Standards for Teachers.
Total Number of O and VS

III. COMPRATIVE ASSESSMENT RESULT

Education Training Experience Performance Classroom Non-Classroom Total Score
Observable Observable
Indicators Indicators

Conforme: Attested by:

NADINE C. CELINDRO
Teacher Applicant HRMPSB Chair

IV. DEPED SCHOOLS DIVISION OFFICE ACTION

Reclassification of Position Date
Remarks
From Salary Grade To Salary Grade Processed

Evaluated by:

MA. CECILIA M. FABELLORE

Administrative Officer IV (HRMO)

Certified Correct

ROBERT ALAIN H. BOMUEL

OIC-Administrative Officer V (Admin Services)

Recommending Approval:

MERTHEL M. EVARDOME, CESO V

Schools Division Superintendent

V. DEPED REGIONAL OFFICE ACTION

Reclassification of Position
Date
Remarks
From Salary Grade To Salary Grade Processed

Evaluated by:

Teachers Credential Evaluator

Certified Correct:

ANN GERALYN T. PELIAS

Chief, Administrative Division

Approved:

ATTY. ALBERTO T. ESCOBARTE, CESO II

Regional Director
DBM-DepEd JC 01, s.2025_Form No. 2-A For Teacher V

Republika ng Pilipinas
Department of Education
RECLASSIFICATION FORM FOR TEACHING POSITIONS (RFTP)

Name: Current Position:

Position Applied: Item Number of Current Position:
Station/School SG/Annual Salary:

Level: Kindergarten Junior High School

Elementary Senior High School

I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant Remarks
Bachelor's degree in Education; or Bachelor's degree in
relevant subject or learning area with at least 18
Education
professional units in Educations

24 hours of training in any of or a cumulative of the

following: Curriculum, Pedagogy, Subject Specialization
acquired within the last 5 years or
Training Completion of NEAP-
requisite professional development program for Career
Stage II (Proficient Teacher)
Experience 3 years teaching experience
Elementary
RA 1080, as amended (Teacher Elementary/Secondary)
Eligibility Secondary
RA 1080, as amended (Teacher Secondary)

Note: Indicate the QS of the Position Applied for based on the CSC-Approved QS

II. PERFORMANCE REQUIREMENTS

1. Copy of duly approved IPCRF for the school year immediately preceeding the application.

2. The applicant must meet the following performance requirements depending on the position applied for.

Position Applied Performance Requirements

At least 6 Proficient COIs at Very Satisfactory; and
Teacher II At least 4 Proficient NCOIs at Very Satisfactory
At least 12 Proficient COIs at Very Satisfactory; and
Teacher III At least 8 Proficient NCOIs at Very Satisfactory
21 Proficient COIs at Very Satisfactory; and
Teacher IV 16 Proficient NCOIs at Very Satisfactory
At least 6 Proficient COIs at Outstanding; and
Teacher V At least 4 Proficient NCOIs at Outstanding
At least 12 Proficient COIs at Outstanding; and At least 4 Proficient NCOIs at Very
Teacher VI
Satisfactory and 4 Proficient NCOIs at Outstanding
At least 18 Proficient COIs at Outstanding; and At least 6 Proficient NCOIs at Very
Teacher VII
Satisfactory and 6 Proficient NCOIs at Outstanding
21 Proficient COIs at Outstanding; and 8 Proficient NCOIs at Very Satisfactory and 8
Master Teacher I
Proficient NCOIs at Outstanding

Summary of the Achievement of PPST Indicators

*Put a (/) mark if the applicant meets the required PPST indicators; if not, put an (X) mark in both the "O" and "VS" columns.

Domain/Strand/Indicators O VS
No. Domain 1. Content Knowledge and Pedagogy

1
1.1.2 Apply knowledge of content within and across curriculum teaching areas.

2 1.2.2 Use research-based knowledge and principles of teaching and learning to

enhance professional practice.

3 1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
process.

4 1.4.2 Use a range of teaching strategies that enhance learner achievement in

literacy and numeracy skills.
1.5.2 Apply a range of teaching strategies to develop critical and creative
5
thinking, as well as other higher-order thinking skills.
1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate
6
teaching and learning.

1.7.2 Use effective verbal and non-verbal classroom communication strategies to

7
support learner understanding, participation, engagement and achievement
 Domain 2. Learning Environment

2.1.2 Establish safe and secure learning environments to enhance learning

8
through the consistent implementation of policies, guidelines and procedures.

2.2.2 Maintain learning environments that promote fairness, respect and care to
9
encourage learning.
 2.3.2 Manage classroom structure to engage learners, individually or in groups, in
10 meaningful exploration, discovery and hands-on activities within a range of
physical learning environments.

2.4.2 Maintain supportive learning environments that nurture and inspire learners
11
to participate, cooperate and collaborate in continued learning.

2.5.2 Apply a range of successful strategies that maintain learning environments

12 that motivate learners to work productively by assuming responsibility for their
own learning.

2.6.2 Manage learner behavior constructively by applying positive and non-

13
violent discipline to ensure learning-focused environments.

Domain 3. Diversity of Learners

3.1.2 Use differentiated, developmentally appropriate learning experiences to

14
address learners’ gender, needs, strengths, interests and experiences.

3.2.2 Establish a learner-centered culture by using teaching strategies that

15 respond to learners' linguistic, cultural, socio-economic and religious
backgrounds.

16 3.3.2 Design, adapt and implement teaching strategies that are responsive to
learners with disabilities, giftedness and talents.

3.4.2 Plan and deliver teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances, including: geographic
17
isolation; chronic illness; displacement due to armed conflict, urban resettlement
or disasters; child abuse and child labor practices.

3.5.2 Adapt and use culturally appropriate teaching strategies to address the
18
needs of learners from indigenous groups.
Domain 4. Curriculum and Planning
4.1.2 Plan, manage and implement developmentally sequenced teaching and
19 learning processes to meet curriculum requirements and varied teaching
contexts.

20 4.2.2 Set achievable and appropriate learning outcomes that are aligned with
learning competencies.

21 4.3.2 Adapt and implement learning programs that ensure relevance and
responsiveness to the needs of all learners.

22 4.4.2 Participate in collegial discussions that use teacher and learner feedback to
enrich teaching practice.

23 4.5.2 Select, develop, organize and use appropriate teaching and learning
resources, including ICT, to address learning goals.
Domain 5. Assessment and Reporting

24 5.1.2. Design, select, organize and use diagnostic, formative, and summative
assessment strategies consistent with curriculum requirements

25 5.2.2 Monitor and evaluate learner progress and achievement using learner
attainment data.

26 5.3.2 Use strategies for providing timely, accurate and constructive feedback to
improve learner performance.

27 5.4.2 Communicate promptly and clearly the learners’ needs, progress and
achievement to key stakeholders, including parents/guardians.

28 5.5.2 Utilize assessment data to inform the modification of teaching and learning
practices and programs.
Domain 6. Community Linkages and Professional Engagement

29
6.1.2 Maintain learning environments that are responsive to community contexts.

30 6.2.2 Build relationships with parents/guardians and the wider school community
to facilitate involvement in the educative process.

6.3.2 Review regularly personal teaching practice using existing laws and
31 regulations that apply to the teaching profession and the responsibilities
specified in the Code of Ethics for Professional Teachers.

6.4.2 Comply with and implement school policies and procedures consistently to
32
foster harmonious relationships with learners, parents, and other stakeholders.
 Domain 7. Personal Growth and Professional Development
33 7.1.2 Apply a personal philosophy of teaching that is learner-centered.
7.2.2 Adopt practices that uphold the dignity of teaching as a profession by
34 exhibiting qualities such as caring attitude, respect and integrity.

35 7.3.2 Participate in professional networks to share knowledge and to enhance

practice.

36 7.4.2 Develop a personal professional improvement plan based on reflection of

one’s practice and ongoing professional learning.

37 7.5.2 Set professional development goals based on the Philippine Professional

Standards for Teachers.
Total Number of O and VS

III. COMPRATIVE ASSESSMENT RESULT

Education Training Experience Performance Classroom Non-Classroom Total Score
Observable Observable
Indicators Indicators

Conforme: Attested by:

NADINE C. CELINDRO
Teacher Applicant HRMPSB Chair

IV. DEPED SCHOOLS DIVISION OFFICE ACTION

Reclassification of Position Date
Remarks
From Salary Grade To Salary Grade Processed

Evaluated by:

MA. CECILIA M. FABELLORE

Administrative Officer IV (HRMO)

Certified Correct

ROBERT ALAIN H. BOMUEL

OIC-Administrative Officer V (Admin Services)

Recommending Approval:

MERTHEL M. EVARDOME, CESO V

Schools Division Superintendent

V. DEPED REGIONAL OFFICE ACTION

Reclassification of Position
Date
Remarks
From Salary Grade To Salary Grade Processed

Evaluated by:

Teachers Credential Evaluator

Certified Correct:

ANN GERALYN T. PELIAS

Chief, Administrative Division

Approved:

ATTY. ALBERTO T. ESCOBARTE, CESO II

Regional Director
DBM-DepEd JC 01, s.2025_Form No. 2-A For Teacher VI

Republika ng Pilipinas
Department of Education
RECLASSIFICATION FORM FOR TEACHING POSITIONS (RFTP)

Name: Current Position:

Position Applied: Item Number of Current Position:
Station/School SG/Annual Salary:

Level: Kindergarten Junior High School

Elementary Senior High School

I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant Remarks
Bachelor's degree in Education; or Bachelor's degree in
relevant subject or learning area with at least 18
Education
professional units in Educations

24 hours of training in any of or a cumulative of the

following: Curriculum, Pedagogy, Subject Specialization
acquired within the last 5 years or
Training Completion of NEAP-
requisite professional development program for Career
Stage II (Proficient Teacher)
Experience 4 years teaching experience
Elementary
RA 1080, as amended (Teacher Elementary/Secondary)
Eligibility Secondary
RA 1080, as amended (Teacher Secondary)

Note: Indicate the QS of the Position Applied for based on the CSC-Approved QS

II. PERFORMANCE REQUIREMENTS

1. Copy of duly approved IPCRF for the school year immediately preceeding the application.

2. The applicant must meet the following performance requirements depending on the position applied for.

Position Applied Performance Requirements

At least 6 Proficient COIs at Very Satisfactory; and
Teacher II At least 4 Proficient NCOIs at Very Satisfactory
At least 12 Proficient COIs at Very Satisfactory; and
Teacher III At least 8 Proficient NCOIs at Very Satisfactory
21 Proficient COIs at Very Satisfactory; and
Teacher IV 16 Proficient NCOIs at Very Satisfactory
At least 6 Proficient COIs at Outstanding; and
Teacher V At least 4 Proficient NCOIs at Outstanding
At least 12 Proficient COIs at Outstanding; and At least 4 Proficient NCOIs at Very
Teacher VI
Satisfactory and 4 Proficient NCOIs at Outstanding
At least 18 Proficient COIs at Outstanding; and At least 6 Proficient NCOIs at Very
Teacher VII
Satisfactory and 6 Proficient NCOIs at Outstanding
21 Proficient COIs at Outstanding; and 8 Proficient NCOIs at Very Satisfactory and 8
Master Teacher I
Proficient NCOIs at Outstanding

Summary of the Achievement of PPST Indicators

*Put a (/) mark if the applicant meets the required PPST indicators; if not, put an (X) mark in both the "O" and "VS" columns.

Domain/Strand/Indicators O VS
No. Domain 1. Content Knowledge and Pedagogy

1
1.1.2 Apply knowledge of content within and across curriculum teaching areas.

2 1.2.2 Use research-based knowledge and principles of teaching and learning to

enhance professional practice.

3 1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
process.

4 1.4.2 Use a range of teaching strategies that enhance learner achievement in

literacy and numeracy skills.
1.5.2 Apply a range of teaching strategies to develop critical and creative
5
thinking, as well as other higher-order thinking skills.
1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate
6
teaching and learning.

1.7.2 Use effective verbal and non-verbal classroom communication strategies to

7
support learner understanding, participation, engagement and achievement
 Domain 2. Learning Environment

2.1.2 Establish safe and secure learning environments to enhance learning

8
through the consistent implementation of policies, guidelines and procedures.

2.2.2 Maintain learning environments that promote fairness, respect and care to
9
encourage learning.
 2.3.2 Manage classroom structure to engage learners, individually or in groups, in
10 meaningful exploration, discovery and hands-on activities within a range of
physical learning environments.

2.4.2 Maintain supportive learning environments that nurture and inspire learners
11
to participate, cooperate and collaborate in continued learning.

2.5.2 Apply a range of successful strategies that maintain learning environments

12 that motivate learners to work productively by assuming responsibility for their
own learning.

2.6.2 Manage learner behavior constructively by applying positive and non-

13
violent discipline to ensure learning-focused environments.

Domain 3. Diversity of Learners

3.1.2 Use differentiated, developmentally appropriate learning experiences to

14
address learners’ gender, needs, strengths, interests and experiences.

3.2.2 Establish a learner-centered culture by using teaching strategies that

15 respond to learners' linguistic, cultural, socio-economic and religious
backgrounds.

16 3.3.2 Design, adapt and implement teaching strategies that are responsive to
learners with disabilities, giftedness and talents.

3.4.2 Plan and deliver teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances, including: geographic
17
isolation; chronic illness; displacement due to armed conflict, urban resettlement
or disasters; child abuse and child labor practices.

3.5.2 Adapt and use culturally appropriate teaching strategies to address the
18
needs of learners from indigenous groups.
Domain 4. Curriculum and Planning
4.1.2 Plan, manage and implement developmentally sequenced teaching and
19 learning processes to meet curriculum requirements and varied teaching
contexts.

20 4.2.2 Set achievable and appropriate learning outcomes that are aligned with
learning competencies.

21 4.3.2 Adapt and implement learning programs that ensure relevance and
responsiveness to the needs of all learners.

22 4.4.2 Participate in collegial discussions that use teacher and learner feedback to
enrich teaching practice.

23 4.5.2 Select, develop, organize and use appropriate teaching and learning
resources, including ICT, to address learning goals.
Domain 5. Assessment and Reporting

24 5.1.2. Design, select, organize and use diagnostic, formative, and summative
assessment strategies consistent with curriculum requirements

25 5.2.2 Monitor and evaluate learner progress and achievement using learner
attainment data.

26 5.3.2 Use strategies for providing timely, accurate and constructive feedback to
improve learner performance.

27 5.4.2 Communicate promptly and clearly the learners’ needs, progress and
achievement to key stakeholders, including parents/guardians.

28 5.5.2 Utilize assessment data to inform the modification of teaching and learning
practices and programs.
Domain 6. Community Linkages and Professional Engagement

29
6.1.2 Maintain learning environments that are responsive to community contexts.

30 6.2.2 Build relationships with parents/guardians and the wider school community
to facilitate involvement in the educative process.

6.3.2 Review regularly personal teaching practice using existing laws and
31 regulations that apply to the teaching profession and the responsibilities
specified in the Code of Ethics for Professional Teachers.

6.4.2 Comply with and implement school policies and procedures consistently to
32
foster harmonious relationships with learners, parents, and other stakeholders.
 Domain 7. Personal Growth and Professional Development
33 7.1.2 Apply a personal philosophy of teaching that is learner-centered.
7.2.2 Adopt practices that uphold the dignity of teaching as a profession by
34 exhibiting qualities such as caring attitude, respect and integrity.

35 7.3.2 Participate in professional networks to share knowledge and to enhance

practice.

36 7.4.2 Develop a personal professional improvement plan based on reflection of

one’s practice and ongoing professional learning.

37 7.5.2 Set professional development goals based on the Philippine Professional

Standards for Teachers.
Total Number of O and VS

III. COMPRATIVE ASSESSMENT RESULT

Education Training Experience Performance Classroom Non-Classroom Total Score
Observable Observable
Indicators Indicators

Conforme: Attested by:

NADINE C. CELINDRO
Teacher Applicant HRMPSB Chair

IV. DEPED SCHOOLS DIVISION OFFICE ACTION

Reclassification of Position Date
Remarks
From Salary Grade To Salary Grade Processed

Evaluated by:

MA. CECILIA M. FABELLORE

Administrative Officer IV (HRMO)

Certified Correct

ROBERT ALAIN H. BOMUEL

OIC-Administrative Officer V (Admin Services)

Recommending Approval:

MERTHEL M. EVARDOME, CESO V

Schools Division Superintendent

V. DEPED REGIONAL OFFICE ACTION

Reclassification of Position
Date
Remarks
From Salary Grade To Salary Grade Processed

Evaluated by:

Teachers Credential Evaluator

Certified Correct:

ANN GERALYN T. PELIAS

Chief, Administrative Division

Approved:

ATTY. ALBERTO T. ESCOBARTE, CESO II

Regional Director