Republic of the Philippines

Department of Education
Region III
Division of Nueva Ecija
PULO NATIONAL HIGH SCHOOL
Pulo, San Isidro Nueva Ecija

SECONDARY STUDENT’S PERMANENT RECORD

Name: DOMINGO, JENIELYN M. Date of Birth: MARCH 2, 1993 Sex: Female

Place of Birth: Pulo San Isidro Nueva Ecija
Barangay Town/Municipality Province
Parent or Guardian: Teresa Flores Occupation:
Address: Pulo, San Isidro, Nueva Ecija
Intermediate Course complete: Elementary School: Pulo Elementary School
Year: 2004-2005 Gen. Ave. : 80.20

School: PULO HIGH SCHOOL School: PULO HIGH SCHOOL

Curr. Year: FIRST Section: BONIFACIO Curr. Year: SECOND Section: VENUS
School Year: 2005-2006 Years in School: 7 School Year:2006-2007 Years in School: 8
Curr F.R. E.U. AT Curr. F.R. E.U. AT
SUBJECTS . SUBJECTS Yr.
Yr.

Filipino I 76.2 Filipino II 76.25

1.2 Passed 1.2 Passed
5
English I 75.7 1.5 Passed English II 75.00 1.5 Passed
5
Mathematics I 75.7 1.5 Passed Mathematics II 75.00 1.5 Passed
5
Science & Technology I 75.2 1.8 Passed Science II 78.00 1.8 Passed
5
MAKABAYAN I 80.2 4.2 Passed MAKABAYAN II 81.00 4.2 Passed
Araling Panlipunan 5 Araling Panlipunan
T.L.E I T.L.E II
MAPEH I MAPEH II
Edukasyon sa Pagpapahalaga Edukasyon sa Pagpapahalaga
I II
I II
10.2 10.2
Days of School: 205 Days Present: 194 Gen. Ave.: 76.65 Days of School: 206 Days Present: 204 Gen. Ave.: 77.05

School: School: PULO HIGH SCHOOL

Curr. Year: THIRD Section: EMERALD Curr. Year: FOURTH Section: SILVER
Year: 2008-2009 Years in School: 9 School Year: 2009-2010 Years in School: 10

Curr F.R. E.U. AT Curr F.R. E.U. AT

SUBJECTS . SUBJECTS .
Yr. Yr.

Filipino Filipino
English English
Mathematics Mathematics
Science & Technology Science
MAKABAYAN MAKABAYAN
Araling Panlipunan Araling Panlipunan
T.L.E T.L.E
MAPEH MAPEH
Edukasyon sa Pagpapahalaga Edukasyon sa Pagpapahalaga

CAT

10.5
Days of School: 201 Days Present: 177 Gen. Ave.: 77.60 Days of School: 202 Days Present: 195 Gen. Ave.: 78.85

I CERTIFY that this is true record of JENIELYN M. DOMINGO. This student is eligible for THIRD
YEAR HIGH SCHOOL.. He /She is cleared of all money and property responsibilities in this school.

Purpose: For Abroad.

April 8, 2021 Prepared by: CERTIFIED ORIGINAL COPY:

Date
Marlyn P. Vijandre SERGIO B. GONZALES
Head Teacher III/ School Registrar School Principal II
 GUIDELINES ON THE APPOINTMENT AND
PROMOTION OF OTHER TEACHING, RELATED
TEACHING AND NON-TEACHING POSITIONS
These guidelines shall apply to the appointment and promotion of Teaching and Related Teaching Group
such as: Teacher II and III; Education Supervisor I, II and III; Chief Education Supervisor, Education
Program Specialist I and II, Senior Education Program Specialist, Chief Education Program Specialist,
Guidance Counselors, Guidance Coordinators and other teaching and related teaching positions
indicated in the Magna Carta for Public Schools Teachers, except School Heads – Principals and Head
Teachers; and all Non-Teaching Group.

I. PROCEDURE

The HRMO/In-Charge of Personnel shall:

1. Publish vacant position/s in the Civil Service Commission (CSC) Bulletin of Vacancies or through other
modes of publication pursuant to RA 7041 (Requiring the Regular Publication of Existing Vacant Positions
in Government Officers)

2. Announce vacant position/s to be filled and post in at least three (3) conspicuous places in the DepED
offices/schools concerned for at least fifteen (15) working days.

3. List applicants for the vacant position/s, both from inside and outside of DepED offices/schools.

4. Conduct preliminary evaluation of the qualifications of all applicants. Require original

candidates/appointees to undergo Psychological tests done by accredited institution, or as may be
necessary.

5. Prepare selection line-up which shall reflect the qualifications of candidates.

6. Post in three (3) conspicuous places in DepED offices/schools for at least fifteen (15) calendar days.
The date of posting shall be indicated in the notice.

7. Notify all applicants of the outcome of the preliminary evaluation.

8. Submit the selection line up to the PSB/C for deliberation en banc.

The Personnel Selection Board (PSB) shall:

9. Evaluate and deliberate the qualifications of those listed in the selection line up. en banc.

10. Make a systematic assessment of the qualifications and competence of candidates for appointment
to the vacant position.

11. Conduct further assessment such as: written examination, skills tests, inten/iew and others of
qualified candidates.

12. Submit to the appointing authority the short list of five ranking candidates, whenever possible,
whose over-all point scores are comparatively at par with each other based on the comparative
assessment of the determinant factors cited herein in II item 5.

The Appointing Official shall:

13. Assess the list of top five candidates for appointment submitted by the PSB/C.

14. Select from among the top five candidates the one deemed most qualified for appointment to the
vacant position.

15.Issue appointment in accordance with existing Civil Service rules and regulations.

The Personnel Office shall post the appointment a day after its issuance for fifteen (15) calendar days in
at least three (3) conspicuous places in the DepED offices/schools concerned. The date of posting should
be indicated in the notice.
II. COMPOSITION OF THE PERSONNEL SELECTION
BOARD (PSB)
The PSB shall be composed of the following:

1. In the Central Office:

Chairperson: Undersecretary

Vice-Chairperson: Assistant Secretary

Members:

Head of Office where the vacancy exists

Chief, Personnel Division

One (1) representative of the DepED Employees’ Union, either for the first or second level, as
the case may be

2. In the Regional Office:

Chairperson: Assistant Regional Director

Members:

Chief of the Division/Unit where the vacancy exists

Chief, Administrative Division

Chief Administrative Officer V (HRMO III)

One (1) representative of the DepED Employees’ Union, either for the first or second level, as
the case may be

3. In the Schools Division:

Chairperson: Assistant Schools Division Superintendent

Members:

Head of the school where the vacancy exists

Administrative Officer V Administrative Officer II (HRMO I)

President of the Division DepED Employees’ Union/Non- Teaching Association/Faculty

Association, as the case may be

4. In the School:
4.1 Central elementary schools and non-central elementary schools:

Chairperson: Principal/School Head

Members: Four (4) members from among the Grade Level Chairpersons

4.2 Elementary schools with no school head:

The SDS shall identify the committee of five (5) to take care of the entire group of schools of
this type. Contiguous or proximate schools shall be clustered to complete the group of five.

4.3 Secondary schools with existing department heads:

4.3.1 Teaching Positions

Chairperson: Principal/School Head

Members:

Department Head where vacancy exists

Department Head

Administrative Officer

President of Teachers’ Association

For secondary schools with no existing department heads, the school head shall designate
the members of the committee from among the faculty on the basis of qualification and
demonstrated creditable competence.

4.3.2 Non-Teaching Positions

Chairperson: Principal/School Head

Members:

Two (2) Department Heads

Administrative Officer

President of Employees’ Union/President of Non-Teaching Association

III. COMPUTATION OF POINTS

The Personnel Selection Board / Committee (PSB/C) shall evaluate the candidates for
promotion using the table as indicated for specific positions and assign points for the sub-
items under a particular criterion. Such point assignments indicated in “Annex A” shall be
uniformly applied and implemented for all promotions in the Central, Region and Division
offices.
TEACHING AND RELATED TEACHING GROUP
CRITERIA POINTS

Performance 35

Experience 5

Outstanding Accomplishments (Meritorious Accomplishments) 20

Education 25

Psycho-social attributes 5

Potential 5

Training 5

Total 100
NON-TEACHING GROUP
LEVEL LEVEL
CRITERIA
1 2

Performance 35 30

Experience 5 10

Outstanding Accomplishments (Meritorious Accomplishments) 5 20

Education 10 15

Psycho-social attributes 20 10

Potential 15 5

Training 10 10

Total 100 100

A. Performance Rating
The performance rating of the candidate for the last three (3) rating periods prior to
screening should be at least Very Satisfactory.

B. Experience
Experience must be relevant to the duties and functions of the position to be filled.

C. Outstanding Accomplishments
a. Outstanding Employee Award

 Awardee in the school

 Nomination in the division/awardee in the district
 Nomination in the region/awardee in the division
 Nomination in the Department/awardee in the region
 National awardee
b. Innovations

Innovative work plan properly documented, approved by immediate chief and attested by
authorized regional/division official:

 Conceptualized
 Started the implementation
  Fully implemented in the school
 Adopted in the district
 Adopted in the division
c. Research and Development Projects

 Action research conducted in the school level

 Action research conducted in the district level
 Action research conducted in the division level
d. Publication/Authorship

 Articles published in a journal/newspaper/magazine of wide circulation

 Co-authorship of a book (shall be divided by the number of authors)
 Sole authorship of a book
e. Consultant/Resource Speaker in Trainings/Seminars/

Workshops/Symposia

 District level
 Division level
 Regional level
 National level
 International level
D. Education and Training
a. Education

 Complete Academic Requirements for Master’s Degree

 Master’s Degree
 Complete Academic Requirements for Doctoral Degree
 Doctoral Degree
b. Training

Participant in a specialized training e.g. Scholarship Programs, Short Courses, Study Grants

Participant in three (3) or more training activities in each level conducted for at least three
(3) days not credited during the last promotions:

 District Level
 Division Level
 Regional Level
Participant in one (1) training conducted for at least three (3) days not credited during the
last promotions:

 National Level
 International Level
Chair/Co-chair in a technical/planning committee

 District Level
 Division Level
 Regional Level
 National Level
 International Level
E. Potential
This refers to the capacity and ability of a candidate to assume the duties of the position to
be filled up and those of higher level.
The Personnel Selection Board/Committee (PSB/C) shall determine the potentials of the
candidate based on each of the following components:

1. Communication Skills

Speaks and writes effectively in Filipino and English.

2. Ability to Present Ideas

Presents well-organized and precise ideas with marked command of the language used.

3. Alertness

Manifests presence of mind and awareness of the environment.

4. Judgment

Demonstrates sound judgment.

5. Leadership Ability

Influences others to do the tasks for him.

F. Psychosocial Attributes and Personality Traits

This factor includes human relations, stress tolerance and decisiveness, which would indicate
the capability of the candidate to be assets to the entire service system and utilize his/her
talents and expertise to the maximum.

a. Human Relations

1. Adjusts to the variety of personalities, ranks and informal groups present in the
organization

2. Internalizes work changes with ease and vigor

3. Accepts constructive criticisms objectively whether from his subordinates, peers or

superiors

4. Observes proper decorum in relating with superiors and peers

5. Takes the initiative to organize work groups, adopt procedures and standards in his own
level

b. Decisiveness

1. Thinks logically and acts accordingly

2. Considers alternatives and recommends solutions when faced with problem situations

3. Gives convincing recommendations and suggestions

4. Acts quickly and makes the best decision possible

5. Exercises flexibility

c. Stress Tolerance

1. Exercises high degree of tolerance for tension resulting from increasing volume of work,
organizational change, environmental conflicts, etc.

2. Uses coping mechanisms to handle creatively tensions resulting from one’s work.

3. Controls negative manifestations of emotions.

4. Performs satisfactorily his duties and functions in a tension-laden situation.

5. Channels negative emotions to positive and constructive endeavors.

IV. REPEALING CLAUSE

All rules, regulations and issuances, which are inconsistent with these guidelines are hereby
repealed or modified accordingly.

V. SANCTIONS
Anyone found guilty of violating the provisions of this MSP and the enclosed guidelines or
parts thereof shall be dealt with accordingly.

VI. EFFECTIVITY
The provisions of this Order shall take effect immediately.

JESLI A. LAPUS
Secretary

DepEd Teacher 1 Hiring Guidelines for SY 2020-2021

By Mark Anthony Llego / DepEd Hiring Process / 405 Comments
The Department of Education (DepEd) Philippines announces the acceptance of the
application for Teacher I positions, both in the elementary and secondary level, including
Senior High School, for SY 2020-2021.

DepEd Order No. 7, s. 2015 (Hiring Guidelines for Teacher I Positions for School Year (SY)
2015-2016) shall be the basis for the hiring policies for Kindergarten, Elementary, and Junior
High Levels while DepEd Order No. 3, s. 2016 for Senior High School teaching positions,
from hereon until further notice.

All applications shall be submitted to the school nearest the residence of the applicant,
except for Senior High School (SHS) applicants who shall submit such to the school offering
the Track/Strand applied for, for verification of documents/attachments.

DepEd Order No. 7, s. 2015

DEPED HIRING GUIDELINES FOR TEACHER I
POSITIONS EFFECTIVE SCHOOL YEAR (SY) 2015-2016
To:

Undersecretaries
Assistant Secretaries
Bureau Directors
Regional Directors
Schools Division Superintendents
Heads, Public Elementary and Secondary Schools

1. The Hiring Guidelines for Teacher I Positions for School Year (SY) 2015 2016 are enclosed
for the information and guidance of all concerned.

2. The issuance of these Guidelines aims to integrate and further institutionalize the primary
objective of the K to 12 Basic Education Program, which is to enhance the overall quality of
basic education in the country by hiring highly-competent teachers, and to uphold the
Department’s mandate under the Magna Carta for Public School Teachers (Republic Act
4670) to promote and improve public school teachers’ employment and career
opportunities as well as to attract more people with proper qualifications to the teaching
profession.

3. Immediate dissemination of and strict compliance with this Order is directed.

BR. ARMIN A. LUISTRO FSC

Secretary
READ: 2019 DepEd Online Application and Hiring Process

(Enclosure to DepEd Order No. 7, s. 2015)

 HIRING GUIDELINES FOR TEACHER I POSITIONS
EFFECTIVE SCHOOL YEAR (SY) 2015-2016
1.0 BACKGROUND AND RATIONALE

The Department of Education (DepEd) recognizes that the success of any education system

greatly relies on the competence of its teachers. Hence. one of the primary issues the
Department aims to address through its comprehensive implementation of the K to 12 Basic
Education Program is the need for highly competent teachers in public elementary and
secondary schools. The program plans to achieve this objective through significantly
improving professional standards that will better ensure that the teachers hired are able to
substantially contribute to the development of lifelong learners. Furthermore, the hiring
system is also set to provide opportunities for the absorption of all qualified kindergarten
volunteers and LGU-hired teachers into the national plantilla.
Faithful to the merit and fitness principle of the Civil Service Doctrine of the Constitution
and DepEd’s continuing thrust to enhance the quality of basic education, these hiring
guidelines are hereby promulgated for Teacher I positions consistent with the pertinent
provisions of existing laws, rules and regulations effective School Year 2015-2016.

2.0 SCOPE

These guidelines, which will apply to the filling-up of newly created and/or natural vacancies
for Teacher I positions in public elementary (including kindergarten) and secondary schools
shall cover the following areas/aspects:

2.1 Announcement of Vacancies and Receipt of Applications

2.2 Verification and Validation of Documents Submitted

2.3 Evaluation and Selection of Qualified Applicants

2.4 Appointment of Qualified Applicants

2.5 Monitoring of Division Office Compliance with Hiring Guidelines by the Regional Office

3.0 DEFINITION OF TERMS

3.1 Applicant refers to a person who holds a valid certificate of registration/professional

license as a teacher from the Professional Regulation Commission (PRC) seeking to be
appointed to a Teacher I Position.
3.2 Bonafide resident refers to an applicant who has been residing for at least six (6)
months at the barangay, municipality, city or province in which the school being applied to
for a teaching position is located, as evidenced by the Personal Data Sheet (CSC Form 212,
Revised 2005) and a Voter’s Identification Card or any proof of residency as deemed
acceptable by the School Screening Committee.
3.2.1 An applicant who has taught as an LGU-funded teacher, Kindergarten Volunteer
Teacher (KVT) or substitute teacher for at least one (1)school year in the barangay,
municipality, city or province where the school being applied to for a teaching position is
located shall also be considered as a bona fide resident, to be validated by a certificate of
employment.

3.3 Locality refers to the barangay, municipality, city or province where the school being
applied for is located.
3.4 Qualified applicant refers to an applicant who has been screened and who, therefore,
meets the evaluation and selection criteria used by the Schools Division as provided for in
the enclosed guidelines.
3.5 Registry of Qualified Applicants (RQA) refers to the official list cf applicants who
obtained an overall score of seventy (70) points and above based on the criteria set and as a
result of the evaluation and selection processes.
4.0 BASIC RULES ON HIRING AND DEPLOYMENT OF TEACHER POSITIONS

4.1 Public school teachers requesting for transfer to another station are not considered new
applicants and are therefore not subject to these hiring guidelines. DepEd Order No. 22, s.
2013, otherwise known as the “Revised Guidelines on the Transfer of Teachers from One
Station to Another” shall be strictly observed.

4.2 Upon a teacher’s appointment, assignment to a station, and acceptance of the position,
he or she shall not be transferred to another school until after rendering at least three
(3)years of service in that school.

4.3 Residents of the locality, LGU-funded teachers, substitute teachers, volunteer teachers,
and Philippine Business for Education (PBEd) graduates under the 1000 Teachers Program
(1000TP) shall be subject to these hiring guidelines.

4.4 As provided in Section 26 (b) Paragraph 2 of RA 9293 entitled “An Act Amending Certain
Sections of Republic Act Numbered Seventy-eight Hundred and Thirty-six (RA 7836),
Otherwise Known as the Philippine Teachers Professionalization. Act of 1994,” teachers who
have not practiced their profession for the past five (5) years shall be required to take at
least twelve (12) units in education courses, consisting of at least six (6)units of content
courses.
5.0 DEPED TEACHER 1 APPLICATION PROCESS AND REQUIREMENTS

5.1 All applicants shall register to the Department’s online system

at application.deped.gov.ph, where they must encode their Personal Data Sheet and select
the division where they want to be ranked. Once submitted, an Applicant Number will be
issued. In the submission of application requirements, this Number must be indicated.
a. Each division shall assign an e-mail address (either its official division office’s e-mail or its
HR’s e-mail) where the system will forward the applications.

b. Applicants who have already submitted requirements prior to the release of these
Guidelines must still register to the online system, after which they shall submit their
Applicant Number to the division office.

5.2 An applicant shall submit to the head of elementary or secondary school where a
teacher shortage or vacancy (regular and/or natural) exists, a written application, with the
Applicant Number indicated, supported by the following documents:

a. CSC Form 212 Revised 2017 in two copies with the latest 2×2 ID picture
(DOWNLOAD: CSC Form 212 Revised 2017)
b. Certified photocopy of PRC professional identification card or a PRC certification showing
the teacher’s name, LET rating, and other information recorded in the PRC Office

c. Certified photocopy of ratings obtained in the Licensure Examination for Teachers

(LET)/Professional Board Examination for Teachers (PBET)

d. Certified copy of transcript of records

e. Copies of service records, performance rating, and school clearance for those with
teaching experience. If unavailable, the applicant must submit a justification citing the
reason/s for unavailability.

f. Certificates of specialized training, if any

g. Certified copy of the Voter’s ID and/or any proof of residency as deemed acceptable by
the School Screening Committee

h. NBI Clearance

i. Omnibus certification of authenticity and veracity of all documents submitted, signed by

the applicant

5.3 The applicant assumes full responsibility and accountability on the validity and
authenticity of the documents submitted, as evidenced by the Omnibus certification of
authenticity (Item 5.2.i above). Any violation will automatically disqualify the applicant from
the selection process.

6.0 EVALUATION AND SELECTION COMMITTEES

6.1 The Schools Division Superintendent (SDS) shall issue a Memorandum organizing and
designating the members of the following committees:

6.1.1 School Screening Committee

6.1.2 Division Selection Committee

6.2 The Committees shall have the following compositions and functions:

6.2.1 School Screening Committee

6.2.1.1 Composition
a. The Committee at the elementary level shall be chaired by the School Head with four (4)
teachers as members. In the case of primary. incomplete elementary and multi-grade (MG)
schools, the Committee shall be chaired by the cluster school head with four (4)teachers
from the cluster schools as members.

b. The Committee at the secondary level shall be chaired by the School Head. The
Department Head concerned and three (3) teachers from the different learning areas (as
needed based on the school’s vacancies) shall be members. For small secondary schools
that do not have department heads, the School Head shall be the Committee Chair with
four (4) subject leaders from different learning areas as members.

c. Committee members shall be identified by the School Head using the above-mentioned
specifications. The School Head shall then transmit the Composition of the School Screening
Committee to the Schools Division Superintendent for the issuance of a corresponding
Designation Order.

6.2.1.2 Functions
a. Ensures that the updated lists of vacancies are regularly posted at conspicuous places and
at the websites cf schools and teacher education training institutions at all times. The step-
by-step procedure in applying for Teacher I positions, including a copy of this Order, must
be posted as well.
b. Receives applications and documents.

c. Verifies and certifies as to completeness, veracity, accuracy, and authenticity of

documents.

d. Issues a certification to each applicant that it has received the application specifying the
documents that have been submitted in support of the application.

i. The School Screening Committee shall not refuse acceptance of any application. If any of
the required documents are incomplete or invalid, the Committee shall immediately notify
the applicant to facilitate the complete and proper submission of documents.

ii. Regardless of being incomplete or invalid, however, all applications must still be
forwarded to the Division Selection Committee, albeit such submissions must be noted and
marked by the Committee.

e. Produces copies of the received applications and documents before submitting the
original submissions to the Division Selection Committee. The copies are then to be
compiled and/or bound, with a table of contents and proper pagination, and are to be kept
in the Office of the School Head for records purposes.

6.2.2 Division Selection Committee

6.2.2.1 Composition
For Elementary Schools
Chair: Assistant Schools Division Superintendent (ASDS) Members:

Three (3)Education Program Supervisors/Specialists Division Chapter President of the

Philippine Elementary Schools Principals Association (PESPA)

Division Level President of the Parent-Teacher Association (FTA) Authorized representative

of an accredited teachers’ union, as evidenced by the Certificate of Accreditation issued by
the Civil Service Commission (CSC)

In the evaluation of SPED elementary applicants, the SPED Division Coordinator shall be part
of the Committee.

For MG schools, the Division MG Coordinator shall be part of the Committee.

For Secondary Schools (Grades 7 to 10)

Chair: Assistant Schools Division Superintendent Members:

Three (3)Education Program Supervisors/Specialists

Division Chapter President of the National Association of Public Secondary School Heads,
Inc. (NAPSSHI) or the National Association of Secondary Schools of the Philippines
(NASSHPHIL)

Division Level President of the Parent-Teacher Association (PTA) Authorized representative

of an accredited teacher’s union, as evidenced by a Certificate of Accreditation issued by the
Civil Service Commission

In the evaluation of SPED secondary applicants, the SPED Division Coordinator shall
be part of the Committee.
a. In schools divisions where there is no ASDS, the Superintendent shall designate an
Education Program Supervisor as the Chair of the Division Selection Committee.

b. The official in charge of personnel actions shall provide secretariat services and maintain
the minutes of proceedings of the selection and deliberation process. The minutes shall be
signed by the Chair and all members of the Division Selection Committee.

6.2.2.2 Functions
a. Receives from the School Screening Committee the list of applicants with the
corresponding documents.

b. Verifies the documents submitted by the School Screening Committee as to

completeness, accuracy, authenticity, and veracity.

d. Evaluates applicants on Education, Teaching Experience, LET/PBET Rating, Interview,

Demonstration Teaching, and Specialized Training and Skills based on the criteria set forth
in these guidelines.

e. Reviews and consolidates the results of the individual ratings of applicants, based on the
scores they obtained in each criterion for evaluation.

f. Prepares separate division-wide RQAs for Kindergarten, Elementary, and Secondary,

g. Sends to each applicant a written communication detailing the scores he or she has
received for each evaluation criterion as well as the final overall rating, signed by the Chair.

h. Secures list of its LGU-funded teachers from the office of the provincial governor,
city/municipal mayor, or provincial/city/municipal administrator.

i. Ensures that LGU-funded and volunteer teacher applicants go through the application
process as provided for in these guidelines.

j. Submits the complete results of the evaluation of applicants, including pertinent records
of deliberations, to the SDS for approval.

6.3 In cases involving applicants who may be assigned in a school located in an indigenous
peoples (IP) community and/or serving IP learners, the School and Division Screening
Committees may appropriately consult with IP elder(s)/leaders recognized by the
community to verify and better assess such applications in reference to relevant provisions
of these guidelines.

7.0 EVALUATION AND SELECTION PROCEDURE AND CRITERIA

Applicants shall be evaluated using the following criteria:

CRITERIA POINTS

a. Education 20

b. Teaching Experience 15

c. LET/PBET Rating 15
 d. Specialized Training and Skills 10

e. Interview 10

f. Demonstration Teaching 15

g. Communication Skills 15

TOTAL 100

7.1 Education – 20 points

Education shall be rated in terms of the applicant’s academic achievement. Thus, all subjects
with corresponding units must be included in the computation.

7.1.1 Rating of Education shall be based on the following equivalents, with 1.0 as the
highest and 3.0 as the lowest:
General Weighted Average Equivalent General Weighted Average Equivalent
(GWA) Points (GWA) Points

1.0 18.00 2.0 12.00

1.1 17.40 2.1 11.40

1.2 16.80 2.2 10.80

1.3 16.20 2.3 10.20

1.4 15.60 2.4 9.60

1.5 15.00 2.5 9.00

1.6 14.40 2.6 8.40

1.7 13.80 2.7 7.80

1.8 13.20 2.8 7.20

1.9 12.60 2.9 – 3.0 6.60

When the percentage rating is used, the following table of equivalents shall be used, with
1.0 as the highest and 3.0 as the lowest.

Percentage Rating GWA Percentage Rating GWA

99.00 – 100 1.0 86.50 – 87.50 2.0

97.75 – 98.75 1.1 85.25 – 86.25 2.1

 96.50 – 97.50 1.2 84.00 – 85.00 2.2

95.25 – 96.25 1.3 82.75 – 83.75 2.3

94.00 – 95.00 1.4 81.50 – 82.50 2.4

92.75 – 93.75 1.5 80.25 – 81.25 2.5

91.50 – 92.50 1.6 79.00 – 80.00 2.6

90.25 – 91.25 1.7 77.75 – 78.75 2.7

89.00 – 90.00 1.8 76.50 – 77.50 2.8

87.75 – 88.75 1.9 75.00 – 76.25 2.9 – 3.0

Applicants with non-education degrees shall be rated using their GWAs in their
baccalaureate degrees and the eighteen (18)professional units in education.

If the school issues a certification of GWA with a corresponding percentage rating that does
not conform to the above table, the committee shall refer to the grading system of the
school.

For schools with “unique” grading systems, a corresponding transmutation table shall be
constructed.

Applicants with a Master’s Degree (MA or MS) shall be given +1 point, while applicants with
a Master’s Degree and with a Doctorate (PhD) shall be given +2 points.

7.1.2 Additional requirements for kindergarten applicants

a. He/she must have obtained any of the following degrees, or its equivalent:

Degrees:
Bachelor in Early Childhood Education

Bachelor of Science in Preschool Education

Bachelor of Science in Family Life and Child Development

Bachelor in Elementary Education, with specialization in Kindergarten, Preschool or Early

Childhood Education (ECE)

Bachelor in Elementary Education, Major in Teaching Early Grades

Bachelor of Arts/Science Degree in discipline allied to Education, such as Psychology,

Nursing, Music and Arts, et cetera, with at least 18 units in content courses or subjects in
ECE

Equivalent:
Bachelor in Elementary Education, Major in Special Education (SPED) with 18 units in ECE
Bachelor of Secondary Education with additional Diploma in ECE including Practice Teaching
in Kindergarten Education

Other degree courses and/with at least 18 units in Early Childhood Education

The Division Selection Committee may consider any other similar Bachelor’s degree in Early
Education.

b. In cases where there are limited eligible teachers with ECE units, the following measures
may be adopted.

Upon appointment, the teacher shall be required by the Schools Division Office (SDO) to
earn ECE units gradually. Nine (9)ECE units may be earned at the end of Year 1; eighteen
(18) units, Year 2; and twenty-one (21)units, Year 3.

c. Kindergarten teacher applicants must not be more than forty-five (45) years old.

7.1.3 Additional requirements for SPED elementary applicants

a. He/she must possess any cf the following qualifications:

Educational Qualification Requirement

BSEEd-BS Special Education With Specialization in SPED-Undergrad

With 18 Units MA-SPED and 3 years actual teaching in SPED

BSEEd/BSSPEd VS Performance Rating

With 15 units MA-SPED and 4 years of actual teaching in SPED

BSEEd/BSSPEd VS Performance Rating

With 12 Units in MA-SPED and 5 years of actual teaching in SPED

BSEEd/BSSPEd VS Performace Rating

With 9 units MA-SPED and 6 years actual teaching in SPED

BSEEd/BSE VS Performance Rating

With teaching experience in SPED or Inclusive Setting

BSEEd/BSSPEd/BSE VS Performance Rating

In cases where applicants do not have the appropriate educational qualifications for SPED,
they may still be evaluated but shall be categorized separately from those who have met the
said requirements.

b. He/she must have at least three (3) years of experience in providing educational services
to any of the categories of children with special needs. This is to be verified by a certification
from the Principal to be submitted as part of the application.

c. A certification from the Principal that the applicant has had a Very Satisfactory
performance rating for the last three (3) years must be submitted as part of the application.

7.1.4 Additional requirements for SPED secondary applicants

He/she must possess any cf the following qualifications:
Bachelor of Secondary Education, major in Special Education

Bachelor of Secondary Education plus 18 units in special education in the graduate level

Bachelor of Secondary Education plus 15 units in special education with 2 years of very
satisfactory teaching experience in the regular schools and is willing to be trained within a
year

Bachelor of Secondary Education plus 12 units in special education with 4 years of very
satisfactory teaching experience in the regular schools and is willing to be trained within a
year

Bachelor of Secondary Education plus 9 units in special education with 6 years of very
satisfactory teaching experience in the regular schools and is willing to train within a year

Bachelor Of Secondary Education plus 2 years of very satisfactory teaching experience as a

SPED teacher

7.2 Teaching Experience – 15 points

Teaching experience in Early Childhood (EC) kindergarten/preschool, elementary, secondary,

tertiary, higher education, Special Education (SPED), Alternative Learning System (ALS),
Technical-Vocational Education and Training (TVET), learning institutions offering culture-
based education programs for indigenous peoples (IP) – even prior to passing the LET –
shall be given 1.50 points for every school year but shall not exceed twelve (12)points.

For every month of service, 0.15 point shall be given.

Example: 8 months = 1.20 points

10 months = 1.50 points

The full 0.15 point per month of teaching experience shall be given to the applicants who
have come from schools and institutions that are government-accredited or -recognized.
Certificate/s of employment shall be used to determine validity of teaching experience.

Teaching experience of kindergarten volunteer teachers (KVT) and LGU-funded teachers

shall merit additional points on top of the score they obtain from the above points system,
as follows:

Less than 2 years experience = +1 point

2 to less than 5 years experience = +2 points
5 or more years experience = +3 points

7.3 LET/PBET Rating – 15 points

Equivalent points of applicants rating in the LET/PBET shall be as follows:

LET Rating Points PBET Rating Points

87 and above 15 82 and above 15

84 – 86 14 79 – 81 14
 81 – 83 13 76 – 78 13

78 – 80 12 73 – 75 12

75 – 77 11 70 – 72 11

7.4 Specialized Training and Skills – 10 points

Specialized training for skills development in fields related to the work, duties, and functions
of the Teacher I position to be filled shall be given a maximum of 10 points.

In the assignment of points, the following should be met:

Presentation of a certificate of at least ten (10) days’ training – 5 points or nothing

Demonstration of the skill – 5 points or nothing

For applicants who may be assigned to a school located in an IP community and/or serving
IP learners, knowledge and proficiency in the language(s) and culture of the concerned IP
community shall be validated with the following:

Quality Indicator/Evidence Points

Language proficiency

For those applying to teach in Kindergarten -Grade

3: Can speak the community’s
language with adequate fluency and
Fluency in the community language needed to ease to discuss various concerns
teach using the mother tongue with adults in the community 2

A certificate or any form of

attestation from the IP
elder(s)/leaders recognized by the
community may be submitted to
support this
For those applying to teach in Grades 4-10:
Familiarity with the day-to-day conversational Can take part in simple
language of the community needed to interact conversations using the
with community members and culture-bearers * community’s local language

(* Culture bearers tire elders, leaders, and other A certificate or any form of
community members recognized for their attestation from the IP
expertise on particular Indigenous Knowledge elder(s)/leaders recognized by the
Systems and Practices (IKSPs) who are willing to community may be submitted to
facilitate the learning of IKSPs.) support this 2

A certificate or any form of

attestation from the IP
Familiarity with and respect for the community’s elder(s)/leaders recognized by the
culture community 3

Competency in indigenization of the teaching-

 learning process/Indigenous Peoples Education
(IPEd)

Has undergone training related to the

indigenization of the teaching-learning process Presentation of training certificate/s

5 days 0.50
7 days 1
10 days and over 1.5

Has practiced appropriate indigenization of the

teachingleaming process in previous teaching Certification from previous learning
engagements institution/s served

1 year 0.5
2-3 years 1
4-5 years 2
6-7 years 2.5
7-9 years 3
10 years and over 4

If the total points reached by an applicant exceed ten (10) points, a rating of 10 is given.

7.5 Interview – 10 points

The Division Selection Committee shall interview applicants and ensure that all have equal
opportunities to be assessed. Applicants shall be interviewed on topics such as:

Professional experiences

Instructional skills

Technology/computer skills

Classroom discipline

Classroom management

Knowledge of content/materials

Planning skills

Relationships with administration, staff, parents, and students

Personal qualities

Applicants shall be rated based on the competencies and standards indicated below; thus,
interview questions should be aligned with these.

Applicants shall be rated based on the competencies and standards indicated below; thus,
interview questions should be aligned with these.
I. Teaching Ability: Demonstrates an appropriate knowledge of content and pedagogy
 Conveys ideas and information clearly
 Provides reasonable examples cf effective lesson-planning, instructional strategies,
and/or student assessment
 Makes content meaningful to students in the district
 Sets concrete, ambitious goals for student achievement
 Addresses the multiple and varied needs of students
 Focuses on achieving results with students
 Indicates confidence that all students should be held to high standards
 Maintains high expectations for students when confronted with setbacks; continues
to focus on the students’ academic success
 Reflects on successes and failures
II. Classroom Management: Demonstrates ability to deal effectively with negative
student behavior
1. Assumes accountability for classroom environment and cultures
2. Conveys reasonable understanding of potential challenges involved in teaching in a
high-need school
3. Demonstrates ability to deal effectively with negative student behavior
4. Persists in offering viable or realistic strategies to deal with classroom management
challenges
5. Remains productive and focused when faced with challenges
6. Conveys willingness to try multiple strategies or something new when things change
or when confronted with challenges
7. Displays willingness to adapt classroom management style to meet the particular
needs or culture of a school
III. School Fit: Demonstrates skills and needs for development that can be a good fit
with the school
 Interacts with interviewer in appropriate or professional manner
 Respects the opinions of others
 Recognizes that families impact student performance
 Strategies create positive relationships with administrators, faculty, students
 Expresses personal and professional expectations and/or preferences that are in line
with the school culture
 Demonstrates interests and skills that match the school’s culture and needs
 Interacts appropriately with supervisors, colleagues, parents and students
The rater shall make brief notes to support his or her observations and judgments about the
individual’s skills as related to the listed competencies and to make a rating, from Not Fully
Acceptable (NFA), Fully Acceptable [FA), to Exemplary (E) for each competency, using these
standards and equivalent points:

Exemplary (E) Fully Acceptable (FA) Not Fully Acceptable (NFA)

5 points 3 points 1 point

Applicant’s response contained

Applicant’s response Applicant’s response covered very few of the target behaviors.
contained many, if not all, of some of the target behaviors, Either the behaviors he/she
the target behaviors. His/her but not quite at the level that discussed were not at, or even
responses indicate well- would be ideal for that close to. the level indicated in the
developed skills and aptitude competency. Still, the quality target behaviors, or the person
for that competency, which of the person’s answers leads did not give you enough
would most likely lead to job you to believe that he/she information for you to have
success. The person’s would be successful with confidence that he/she has that
responses are of superior some additional exposure competency at the level needed
quality for this job. and/or training. for success.
The number of points attained for each of the three (3) listed competencies
(TeachingAbility, Classroom Management, School Fit) shall be added and then divided by
fifteen (15).The quotient shall then be multiplied by 0.10 or 10%. The product shall then be
multiplied by 100.

Example: Sum of points attained for the three competencies = 9

[(9/15) x .10] x 100 = 6

Score for Interview = 6 /10

7.6 Demonstration Teaching – 15 points

Applicants shall be evaluated according to the rubrics indicated on the following pages.

7.7 English Communication Skills – 15 points

An English Proficiency Test (EPT) shall be administered to applicants by the National

Education Testing and Research Center (NETRC). The respective Division Testing
Coordinators shall coordinate with NETRC regarding the conduct and schedule of the exam
in their division, which should be within February to March.

The total percentage score obtained by an applicant shall be multiplied by the weight of
fifteen (15) points, asfollows:

Percentage Score = 98% or 0.98

Weighted Points = 15

Rating = .98 x 15 = 14.7 points

8.0 CONSTITUTING AND UTILIZING THE REGISTRY OF QUALIFIED APPLICANTS (RQA)

8.1 The RQA is the list of qualified applicants for appointment, which shall include their
names, permanent addresses, and final evaluation ratings.

8.2 It shall be used in filling-up new items and natural vacancies for Teacher I positions.

8.3 The cut-off score for inclusion in the RQA is seventy (70)points.

8.4 The RQA should 1) be published in order of highest to lowest scores of the applicants, 2)
show both the results of each criterion and the final overall rating, 3) only include those who
obtained total scores of seventy (70) and above, 4) indicate the date of posting, and 5) be
signed by the SDS.

8.5 Separate RQAs for Kindergarten, Elementary, and Secondary shall be prepared by the
Division Selection Committees. The RQA for Kindergarten shall be prepared by the Division
Selection Committee for Elementary Schools.

8.6 Subject area specialization of the qualified applicants shall be the primary consideration
in the secondary school level. Thus, the applicant to be appointed should have the subject-
area specialization needed by the school.
8.7 The RQAs for Secondary Schools shall be prepared by subject area specialization, as
follows: English, Filipino, Algebra, Trigonometry, Geometry, Statistics, General Science,
Biology, Chemistry, Physics, Araling Panlipunan, Edukasyon sa Pagpapakatao, Music & Arts,
Physical Education & Health, and SPED. Depending on the schools’ TLE offerings, separate
RQAs for Agri-Fishery Arts, Home Economics, Information and Communications Technology
(ICT),and Industrial Arts shall be prepared as well.

8.8 In schools with SPED teacher requirements, SPED specialization of qualified applicants
shall be the primary consideration. As such, the applicant to be appointed should have the
qualifications stated in Section 7.1.1.3.

8.9 Following DepEd Memorandum No. 141, s. 2013 on the Hiring of Graduates of 1000
Teachers Program, of the Philippine Business for Education, qualified applicants under
PBEd’s 1000 TP program shall be given priority in hiring.

8.10 The RQAs should be ready by the last week of April of every year so that qualified
applicants may be appointed by May 1. The RQA shall be valid for a period of one (1)school
year.

8.11 As a general rule, only applicants listed in the RQA are eligible for hiring and
appointment, with priority given to bonafide residents of the barangay, municipality, city, or
province (in the order as aforestated) where the school is located. 8.11.1 In cases where the
number of qualified applicants from the barangay is greater than the number of available
Teacher I items, priority in hiring shall be given to applicants from the barangay according
to their overall rating (number score) in the RQA, from highest to lowest. The same rule shall
apply in the appointment of applicants from the municipality, city, and province.

8.12 In cases where all those in the RQA have been appointed and assigned to their
respective stations and there are still available positions, the concerned Schools Division
Office shall coordinate with a neighboring SDO whose RQA has not yet been exhausted and
facilitate their applicants’ deployment to the Division, subject to the applicants’ written
concurrence. If an applicant refuses to be deployed to the other division, no deployment
shall be effected. The evaluation process shall not be repeated; the scores given by the
neighboring SDO shall be respected.

9.0 APPOINTMENT OF QUALIFIED APPLICANTS The Schools Division Superintendent

(SDS) shall:

9.1 Post the signed, complete results (RQAs) in at least three (3) conspicuous places in the
Division Office and on the website of the Division Office. The RQAs must have the contents
indicated in Section 8.4.

9.2 Provide the School District and every kindergarten, elementary, and secondary school
with copies of the RQAs for posting in their areas of jurisdiction. Regional Directors, LGUs,
and Legislative District Representatives shall also be provided with copies of the RQAs.

9.3 Advise newly-hired teachers to report for their first day of work on May 15, provided
that appointment papers are already in order.

10.0 MONITORING OF DIVISION COMPLIANCE

Regional Directors shall regularly monitor and ensure strict compliance with the provisions
of these hiring guidelines, as follows:
10.1 Dissemination and discussion of these guidelines with teachers, school heads, district
supervisors, superintendents, and other schools division officials:

10.2 Preparation of schools to receive and acknowledge applications;

10.3 Organization of Division Selection Committees and School Screening Committees;

10.4 Briefing and orientation of members of these committees regarding their roles and
functions;

10.5 Preparation of scoring sheets, interview guides, and tests of applicants:

10.6 Briefing and information-sharing with local governments and other local stakeholders
in teacher hiring;

10.7 Preparation of a report on the observations, both positive and negative, in actual
division practices in implementing these guidelines; and

10.8 Submission of said report on a quarterly basis to the Office of the Secretary through
the Office of the Assistant Secret ary for Planning.

22.0 GRIEVANCE AND PROTEST PROCEDURES

Aggrieved qualified applicants in the RQAs of the Schools Division Office and those who are
disqualified under Sec. 5.2.i of these guidelines may file a protest or complaint, respectively.

22.0 REPEALING CAUSE

These Guidelines hereby amend DepEd Order No. 14, s. 2014. Other rules, regulations and
issuances which are also inconsistent with these guidelines are hereby repealed, rescinded
or modified accordingly.

23.0 EFFECTIVITY

The guidelines and criteria provided in this Order shall take effect immediately.