INSTRUCTIONS FOR PRINTING RFTP/RFSPP:

1. Download the File

2. Fill-in the Applicant's Information and Part I - QS (reference: DBM JC 1, s. 2025) ONLY
3. Use A4 paper
4. Print double-sided (back-to-back)
5. Ensure all pages are in proper sequence
6. Check for completeness before printing
DBM-DepEd JC 01, s.2025_Form No. 2-A For Teacher II, III, IV,

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

Current
Name: KAREN M. BANTOLO TEACHER I
Position:
Position
TEACHER V Item Number:
Applied:
Station/ SG/Annual
BUENAVISTA ELEMENTARY SCHOOL SG 12/
School Salary:

Level: Kindergarten Junior High School

Elementary Senior High School

I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Education
Training
Experience
Eligibility
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 appl
Position
Performance Requirements
Applied
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
At least 21 Proficient COIs at Very Satisfactory; and
Teacher IV
At least 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 Sati
Teacher VI
and 4 Proficient NCOIs at Outstanding
At least 18 Proficient COIs at Outstanding; and At least 6 Proficient NCOIs at Very Sati
Teacher VII
and 6 Proficient NCOIs at Outstanding
Master 21 Proficient COIs at Outstanding; and 8 Proficient NCOIs at Very Satisfactory and 8 Pr
Teacher I NCOIs at Outstanding

Summary of the Achievement of PPST Indicators

Domain/Strand/Indicators O
No.Domain 1. Content Knowledge and Pedagogy (Rating)
1 1.1.2 Apply knowledge of content within and across curriculum teaching areas.
1.2.2 Use research-based knowledge and principles of teaching and learning to
2
enhance professional practice.

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

1.4.2 Use a range of teaching strategies that enhance learner achivement in literacy
4
an numeracy skills.

1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as
5
well as 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 through
8
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 to
11
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- violent
13
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 respond

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

3.3.2 Design, adapt and implement teaching strategies that are responsive to
16
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 needs
18
of learners from indigenous groups.

Domain 4. Curriculum and Planning

4.1.2 Plan, manage and implement developmentally sequenced teaching and

19
learning process to meet curriculum requirements and varied teaching contexts.

4,2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competenecies.

4.3.2 Adapt and implement learning programs that ensure relevance and
21
responsiveness to the needs of all learners.
4 4.2 Participate in collegial discussions that use teacher and learner feedback to
22
enrich teaching practice.
4.5.2 Select, develop, organize and use appropriate teaching and learning
23
resources, including ICT, to address learning goals.
 Domain 5. Assessment and Reporting
5.1.2. Design, select, organize and use diagnostic, formative. and summative
24
assessment strategies consistent with curriculum requirements
5.2.2 Monitor and evaluate learner progress end achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accucate and constructivc feedback to
26
improve learner performance.

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

5.5.2 Utilize assessment data to inform the modification of teaching and

28
learning practices and programs.
 Domain 6. Community Linkages and Professional Engagement
6.1.2 Maintain learning environments that are responsive to community
29
to contexts.
6.2.2 Build relationships with parents/ guardians and the wider school community to
30
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 end 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
cxhibiting qualities such as caring atitude, respect and integrity.
7.3.2 Participate in professional networks to share knowledge and to enhance
35
practice.
7.4.2 Develop a personal professional improvement plan based on reflection of
36
one's practice and ongoing professional learning.
7.5.2 Set professional development goals based on the Philippine Prefessional
37
Standards for Teachers.
Total Number of O and VS

III. COMPETENCY ASSESSMENT RESULTS

PPST NCOIs
PPST COIs Non-Classroom
Classroom Observable
Education Training Experience Performance
Observable Indicators
Indicators (Portlolio Annotations
and BEI)

Conforme: Attested by:

BASILIO P. MANA-AY, JR., CES

Teacher Applicant HRMPSB Chair

IV. DEPED SCHOOLS DIVISION OFFICE ACTION

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

Evaluated by:

NEO CARLO R. MAGNO

Administrative Officer IV (HRM

Certified Correct:
 RAUL E. GACUS
Administrative Officer V (Admin Services)

Recommending Approval:

JINKY B. FIRMAN, PhD, CESO VI

Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
Date
Remarks
From Salary Grade To Salary Grade Processed

Evaluated by:

GENAMIE G. SOLITARIO
Teachers Credential Evaluat

Certified Correct:

ROY T. ENRIQUEZ
Chief, Administrative Division

Approved:

ALLAN G. FARNAZO
Regional Director
II, III, IV, V, VI, VII

EACHER II

SG 12/

School
School

Remarks

ition applied for.

Very Satisfactory;

Very Satisfactory;

y and 8 Proficient

VS
(Rating)
 Total Score

, JR., CESO VI
hair

Remarks

MAGNO
er IV (HRMO)
Remarks

LITARIO
al Evaluator
 DBM-DepEd JC 01, s.2025_Form No. 2-A For Master Teach

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

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

Level: Kindergarten Junior High School

Elementary Senior High School

I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Education
Training
Experience
Eligibility
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 appl

Position Applied Performance Requirements

At least 10 Highly Proficient COIs at Outstanding; and At least 5 Highl

Master Teacher II Proficient NCOIs at Very Satisfactory and 5 Highly Proficient NCOIs at
Outstanding

21 Highly Proficient COIs at Outstanding; and 8 Highly Proficient NCOI

Master Teacher III
Satisfactory and 8 Highly Proficient NCOIs at Outstanding

Summary of the Achievement of PPST Indicators

Domain/Strand/Indicators O
No.Domain 1. Content Knowledge and Pedagogy (Rating)
1.1.3 Model effective applications of content knowledge within and across curriculum
1
teaching areas.
1.2.3 Collaborate with colleagues in the conduct and application of research to
2
enrich knowledge of content and pedagogy.
1.3.3 Promote effective strategies in the positive use of ICT‘ to facilitate the teaching
3
and learning process.
1.4.3 Evaluate with colleagues the effectiveness of teaching strategies that promote
4
learner achievement in literacv and numeracy.
 l.5.3 Develop end apply effective teaching strntegies to promote critical and creative
5
thinking, as well as other higher-order thinking skills.

1.6.3 Model and support colleagues in the proficient use of Mother Tongue, Filipino
6 and English to improve teaching and learning, as well as to develop the learners'
pride of their language, heritage and culture.

1.7.3 Display a wide range of effective verbal and non-verbal classroom

7 communication strategies to support learner understanding. Participation,
engagement and achievement.
 Domain 2. Learning Environment

2.1.3 Exhibit effective strategies that ensure safe and secure learning environments
8 to enhance learning through the consistent implementation of policies, guidelines
and procedures.

2.2.3 Exhibit effective practices to foster learning environments that promote

9
fairness, respect and care to encourage learning.

2.3.3 Work with colleagues to model and share effective techniques in the
management of classroom structure to engage learners, individually or in groups, in
10
meaningful exploration, discovery and hands-on activivies within a range of physical
learning environments.

2.4.3 Work with colleagues to share successful strategies that sustain supportive
11 learning environments that nurture and inspire learners to participate, cooperate and
collaborate in continued learning.

2.5.3 Model successful strategies and support colleagues in promoting learning

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

2.6.3 Exhibit effective and constructive behavior management skills by applying

13
positive and non-violent discipline to ensure learning focused environments.

Domain 3. Diversity of Learners

3.1.3 Work with colleagues to share differentiated, developmentally appropriate

14 opportunities to address learners' differences in gender, needs, strengths, interests
and experiences.

3.2.3 Exhibit a learner-centered culture that promotes success by using effective

15 teaching strategies that respond to learners' linguistic, cultural, socio economic and
religious backgrounds.

3.3.3 Assist colleagues to design, adapt and implement teaching strategies that are
16
responsive to learners with disabilities, giftedness and talents.

3.4.3 Evaluate with colleagues teaching strategies that are responsive to the
special educational needs of learners in difficult circumstances, including:
17
geographic isolation; chronic Illness; displacement due to armed conflict. urban
resettlement or disastern; child abuse and child labor practices.

3.5.3 Develop and apply teaching strategies to address effectively the needs of
18
learners from indigenous groups.

Domain 4. Curriculum and Planning

4.1.3 Develop and apply effective strategies in the planning and management of
19 developmentally sequenced teaching and learning process to meet curriculum
requirements and varied teaching contexts.

4,2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competenecies.

4.2.3 Model to colleagues the setting of achievable and challenging learning outcomes
21 that are aligned with learning competencies to cultivate a culture of excellence for all
learners.
 4.4.3 Review with colleagues, teacher and learner feedback to plan, facilitate, and
22
enrich teaching practice.

4.5.3 Advice and guide colleagues in the selection, organization, development and use
23 of appropriate teaching and learning resources, including ICT, to address specific
learning goals.
 Domain 5. Assessment and Reporting

5.1.3 Work collaboratively with colleagues to review the design,

24
selection, organization and use of a range of diagnostic, formative and summative
assessment strategies consistent with curriculum requirements.

25 5.2.3 Interpret collaboratively monitoring and evaluation strategies of attainment

data to support learner progress and achievement.

5.3.3 Use effective strategies for providing timely, accurate and

26 constructive feedback to encourage learners to reflect on and improve their own
learning.

27 5.4.3 Apply skills in the effective communication of learner needs, progress and
achievement to key atakeholders including parents /guardians.

5.5.3 Work collaboratively with colleagues to analyze and utilize

28 assessment data to modify practices and programs to further support learner
progress and achievement.
Domain 6. Community Linkages and Professional Engagement

29 6.1.3 Reflect on and evaluate learning environments that are responsive to

community contexts.

30 6.2.3 Guide colleagues to strengthen relationships with parents/guardians and the

wider school community to maximize their involvement in the educative process.

31 6.3.3 Discuss with colleagues teaching and learning practices that apply existing
codes, laws and regulations applicable to the teaching profession, and the
responsibilities specified in the Code of Ethics for Professional Teachers.

6.4.3 Exhibit commitment to and support teachers in the implementation of school

32 policies and procedures to foster harmonious relationships with learners, parents
and other stakeholders.
Domain 7. Personal Growth and Professional Development

7.1.3 Manifest a learner-centered teaching philosophy in various aspects of practice

33
and support colleagues in enhancing their own learner-centered teaching
philosophy.

7.2.3 Identify and utilize personal professional strengths to uphold the dignity of
34 teaching as a profession to help build a positive teaching and learning culture within
the school.

35 7.3.3 Contribute actively to professional networks within

and between schools to improve knowledge and to enhance practice.

36 7.4.3 lnitiate professional reflections and promote learning opportunities with

colleagues to improve practice.

7.5.3 Reflect on the Philippine Professional Standards for Teachers to plan personal
37 professional development goals and assist colleagues in planning and achieving
their own goals.

Total Number of O and VS

III. COMPETENCY ASSESSMENT RESULTS

PPST NCOIs
PPST COIs Non-Classroom
Classroom Observable
Education Training Experience Performance Observable Indicators
Indicators (Portlolio Annotations
and BEI)
Conforme: Attested by:

BASILIO P. MANA-AY, JR., CES

Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position Date
Remarks
From Salary Grade To Salary Grade Processed

Evaluated by:

NEO CARLO R. MAGNO

Administrative Officer IV (HRM

Certified Correct:

RAUL E. GACUS
Administrative Officer V (Admin Services)

Recommending Approval:

JINKY B. FIRMAN, PhD, CESO VI

Schools Division Superintendent

V. DEPED REGIONAL OFFICE ACTION

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

Evaluated by:

GENAMIE G. SOLITARIO
Teachers Credential Evaluat

Certified Correct:

ROY T. ENRIQUEZ
Chief, Administrative Division

Approved:

ALLAN G. FARNAZO
Regional Director
er Teacher I, II, III

School
School

Remarks

ition applied for.

st 5 Highly
NCOIs at

ient NCOIs at Very

VS
(Rating)
Total Score
 , JR., CESO VI
hair
Remarks

MAGNO
er IV (HRMO)

Remarks

LITARIO
al Evaluator
 DBM-DepEd JC 01, s.2025_Form No. 2-A For Master Teache

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

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

Level: Kindergarten Junior High School

Elementary Senior High School

I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Education
Training
Experience
Eligibility
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 appl

Position Applied Performance Requirements

At least 10 Distinguished COIs at Outstanding; and 5 Distinguished NC

Master Teacher IV
Very Satisfactory; and 5 Distinguished NCOIs at Outstanding

21 Distinguished COIs at Outstanding; and 8 Distinguished NCOIs at V

Master Teacher V
Satisfactory; and 8 Distinguished NCOIs at Outstanding

Summary of the Achievement of PPST Indicators

Domain/Strand/Indicators O
No.Domain 1. Content Knowledge and Pedagogy (Rating)
1.1.4 Model exemplary practice to improve the applications of content knowledge
1
within and across curriculum teaching areas.

1.2.4 Lead colleagues in the advancement of the art and science of teaching based
2
on their comprehensive knowledge of research and pedagogy.

1.3.4 Mentor colleagues in the implementation of policies to ensure the positive use
3
of ICT w'ithin or beyond the school.

1.4.4 Model a comprehensive selection of effective teaching strategies that promote

4
learner achievement in literacy and numeracy.
 1.5.4 Lead colleagues in reviewing, modifying and expanding their range of teaching
5 strategies that promote critical and creative thinking, as well as other higher-order
thinking skills.

l.6.4 Show exemplary skills in and advocate the use of Mother Tongue, Filipino and
6 English in teaching and learning to facilitate the learners' language, cognitive and
academic development and to foster pride of their language, heritage and culture.

1.7.4 Exhibitt exemplary practice in the use of effective verbal and non-verbal
7 classroom communication strategies to support learner understanding, participation,
engagement and achievement in different learning contexts.
 Domain 2. Learning Environment

2.1.4 Apply comprehensive knowledge of, and act as a resource person for policies,
8 guidelines and procedures that retate to the implementation of safe and secure
learning environment for learners.

2.2.4 Advocate and facilitate the use of effective practices to foster learning
9
environments that promote fairness, respect and care to encourage learning.

2.3.4 Model exemplary practices in the management of classroom structure and

10 activities, and lead colleagues at the whole-school level to review and evaluate their
practices.

2.4.4 Facilitate processes to review the effectiveness of the school's learning

11
environment to nurture and inspire learner participation.

2.5.4 Lead and empower colleagues in promoting learning environments that

12 effectively motivate learners to achieve quality outcomes by assuming responsibility
for their owm learning.

2.6.4 Provide leadership in applying a wide range of strategies in the implementation

13 of positive and non-violent discipline policies/procedures to ensure learning-focused
environments.

Domain 3. Diversity of Learners

3.1.4 Lead colleagues to evaluate differentiated strategies to enrich teaching
14 practices that address learners' differences in gender, needs, strengths, interests and
experiences.

3.2.4 Model exemplary teaching pmctices that recognize and afFtrwi diverse
15 linguistic, cultured, socio economic and religious backgrounds to promote learner
success.

3.3.4 Lead colleagues in designing, adapting and implementing teaching strategies

16 that are responsive to learners with disabilities,
giftedness and talents.

3.4.4 Model a range of high level skills responsive to the special educational needs of
learners in difficult circumstances, including: geographic isolation; chronic illness;
17
displacement due to armed conflict, urban resettlement or disasters; child abuse and
child labor practices.

3.5.4 Show comprehensive skills in delivering culturally appropriate teaching

18
strategies to address effectively the needs of learners from indigenous groups.

Domain 4. Curriculum and Planning

4.1.4 Model exemplary practice and lead colleagues in enhancing current practices ia
19 thc planning and management of dcvclopmentally sequenced teaching and learning
process.

4.2.4 Exhibit high-level skills and lead in setting achievable and challenging learning
20 outcomes that are aligned with learning competencies towards the cultivation of a
culture of excellence for all.
 4.3.4 Provide advice in the design and implementation of relevant and
21 responsive learning programs that develop the kriowledge and skills of learners at
different ability levels.

4.4.4 Lead colleagues in professional discussions to plan and implement strategies

22
that enrich teaching practice.

4.5.4 Model cxcmplary skills and Îead colleagues in che development and evaluation
23 of teaching and learning resources, including ICT, for use within and beyond the
school.
 Domain 5. Assessment and Reporting
5.1.4 Lead initiatives in the evaluation of assessment policies and guidelines that
relate to the design, selection, organization and use of effective diagnostic, formative
24 and summative assessment strategies consistent with curriculum requirements.

5.2.4 Provide advice on and mentor colleagues in the effective analysis and use of
25 learner attainment data.

5.3.4 Exhibit exemplary skills and lead initiatives to support colleagues in applying
26 strategies that effectively provide timely, accurate and constructive feedback to
learners to improve learning achievement.

5.4.4 Share with colleagues a wide range of strategies that ensure effective
27 communication of learner needs, progress and achievement to key stakeholders,
including parents/guardians.

5.5.4 Lead colleagues to explore, design and implement effective practices and
28 programs using information derived from assessment data.

Domain 6. Community Linkages and Professional Engagement

6.1.4 model exemplary practice and empower coHeagues to establish and maintain
29 effective learning environments that are responsive to community contexts.

6.2.4 Lead in consolidating networks that strengthen relationships with parents

30 /guardians and the wider school community to maximize their involvement in the
educative process.

6.3.4 Lead colleagues in the regular review of existing codes, laws and regulations
that apply to the teaching profession, and the responsibilities as specified in the
31
Code of Ethics for Professional Teachers.

6.4.4 Evaluate existing school policies and procedures to make them more
32 responsive to the needs of the learners, parents and other stakeholders.

Domain 7. Personal Growth and Professional Development

7.1.4 Model a learner-centered teaching philosophy through teaching practices that
stimulate colleagues to engage in further professional learning.
33

7.2.4 Act as a role model and advocate for upholding the dignity of teaching as a
34 profession to build a positive teaching and learning culture wiihin and beyond the
school.

7.3.4 Take a leadership role in supporting colleagues' engagement with professional

35 networks within and across schools to advance knowledge and practice in identified
areas of need.

7.4.4. Demonstrate leadership within and across school contexts in critically

evaluating practice and setting clearly defined targets for professional development.
36

7.5.4 Lead reforms in enhancing professional development programs based on an

37 in-depth knowledge and understanding of the Philippine Professional Standards for
Teachers.

Total Number of O and VS

III. COMPETENCY ASSESSMENT RESULTS

 PPST NCOIs
PPST COIs Non-Classroom
Classroom Observable
Education Training Experience Performance
Observable Indicators
Indicators (Portlolio Annotations
and BEI)

Conforme: Attested by:

BASILIO P. MANA-AY, JR., CES

Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position Date
Remarks
From Salary Grade To Salary Grade Processed

Evaluated by:

NEO CARLO R. MAGNO

Administrative Officer IV (HRM

Certified Correct:

RAUL E. GACUS
Administrative Officer V (Admin Services)

Recommending Approval:

JINKY B. FIRMAN, PhD, CESO VI

Schools Division Superintendent

V. DEPED REGIONAL OFFICE ACTION

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

Evaluated by:

GENAMIE G. SOLITARIO
Teachers Credential Evaluat

Certified Correct:

ROY T. ENRIQUEZ
Chief, Administrative Division

Approved:

ALLAN G. FARNAZO
Regional Director
r Teacher IV and V

School
School

Remarks

ition applied for.

uished NCOIs at

NCOIs at Very

VS
(Rating)
 Total Score

, JR., CESO VI
hair
Remarks

MAGNO
er IV (HRMO)

Remarks

LITARIO
al Evaluator
DBM-DepEd JC 01, s.2025_Form No. 2-B

Republika ng Pilipinas
Department of Education
RECLASSIFICATION FORM FOR SCHOOL PRINCIPAL POSITIONS (RFSPP)

Name: Current Position:

Position Applied: Item Number:
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
Education
Training
Experience
Eligibility
Note: Indicate the QS of the Position Applied for based on the CSC-Approved QS

II. SCHOOL HEADS ASSESSMENT (or its equivalent)

Eligible Score

Not Eligible

III. PERFORMANCE RATING:

Must be at least Very Satisfactory

Attach certified true copy of School’s Office Performance Commitment and Review (IPCR) Form or
Individual Performance Commitment and Review (IPCR) form, (which ever is applicable) in the last rating period

IV. COMPRATIVE ASSESSMENT RESULT

Education Training Experience Performance Outstanding Application of Application Potential Total

Accomplishments Education of L&D Score

Conforme: Attested by:

BASILIO P. MANA-AY, JR., CESO VI

Applicant HRMPSB Chair

V. DEPED SCHOOLS DIVISION OFFICE ACTION

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

Evaluated by:

NEO CARLO R. MAGNO

Administrative Officer IV (HRMO)

Certified Correct

RAUL E. GACUS
Administrative Officer V (Admin Services)

Recommending Approval:

JINKY B. FIRMAN, PhD, CESO VI

Schools Division Superintendent

VI. DEPED REGIONAL OFFICE ACTION

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

Evaluated by:

GENAMIE G. SOLITARIO
Teachers Credential Evaluator

Certified Correct:

ROY T. ENRIQUEZ
Chief, Administrative Division

Approved:

ALLAN G. FARNAZO
Regional Director
 CHECKLIST OF REQUIR
0

Name of Applicant: __________________________

Position Applied For: _________________________
Office: ____________________________
Contact Number: ____________________________
Religion: _________________________________
Ethnicity: ________________________________
PersYes ( ) No ( )
Solo Parent: Yes ( ) No ( )

Basic Documentary Requirement

Letter of intent addressed to the SDS containing the following

information:
a.
i. Statement of Purpose/Expression of interest
ii. Position applied for
Duly accomplished PDS with Work Experience Sheet (CS Form 212,
b.
Revised 2025)
c. Photocopy of valid and updated PRC License/ID
d. Certificate of Competency Level issued by Authorized body (if applicable)
Photocopy of scholastic/academic record (i.e., Special Orders, Transcript of
e. Records (TOR) and Diploma, including completion of graduate and post-
graduate units/degrees, if available)
f. Photocopy of duly signed Service Record
g. Photocopy of latest appointment

Photocopy of certificate/s of completion of National Educators Academy of the

Philippines (NEAP)-accredited professional development programs/courses, or
h. certificates of training issued by NEAP-accredited public and private
institutions or Photocopy of certificate/s of relevant specialized trainings or
professional development programs, if any

Photocopy of Technical Education and Skills Development Authority (TESDA)

i. National Certificate (NC) II 11, Trainers Methodology Certificate (TMC) (for SHS
applicants in the Technical-Vocational-Livelihood (TVL) track only);

Photocopy of the required Performance Rating(s) with at least Very

Satisfactory rating
j. (For teaching positions: The applicant shall submit at most three (3) performance
ratings depending on the performance requirements. The latest performance rating
shall cover one (1) year complete performance rating period in the current position)
 Certificate of Rating (COR) in the School Head Assessment (National Qualifying
k. Examination for School Heads (NQESH) or Principal's Test) (for School Principal
positions only);

Checklist of Requirements and Omnibus Sworn Statement on the Certification

l. on the Authenticity and Veracity (CAV) of the documents submitted and Data
Privacy Consent Form pursuant to RA No. 10173 (Data Privacy Act of 2012)

Other documents as may be required by the HRMPSB

For Teaching: portfolio for the assessment of identified PPST non-classroom
observable indicators.
m.
For School Principal: Means of Verification (MOVs) showing Outstanding
Accomplishmets, Application of Education, Application of Learning and Development
reckoned from the date of last issuance of appointment.

Attested:
____________________________________________________________________
Human Resource Management Officer

OMNIBUS SWORN ST

CERTIFICATION OF AUTHENTICITY AND VERACITY

I hereby certify that all information abover are true and correct, and of my personal kn
are original and/or certified true copies thereof.

DATA PRIVACY CONSENT

I hereby grant the Department of Education the right to collect and process my person
the recruitment, selection, and placement of personnel of the Department and for purp
being implemented by the Civil Service Commission.

Subscribed and sworn to before me this ____ day of ________________, year _______.

In consonance with the Republic Act No. 8792 or the "Electronic Commerce Act of 2000", (e)lectronic do
and a) (w)here the law requires a document to be in writing, that requirement is met by an electronic do
authenticated so as to be usable for subsequent reference.
 Annex C-2
ST OF REQUIREMENTS

Application code: ________________

Status of Submission Verification

(To be filled-out by the (To be filled-out by the HRMO/HR Office/sub-committee)
applicant; Status of Submission
Remarks
Check if submitted) (Check if complied)
BUS SWORN STATEMENT

my personal knowledge and belief, and the documents submitted herewith

cess my personal information as stated above, for purposes relevant to

ent and for purposes of compliance with the laws, rules, and regulations

________________________________________
Name and Signature of Applicant

ear _______.

Person Administering Oath

00", (e)lectronic documents shall have the legal effect, validity or enforceability as any other document or legal writing
by an electronic document if the said electronic document maintains its integrity and reliability and can be
ment or legal writing