Reclassification Form For Teaching Position RTFP TII
Uploaded by
Colleen CristalesReclassification Form For Teaching Position RTFP TII
Uploaded by
Colleen CristalesRANKING FOR
DTAE OF EVALUATION
1 Application Code
Name of Applicant
Address
Age
Sex
Civil Status
Religion
Disability
Ethnic Group
Training
Name of Training
Total Number of Hours
2 Application Code
Name of Applicant
Address
Age
Sex
Civil Status
Religion
Disability
Ethnic Group
Training
Name of Training
Total Number of Hours
3 Application Code
Name of Applicant
Address
Age
Sex
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Religion
Disability
Ethnic Group
Training
Name of Training
Total Number of Hours
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Name of Applicant
Address
Age
Sex
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Religion
Disability
Ethnic Group
Training
Name of Training
Total Number of Hours
5 Application Code
Name of Applicant
Address
Age
Sex
Civil Status
Religion
Disability
Ethnic Group
Training
Name of Training
Total Number of Hours
6 Application Code
Name of Applicant
Address
Age
Sex
Civil Status
Religion
Disability
Ethnic Group
Training
Name of Training
Total Number of Hours
7 Application Code
Name of Applicant
Address
Age
Sex
Civil Status
Religion
Disability
Ethnic Group
Training
Name of Training
Total Number of Hours
8 Application Code
Name of Applicant
Address
Age
Sex
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Disability
Ethnic Group
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Name of Training
Total Number of Hours
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Name of Applicant
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Disability
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Name of Training
Total Number of Hours
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Name of Applicant
Address
Age
Sex
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Disability
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Name of Training
Total Number of Hours
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Name of Applicant
Address
Age
Sex
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Disability
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Name of Training
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12 Application Code
Name of Applicant
Address
Age
Sex
Civil Status
Religion
Disability
Ethnic Group
Training
Name of Training
Total Number of Hours
13 Application Code
Name of Applicant
Address
Age
Sex
Civil Status
Religion
Disability
Ethnic Group
Training
Name of Training
Total Number of Hours
14 Application Code
Name of Applicant
Address
Age
Sex
Civil Status
Religion
Disability
Ethnic Group
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Name of Training
Total Number of Hours
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Name of Applicant
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Name of Training
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Name of Applicant
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Name of Training
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17 Application Code
Name of Applicant
Address
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Disability
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Name of Training
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18 Application Code
Name of Applicant
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19 Application Code
Name of Applicant
Address
Age
Sex
Civil Status
Religion
Disability
Ethnic Group
Training
Name of Training
Total Number of Hours
20 Application Code
Name of Applicant
Address
Age
Sex
Civil Status
Religion
Disability
Ethnic Group
Training
Name of Training
Total Number of Hours
Teacher II
Applicants QS
Training
Name of Training
of Hours
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of Hours
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Applicants QS
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Education
Eligibility
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Current Position
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Experience
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Applicants QS
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Education
Eligibility
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Eligibility
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Applicants QS
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No. of Hours Position
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Applicants QS
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9
Applicants QS
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Applicants QS
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13
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14
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15
Applicants QS
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Current Position
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0 Total Number of Years
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Applicants QS
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Education
Eligibility
Performance Rating
Station School
Current Position
Item Number
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Experience
No. of Hours Position
0 Total Number of Years
17
Applicants QS
Email Address
Contact No
Education
Eligibility
Performance Rating
Station School
Current Position
Item Number
SG/Annual Salary
Experience
No. of Hours Position
0 Total Number of Years
18
Applicants QS
Email Address
Contact No
Education
Eligibility
Performance Rating
Station School
Current Position
Item Number
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Experience
No. of Hours Position
0 Total Number of Years
19
Applicants QS
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Education
Eligibility
Performance Rating
Station School
Current Position
Item Number
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Experience
No. of Hours Position
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20
Applicants QS
Email Address
Contact No
Education
Eligibility
Performance Rating
Station School
Current Position
Item Number
SG/Annual Salary
Experience
No. of Hours Position
0 Total Number of Years
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Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
INITIAL EVALUATION RESULT (IER)
Position: Teacher II
Salary Grade and Monthly Salary: Salary Grade 12 - 32,245.00
Qualification Standards:
Education: Bachelor's degree in Education; or Bachelor's degree in relevant subject or learning area with at least 18 professional units in Education
Training: 8 hours of training in any of or a cumulative of the following: Curriculum, Pedagogy, Subject Specialization acquired within the last 5 years
Experience: 1 year teaching experience
Eligibility: RA 1080 (Teacher_x0002_Elementary/Secondary)
Performance Requirements: At least 6 Proficient COIs at Very Satisfactory; and At least 4 Proficient NCOIs at Very Satisfactory
We are pleased to inform you that based on the initial evaluation, we have found your qualifications to be substantial vis-à-vis the Civil Service Commission (CSC) approved Qualification Standards (QS) of Teacher II position
evaluation conducted by the undersigned dated ____________________________:
Personal Information Training Experience
Names of Civil Disabilit Ethnic Email
No. Application Code Address Age Sex Religion Contact No. Education Title Hours Details Years
Applicant Status y Group Address
1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Personal Information Training Experience
Names of Civil Disabilit Ethnic Email
No. Application Code Address Age Sex Religion Contact No. Education Title Hours Details Years
Applicant Status y Group Address
4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
7 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
11 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
13 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
14 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
15 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
16 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
17 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
18 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
19 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
20 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Please be advised of your assigned application code which shall be used as you proceed with the next stage of the selection process. You may refer to the official issuances of this office for the additional announcements in
communicate with the HRM Office or through the HRMPSB Secretariat.
Prepared and certified correct by:
CHARISE MAJELLA D. CASTELLANO
HUMAN RESOURCE MANAGEMENT OFFICER
DATE:
Notes and Instructions for the HRMO:
a) For the purpose of posting the IER, columns D to M shall be concealed in accordance with RA No. 10163 (Data Privacy Act). The only information that shall be made public are the
application codes, qualifications of the applicants in terms of Education, Training, Experience, Eligibility, and Competency (if applicable), and remark on whether Qualified or Disqualified
b) If the information does not apply to the applicant, please put N/A.
Philippines
Education
ern Visayas
OF ILOILO CITY
N RESULT (IER)
s the Civil Service Commission (CSC) approved Qualification Standards (QS) of Teacher II position. Below are the results of the initial
Remarks
QS
Eligibility Performance (Met
(Qualified or
or Not Met)
Disqualified)
0 0 0
0 0 0
0 0 0
Remarks
QS
Eligibility Performance (Met
(Qualified or
or Not Met)
Disqualified)
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
process. You may refer to the official issuances of this office for the additional announcements in this regard. For inquiries, you may
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
Date Processed Remarks
hers Credential Evaluator
Republic of the Philippines
Department of Education
Region VI –Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
RECLASSIFICATION FORM FOR TEACHING POSITION (RFTP)
Name: - Current Position:
Position Applied: Teacher II Item Number:
Station/School: - SG/Annual Salary:
Level: Kindergarten
Elementary
I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant
Bachelor's degree in Education; or Bachelor's degree in
Education relevant subject or learning area with at least 18 -
professional units in Education
8 hours of training in any of or a cumulative of the
Training following: Curriculum, Pedagogy, Subject Specialization 0(0Hours)
acquired within the last 5 years
Experience 1 year teaching experience 0()
Eligibility RA 1080 (Teacher_x0002_Elementary/Secondary) -
Note: Indicate the QS ofthe Position Appliedfor 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
Summary of the Achievement of PPST Indicators
Domain/Strand/Indicators
No. Domain 1. Content Knowledge and Pedagogy
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 enhance professional
2
practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
4
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.
6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner
7
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.
9 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
10
discovery and hands-on activities within a range of physical learning environments.
2.4.2 Maintain supportive learning environments that nurture and inspire
11
learners to participate, cooperate and collaborate in continued learning.
2.5.2 Apply a range of successful strategies that maintain learning
12
environments that motivate learners to work productively by assuming responsibility for their own
2.6.2 Manage learner behavior constructively by applying positive and non -
learning.
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.
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
17 in difficult circumstances, including: geographic 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 process to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
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
22
to 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 and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive 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
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
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
32 to 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.
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 Professional
37
Standards for Teachers.
COI
Total Number of O and VS
NCOI
III. COMPRATIVE ASSESSMENT RESULT
Classroom Observable
Education Training Experience Performance
Indicators
0.00 0.00 0.00 0 0
Conforme: Attested by:
Teacher Applicant HRMPSB Chair
IV. DEPED SCHOOLS DIVISION OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
- - Teacher II SG 12
Evaluated by:
Administrative Office IV (H
Certified Correct:
Administrative Officer V (Admin Services)
Recommending Approval:
Schools Division Superintendent
V. DEPED REGIONAL OFFICE ACTION
Reclassification of Position
From Salary Grade To Salary Grade
Evaluated by:
Teachers Credential Evalu
Certified Correct:
Chief, Administrative Division
Recommending Approval:
Regional Director
For Teacher II, III, IV,V,VI,VII BACK
P)
-
-
-
Junior High School
Senior High School
Applicant Remarks
ements
cient NCOIs at Very
cient NCOIs at Very
O VS IPCRF SY
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE
0 FALSE VS
0 FALSE COI
0 0 ###
0 0 UNMET UNMET
MET
Non-Classroom C
Position
Observable Total Score O
Indicators I
0 0 Teacher II
Teacher III
Teacher IV
Teacher V
Teacher VI
Teacher VII
HRMPSB Chair
Date Processed Remarks
nistrative Office IV (HRMO)
