Analyzing the Expanded Career Progression System for Public School Teachers in the Philippines: Implementing Rules and Regulations of Executive Order No. 174, s. 2022

The Philippine education system has undergone significant transformations in recent years, with the implementation of the K-12 program and an increased focus on enhancing the quality of education. A critical component of this improvement effort is the development and retention of high-quality teachers. In response to this need, Executive Order No. 174, s. 2022, was issued to establish the Expanded Career Progression System for Public School Teachers. This article examines the Implementing Rules and Regulations (IRR) of this Executive Order, focusing on its key provisions, implications for teachers, and potential impact on the education system.

Official Implementing Rules and Regulations (IRR) Document

Below are the official signed pages of the Implementing Rules and Regulations for Executive Order No. 174, s. 2022:

CTC-SIGNED-IRR-OF-EO174-1

Historical Context and Purpose of Executive Order No. 174

Evolution of Teacher Career Progression in the Philippines

The concept of career progression for teachers in the Philippines is not new. In 1978, Executive Order No. 500 established a system of career progression and promotion for public school teachers focused on classroom effectiveness. This system aimed to attach a premium to the advancement in stature and compensation of teachers while remaining in the classroom.

However, over the years, it became evident that this system needed revision to address the evolving needs of the education sector. The implementation of the K-12 Reform and the enactment of Republic Act No. 10968, which institutionalized the Philippine Qualifications Framework, brought significant changes to the national educational landscape.

Objectives of Executive Order No. 174

Executive Order No. 174, s. 2022, aims to address several long-standing issues in the Philippine education system:

1. Limited career advancement opportunities for public school teachers
2. The need to attract and retain talented educators
3. The importance of providing clear pathways for professional growth
4. The necessity of increasing compensation for skilled and experienced teachers

The order recognizes that the advancement of education depends on the qualifications and abilities of the teaching staff. It declares it a policy of the State to promote and improve the social and economic status of public school teachers, their terms of employment, and career prospects to attract and retain individuals with proper qualifications in the teaching profession.

Key Components of the Expanded Career Progression System

Dual Career Lines

The IRR establishes two distinct career lines for public school teachers:

1. Classroom Teaching (CT) Career Line
2. School Administration (SA) Career Line

This structure allows teachers to choose between advancing as classroom instructors or pursuing leadership roles in school administration, providing flexibility and diverse opportunities for career growth.

Classroom Teaching Career Line

The CT Career Line includes the following positions:

• Teacher I
• Teacher II
• Teacher III
• Teacher IV
• Teacher V
• Teacher VI
• Teacher VII
• Master Teacher I
• Master Teacher II
• Master Teacher III
• Master Teacher IV
• Master Teacher V

Advancement to Master Teacher I requires meeting two primary criteria:

1. Attaining the Civil Service Commission-approved Qualification Standards for the position
2. Achieving a proficiency level equivalent to Career Stage III (Highly Proficient) of the Philippine Professional Standards for Teachers (PPST)

This structure provides a clear pathway for teachers who wish to remain in the classroom while advancing their careers and increasing their compensation.

School Administration Career Line

The SA Career Line comprises the following positions:

• School Principal I
• School Principal II
• School Principal III
• School Principal IV

To advance to School Principal I, teachers must meet three key requirements:

1. Attain the Civil Service Commission-approved Qualification Standards for the position
2. Achieve the desired proficiency level for school heads as defined by the Philippine Professional Standards for School Heads (PPSSH)
3. Pass a Department of Education (DepEd)-administered school head assessment

This career line provides a path for teachers interested in taking on leadership and administrative roles within the school system.

Career Progression and Flexibility

The IRR allows for significant flexibility in career progression. Teachers can choose between the CT and SA Career Lines upon reaching the Master Teacher I position. This choice point allows educators to assess their skills, interests, and career goals before deciding on their future path.

Additionally, the system permits switching between career lines, provided that individuals meet the necessary qualifications and competencies for the desired position. This flexibility acknowledges that educators’ career aspirations may change over time and allows for professional growth in different areas of the education system.

Exclusions from the ECP System

It’s important to note that certain positions are excluded from the coverage of the Expanded Career Progression System. These include:

• Guidance Counselors
• Guidance Coordinators
• School Farming Coordinators
• Vocational Instruction Supervisors
• School Librarian I, II, III and other positions in the Library Service Group assigned in schools
• Teaching positions in non-DepEd managed schools and community learning centers
• Teaching positions in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM)
• Other positions not specified in EO No. 174, s. 2022, or specifically identified by DepEd as covered by the ECP System

Table of Positions: Equivalence of Positions in the CT and SA Career Line

The IRR provides a clear structure for the equivalence of positions in the Classroom Teaching and School Administration Career Lines. This structure is crucial for understanding the progression and salary grade levels within the system:

CT Career Line	SA Career Line	Salary Grade Level
Master Teacher V	School Principal IV	22
Master Teacher IV	School Principal III	21
Master Teacher III	School Principal II	20
Master Teacher II	School Principal I	19
Master Teacher I		18
Teacher VII		17
Teacher VI		16
Teacher V		15
Teacher IV		14
Teacher III		13
Teacher II		12
Teacher I		11

Implementation Process

Transition Period

The IRR establishes a three-year transition period from the date of its issuance. This period is crucial for the smooth implementation of the new system and allows for necessary adjustments and refinements. During this time, the Department of Budget and Management (DBM), DepEd, Civil Service Commission (CSC), and Professional Regulation Commission (PRC) are tasked with executing the transitory provisions and establishing operational guidelines.

Position Conversion and Retitling

The IRR outlines specific procedures for converting existing vacant positions and retitling filled positions to align with the new career progression system. This process includes:

1. Converting vacant positions to Teacher I positions:

• Existing vacant positions with titles that conform to the new system will be converted to Teacher I positions after one year from the issuance of the IRR.
• Vacant positions with titles that do not conform to the new system will be requested for conversion to Teacher I positions through the DBM.

2. Retitling filled positions to their equivalent positions in the new system:

• This process ensures that current teachers are appropriately placed within the new career structure.

3. Providing options for incumbents of certain positions:

• For example, Assistant School Principals and Head Teachers are given the choice to retain their current position or transition to the new system.
• This approach aims to minimize disruption and ensure that experienced educators are not disadvantaged by the new system.

Retitling of Existing Filled Positions

The IRR outlines a specific process for retitling existing filled positions to align with the new ECP System. This process is crucial for ensuring a smooth transition and proper placement of current educators within the new structure:

Current Position	Retitled Position	Salary Grade Level
Assistant School Principal III	School Principal II or Master Teacher III	20
Assistant School Principal II	School Principal I or Master Teacher II	19
Head Teacher VI
Assistant School Principal I	Master Teacher I	18
Head Teacher V
Special Education Teacher V
Head Teacher IV	Teacher VII	17
Special Education Teacher IV
Head Teacher III	Teacher VI	16
Special Education Teacher III
Special Science Teacher II
Head Teacher II	Teacher V	15
Special Education Teacher II
Head Teacher I	Teacher IV	14
Special Education Teacher I
Special Science Teacher I	Teacher III	13

Options for Incumbent Assistant School Principals and Head Teachers

The IRR provides specific options for incumbents of certain positions:

1. Incumbent Assistant School Principal III, Assistant School Principal II, and Head Teacher VI:

• If they meet the required qualifications and competencies for school heads, they will be retitled to the equivalent School Principal position.
• They can choose to perform their existing functions in the same school or perform the functions of a School Head designate.
• If they don’t meet the requirements, they will be retitled to the equivalent Master Teacher position, with options to assume Master Teacher functions, perform existing functions, or perform as a School Head designate.

2. Incumbent Assistant School Principal I and other Head Teachers:

• They can choose to retain their current position title or be retitled to the equivalent position in the ECP System.
• If retitled, they can assume the functions of the new position, perform existing functions, or perform as a School Head designate.

These incumbents will be regarded as on-stream candidates for the School Administration Career Line during the three-year transition period, receiving professional development interventions and priority for promotion to School Principal positions.

Professional Development and Assessment

The IRR places significant emphasis on professional development and assessment within the new career progression system. Key provisions include:

1. Providing professional development interventions:

• These interventions aim to equip teachers with the necessary competencies for career advancement.
• The National Educators Academy of the Philippines (NEAP) and NEAP-accredited learning service providers are tasked with facilitating and providing in-service training for continuous professional development.

2. Conducting assessments for promotion or reclassification:

• DepEd is responsible for establishing criteria and guidelines for these assessments.
• The assessments ensure that teachers meet the required standards for advancement in their chosen career line.

3. Aligning career progression criteria with recognition systems:

• The criteria for career progression are aligned with the system of recognition for career stages achieved by teachers and school leaders.
• This alignment ensures consistency between professional development, career advancement, and recognition systems.

Roles and Responsibilities of Key Agencies

The IRR clearly defines the roles and responsibilities of several key agencies in implementing the new career progression system:

Department of Education (DepEd)

DepEd’s responsibilities include:

1. Proposing and recommending Qualification Standards for teaching positions
2. Defining criteria for teacher assessment and evaluation based on the PPST and PPSSH
3. Providing learning and development interventions for teachers
4. Assessing teacher applicants for promotion or reclassification
5. Developing and implementing a comprehensive communication and change management plan
6. Establishing an electronic information system for teacher qualifications and applications

Civil Service Commission (CSC)

The CSC is tasked with:

1. Reviewing and approving DepEd’s proposals on Qualification Standards for teaching positions
2. Harmonizing Qualification Standards for teaching positions across different levels of the education system

Department of Budget and Management (DBM)

The DBM’s responsibilities include:

1. Creating new position titles and including them in the Index of Occupational Services
2. Amending or modifying the Position Classification and Compensation Scheme for Teaching Positions in Elementary and Secondary Schools
3. Reviewing and approving applications for reclassification of positions
4. Evaluating proposed funding allocations for the implementation of the new system

Professional Regulation Commission (PRC)

The PRC is responsible for:

1. Defining other career pathways for professional teachers outside the public basic education school system
2. Collaborating with DepEd and CSC to harmonize Qualification Standards for teaching positions

Potential Impact on the Education System

The implementation of the Expanded Career Progression System for Public School Teachers has several potential benefits for the Philippine education system:

1. Improved teacher retention:

• The clear pathways for career advancement and increased compensation may encourage talented educators to remain in the profession.
• This could lead to a more experienced and stable teaching workforce, benefiting students and schools.

2. Enhanced professional development:

• The emphasis on continuous learning and assessment may result in a more skilled and competent teaching workforce.
• This focus on professional growth could lead to improved teaching practices and student outcomes.

3. Increased motivation:

• The opportunity for career growth and recognition may motivate teachers to improve their performance and pursue excellence in their profession.
• This motivation could translate into increased engagement in the classroom and better student experiences.

4. Better school leadership:

• The School Administration Career Line may result in more qualified and competent school administrators.
• Improved school management and leadership could potentially enhance overall school performance and student achievement.

5. Alignment with international standards:

• The system’s focus on professional standards and competencies aligns with global best practices in teacher development and career progression.
• This alignment could improve the overall quality and competitiveness of the Philippine education system on an international scale.

Challenges and Considerations

While the new career progression system offers numerous benefits, there are potential challenges that need to be addressed:

1. Budgetary constraints:

• The implementation of the new system may require significant financial resources.
• This could be challenging given the country’s limited education budget and competing priorities.

2. Assessment and evaluation:

• Developing fair and effective assessment tools for promotion and reclassification is crucial to the success of the system.
• Ensuring consistency and objectivity in these assessments across different regions and schools may be challenging.

3. Capacity building:

• Ensuring that all relevant stakeholders, including Human Resource Management Officers and school officials, are adequately trained to implement the new system may be challenging.
• This requires significant time, resources, and coordination across various agencies and levels of the education system.

4. Equity concerns:

• Care must be taken to ensure that the new system does not inadvertently create or exacerbate inequities among teachers or schools.
• Factors such as geographic location, school resources, and access to professional development opportunities need to be considered to ensure fairness in career progression.

5. Resistance to change:

• Some educators may resist the new system, particularly if they perceive it as threatening their current positions or career prospects.
• Effective communication and change management strategies will be crucial to address concerns and gain buy-in from all stakeholders.

6. Balancing classroom teaching and administrative roles:

• As teachers advance in their careers, there may be a risk of losing experienced educators from the classroom as they move into administrative roles.
• Striking a balance between promoting teachers to leadership positions and maintaining a high-quality teaching workforce in classrooms will be important.

7. Monitoring and evaluation:

• Developing effective mechanisms to monitor the implementation of the new system and evaluate its impact on teacher quality and student outcomes will be crucial.
• This will require long-term planning and data collection to assess the system’s effectiveness over time.

Conclusion

The Implementing Rules and Regulations for the Expanded Career Progression System for Public School Teachers represent a significant step towards improving the quality of education in the Philippines. By providing clear pathways for career advancement, emphasizing professional development, and aligning with international standards, the new system has the potential to enhance teacher motivation, retention, and overall competence.

The dual career lines for Classroom Teaching and School Administration offer teachers flexibility in their career choices and recognize the importance of both instructional expertise and effective school leadership. The system’s focus on continuous professional development and assessment aligns with global best practices in education and has the potential to elevate the teaching profession in the Philippines.

However, successful implementation will require careful planning, adequate resources, and ongoing evaluation to address challenges and ensure that the system achieves its intended goals. Key considerations include:

1. Ensuring equitable access to career advancement opportunities across different regions and school types
2. Developing fair and effective assessment tools for promotion and reclassification
3. Providing adequate funding and resources for professional development and increased compensation
4. Implementing effective change management strategies to gain buy-in from all stakeholders
5. Establishing robust monitoring and evaluation mechanisms to assess the system’s impact over time

As the education landscape continues to evolve, this new career progression system may play a crucial role in shaping the future of teaching and learning in the Philippines. By addressing the challenges and capitalizing on the opportunities presented by this system, the Philippines has the potential to significantly enhance its education sector, benefiting teachers, students, and society as a whole.

The success of this initiative will depend on the collaborative efforts of various government agencies, educational institutions, and stakeholders. Ongoing dialogue, continuous improvement, and adaptability will be essential as the system is implemented and refined over time. With careful implementation and sustained commitment, the Expanded Career Progression System for Public School Teachers has the potential to transform the teaching profession in the Philippines and contribute to the overall improvement of the country’s education system.

Frequently Asked Questions (FAQs) on the Expanded Career Progression System for Public School Teachers