sample application letter for master teacher 1 deped

Letter Templates

sample letter of intent for master teacher position deped

Are you applying for a master teacher position at the Department of Education (DepEd)? A letter of intent is a crucial part of the application process. It highlights your qualifications and expresses your interest in the position. Below are seven sample letters of intent for master teacher position DepEd that you can use as a guide. Feel free to edit them as needed to suit your situation.

Example 1: Applying for a Master Teacher Position in English

Dear Hiring Manager,

I am writing to express my sincere interest in the Master Teacher Position in English at DepEd. With over 10 years of experience teaching English at the secondary level, I am confident that my skills and qualifications align with the requirements of the position.

Throughout my career, I have consistently demonstrated a passion for teaching and a commitment to student success. I am adept at creating engaging lesson plans and activities that cater to different learning styles. I have also been recognized for my ability to foster a positive and inclusive classroom environment.

Thank you for considering my application. I look forward to the opportunity to contribute to the team at DepEd and make a positive impact in the lives of students.

Example 2: Applying for a Master Teacher Position in Math

Dear Sir/Madam,

I am excited to apply for the Master Teacher Position in Math at DepEd. With a Bachelor’s degree in Mathematics and teaching experience spanning 15 years, I am confident that I have the skills and knowledge needed for the position.

As a math teacher, I have had the opportunity to teach various levels of mathematics, from basic arithmetic to advanced calculus. I have a proven track record of successfully engaging students and making math fun and accessible to all learners. My teaching philosophy emphasizes problem-solving and critical thinking, and I am eager to bring these skills to the team at DepEd.

Thank you for considering my application. I look forward to discussing my qualifications further in an interview.

Respectfully,

Example 3: Applying for a Master Teacher Position in Science

I am writing to express my interest in the Master Teacher Position in Science at DepEd. With a Ph.D. in Biology and nine years of experience teaching science at the secondary level, I am confident that I have the expertise and dedication needed for the position.

As a science teacher, I have had the privilege of teaching a wide range of topics, from environmental science to biotechnology. My teaching style emphasizes hands-on learning and inquiry-based instruction. I am also passionate about promoting scientific literacy and encouraging students to pursue careers in STEM fields.

Thank you for your time and consideration. I look forward to discussing my qualifications with you in more detail.

Best regards,

Michael Brown

Example 4: Applying for a Master Teacher Position in Social Studies

Dear Hiring Committee,

I am writing to apply for the Master Teacher Position in Social Studies at DepEd. With a Master’s degree in History and seven years of teaching experience, I am confident that I have the skills and passion to excel in this position.

As a social studies teacher, I have taught a variety of courses, including world history, American history, and government. I am committed to creating a classroom environment that encourages critical thinking and fosters a love of learning. I have also been recognized for my ability to incorporate diverse perspectives into my lessons and promote cultural competence among my students.

Thank you for considering my application. I look forward to the opportunity to contribute to the team at DepEd.

Emily Davis

Example 5: Applying for a Master Teacher Position in Physical Education

I am excited to apply for the Master Teacher Position in Physical Education at DepEd. With a Bachelor’s degree in Kinesiology and five years of experience teaching physical education at the secondary level, I am confident that I have the skills and enthusiasm needed for the position.

As a physical education teacher, I have designed and implemented fitness programs that cater to students of all abilities, from beginner to advanced. My teaching style emphasizes teamwork, sportsmanship, and lifelong fitness. I am also committed to incorporating technology into my lessons to enhance student engagement and learning.

Example 6: Applying for a Master Teacher Position in Special Education

I am writing to express my sincere interest in the Master Teacher Position in Special Education at DepEd. With a Master’s degree in Special Education and over ten years of experience working with students with disabilities, I am confident that I have the expertise and compassion needed for the position.

As a special education teacher, I have experience working with students with a range of disabilities, including autism, intellectual disabilities, and emotional disturbances. I am skilled at developing and implementing individualized education plans and adapting instruction to meet the unique needs of each student. I am also committed to working collaboratively with parents, caregivers, and fellow educators to promote student success.

Thank you for considering my application. I look forward to contributing to the team at DepEd and making a positive impact in the lives of students with disabilities.

Samantha Green

Example 7: Applying for a Master Teacher Position in Music

I am interested in applying for the Master Teacher Position in Music at DepEd. With a Bachelor’s degree in Music Education and over eight years of experience teaching music at the secondary level, I am confident that I have the skills and passion needed for the position.

As a music teacher, I have taught a variety of courses, including choir, orchestra, and music theory. I am dedicated to promoting musical literacy and fostering a love of music in my students. I am also skilled at incorporating technology into my lessons to enhance student engagement and learning.

Thank you for considering my application. I look forward to the opportunity to discuss my qualifications in more detail.

Mike Johnson

Tips for Writing a Letter of Intent for Master Teacher Position DepEd

Writing a letter of intent for a master teacher position at DepEd can be intimidating. Here are some tips to help you craft a compelling letter:

• Research the position and the school to which you are applying.
• Highlight your relevant qualifications and experience.
• Show enthusiasm and passion for teaching.
• Be concise and clear in your writing.
• Edit and proofread your letter carefully.

Frequently Asked Questions

What is a letter of intent for a master teacher position at deped.

A letter of intent is a formal document that expresses your interest in a particular position, outlines your qualifications and experience, and demonstrates your enthusiasm for the opportunity.

What should I include in my letter of intent for a master teacher position at DepEd?

You should include your relevant qualifications and experience, your teaching philosophy, and your enthusiasm for the position. You should also explain why you are interested in working at DepEd and what you can bring to the team.

How long should my letter of intent be?

Your letter of intent should be no longer than one page. Be concise and clear in your writing.

Should I include my resume with my letter of intent?

Yes, you should include your resume with your letter of intent. Your resume should highlight your qualifications and experience in more detail.

How should I address my letter of intent?

You should address your letter of intent to the hiring manager or the chair of the search committee. If you are unsure of who to address the letter to, you can call the school to ask.

What should I do after I submit my letter of intent?

After you submit your letter of intent, you should follow up with the school to confirm that it was received. You can also inquire about the timeline for the hiring process and when you can expect to hear back.

Writing a letter of intent for a master teacher position at DepEd can be challenging, but it is an important part of the application process. By following the tips outlined above and using the sample letters of intent as a guide, you can craft a compelling and effective document that showcases your skills, experience, and enthusiasm for teaching.

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Application Letter for a Teacher: Examples and Tips

• The position you are applying for and where you learned about the job opening
• Your relevant education and teaching experience
• Your skills and qualifications that make you a good fit for the position
• Your enthusiasm and dedication to teaching
• Your availability for an interview

DepED Hiring Guidelines (Teacher 1 Ranking Process 2023-2024)

After passing the Licensure Examination for Teachers (LET), you might already be thinking or planning to have yourself ranked in the Department of Education (DepEd). This is another challenge for all aspiring public school teachers. In this post, you will find the instructions/guidelines on how to apply for a teaching position in the Department of Education. Learn more about the updated (1) DepEd pointing system for hiring/ranking, (2) DepEd Requirements for hiring/ranking (3) Full text of the DepEd ranking/hiring guidelines as per DepEd Order. Read more about DepEd Hiring Guidelines (Teacher 1 Ranking Process 2023-2024) below:

DepEd Hiring Guidelines (Pointing System Criteria) Before everything else, let’s first enumerate the criteria that will serve as the basis for scoring. It’s important that you know this so that you will be guided in the preparation for your application. Here are the criteria to get the ranking scores:

• Education – 20 Ranking Points
• Teaching Experience – 15 Ranking Points
• LET Rating – 15 Ranking Points
• Specialized Training Documents – 10 Ranking Points
• Interview – 10 Ranking Points
• Demonstration Teaching – 15 Ranking Points
• Communication Skills – 15 Ranking Points

These DepEd Hiring Guidelines for Teacher 1 Position were released as DepEd Order No. 7, S. 2015. You can download the full pdf here: DO. No.7, S. 2015

DOWNLOAD: Downloadable Free EPT Reviewer for DepEd Teacher Applicants

Page Contents

DepEd Hiring Guidelines (Teacher 1 Ranking Process 2023-2024)

You may also want to read: Localization Law: Appointment Priority for Qualified Teacher Applicants

1.0 BACKGROUND AND RATIONALE

The Department of Education (DepEd) recognizes that the success of any education system greatly relies on the competence of its teachers. Hence. one of the primary issues the Department aims to address through its comprehensive implementation of the K to 12 Basic Education Program is the need for highly competent teachers in public elementary and secondary schools. The program plans to achieve this objective through significantly improving professional standards that will better ensure that the teachers hired are able to substantially contribute to the development of lifelong learners. Furthermore, the hiring system is also set to provide opportunities for the absorption of all qualified kindergarten volunteers and LGU-hired teachers into the national plantilla.

Faithful to the merit and fitness principle of the Civil Service Doctrine of the Constitution and DepEd’s continuing thrust to enhance the quality of basic education, these hiring guidelines are hereby promulgated for Teacher I positions consistent with the pertinent provisions of existing laws, rules and regulations effective School Year 2015-2016.

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

2.1 Announcement of Vacancies and Receipt of Applications

2.2 Verification and Validation of Documents Submitted

2.3 Evaluation and Selection of Qualified Applicants

2.4 Appointment of Qualified Applicants

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

3.0 DEFINITION OF TERMS – DepEd Hiring Guidelines for Teacher 1 Position

3.1  Applicant  refers to a person who holds a valid certificate of registration/professional license as a teacher from the Professional Regulation Commission (PRC) seeking to be appointed to a Teacher I Position.

3.2  Bonafide  resident refers to an applicant who has been residing for at least six (6) months at the barangay, municipality, city or province in which the school being applied to for a teaching position is located, as evidenced by the Personal Data Sheet (CSC Form 212, Revised 2005) and a Voter’s Identification Card or any proof of residency as deemed acceptable by the School Screening Committee.

3.2.1 An applicant who has taught as an LGU-funded teacher, Kindergarten Volunteer Teacher (KVT) or substitute teacher for at least one (1)school year in the barangay, municipality, city or province where the school being applied to for a teaching position is located shall also be considered as a bona fide resident, to be validated by a certificate of employment.

3.3  Locality  refers to the barangay, municipality, city or province where the school being applied for is located.

3.4  Qualified applicant  refers to an applicant who has been screened and who, therefore, meets the evaluation and selection criteria used by the Schools Division as provided for in the enclosed guidelines.

3.5  Registry of Qualified Applicants (RQA)  refers to the official list cf applicants who obtained an overall score of seventy (70) points and above based on the criteria set and as a result of the evaluation and selection processes.

4.0 BASIC RULES ON HIRING AND DEPLOYMENT OF TEACHER POSITIONS

The following are the rules about DepEd Hiring Guidelines for Teacher 1 Position:

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

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

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

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

5.0 DEPED HIRING GUIDELINES TEACHER 1 APPLICATION PROCESS AND REQUIREMENTS

Listed below are the requirements for DepEd Hiring Guidelines for Teacher 1 Position:

5.1 All applicants shall register to the Department’s online system at  application.deped.gov.ph , where they must encode their Personal Data Sheet and select the division where they want to be ranked. Once submitted, an Applicant Number will be issued. In the submission of application requirements, this Number must be indicated.

a. Each division shall assign an e-mail address (either its official division office’s e-mail or its HR’s e-mail) where the system will forward the applications.

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

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

a. CSC Form 212 Revised 2017 in two copies with the latest 2×2 ID picture

b. Certified photocopy of PRC professional identification card or a PRC certification showing the teacher’s name, LET rating, and other information recorded in the PRC Office

c. Certified photocopy of ratings obtained in the Licensure Examination for Teachers (LET)/Professional Board Examination for Teachers (PBET)

d. Certified copy of transcript of records

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

f. Certificates of specialized training, if any

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

h. NBI Clearance

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

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

6.0 EVALUATION AND SELECTION COMMITTEES

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

6.1.1 School Screening Committee

6.1.2 Division Selection Committee

6.2 The Committees shall have the following compositions and functions:

6.2.1 School Screening Committee

6.2.1.1 Composition

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

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

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

6.2.1.2 Functions

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

b. Receives applications and documents.

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

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

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

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

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

6.2.2 Division Selection Committee

6.2.2.1 Composition

For Elementary Schools

Chair: Assistant Schools Division Superintendent (ASDS) Members:

Three (3)Education Program Supervisors/Specialists Division Chapter President of the Philippine Elementary Schools Principals Association (PESPA)

Division Level President of the Parent-Teacher Association (FTA) Authorized representative of an accredited teachers’ union, as evidenced by the Certificate of Accreditation issued by the Civil Service Commission (CSC)

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

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

For Secondary Schools (Grades 7 to 10)

Chair: Assistant Schools Division Superintendent Members:

Three (3)Education Program Supervisors/Specialists

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

Division Level President of the Parent-Teacher Association (PTA) Authorized representative of an accredited teacher’s union, as evidenced by a Certificate of Accreditation issued by the Civil Service Commission

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

a. In schools divisions where there is no ASDS, the Superintendent shall designate an Education Program Supervisor as the Chair of the Division Selection Committee.

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

6.2.2.2 Functions

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

b. Verifies the documents submitted by the School Screening Committee as to completeness, accuracy, authenticity, and veracity.

d. Evaluates applicants on Education, Teaching Experience, LET/PBET Rating, Interview, Demonstration Teaching, and Specialized Training and Skills based on the criteria set forth in these guidelines.

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

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

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

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

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

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

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

DepEd Hiring Guidelines for Teacher 1 Position

7.0 evaluation and selection procedure and criteria.

DepEd Hiring Guidelines for Teacher 1 Position pointing system – Applicants shall be evaluated using the following criteria:

7.1 Education – 20 points

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

7.1.1 Rating of Education shall be based on the following equivalents, with 1.0 as the highest and 3.0 as the lowest:

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

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

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

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

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

7.1.2 Additional requirements for kindergarten applicants

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

Bachelor in Early Childhood Education

Bachelor of Science in Preschool Education

Bachelor of Science in Family Life and Child Development

Bachelor in Elementary Education, with specialization in Kindergarten, Preschool or Early Childhood Education (ECE)

Bachelor in Elementary Education, Major in Teaching Early Grades

Bachelor of Arts/Science Degree in discipline allied to Education, such as Psychology, Nursing, Music and Arts, et cetera, with at least 18 units in content courses or subjects in ECE

Equivalent:

Bachelor in Elementary Education, Major in Special Education (SPED) with 18 units in ECE

Bachelor of Secondary Education with additional Diploma in ECE including Practice Teaching in Kindergarten Education

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

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

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

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

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

7.1.3 Additional requirements for SPED elementary applicants

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

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

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

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

7.1.4 Additional requirements for SPED secondary applicants

He/she must possess any cf the following qualifications:

Bachelor of Secondary Education, major in Special Education

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

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

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

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

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

7.2 Teaching Experience – 15 points

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

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

Example: 8 months = 1.20 points 10 months = 1.50 points

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

Teaching experience of kindergarten volunteer teachers (KVT) and LGU-funded teachers shall merit additional points on top of the score they obtain from the above points system, as follows:

Less than 2 years experience = +1 point 2 to less than 5 years experience = +2 points 5 or more years experience = +3 points

7.3 LET/PBET Rating – 15 points

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

7.4 Specialized Training and Skills – 10 points

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

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

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

Demonstration of the skill – 5 points or nothing

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

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

7.5 Interview – 10 points

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

• Professional experiences
• Instructional skills
• Technology/computer skills
• Classroom discipline
• Classroom management
• Knowledge of content/materials
• Planning skills
• Relationships with administration, staff, parents, and students
• Personal qualities

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

I. Teaching Ability: Demonstrates an appropriate knowledge of content and pedagogy

• Conveys ideas and information clearly
• Provides reasonable examples cf effective lesson-planning, instructional strategies, and/or student assessment
• Makes content meaningful to students in the district
• Sets concrete, ambitious goals for student achievement
• Addresses the multiple and varied needs of students
• Focuses on achieving results with students
• Indicates confidence that all students should be held to high standards
• Maintains high expectations for students when confronted with setbacks; continues to focus on the students’ academic success
• Reflects on successes and failures

II. Classroom Management: Demonstrates ability to deal effectively with negative student behavior

• Assumes accountability for classroom environment and cultures
• Conveys reasonable understanding of potential challenges involved in teaching in a high-need school
• Demonstrates ability to deal effectively with negative student behavior
• Persists in offering viable or realistic strategies to deal with classroom management challenges
• Remains productive and focused when faced with challenges
• Conveys willingness to try multiple strategies or something new when things change or when confronted with challenges
• Displays willingness to adapt classroom management style to meet the particular needs or culture of a school

III. School Fit: Demonstrates skills and needs for development that can be a good fit with the school

• Interacts with interviewer in appropriate or professional manner
• Respects the opinions of others
• Recognizes that families impact student performance
• Strategies create positive relationships with administrators, faculty, students
• Expresses personal and professional expectations and/or preferences that are in line with the school culture
• Demonstrates interests and skills that match the school’s culture and needs
• Interacts appropriately with supervisors, colleagues, parents and students

The rater shall make brief notes to support his or her observations and judgments about the individual’s skills as related to the listed competencies and to make a rating, from Not Fully Acceptable (NFA), Fully Acceptable [FA), to Exemplary (E) for each competency, using these standards and equivalent points:

The number of points attained for each of the three (3) listed competencies (TeachingAbility, Classroom Management, School Fit) shall be added and then divided by fifteen (15). The quotient shall then be multiplied by 0.10 or 10%. The product shall then be multiplied by 100.

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

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

Score for Interview = 6 /10

7.6 Demonstration Teaching – 15 points

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

7.7 English Communication Skills – 15 points

An English Proficiency Test (EPT) shall be administered to applicants by the National Education Testing and Research Center (NETRC). The respective Division Testing Coordinators shall coordinate with NETRC regarding the conduct and schedule of the exam in their division, which should be within February to March.

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

Percentage Score = 98% or 0.98

Weighted Points = 15

Rating = .98 x 15 = 14.7 points

DepEd Hiring Guidelines

8.0 constituting and utilizing the registry of qualified applicants (rqa).

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

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

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

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

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

8.6 Subject area specialization of the qualified applicants shall be the primary consideration in the secondary school level. Thus, the applicant to be appointed should have the subject-area specialization needed by the school.

8.7 The RQAs for Secondary Schools shall be prepared by subject area specialization, as follows: English, Filipino, Algebra, Trigonometry, Geometry, Statistics, General Science, Biology, Chemistry, Physics, Araling Panlipunan, Edukasyon sa Pagpapakatao, Music & Arts, Physical Education & Health, and SPED. Depending on the schools’ TLE offerings, separate RQAs for Agri-Fishery Arts, Home Economics, Information and Communications Technology (ICT),and Industrial Arts shall be prepared as well.

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

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

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

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

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

9.0 APPOINTMENT OF QUALIFIED APPLICANTS The Schools Division Superintendent (SDS) shall:

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

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

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

10.0 MONITORING OF DIVISION COMPLIANCE

Regional Directors shall regularly monitor and ensure strict compliance with the provisions of these hiring guidelines, as follows:

10.1 Dissemination and discussion of these guidelines with teachers, school heads, district supervisors, superintendents, and other schools division officials:

10.2 Preparation of schools to receive and acknowledge applications;

10.3 Organization of Division Selection Committees and School Screening Committees;

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

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

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

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

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

22.0 GRIEVANCE AND PROTEST PROCEDURES

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

22.0 REPEALING CAUSE

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

23.0 EFFECTIVITY

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

BR. ARMIN A. LUISTRO FSC Secretary

DepEd Hiring Guidelines – Ranking Process

Now that you know the DepEd Hiring Guidelines, you have now the idea of how the pointing system works. Use that information as your basis as you prepare for the ranking. You will become a public teacher soon. Do your best and God will take care of the rest.

DepEd Hiring Guidelines (Teacher 1 Ranking Process 2023-2024) – Updated: August 24, 2022

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My wife ranked number 1 in the whole division of elementary education. But has not been given a permanent position. Whereas, those who are on the rank 5 and 7 are already permanent. Connection is the key

Good day, ma’am /sir When po ang next updating for RQAs this year 2023 ?

Thank you and more power!

I will be ONE of the Public Teachers here in Philippines within this year 2023. I claimed it! Manifesting..

valid po ba ito sa buong bansa?kasi po dito aa amin sa bohol ay hindi daw kami bibigyan ng additional points na mga LGU teachees.according sa nakasaad dito.

Helo po Admin. For SY 2022-2023. Eto bang DO 17 magagamit or ung latest na do ung DO 50 of 2016.Thank you

Hello ma’am, Ito pa rin pong DO 7 S, 2015 kasi yung DO 50 S, 2016 po is for Teaching in Schools Implementing Indigenous Peoples Education po. Though it depends po kung saan po kayo mag aapply. 🙂

Hi! Question lang po. Pwede po ba itake una ang CB-EPT kahit hindi pa ako nakapag submit ng application ko? Sinagutan ko kasi yung EPT survey last month tapos nagulat ako nakareceive ako ng EPT sched ko last week s email ko, naka schedule ngayong September 22, 2022. I’m confused now kasi di pa naman ako nakapag apply kasi kulang pa ang requirements ko, akala ko kasi survey lng yung pinasagutan. Okay lng po ba magtake ako ng EPT ngayong Sep. 22 kahit next time na ako mag apply for DepEd kapag nag hiring na ulit? Or ano po best na gawin sa case ko? Sana may makasagot po. Maraming salamat. God bless.

You can ignore the email po kung ayaw nyo pa mag take, pero kung gusto nyo po pwede nyo naman ituloy. May validity din kasi yung result ng ept so possible na baka by the time na mag aapply na kayo ay mage expire na yung ept score nyo.

Pwde na po ba mag-apply ngayon? Thanks po

Pwede po ba maretain ang ept points na 2 yrs ago na natake. Since ang sabi sa memo ang mga nasa rqa po ay pwedeng magretain ng points? Saka po kung hindi pa rin po ba nairreease ang bagong RQA this year at need n po ng new teachers dhil may item available, pwede p rin po ba silang kumuha muna ng teachers sa rqa last yr? or hhintayin po muna nila marelease ang new rqa? thanks po sana masagot.

Hello ma’am Camila, EPT result has an expiration/validity. However, it will still depend on your division. Kindly ask them or wait for their memorandum regarding this matter. They might require all applicants in the RQA to submit a letter of intent to retain their points.

Priority po ba sa item yun mga nagparetain ng points? Yun mga dating nasa rqa na hindi pa rin nabibigyan ng item tapos naabutan ng bagong ranking? Priority po ba kami dun sa mga bagong rqa?

Yung asawa ko rank 1, hindi napermanent pero yung rank 7 at 5 na permanent na

Ano pong date ng deadline sa pag pass ng application for teacher position? Salamat po sa sasagot.

Depende po yan ma’am sa DO nyo. I suggest na itanong nyo po doon. 🙂

Helpline PH

Absolute guide to become master teachers in deped.

Table of Contents

DepEd teachers need an absolute guide to become master teachers in their profession.

The department must adhere to the principles of merit, competence, fitness, and equality. The selection and promotion of employees will base on their qualifications and competence. This is under DepEd Order No. 29, s. 2002 Merit Selection Plan.

DepEd issued various guidelines for the selection, promotion and appointments. For School Heads, there is DepEd Order No. 42, s. 2007. For other Other-Teaching, Related-Teaching and Non-Teaching positions, DepEd Order No. 66, s. 2007 is being utilized. For Master Teachers, various references are being used in the selection and promotion. MEC Order No. 10, s 1979, MEC Order No. 29, s 1979, and DECS Order No. 70, s. 1988 are being used on this. Yet, DepEd established guidelines for this alone. The purpose is to avoid mixed interpretations from the personnel selection board.

To better understand, here is an absolute guide to become master teachers in DepEd. This guide to become master teachers in DepEd is essential with purpose.

General Guidelines for Master Teacher Promotion

1. Only those who are actually teaching shall be considered for Master teacher position. This includes teachers who besides assuming special assignments have regular teaching loads.

2. Positions for Master Teacher (MT) shall be allotted proportionally on the basis of number of teachers. The number for the division shall likewise be distributed proportionally among all districts.

3. An allotment of one (1) MT position per subject area for at least 5-7 teachers should be the basis in the secondary level (DECS Order No. 70, s. 1998)

4. If there are not enough qualified teachers in the district to fill the number of MT position allotted to it, the positions may be filled by a qualified teacher from other districts; provided, however, that such teacher shall serve in the district where the MT position have been allotted.

Basic Qualifications for Master Teacher I

1. Permanent teacher (with Teacher Eligibility)

2. Bachelor’s degree for teacher or Bachelor’s degree with 18 professional units in Education, and 18 units for MA in Education or its equivalent

3. At least Very Satisfactory (VS) Performance rating for the last three (3) rating periods.

4. At least three (3) years’ experience as Teacher III.

5. Have at least 25 points in leadership, potential and Accomplishments OR has been demonstration teacher in the District level plus 15 points earned under Leadership, Potential and Accomplishment.

Basic Qualification for Master Teacher II

1. Master Teacher I for at least one (1) year.

2. Bachelor’s Degree for teachers or Bachelor’s degree with 18 professional units in Education; 24 units for Master’s Degree in Education or its equivalent.

3. Very Satisfactory (VS) performance rating as Master Teacher I and/or aggregate VS rating for the last three (3) rating periods.

4. Have at least 30 points in leadership, Potential and Accomplishment OR has been a demonstration teacher in the Division Level plus 20 points earned under leadership, Potential and Accomplishment.

Documents to be submitted by the candidate

1. CSC Form 212 (Revised 2017)

2. Updated Service Record

3. Transcript of Records (TOR)/ Special Order

4. Performance Rating for the last three rating periods

5. Eligibility Rating

6. Copy of latest approved appointment

7. Documents relevant to the position applied for (MEC Order No. 10, s 1979)

8. Copy of school Program indicating the number of teaching load.

9. Omnibus Certification of authenticity and veracity signed by the applicant

B. DEMONSTRATION TEACHING

1. Claim for demonstration teaching shall be supported with the following:

• Lesson Plan
• Certificate of recognition/commendation as demonstration teacher duly signed by authorities in the district/ division/region/national as the case may be.
• It should be corroborated by 3 to 5 teachers present during the demonstration teaching.
• Observation tool utilized by observer may be added if there is any.

2. Level of demonstration teaching minimally required is:

• District level for MT I
• Division level for MT II

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DepEd Teacher's Hub

Teachers online resource, how to apply as teacher 1, requirements & application process.

September 7, 2018 depedteachersclub 2018 , 2019 , Deped , Education , Government Employee , News & Updates , Teachers 0

How to Apply as Teacher 1, Requirements & Application Process

Teacher 1 Application Process

A teacher 1 applicant must follow the following process and requirements to land the job as a public school teacher anywhere in the Philippines.

• You have to register to online at application.deped.gov.ph
• Once done signing up you have to encode your information at the Personal Data Sheet and select the division of your choice.
• After encoding you will be issued an applicant number.
• Once you’ve got your applicant number you have to provide the requirements below;

Requirements:

• CSC Form 212 (Revised 2017) in two copies with the latest 2×2 pictures;
• Certified photocopy of PRC professional identification card;
• Certified photocopy of ratings obtained in the Licensure Examination for Teachers/ Professional Board Examination for Teachers;
• Certified true copies of the transcript of records;
• Copies of service record, performance rating and school clearance for those with teaching experience especially for those coming from the private school;
• Certificate of special training, if any;
• Certified copy of voter’s ID and/or any proof of residency;
• NBI Clearance;
• Omnibus certification of authenticity and veracity of all documents submitted, signed by the applicant.

Good luck to you. God Bless.

• Application
• Application Process Teacher I

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Sample Application Letter for DepEd Elementary Teacher

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

a. CSC Form 212 Revised 2017 in two copies with the latest 2×2 ID picture ( Download: CSC Form 212 Revised 2017 )

b. Certified photocopy of PRC professional identification card or a PRC certification showing the teacher’s name, LET rating, and other information recorded in the PRC Office

c. Certified photocopy of ratings obtained in the Licensure Examination for Teachers (LET)/Professional Board Examination for Teachers (PBET)

d. Certified copy of transcript of records

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

f. Certificates of specialized training, if any

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

h. NBI Clearance

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

READ: DepEd Teacher 1 Ranking Process

Dr. Gerald Balanga Principal Sto. Nino SPED Central School, Tacloban City

Having the passion for teaching children specially those who have special needs, I am expressing you with delight my intention to secure a position as an elementary teacher in your school.

I am fully aware that primary education is the most crucial stage in the learning growth of an individual and so the public schools in the country need entirely dedicated educators who are patient and who are willing to be a full-time public servant anytime. That is why; I am submitting my application for I believe that I am one of the potential teachers that your institution needs.

With my good instructional abilities combined with my excellent interpersonal skills and professionalism at work, I believe that I can contribute to the success of your school.

I completed my Bachelor’s Degree in Elementary Education in 2016 and served as a grade 1 teacher to the students with special needs in St. Lorenzo’s Academy Palo for three years. I just passed the recent Licensure Examination for Teachers who made me qualified for a teaching position in a public school.

I can’t wait to begin encouraging my future pupils to improve their inner strengths and abilities while discovering their other potentials. I want to provide a stimulating learning environment that motivates the young to trust their stand while respecting others. I want to be one of those people who develop their confidence at a young age while teaching them the necessary values and discipline for them to become successful individuals of their generation.

Through teaching in your school, I hope to instill a love of learning and a longing for continuous knowledge within each pupil.

I also wish to express my intention to be assigned in the schools nearby the place where I reside in case your school already has filled the vacant positions that you need.

For you to get to know my credentials, I attached my resume here for your review. Please contact me if you have more questions. Thank you for your kind consideration.

Karl Jeramil S. Lanuzo Applicant

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