Expanded career progression for school heads: a guide to policy
Learn the new career line for school heads under DepEd Order No. 024 and 034, s. 2025, covering retitling, qualification standards, and reclassification.
The Department of Education (DepEd) has established the Expanded Career Progression (ECP) System to provide clear advancement paths for educators. Executive Order (EO) No. 174, s. 2022 serves as the legal foundation, with its Implementing Rules and Regulations (IRR) and DepEd Order (DO) No. 024, s. 2025, detailing the specific parameters for school leadership positions. This system moves away from automatic advancement based solely on length of service or educational attainment. Instead, it adopts a merit-based framework where promotion is anchored on professional standards, performance, and specific qualification requirements.
Establishing the school administration career line
The ECP System defines the School Administration (SA) Career Line as a distinct pathway for teachers involved in school management, operations, and instructional supervision. This career line includes four classes of positions: School Principal I, School Principal II, School Principal III, and School Principal IV. These positions correspond to Salary Grades (SG) 19, 20, 21, and 22, respectively. The system ensures that those in leadership roles receive pay commensurate with their responsibilities and expertise.
A key feature of the ECP is the point of choice between the Classroom Teaching (CT) line and the SA line. Upon reaching the position of Master Teacher I (SG 18), a teacher must choose whether to continue upward in the teaching line or move into the administration line. Switching between these lines is permitted only once. This choice is intended to be a deliberate decision aligned with a teacher's long-term professional goals and the needs of the department.
Career hierarchy and salary grade equivalence
To ensure parity across the department, the SA career line is aligned with the teaching line through a system of equivalence. School Principal I is equivalent to Master Teacher II (SG 19). School Principal II is equivalent to Master Teacher III (SG 20). School Principal III corresponds to Master Teacher IV (SG 21), and School Principal IV corresponds to Master Teacher V (SG 22). This alignment is matched with the Philippine Professional Standards for School Heads (PPSSH) career stages. Principal I and II fall under PPSSH Career Stage II, Principal III under Stage III, and Principal IV under Stage IV.
Hiring and promotion within this hierarchy follow non-hierarchical principles, meaning a candidate does not necessarily have to occupy every preceding rank if they meet the qualifications. However, advancement is stage-based. For instance, a teacher in Career Stage I (Teacher I-III) must move through Stage II positions before advancing to Stage III roles like Master Teacher I.
The three year transition period and retitling process
A three-year transition period has been set, starting from February 25, 2025, and ending on February 24, 2028. During this period, current filled positions that do not conform to the new ECP titles will undergo retitling. This is a form of reclassification that maintains the present salary grade of the position while adjusting the title to fit the new system.
Specific retitling rules apply to incumbents of Assistant School Principal (ASP) and Head Teacher (HT) positions:
- Special School Principal II and ASP III are retitled to School Principal II or Master Teacher III (SG 20).
- Special School Principal I, ASP II, and Head Teacher VI are retitled to School Principal I or Master Teacher II (SG 19).
- ASP I, Assistant Special School Principal I, and Head Teacher V are retitled to Master Teacher I (SG 18).
- Head Teacher IV is retitled to Teacher VII (SG 17).
- Head Teacher III is retitled to Teacher VI (SG 16).
- Head Teacher II is retitled to Teacher V (SG 15).
- Head Teacher I is retitled to Teacher IV (SG 14).
Incumbents who are retitled will continue to receive their current salary rate and step increments. Those who choose not to have their positions retitled may retain their current titles but will be tagged as Co-terminus with the Incumbent (CTI). This means the position will be abolished once the incumbent vacates it through promotion, transfer, or retirement.
Qualification standards for school leadership
Moving into the SA career line requires meeting the Civil Service Commission (CSC)-approved Qualification Standards (QS). For a teacher to advance to School Principal I, they must hold the position of Master Teacher I and pass the DepEd-administered school head assessment, such as the National Qualifying Examination for School Heads (NQESH) or the National Assessment for School Heads (NASH). The 2025 NASH Batch 1 results revealed that only 2,899 out of 11,308 takers (25.6%) met the standards in all four assessed domains. However, DO No. 034, s. 2025 provides relief for certain incumbents. Current School Principals who were appointed prior to the implementation of the NQESH or through regional-level assessments are no longer required to pass the school head assessment or submit a Certificate of Rating (COR) when applying for reclassification to higher principal positions.
Experience as a Head Teacher is recognized as relevant for both Teacher and School Principal applications. For principal positions, this experience counts toward the required five years of teaching experience. Additionally, applicants for principal roles must have at least one year of experience in school management and operations, such as learning area coordination or instructional supervision. This management experience must be on top of the five-year teaching requirement and is subject to validation by the CSC.
Evaluative criteria for reclassification to principal positions
Promotions to higher principal positions are primarily conducted through reclassification. The assessment follows a 100-point system defined in Table 1 of Enclosure 3 to DO 024, s. 2025. The breakdown of points for School Principal positions is as follows:
- Education: 10 points
- Training: 10 points
- Experience: 10 points
- Performance: 25 points
- Outstanding Accomplishments: 10 points
- Application of Education: 10 points
- Application of Learning and Development: 10 points
- Potential (Written Exam and Behavioral Events Interview): 15 points
Performance is evaluated based on the Individual Performance Commitment and Review Form (IPCRF) or Office Performance Commitment and Review Form (OPCRF). A rating of at least Very Satisfactory (VS) in the last rating period is a mandatory requirement. For those on approved leave, such as maternity leave or study grants, the performance rating may be based on the three most recent rating periods prior to the leave. Outstanding Accomplishments (10 points) include components such as awards, research, innovation, and service as a subject matter expert or learning facilitator.
Implementation process and timelines for schools division offices
The reclassification process begins with the Schools Division Office (SDO) issuing a memorandum or Call for Applications no later than June 30 of the current year. The Schools Division Superintendent (SDS) determines the number of available slots based on budget allotments and teacher needs analysis. Interested applicants must submit the Reclassification Form for School Principal Positions (RFSPP) and a Letter of Intent to the Division Human Resource Management Officer (HRMO).
The HRMO conducts an initial evaluation to verify if applicants meet the minimum QS and performance requirements. Qualified candidates then undergo a comparative assessment by a special Human Resource Merit Promotion and Selection Board (HRMPSB). This board is chaired by the Assistant Schools Division Superintendent and includes the Chief of the School Governance and Operations Division, the Chief of the Curriculum Implementation Division, and other representatives. The results are published as the Comparative Assessment Result for Expanded Reclassification (CAReER). This list is posted for at least ten days in three conspicuous places within the DepEd offices or schools concerned.
Approved reclassification documents must be submitted to the DBM Regional Office by November 30 of the current year. Once the DBM issues the Notice of Organization, Staffing, and Classification Action (NOSCA), the SDO processes and issues appointment papers. These appointments must be released to teachers no later than March 30 of the succeeding year.
Job descriptions and performance expectations
Appendix 2 of the guidelines outlines the responsibilities for a School Head/Principal. The role involves taking care of people effectiveness while maximizing school performance and health. Key Result Areas include leading strategically, managing school operations and resources, focusing on teaching and learning, developing self and others, and building connections with stakeholders. Principals are expected to model the highest standards of practice as instructional leaders and administrative managers.
The system also establishes roles for designations. A Department Head Designate is assigned to oversee curriculum implementation in specific subject areas for Grades 4 to 6, Junior High School, and Senior High School. These designates are rotated annually and are expected to carry a teaching load of three hours. They assist the principal in monitoring learner performance data and designing evidence-based interventions.
Assistant School Head Designates are assigned to schools with more than 1,000 learners. Their primary job is to support the principal in daily operations, non-teaching personnel development, and liaison work with external partners. These designates are relieved of their teaching load to focus on administrative duties, though they may be assigned a load in cases of extreme necessity where all other teachers have already reached their maximum two-hour overload.
Professional development and the role of designations
Continuous growth is a priority under the ECP. The National Educators Academy of the Philippines (NEAP) provides in-service education and training to assist school heads in their progression. During the transition period, NEAP prioritizes 'on-stream candidates'—incumbents retitled to Master Teacher who intend to shift to the SA line. These individuals receive professional development interventions to equip them with the competencies required for full-fledged principalship.
Incumbents who do not meet the QS for a principal position but are currently in leadership roles have the option to remain in their current title and perform their functions in the same school. They may be designated as a School Head in any school within the SDO that has no formal School Principal item. This ensures that school leadership is maintained across all institutions while personnel work toward meeting the formal requirements for the SA career line.
The system maintains strict staffing standards, authorizing one School Principal item per unique school. In cases where a school has excess Master Teachers due to the retitling of former Head Teachers, the SDO may reassign these personnel to schools with existing needs based on the new Master Teacher-to-Teacher ratios. This process considers the specific learning area specialization needed by the receiving school.
The CAReER list remains valid until fully exhausted, meaning qualified candidates who were not reclassified due to budget constraints are automatically prioritized in the succeeding fiscal year without needing a new assessment.