Nearly a million Filipino teachers, who are admired for their dedication to duty in shaping and developing young learners’ minds and character, have long endured slow progress in their career development. More auspicious horizons now beckon — a good augury for the new schoolyear that starts today.
Two years after the issuance of Executive Order No. 174, series of 2022, Education Secretary Sonny Angara presided over the signing of the implementing rules and regulations on the Expanded Career Progression (ECP) System for teachers last July 26. It covers public school teachers at all levels, from kindergarten to senior high school, in schools and community learning centers managed by the Department of Education (DepEd).
With the issuance of the IRR, our teachers now enjoy a wider latitude of choice.
There are two distinct career paths for teachers to pursue: the Classroom Teaching (CT) Career Line or the School Administration (SA) Career Line. These two pathways provide wider latitudes of choice during their professional career. Under the CT track, teachers can advance through multiple stages: Teacher I to Teacher VII, and then Master Teacher I to Master Teacher V. For the SA track, teachers holding Master Teacher I positions can advance from School Principal I to School Principal V. This track will help teachers transition into leadership and management roles.
Expressing their support for its implementation were Budget Secretary Amenah Pangandaman; Rep. Roman Romulo, chair of the House committee on basic education and culture; and representatives of the Civil Service Commission and the Professional Regulation Commission.
Secretary Angara pointed out that, as envisioned, good teachers could aspire to be promoted to administrative and managerial positions while retaining the option to continue teaching, or to switch back to fulltime teaching after rendering administrative service. Hence, students will ultimately benefit from being assured that there will always be a sufficient number of skillful classroom teachers, as well as talented school managers, throughout the country’s public school system.
Secretary Pangandaman said that the Marcos administration is determined to implement the enhanced system as it “sends a powerful message to our dear teachers – that their calls did not fall on deaf ears, that their hard work is recognized, their growth is prioritized, and their contributions are acknowledged.”
On a parallel track, Secretary Angara has instructed the creation of a task force to review and study the implementation of the performance assessment and workload of public school teachers under the Results-Based Performance Management System. This system includes “performance planning and commitment, monitoring, assessment, and evaluation of schools and individual personnel.” Assessment of teachers’ workload and reportorial requirements seek to enhance efficiency and raise performance levels of educators. If properly administered, this system could raise the level and morale of high-performing teachers.
Indeed, the new education secretary faces daunting challenges such as, among others: acute classroom shortage, malnutrition and stunting among young learners, and deficiency in basic learning competencies. Concerted efforts by a dedicated bureaucracy will certainly garner spirited support from the citizenry.