Citing concerns over its implementation and its impact on teachers’ advancement, a teachers’ group has called for major reforms in the Department of Education’s (DepEd) Expanded Career Progression (ECP) program.

The Teachers’ Dignity Coalition (TDC) issued a statement emphasizing the need to make the ECP “more inclusive, transparent, and responsive” to the realities faced by public school teachers.

“The ECP, in its current form, risks becoming counterproductive—hindering rather than promoting teachers’ advancement,” said TDC spokesperson Jim Lester P. Beleno.

“Across the country, many teacher-applicants have expressed frustration and disillusionment as the gap between the program’s vision and its implementation continues to widen,” he added.

In a dialogue held on October 15, over 50 TDC leaders from Central Luzon, Calabarzon, and the National Capital Region (NCR) met with DepEd officials led by Undersecretary Wilfredo Cabral to discuss policy recommendations on the ECP and the Academic Recovery and Accessible Learning (ARAL) program.

TDC described the ECP as a “well-intentioned but flawed” initiative that, in its current form, risks becoming counterproductive.

The group stressed that genuine career reform must be anchored on fairness, inclusivity, and respect for tenure and competence, rather than on bureaucratic hurdles.

The ECP program is a transformative initiative designed to enhance the professional growth and recognition of public school teachers and school heads in the Philippines.

Formalized through DepEd Order No. 024, s. 2025, the ECP provides a structured and merit-based career advancement system for educators. It aligns with Executive Order No. 174, s. 2022, and DBM-DepEd Joint Circular No. 01, s. 2025.

The coalition presented several proposals to DepEd to make the ECP more equitable and effective. These include automatic salary grade progression based on tenure and performance; Special consideration for teachers with disabilities, co-morbidities, or those nearing retirement;

Incentives for teachers assigned to hardship posts or geographically isolated and disadvantaged areas (GIDAs); a simplified performance evaluation system; and support for the proposed P15,000 across-the-board salary increase under Senate Bill 211.

TDC said DepEd officials acknowledged several of its recommendations.

Among the agreed points were the removal of demonstration teaching as a requirement for promotion and the clarification that a “Satisfactory” rating in any performance indicator should not disqualify teachers from progression.

DepEd is also committed to reviewing the “Quantum Leap” provision and exploring partnerships with higher education institutions to offer accessible graduate studies for teachers seeking advancement.

While welcoming these developments, TDC underscored that more decisive action is needed to align policy intent with on-the-ground realities.

“We understand the DepEd’s limitation of its authority as several matters we raised are beyond their control but we appreciate the DepEd’s openness, however teachers are asking for further refinement of the policy,” Beleno said. “ECP reforms should not only look good on paper—they should work for those in the classrooms,” he added.

TDC vowed to continue pursuing reforms through ongoing dialogue with DepEd, the Civil Service Commission (CSC), the Department of Budget and Management (DBM), the Teacher Education Council, and Congress to “ensure that every teacher enjoys career growth rooted in fairness, merit, and dignity.”