RSPI Handbook

Recruitment, Selection, Placement, and Induction (RSPI)
Handbook of the Department of Education Volume 1
PUBLISHED BY THE DEPARTMENT OF EDUCATION

Bureau of Human Resource and Organizational Development,
4th Floor, Mabini Building, DepEd Complex, Meralco Avenue, Pasig City
Telephone No.: (02) 8470-6630
Email: [email protected]
JANUARY 2024
COPYRIGHT INFRINGEMENT: This RSPI Handbook is only for the exclusive use of
the Human Resource Management Officers (HRMOs) and Human Resource Merit
Promotion and Selection Board (HRMPSB) for the purpose of guiding the users on
the specific processes of recruitment, selection, and appointment anchored in
the Department Order (DO) 19, s. 2022 and DO 007, s. 2023. The non-commercial
reproduction of this Handbook may only be done by the HRMOs and HRMPSB for the
purpose listed above.
Any unauthorized reproduction of this handbook in part or in whole is explicitly

prohibited. Any violations thereof shall be dealt with by law.
i
POLICY
STATEMENT
The Department of Education (DepEd) upholds the principles of Merit, Competence,
Fitness, Accountability, Transparency, and Equal Opportunity in the recruitment,
selection, and appointment of personnel in the Department. Faithful to the DepEd’s
thrust to continuously improve itself and better serve its learners and stakeholders,
this Handbook shall be a guide for a systematic hiring and promotion process that
shall ensure the placement of the right people for the right job at the right time.
Consistent with the relevant Civil Service Commission (CSC) policies as adopted
by the DepEd in its agency Merit Selection Plan (MSP), it is aimed at ensuring that
the organization and its human resources are able to respond to challenges and
opportunities of the 21st century with focus on the delivery of quality, accessible,
relevant, responsive, and inclusive basic education.
ii
ABOUT THE
RSPI HANDBOOK
VOLUME 1
The recruitment, selection, placement, and induction (RSPI) system is a core
component of the overall strategic human resource management system of the
DepEd. Through the initiative of the Human Resource Development Division of the
Bureau of Human Resource and Organizational Development (BHROD-HRDD), a
series of consultation and validation workshops have been conducted with the
RSPI National Technical Working Group (NTWG), Central Office (CO) and Field
Human Resource (HR) implementers, DepEd personnel and officials representing
each job group in all levels of governance, and other stakeholders. These activities
have resulted in the issuance of crucial policies and guidelines, such as the DepEd
Order (DO) No. 019, s. 2022 also known as the DepEd MSP, and DO 007, s. 2023 or the
Recruitment, Selection, and Appointment (RSA) Guidelines which covers the hiring
and promotion guidelines for Teacher I, school administration, related teaching,
and non-teaching positions.
The aforementioned policy issuances have dramatically changed the landscape

and processes in the HR system of the Department of Education.
This Handbook serves as a user-friendly, quick, and succinct reference guide culled
from the comprehensive provisions laid out in DO 007, s. 2023, primarily for the
use of the Human Resource Management Officers (HRMOs), the Human Resource
Merit, Selection, and Promotions Board (HRMPSB), and the Appointing Authorities
(AA).
The pages contain visual signals such as light bulbs, notes, and warning signs to
serve as checkpoints for the users. It is best suggested that if there are clarifications
relative to the basis of these signals, such shall be checked against the provisions
in DepEd Order.
It is desired that this Handbook would benefit its target users and help facilitate
the smooth and effective conduct of their specific tasks relative to their roles and
responsibilities.
iii
ACKNOWLEDGEMENT
This Handbook is a product of the Department of Education through the Bureau of
Human Resources and Organizational Development (BHROD) under the leadership
of Undersecretary Gloria Jumamil-Mercado (2022 to November 2023) and
Undersecretary Wilfredo E. Cabral (November 2023 to present).
The development of this Handbook was spearheaded by the Recruitment,

Selection, Placement, and Induction (RSPI) Team of the BHROD – Human Resource
Development Division (HRDD), in collaboration with the devoted members of the
RSPI National Technical Working Group (NTWG). DepEd expresses its appreciation
and gratitude to the following members of the HRDD RSPI Team and RSPI NTWG,
who have devoted a great deal of their time, effort, and insights to the crafting
of this Handbook, and offered valuable contributions during the series of reviews,
quality assurance, pilot-testing, and finalization activities.
NTWG: HRDD Team: Others:

Wilfredo E. Cabral Cecille A. Anyayahan DepEd CO Personnel
Cherry Mae L. Limbaco Ruby Chanda J. Crisostomo Division-RSPI Unit
Susan S. Collano Sarah Bianca B. Bilag SDO Paranaque
Albert Jerome C. Andres Amiel Bryan Esperanza SDO Bacoor
Harvie D. Villamor Carla Jane E. Gob
Anne Geralyn T. Pelias Reynier B. Cruz
Janice T. Gamalong Gilyn C. Crisostomo
Arniel G. Garque Irralyn E. Cats
Anna Liza C. Aurellado
Elsa P. Mariano
Arvin R. Purisima
Menchie DC. Kubayashi
Isabelita A. Sampayan
Jose Mariano E. Barril, Jr.
We also extend gratitude towards the BHROD Directors for their guidance
and leadership, as well as the Regional Directors (RDs) and Schools Division
Superintendents (SDS) of the RSPI NTWG as well as the SDO participants for their
unwavering support to the BHROD.
The team is grateful for all collaborators from other offices, subject matter experts,
and resource persons from select regional offices and school division offices,
particularly the Schools Division Offices (SDO) of Paranaque City and Bacoor
City, who participated in the quality assurance and pilot-testing activities. Special
mention to Mr. Emerson John E. Lozanta, graphic and layout artists, and Mr. Miguel
Louie B. De Guzman, copy editor, who were consulted towards the finalization of this
handbook to make it more structured and refined.
Special thanks are also given to members of the Office of the Undersecretary
for Human Resource and Development (OUHROD) and BHROD Management
Committee for their valuable comments and insights in finalizing this handbook.
iv
LIST OF ACRONYMS
BHROD Bureau of Human Resource and Organizational Development
CAR Comparative Assessment Result
CAR-RQA Comparative Assessment Result- Registry of Qualified Applicants
CAV Certification of Authenticity and Veracity
COT Classroom Observable Tool
CSC Civil Service Commission
CSCRO Civil Service Commission Regional Office
CSCFO Civil Service Commission Field Office
DepEd Department of Education
EETE Education Experience Training Eligibility
EO Executive Order
HR Human Resource
HRDD Human Resource Development Division
HRMO Human Resource Management Officer
HRMPSB Human Resource Merit Promotion and Selection Board
IER Initial Evaluation Report
IES Initial Evaluation Sheet
IPEd Indigenous Peoples Education
IPPD Individual Plan for Professional Development
L&D Learning and Development
LGU Local Government Unit
MSP Merit Selection Plan
MOV Means of Verification
NCOI Non-Classroom Observable Indicator
NGO Non-Government Organization
NTWG National Technical Working Group
OA Outstanding Accomplishment
ORA-OHRA Omnibus Rules on Appointments and Other Human Resource Action
PBET Professional Board Exam for Teachers
PPST COI Philippine Professional Standards for Teachers Classroom
Observable Indicator
PPST NCOI Philippine Professional Standards for Teachers Non-Classroom
Observable Indicator
PR Performance Rating
QS Qualification Standards
RO Regional Office
RSA Recruitment, Selection, and Appointment
RQA Registry of Qualified Applicants
SBM School-based Management
RSPI Recruitment, Selection, Placement, and Induction
SDS School Division Superintendent
SDO Schools Division Office
SG Salary Grade
SC Sub-Committee
SpEd Special Education
PDS Personal Data Sheet
PRC Professional Regulation Commission
RCTQ Research Center for Teacher Quality
STAR Situation, Task, Action, Results
TRF Teacher Reflection Form
TOR Transcript of Record
VS Very Satisfactory
v
TABLE OF CONTENTS
Title Page
Copyright Page i
Policy Statement ii
About the RSPI Handbook Vol. 1 iii
Acknowledgement iv
List of Acronyms v
Chapter 1: Publication and Posting of Vacancies 1
Chapter 2: Submission and Receipt of Application 6
Chapter 3: Initial Evaluation 9
Chapter 4: Comparative Assessment 13
Chapter 5: Behavioral Events Interview 36
Chapter 6: Background Investigation 43
Chapter 7: Comparative Assessment Result 45
Chapter 8: Appointment 47
References 49
Annexes 50
CHAPTER 1
PUBLICATION AND
POSTING OF VACANCIES
This chapter discusses the process of publication and posting of vacant positions
with the purpose of proper and official dissemination of the positions authorized to
be filled in adherence to the transparency and equal employment opportunity
principle.
GENERAL RULES
1. All vacant positions are required to be published in the Civil Service Commission
(CSC) website and posted in three (3) conspicuous physical places for a period
of at least 10 calendar days, in accordance with RA 7041, the Publication Law of
the Philippines.
2. Utilize the Civil Service (CS) Form 9 (Annex B of DO 007, s. 2023), Revised 2018 in
the publication of vacancies on the CSC website.
3. Use the Qualification Standards (QS) of the parenthetical title in the publication
of vacant generic positions.
Illustrative example (for Non-Teaching, Related Teaching, and School

Administration positions):
Position Title
Salary/Job/Pay Monthly
No. (Parenthetical Title, Plantilla Item No.
Grade Salary
if applicable)
1 Administrative Officer IV OSEC- DECSB 15 36,619.00
(Human Resource - ADOF4- 123456-
Management Officer II) 2015
Qualification Standards
Place of
Competency Assignment
Education Training Experience Eligibility (if appli-
cable)
Bachelor’s One (1) year Four (4) hours Career Service HR Unit –
Degree relevant relevant (Professional)/ SDO
relevant experience training Second Level Guimaras
to the job Eligibility
For Senior High School (SHS) teaching positions, use the QS for the track/s in each
item number depending on the needs of the Schools Division.
PAGE 1
CHAPTER 1 PUBLICATION AND POSTING OF VACANCIES
Teacher I (Senior High School – Academic Track) SG-11 (For SHS positions)
Position Title
Grade Salary
if applicable)
1 Teacher 1 OSEC-DECSB- 11 27,000.00
TCH1-420089-
2017
Place of
Competency (if Assignment
Education Training Experience Eligibility appli-
cable)
Bachelor’s None None • Applicants Beginning Level SDO

degree; or Required Required for a on the following Guimaras
completion permanent competencies (Senior High
of technical- appoint- based on PPST: School)
vocational ment:
course(s) in RA 1080 1. Content
the area of (Teacher); if Knowledge
specialization not RA 1080 and Pedagogy
eligible,
they must 2. Learning
pass the Environment
LET within
the five (5) 3. Diversity of
years after Learners
the date of
first hiring 4. Curriculum
(as long as and Planning
there are
no qualified 5. Assessment
applicants and Reporting
who pos-
sess the 6. Community
minimum Linkages and
require- Professional
ments of the Engagement
position)
7. Personal
• Applicants Growth and
for a con- Professional
tractual Development
position:
None
required
• Practitioners
(part-time
only): None
required
PAGE 2
Teacher I (Senior High School – Technical-Vocational-Livelihood Track) SG-11
Position Title
Grade Salary
if applicable)
1 Teacher 1 OSEC-DECSB- 11 27,000.00
TCH1-420089-
2017
Place of
Competency (if Assignment
Experi-
Education Training Eligibility appli-
ence
cable)
Bachelor’s None None •Applicants for Beginning Level SDO

degree; or Required Required a permanent on the following Guimaras
completion appointment: competencies (Senior High
of technical- RA 1080 based on PPST: School)
vocational (Teacher); if
course(s) in not RA 1080 1. Content
the area of eligible, they Knowledge
specialization must pass the and Pedagogy
LET within the
five (5) years 2. Learning
after the date Environment
of first hiring
(as long as 3. Diversity of
there are no Learners
qualified
applicants 4. Curriculum
who possess and Planning
the minimum
requirements 5. Assessment
of the posi- and Reporting
tion)
6. Community
• Applicants for Linkages and
a contractual Professional
position: None Engagement
required
7. Personal
• Practitioners Growth and
(part-time Professional
only): None Development
required
PAGE 3
The following positions are exempt from the publication

and posting requirements:
For Senior High

a. primarily confidential
School items, the
b. policy-determining
HRMO should publish
c. coterminous with that of the appointing officer/
all tracks for trans-
authority, including other non-career positions such
parency and accu-
as contractual and casual identified under Section 9,
racy of information
Subtitle A, Title I, Book V of Executive Order (EO) No. 292
during placement/
d. those to be filled by existing regular employees in
hiring.
the agency in case of reorganization/rationalization;
provided the approved staffing pattern is likewise
posted.
4. The publication of vacancy is valid until filled, but not to extend beyond nine (9)
months reckoned from the date of the publication or republication in the CSC
Website. Republication is required should there be no appointment issued within
the 9-month period an.
5. Anticipated vacancies in case of retirement, resignation, or transfer may

be published not earlier than thirty (30) days prior to the vacancy. Teaching
positions may be published beyond the 30-day requirement pursuant to CSC
Resolution No. 1800582 dated June 13, 2018.
For timely appointment and deployment of teachers to newly-created teaching

items, SDOs are allowed to commence the call for applications and undertake
the recruitment and assessment process (preferably starting as early as March
of each year) in advance to establish the Comparative Assessment Result-
Registry of Qualified Applicants (CAR-RQA) for a specific school year (SY). The
CAR-RQA is valid for one (1) SY. Newly-created positions and vacancies that
may occur within the SY, once published and posted, may be filled using the
existing CAR-RQA.
Any incorrect information in the publication of vacant positions, i.e., item

number, position title including the parenthetical title, and qualification
standards, shall be grounds for the disapproval/invalidation of appointments.
PROCEDURE
The HRMO shall:
1. Submit a list of vacancies along with the corresponding (QS and plantilla item
numbers using CS Form No. 9, Revised 2018 in electronic and printed copies to
their respective CSC Field Offices (FO) for publication.
PAGE 4
2. Post vacancies in at least three (3) conspicuous physical places and in other
modes, such as, but not limited to the DepEd Website, official office website,
newspaper, job search/online job portal, social media, or through job fairs,
among others.
3. Facilitate the issuance of an Official Memorandum by the Head of Office

announcing the vacancies, including, but not limited to the following information:
• Documentary requirements
• Deadline for submission of applications
• Mode or manner of submission of applications
• Person, office, or sub-committee in-charge of receiving applications and their
contact information
• Schedule activities such as orientation of applicants, written or skills/work
sample test, interview, demonstration teaching and teacher’s reflection form
writing (for Teacher I positions), and/or other modes of assessment.
• Composition of the HRMPSB and sub-committee/s
• EEOP clause
PROCESS FLOW FOR PUBLICATION AND POSTING OF VACANT ITEMS

(Except newly created Teacher I positions)
Start
Conspicuous The HRMO shall post

places may include Identify and Consolidate the vacancy on the
Bulletin Boards, vacant positions to be same day of its pub-
Guard-house, LGUs, lication on the CSC
PUJ parking area, website, for purposes
School’s Bulletin Prepare CSC Form 9 of consistency in the
Board, and the like. date of publication and
posting.
Posting may also
Prepare Memorandum of
be done in the Supplementary mem-
Vacancy Announcement
official websites and oranda or advisory
other official social may be issued to
media Submit Form 9 to the Head of announce details of
accounts for Agency/Office for signature the process such as
maximum the specific schedule of
dissemination. activities, extension of
Submit Memo to the Head deadlines, etc
of Office for signature
Submit and email signed CSC Always check the CSC

Form 9 to the CSC Field Office Website to ensure that
your publication is
successful.
Release and publish the
signed Memorandum in three Technology may
(3) conspicuous places once sometimes fail!
published on the CSC website Otherwise, coordinate
closely with your CSC
Field Office.
End
PAGE 5
CHAPTER 2
SUBMISSION AND
RECEIPT OF APPLICATION
This chapter deals with the process of submission and receipt of application. It
provides the list of documents needed to be submitted by the applicant as a
requirement for the position they are applying for.
GENERAL RULES
1. All interested applicants, whether internal or external

• PRC ID shall not
to the DepEd, may submit applications to the HRMOs be EXPIRED. It must
or through the office/section/unit/sub-committee also be UPDATED
officially designated to receive application especially when
documents. there is change
in civil status
2. Documentary requirements:
• If applying for
a. Letter of intent addressed to the Head of Office, PROMOTION, the
or to the highest human resource management performance
officer designated by the Head of Office rating shall be
VS or higher
b. Duly accomplished (Personal Data Sheet) PDS (CS
Form No. 212, Revised 2017) with Work Experience
• ONLINE submission
Sheet
are accepted,
c. Photocopy of valid and updated PRC License/ID
based on the
d. Photocopy of Certificate of Eligibility/Ratings preferred mode
e. Photocopy of Transcript of Records (TOR) and of receipt of the
Diploma, including completion of graduate and office in charge
post-graduate units/degrees
f. Photocopy of Certificate/s of Training, if applicable • APPLICATION CODE
g. Photocopy of Certificate of Employment, or will be issued to the
Contract of Service, or duly signed Service Record, applicants
whichever is/are applicable
h. Photocopy of latest appointment, if applicable
i. Photocopy of the Performance Rating in the last rating period(s) covering one
(1) year performance in the current/latest position prior to the deadline of
submission, if applicable
j. Checklist of Requirements and Omnibus Sworn Statement on the Certificate
of Authenticity and Veracity (CAV) of the documents submitted and Data
Privacy Consent Form pursuant to R.A. No. 10173 (Data Privacy Act of 2012)
PAGE 6
CHAPTER 2 SUBMISSION AND RECEIPT OF APPLICATION
using the attached form (Annex C of DO 007, s. 2023), notarized by authorized

officials under Section 41 of the Republic Act (RA) 10755
k. Other documents as may be required by the HRMPSB for comparative
assessment, including but not limited to:
i. Means of Verification (MOVs) showing Outstanding Accomplishments,

Application of Education, and Application of Learning and Development
reckoned from the date of last issuance of appointment; and
ii. Photocopy of the Performance Rating obtained from the relevant work
experience, if the Performance Rating in the previous item (Item i) is not
relevant to the position to be filled, if applicable.
3. Applications shall be officially submitted to and received by the authorized

personnel on or before the deadline indicated in the Official Memorandum or
Call for Applications
IMPORTANT REMINDERS
1. Incomplete and/or late submission of mandatory requirements shall not be

accepted. Individuals who fail to submit complete mandatory documents by
the set deadline indicated in the official memorandum shall not be included in
the pool of applicants.
2. The applicant assumes full responsibility and accountability for the authenticity
and veracity of the documents submitted, as evidenced by the Omnibus
Certification/Waiver pursuant to Data Privacy Act duly signed by the applicant
and the duly-attested Personal Data Sheet CSC Form 212 revised 2018.
3. Employees occupying positions that are considered next-in-rank shall still be

required to submit their application to be included in the pool of applicants and
to proceed to the initial evaluation.
4. The head of office may designate sub-committee/s in the schools, districts, or

SDO, as deemed practicable, to assist in the receipt of applications, especially
for positions with a great volume of applications such as Teacher I positions.
The receiver of the applications should immediately check the completeness

of the submitted documentary requirements using the Checklist of
Requirements (Annex C of DO 007, s. 2023).
PAGE 7
CHAPTER 2 SUBMISSION AND RECEIPT OF APPLICATION
PROCESS FLOW FOR SUBMISSION AND RECEIPT (ALL POSITIONS)
Start
Receive complete
documentary requirements
from applicants
Encode basic information

of applicants using IER form
(Annex D of DO 007, s. 2023)
EXCEPT the Remarks column
Submit partially
accomplished IER and
pertinent documents
to the HRMO or HR Unit
End
PAGE 8
CHAPTER 3
INITIAL EVALUATION
This chapter discusses the process of initial evaluation of the applicant’s

qualification vis-a-vis the Qualification Standards of the position applied for.
GENERAL RULES The receiver of the

applications should
1. Initial evaluation (IE) is the evaluation of applicants’ immediately check
qualifications vis-à-vis the CSC-approved QS for the completeness
Education, Experience, Training, and Eligibility of the of the submitted
position being applied for. documentary
requirements using
2. IE is the function of the HRMO. This is consistent with the Checklist of
the provisions of the ORAOHRA which emphasizes the Requirements (Annex
role of the HRMO in the evaluation of the applicants in C of DO 007, s. 2023)
various positions.
3. The Head of Office may designate a sub-committee/s The creation of the

in the schools, districts, or SDO, as deemed practicable, sub-committee/s,
to assist the HRMO in the conduct of IE, especially for including their
positions with a great volume of applications such as composition and
specific duties and
Teacher I positions.
responsibilities,
shall be issued
4. The HRMO shall verify the completeness, authenticity,
through an official
and accuracy of the requirements and documents designation order.
submitted by the applicants.
5. When deemed necessary, the HRMPSB may be

consulted in the assessment of the applicants’ To check the authen-
ticity means to ensure
qualifications.
that the photocopied
documents are duly
6. Two (2) types of IER shall be submitted to the HRMPSB:
certified by the
authorized official/
a. Qualified (Q) – those who meet the QS of the personnel of the
position to be filled; issuing office or
b. Disqualified (DQ)– those who do not meet the QS organization. Original
of the position to be filled. copies of the docu-
ments may be
requested for
verification.
PAGE 9
CHAPTER 3 INITIAL EVALUATION
7. All applicants must be notified of the results of the initial evaluation. This may be
done through official communication channels, such as but not limited to formal
written communications, short messaging services, and social media using the
official accounts of the office.
8. The HRMO is accountable for the initial evaluation results. He/she is responsible
for responding to queries pertaining to the results of the initial evaluation.
PROCEDURE
The following procedure shall be observed in the conduct of the initial evaluation of
the documents submitted:
The HRMO/SC shall:
1. Receive the submitted application documents from the responsible sub-

committee/s, section, unit in-charge of receiving applications.
2. Check the veracity, authenticity, and completeness of the submitted documents.
3. Conduct an initial evaluation of the qualification of the applicants vis-à-vis the

CSC-approved QS of the position to be filled.
4. Prepare the Initial Evaluation Results (IER) of all qualified and disqualified
applicants.
If a sub-committee is created to conduct the pre-evaluation of the applicants’

qualifications, the HRMO shall check the partially accomplished IER prepared
by the sub-committee and make the final decision by indicating whether the
applicants are “qualified” or “disqualified” under the dedicated portion of the IER.
5. Post the IER in three (3) conspicuous physical places, concealing the applicants’
personal information in accordance with RA 10173. The only information that
shall be made public are the application codes, qualifications of the applicants
in terms of Education, Training, Experience, Eligibility, and Competence (if
applicable) with remarks whether “qualified” or “disqualified.”
6. Inform both the qualified and disqualified applicants of the result of IE using the
prescribed letter template attached as Annexes E and F of DO 007, s. 2023.
7. Submit the duly signed IER to the HRMPSB for Evaluative Assessment.
PAGE 10
The IER remains the responsibility and accountability of the HRMO despite
the creation of the SCs
Note: Should there be vague issues and concerns in

the qualification/ disqualification of the applicant the In posting the IER,
HRMO may seek advice from the HRMPSB through a always be mindful of
the provisions of the
consultation meeting to be attended by the majority of
Data Privacy Act.
the members with the Chairperson being present.
Applicants may be
informed through
text, email, chat or
simple letter.
PAGE 11
PROCESS FLOW FOR INITIAL EVALUATION
Start
Receive the application

documents from the
receiving office/personnel
Check the veracity

and authenticity of
submitted documents
Evaluate applicant’s
qualifications vis-à-vis
CSC QS
Prepare IER
Post IER
Issue notice of Yes No Issue notice of

Is the applicant
qualification (Annex E) Qualified? disqualification (Annex F)
Submit IER to HRMPSB
End
PAGE 12
CHAPTER 4
COMPARATIVE
ASSESSMENT
This chapter discusses the process of comparative assessment and deliberation
of the applicant’s competencies in relation to the required competencies of the
position applied to be filled. The judicious and objective conduct of the evaluative
assessment involves the use of multiple evaluation techniques to determine the
top candidates deemed most qualified for appointment to vacant positions. Based
on the principles of merit and fitness, the criteria and point system discussed in this
chapter mirror the competencies required for effective and efficient performance
of the duties and responsibilities of the position.
GENERAL RULES
1. This process is a collaborative effort of the officially designated HRMPSB,

composition and functions of which are stipulated in the DepEd MSP (DO 019, s.
2022) and RSA Guidelines (DO 007, s. 2023). A majority of the HRMPSB members
constitute a quorum, provided that the Chairperson is present.
Sub-committees may be designated through an

official memorandum to assist the HRMPSB in the
Applicants may
conduct of various evaluative assessments. Their
ask questions and
duties and responsibilities must be defined such as
seek clarifications
but not limited to screening, evaluating, and rating
regarding their
of applicants based on the established criteria and individual assess-
point system. ment results. They
shall affix their
2. The deliberation of the HRMPSB shall not be made signature on the
earlier than 10 calendar days from the date of Individual Evaluation
publication/republication and posting of the position Sheet (IES) (Annex
to be filled. G & G-1 of DO 007, s.
2023) as acknow-
3. An open ranking system must be implemented to ledge of their indivi-
ensure the transparency and participative conduct dual scores.
of the comparative assessment.
The IES shall not preclude the applicant from filing a protest once the final
decision on the appointment been rendered.
PAGE 13
CHAPTER 4 COMPARATIVE ASSESSMENT
4. The HRMPSB may adopt the use of online platforms and other remote modalities
and alternative strategies, as deemed practicable and applicable, in cases
when in-person conduct of the comparative assessment or open ranking is not
feasible.
5. The HRMPSB Secretariat documents the process of comparative assessment

and deliberation proceedings using the Minutes of Deliberations (Annex H of DO
007, s. 2023).
6. The output of this process is the Comparative Assessment Result (CAR) (Annex I of
DO 007, s. 2023). For Teacher I positions, the CAR-Registry of Qualified Applicants
(CAR-RQA) (Annex I-1 of DO 007, s. 2023) is used.
Any issue on the comparative assessment must be resolved by the HRMPSB

prior to the submission or posting of the CAR/CAR-RQA.
7. The HRMO posts the CAR/CAR-RQA in at least 3 conspicuous places. Applicants

must be notified of the results of the comparative assessment through official
communication channels.
PROCEDURE FOR COMPARATIVE ASSESSMENT OF TEACHER I
The HRMPSB shall:
1. Receive the IER and other documents of qualified applicants from the HRMO.
2. Convene the applicants and evaluate their documents using the Increments
Table, rubrics, and formula for:
a. Education
b. Training
c. Experience
d. LET/PBET Rating
3. Schedule and conduct classroom observation or demonstration teaching based

on the set Philippine Professional Standards for Teachers Classroom Observable
Indicators (PPST COI). Rate the applicants based on the established point system
and using the Classroom Observation Tools for RSP (COT-RSP):
a. COT-RSP Rubrics (Annex J of DO 007, s. 2023)

b. Observation Notes Form (Annex K of DO 007, s. 2023)
c. Rating Sheets (Annex L and L-1 of DO 007, s. 2023)
d. Inter-Observer Agreement Forms (Annex M and M-1 of DO 007, s. 2023)
PAGE 14
4. Schedule and conduct a written test through the use of Teacher Reflection Form
(TRF) (Annex N of DO 007, s. 2023). Rate the applicants based on the established
point system and using the Non-Classroom Observable Tools for RSP (NCOT-
RSP):
a. Rubrics for Rating the TRF (Annex O of DO 007, s. 2023)

b. Inter-Evaluator Agreement Form (Annex P of DO 007, s. 2023)
5. Inform the applicants of their individual assessment results and secure their
concurrence through the IES.
6. Prepare the CAR-RQA.
7. Submit the CAR-RQA to the appointing officer/authority within 7 calendar days

after all the applicants have been assessed.
8. Post the CAR-RQA in at least 3 conspicuous places.
PAGE 15
PROCESS FLOW FOR THE COMPARATIVE ASSESSMENT FOR TEACHER I

(The HRMPSB may strategize to either adopt this process flow or interchange
the 2nd, 3rd and 4th steps in the process as may deemed convenient,
cost-effective, and facilitative to both the committee and the applicants)
Start
Receive IER of Qualified

Applicants from HRMO/
Sub-Committee
Convene the applicants to

evaluate ETE and LET/PBET
Conduct Classroom
Observation as
scheduled
Administer TRF
Inform the applicants

of the results of assessment
to acknowledge and concur
in the IES
Prepare the CAR-RQA
Submit the CAR-RQA to the

Appointing Authority
Post the CAR-RQA in three (3)

conspicuous places
End
PAGE 16
• Discuss the score to the applicant after each process, for transparency.
• Exercise fair judgment in the appreciation of documents of applicants.
PROCEDURE FOR THE COMPARATIVE ASSESSMENT FOR NON-TEACHING,

RELATED-TEACHING, AND SCHOOL ADMINISTRATION POSITIONS
The HRMPSB shall:
1. Receive the IER and other documents of qualified applicants from the HRMO.
2. Convene the applicants and evaluate their documents using the Increments
Table, rubrics, and formula for:
a. Education
b. Training
c. Experience
d. Performance Rating
e. Outstanding Accomplishments
f. Application of Learning & Development
g. Application of Education
3. Assess the applicants’ potential, characteristics or traits, and fitness (i.e. Job Fit,
Location Fit, and Organizational Fit) through:
a. Behavioral Events Interview (BEI)

b. Written Test (WE)
c. Skills and Work Sample Test (S/WST), etc.
4. Inform the applicants of their individual assessment results and secure their
concurrence through the IES.
5. Prepare the CAR.
6. Submit the CAR to the appointing officer/authority within 7 calendar days after
all the applicants have been assessed.
7. Post the CAR in at least 3 conspicuous places.
PAGE 17
PROCESS FLOW OF COMPARATIVE ASSESSMENT FOR NON-TEACHING,

RELATED-TEACHING, AND SCHOOL ADMINISTRATION POSITIONS
(Step 3 and 4 may be done simultaneously or interchangeably)
Start
Receive IER of Qualified

Applicants from HRMO/
Sub-Committee
Convene the applicants to

evaluate the documents on ETE,
Performance, Outstanding
Accomplishments, Application
of Learning & Development,
and Application of Education
Conduct Skills Test/

Work Sample Test/Written Test
Administer BEI
Inform the applicants of the

results of assessment and
concur in the IES
Prepare the CAR
Submit the CAR-RQA to

the Appointing Authority
Post the CAR in three (3)

conspicuous places
End
PAGE 18
• Applicants for positions with experience requirement BUT no available PR

(e.g., company do not provide PR, job order, etc.) will get zero score.
• The following are considered proxy measures for performance in cases where
vacancy does not require experience and involve practice of profession, in
this particular order of priority and/or preference:
• Civil Service (CS) Exam

• Honorable Graduate Eligibility (PD 907)
• Bar/Board Eligibility (RA 1080)
• Awards recognized by the Agency PRAISE Committee, or any award-giving

body as determined by the organization as long as the MOVs are met.
• Outstanding Accomplishments, Application of Education, Application of L&D

must be acquired after the last promotion.
• Awards that are collective in nature such as but not limited to School-Based
Management (SBM) and Brigada Eskwela Awards shall not be credited for
individual points.
• Voluntary activities such as but not limited to scouting, charity work,

non-government organization (NGO) work shall not be given points for
Outstanding Accomplishment.
• Points for Application of Education must come from the learning gained from
the higher education earned exceeding the Education qualification of the
position.
• Score shall be divided by the number of proponents/researchers for

researches and innovations with multiple proponents.
PAGE 19
Teacher I (Senior High School – Technical-Vocational-Livelihood Track) SG-11
Maximum Points
Criteria
Possible
a. Education 10
b. Training 10
c. Experience 10
d. PBET/LET/LEPT Rating 10
e. PPST COIs (Classroom Observation/Demonstration Teaching) 35
f. PPST NCOIs (Teacher Reflection) 25
Total 100
Point System for Evaluative Assessment: Non-Teaching Positions
Breakdown of Points
Criteria SG 1-9
SG 10-23
General (Non- SG 24
and
Services General (Chief)
SG 27
Services)
a. Education 5 5 5 10
b. Training 5 5 10 5
c. Experience 20 20 15 15
d. Performance 10 20 20 20
e. Outstanding Accomplishments 5 10 10 10
f. Application of Education - 10 10 10
g. Application of L&D - 10 10 10
h. Potential (Written Test, BEI,

55 20 20 20
Work Sample Test)
Total 100 100 100 100
PAGE 20
Point System for Evaluative Assessment: Related-Teaching Positions
Breakdown of Points
Criteria SG 1-9
SG 10-23
General (Non-
and
Services General
SG 27
Services)
a. Education 10 10 10
b. Training 10 10 10
c. Experience 10 10 10
d. Performance 20 20 25
e. Outstanding Accomplishments 10 5 10
f. Application of Education 10 15 10
g. Application of L&D 10 10 10
h. Potential (Written Test, BEI, Work Sample Test) 20 20 15
Total 100 100 100
Point System for Evaluative Assessment: School Administration Positions
Maximum Points
Criteria
Possible
a. Education 10
b. Training 10
c. Experience 10
d. Performance 25
e. Outstanding Accomplishments 10
f. Application of Education 10
g. Application of Learning and Development 10
h. Potential (Written Exam, BEI) 15
Total 100
PAGE 21
Rubrics for Computation of Points per Criterion for Teacher I, NTRTSA positions
Increments Table – Education
Range
Level
From To
1 Can Read and Write Elementary Level Education
Junior High School Level Education

2 Elementary Graduate
(K to 12)
Competed Junior High School Senior High School Level Education
3
(K to 12) (K to 12)
Senior High School Graduate (K to 12)
4 High School Graduate Less than 2 years of College
(Old curriculum)
Less than a Bachelor’s Degree but
5 Competed 2 years in College
more than 2 years in College
Less than 6 Units earned towards the
6 Bachelor’s Degree
completion
6 Units earned towards the Less than 9 Units earned towards
7
completion of a Master’s Degree the completion
9 Units earned towards the Less than 12 Units earned towards the
8
completion of a Master’s Degree completion of a Master’s Degree
9
10
11
12
13
14
15
16
17
39 Units earned towards the comple- Less than 42 Units earned towards the
18
tion of a Master’s Degree completion of a Master’s Degree
PAGE 22
Range
Level
From To
Less than Complete Academic

42 Units earned towards the
19 Requirements completed towards
completion of a Master’s Degree
the completion of a Master’s Degree
Complete Academic Requirements Less than an awarded
20
completed towards a Master’s Degree Master’s Degree
Less than 3 Units earned towards
21 Master’s Degree
the completion of a Doctorate
22
completion of a Doctorate the completion of a Doctorate
23
24
25
26
27
28
Less than Complete Academic
24 Units earned towards the
29 Requirements completed towards
completion of a Doctorate
the completion of a Doctorate
Complete Academic Requirements
30 Less than an awarded Doctorate
completed towards a Doctorate
31 Doctorate
PAGE 23
Increments Table – Education
Range Range
Level Level
From To From To
1 0 hours Less than 8 hours 17 128 hours Less than 136 hours
15 112 hours Less than 120 hours 31 240 hours or more
16 120 hours Less than 128 hours
PAGE 24
Increments Table – Experience
Range Range
Level Level
From To From To
1 None Less than 6 months Less than 8 years

17 8 years
6 months
2 6 months Less than 1 year
8 years 6
18 Less than 9 years
Less than 1 year months
3 1 year
6 months Less than 9 years
19 9 years
1 year 6 months
4 Less than 2 years
6 months 9 years 6
Less than 2 years months
5 2 years
21 10 years
2 years 6 months
6 Less than 3 years
6 months 10 years 6
7 3 years
23 11 years
3 years 6 months
8 Less than 4 years
6 months 11 years 6
9 4 years
25 12 years
4 years 6 months
6 months 12 years 6
11 5 years
27 13 years
5 years 6 months
6 months 13 years 6
13 6 years
29 14 years
6 years 6 months
6 months 14 years 6
15 7 years
6 months
31 15 years or more
7 years
6 months
PAGE 25
Rubrics for Computation of Points for ETE: Teacher I, School Administration,

and Related-Teaching Positions
Education Training Experience

Weight
Allocation Increments Increments Increments
from Points from Points from Points
minimum QS minimum QS minimum QS
10 or more 10 or more 10 or more

10 10 10
increments increments increments
8-9 increments 8 8-9 increments 8 8-9 increments 8

Education: 10 points
Training: 10 points 6-7 increments 6 6-7 increments 6 6-7 increments 6
Experience: 10 points
Rubrics for Computation of Points for ETE: Non-Teaching Positions
Salary Range and

Weight Allocation
Increments Increments Increments

General Services 5 or more 5 or more 10 or more

5 5 20
Positions
4 increments 4 4 increments 4 8-9 increments 16
Education: 5 points
Training: 5 points 3 increments 3 3 increments 3 6-7 increments 12
1 increment 1 1 increment 1 2-3 increments 4
PAGE 26
Salary Range and

Weight Allocation

SG 1-9 (Non-General 10 or more 5 or more 10 or more
Services Positions) 5 5 20
Education: 5 points 8-9 increments 4 4 increments 4 8-9 increments 16

Training: 5 points
Experience: 20 points 6-7 increments 3 3 increments 3 6-7 increments 12
4-5 increments 2 2 increments 2 4-5 increments 8
1-3 increments 1 1 increment 1 2-3 increments 4

10 or more 5 or more 10 or more
5 10 15
SG 10-22 and SG 27 increments increments increments
Education: 5 points 8-9 increments 4 4 increments 8 8-9 increments 12

Training: 10 points
2-3 increments 1 1 increment 2 2-3 increments 3

SG 24 10 or more 10 or more
10 5 increments 5 15
increments increments
Education: 10 points
Training: 5 points
PAGE 27
COMPARATIVE ASSESSMENT FOR TEACHER I
COMPARATIVE ASSESSMENT FOR TEACHER 1
After learning the general rules and process flow on how to conduct the comparative
assessment, the succeeding information are the practical applications. Examples
for Teacher I comparative assessment are hereby explained practically for better
understanding of the readers.
The table below shows the specific criteria and point system in determining
the Education, Training, and Experience (ETE) points of an applicant to Teacher
I positions. The first three – ETE are highlighted because these will be first to be
determined prior to the evaluation of other criteria. The ETE has an equal distribution
of points in each criterion, which is 10 points each. The total comprises the 30 points
rating for an applicant which are based on the mandatory and valid documents
submitted by the applicants, the TOR/Diploma, if any; Service Record/Certificate of
employment and the like; and training certificates. It is important to note that only
ETE relevant to Teacher I position shall be credited points.
Max
Criteria Description
Points
• Units and/or degree relevant to the position to be filled
a. Education 10
(Kindergarten, Elem, JHS, and SHS), exceeding the QS
• Hours in Curriculum and Instruction, exceeding the QS,
acquired in the last five (5) years
b. Training 10
• For SHS, must be relevant to learning area/
specialization/strand
• Months/years of Teaching, exceeding the QS
c. Experience • For SHS, relevant industry/work experience may be 10
considered
PAGE 28
Max
Points
d. PBET/LET/LEPT
• Rating obtained as reflected in the Certificate of Rating 10
Rating
• Measured through Classroom Observation/
e. PPST COIs 35
Demonstration Teaching
f. PPST NCOIs • Measured through the Teacher Reflection Form (TRF) 25
RUBRICS FOR
COMPUTATION
OF EDUCATION, Based on the Qualification Standards
TRAINING, AND
EXPERIENCE
The points for ETE, corresponding to the applicant’s

30 POINTS qualifications exceeding the QS, shall be computed
EDUCATION using the Increments Table and the ETE Rubrics.
TRAINING
EXPERIENCE Only those qualifications that are relevant to the
position to be filled shall be given points.
The Increments Table is a tool that is used to determine the incremental points in
the education, training, and experience obtained by the applicant that exceeds the
minimum requirement per CSC-approved QS.
PAGE 29
LET’S SIMULATE!
To be more practical and specific in applying the given rules and criteria, let us take
the example of conducting a comparative assessment of our qualified Teacher I
applicants – Rambutan, Apple, and Buko. These applicants are deemed qualified
and ready for the next stage of the evaluation process.
Hi, I’m
rambutan.
My name
is Apple.
I’m Buko.
PAGE 30
Let’s start with teacher applicant Rambutan:

Hi, I’m
rambutan.
Criteria Minimum QS Applicant’s Qualification
Education BSEd BSEd
Training None None
Experience None None
Meeting the minimum

QS (or baseline)
requirements for ETE shall
be given ZERO points.
Criteria Minimum QS Applicant’s Qualification Points
Education BSEd BSEd 0
Training None None 0
Experience None None 0
Since teacher applicant Rambutan just meets the minimum QS,

he gets a total of zero points.
PAGE 31
Next is teacher applicant Apple:

My name is
Apple
BSEd;
Education BSEd
18 units for a Master’s degree in Education
32 hours training on curriculum
Training None contextualization/localization and lesson
planning [January 26 to 29, 2021]
4 years and 3 months as Teacher Associate in
Experience None
Marian Academy [June 1, 2018 to present]
Based on the Increments Tables below, Apple is at Level 5 for Education, and
Level 9 on Experience. The Rubric for Computation of points reveals the total
points Apple has accumulated on Education, Training, and Experience.
Increments Table - Education Increments Table - Experience
Rubric for Computation of Points for Education, Training, and Experience
PAGE 32
Applicant’s
Criteria Minimum QS Increments Points
Qualification
BSEd;
18 units for a 11-6= 5
Education BSEd 4 pts
Master’s degree increments
in Education
32 hours training
on curriculum
contextualiza-
tion/localiza- 5-1= 4
Training None 4 pts
tion and lesson increments
planning
[January 26 to
29, 2021]
4 years and
3 months as
Teacher
Associate in 9-1= 8
Experience None 8 pts
Marian increments
Academy
[June 1, 2018
to present]
Given her qualifications, Apple gets a total of 16 points for her ETE.
Next is teacher applicant Buko:
I’m Buko.
BS Sports Science with 18 professional units

Education BSEd
in Education
24 hours training on sport training
Training None
and coaching [September 13 to 15, 2021]
6 years and 2 months as Teacher in
Experience None Sacred Heart Academy - Novaliches
[July 1, 2016 to present]
PAGE 33
Based on the Increments Tables below, Buko is at Level 4 for Education, and
Level 13 on Experience. The Rubric for Computation of points reveals the total
points Buko has accumulated on Education, Training, and Experience.
Increments Table - Education Increments Table - Experience
Rubric for Computation of Points for Education, Training, and Experience
PAGE 34
Applicant’s Qualifi-
Criteria Minimum QS Increments Points
cation
BS Sports Science
11-6= 5
Education BSEd with 18 professional 0
increments
units in Education
24 hours training
on sport training 5-1= 4
Training None 2 pts
and coaching [Sep- increments
tember 13 to 15, 2021]
6 years and 2
months as
Teacher in Sacred
9-1= 8
Experience None Heart Academy - 10 pts
increments
Novaliches
[July 1, 2016 to
present]
Given his qualifications, Buko gets a total of 12 points for his ETE.
Point System for Comparative Assessment: Teacher I Positions
Max
Points
• Units and/or degree relevant to the position to be filled
a. Education 10
(Kindergarten, Elem, JHS, and SHS), exceeding the QS
• Hours in Curriculum and Instruction, exceeding the QS,
acquired in the last five (5) years.
b. Training 10
• For SHS, must be relevant to learning area/
specialization/strand
• Months/years of Teaching, exceeding the QS.
c. Experience • For SHS, relevant industry/work experience may be 10
considered
d. PBET/LET/LEPT
• Rating obtained as reflected in the Certificate of Rating 10
Rating
• Measured through Classroom Observation / Demon-
e. PPST COIs 35
stration Teaching
f. PPST NCOIs • Measured through the Teacher Reflection Form (TRF). 25
PAGE 35
CHAPTER 5
BEHAVIORAL EVENTS
INTERVIEW
The Behavioral Events Interview (BEI) is based on the principle that past behavior
predicts future performance. It shall be used to validate whether the key behaviors
that are linked to the required competencies have been exhibited by the applicant.
The BEI may be used to assess the following:
a. Potential. The BEI shall be used to assess the potential of an applicant. It is used
to evaluate the capacity and ability of an applicant to assume the duties of the
position to be filled and those higher positions that are more technical in nature.
b. Characteristics or traits. It shall be used to gauge other relevant aspects such
as the applicant’s psychological and social well-being.
c. Fitness. It shall serve as an avenue to evaluate an applicant’s fitness to the job
(Job Fit), location (Location Fit), and organization (Organizational Fit).
The BEI may also be used to verify the applicant’s credentials and validate the
results of assessments conducted, such as the applicant’s application of their
Outstanding Accomplishments, Education, and L&D, and the impact of such in their
current and previous work.
PROCESS FLOW OF BEHAVIORAL EVENTS INTERVIEW (BEI)
Start
Prepare the interview
Conduct the actual interview
Deliberate the BEI results
Finalize the BEI results and

incorporate to CAR Form
End
PAGE 36
CHAPTER 5 BEHAVIORAL EVENTS INTERVIEW
PROCEDURES IN THE CONDUCT OF BEI
1. Preparing for the Interview
a. HRMPSB will convene for a meeting.

b. Review candidates’ documents (PDS/Resume and other supporting
documents).
c. Review the job functions and required competencies of the position.
d. Prepare the planned behavioral questions based on any or all of the
following:
Motivational Fit
Job Fit – activities and responsibilities in the job are consistent with those
that result in personal satisfaction; the degree to which the work itself is
personally satisfying.
Example:
• Share with us your career plan, if any. Tell us your 5-year plan,
10-year plan. How do you intend to achieve your career plans?
Organization Fit – the organization’s mode of operation and values

are consistent with the type of environment that provides personal
satisfaction.
Example:
• Cite an example where you have encountered conflict in your
workplace? How did you manage the conflict, and what made you
stay or get out of the organization?
Location Fit -geographic location has the features and opportunities that
provide personal satisfaction.
Example:
• Describe a situation where you have been relocated. How did you
accept the changes?
Delivering Service Excellence - is about going beyond your customer’s basic

needs and exceeding their expectations.
Example:
• Share with us an instance where you were recognized for service
excellence in an organization? Tell us a specific contribution that
you made in your previous work that contributed to the service
excellence of the organization/workplace. What was the effect to
the organization?
PAGE 37
Problem Solving & Decision Making - ability to identify and analyze

problems, generate and evaluate potential solutions and make effective
decisions that lead to successful outcomes.
Example:
• Give an example of a time when you had to be relatively quick in
coming to a discussion. How did you go about making the decision?
Planning and Organizing – ability to create and use logical, systematic

processes to achieve goals.
Example:
• Give us an example of an important goal you had set, and tell us
about your progress in reaching that goal. How did you go about
setting the goal?
Stress Tolerance - ability to be relaxed and composed when faced with

difficulties
Example:
• Tell us about a situation in the past year in which you had to deal with
a very upset customer or co-worker. How did you handle the situation?
What was the result?
Exemplifying Integrity - strong ethical and moral ideals that are uphold in all
circumstances
Example:
• Tell us about a specific occasion when you conformed to a policy
even though you did not agree with it. What was the result? How did
you feel?
You may refer to the submitted PDS/Resume of the applicant to expound

more on the information they gave.
PAGE 38
e. Modify questions to better fit the candidate’s experience.

f. Decide if the order of the questions should be changed.
g. Develop additional questions, if necessary.
h. Estimate the time allotment for each competency to ensure that all required
competencies will be covered.
i. Assign the planned behavioral questions per HRMPSB member.
Note: To be conducted before the final posting of the qualified applicants
for interview
2. Conduct of Actual Interview
a. Opening the Interview
• Greet the candidate, stating the name of the chairperson and introduce
the HRMPSB members and their designation and offices where they came
from.
• Provide brief information about the position they applied for.
• Explain the interview’s purpose to make sure the HRMPSB members and
the candidate get the information needed to make good decisions.
• Describe the interview plan. (Annex 1)
• Inform the candidate that the HRMPSB members will take notes
throughout the interview using the Situation, Tasks, Actions, and Results
(STAR) approach tool. (Annex 2)
Note: The interviewers may use a guide to ensure uniformity/standard in
the conduct of the interview.
• Make the transition to the key background review.
b. Conduct the Interview
• Conduct the key background interview.

• Proceed with the planned behavioral questions per competency.
• Ask follow-up questions if necessary.
c. Closing the Interview
• Ask the candidate any additional questions that will help clarify and
complete the notes of the HRMPSB members.
• Ask the candidate what might prevent him/her from accepting the offer
— if one was made.
• End the interview by explaining the next steps in the selection process
and thank the candidate for a productive interview.
The Chairperson will briefly inform the candidate that the final decision is still
at the sound discretion of the Appointing Authority.
PAGE 39
Sample Interview Plan (Annex 1)
Area Time Lead Interviewer
Opening Spiel 2 minutes HRMPSB Chairperson
Planned Behavioral
Questions
Competency 1 5 minutes HRMPSB Chairperson
Competency 2 5 minutes HRMPSB Member 1
Closing
Additional Information 2 minutes HRMPSB Chairperson
Closing Remarks 1 minute HRMPSB Chairperson
Total 30 minutes
S.T.A.R. Cycle (Annex 2)
PLANNED QUESTIONS
“Describe the last time you
missed a deadline.”
PIN DOWN RESULT PIN DOWN SITUATION/TASK

“What effect did have on your “What caused you to miss
manager’s commitments?” the deadline?”
PIN DOWN ACTION

“Under these conditions,
what exactly did you do?”
PAGE 40
Tips in Recognizing a STAR
• Actions can also be inactions
• The order of STAR is not required, it can also be in RATS or ARTS
• A candidate who uses “we”, “the team”
• The use of the verb tense can give you clue to catch a true or false STARs
• Listen to clue words to probe for more STARs
TIPS IN CONDUCTING A BEHAVIORAL EVENT INTERVIEW
Do’s
• Lead the applicant to answer in a STAR format.

• Collect as many STARs as possible to establish consistency, validity,
and reliability.
• Use probing questions to gather a complete STAR.
• Repeat a cycle of asking planned and follow-up behavioral questions
until you are able to complete a STAR.
• If you get a STAR that belongs in another competency, write a note so you can
classify it correctly after the interview.
• Be prepared to adjust if an applicant provides information that answers a
question you planned to ask under another target.
• If the applicant can’t think of a STAR, suggest something from his or
her background that you think might yield an example.
• When you have enough STARs in a target, move on to another target
even if you haven’t asked all the planned questions.
• Follow-up questions are worded in the past tense: What did you do?
What happened?
• Rephrase questions to fit your speaking style.
Dont’s
• Do not assume you know what is happening or how the situation was resolved,
unless the applicant specifically states it.
• Avoid asking leading, theoretical, and hypothetical questions or jump to
conclusions.
• Stay of out of the “WOULD”s.
• Avoid asking questions that have nothing to do with the job.
• Avoid questions or comments that are non-neural and reveal the
interviewer’s attitude.
PAGE 41
3. Deliberation
a. After the interview, calibrate and come up with a consensus rating as well as
a brief competency narrative report following the STAR format to justify the
rating given to the applicants.
b. Submit the final points to the secretariat for consolidation.

Note: To be conducted immediately after the actual interview
PAGE 42
CHAPTER 6
BACKGROUND
INVESTIGATION
A Background Investigation (BI) or the conduct of verification of the applicant’s
credentials behaviors, and previous performance, if any, by contacting the
applicant’s identified reference persons in his/her school/s attended and previous
or current workplace, may likewise be required by the appointing officer/authority,
when deemed necessary.
The option for BI shall be exercised only by the Appointing Authority. Thus, any such
option presupposes that the CAR has been accomplished by the HRMPSB. In the
event the Appointing Authority opts to pursue any BI, the HRMO or the assigned
team/personnel shall conduct the BI process based on the BI Order indicated in
the “For Background Investigation” columns of the CAR, which shall be guided by
the following steps:
PROCESS FLOW OF CONDUCTING BACKGROUND INVESTIGATION
Start
Receive BI order from the

Appointing Authority as
reflected in the “For Background
Investigation” column of the
CAR (Annex 1)
Conduct BI
Submit BI report to
Appointing Authority
End
PAGE 43
CHAPTER 6 BACKGROUND INVESTIGATION
1. For applicants with previous work experience, the identified reference persons in
any or all of the previous employers shall be contacted either through telephone
or electronic messages or actual personal communication as may be deemed
convenient.
2. Upon completion of the BI, a written report shall be prepared for reference of the
Appointing Authority;
4. The BI report shall contain, but shall not be limited to, the following:
a. Credentials, which shall be the validation of the applicant’s scholastic records

TOR, educational records, accomplishments, etc. to indicate the details of the
interview (e.g., names of interviewees, dates, location, etc.) keeping with the
RA 10173, also known as the Data Privacy Act of 2012;
b. Behavior at work, which may be determined through an interview with people
in direct interaction with the applicant;
c. Previous performance, which shall be the validation of the applicant’s work
attitudes, accomplishments, skills, and competencies
d. Community feedback, which may be determined by an interview with people
from the community in direct interaction with the applicant as to claims for
projects, innovations, and involvement in the community activities;
e. The results of the BI shall be treated with utmost confidentiality.
PAGE 44
CHAPTER 7
COMPARATIVE
ASSESSMENT RESULTS
• The CAR contains
The Comparative Assessment Result (CAR) contains the
the assessment
list of all the applicants assessed by the HRMPSB for non-
results of all the
teaching, related-teaching, and school administration
Applicants.
(NTRTSA) positions. On the other hand, the CAR-RQA is
exclusively for Teacher I applicants who met at least 50 • The CAR – RQA
points during evaluation. The CAR and CAR-RQA shall contains the
serve as a guide for the Appointing Authority/officer — list of Teacher I
in the exercise of sound discretion — in selecting, insofar applicants who
as practicable, the candidate deemed most qualified have met the
for appointment. cut-off score of 50
points and above.
GENERAL RULES
1. The CAR/CAR-RQA must be duly signed by the members of the HRMPSB.
2. A copy of the duly signed CAR/CAR-RQA must be submitted to the head of

office/Appointing Authority within seven (7) calendar days from the last day
the applicants have been assessed. It must be ranked from highest to lowest,
highlighting the top five (5) ranking candidates.
3. All CAR/CAR-RQA must be posted in at least three (3) conspicuous places for
10 calendar days.
4. The CAR/CAR-RQA shall be posted, indicating the date of the official release.
5. The posted CAR and CAR-RQA should only contain the Application Code of
the applicants.
6. The CAR-RQA is valid for one (1) school year only.
7. In the event that all the candidates in the CAR-RQA have already been appointed,
the Head of Office may order the conduct of another round of recruitment and
selection process to establish a new CAR-RQA.
The HRMO shall secure a copy of the duly signed CAR/CAR-RQA from the
HRMPSB and shall forward the original Copy of the CAR/CAR-RQA to the
Records Section/Office in charge of recording and releasing.
PAGE 45
CHAPTER 7 COMPARATIVE ASSESSMENT RESULTS
FOR TEACHER I
1. The HRMPSB shall prepare six (6) separate CAR-RQA as follows:
1. Kindergarten and Elementary

2. Junior High School
3. Senior High School categorized per track
3.1 Academic Track
3.2 Technical Vocational Livelihood Track
3.3 Arts and Design
3.4 Sports
2. In the “REMARKS” column, all relevant information about the applicants relevant
to the position to be filled shall be indicated, such as but not limited to:
1. Learning Area Specialization

2. Knowledge and Qualifications in handling Learners in Alternative Learning
System, Special Education, Madrasah, Indigenous, People’s Education
3. Ethnic Group
4. Mother Tongue and language proficient at
5. Preferred School
6. Beneficiary of National Programs and Partnership
7. In the preparation of CAR, the top five (5) ranking applicants for the vacant
position shall be highlighted. In case of multiple vacancies, the top-ranking
candidates shall be computed by multiplying the number of vacancies by a
factor of 5.
Top ranking candidates = number of vacant items x 5
PAGE 46
CHAPTER 8
APPOINTMENT
This chapter outlines the guidelines and practices on selection and appointment
to ensure that the Appointing Authority selects the best candidates deemed most
fit for the position.
GENERAL RULES
1. The decision to appoint rests on the Appointing

Sound discretion
Authority. Using the CAR/CAR-RQA, the Appointing
is a power which
Authority shall select the candidate most qualified
may be exercised
for the vacant position/s. It shall be the HRMO’s basis
by the AA within
in preparing and submitting appointment papers the established
and documentary requirements. principles and
existing laws, rules,
2. For teaching positions, the Appointing Authority and regulations.
may select candidates from CAR-RQA who are
below the top-ranking candidates, provided that the
appointment falls within the purview of exemptions based on Merit and Fitness,
Localization Law, and other provisions of the law, policies that grant priority to
the appointment.
3. For the non-teaching, related-teaching, and school administration positions,

the Appointing Authority, in the exercise of sound discretion, may select from
the top-ranking applicants observing the formula of one (1) vacant position
multiplied by five (5).
4. The Appointing Authority shall be accountable for the appointments.
5. No appeal shall be filed to a higher governance level of DepEd. Appeals pertaining

to action or response to protests issued by the Head of Office shall be submitted
and lodged to the concerned Civil Service Commission Regional Office (CSCRO).
6. The Notice of Appointment shall be posted on the bulletin boards and through
other modes for at least fifteen (15) calendar days.
7. Any protest shall be filed through a formal written communication within fifteen
(15) calendar days from the date of the issuance of the appointment.
8. Protest shall be responded to within seven (7) calendar days but may be
extended up to twenty (20) days depending on the complexity of the protest.
PAGE 47
CHAPTER 8 APPOINTMENT
PROCEDURE
1. The appointing authority selects the applicant for appointment from the CAR-
RQA following the guidelines set in DepEd Order No. 7, s. 2023 by accomplishing
the ‘For Appointment’ column of the CAR-RQA/CAR and by checking the name
of the applicant.
2. HRMO prepares the appointment papers and documentary requirements to be

submitted to the Civil Service Commission-Field Office (CSC-FO) in accordance
with the specific provisions of the ORAOHRA.
3. HRMO posts the Notice of Appointments issued on the bulletin boards and other
modes for at least fifteen (15) calendar days.
Any incorrect information in the appointment paper (i.e., item number,

position title or date of publication) shall be a ground for the disapproval/
invalidation of appointment paper.
PAGE 48
REFERENCES:
• DepEd Order No. 007, s. 2023 “Guidelines on Recruitment, Selection, and

Appointment in the Department of Education”
• DepEd Order No. 019, s. 2022 “The Department of Education Merit Selection Plan”
• CSC Memorandum Circular No. 14, s. 2018 “Omnibus Rules on Appointments and
Other Human Resource Actions, Revised July 2018”
• R.A. No. 10173 “Data Privacy Act of 2012”
• Executive Order No. 292 “Instituting the Administrative Code of 1987”
PAGE 49
ANNEXES
PAGE 50
ANNEX 1: SAMPLE INTERVIEW PLAN
Area Time Lead Interviewer
Opening Spiel 2 minutes HRMPSB Chairperson
Planned Behavioral
Questions
Competency 1 5 minutes HRMPSB Chairperson
Closing
Additional Information 2 minutes HRMPSB Chairperson
Closing Remarks 1 minute HRMPSB Chairperson
Total 30 minutes
ANNEX 2: S.T.A.R. CYCLE
PLANNED QUESTIONS
“Describe the last time you
missed a deadline.”
PIN DOWN RESULT PIN DOWN SITUATION/TASK

“What effect did have on your “What caused you to miss
manager’s commitments?” the deadline?”
PIN DOWN ACTION

“Under these conditions,
what exactly did you do?”
PAGE 51
ANNEX B: CIVIL SERVICE (CS) FORM 9 REQUEST FOR PUBLICATION OF
VACANT POSITIONS WITH INSTRUCTIONS
PAGE 52
ANNEX C: CHECKLIST OF REQUIREMENTS AND OMNIBUS SWORN STATEMENT
PAGE 53
ANNEX D: INITIAL EVALUATION RESULT (IER)
PAGE 54
ANNEX E: NOTICE TO QUALIFIED APPLICANTS
PAGE 55
ANNEX F: NOTICE TO DISQUALIFIED APPLICANTS
PAGE 56
ANNEX G: INDIVIDUAL EVALUATION SHEET (IES)
PAGE 57
ANNEX G-1: INDIVIDUAL EVALUATION SHEET (IES)
PAGE 58
ANNEX H: MINUTES OF DELIBERATIONS
PAGE 59
ANNEX I: COMPARATIVE ASSESSMENT RESULT
PAGE 60
ANNEX J: COT-RSP RUBRIC
PAGE 61
PAGE 62
PAGE 63
ANNEX K: OBSERVATION NOTES FORM
PAGE 64
ANNEX L: RATING SHEET
PAGE 65
ANNEX L-1: RATING SHEET WITH IPEd
PAGE 66
ANNEX M: INTER-OBSERVER AGREEMENT FORM
PAGE 67
ANNEX M-1: INTER-OBSERVER AGREEMENT FORM WITH IPEd
PAGE 68
ANNEX N: TEACHER REFLECTION FORM (TRF)
PAGE 69
PAGE 70
ANNEX O: RUBRICS FOR RATING THE TRF
PAGE 71
ANNEX P: TEACHER REFLECTION INTER-EVALUATOR AGREEMENT FORM
PAGE 72

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Recruitment, Selection, Placement, and Induction (RSPI)

Handbook of the Department of Education Volume 1

PUBLISHED BY THE DEPARTMENT OF EDUCATION

Any unauthorized reproduction of this handbook in part or in whole is explicitly

The aforementioned policy issuances have dramatically changed the landscape

The development of this Handbook was spearheaded by the Recruitment,

NTWG: HRDD Team: Others:

About the RSPI Handbook Vol. 1 iii

Chapter 1: Publication and Posting of Vacancies 1

Chapter 2: Submission and Receipt of Application 6

Chapter 3: Initial Evaluation 9

Chapter 4: Comparative Assessment 13

Chapter 5: Behavioral Events Interview 36

Chapter 6: Background Investigation 43

Chapter 7: Comparative Assessment Result 45

Illustrative example (for Non-Teaching, Related Teaching, and School

Bachelor’s None None • Applicants Beginning Level SDO

Teacher I (Senior High School – Technical-Vocational-Livelihood Track) SG-11

Bachelor’s None None •Applicants for Beginning Level SDO

The following positions are exempt from the publication

For Senior High

5. Anticipated vacancies in case of retirement, resignation, or transfer may

For timely appointment and deployment of teachers to newly-created teaching

Any incorrect information in the publication of vacant positions, i.e., item

The HRMO shall:

3. Facilitate the issuance of an Official Memorandum by the Head of Office

PROCESS FLOW FOR PUBLICATION AND POSTING OF VACANT ITEMS

Conspicuous The HRMO shall post

Submit and email signed CSC Always check the CSC

1. All interested applicants, whether internal or external

using the attached form (Annex C of DO 007, s. 2023), notarized by authorized

i. Means of Verification (MOVs) showing Outstanding Accomplishments,

3. Applications shall be officially submitted to and received by the authorized

1. Incomplete and/or late submission of mandatory requirements shall not be

3. Employees occupying positions that are considered next-in-rank shall still be

4. The head of office may designate sub-committee/s in the schools, districts, or

The receiver of the applications should immediately check the completeness

PROCESS FLOW FOR SUBMISSION AND RECEIPT (ALL POSITIONS)

Encode basic information

This chapter discusses the process of initial evaluation of the applicant’s

GENERAL RULES The receiver of the

3. The Head of Office may designate a sub-committee/s The creation of the

5. When deemed necessary, the HRMPSB may be

The HRMO/SC shall:

1. Receive the submitted application documents from the responsible sub-

2. Check the veracity, authenticity, and completeness of the submitted documents.

3. Conduct an initial evaluation of the qualification of the applicants vis-à-vis the

If a sub-committee is created to conduct the pre-evaluation of the applicants’

Note: Should there be vague issues and concerns in

PROCESS FLOW FOR INITIAL EVALUATION

Receive the application

Check the veracity

Issue notice of Yes No Issue notice of

Submit IER to HRMPSB

1. This process is a collaborative effort of the officially designated HRMPSB,

Sub-committees may be designated through an

5. The HRMPSB Secretariat documents the process of comparative assessment

Any issue on the comparative assessment must be resolved by the HRMPSB

7. The HRMO posts the CAR/CAR-RQA in at least 3 conspicuous places. Applicants