Republic of the Philippines

Department of Education

NATIONAL COMPETENCY-BASED STANDARDS FOR SCHOOL HEADS

TRAINING AND DEVELOPMENT NEEDS ASSESSMENT
(NCBSSH-TDNA)

Guide and Tools

DepEd-EDPITAF
July 2012
 The 2010 version of this document was developed and validated in
Regions VI, VII and VIII, Divisions of Negros Occidental,
Bohol/Tagbilaran and Northern Samar through the AusAID-funded
project, STRIVE (Strengthening the Implementation of Basic Education
in selected Provinces in the Visayas), in coordination with the EDPITAF
(Educational Development Project Implementing Task Force) and in
consultation with the TEDP-TWG, NEAP and the Bureaus of the
Department of Education.

This NCBSSH-TDNA Guide and Tool is a revised edition of the 2010

version pursuant to the provisions of the DepED Order No. 32, s. 2010,
The National Adoption and Implementation of the National
Competency-Based Standards for School Heads.
 Table of Contents
I. Introductory Information. ………………..……………………………………….…………………….1
Basis and Purpose of the NCBSSH-TDNA, p1
NCBSSH Framework, p2

II. T&D-TDNA Roles and Responsibilities ………………………….………………….……….……..3

Regional T&D, p3
Division T&D, p3
NCBSSH-TDNA Process Flow,4

III. Assessment Procedures ………………………..…………………………………………………….. 4

Preliminary Preparations, p4
Guide for the Conduct of the Schools Divisions T&D Team Orientation, p5
Orientation and Administration of the NCBSSH-TDNA Tool to School Heads, p6

IV. Scoring and Interpretation of NCBSSH-TDNA Results…..………………….………………….8

Scoring Individual SH’s Responses, p8
Interpretation of Scores and Reporting Cluster Results, p9
Consolidation Database for NCBSSH-TDNA, p10

V. Monitoring and Evaluation of the NCBSSH-TDNA …………………………………………….11

Attachments ........................................................................................................…...13

Attachment 1: The National Competency-Based Standards for School Heads, p13

Attachment 2: The NCBSSH-TDNA Tool and Invidual Results Summary Template, p21
Attachment 3: M&E Tools for the NCBSSH-TDNA, p31
Attachment 4: Session Guide for the NCBSSH-TDNA Orientation and
Administration to school Heads, p40

Aknowledgement………………………………………………………………………………………………………...44
GLOSSARY OF ACRONYMS

AIP Annual Implementation Plan

BESRA Basic Education Sector Reform Agenda

CO Central Office
DEDP Division Education Development Plan
DepEd Department of Education
DO Division Office
ELMP Education Leadership and Management Program
EDPITAF Educational Development Project Implementing Task Force
EBEIS Enhanced Basic Education Information System
EPS Education Program Supervisor
IRR Implementing Rules and Regulations of RA 9155, December 2007
IPPD Individual Plan for Professional Development
KSA Knowledge, Skills and Attitudes
LRMDS Learning Resource Management and Development System
MPPD Master Plan for Professional Development
M&E Monitoring and Evaluation
NCBSSH National Competency Based Standards for School Heads
NEAP National Educators Academy of the Philippines
PDM Professional Development Materials
PDP Professional Development Planning
PDRD Program Designing and Resource Development
PDy Program Delivery
PSDS Public School District Supervisor
RA 9155 Republic Act 9155: Governance Act for Basic Education, 11 Aug 2001
REDP Regional Education Development Plan
RO Regional Office
SBM School-Based Management
SIP School Improvement Plan
SLE Structured Learning Episode
SPPD School Plan for Professional Development
STRIVE Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas
T&D Training and Development
TDIS Training and Development Information System
TDNA Training and Development Needs Assessment
WG Working Group
 National Competency-Based Standards for School Heads
Training and Development Needs Assessment (NCBSSH-TDNA)

Basis and purpose of the NCBSSH-TDNA

The National Competency-Based Standards for School Heads Training and Development Needs
Assessment (NCBSSH-TDNA) is a mechanism to systematically determine the training and
development needs of school heads (SHs) in order to support improved practice as effective school
leaders. The competencies assessed through the NCBSSH-TDNA are based on the mandate for school
heads indicated in the RA 9155, its Implementing Rules and Regulations (IRR), and on the national
competency standards for school heads contained in the DepEd Order No. 32 series of 2010, “The
National Adoption and Implementation of the National Competency-Based Standards for School
Heads.”

The 2010 version of this Manual for TDNASH (T&D Needs Assessment for School Heads) was
developed and used by Regions VI, VII and VIII through the STRIVE Project. The needs assessment
mechanism was an adaptation of the National Educators Academy of the Philippines (NEAP)
assessment tool for school managers. A list of required competencies based on the mandate for
school heads was earlier developed by the NEAP for its School Leadership Experience Portfolio
(SLEP). The tool contained a rubric of behavioral indicators to assess school leaders on specific
competencies and to classify their level of performance.

The present revision is brought about by the national validation of a set of competency-based
standards that streamlined the list of competencies from the original list used by the 2010 version.
The DepEd Order No. 32, s. 2010 defines NCBSSH with a list of competency standards which can be
used as basis for the school heads’ decision making, actions and performances of their functions. In
addition to fundamental direction provided by the set of standards, there are knowledge, skills, and
values that are clarified through the indicators defined per strand on every domain. The NCBSSH
shall be used as basis for the preparation of a comprehensive training and development based on
expected tasks that will be utilized to deliver training programs to ensure efficiency, effectiveness,
and excellence of school heads’ job performance (DepEd Order No.32, s. 2010, par 2 and 3).

Moreover, the Regional Directors through the Training and Development Teams of the NEAP in the
Region (NEAP-R) are urged to manage the distribution and orientation of the adoption of the
NCBSSH of the divisions within their jurisdiction. Monitoring and evaluation shall be conducted by
the Quality Assurance and Monitoring Evaluation and Accreditation (QA-ME-A) Team of the NEAP-R
(DepEd Order No.32, s. 2010, par 4).

Therefore, the NCBSSH-TDNA tool is necessary to determine the school head’s needs for training and
development vis-à-vis the seven domains of competencies for an effective school leader. It is a self-
assessment mechanism done by reflecting on past and current practices as a School Head. There
could be differing possibilities in which the school head sees a need for professional development
through this tool.

Individual results will serve as basis for the development of the School Head’s Individual Plans for
Professional Development (IPPD). Consolidated results will be utilized by the CO-NEAP, NEAP-R and
Division T&D in designing and delivering competency-based training and development programs that
are responsive to their identified needs.

NCBSSH-TDNA Guide and Tools 1

The NCBSSH Framework

The NCBSSH Framework that is presented in detail in the Attachment 1 defines the different
dimensions of being an effective school head. It clearly states that an effective school head is one
who can implement continuous school improvement, who can produce better learning outcomes
among its pupils/students and who can help change institutional culture among others.

The Figure below shows the schematic presentation of the Integrated Domains with the competency
strands under each domain.

Domain 1
SCHOOL LEADERSHIP
 Developing & Communicating
Vision, Mission, Goals, and
Objectives (VMGO)
 Data-based Strategic Planning
 Problem-Solving
 Building High Performance Teams
Domain 7  Coordinating with Others Domain 2
PERSONAL & PROFESSIONAL  Leading and Managing Change INSTRUCTIONAL LEADERSHIP
ATTRIBUTES and
INTERPERSONAL  Assessment for Learning
EFFECTIVENESS  Developing Programs &/or
 Professionalism Adapting Existing Programs
 Communication  Implementing Programs for
 Interpersonal Sensitivity CORE PRINCIPLE Instructional Improvement
 Fairness, Honesty and  Instructional Supervision
Integrity School heads are
competent, committed
and accountable in
providing access to Domain 3
Domain 6 CREATING A STUDENT
quality and relevant
SCHOOL MANAGEMENT AND education for all through CENTERED LEARNING
OPERATIONS transformational CLIMATE
 Managing School Operations leadership and high  Setting high social & academic
 Fiscal Management degree of professionalism expectations
 Use of technology in the  Creating school environments
Management of Operations focused on the needs of the
learner

Domain 4
Domain 5
HR MANAGEMENT AND
PARENT INVOLVEMENT AND
PROFESSIONAL DEVELOPMENT
COMMUNITY PARTNERSHIP
 Creating a Professional Learning
Community
 Parental Involvement  Recruitment and Hiring
 External Community  Managing Performance of
Partnership Teachers and Staff

NCBSSH-TDNA Guide and Tools 2

The competencies identified for the school heads are classified into seven domains for school
leadership and management which are:

 Domain 1: School Leadership

Effective leadership is the core of every successful school. This domain emphasizes that
effective school leaders collaborately create a vision and establish a climate for teachers,
non-teaching personnel and learner7jns to reach their highest level of achievement.

 Domain 2: Instructional Leadership

Education reforms have created an urgent need for strong emphasis on the development of
instructional leadership skills. This domain covers those actions in instructional leadership
(e.g. assessment for learning, development and implementation, instructional supervision
and technical assistance that school heads take or delegate to others to promote good
teaching and high level learning among pupils/students.

 Domain 3: Creating a Student-Centered Learning Climate

The domain requires that effective school leaders set high standards and create high
expectations for learners at the same time recognizing their achievement.

 Domain 4: HR Management and Professional Development

Effective school leaders develop the skills and talents of those around them. This domain
includes the nurturing and supporting of a learning community that recruits teachers based
on NCBTS and promotes the continuous growth and development of personnel based on
IPPD and SPPD.

 Domain 5: Parent Involvement and Community Partnership

Effective school heads engage in shared decision making with the community in achieving
universal participation, completion and functional literacy. This domain covers parent and
other stakeholders’ involvement to raise learners’ performance.

 Domain 6: School Management and Operations

This domain covers the critical role school heads play in managing the implementation and
monitoring of their schools’ improvement plan/annual implementation plan.

 Domain 7: Personal and Professional Attributes and Interpersonal Effectiveness.

Effective school leaders are models of professionalism and ethical and moral leadership. This
domain includes the development of pride in the nobility of the teaching profession.

II. The T&D Roles and Responsibilities

Regional T&D Team

The Regional T&D Team is responsible for the provision of technical assistance to the schools
divisions T&D teams in the planning and implementation of the NCBSSH-TDNA.

Part of the responsibilities of the Regional T&D Team is to monitor and evaluate the NCBSSH-TDNA
processes in the divisions.

NCBSSH-TDNA Guide and Tools 3

Schools Division T&D Team

The Schools Division Training and Development (T&D) Team is responsible for the management of
the NCBSSH-TDNA process. The T&D Chair and members are designated by the Schools Division
Superintendent (SDS). The T&D Team members include all Division/District Supervisors. The T&D
Team is expected to play a key role in the preparation, administration, data analysis and reporting
the results of the NCBSSH-TDNA to the region.

The general flow of processes related to the NCBSSH-TDNA across the Regional, Division/District and
School levels is seen below.

NCBSSH-TDNA Process Flow

Region Level: Division Level: School Level:

 RD issues memo to  SDS instructs the T&D Team  SHs accomplish tool
Divisions to commence the NCBSSH-  SHs identify their
commencing the TDNA, specifying among priority training and
NCBSSH-TDNA, others, structure, functions, development needs
specifying among and general processes,  SHs prepare to
others, the resources and develop their IPPDs
structure, functions, responsibilities
general processes,  T&D Chair convenes the
resources and T&D Team and starts
responsibilities orientation and preparatory
 Reg’l T&D provides activities for the NCBSSH-
TA for Division T&D TDNA
in planning and
implementation of  T&D Team monitors and
NCBSSH-TDNA evaluates the NCBSSH-TDNA
process (Internal M&E)
 T&D Team
monitors and Division/District Level:
evaluates the  T&D Team analyzes
NCBSSH-TDNA NCBSSH-TDNA data per
process at the DO district/cluster
level  T&D Team consolidates
NCBSSH-TDNA results and
 RO utilizes reports to the SDS
NCBSSH-TDNA  NCBSSH-TDNA results are
results for the Reg- utilized for Div-MPPD re
MPPD re SHs’ SHs’ professional
professional development programs
development
programs  SDS submits report to RD


NCBSSH-TDNA Guide and Tools 4

III. Assessment Procedures

The NCBSSH-TDNA is basically a self-appraisal tool accomplished by the School Heads themselves.
The School Heads are asked to complete a self -assessment instrument where they identify the
behaviors they have consistently demonstrated in their role as a school head across the seven
domains.

Preliminary Preparations

Prior to the commencement of the administration of the NCBSSH-TDNA, the T&D Chair and Co-
chairs are convened to accomplish the following tasks:

 Study the NCBSSH-TDNA Guide and Tools, including the introductory information,
procedures and specifically to review the following:
- Individual Profile Template
- NCBSSH-TDNA Tool
- NCBSSH-TDNA Consolidation Tool (e-version)
- Monitoring and Evaluation Tools
- Framework & List of National Competencies Based Standards

 The T&D Team led by the Chair conducts a one-day orientation activity for the TDNA-WG
which includes all the Supervisors, guided by the following steps.

Guide for the Conduct of the Schools Division T&D Team Orientation

1. Conduct an introductory activity that provides an opportunity for participants to greet one
another and feel comfortable working together.
2. Explain the objectives of the orientation:
 be familiar with the purpose of the NCBSSH-TDNA
 develop a clear understanding of their role in the administration of the NCBSSH-TDNA
 practice the processes involved in the administration of the NCBSSH-TDNA to the different
respondents
 consolidate results from the NCBSSH-TDNA
 gain experience in analyzing the results from the NCBSSH-TDNA
 develop a plan for the implementation of the NCBSSH-TDNA process
3. Give an overview of the orientation by focusing on the key understandings to be achieved:
 The National Competency-Based Standards for School Heads Training & Development
Needs Assessment is based on the national framework as per DepEd Order No. 32 s. 2010.
 The NCBSSH-TDNA uses a self -appraisal process.
 Strengths and prioritized training and development needs for individual School Heads and
clusters of School Heads can be identified through reviewing the NCBSSH-TDNA results.
 The T&D Team has the responsibility for the administration, consolidation and reporting of
the NCBSSH-TDNA results.

NCBSSH-TDNA Guide and Tools 5

 4. Review the NCBSSH-TDNA Guide and Tools by
 discussing the Introductory Information and the Roles and Responsibilities of the T&D
Team;
 highlighting all the other sections of the NCBSSH-TDNA Guide and Tools and explaining that
these will be examined closely when the walkthrough of the materials is conducted; and
 clarifying any questions about the NCBSSH-TDNA Guide and Tools.
5. Walk through the NCBSSH-TDNA Guide and Tools. Begin by reviewing the process for
administering the NCBSSH-TDNA to School Heads considering the following:
 Process to be followed
 Individual Profile Template
 NCBSSH-TDNA tool, including a review of the 7 domains, 24 strands and 123 competency
indicators
 E-tool for consolidation
 Electronic data base of NCBSSH-TDNA results
 Reporting Cluster Results Interpretation of Results

6. Develop a plan for the field administration of the NCBSSH-TDNA. This should consider the
following:
 strategy to be followed e.g. supervisors visit schools within their cluster
 coordination of the M&E process
 management of the results analysis
 time frame for conducting the NCBSSH-TDNA
 reproduction of the materials for field use
 administrative tasks associated with the conduct of NCBSSH- TDNA e.g. writing of memos

7. Summarize the key elements of the day’s orientation:

 Agreements that have been made for the administration of the NCBSSH-TDNA
 T&D Team’s roles and responsibilities
 Submission of results to the region
 T&D team monitoring processes and the analysis of results at the division/district level.
8. Thank the participants for their involvement and commitment.

Orientation and Administration of the NCBSSH-TDNA Tool to School Heads

The NCBSSH-TDNA is individually done by the school heads once every three years. The Division
T&D team will conduct the orientation and the administration of the NCBSSH-TDNA Tool to the
school heads

The materials required for the administration of the NCBSSH-TDNA to the School Heads found in
Attachment 2 are:
 NCBSSH-TDNA Tool
 Individual SH Summary Results Template

NCBSSH-TDNA Guide and Tools 6

A Session Guide for this purpose can be seen in Attachment 4. The following considerations shall be
made during the conduct of the session:

1. Completion of the NCBSSH-TDNA will determine school heads’ training strengths and needs
in order to support improved professional competencies. The NCBSSH-TDNA results will
help the SH in the development of an Individual Plan for Professional Development (IPPD)
and will also inform the Division in designing a Master Plan for Professional Development
(MPPD) for the benefit of school managers.

2. The NCBSSH-TDNA is the initial stage of managing one’s professional growth where
individual strengths are affirmed and learning needs are purposely taken care of through a
deep sense of individual accountability for self-professional development. The NCBSSH-
TDNA is accomplished with the spirit of introspection or guided-reflection and that it is not
intended to evaluate performance nor a measure to compare between or among various
school heads.

3. The competencies identified in the NCBSSH-TDNA are based on the mandate for school
heads indicated in the RA 9155 and DepEd Order No. 32, series of 2010. The competencies
are classified into seven domains for school leadership and management:

 Domain 1: School Leadership

 Domain 2: Instructional Leadership
 Domain 3: Creating a Student-centered Learning Climate
 Domain 4: HR Management and Professional Development
 Domain 5: Parental Involvement and Community Partnership
 Domain 6: School Management and Operations
 Domain 7: Personal and Professional Attributes and Interpersonal Effectiveness

4. For each domain there are a number of competencies. Each competency also has a series of
indicators which state the type of behaviors expected to be demonstrated by a school head
as they develop their professional competencies as school leaders and managers.

5. School Heads should consider each indicator and reflect on the things they have done
related to the indicators and which demonstrate what they are actually doing in their
workplace.

6. For each competency, there are four possibilities in which they will see their need for
professional development. They have to place a check () under the appropriate column
that represents their self-reflection. They will need to do this for each indicator.

7. Individual results will serve as basis for the development of their IPPD. Consolidated results
will be utilized by the CO-NEAP, NEAP-R and Division T&D in designing and delivering
competency-based training and development programs that are responsive to their
identified needs.

8. The completion of the NCBSSH-TDNA will take approximately 1-2 hours, however no time
limit is imposed.

NCBSSH-TDNA Guide and Tools 7

IV. SCORING AND INTERPRETATION OF THE NCBSSH-TDNA RESULTS

Scoring Individual School Head’s Responses

It is recommended that each school Head will score his/her own responses on the tool
following the steps below.

1. For each competency there are four possible responses with corresponding scores within a
scale as shown below:

I am not doing this yet 1

I am doing a little of this and I need to learn more 2
I am doing it but I need to improve 3
I am doing it well and can lead others do the same 4

2. Score each of the responses included in the set of indicators. An example of scoring the tool
is illustrated below:

Domain 1: School Leadership

Competency 1.A

1  (1)
2 (3)
3 (2)
4 (2)
5 (4)
6 (1)

3. To compute the average score of each Strand, add the scores in each column under self-
assessment and divide it by the number of indicators to get the average assessment score for
each competency. See sample below.

Domain 1: School Leadership

Strand 1.A

1  (1)
2 (3)
3 (2)
4 (2)
5 (4)
6 (1)
Sum of column scores 2 4 3 4
Total sum of scores per strand 13
Average Score per strand 13÷6 =2.17

3. To compute the average score of each Domain, add the scores in all strands and divide by the
number of strands under each Domain. See sample below.

NCBSSH-TDNA Guide and Tools 8

 Domain 1: School Leadership

Strand 1.A Average Score per strand 2.17

Strand 1.B Average Score per strand 2.56
Strand 1.C Average Score per strand 2.77
Strand 1.D Average Score per strand 2.20
Strand 1.E Average Score per strand 3.40
Strand 1.F Average Score per strand 3.00
Average Score per Domain 16.10 ÷6 = 2.68

4. Write the average scores of each Domain and each Strand on the INDIVIDUAL SCHOOL HEAD
NCBSSH-TDNA SUMMARY RESULTS TEMPLATE attached at the end of the Tool.

5. Graph each average score on the Template using a colored pencil or Crayola.

Interpretation of Scores and Reporting Cluster Results

1. The following scale ranges with corresponding qualitative equivalents are used to interpret each
average score per domain or per strand.

Score Range Qualitative Label Descriptor

1.00 – 1.49 Urgent Need for Training The SH identifies competencies in this
Not doing this yet (UNT) range as priority needs for
1.50 – 2.49 Strong Need for Training professional development.
Doing a little of this and need (SNT)
to learn more
2.50 – 3.49 Need Enhancement The SH identifies competencies in this
Doing it but need to improve Training (NET) range as secondary needs for
professional development.
3.50 –4.00 Can Support Training The SH identifies competencies in this
Doing it well and can lead (CST) range as strong qualities/abilities that
others do the same may enable him/her to help in the
professional development of
colleagues.

2. School Heads should be given a copy of their own profile. Based on the results, School Heads can
recognize their need for professional development in various domains and strands of competencies
expected of them to demonstrate as effective school leaders.

3. When the School Heads have accomplished the NCBSSH-TDNA, cluster results should be made
using the template (hard copy and an e-version) provided to facilitate this process (See Attachment
5). There are three parts of the template namely:

 Part I – Cluster SH Identification;

 Part II – NCBSSH-TDNA Cluster Summary Sheet; and
 Part III - Summary of School Heads who need training and development

4. The following are the steps for manually organizing the cluster results:

NCBSSH-TDNA Guide and Tools 9

 Part I.
1. Assign each of the School Heads within a specific cluster an identifying code number
such as: SH1, SH2, SH3, until the last SH. These are entered in the first column of the
template.
2. Enter the names of SHs corresponding to the code number identified.
3. Write the school’s name beside the name of each of the SHs.

Part II.
1. Enter the individual Average Scores per strand of each School Head into the NCBSSH-TDNA
Cluster Summary Sheet.

2. Compute the simple average across all the SHs in each strand.

3. Determine the equivalent level of training need using the scale ranges below. Enter the
acronym in the last column.

1.00 – 1.49 Urgent Need for Training-(UNT)-

1.50 – 2.49 Strong Need for Training-(SNT)
2.50 – 3.49 Need Enhancement Training-(NET)
3.50 – 4.00 Can Support Training-(CST)

Part III.
1. Enter the average score per strand of the seven domains of each School Head.

2. Determine the number of School Heads whose average scores are below 3.50. Reflect
the number on the bottom row. This represents the number of School Heads who need
training in a particular competency strand.

Analyze the Cluster results and develop an interpretation (See Section D below). This should identify
the priority training and development needs of the School Heads within the Cluster.

Public Schools District Supervisors (PSDSs) should provide a copy of the cluster results and priority
training and development needs to the Division T&D Chair.

Consolidated NCBSSH-TDNA results gathered from groups of school heads at the Division/District
level may be analyzed in the same manner. Planners of training and development programs are
informed by the data analysis as to what priority training programs could be prepared to address low
level competencies that are most essential in the job of the school managers.

Consolidation Database for NCBSSH-TDNA

The NCBSSH-TDNA Consolidation Database allows districts and divisions to upload the electronically
consolidated results from the NCBSSH-TDNA. An individual School Head summary result as well as a
district/division profile can be generated identifying strengths and priority training and development
needs according to NCBSSH domains and competencies. Data can be analyzed and used to inform
the School Head’s development of an Individual Plans for Professional Development (IPPD) and the
Division Master Plan for Professional Development (MPPD).

The Public Schools District Supervisors (PSDSs) are responsible in managing the consolidation of the
results from all schools within their district. Results at this level should be used to inform District-led

NCBSSH-TDNA Guide and Tools 10

training and development activities for School Heads. The District level NCBSSH-TDNA consolidated
electronic results should be submitted to the Division TD Chair.

The T&D Chair at the Division level is responsible for managing the NCBSSH-TDNA Consolidation
Database at the Division level. With the support of the T&D Team, district electronic results for the
NCBSSH-TDNA are to be consolidated and used for planning and decision-making related to
provision of quality and relevant professional development activities. Results should be analyzed to
inform Division MPPDs.

V. MONITORING AND EVALUATION OF THE NCBSSH-TDNA

The T&D Chair and selected T&D members are tasked to monitor and evaluate the administration of
the NCBSSH-TDNA.

Monitoring and Evaluation mechanism and tools have been developed to support the NCBSSH-TDNA
process and consist of the:

T&D-M&E Form 1: Individual Profile Template

NCBSSH-TDNA-M&E Form 1: Division M&E of Conduct of NCBSSH-TDNA
NCBSSH-TDNA-M&E Form 2: NCBSSH-TDNA Consolidated Cluster Results
NCBSSH-TDNA-M&E Form 3: Documentation Tool for Division Implementation of NCBSSH-
TDNA

The matrix below describes the M&E tools developed for use during the implementation of the
NCBSSH-TDNA process. The tools are found in Attachment 3. The TDNA-WG should be convened
anew to consolidate the results from the monitoring of the NCBSSH-TDNA and develop
recommendations for the improvement of the NCBSSH-TDNA process.

Who will be
When will the
What will be How it will be M&E tool to responsible How will the results be
monitoring
monitored monitored be used for the used
take place
monitoring
School Head’s details All School T&D-M&E TDNA - WG Prior to the Results will be entered into
in relation to their Heads will be Form 1: accomplishment the TDIS database along
current position, their asked to Individual of the NCBSSH- with their corresponding
level of experience complete the Profile TDNA Tool NCBSSH-TDNA results
and qualification profile Template

The implementation Members of NCBSSH- Division During the Results will be collated and
of the NCBSSH- the Division TDNA-M&E TDNA - WG accomplishment analyzed by the TDNA-WG
TDNA process at the TDNA- WG Form 1: and NCBSSH- and used to inform future
school/cluster level will be asked to Division TDNA process NCBSSH-TDNA
observe the Monitoring & and the processes.
conduct of the Evaluation of consolidation of
NCBSSH- the Conduct results
TDNAat the of NCBSSH-
school/cluster TDNA
level and
complete the
tool

The training and The PSDS /ES NCBSSH- TDNA -WG After the Results will be analyzed
development needs will be asked to TDNA-M&E accomplishment and used to inform the

NCBSSH-TDNA Guide and Tools 11

of the School Heads consolidated Form 2: of the NCBSSH- Division on the training and
the School NCBSSH- TDNA by a development needs for
Heads TDNA cluster of School School Heads. Results will
NCBSSH- Consolidated Heads be incorporate into the
TDNA results Cluster MPPD and DEDP
for a cluster of Results
schools Template

The implementation A Process NCBSSH- Region During the Results to be discussed

of the NCBSSH- Observer will TDNA M&E TDNA - WG NCBSSH-TDNA with the Division and
TDNA at the Division be identified Form 3: process at the identify strengths and
level and asked to Documentati Division Level areas for improvement.
complete the on Tool for
tool Division Observations will be
Implementati collated by the TDNA- WG
on of and the results analyzed
NCBSSH- to inform future TDNA
TDNA policy

NCBSSH-TDNA Guide and Tools 12

 Attachment 1:

The National Competency Based

Standards for School Heads (NCBSSH)

NCBSSH-TDNA Guide and Tools 13

 NATIONAL COMPETENCY – BASED STANDARDS FOR SCHOOL HEADS (NCBSSH)
(Inclosure to DepEd Order No. 32, s. 2010)
Key Domains of School Heads’ Competencies
Based on the Core Principle and a review of literature on principal performance, the following domains of
practice were identified as important for school heads to be effective.

School Leadership
Effective leadership is the core of every successful school. This domain emphasizes that effective school leaders
collaborately create a vision and establish a climate for teachers, non-teaching personnel and learners to reach
their highest level of achievement. They follow the leadership framework of a transformational leadership
which are owning, co-owning and co-creating They use data-base and analysis of best practices in education,
society and country in order to be responsive and proactive in changing schools to prepare children for the
future in which they will live.

Instructional Leadership
Education reforms has created an urgent need for strong emphasis on the development of instructional
leadership skills. This domain covers those actions in instructional leadership (e.g. assessment for learning,
development and implementation, instructional supervision and technical assistance that school heads take or
delegate to others to promote good teaching and high level learning among pupils/students.

Creating a Student-Centered Learning Climate

The domain requires that effective school leaders set high standards and create high expectations for learners
at the same time recognizing their achievements. It also includes creating opportunities to make learners
functionally literate. They create a learner – centered, safe and healthy environment that supports continuous
learning and sharing of knowledge.

HR Management and Professional Development

Effective school leaders develop the skills and talents of those around them. This domain includes the nurturing
and supporting of a learning community that recruits teachers based on NCBTS and promotes the continuous
growth and development of personnel based on IPPD and SPPD. They recognize individual talents and assign
responsibility and authority for specific tasks and appraise the staff based on competency standards.

Parent Involvement and Community Partnership

Effective school heads engage in shared decision making with the community in achieving universal participation,
completion and functional literacy. This domain covers parent and other stakeholders involvement to raise learners’
performance. This also includes responsibility for promoting positive image of the school thereby establish sustainable
linkages with other sectors.

School Management and Operations

This domain covers the critical role school heads play in managing the implementation and monitoring of their schools’
improvement plan/annual implementation plan. They are responsible for the generation, mobilization and are accountable
for the utilization of funds and other resources. They also use ICT in the management of their daily operations.

Personal and Professional Attributes and Interpersonal Effectiveness

Effective school leaders are models of professionalism and ethical and moral leadership. This domain includes
the development of pride in the nobility of the teaching profession. School leaders also project integrity by
promoting and supporting an environment where teachers, non-teaching staff and learners adhere to do “what
is right.” They also express themselves clearly and possess effective writing and presentation skills

NCBSSH-TDNA Guide and Tools 14

Key Domains and Competency Strands
The NCBS-SH is an integrated theoretical framework that defines the different dimensions of being an effective
school head. An effective school head is one who can implement continuous school improvement, who can
produce better learning outcomes among its pupils/students and who can help change institutional culture
among others.

The NCBS-SH Domains are distinctive areas which will guide school heads to be effective. Each domain is based
on the functions expected of school heads, Under each domain are competency strands and the competency
strand is broken down into a number of performance indicators. Performance indicator points to the abilities,
attitudes and underpinning knowledge which lead to competent performance.

The Figure below shows the schematic presentation of the Integrated Domains with the competency strands
under each domain.
Domain 1
SCHOOL LEADERSHIP
 Developing & Communicating
Vision, Mission, Goals, and
Objectives (VMGO)
 Data-based Strategic Planning
 Problem-Solving
 Building High Performance Teams Domain 2
Domain 7  Coordinating with Others
PERSONAL & PROFESSIONAL INSTRUCTIONAL LEADERSHIP
 Leading and Managing Change
ATTRIBUTES and 
INTERPERSONAL  Assessment for Learning
EFFECTIVENESS  Developing Programs &/or
 Professionalism Adapting Existing Programs
 Communication  Implementing Programs for
 Interpersonal Sensitivity CORE PRINCIPLE Instructional Improvement
 Fairness, Honesty and  Instructional Supervision
Integrity School heads are
competent, committed
and accountable in
providing access to Domain 3
Domain 6 CREATING A STUDENT
quality and relevant
SCHOOL MANAGEMENT AND education for all through CENTERED LEARNING
OPERATIONS transformational CLIMATE
 Managing School Operations leadership and high  Setting high social & academic
 Fiscal Management degree of professionalism expectations
 Use of technology in the  Creating school environments
Management of Operations focused on the needs of the
learner

Domain 4
Domain 5
HR MANAGEMENT AND
PARENT INVOLVEMENT AND
PROFESSIONAL DEVELOPMENT
COMMUNITY PARTNERSHIP
 Creating a Professional Learning
Community
 Parental Involvement  Recruitment and Hiring
 External Community  Managing Performance of
Partnership teachers and Staff

NCBSSH-TDNA Guide and Tools 15

Guiding Principles in the Framing of the NCBS -SH

The following are the principles which guided the framing of the NCBS-SH.
• Function - based. The competencies are based on school head functions as stated in RA 9155, related
laws and DepEd policies.
• Responsive. Competencies are applicable in any range of context: big or small school, city or rural
school, culturally divergent groups.
• Impartial. These are applicable to any school head regardless of position item, gender, age, experience
and other personal circumstances
• Coherent. These are clear and logical.
• Valid. All performance indicators are research-and experience-based.

CORE PRINCIPLE
School heads are competent, committed and accountable in providing access to quality
and relevant education for all through transformational leadership and high degree of
professionalism.

DOMAINS AND
INDICATORS
COMPETENCY STRANDS
DOMAIN 1. SCHOOL LEADERSHIP
1.A. Developing &  Involves internal and external stakeholders in the drafting of the school vision,
Communicating mission, goals and objectives for co-ownership
Vision, Mission,  Expresses ownership and personal responses to the identified issues
Goals, and  Aligns goals and objectives with the school vision and mission
Objectives (VMGO)  Communicates the school VMGO clearly
 Explains the school vision to the general public
 Revisits and ensures that school activities are aligned with the school VMGO
1.B. Data-based  Establishes BEIS/SIS and baseline data of all performance indicators
Strategic Planning  Involves all internal and external stakeholders in developing SIP/AIP
 Utilizes data, e.g. BEIS/SIS, SBM assessment, TSNA, and strategic planning in
the development of SIP/AIP
 Aligns the SIP/AIP w/ national, regional and local education thrusts and policies
 Communicates effectively SIP/AIP to internal and external stakeholders
1.C. Problem Solving  Resolves problems at the school level
 Assists teachers and students to understand the problem and identify possible
solutions
 Assists concerned parties in choosing solutions through a dialogue
 Addresses the causes of the problem rather than the symptoms
 Explores several approaches in handling problems
1.D. Building High  Involves stakeholders in meetings and deliberations for decision making,
Performance  Provides opportunities for growth to develop members to be team players
Teams  Defines roles and functions of each committee
 Monitors and evaluates accomplishment of different committees/teams
 Gives feedback on the team’s performance using performance – based
assessment tool
 Establishes a system for rewards and benefits for teachers and staff
1.E. Coordinating with  Collaborates with concerned staff and other stakeholders on the planning and
Others implementation of programs and projects
 Ensures proper allocation and utilization of resources (time, fiscal, human, IMS,
etc.)
 Provides feedback and updates to stakeholders on the status of progress and

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 completion of programs and projects
 Mobilizes teachers/staff/stakeholders in sustaining a project
1.F. Leading &  Assists teachers to identify strengths and growth areas through monitoring
Managing Change and observation
 Introduces innovations in the school program to achieve higher learning
outcomes
 Monitors and evaluates the implementation of change programs included in
SIP/AIP
 Observes and applies multi-tasking in giving assignments
 Advocates and executes plans for changes including culture change in the
workplace
 Empowers teachers and personnel to identify, initiate and manage changes

DOMAIN 2. INSTRUCTIONAL LEADERSHIP

2.A. Assessment for  Manages the processes and procedures in monitoring student achievement
Learning  Ensures utilization of a range of assessment processes to assess student
performance
 Assesses the effectiveness of curricular/co-curricular programs and / or
instructional strategies
 Creates & manages a school process to ensure student progress is conveyed to
students and parents/guardians regularly

2.B. Developing  Uses research, expertise, and/or other vehicles to assist in developing and
Programs &/or implementing a coherent and responsive school-wide curriculum
Adapting Existing  Addresses deficiencies and sustains successes of current programs in
Programs collaboration with the teachers. Learners and stakeholders
 Develops a culture of functional literacy

2.C. Implementing  Manages the introduction of curriculum initiatives in line w/ DepEd policies
Programs for (e.g. BEC, Madrasah)
Instructional  Works with teachers in curriculum review
Improvement  Enriches curricular offerings based on local needs
 Manages curriculum innovation and enrichment with the use of technology
 Organizes teams to champion instructional innovation programs toward
curricular responsiveness
2.D. Instructional  Prepares an instructional supervisory plan
Supervision  Conducts Instructional Supervision using appropriate strategy
 Evaluates lesson plans as well as classroom and learning management
 Provides timely, accurate and specific feedback in a collegial manner to
teachers regarding performance
 Provides technical assistance / expertise and instructional support to teachers

 DOMAIN 3. CREATING A STUDENT - CENTERED LEARNING CLIMATE

3.A. Setting high social  Benchmarks school performance
& academic  Establishes and models high social and academic expectations for all
expectations  Creates an engaging learning environment
 Participates in the management of learner behavior within the school and
other school related activities done outside the school
 Supports learners’ desire to pursue further learning
 Recognizes high performing learners and teachers and supportive parents and
other stakeholders
3.B. Creating school  Creates and sustains a safe, orderly, nurturing and healthy environment
environments  Provides environment that promotes use of technology among learners and
focused on the teachers

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 needs of the
learner

DOMAIN 4. HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT

4.A. Creating a  Builds a community of learners among teachers
Professional  Assesses and analyzes the needs and interests of teachers and other school
Learning personnel
Community  Aligns the School Plan for Professional Development (SPPD) with the Individual
Plan for Professional Development (IPPD) and identified needs of other school
personnel
 Includes the SPPD in the SIP/AIP
 Mentors and coaches employees and facilitates the induction of new ones
 Recognizes potential of staff and provides opportunities for professional
development
 Ensures the school development plan objectives are supported with resources
for training and development programs
 Prepares, implements, and monitors school-based INSET for all teaching staff
based on IPPD
 Monitors and evaluates training efficiency and effectiveness
4.B. Recruitment &  Utilizes the basic qualification standards and adheres to pertinent policies in
Hiring recruiting and hiring teachers / staff
 Creates a School Selection and Promotion Committee and trains its members
 Recommends better ways and means to improve recruitment, hiring and
performance appraisal of teachers
4.C. Managing  Assigns teachers and other personnel to their area of competence
Performance of  Assists teachers and staff in setting and resetting performance goals
Teachers and Staff  Monitors and evaluates performance of teaching and non-teaching personnel
vis-a-vis targets
 Delegates specific tasks to help manage the performance of teaching and non-
teaching personnel
 Coaches deputized staff as needed on managing performance
 Creates a functional school-based performance appraisal committee
 Assists and monitors the development of of IPPD of each teacher
DOMAIN 5. PARENT INVOLVEMENT & COMMUNITY PARTNERSHIP
5.A. Parental  Establishes school and family partnerships that promote student peak
Involvement performance
 Organizes programs that involve parents and other school stakeholders to
promote learning
 Conducts dialogues, fora, training of teachers, learners and parents on the
welfare and performance of learners
5.B. External  Promotes the image of the school through school summit, State of the School
Community Address (SOSA) cultural shows, learners’ project exhibits, fairs, etc.
Partnership  Conducts dialogues and meetings with multi-stakeholders in crafting programs
and projects
 Participates actively in community affairs
 Establishes sustainable linkages / partnership with other sectors, agencies and
NGOs through MOA/ MOU or using Adopt a School Program policies

6.A. Managing School  Manages the implementation, monitoring and review of the SIP/AIP and other
Operations action plans
 Establishes and maintains specific programs to meet needs of identified target
groups

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  Takes the lead in the design of a school physical plant and facilities
improvement plan in consultation with an expert/s
 Allocates/prioritizes funds for improvement and maintenance of school
physical facilities and equipment
 Oversees school operations and care and use of school facilities according to
set guidelines
 Institutionalizes best practices in managing and monitoring school operations
thereby creating a safe, secure and clean learning environment
 Assigns / hires appropriate support personnel to manage school operations
6.B. Fiscal  Prepares a financial management plan
Management  Develops a school budget which is consistent with SIP/AIP
 Generates and mobilizes financial resources
 Manages school resources in accordance with DepEd policies and accounting
and auditing rules and regulations and other pertinent guidelines
 Accepts donations, gifts, bequests and grants in accordance with RA 9155
 Manages a process for the registration, maintenance and replacement of
school assets and dispositions of non-reusable properties
 Organizes a procurement committee and ensures that the official procurement
process is followed
 Utilizes funds for approved school programs and projects as reflected in
SIP/AIP
 Monitors utilization, recording and reporting of funds
 Accounts for school fund
 Prepares financial reports and submits / communicates the same to higher
education authorities and other education partners
6.C. Use of Technology  Applies Information Technology (IT) plans for online communication
in the  Uses IT to facilitate the operationalization of the school management system
Management of (e.g. school information system, student tracking system, personnel
Operations information system)
 Uses IT to access Teacher Support Materials (TSM), Learning support Materials
(LSM) and assessment tools in accordance with the guidelines
 Shares with other school heads the school’s experience in the use of new
technology
DOMAIN 7. PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS
7.A. Professionalism  Manifests genuine enthusiasm and pride in the nobility of the teaching
profession
 Observes and demonstrates desirable personal and professional (RA 6713 &
Code of Ethics RA 7836) behaviors like respect, honesty, dedication,
patriotism and genuine concern for others at all times
 Maintains harmonious and pleasant personal official relations with superiors,
colleagues, subordinates, learners, parents and other stakeholders
 Recommends appointments, promotions and transfers on the bases of merit
and needs in the interest of the service
 Maintains good reputation with respect to financial matters such as the
settlement of his/her debts, loans and other financial affairs
 Develops programs and projects for continuing personal and professional
development including moral recovery
and values formation among teaching
and non-teaching personnel
7.B. Communication  Communicates effectively both in speaking and writing to staff and other
stakeholders
 Listens to stakeholders’ needs and concerns and responds appropriately in
consideration of the political, social, legal and cultural context

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 7.C. Interpersonal  Interacts appropriately with a variety of audiences
Sensitivity  Demonstrates ability to empathize with others
7.D. Fairness, Honesty  Observes Award System and a system of assistance for teachers staff to sustain
and Integrity integrity, honesty and fairness
 Demonstrates integrity, honesty and fairness in all his/her dealings and
transactions
 Makes individuas accountable for their actions

NCBSSH-TDNA Guide and Tools 20

Attachment 2

National Competency-Based Standards for School Heads

Training and Development Needs Assessment
(NCBSSH-TDNA) Tool

and

Individual School Head NCBSSH-TDNA

Results Summary Template

NCBSSH-TDNA Guide and Tools 21

 National Competency-Based Standards for School Heads
Training and Development Needs Assessment
(NCBSSH-TDNA) Tool
(Based on DepEd Order No. 32. s. 2010,
The National Adoption and Implementation of the National
Competency-Based Standards for School Heads)

INSTRUCTIONS:

a. This tool contains a list of competencies covered in the National Competency-Based

Standards for School Heads. Consider each competency by reflecting on your past and
current practices as a School Head.

b. Individual results will serve as basis for the development of your IPPD. Consolidated
results will be utilized by the CO-NEAP, NEAP-R and Division T&D in designing and
delivering competency-based training and development programs that are responsive to
your identified needs.

c. For each competency indicator, there are four possibilities in which you will see your need
for professional development. Place a check () under the appropriate column that
represents your self-reflection. Do this for each competency.

1- I am not doing this yet

2- I am doing a little of this and I need to learn more
3- I am doing it but I need to improve
4- I am doing it well and can lead others do the same

START HERE:

Competency Domain/Strand 1 2 3 4
DOMAIN 1. SCHOOL LEADERSHIP
Strand 1.A. Developing & Communicating Vision, Mission, Goals, and Objectives
(VMGO)
1. Demonstrate co-ownership of and personal
responses to identified issues consistent with the
school’s vision and mission
2. Involve internal and external stakeholders in
formulating and achieving school vision,
mission, goals and objectives
3. Align goals and objectives with the school
vision and mission
4. Communicate the school VMGO clearly

5. Explain the school vision to the general public

6. Revisit and ensure that school activities are

NCBSSH-TDNA Guide and Tools 22

 aligned with the school VMGO

Strand 1.B. Data-based Strategic Planning

7. Establish E-BEIS/SIS and baseline data of all
performance indicators
8. Involve all internal and external stakeholders in
developing SIP/AIP
9. Utilize data, e.g, E-BEIS/SIS, SBM assessment,
TSNA, and strategic planning in the
development of SIP/AIP
10. Align the SIP/AIP with national, regional and
local education policies and thrusts
11. Communicate effectively SIP/AIP to internal
and external stakeholders
Strand 1.C. Problem-Solving
12. Resolve problems at the school level

13. Assist teachers and students to understand

problems and identify possible solutions
14. Analyze cause/s of problems critically and
objectively

15. Address the causes of the problem rather than

the symptoms
16. Explore several approaches in handling
problems

17. Demonstrate a proactive approach to problem

solving
Strand 1.D. Building High Performance Teams
18. Involve stakeholders in meetings and
deliberations for decision making
19. Set high expectations and challenging goals

20. Provide opportunities for growth and

development of members as team players
21. Define roles and functions of each committee

22. Monitor and evaluate accomplishment of

different committees/teams
23. Give feedback on the team’s performance using
performance – based assessment tool
24. Establish a system for rewards and benefits for
teachers and staff
Strand 1.E. Coordinating with Others
25. Collaborate with concerned staff on the
planning and implementation of programs and
projects

NCBSSH-TDNA Guide and Tools 23

 26. Ensure proper allocation and utilization of
resources (time, fiscal, human, IMS, etc.)
27. Provide feedback and updates to stakeholders on
the status of progress and completion of
programs and projects
28. Mobilize teachers/staff in sustaining a project

Strand 1.F. Leading & Managing Change

29. Maintain an open, positive and encouraging
attitude toward change
30. Assist teachers in identifying strengths and
growth areas through monitoring and
observation
31. Introduce innovations in the school program to
achieve higher learning outcomes
32. Monitor and evaluate the implementation of
change programs included in SIP/AIP
33. Observe and apply multi-tasking in giving
assignments
34. Advocate and execute plans for changes
including culture change in the workplace
35. Empower teachers and personnel to identify,
initiate and manage changes
DOMAIN 2. INSTRUCTIONAL LEADERSHIP
Strand 2.A. Assessment for Learning
36. Manage the processes and procedures in
monitoring student achievement
37. Ensure utilization of a range of assessment
processes to assess student performance
38. Assess the effectiveness of curricular/co-
curricular programs and/or instructional
strategies
39. Utilize assessment results to improve learning

40. Create & manage a school process to ensure

student progress is conveyed to students and
parents/guardians regularly
Strand 2. B. Developing Programs &/or Adapting Existing Programs
41. Develop/adapt a research-based school program

42. Assist in implementing an existing, coherent

and responsive school-wide curriculum
43. Address deficiencies and sustain successes of
current programs in collaboration with teachers
and learners
44. Develop a culture of functional literacy

Strand 2.C. Implementing Programs for Instructional Improvement

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 45. Manage the introduction of curriculum
initiatives in line with DepEd policies (e.g.
BEC, Madrasah)
46. Work with teachers in curriculum review

47. Enrich curricular offerings based on local needs

48. Manage curriculum innovation and enrichment
with the use of technology
49. Organize teams to champion instructional
innovation programs toward curricular
responsiveness
Strand 2.D. Instructional Supervision
50. Prepare and implement an instructional
supervisory plan
51. Conduct Instructional Supervision using
appropriate strategy
52. Evaluate lesson plans as well as classroom and
learning management
53. Provide in a collegial manner timely, accurate
and specific feedback to teachers regarding
their performance
54. Provide expert technical assistance and
instructional support to teachers
DOMAIN 3. CREATING A STUDENT - CENTERED LEARNING CLIMATE
Strand 3.A. Setting high social & academic expectations
55. Benchmark school performance

56. Establish and model high social and academic

expectations for all
57. Create an engaging learning environment

58. Participate in the management of learner

behavior within the school and other school
related activities done outside the school
59. Support learners’ desire to pursue further
learning
60. Recognize high performing learners and
teachers and supportive parents and other
stakeholders
Strand 3. B. Creating school environments focused on the needs of the learner
61. Create and sustain a safe, orderly, nurturing and
healthy environment
62. Provide environment that promotes use of
technology among learners and teachers
DOMAIN 4. HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT
Strand 4.A. Creating a Professional Learning Community
63. Build a community of learners among teachers

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 64. Assess and analyze the needs and interests of
teachers and other school personnel
65. Ensure that the School Plan for Professional
Development (SPPD) emerges from the
Individual Plan for Professional Development
(IPPD) and other identified needs of school
personnel included in the SIP/AIP
66. Integrate the SPPD in the SIP/AIP

67. Mentor and coach employees and facilitate the

induction of new ones
68. Recognize potentials of staff and provide
opportunities for professional development
69. Ensure that the objectives of the school
development plan are supported with resources
for training and development programs
70. Prepare, implement, and monitor school-based
INSET for all teaching staff based on IPPDs
and the SPPD
71. Monitor and evaluate school-based INSETs

Strand 4.B. Recruitment & Hiring

72. Utilize the basic qualification standards and
adhere to pertinent policies in recruiting and
hiring teachers / staff
73. Create and train School Selection and
Promotion Committee and train its members
74. Recommend better ways and means to improve
recruitment, hiring and performance appraisal of
teachers
Strand 4.C. Managing Performance of Teachers and Staff
75. Assign teachers and other personnel to their area
of competence
76. Assist teachers and staff in setting and resetting
performance goals
77. Monitor and evaluate performance of teaching
and non-teaching personnel vis-a-vis targets
78. Delegate specific tasks to help manage the
performance of teaching and non-teaching
personnel
79. Coach deputized staff as needed on managing
performance
80. Create a functional school-based performance
appraisal committee

81. Assist and monitor the development of IPPD of

each teacher

NCBSSH-TDNA Guide and Tools 26

DOMAIN 5. PARENT INVOLVEMENT & COMMUNITY PARTNERSHIP
Strand 5.A. Parental Involvement
82. Establish school and family partnerships that
promote students’ peak performance
83. Organize programs that involve parents and
other school stakeholders to promote learning
84. Conduct dialogues, fora, training of teachers,
learners and parents on the welfare and
improves performance of learners
Strand 5.B. External Community Partnership
85. Promote the image of the school through school
summit, State of the School Address (SOSA)
cultural shows, learners’ project exhibits, fairs,
etc.
86. Conduct dialogues and meetings with multi-
stakeholders in crafting programs and projects
87. Participate actively in community affairs

88. Establish sustainable linkages/partnership with

other sectors, agencies and NGOs through
MOA/ MOU or using Adopt- a- School
Program policies
DOMAIN 6. SCHOOL MANAGEMENT AND OPERATIONS
Strand 6. A. Managing School Operations
89. Manage the implementation, monitoring and
review of the SIP/AIP and other action plans
90. Establish and maintain specific programs to
meet needs of identified target groups
91. Take the lead in the design of a school physical
plant and facilities improvement plan in
consultation with an expert/s
92. Allocate/prioritize funds for improvement and
maintenance of school physical facilities and
equipment
93. Oversee school operations and care and use of
school facilities according to set guidelines
94. Institutionalize best practices in managing and
monitoring school operations thereby creating
a safe, secure and clean learning environment
95. Assign/ hire appropriate support personnel to
manage school operations
Strand 6.B. Fiscal Management
96. Prepare a financial management plan

97. Develop a school budget which is consistent

with SIP/AIP
98. Generate and mobilize financial resources

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 99. Manage school resources in accordance with
DepEd policies and accounting and auditing
rules and regulations and other pertinent
guidelines
100. Accept donations, gifts, bequests and grants in
accordance with RA 9155
101. Manage a process for the registration,
maintenance and replacement of school assets
and dispositions of non-reusable properties
102. Organize a procurement committee and ensures
that the official procurement process is followed
103. Utilize funds for approved school programs and
projects as reflected in SIP/AIP
104. Monitor utilization, recording and reporting of
funds
105. Account for school fund

106. Prepare financial reports and submit/

communicate the same to higher education
authorities and other education partners
Strand 6.C. Use of Technology in the Management of Operations
107. Apply Information Technology (IT) plans for
online communication
108. Use IT to facilitate the operationalization of the
school management system (e.g. school
information system, student tracking system,
personnel information system)
109. Use IT to access Teacher Support Materials
(TSM), Learning support Materials (LSM) and
assessment tools in accordance with the
guidelines
110. Share with other school heads the school’s
experience in the use of new technology

DOMAIN 7. PERSONAL AND PROFESSIONAL ATTRIBUTES AND

INTERPERSONAL EFFECTIVENESS
Strand 7.A. Professionalism
111. Manifest genuine enthusiasm and pride in the
nobility of the teaching profession
112. Observe and demonstrate desirable personal and
professional (RA 6713 & Code of Ethics RA
7836) behaviors like respect, honesty,
dedication, patriotism and genuine concern for
others at all times
113. Maintain harmonious relations with superiors,
colleagues, subordinates, learners, parents and
other stakeholders
114. Endorse appointments, promotions and

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 transfers on the bases of merit and needs in the
interest of the service
115. Maintain good reputation with respect to
financial matters such as the settlement of debts,
loans and other financial affairs
116. Develop programs and projects for continuing
personal and professional development
including moral recovery and values formation
among teaching and non-teaching personnel
VII. Strand 7.B. Communication
117. Communicate effectively to staff and other
stakeholders in both oral and written forms
118. Listen to stakeholders’ needs and concerns and
respond appropriately in consideration of the
political, social, legal and cultural context
VII. Strand 7.C. Interpersonal Sensitivity
119. Interact appropriately with a variety of
audiences
120. Demonstrate ability to empathize with others

VII. Strand 7.D. Fairness, Honesty & Integrity

121. Observe Award System and a system of
assistance for teachers staff to sustain integrity,
honesty and fairness in all school practices
122. Demonstrate integrity, honesty and fairness in
all his/her dealings and transactions
123. Make individuals accountable for their actions

Name of School Head:

___________________________________________
Signature over printed Name

Name of School and Division:

___________________________________________

Date Accomplished:___________________________

NCBSSH-TDNA Guide and Tools 29

 INDIVIDUAL SCHOOL HEAD NCBSSH-TDNA RESULTS SUMMARY TEMPLATE

School:
Name of School Head: District/Division:
Domains DOMAIN 1 D1 DOMAIN 2 D2 DOMAIN D3 DOMAIN 4 D4 DOMAIN D5 DOMAIN 6 D6 DOMAIN 7 D7
Tot Tot 3 Tot Tot 5 Tot Tot Tot
Strands 1.A 1.B 1.C 1.D 1.E 1.F 2.A 2..B 2.C 2.D 3.A 3.B 4.A 4.B 4.C 5.A 5.B 6.A 6.B 6.C 7.A 7.B 7.C 7.D

Average
SCORES
Level Score-
Range
Can support

4.00
Training

3.75

3.50

3.25
Need enhance-
ment training

3.00

2.75

2.50

2.25
Strong Need
for Training

2.00

1.75

1.50

1.25
Urgent Need
for Training

1.00

Strands 1.A 1.B 1.C 1.D 1.E 1.F 2.A 2..B 2.C 2.D 3.A 3.B 4.A 4.B 4.C 5.A 5.B 6.A 6.B 6.C 7.A 7.B 7.C 7.D

Domains DOMAIN 1 D1 DOMAIN 2 D2 DOMAIN 3 D3 DOMAIN 4 D4 DOMAIN 5 D5 DOMAIN 6 D6 DOMAIN 7 D7

Tot Tot Tot Tot Tot Tot Tot

NCBSSH-TDNA Guide and Tools 30

Attachment 3: Monitoring and Evaluation Tools for the
NCBSSH-TDNA

A3-A M&E Matrix of Tools for NCBSSH-TDNA

A3-B T&D-M&E Form 1: Individual Profile Template
A3-C TDNASH-M&E Form 1: Division M&E of Conduct of NCBSSH-TDNA
A3-D TDNASH-M&E Form 2: NCBSSH-TDNA Consolidated Cluster Results Template
A3-E TDNASH-M&E Form 3: Documentation Tool for Division Implementation of NCBSSH-TDNA

NCBSSH-TDNA Guide and Tools 31

 1

T&D-M&E Form 1: Individual Profile Template

I PERSONAL DATA
Name:

(Surname) (First Name) (Middle Name)

Employee Number (If Applicable) Sex: Male Female

Date of Birth:
Home Address:
Contact #: e-mail address:
Region: Division: District:
Office/School: Address:
Current Position: Other Designations:

Highest Educational Attainment:

II. WORK EXPERIENCE

(List from most current.)
MAIN AREA OF LEVEL e.g. Elem/Sec/ALS
INCLUSIVE
POSITION RESPONSIBILITY e.g. subjects school, district, division, PERIOD
taught, level supervised region

Use additional sheet if necessary.

NCBSSH-TDNA Guide and Tools 32

III. TRAINING ATTENDED OVER THE LAST THREE YEARS

Please check training focus and management level for all training attended over the last three years.

Training Focus Training Management Level of Training

attended Central Region Division Cluster School
over last 3
years ()
Curriculum

Resource Materials
Development

Planning

Management

Policy Development

Research

Other, please specify

______________

IV. SIGNIFICANT EXPERIENCES

Identify which of the following areas you consider to be your area(s) of expertise:
S School Based Management
Quality Assurance Monitoring and Evaluation
Access Education Subject Specialization: _____________)
Education Planning Policy Development
Learning Resource Materials Development ICT
Delivery of Training Other, please specify ________________

Certified Trainers by NEAP Central NEAP-Region TEI

SEAMEO- INNOTECH Foreign Assisted Projects (FAP) Other, please specify -----

List your significant experiences in the identified areas

Use additional sheet if necessary.

NCBSSH-TDNA Guide and Tools 33

V. TRAINING AND DEVELOPMENT EXPERIENCES
Identify which of the following specific areas you consider to be your area(s) of expertise:

Competency Assessment Program Planning

Program Designing Resource Materials Development

Program Delivery Program Management

Monitoring and Evaluation of Training

List your significant experiences in the identified areas

Use additional sheet if necessary.

I certify that the information I have given to the foregoing questions are true, complete, and correct to the
best
of my knowledge and belief.

Date: Signature:

Please submit completed form to Training and Development Division/Unit. Information will be
incorporated into the T&D Information System Database.

NCBSSH-TDNA Guide and Tools 34

NCBSSH-TDNA -M&E Form 1: Division Monitoring & Evaluation of the
Conduct of NCBSSH-TDNA

TDNA Administrator Monitored: ____________________ Dates: _______________

Activity Monitored: School Head completion of NCBSSH-TDNA

Please consider the administration of the NCBSSH-TDNA in line with the indicators listed below. Please check
(✔) the appropriate column to indicate your level of agreement for each of the statements.

Strongly Strongly
Agree Disagree
Agree Disagree
Administration of the NCBSSH-TDNA
Materials for conducting the NCBSSH-TDNA were organized and
prepared in advance
Respondents were informed of the purpose for conducting the
NCBSSH-TDNA
Clear instructions were provided on the process to be followed
Clarification was provided by the NCBSSH-TDNA Administrator
when necessary
Answer Sheets were collected and checked to ensure respondent
information is complete and answers have been provided for all
indicators/competencies
Results Analysis
Results have been accurately analysed to identify the TDNA results
of the school heads.
Results have been accurately profiled for individual School Heads
Results have been accurately consolidated and profiled for clusters
of School Heads
Results have been submitted to the School Head, Cluster Lead
School Head and TDNA-WG Chair in a timely manner

General Comments

Recommendations to improve processes

NCBSSH-TDNA Guide and Tools 35

 TDNASH-M&E Form 2: NCBSSH-TDNA Consolidated Cluster Results
Template
PART I. Cluster School Heads Identification

Cluster Name: ____________________________ Division __________________________

No. School Head Name School

SH 1

SH 2

SH 3

SH 4

SH 5

SH 6

SH 7

SH 8

SH 9

SH 10

SH 11

SH 12

SH 13

SH 14

SH 15

NCBSSH-TDNA Guide and Tools 36

 PART II. NCBSSH-TDNA Cluster Summary Sheet for School Heads TDNA Profile

Cluster Name: _______________________

School Heads’ TDNA Overall and per Domain Profile Training Identify
Need competencies
Domains S S S S S S S S SH SH S S S S SH Ave. that should be
Level
(D) H H H H H H H H 9 10 H H H H 15 Ratings enhanced via
1 2 3 4 5 6 7 8 1 1 1 1 training
1 2 3 4
D 1.A 1.48 UNT
1 √
1.B SNT
√
1.C NNT
1.D NNT
1.E NET
√
1.F SNT
√
2.30
√
D 2.A
2
2.B
2.C
.
2.D

D 3.A
3
3.B

D 4.A
4
4.B
4.C

D 5.A
5
5.B

D 6.A
6
6.B
6.C

7.A
D
7 7.B
7.C

7.D

NCBSSH-TDNA Guide and Tools 37

Part III. NBSSH-TDNA Summary of School Heads who Need Training

Cluster Name: _______________________________________

School Domain 1 Domain 2 Domain 3 Domain 4 Domain 5 Domain 6 Domain 7

Heads I.A I.B I.C I.D I.E II.A II.B II.C II.D III.A III.B IV.A IV.B IV.C V.A V.B VI.A VI.B VI.C VII.A VII.B VII.C VII.D

SH 1

SH 2

SH 3

SH 4

SH 5
Total No.
of SH
who
need
Training

NCBSSH-TDNA Guide and Tools 38

 T&D System Operations Manual-Volume 2: The TDNA System

NCBSSH-TDNA M&E Form 3:

Documentation Tool for Division Implementation of NCBSSH-TDNA
This form is to be used to support Regional monitoring of the NCBSSH-TDNA process at the Division level and
Division monitoring of district and level activities. It is expected that the assessment will be based on
observations, discussions with the implementing team and review of relevant documents.
Division/District _________________________ Date: __________________

Rating Guide:
Numerical Interpretation Description
Rating
4 Very High Extent In a very significant way
3 High Extent In a meaningful way
2 Low Extent In a limited way only
1 Very Low Extent Not in any meaningful way
Use the scale above to evaluate the extent to which the conduct of NCBSSH-TDNA documentation
adhered to the following:
To what extent …….. 1 2 3 4
1. was thorough planning conducted prior to the NCBSSH-TDNA orientation?
2. were participants oriented to the competencies expected of a School Head?
3. was the purpose of the NCBSSH-TDNA explained?
5. was a clear explanation provided on how to accomplish the NCBSSH-TDNA
tools e.g. manual and/or e-version
6. was the scoring system for the NCBSSH-TDNA tool explained; e.g. 4-pt scale
8. were the steps involved in consolidating NCBSSH-TDNA results for a group of
school heads explained?
9. was an explanation on how to interpret individual and consolidated profiles
provided ?
10. was technical assistance provided when required?
11. were the M&E tools and processes implemented?
12. was evidence of team work and collaboration amongst the NCBSSH-TDNA
Implementers observed?
13. were recommendations for improving the NCBSSH-TDNA administration
processes identified?
Recommendations:

Name:______________________________________
Designation: _________________________________ Date: __________________________

NCBSSH-TDNA Guide and Tools 39

 T&D System Operations Manual-Volume 2: The TDNA System

Attachment 4:

Session Guide for the NCBSSH-TDNA Orientation and

Administration to School Heads

NCBSSH-TDNA Guide and Tools 40

 T&D System Operations Manual-Volume 2: The TDNA System

Session Guide: NCBSSH-TDNA Orientation and Administration to School Heads

Duration of 3 hours
Session
Key  The Framework of NCBSSH defines the different dimensions of being an
Understandings effective school head.
To be  DepEd Order 32, s. 2010 provides guidelines on adoption and
developed implementation of the NCBSSH.
 Accomplishing the NCBSSH-TDNA Tool will identify the training needs of
school heads; hence, adherence to TDNA system standards has to be
observed.

At the end of the session, participants are able to:

Learning
Objectives  discuss the framework, legal basis, goals and objectives of NCBSSH-
TDNA;
 complete the NCBSSH-TDNA Tool and the individual summary of their
self-assessment results;
 demonstrate truthful self-assesment of their professional development
needs

Handouts:
Resources  NCBSSH-TDNA Guide and Tool
 DepED Order 32, s. 2010

Power point Presentation:

 NCBSSH-TDNA Orientation and Administration

Additional Resources
 Activity Sheet
 Music e.g. “Knowing Me Knowing You” by ABBA

“Knowing Me Knowing You”

Introductory
Activity Give the following instructions:
1. While a song e.g. “Knowing Me Knowing You” is played, mill around
10 minutes while dancing and meet new friends. As soon as the music stops, introduce
yourself using an adjective describing your strong qualities as a school
head that starts with the first letter of your name. e.g. I am
Transformational Teresa.
2. In a sentence, explain why you consider yourself to be so.
3. Repeat the same steps at least five times with different partners.

NCBSSH-TDNA Guide and Tools 41

 T&D System Operations Manual-Volume 2: The TDNA System

Activity Activity A
1. Let participants form 4 groups.
20 minutes 2. Let them share their experiences regarding their school performance.
3. Let each group write on meta strips what they are doing in performing their
functions as school heads.
4. Allot 5 minutes for sharing then ask them to post their outputs in a
designated area.
5. Ask each group a reporter to present their outputs.
6. Ask each group to classify their meta strips under the seven domains posted
on the board.

Activity B
7. Distribute the NCBSSH-TDNA 24 competency strands written on meta
strips. Each group will have 6 competency strands.
8. Group members will discuss and agree where the competency strands
belong under each domain.
9. Let them post their meta strips under the corresponding column where they
think each competency belongs.
10. Allow participants to check their responses by presenting the correct list of
domains and strands as the one below:

Domains /Competency Strands

School Instructional Creating HR Parent School Personal
Leadership Leadership a Management Involvement Management and
Student and and and Daily Professional
Centered Professional Community Operations Attributes
Climate Development Partnership and
Interpersonal
Effectiveness

List all the strands in the proper

column here.

Ask the following questions to the participants:

Analysis
10 minutes 1. How did you find the activity?
2. How were you able to cluster the competency strands correctly in each
domain?
3. Which of these competencies are you doing or not doing yet?
4. What helped you develop the competencies being a school head?
5. What do you need in order to develop these competencies?

NCBSSH-TDNA Guide and Tools 42

 T&D System Operations Manual-Volume 2: The TDNA System
Note to the Facilitator:
Lead them to recognize the importance of continuous professional development
toward becoming competent and effective school leaders.

Power point presentation on:

Abstraction  Framework of NCBSSH
40 minutes  Legal Basis
- DepED Order 32, s 2010
 The purpose of the NCBSSH-TDNA Tool –(Point out that the tool is
intended to help them identify what they need to train in or develop
themselves further.)

Application
1 hour  Administration of the NCBSSH-TDNA Tool -Explain the meaning of
the four options in four columns with mentioning the levels.
 After completion, have the school heads score ther own by explaining
the procedure for scoring.
 Let them write their scores per starnd and totals for each domain on the
Individual summary Template.
 Show how they they are going to graph their scores on the template by
using a colored pencil or Crayola.

 Have a recap of the key understanding and elicit expressed indicators

Concluding showing achievement of session objectives
Activity  Summarize the important concepts and learning in the lecturette
10 minutes  Conclude the activity with a leadership quotation e.g. “Sharpening the
Saw” by Stephen Covey “Seven Habits of a Highly Effective People.”

NCBSSH-TDNA Guide and Tools 43

 T&D System Operations Manual-Volume 2: The TDNA System

Acknowledgements

to

The Project STRIVE 2 Training and Development

Component Members who developed the standards, processes and tools of the TDNA System
Operations Manual, Volume 2 that includes the 2010 version of the TDNASH;

and the following RO and DO personnel for the 2012 version of the
NCBSSH-TDNA Guide and Tool.

Region VI Region VII Region VIII

Renato Ballesteros, EPS
Susan Severino, EPS
Samuel Malayo, EPS
Negros Occidental
Juna Flores, HT V
AusAID Technical Adviser for Training and Development
Emiliano Elnar, Jr., Chief-T&DD
Milagros Villanueva, EPS
Leah Apao, EPS
Bohol/Tagbilaran
Casiana Caberte, EPS
John Ariel Lagura, EPS
Marina Salamanca, EPS
Hermenilda Gracio, EPS
Consultant
Twila G. Punsalan
Corazon Abella, Chief-T&DD
Alejandra Lagumbay, EPS
Susan Acuin, EPS
Northern Samar
Noe Hermosilla, PSDS-Designate
Eden Dadap, DO Subject Coor.

NCBSSH-TDNA Guide and Tools 44