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

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 SHs 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 heads
needs for training and development vis--vis the seven domains of competencies
NCBSSH-TDNA Guide and Tools

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 Heads
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.
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
Coordinating with Others
Leading
and Managing Change
Domain 2
Domain 7
INSTRUCTIONAL LEADERSHIP
PERSONAL & PROFESSIONAL ATTRIBUTES and INTERPERSONAL EFFECTIVENESS
Professionalism
Assessment for Learning
Communication
Developing
Programs
&/or Adapting Existing Pr
Interpersonal Sensitivity
CORE PRINCIPLE
Implementing Programs for Instructional Impro
Fairness, Honesty and Integrity
Instructional
Supervision
re competent, committed and accountable in providing access to quality and relevant education for all
through transformational
lead

Domain 6
SCHOOL MANAGEMENT AND OPERATIONS
Managing School Operations
Fiscal Management
Use of technology in the Management of Operations

Domain 3
CREATING A STUDENT CENTERED LEARNING
Setting high social & academic expectatio
Creating school environments focused on the needs

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

External Community Partnership

NCBSSH-TDNA Guide and Tools

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 learners 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
them. This domain includes the nurturing and supporting
community that recruits teachers based on NCBTS and
continuous growth and development of personnel based
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.

NCBSSH-TDNA Guide and Tools

those around
of a learning
promotes the
on IPPD and

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.

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:
RD issues memo
to Divisions
commencing the
NCBSSH-TDNA,
specifying
among others,
the structure,
functions,
general
processes,
resources and
responsibilities
Regl T&D
provides TA for
Division T&D in
planning and

T&D Team
monitors and
evaluates the
NCBSSH-TDNA
process at the
DO level

Division Level:
SDS instructs the T&D
Team to commence
the NCBSSH-TDNA,
specifying among
others, structure,
functions, and general
processes, resources
and responsibilities
T&D Chair convenes the
T&D Team and starts
orientation and
preparatory activities
for the NCBSSH-TDNA

T&D Team monitors and

evaluates the NCBSSHTDNA process (Internal
M&E)

Division/District
Level:

T&D Team analyzes

NCBSSH-TDNA data per
district/cluster
T&D Team consolidates
NCBSSH-TDNA results
NCBSSH-TDNA Guide and Tools and reports to4the SDS
NCBSSH-TDNA results
are utilized for DivMPPD re SHs
professional

School Level:
SHs accomplish
tool
SHs identify
their priority
training and
development
needs
SHs prepare to
develop their

 RO utilizes
NCBSSH-TDNA
results for the
Reg- MPPD re
SHs professional
development
programs

SDS submits report to

RD

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 Guide and Tools

NCBSSH-TDNA

practice the processes involved in the administration of the NCBSSHTDNA to the different respondents

consolidate results from the NCBSSH-TDNA

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.

The T&D Team has the responsibility for the administration, consolidation
and reporting of the NCBSSH-TDNA results.

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:

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.

Review the NCBSSH-TDNA Guide and Tools by

discussing the Introductory Information

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.

Walk through the NCBSSH-TDNA Guide and Tools. Begin by reviewing the
process for administering the NCBSSH-TDNA to School Heads considering
the following:

and

the

Roles

and

Process to be followed

E-tool for consolidation

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

Individual Profile Template

NCBSSH-TDNA tool, including a review of the 7 domains, 24 strands and
123 competency indicators
Electronic data base of NCBSSH-TDNA results
Reporting Cluster Results Interpretation of Results

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

NCBSSH-TDNA Guide and Tools

administrative tasks associated with the conduct of NCBSSH- TDNA e.g.

writing of memos

Summarize the key elements of the days orientation:

Agreements that have been made for the administration of the NCBSSHTDNA
T&D Teams roles and responsibilities
Submission of results to the region
T&D team monitoring processes and the analysis of results at the
division/district level.
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
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 ones 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

NCBSSH-TDNA Guide and Tools


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.

IV. SCORING AND INTERPRETATION OF THE NCBSSH-TDNA RESULTS

Scoring Individual School Heads 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
I am doing a little of this and I need to
learn more
I am doing it but I need to improve
I am doing it well and can lead others do
the same

1
2
3
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
NCBSSH-TDNA Guide and Tools

Competency 1.A

(1)

(3
)

2
(2
)
(2
)

3
4
5
6

(4)

(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)

(3
)

2
(2
)
(2
)

3
4
5
6
Sum of column scores
Total sum of scores per
strand
Average Score per strand

(1
)
2

(4)
4

13
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.
Domain 1: School Leadership
Strand
1.A
Strand
1.B
Strand
1.C
Strand
1.D
Strand

Average
strand
Average
strand
Average
strand
Average
strand
Average

Score

per

2.17

Score per

2.56

Score per

2.77

Score per

2.20

Score per

3.40

NCBSSH-TDNA Guide and Tools

1.E
Strand
1.F

strand
Average Score per
strand
Average Score per
Domain

3.00
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
1.00 1.49
Not doing this yet

1.50 2.49
Doing a little of this and need
to learn more

2.50 3.49
Doing it but need to improve

3.50 4.00
Doing it well and can lead
others do the same

Qualitative Label

Urgent Need for Training

(UNT)
Strong Need for Training
(SNT)
Need Enhancement
Training (NET)
Can Support Training
(CST)

Descriptor
The SH identifies
competencies in this range as
priority needs for professional
development.
The SH identifies
competencies in this range as
secondary needs for
professional development.
The SH identifies
competencies in this range as
strong qualities/abilities that
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:
Part I.
NCBSSH-TDNA Guide and Tools

10

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 schools 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
1.50
2.50
3.50

1.49
2.49
3.49
4.00

Urgent Need for Training-(UNT)Strong Need for Training-(SNT)

Need Enhancement Training-(NET)
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 Heads development of an Individual Plans for
Professional Development (IPPD) and the Division Master Plan for Professional
Development (MPPD).
NCBSSH-TDNA Guide and Tools

11

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 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 NCBSSHTDNA 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 NCBSSHTDNA
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.

What will be
monitored

How it will be
monitored

M&E tool to
be used

School Heads
details in relation to
their current position,
their level of
experience and
qualification

All School
Heads will be
asked to
complete the
profile

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

The implementation
of the NCBSSHTDNA process at the
school/cluster level

Members of
the Division
TDNA- WG
will be asked
to observe the
conduct of the
NCBSSHTDNAat the
school/cluster
level and

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

NCBSSH-TDNA Guide and Tools

Who will be
responsible
for the
monitoring
TDNA - WG

Division
TDNA - WG

12

When will the

monitoring
take place

How will the results be

used

Prior to the
accomplishmen
t of the
NCBSSH-TDNA
Tool

Results will be entered

into the TDIS database
along with their
corresponding NCBSSHTDNA results

During the
accomplishmen
t and NCBSSHTDNA process
and the
consolidation of
results

Results will be collated

and analyzed by the
TDNA-WG and used to
inform future NCBSSHTDNA processes.

complete the
tool
The training and
development needs
of the School Heads

The PSDS /ES

will be asked
to
consolidated
the School
Heads
NCBSSHTDNA results
for a cluster of
schools

NCBSSHTDNA-M&E
Form 2:
NCBSSHTDNA
Consolidate
d Cluster
Results
Template

TDNA -WG

After the
accomplishmen
t of the
NCBSSH-TDNA
by a cluster of
School Heads

Results will be analyzed

and used to inform the
Division on the training
and development needs
for School Heads. Results
will be incorporate into the
MPPD and DEDP

The implementation
of the NCBSSHTDNA at the Division
level

A Process
Observer will
be identified
and asked to
complete the
tool

NCBSSHTDNA M&E
Form 3:
Documentati
on Tool for
Division
Implementat
ion of
NCBSSHTDNA

Region
TDNA - WG

During the
NCBSSH-TDNA
process at the
Division Level

Results to be discussed
with the Division and
identify strengths and
areas for improvement.

NCBSSH-TDNA Guide and Tools

Observations will be
collated by the TDNA- WG
and the results analyzed
to inform future TDNA
policy

13

Attachment 1:
The National Competency Based
Standards for School Heads (NCBSSH)

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, coowning 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
NCBSSH-TDNA Guide and Tools

14

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

Key Domains and Competency Strands

Domainthat
1 defines the different dimensions
The NCBS-SH is an integrated theoretical framework
SCHOOL
LEADERSHIP
of being an effective school head. An effective school head is one who can implement
Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO)
continuous school improvement,
who can produce better learning outcomes among its
Data-based Strategic Planning
pupils/students and who can help change
institutional culture among others.

Problem-Solving
Building High Performance Teams
The NCBS-SH Domains are distinctive areas
which will
Coordinating
withguide
Others school heads to be effective.
2
Each domain is based
on
the
functions
expected
of
school
heads, Under Domain
each domain
are
Domain 7
Leading and Managing Change
INSTRUCTIONAL
LEADERSHIP
competency strands
andand
theINTERPERSONAL
competency EFFECTIVENESS
strand is broken down into a number of
PERSONAL & PROFESSIONAL
ATTRIBUTES
ProfessionalismPerformance indicator points to the abilities, attitudes and
performance indicators.
Assessment for Learning
Communication
underpinning knowledge
which lead to competent performance.
Developing Programs &/or Adapting Existing Pr
Interpersonal Sensitivity
CORE PRINCIPLE
Programs
for Instructional
Impro
Honestythe
and Integrity
The Figure Fairness,
below shows
schematic presentation ofImplementing
the Integrated
Domains
with the
Instructional
Supervision
e competent, committed
and accountable
providing
access
to quality and relevant education for all through transformational lead
competency
strands in
under
each
domain.

Domain 6
SCHOOL MANAGEMENT AND OPERATIONS
Managing School Operations
Fiscal Management
Use of technology in the Management of Operations

Domain 3
CREATING A STUDENT CENTERED LEARNING
Setting high social & academic expectatio
Creating school environments focused on the needs o

Domain 4
Domain 5
HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT
PARENT INVOLVEMENT AND COMMUNITY PARTNERSHIP
Creating a Professional Learning Community
Recruitment and Hiring
Parental
Involvement
Managing
Performance
of teachers and Staff
NCBSSH-TDNA Guide and Tools
15

External Community Partnership

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
COMPETENCY
INDICATORS
STRANDS
DOMAIN 1. SCHOOL LEADERSHIP
1.A. Developing &
Involves internal and external stakeholders in the drafting of
Communicatin
the school vision, mission, goals and objectives for cog Vision,
ownership
Mission, Goals,
Expresses ownership and personal responses to the identified
and Objectives
issues
(VMGO)
Aligns goals and objectives with the school vision and mission
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
NCBSSH-TDNA Guide and Tools

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DOMAINS AND
COMPETENCY
STRANDS
1.B. Data-based
Strategic
Planning

1.C.

Problem
Solving

1.D.

Building High
Performance
Teams

1.E.

Coordinating
with Others

1.F.

Leading &
Managing
Change

INDICATORS
Establishes BEIS/SIS and baseline data of all performance
indicators
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
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
Involves stakeholders in meetings and deliberations for
decision making,
Provides opportunities for growth to develop members to be
team players
Defines roles and functions of each committee
Monitors and evaluates accomplishment of different
committees/teams
Gives feedback on the teams performance using performance
based assessment tool
Establishes a system for rewards and benefits for teachers and
staff
Collaborates with concerned staff and other stakeholders on the
planning and 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 completion of programs and projects
Mobilizes teachers/staff/stakeholders in sustaining a project
Assists teachers to identify strengths and growth areas through
monitoring 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
Learning
achievement
Ensures utilization of a range of assessment processes to
NCBSSH-TDNA Guide and Tools

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DOMAINS AND
COMPETENCY
STRANDS

INDICATORS
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
Programs &/or
Adapting
Existing
Programs

Uses research, expertise, and/or other vehicles to assist in

developing and implementing a coherent and responsive
school-wide curriculum
Addresses deficiencies and sustains successes of current
programs in 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/
Programs for
DepEd policies (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
Benchmarks school performance
social &
Establishes and models high social and academic expectations
academic
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
environments
environment
focused on the Provides environment that promotes use of technology among
needs of the
learners and teachers
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
Learning
other school personnel
Community
NCBSSH-TDNA Guide and Tools

18

DOMAINS AND
COMPETENCY
STRANDS

INDICATORS

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
Hiring
pertinent policies in 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
Performance of
competence
Teachers and
Assists teachers and staff in setting and resetting performance
Staff
goals
Monitors and evaluates performance of teaching and nonteaching 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
Involvement
student peak 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,
Community
State of the School Address (SOSA) cultural shows, learners
Partnership
project exhibits, fairs, etc.
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
DOMAIN 6. SCHOOL MANAGEMENT AND OPERATIONS

NCBSSH-TDNA Guide and Tools

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DOMAINS AND
COMPETENCY
STRANDS
6.A. Managing
School
Operations

INDICATORS

Manages the implementation, monitoring and review of the

SIP/AIP and other action plans
Establishes and maintains specific programs to meet needs of
identified target groups
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
Applies Information Technology (IT) plans for online
Technology in
communication
the
Uses IT to facilitate the operationalization of the school
Management
management system
of Operations
(e.g. school information system, student tracking system,
personnel 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 schools 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
NCBSSH-TDNA Guide and Tools

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DOMAINS AND
COMPETENCY
STRANDS

7.B.
Communicatio
n

7.C.

Interpersonal
Sensitivity

7.D.

Fairness,
Honesty and
Integrity

INDICATORS
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
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
Interacts appropriately with a variety of audiences
Demonstrates ability to empathize with others
Observes Award System and a system of assistance for
teachers staff to sustain 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

21

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

22

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:
1

Competency Domain/Strand

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 schools 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

23

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 teams 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
NCBSSH-TDNA Guide and Tools

24

projects
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/cocurricular 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
NCBSSH-TDNA Guide and Tools

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44. Develop a culture of functional literacy

Strand 2.C. Implementing Programs for Instructional Improvement
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
NCBSSH-TDNA Guide and Tools

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DOMAIN 4. HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT

Strand 4.A. Creating a Professional Learning Community
63. Build a community of learners among
teachers
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
NCBSSH-TDNA Guide and Tools

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appraisal committee
81. Assist and monitor the development of IPPD
of each teacher
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 multistakeholders 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
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96. Prepare a financial management plan

97. Develop a school budget which is consistent
with SIP/AIP
98. Generate and mobilize financial resources
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 schools
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
NCBSSH-TDNA Guide and Tools

29

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
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:

NCBSSH-TDNA Guide and Tools

30

___________________________________________

Date Accomplished:___________________________

NCBSSH-TDNA Guide and Tools

31

INDIVIDUAL SCHOOL HEAD NCBSSH-TDNA RESULTS SUMMARY TEMPLATE

School:
District/Division:

Name of School Head:

DOMAIN 1

Domains
Strands

D1
Tot

DOMAIN 2

D2
Tot

DOMAIN
3

D3
Tot

DOMAIN 4 D4
Tot

DOMAIN
5

D5
Tot

DOMAIN 6

D6
Tot

DOMAIN 7

D7
Tot

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

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

ScoreRange

for Training
Need enhance- ment training
Can support Training

4.00

1.50

Urgent Need

Level

for Strong
TrainingNeed

Average
SCORES

3.75
3.50
3.25
3.00
2.75
2.50
2.25
2.00
1.75

1.25
1.00

Strands

Domains

DOMAIN 1

NCBSSH-TDNA Guide and Tools

DOMAIN 2

D1
Tot

32

D2
Tot

DOMAIN 3

D3
Tot

DOMAIN 4

D4
Tot

DOMAIN 5

D5
Tot

DOMAIN 6

D6
Tot

DOMAIN 7

D7
Tot

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

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

I PERSONAL DATA
Name:
(Surname)

(First Name)

Employee Number (If Applicable)

Date of Birth:
Home
Address:
Contact #:
Region
:
Division:
Office/School:
Current Position:

(Middle Name)

Sex:

Male

Female

e-mail address:
District:
Address:
Other Designations:

Highest Educational Attainment:

II. WORK EXPERIENCE

(List from most current.)
POSITION

MAIN AREA OF
RESPONSIBILITY e.g. subjects
taught, level supervised

NCBSSH-TDNA Guide and Tools

33

LEVEL e.g.
Elem/Sec/ALS school,
district, division, region

INCLUSIVE
PERIOD

Use additional sheet if necessary.

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
attended
over last 3
years ()

Management Level of Training

Central

Region

Division

Cluster

School

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 ________________

NCBSSH-TDNA Guide and Tools

34

Certified Trainers by
SEAMEO- INNOTECH

NEAP Central

NEAP-Region

Foreign Assisted Projects (FAP)

TEI
Other, please specify -----

List your significant experiences in the identified areas

Use additional sheet if necessary.

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

NCBSSH-TDNA Guide and Tools

35

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

36

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
Agree

Agree

Disagree

Strongly
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

TDNASH-M&E Form 2: NCBSSH-TDNA Consolidated Cluster

NCBSSH-TDNA Guide and ToolsResults Template
37

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

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PART II.

NCBSSH-TDNA Cluster Summary Sheet for School Heads TDNA Profile

Cluster Name: _______________________

School Heads TDNA Overall and per Domain Profile
Domain
s (D)

Ave.
Ratings
S
H
1

D
1

S
H
2

S
H
3

S
H
4

S
H
5

S
H
6

S
H
7

S
H
8

SH
9

SH
10

S
H
1
1

S
H
1
2

1.A

S
H
1
3

S
H
1
4

1.48

SNT

1.C

1.E

NNT
NNT
NET

1.F

SNT
2.30

2.B
2.C
.
2.D

D
3

3.A

D
4

4.A

3.B

4.B
4.C

D
5

5.A

D
6

6.A

5.B

6.B
6.C

7.A
D
7

UNT

1.B

2.A

7.B
7.C
7.D

NCBSSH-TDNA Guide and Tools

39

Identify
competencies
that should be
enhanced via
training

SH
15

1.D

D
2

Training
Need
Level

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

Cluster Name: _______________________________________
School
Domain 1
Domain 2
Heads
I.A I.B I.C I.D I.E II.A II.B II.C II.D
SH 1
SH 2
SH 3
SH 4
SH 5
Total
No. of
SH
who
need
Trainin
g

NCBSSH-TDNA Guide and Tools

40

Domain 3
III.A

III.B

Domain 4
IV.A

IV.B

IV.C

Domain
5
V.A V.B

Domain 6
VI.
A

VI.
B

VI.
C

Domain 7
VII.
A

VII.
B

VII.
C

VII.
D

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 _________________________
Rating Guide:
Numerical
Rating
4
3
2
1

Date: __________________

Interpretation

Description

Very High Extent

High Extent
Low Extent
Very Low Extent

In a very significant way

In a meaningful way
In a limited way only
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.
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 NCBSSHTDNA 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: _________________________________

NCBSSH-TDNA Guide and Tools

41

Date: __________________________

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

42

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

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

Duration of
Session
Key
Understanding
s
To be
developed

3 hours

The Framework of NCBSSH defines the different dimensions of being an

effective school head.
DepEd Order 32, s. 2010 provides guidelines on adoption and
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

Resources

discuss the framework, legal basis, goals and objectives of NCBSSHTDNA;

complete the NCBSSH-TDNA Tool and the individual summary of their
self-assessment results;
demonstrate truthful self-assesment of their professional development
needs

Handouts:
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
10 minutes

Give the following instructions:

1 While a song e.g. Knowing Me Knowing You is played, mill around
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
3

In a sentence, explain why you consider yourself to be so.

Repeat the same steps at least five times with different partners.

NCBSSH-TDNA Guide and Tools

43

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

Activity
20 minutes

Activity A
1 Let participants form 4 groups.
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
Leadershi
Leadership
a
p
Student
Centered
Climate

HR
Management
and
Professional
Development

Parent
Involvemen
t and
Community
Partnership

School
Management
and Daily
Operations

Personal and
Professional
Attributes
and
Interpersonal
Effectiveness

List all the strands in the proper

column here.

Ask the following questions to the participants:

Analysis
10 minutes

1
2
3
4
5

How did you find the activity?

How were you able to cluster the competency strands correctly in each
domain?
Which of these competencies are you doing or not doing yet?
What helped you develop the competencies being a school head?
What do you need in order to develop these competencies?

Note to the Facilitator:

Lead them to recognize the importance of continuous professional development
toward becoming competent and effective school leaders.
NCBSSH-TDNA Guide and Tools

44

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

Abstraction
40 minutes

Power point presentation on:

Framework of NCBSSH
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

Concluding
Activity
10 minutes

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

showing achievement of session objectives
Summarize the important concepts and learning in the lecturette
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

45

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
Region VI
Renato Ballesteros, EPS
Susan Severino, EPS
Samuel Malayo, EPS

Region VII
Emiliano Elnar, Jr., Chief-T&DD
Milagros Villanueva, EPS
Leah Apao, EPS

Region VIII
Corazon Abella, Chief-T&DD
Alejandra Lagumbay, EPS
Susan Acuin, EPS

Negros Occidental
Juna Flores, HT V

Bohol/Tagbilaran
Northern Samar
Casiana Caberte, EPS
Noe Hermosilla, PSDS-Designate
John Ariel Lagura, EPS
Eden Dadap, DO Subject Coor.
Marina Salamanca, EPS
Hermenilda Gracio, EPS
Consultant
Twila G. Punsalan
AusAID Technical Adviser for Training and Development

NCBSSH-TDNA Guide and Tool.

NCBSSH-TDNA Guide and Tools

46