deped national competency-based standards for school heads
TRANSCRIPT
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
NCBSSH-TDNA Guide and Tools 1
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 2
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.
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
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 7
PERSONAL & PROFESSIONAL ATTRIBUTES and INTERPERSONAL EFFECTIVENESS
Professionalism
Communication
Interpersonal Sensitivity
Fairness, Honesty and
Integrity
Domain 2 INSTRUCTIONAL LEADERSHIP
Assessment for Learning
Developing Programs &/or Adapting Existing Programs
Implementing Programs for Instructional Improvement
Instructional Supervision
Domain 3 CREATING A STUDENT CENTERED LEARNING
CLIMATE
Setting high social & academic expectations
Creating school environments focused on the needs of the
learner
Domain 6 SCHOOL MANAGEMENT AND
OPERATIONS
Managing School Operations
Fiscal Management
Use of technology in the
Management of Operations
Domain 4 HR MANAGEMENT AND
PROFESSIONAL DEVELOPMENT
Creating a Professional Learning Community
Recruitment and Hiring
Managing Performance of
Teachers and Staff
Domain 5 PARENT INVOLVEMENT AND COMMUNITY PARTNERSHIP
Parental Involvement
External Community Partnership
NCBSSH-TDNA Guide and Tools 3
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 4
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
Reg’l T&D provides TA for Division T&D in planning and implementation of NCBSSH-TDNA
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
School Level:
SHs accomplish tool
SHs identify their priority training and development needs
SHs prepare to develop their IPPDs
Division/District Level: T&D Team analyzes
NCBSSH-TDNA data per district/cluster
T&D Team consolidates NCBSSH-TDNA results and reports to the SDS
NCBSSH-TDNA results are utilized for Div-MPPD re SHs’ professional development programs
RO utilizes NCBSSH-TDNA results for the Reg- MPPD re SHs’ professional development programs
T&D Team monitors and evaluates the NCBSSH-TDNA process (Internal M&E)
SDS submits report to RD
T&D Team monitors and evaluates the NCBSSH-TDNA process at the DO level
NCBSSH-TDNA Guide and Tools 5
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 6
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
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.
NCBSSH-TDNA Guide and Tools 7
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 8
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 9
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 Not doing this yet
Urgent Need for Training (UNT)
The SH identifies competencies in this range as priority needs for professional development. 1.50 – 2.49
Doing a little of this and need to learn more
Strong Need for Training (SNT)
2.50 – 3.49
Doing it but need to improve Need Enhancement Training (NET)
The SH identifies competencies in this range as secondary needs for professional development.
3.50 –4.00
Doing it well and can lead others do the same
Can Support Training (CST)
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:
NCBSSH-TDNA Guide and Tools 10
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 11
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.
What will be monitored
How it will be monitored
M&E tool to be used
Who will be responsible
for the monitoring
When will the monitoring take place
How will the results be used
School Head’s 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
TDNA - WG Prior to the accomplishment of the NCBSSH-TDNA Tool
Results will be entered into the TDIS database along with their corresponding NCBSSH-TDNA results
The implementation of the NCBSSH-TDNA process at the school/cluster level
Members of the Division TDNA- WG will be asked to observe the conduct of the NCBSSH-TDNAat the school/cluster level and complete the tool
NCBSSH-TDNA-M&E Form 1: Division Monitoring & Evaluation of the Conduct of NCBSSH-TDNA
Division TDNA - WG
During the accomplishment and NCBSSH-TDNA process and the consolidation of results
Results will be collated and analyzed by the TDNA-WG and used to inform future NCBSSH-TDNA processes.
The training and development needs
The PSDS /ES will be asked to
NCBSSH-TDNA-M&E
TDNA -WG After the accomplishment
Results will be analyzed and used to inform the
NCBSSH-TDNA Guide and Tools 12
of the School Heads consolidated the School Heads NCBSSH- TDNA results for a cluster of schools
Form 2: NCBSSH-TDNA Consolidated Cluster Results Template
of the NCBSSH-TDNA by a cluster of School Heads
Division on the training and development needs for School Heads. Results will be incorporate into the MPPD and DEDP
The implementation of the NCBSSH-TDNA at the Division level
A Process Observer will be identified and asked to complete the tool
NCBSSH-TDNA M&E Form 3: Documentation Tool for Division Implementation of NCBSSH-TDNA
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. Observations will be collated by the TDNA- WG and the results analyzed to inform future TDNA policy
NCBSSH-TDNA Guide and Tools 13
Attachment 1:
The National Competency Based Standards for School Heads (NCBSSH)
NCBSSH-TDNA Guide and Tools 14
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 15
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.
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
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 7 PERSONAL & PROFESSIONAL
ATTRIBUTES and INTERPERSONAL EFFECTIVENESS
Professionalism
Communication
Interpersonal Sensitivity
Fairness, Honesty and
Integrity
Domain 2 INSTRUCTIONAL LEADERSHIP
Assessment for Learning
Developing Programs &/or Adapting Existing Programs
Implementing Programs for Instructional Improvement
Instructional Supervision
Domain 3
CREATING A STUDENT CENTERED LEARNING
CLIMATE
Setting high social & academic expectations
Creating school environments focused on the needs of the
learner
Domain 6 SCHOOL MANAGEMENT AND
OPERATIONS
Managing School Operations
Fiscal Management
Use of technology in the
Management of Operations
Domain 4 HR MANAGEMENT AND
PROFESSIONAL DEVELOPMENT
Creating a Professional Learning Community
Recruitment and Hiring
Managing Performance of
teachers and Staff
Domain 5 PARENT INVOLVEMENT AND COMMUNITY PARTNERSHIP
Parental Involvement
External Community
Partnership
NCBSSH-TDNA Guide and Tools 16
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 STRANDS
INDICATORS
DOMAIN 1. SCHOOL LEADERSHIP
1.A. Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO)
Involves internal and external stakeholders in the drafting of the school vision, mission, goals and objectives for co-ownership
Expresses ownership and personal responses to the identified issues
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
1.B. Data-based Strategic Planning
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
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 Performance Teams
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 team’s performance using performance – based assessment tool
Establishes a system for rewards and benefits for teachers and staff
1.E. Coordinating with Others
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
NCBSSH-TDNA Guide and Tools 17
completion of programs and projects
Mobilizes teachers/staff/stakeholders in sustaining a project
1.F. Leading & Managing Change
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 Learning
Manages the processes and procedures in monitoring student achievement
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 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 Programs for Instructional Improvement
Manages the introduction of curriculum initiatives in line w/ DepEd policies (e.g. BEC, Madrasah)
Works with teachers in curriculum review
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 Supervision
Prepares an instructional supervisory plan
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 & academic expectations
Benchmarks school performance
Establishes and models high social and academic expectations for all 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 environments focused on the
Creates and sustains a safe, orderly, nurturing and healthy environment
Provides environment that promotes use of technology among learners and teachers
NCBSSH-TDNA Guide and Tools 18
needs of the learner
DOMAIN 4. HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT
4.A. Creating a Professional Learning Community
Builds a community of learners among teachers
Assesses and analyzes the needs and interests of teachers and other school personnel
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 & Hiring
Utilizes the basic qualification standards and adheres to 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 Performance of Teachers and Staff
Assigns teachers and other personnel to their area of competence
Assists teachers and staff in setting and resetting performance goals
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 Involvement
Establishes school and family partnerships that promote 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 Community Partnership
Promotes the image of the school through school summit, State of the School Address (SOSA) cultural shows, learners’ 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
6.A. Managing School Operations
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
NCBSSH-TDNA Guide and Tools 19
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 Management
Prepares a financial management plan
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 in the Management of Operations
Applies Information Technology (IT) plans for online communication
Uses IT to facilitate the operationalization of the school management system
(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 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
NCBSSH-TDNA Guide and Tools 20
7.C. Interpersonal Sensitivity
Interacts appropriately with a variety of audiences
Demonstrates ability to empathize with others
7.D. Fairness, Honesty and Integrity
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:
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 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 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 24
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
NCBSSH-TDNA Guide and Tools 25
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
NCBSSH-TDNA Guide and Tools 26
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 27
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
NCBSSH-TDNA Guide and Tools 28
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
NCBSSH-TDNA Guide and Tools 29
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 30
Name of School Head:
School: District/Division:
Domains DOMAIN 1 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
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
4.00
3.75
3.50
3.25
3.00
2.75
2.50
2.25
2.00
1.75
1.50
1.25
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
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
INDIVIDUAL SCHOOL HEAD NCBSSH-TDNA RESULTS SUMMARY TEMPLATE U
rgen
t N
eed
for
Tra
inin
g
Str
on
g N
eed
for
Tra
inin
g
Nee
d e
nh
ance
-
men
t t
rain
ing
C
an s
up
po
rt
Tra
inin
g
NCBSSH-TDNA Guide and Tools 31
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 32
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.)
POSITION
MAIN AREA OF
RESPONSIBILITY e.g. subjects
taught, level supervised
LEVEL e.g. Elem/Sec/ALS
school, district, division,
region
INCLUSIVE
PERIOD
Use additional sheet if necessary.
1
NCBSSH-TDNA Guide and Tools 33
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 ________________
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 34
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 35
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
NCBSSH-TDNA -M&E Form 1: Division Monitoring & Evaluation of the Conduct of NCBSSH-TDNA
NCBSSH-TDNA Guide and Tools 36
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
TDNASH-M&E Form 2: NCBSSH-TDNA Consolidated Cluster Results
Template
NCBSSH-TDNA Guide and Tools 37
PART II. NCBSSH-TDNA Cluster Summary Sheet for School Heads TDNA Profile
Cluster Name: _______________________
Domains (D)
School Heads’ TDNA Overall and per Domain Profile Ave.
Ratings
Training Need Level
Identify competencies that should be enhanced via training
S
H
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
S
H
1
3
S
H
1
4
SH
15
D1
1.A 1.48 UNT √
1.B SNT √
1.C NNT
1.D NNT
1.E NET √
1.F SNT √
2.30 √ D2
2.A
2.B
2.C.
2.D
D3
3.A
3.B
D4
4.A
4.B
4.C
D5
5.A
5.B
D6
6.A
6.B
6.C
D7
7.A
7.B
7.C
7.D
NCBSSH-TDNA Guide and Tools 38
Part III. NBSSH-TDNA Summary of School Heads who Need Training
Cluster Name: _______________________________________
School Heads
Domain 1 Domain 2 Domain 3 Domain 4 Domain 5 Domain 6 Domain 7
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
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NCBSSH-TDNA Guide and Tools 39
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
Rating
Interpretation Description
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: __________________________
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NCBSSH-TDNA Guide and Tools 40
Attachment 4:
Session Guide for the NCBSSH-TDNA Orientation and Administration to School Heads
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NCBSSH-TDNA Guide and Tools 41
Session Guide: NCBSSH-TDNA Orientation and Administration to School Heads
Duration of
Session
3 hours
Key
Understandings
To be
developed
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.
Learning
Objectives
At the end of the session, participants are able to:
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
Resources
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
Introductory
Activity
10 minutes
“Knowing Me Knowing You”
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. In a sentence, explain why you consider yourself to be so.
3. Repeat the same steps at least five times with different partners.
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NCBSSH-TDNA Guide and Tools 42
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 Leadership
Instructional Leadership
Creating a
Student
Centered Climate
HR Management
and
Professional Development
Parent Involvement
and
Community Partnership
School Management
and Daily
Operations
Personal and
Professional
Attributes and
Interpersonal
Effectiveness
Analysis
10 minutes
Ask the following questions to the participants:
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?
List all the strands in the proper
column here.
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NCBSSH-TDNA Guide and Tools 43
Note to the Facilitator:
Lead them to recognize the importance of continuous professional development
toward becoming competent and effective school leaders.
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
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.
Concluding
Activity
10 minutes
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.”
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NCBSSH-TDNA Guide and Tools 44
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 Emiliano Elnar, Jr., Chief-T&DD Corazon Abella, Chief-T&DD Susan Severino, EPS Milagros Villanueva, EPS Alejandra Lagumbay, EPS Samuel Malayo, EPS Leah Apao, EPS Susan Acuin, EPS
Negros Occidental Bohol/Tagbilaran Northern Samar Juna Flores, HT V 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