DepEd National Competency-Based Standards for School Heads

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 editionof the 2010
version pursuant to the provisionsof the DepED Order No. 32, s. 2010,
The National Adoptionand 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 forNCBSSH-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 Monitoringand 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 Trainingand Development
TDIS Trainingand Development Information System
TDNA Trainingand 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 OrderNo.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 theiridentified 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 andwho can help change institutional culture among others.
The Figure below shows the schematic presentation of the Integrated Domains with the competency
strands undereach 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
 Conflict management
 Building High Performance Teams
 Coordinating the Work of Others
 Leading & Managing Change

Domain 7
PERSONAL & PROFESSIONAL
ATTRIBUTES and
INTERPERSONAL
EFFECTIVENESS
 Professionalism
 Communication
 Interpersonal Sensitivity
 Fairness 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
DAILY OPERATIONS
 Managing Daily Operations
 Fiscal Management
 Use of technology in the
Management of Operations
Domain 4
HR MANAGEMENT AND
PROFESSIONAL DEVELOPMENT
 Creating a Professional Learning
Community
 Recruiting and Hiring
 Managing Performance of
Teachers and Staff
Domain 5
PARENT INVOLVEMENT AND
COMMUNITY PARTNERSHIP
 Parental Involvement
 External Community
Partnership

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 andlearners 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 Daily 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 andethical 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
processesin 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 levelsis seen below.
NCBSSH-TDNA Process Flow
Region Level:
 RD issues memo to
Divisions
commencing the
NCBSSH-TDNA,
specifyingamong
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 trainingand
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

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 introductoryinformation,
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 opportunityfor 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 involvedin 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
NeedsAssessment is based on the national framework as per DepEd OrderNo. 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.

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 closelywhen 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. supervisorsvisit 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 keyelements 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 participantsfor their involvement and commitment.

A Session Guide for this purpose can be seenin 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. Theywill need to do thisfor 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
limitis imposed.

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 doingit but I need to improve 3
I am doingit 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.
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.

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.
1.00 – 1.49 Not doing this yet (Urgent Need for Training)-UNT
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
3.50 – 4.00 Doing it well and can lead others do the same (Can Support Training)-CST
2. Domains and strands that fall within the UNT and SNT categories to be priority training and
development needs, while the ones thatfall within the NET category may be identified as second
priority training needs. Domains and strands that fall within the CST category represent the school
head’s strong qualities/abilities that mayenable them to help in training collegues to do the same.
School Heads should be given a copy of their own profile. Based on the results, School Heads can
recognize their needfor trainingin 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 whoNeed Training
4. The following are the steps for manually organizing the cluster results:
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 ineach 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 gatheredfrom 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 mostessential in the job of the school managers.
Consolidation Database For NCBSSH-TDNA (To be developed)
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
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
of the School Heads
The PSDS /ES
will be asked to
consolidated
the School
Heads
NCBSSH-
TDNA results
for a cluster of
schools
NCBSSH-
TDNA-M&E
Form 2:
NCBSSH-
TDNA
Consolidated
Cluster
Results
Template
TDNA -WG After the
accomplishment
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 NCBSSH-
TDNA at the Division
level
A Process
Observer will
be identified
and asked to
complete the
tool
NCBSSH-
TDNA M&E
Form 3:
Documentati
on Tool for
Division
Implementati
on 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

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 importantfor 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 inwhich 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 highlevel 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 ICTin 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 anenvironment where teachers, non-teaching staff and learners adhere to do “what
is right.” They alsoexpress themselves clearly and possess effective writing and presentation skills

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
 Conflict management
 Building High Performance Teams
 Coordinating the Work of Others
Domain 7
PERSONAL & PROFESSIONAL
ATTRIBUTES and
INTERPERSONAL
EFFECTIVENESS
 Professionalism
 Communication
 Interpersonal Sensitivity
 Fairness and Integrity
Domain 2
INSTRUCTIONAL LEADERSHIP
 Assessment for Learning
 Developing Programs &/or
Adapting Existing Programs
 Implementing Programs for
Instructional Improvement
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
DAILY OPERATIONS
 Managing Daily Operations
 Fiscal Management
 Use of technology in the
Management of Operations
Domain 4
HR MANAGEMENT AND
PROFESSIONAL DEVELOPMENT
 Creating a Professional Learning
Community
 Recruiting and Hiring
 Instructional Supervision
 Managing Performance of
teachers and Staff
Domain 5
PARENT INVOLVEMENT AND
COMMUNITY PARTNERSHIP
 Parental Involvement
 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 andlogical.
• 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 thatschool 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 planningin
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 stakehol ders
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 choosingsolutions 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

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-taskingin 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 monitoringstudent 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, nurturingand healthy environment
 Provides environment that promotes use of technology among learners and
teachers

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 teachingstaff
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 teachingand 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 sustainablelinkages / partnership with other sectors, agencies and
NGOs through MOA/ MOU or using Adopt a School Program policies
DOMAIN 6. SCHOOL MANAGEMENT AND OPERATIONS
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

 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 managingand 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 trackingsystem, personnel
information system)
 Uses IT to access Teacher Support Materials (TSM), Learningsupport 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

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

Attachment 2
Training and Development Needs Assessment
(NCBSSH-TDNA) Tool
and
Individual School Head NCBSSH-TDNA
Results Summary Template

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:
1. 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.
2. 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.
3. 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.
START HERE:
Competency Domain/Strand
I am
not
doing
this
yet.
I am
doing a
little of
this and I
need to
learn
more.
I am
practicing
this but I
need to
improve.
I am
doing
this very
well and
can lead
others to
do the
same.
DOMAIN 1. SCHOOL LEADERSHIP
Strand I.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
aligned with the school VMGO

Strand I.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
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 I.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 I.E. Coordinating with Others
25. Collaborate with concerned staff on the
planning and implementation of programs and
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 I.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 II.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 II. 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 II.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 II.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 III.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 III. 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 IV.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 IV.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 IV.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

DOMAIN 5. PARENT INVOLVEMENT & COMMUNITY PARTNERSHIP
Strand V.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 V.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 VI. 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 VI.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

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 VI.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 VII.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
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 VII.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 VII.C. Interpersonal Sensitivity
119. Interact appropriately with a variety of
audiences
120. Demonstrate ability to empathize with others
VII. Strand VII.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:___________________________

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
SCORE
Level Score-
Range
3.99
3.74
3.49
3.24
2.99
2.74
2.49
2.24
1.99
1.74
1.49
1.24
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 TEMPLATEUrgentNeed
forTraining
StrongNeed
forTraining
Needenhance-
menttraining
NoNeed
forTraining

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

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

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

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 ProgramManagement
Monitoring and Evaluation of Training
List your significant experiences in the identified areas
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.

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

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

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
D
1
1.A 1.48 UNT
√
1.B SNT
√
1.C NNT
1.D NNT
1.E NET
√
1.F SNT
√
2.30
√
D
2
2.A
2.B
2.C
.
2.D
D
3
3.A
3.B
D
4
4.A
4.B
4.C
D
5
5.A
5.B
D
6
6.A
6.B
6.C
D
7
7.A
7.B
7.C
7.D

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

T&D System Operations Manual-Volume 2: The TDNA System
NCBSSH-TDNA M&E Form 3:
Documentation Tool for Division Implementation of NCBSSH-TDNA
This form is to be used to support Regional monitoring of the NCBSSH-TDNA process at the Division level and
Division monitoring of district and level activities. It is expected that the assessment will be based on
observations, discussions with the implementing team and review of relevant documents.
Division/District _________________________ Date: __________________
Rating Guide:
Numerical
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: __________________________

Attachment 4:
Session Guide for the NCBSSH-TDNA Orientation and
Administration to School Heads

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.

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 you were 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.

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.”

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

DepEd National Competency-Based Standards for School Heads

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