NCBSSH-TDNA Guide and Tools December2012

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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

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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.

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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

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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

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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.

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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.

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

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

 Domain 1: School Leadership

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

 Domain 2: Instructional Leadership

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

 Domain 3: Creating a Student-Centered Learning Climate

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

 Domain 4: HR Management and Professional Development

Effective school leaders develop the skills and talents of 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.

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

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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

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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.

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:

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

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

The materials required for the administration of the NCBSSH-TDNA to the School Heads found in Attachment 2 are:

 NCBSSH-TDNA Tool

 Individual SH Summary Results Template

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

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

2. The NCBSSH-TDNA is the initial stage of managing 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.



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.

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

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

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

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

IV.

SCORING AND INTERPRETATION OF THE NCBSSH-TDNA RESULTS

Scoring Individual School 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)

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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 self-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.

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

Can Support Training (CST)

The SH identifies competencies in this range as strong qualities/abilities that

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others do the same may enable him/her to help in the

professional development of colleagues.

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

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

 Part I – Cluster SH Identification;

 Part II – NCBSSH-TDNA Cluster Summary Sheet; and

 Part III - Summary of School Heads who need training and development 4. The following are the steps for manually organizing the cluster results:

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.

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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 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.

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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

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13 Attachment 1:

The National Competency Based

Standards for School Heads (NCBSSH)

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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

(19)

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

(20)

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  Communicatesthe 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 externalstakeholders 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.)

(21)

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

(22)

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

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

(23)

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

(24)

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

(25)

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

(26)

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

(27)

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

(28)

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

(29)

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

(30)

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

(31)

NCBSSH-TDNA Guide and Tools December2012

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

Division T&D, p3

III.

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Attachments ...…...13

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National Competency-Based Standards for School Heads

Training and Development Needs Assessment

(NCBSSH-TDNA)

2

3

4

5

III. Assessment Procedures

1. Conduct an introductory activity that provides an opportunity for participants to greet one

2. Explain the objectives of the orientation:

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IV.

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Attachment 1:

The National Competency Based

Standards for School Heads (NCBSSH)

14

Key Domains of School Heads’ Competencies

School Leadership