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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

The 2010 version of this document was developed and validated in Regions VI, VII and VIII, Divisions of Negros Occidental, Bohol/Tagbilaran and Northern Samar through the AusAID-funded project, STRIVE (Strengthening the Implementation of Basic Education in selected Provinces in the Visayas), in coordination with the EDPITAF (Educational Development Project Implementing Task Force) and in consultation with the TEDP-TWG, NEAP and the Bureaus of the Department of Education. This NCBSSH-TDNA Guide and Tool is a revised edition of the 2010 version pursuant to the provisions of the DepED Order No. 32, s. 2010, The National Adoption and Implementation of the National Competency-Based Standards for School Heads.

Table of Contents
I. Introductory Information. ....1 Basis and Purpose of the NCBSSH-TDNA, p1 NCBSSH Framework, p2 T&D-TDNA Roles and Responsibilities .....3 Regional T&D, p3 Division T&D, p3 NCBSSH-TDNA Process Flow,4 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 Scoring and Interpretation of NCBSSH-TDNA Results....8 Scoring Individual SHs Responses, p8 Interpretation of Scores and Reporting Cluster Results, p9 Consolidation Database for NCBSSH-TDNA, p10 Monitoring and Evaluation of the NCBSSH-TDNA .11

II.

III.

IV.

V.

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

National Competency-Based Standards for School Heads Training and Development Needs Assessment (NCBSSHTDNA)

Basis and purpose of the NCBSSH-TDNA The National Competency-Based Standards for School Heads Training and Development Needs Assessment (NCBSSH-TDNA) is a mechanism to systematically determine the training and development needs of school heads (SHs) in order to support improved practice as effective school leaders. The competencies assessed through the NCBSSH-TDNA are based on the mandate for school heads indicated in the RA 9155, its Implementing Rules and Regulations (IRR), and on the national competency standards for school heads contained in the DepEd Order No. 32 series of 2010, The National Adoption and Implementation of the National Competency-Based Standards for School Heads. The 2010 version of this Manual for TDNASH (T&D Needs Assessment for School Heads) was developed and used by Regions VI, VII and VIII through the STRIVE Project. The needs assessment mechanism was an adaptation of the National Educators Academy of the Philippines (NEAP) assessment tool for school managers. A list of required competencies based on the mandate for school heads was earlier developed by the NEAP for its School Leadership Experience Portfolio (SLEP). The tool contained a rubric of behavioral indicators to assess school leaders on specific competencies and to classify their level of performance. The present revision is brought about by the national validation of a set of competency-based standards that streamlined the list of competencies from the original list used by the 2010 version. The DepEd Order No. 32, s. 2010 defines NCBSSH with a list of competency standards which can be used as basis for the school heads decision making, actions and performances of their functions. In addition to fundamental direction provided by the set of standards, there are knowledge, skills, and values that are clarified through the indicators defined per strand on every domain. The NCBSSH shall be used as basis for the preparation of a comprehensive training and development based on expected tasks that will be utilized to deliver training programs to ensure efficiency, effectiveness, and excellence of school heads job performance (DepEd Order No.32, s. 2010, par 2 and 3). Moreover, the Regional Directors through the Training and Development Teams of the NEAP in the Region (NEAP-R) are urged to manage the distribution and orientation of the adoption of the NCBSSH of the divisions within their jurisdiction. Monitoring and evaluation shall be conducted by the Quality Assurance and Monitoring Evaluation and Accreditation (QA-ME-A) Team of the NEAP-R (DepEd Order No.32, s. 2010, par 4). Therefore, the NCBSSH-TDNA tool is necessary to determine the school heads needs for training and development vis--vis the seven domains of competencies for an effective school leader. It is a selfassessment 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.
NCBSSH-TDNA Guide and Tools

Individual results will serve as basis for the development of the School Heads Individual Plans for Professional Development (IPPD). Consolidated results will be utilized by the CO-NEAP, NEAP-R and Division T&D in designing and delivering competency-based training and development programs that are responsive to their identified needs. The NCBSSH Framework The NCBSSH Framework that is presented in detail in the Attachment 1 defines the different dimensions of being an effective school head. It clearly states that an effective school head is one who can implement continuous school improvement, who can produce better learning outcomes among its pupils/students and who can help change institutional culture among others. The Figure below shows the schematic presentation of the Integrated Domains with the competency strands under each domain.

Domain 1
SCHOOL LEADERSHIP Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO) Data-based Strategic Planning Problem-Solving Building High Performance Teams Coordinating with Others Leading and Managing Change

Domain 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

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

Domain 3 CREATING A STUDENT CENTERED LEARNING CLIMATE Setting high social & academic expectations Creating school environments focused on the needs of the learner

Domain 5 PARENT INVOLVEMENT AND COMMUNITY PARTNERSHIP

Parental Involvement External Community Partnership

Domain 4 HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT Creating a Professional Learning Community Recruitment and Hiring Managing Performance of Teachers and Staff

NCBSSH-TDNA Guide and Tools

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

Domain 1: School Leadership Effective leadership is the core of every successful school. This domain emphasizes that effective school leaders collaborately create a vision and establish a climate for teachers, non-teaching personnel and learners to reach their highest level of achievement. Domain 2: Instructional Leadership Education reforms have created an urgent need for strong emphasis on the development of instructional leadership skills. This domain covers those actions in instructional leadership (e.g. assessment for learning, development and implementation, instructional supervision and technical assistance that school heads take or delegate to others to promote good teaching and high level learning among pupils/students. Domain 3: Creating a Student-Centered Learning Climate The domain requires that effective school leaders set high standards and create high expectations for learners at the same time recognizing their achievement. Domain 4: HR Management and Professional Development Effective school leaders develop the skills and talents of those around them. This domain includes the nurturing and supporting of a learning community that recruits teachers based on NCBTS and promotes the continuous growth and development of personnel based on IPPD and SPPD. Domain 5: Parent Involvement and Community Partnership Effective school heads engage in shared decision making with the community in achieving universal participation, completion and functional literacy. This domain covers parent and other stakeholders involvement to raise learners performance. Domain 6: School Management and Operations This domain covers the critical role school heads play in managing the implementation and monitoring of their schools improvement plan/annual implementation plan. Domain 7: Personal and Professional Attributes and Interpersonal Effectiveness. Effective school leaders are models of professionalism and ethical and moral leadership. This domain includes the development of pride in the nobility of the teaching profession.

II. The T&D Roles and Responsibilities Regional T&D Team The Regional T&D Team is responsible for the provision of technical assistance to the schools divisions T&D teams in the planning and implementation of the NCBSSH-TDNA. Part of the responsibilities of the Regional T&D Team is to monitor and evaluate the NCBSSH-TDNA processes in the divisions.
NCBSSH-TDNA Guide and Tools

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

NCBSSH-TDNA Process Flow


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

Division Level: SDS instructs the T&D Team to commence the NCBSSHTDNA, 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 NCBSSHTDNA

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

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

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 NCBSSHTDNA results for the Reg- MPPD re SHs professional development NCBSSH-TDNA Guide and Tools programs

SDS submits report to RD

III. Assessment Procedures


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

Preliminary Preparations Prior to the commencement of the administration of the NCBSSH-TDNA, the T&D Chair and Cochairs 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
NCBSSH-TDNA Guide and Tools

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 days orientation:

Agreements that have been made for the administration of the NCBSSH-TDNA

NCBSSH-TDNA Guide and Tools

T&D Teams roles and responsibilities Submission of results to the region

T&D team monitoring processes and the analysis of results at the division/district level. 8. Thank the participants for their involvement and commitment.

Orientation and Administration of the NCBSSH-TDNA Tool to School Heads The NCBSSH-TDNA is individually done by the school heads once every three years. The Division T&D team will conduct the orientation and the administration of the NCBSSH-TDNA Tool to the school heads The materials required for the administration of the NCBSSH-TDNA to the School Heads found in Attachment 2 are: NCBSSH-TDNA Tool Individual SH Summary Results Template A Session Guide for this purpose can be seen in Attachment 4. The following considerations shall be made during the conduct of the session: 1. Completion of the NCBSSH-TDNA will determine school heads training strengths and needs in order to support improved professional competencies. The NCBSSH-TDNA results will help the SH in the development of an Individual Plan for Professional Development (IPPD) and will also inform the Division in designing a Master Plan for Professional Development (MPPD) for the benefit of school managers. 2. The NCBSSH-TDNA is the initial stage of managing ones professional growth where individual strengths are affirmed and learning needs are purposely taken care of through a deep sense of individual accountability for self-professional development. The NCBSSHTDNA 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.
NCBSSH-TDNA Guide and Tools

5. School Heads should consider each indicator and reflect on the things they have done related to the indicators and which demonstrate what they are actually doing in their workplace. 6. For each competency, there are four possibilities in which they will see their need for professional development. They have to place a check () under the appropriate column that represents their self-reflection. They will need to do this for each indicator. 7. Individual results will serve as basis for the development of their IPPD. Consolidated results will be utilized by the CO-NEAP, NEAP-R and Division T&D in designing and delivering competency-based training and development programs that are responsive to their identified needs. 8. The completion of the NCBSSH-TDNA will take approximately 1-2 hours, however no time limit is imposed.

IV. SCORING AND INTERPRETATION OF THE NCBSSH-TDNA RESULTS


Scoring Individual School Heads Responses It is recommended that each school Head will score his/her own responses on the tool following the steps below. 1. For each competency there are four possible responses with corresponding scores within a scale as shown below: I am not doing this yet I am doing a little of this and I need to learn more I am doing it but I need to improve I am doing it well and can lead others do the same 1 2 3 4

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

Domain 1: School Leadership Competency 1.A 1 2 3 4 5 6 (1) (3) (2) (2) (4) (1)

NCBSSH-TDNA Guide and Tools

3. To compute the average score of each Strand, add the scores in each column under selfassessment and divide it by the number of indicators to get the average assessment score for each competency. See sample below. Domain 1: School Leadership Strand 1.A 1 2 3 4 5 6 Sum of column scores Total sum of scores per strand Average Score per strand (1) (3) (2) (2) (4) (1) 2 3 13 13 6 =2.17 4 4

3. To compute the average score of each Domain, add the scores in all strands and divide by the number of strands under each Domain. See sample below. Domain 1: School Leadership Strand 1.A Strand 1.B Strand 1.C Strand 1.D Strand 1.E Strand 1.F Average Score per strand Average Score per strand Average Score per strand Average Score per strand Average Score per strand Average Score per strand Average Score per Domain 2.17 2.56 2.77 2.20 3.40 3.00 16.10 6 = 2.68

4. Write the average scores of each Domain and each Strand on the INDIVIDUAL SCHOOL HEAD NCBSSH-TDNA SUMMARY RESULTS TEMPLATE attached at the end of the Tool. 5. Graph each average score on the Template using a colored pencil or Crayola.

Interpretation of Scores and Reporting Cluster Results 1. The following scale ranges with corresponding qualitative equivalents are used to interpret each average score per domain or per strand. Score Range 1.00 1.49
Not doing this yet Qualitative Label

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

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

Descriptor The SH identifies competencies in this range as priority needs for professional development.

2.50 3.49
Doing it but need to improve

3.50 4.00
Doing it well and can lead NCBSSH-TDNA Guide and Tools

The SH identifies competencies in this range as secondary needs for professional development. The SH identifies competencies in this range as strong qualities/abilities that

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 schools name beside the name of each of the SHs. Part II. 1. Enter the individual Average Scores per strand of each School Head into the NCBSSH-TDNA Cluster Summary Sheet. 2. Compute the simple average across all the SHs in each strand. 3. Determine the equivalent level of training need using the scale ranges below. Enter the acronym in the last column. 1.00 1.49 1.50 2.49 2.50 3.49 3.50 4.00 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. Urgent Need for Training-(UNT)Strong Need for Training-(SNT) Need Enhancement Training-(NET) Can Support Training-(CST)

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

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What will be monitored School Heads details in relation to their current position, their level of experience and qualification

How it will be monitored All School Heads will be asked to complete the profile

M&E tool to be used T&D-M&E Form 1: Individual Profile Template

Who will be responsible for the monitoring TDNA - WG

When will the monitoring take place Prior to the accomplishment of the NCBSSHTDNA Tool

How will the results be used Results will be entered into the TDIS database along with their corresponding NCBSSH-TDNA results

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

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

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

Division TDNA - WG

During the accomplishment and NCBSSHTDNA 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 NCBSSHTDNA results for a cluster of schools

NCBSSHTDNA-M&E Form 2: NCBSSHTDNA Consolidated Cluster Results Template

TDNA -WG

After the accomplishment of the NCBSSHTDNA by a cluster of School Heads

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

The implementation of the NCBSSHTDNA at the Division level

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

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

Region TDNA - WG

During the NCBSSH-TDNA process at the Division Level

Results to be discussed with the Division and identify strengths and areas for improvement. Observations will be collated by the TDNA- WG and the results analyzed to inform future TDNA policy

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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

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Key Domains and Competency Strands


The NCBS-SH is an integrated theoretical framework that defines the different dimensions of being an effective school head. An effective school head is one who can implement continuous school improvement, who can produce better learning outcomes among its pupils/students and who can help change institutional culture among others. The NCBS-SH Domains are distinctive areas which will guide school heads to be effective. Each domain is based on the functions expected of school heads, Under each domain are competency strands and the competency strand is broken down into a number of performance indicators. Performance indicator points to the abilities, attitudes and underpinning knowledge which lead to competent performance. The Figure below shows the schematic presentation of the Integrated Domains with the competency strands under each domain.
Domain 1
SCHOOL LEADERSHIP Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO) Data-based Strategic Planning Problem-Solving Building High Performance Teams 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

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

Domain 3 CREATING A STUDENT CENTERED LEARNING CLIMATE Setting high social & academic expectations Creating school environments focused on the needs of the learner

Domain 5 PARENT INVOLVEMENT AND COMMUNITY PARTNERSHIP

Parental Involvement External Community Partnership

Domain 4 HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT Creating a Professional Learning Community Recruitment and Hiring Managing Performance of teachers and Staff

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

Valid. All performance indicators are research-and experience-based.

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

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1.F.

Leading & Managing Change

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

DOMAIN 2. INSTRUCTIONAL LEADERSHIP 2.A. Assessment for Manages the processes and procedures in monitoring student achievement Learning Ensures utilization of a range of assessment processes to assess student performance Assesses the effectiveness of curricular/co-curricular programs and / or instructional strategies Creates & manages a school process to ensure student progress is conveyed to students and parents/guardians regularly

2.B.

Developing 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

3.B.

Creating school environments focused on the

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 Creates and sustains a safe, orderly, nurturing and healthy environment Provides environment that promotes use of technology among learners and teachers

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needs of the learner

DOMAIN 4. HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT 4.A. Creating a Builds a community of learners among teachers Professional Assesses and analyzes the needs and interests of teachers and other school Learning personnel Community Aligns the School Plan for Professional Development (SPPD) with the Individual Plan for Professional Development (IPPD) and identified needs of other school personnel Includes the SPPD in the SIP/AIP Mentors and coaches employees and facilitates the induction of new ones Recognizes potential of staff and provides opportunities for professional development Ensures the school development plan objectives are supported with resources for training and development programs Prepares, implements, and monitors school-based INSET for all teaching staff based on IPPD Monitors and evaluates training efficiency and effectiveness 4.B. Recruitment & Utilizes the basic qualification standards and adheres to pertinent policies in Hiring recruiting and hiring teachers / staff Creates a School Selection and Promotion Committee and trains its members Recommends better ways and means to improve recruitment, hiring and performance appraisal of teachers 4.C. Managing Assigns teachers and other personnel to their area of competence Performance of Assists teachers and staff in setting and resetting performance goals Teachers and Staff Monitors and evaluates performance of teaching and non-teaching personnel vis-a-vis targets Delegates specific tasks to help manage the performance of teaching and nonteaching personnel Coaches deputized staff as needed on managing performance Creates a functional school-based performance appraisal committee Assists and monitors the development of of IPPD of each teacher DOMAIN 5. PARENT INVOLVEMENT & COMMUNITY PARTNERSHIP 5.A. Parental Establishes school and family partnerships that promote student peak Involvement performance Organizes programs that involve parents and other school stakeholders to promote learning Conducts dialogues, fora, training of teachers, learners and parents on the welfare and performance of learners 5.B. External Promotes the image of the school through school summit, State of the School Community Address (SOSA) cultural shows, learners project exhibits, fairs, etc. Partnership Conducts dialogues and meetings with multi-stakeholders in crafting programs and projects Participates actively in community affairs Establishes sustainable linkages / partnership with other sectors, agencies and NGOs through MOA/ MOU or using Adopt a School Program policies DOMAIN 6. SCHOOL MANAGEMENT AND OPERATIONS 6.A. Managing School Manages the implementation, monitoring and review of the SIP/AIP and other Operations action plans Establishes and maintains specific programs to meet needs of identified target groups NCBSSH-TDNA Guide and Tools

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Takes the lead in the design of a school physical plant and facilities

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

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7.C. 7.D.

Interpersonal Sensitivity Fairness, Honesty and Integrity

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

integrity, honesty and fairness


Demonstrates integrity, honesty and fairness in all his/her dealings and

transactions Makes individuas accountable for their actions

NCBSSH-TDNA Guide and Tools

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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

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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

DOMAIN 1. SCHOOL LEADERSHIP Strand 1.A. Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO) 1. Demonstrate co-ownership of and personal responses to identified issues consistent with the schools vision and mission 2. Involve internal and external stakeholders in formulating and achieving school vision, mission, goals and objectives 3. Align goals and objectives with the school vision and mission 4. Communicate the school VMGO clearly 5. Explain the school vision to the general public 6. Revisit and ensure that school activities are
NCBSSH-TDNA Guide and Tools

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aligned with the school VMGO Strand 1.B. Data-based Strategic Planning 7. Establish E-BEIS/SIS and baseline data of all performance indicators 8. Involve all internal and external stakeholders in developing SIP/AIP 9. Utilize data, e.g, E-BEIS/SIS, SBM assessment, TSNA, and strategic planning in the development of SIP/AIP 10. Align the SIP/AIP with national, regional and local education policies and thrusts 11. Communicate effectively SIP/AIP to internal and external stakeholders Strand 1.C. Problem-Solving 12. Resolve problems at the school level 13. Assist teachers and students to understand problems and identify possible solutions 14. Analyze cause/s of problems critically and objectively 15. Address the causes of the problem rather than the symptoms 16. Explore several approaches in handling problems 17. Demonstrate a proactive approach to problem solving Strand 1.D. Building High Performance Teams 18. Involve stakeholders in meetings and deliberations for decision making 19. Set high expectations and challenging goals 20. Provide opportunities for growth and development of members as team players 21. Define roles and functions of each committee 22. Monitor and evaluate accomplishment of different committees/teams 23. Give feedback on the teams performance using performance based assessment tool 24. Establish a system for rewards and benefits for teachers and staff Strand 1.E. Coordinating with Others 25. Collaborate with concerned staff on the planning and implementation of programs and projects
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26. Ensure proper allocation and utilization of resources (time, fiscal, human, IMS, etc.) 27. Provide feedback and updates to stakeholders on the status of progress and completion of programs and projects 28. Mobilize teachers/staff in sustaining a project Strand 1.F. Leading & Managing Change 29. Maintain an open, positive and encouraging attitude toward change 30. Assist teachers in identifying strengths and growth areas through monitoring and observation 31. Introduce innovations in the school program to achieve higher learning outcomes 32. Monitor and evaluate the implementation of change programs included in SIP/AIP 33. Observe and apply multi-tasking in giving assignments 34. Advocate and execute plans for changes including culture change in the workplace 35. Empower teachers and personnel to identify, initiate and manage changes DOMAIN 2. INSTRUCTIONAL LEADERSHIP Strand 2.A. Assessment for Learning 36. Manage the processes and procedures in monitoring student achievement 37. Ensure utilization of a range of assessment processes to assess student performance 38. Assess the effectiveness of curricular/cocurricular programs and/or instructional
strategies

39. Utilize assessment results to improve learning 40. Create & manage a school process to ensure student progress is conveyed to students and parents/guardians regularly Strand 2. B. Developing Programs &/or Adapting Existing Programs 41. Develop/adapt a research-based school program 42. Assist in implementing an existing, coherent and responsive school-wide curriculum 43. Address deficiencies and sustain successes of current programs in collaboration with teachers and learners 44. Develop a culture of functional literacy Strand 2.C. Implementing Programs for Instructional Improvement
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45. Manage the introduction of curriculum initiatives in line with DepEd policies (e.g. BEC, Madrasah) 46. Work with teachers in curriculum review 47. Enrich curricular offerings based on local needs 48. Manage curriculum innovation and enrichment with the use of technology 49. Organize teams to champion instructional innovation programs toward curricular responsiveness Strand 2.D. Instructional Supervision 50. Prepare and implement an instructional supervisory plan 51. Conduct Instructional Supervision using appropriate strategy 52. Evaluate lesson plans as well as classroom and learning management 53. Provide in a collegial manner timely, accurate and specific feedback to teachers regarding their performance 54. Provide expert technical assistance and instructional support to teachers DOMAIN 3. CREATING A STUDENT - CENTERED LEARNING CLIMATE Strand 3.A. Setting high social & academic expectations 55. Benchmark school performance 56. Establish and model high social and academic expectations for all 57. Create an engaging learning environment 58. Participate in the management of learner behavior within the school and other school related activities done outside the school 59. Support learners desire to pursue further learning 60. Recognize high performing learners and teachers and supportive parents and other stakeholders Strand 3. B. Creating school environments focused on the needs of the learner 61. Create and sustain a safe, orderly, nurturing and healthy environment 62. Provide environment that promotes use of technology among learners and teachers DOMAIN 4. HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT Strand 4.A. Creating a Professional Learning Community 63. Build a community of learners among teachers
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64. Assess and analyze the needs and interests of teachers and other school personnel 65. Ensure that the School Plan for Professional Development (SPPD) emerges from the Individual Plan for Professional Development (IPPD) and other identified needs of school personnel included in the SIP/AIP 66. Integrate the SPPD in the SIP/AIP 67. Mentor and coach employees and facilitate the induction of new ones 68. Recognize potentials of staff and provide opportunities for professional development 69. Ensure that the objectives of the school development plan are supported with resources for training and development programs 70. Prepare, implement, and monitor school-based INSET for all teaching staff based on IPPDs and the SPPD 71. Monitor and evaluate school-based INSETs Strand 4.B. Recruitment & Hiring 72. Utilize the basic qualification standards and adhere to pertinent policies in recruiting and hiring teachers / staff 73. Create and train School Selection and Promotion Committee and train its members 74. Recommend better ways and means to improve recruitment, hiring and performance appraisal of teachers Strand 4.C. Managing Performance of Teachers and Staff 75. Assign teachers and other personnel to their area of competence 76. Assist teachers and staff in setting and resetting performance goals 77. Monitor and evaluate performance of teaching and non-teaching personnel vis-a-vis targets 78. Delegate specific tasks to help manage the performance of teaching and non-teaching personnel 79. Coach deputized staff as needed on managing performance 80. Create a functional school-based performance appraisal committee 81. Assist and monitor the development of IPPD of each teacher 26

NCBSSH-TDNA Guide and Tools

DOMAIN 5. PARENT INVOLVEMENT & COMMUNITY PARTNERSHIP Strand 5.A. Parental Involvement 82. Establish school and family partnerships that promote students peak performance 83. Organize programs that involve parents and other school stakeholders to promote learning 84. Conduct dialogues, fora, training of teachers, learners and parents on the welfare and improves performance of learners Strand 5.B. External Community Partnership 85. Promote the image of the school through school summit, State of the School Address (SOSA) cultural shows, learners project exhibits, fairs, etc. 86. Conduct dialogues and meetings with multistakeholders in crafting programs and projects 87. Participate actively in community affairs 88. Establish sustainable linkages/partnership with other sectors, agencies and NGOs through MOA/ MOU or using Adopt- a- School Program policies DOMAIN 6. SCHOOL MANAGEMENT AND OPERATIONS Strand 6. A. Managing School Operations 89. Manage the implementation, monitoring and review of the SIP/AIP and other action plans 90. Establish and maintain specific programs to meet needs of identified target groups 91. Take the lead in the design of a school physical plant and facilities improvement plan in consultation with an expert/s 92. Allocate/prioritize funds for improvement and maintenance of school physical facilities and equipment 93. Oversee school operations and care and use of school facilities according to set guidelines 94. Institutionalize best practices in managing and monitoring school operations thereby creating a safe, secure and clean learning environment 95. Assign/ hire appropriate support personnel to manage school operations Strand 6.B. Fiscal Management 96. Prepare a financial management plan 97. Develop a school budget which is consistent with SIP/AIP 98. Generate and mobilize financial resources 27

NCBSSH-TDNA Guide and Tools

99. Manage school resources in accordance with DepEd policies and accounting and auditing rules and regulations and other pertinent guidelines 100. Accept donations, gifts, bequests and grants in accordance with RA 9155 101. Manage a process for the registration, maintenance and replacement of school assets and dispositions of non-reusable properties 102. Organize a procurement committee and ensures that the official procurement process is followed 103. Utilize funds for approved school programs and projects as reflected in SIP/AIP 104. Monitor utilization, recording and reporting of funds 105. Account for school fund 106. Prepare financial reports and submit/ communicate the same to higher education authorities and other education partners Strand 6.C. Use of Technology in the Management of Operations 107. Apply Information Technology (IT) plans for online communication 108. Use IT to facilitate the operationalization of the school management system (e.g. school information system, student tracking system, personnel information system) 109. Use IT to access Teacher Support Materials (TSM), Learning support Materials (LSM) and assessment tools in accordance with the guidelines 110. Share with other school heads the schools experience in the use of new technology DOMAIN 7. PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS Strand 7.A. Professionalism 111. Manifest genuine enthusiasm and pride in the nobility of the teaching profession 112. Observe and demonstrate desirable personal and professional (RA 6713 & Code of Ethics RA 7836) behaviors like respect, honesty, dedication, patriotism and genuine concern for others at all times 113. Maintain harmonious relations with superiors, colleagues, subordinates, learners, parents and other stakeholders 114. Endorse appointments, promotions and
NCBSSH-TDNA Guide and Tools

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transfers on the bases of merit and needs in the interest of the service 115. Maintain good reputation with respect to financial matters such as the settlement of debts, loans and other financial affairs 116. Develop programs and projects for continuing personal and professional development including moral recovery and values formation among teaching and non-teaching personnel VII. Strand 7.B. Communication 117. Communicate effectively to staff and other stakeholders in both oral and written forms 118. Listen to stakeholders needs and concerns and respond appropriately in consideration of the political, social, legal and cultural context VII. Strand 7.C. Interpersonal Sensitivity 119. Interact appropriately with a variety of audiences 120. Demonstrate ability to empathize with others VII. Strand 7.D. Fairness, Honesty & Integrity 121. Observe Award System and a system of assistance for teachers staff to sustain integrity, honesty and fairness in all school practices 122. Demonstrate integrity, honesty and fairness in all his/her dealings and transactions 123. Make individuals accountable for their actions

Name of School Head:

___________________________________________ Signature over printed Name Name of School and Division: ___________________________________________

Date Accomplished:___________________________

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INDIVIDUAL SCHOOL HEAD NCBSSH-TDNA RESULTS SUMMARY TEMPLATE Name of School Head:
Domains Strands
1.A 1.B
DOMAIN 1 D1 Tot DOMAIN 2 D2 Tot DOMAIN 3 D3 Tot

School: District/Division:
DOMAIN 4 D4 Tot DOMAIN 5 D5 Tot DOMAIN 6 D6 Tot DOMAIN 7 D7 Tot 7.D

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

Average SCORES
Level
ScoreRange 4.00 3.75 3.50 3.25 3.00 2.75 2.50 2.25 2.00 1.75 1.50 1.25 1.00

Strands

1.A

1.B

1.C

1.D

1.E

1.F

2.A

2..B 2.C
DOMAIN 2

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
DOMAIN 7

7.D

Domains

DOMAIN 1

D1 Tot

D2 Tot

DOMAIN 3

D3 Tot

DOMAIN 4

D4 Tot

DOMAIN 5

D5 Tot

DOMAIN 6

D6 Tot

D7 Tot

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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

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

I PERSONAL DATA Name:


(Surname) (First Name) (Middle Name)

Employee Number (If Applicable) Date of Birth: Home Address: Contact #: Region: Division: Office/School: Current Position: Highest Educational Attainment:

Sex:

Male

Female

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

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

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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 SEAMEO- INNOTECH NEAP Central NEAP-Region TEI Other, please specify -----

Foreign Assisted Projects (FAP)

List your significant experiences in the identified areas

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Use additional sheet if necessary.

V. TRAINING AND DEVELOPMENT EXPERIENCES


Identify which of the following specific areas you consider to be your area(s) of expertise: Competency Assessment Program Designing Program Delivery Monitoring and Evaluation of Training List your significant experiences in the identified areas Program Planning Resource Materials Development Program Management

Use additional sheet if necessary.

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

Date:

Signature: 34

NCBSSH-TDNA Guide and Tools

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

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

TDNA Administrator Monitored: ____________________ Dates: _______________ Activity Monitored: School Head completion of NCBSSH-TDNA
Please consider the administration of the NCBSSH-TDNA in line with the indicators listed below. Please check

() the appropriate column to indicate your level of agreement for each of the statements.

Strongly Agree 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

Agree

Disagree

Strongly Disagree

Recommendations to improve processes

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


PART I. Cluster School Heads Identification
Cluster Name: ____________________________ Division __________________________ No. 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 School Head Name School

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PART II.

NCBSSH-TDNA Cluster Summary Sheet for School Heads TDNA Profile


Training Need Level
Identify competencies that should be enhanced via training

Cluster Name: _______________________ School Heads TDNA Overall and per Domain Profile Domains (D)
D 1 1.A 1.B 1.C 1.D 1.E 1.F
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

Ave.
Ratings

1.48

UNT SNT NNT NNT NET 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

7.A D 7 7.B 7.C 7.D

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

Cluster Name: _______________________________________ School Heads SH 1 SH 2 SH 3 SH 4 SH 5 Total No. of SH who need Training Domain 1 I.C I.D Domain 2 II.B II.C Domain 3 III.A III.B Domain 4 IV.B IV.C Domain 5 V.A V.B Domain 6 VI.B VI.C Domain 7 VII.B VII.C

I.A

I.B

I.E

II.A

II.D

IV.A

VI.A

VII.A

VII.D

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

NCBSSH-TDNA M&E Form 3:

Documentation Tool for Division Implementation of NCBSSH-TDNA


This form is to be used to support Regional monitoring of the NCBSSH-TDNA process at the Division level and Division monitoring of district and level activities. It is expected that the assessment will be based on observations, discussions with the implementing team and review of relevant documents. Division/District _________________________ Rating Guide: Numerical Rating 4 3 2 1 Date: __________________

Interpretation Very High Extent High Extent Low Extent Very Low Extent

Description In a very significant way In a meaningful way In a limited way only Not in any meaningful way

Use the scale above to evaluate the extent to which the conduct of NCBSSH-TDNA documentation adhered to the following: To what extent .. was thorough planning conducted prior to the NCBSSH-TDNA orientation? 1. 2. were participants oriented to the competencies expected of a School Head? was the purpose of the NCBSSH-TDNA explained? 3. was a clear explanation provided on how to accomplish the NCBSSH-TDNA 5. tools e.g. manual and/or e-version was the scoring system for the NCBSSH-TDNA tool explained; e.g. 4-pt scale 6. were the steps involved in consolidating NCBSSH-TDNA results for a group of 8. 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: 1 2 3 4

Name:______________________________________ Designation: _________________________________ Date: __________________________

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

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

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

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

At the end of the session, participants are able to: Learning Objectives discuss the framework, legal basis, goals and objectives of NCBSSHTDNA; complete the NCBSSH-TDNA Tool and the individual summary of their self-assessment results; demonstrate truthful self-assesment of their professional development needs Handouts: NCBSSH-TDNA Guide and Tool DepED Order 32, s. 2010 Power point Presentation: NCBSSH-TDNA Orientation and Administration Additional Resources Activity Sheet Music e.g. Knowing Me Knowing You by ABBA Knowing Me Knowing You Introductory Activity 10 minutes Give the following instructions: 1. While a song e.g. Knowing Me Knowing You is played, mill around while dancing and meet new friends. As soon as the music stops, introduce yourself using an adjective describing your strong qualities as a school head that starts with the first letter of your name. e.g. I am

Resources

Transformational Teresa.
2. In a sentence, explain why you consider yourself to be so. 3. Repeat the same steps at least five times with different partners.

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Activity 20 minutes

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

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

Domains /Competency Strands School Instructional Creating Leadership Leadership 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

List all the strands in the proper column here.

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

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Note to the Facilitator: Lead them to recognize the importance of continuous professional development toward becoming competent and effective school leaders. Power point presentation on: 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.)

Abstraction 40 minutes

Application 1 hour

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

Concluding Activity 10 minutes

Have a recap of the key understanding and elicit expressed indicators showing achievement of session objectives Summarize the important concepts and learning in the lecturette Conclude the activity with a leadership quotation e.g. Sharpening the Saw by Stephen Covey Seven Habits of a Highly Effective People.

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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 Renato Ballesteros, EPS Susan Severino, EPS Samuel Malayo, EPS Negros Occidental Juna Flores, HT V

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

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

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

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