I.

Introduction

TheNCBSSH-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.
It 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.

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. Accomplishing the Profile

A. The profile sheet is working with the macros which need to be enabled for some of the drop-down menus to function. The
moment this tool is opened a message may appear asking the user to enable these macros if found disabled. In case the drop-down
are not functioning, try enabling the macros. Drop-down menus will NOT function also if the workbook is in design mode.
B. Acomplishing the profile sheet is necessary in this TDNA for school heads. Some information can be provided by choosing from
the list of items in the drop-down menus employed. Automatic scoring will only work when all information required had been
provided. At the end of the profile sheet, error message/s is/are displayed indicating that the sheet is not completely accomplished.

III. Accomplishing the Self-Assessment Sheet

Read the instructions at the beginning of the 'Self Assessment' sheet. Automatic scoring will proceed only if this sheet is
properly accomplished. In each item, one(1) box must be ticked. The background turns blue if correctly ticked, otherwise
becomes orange.
 At the end of the worksheet an error handler is provided to guide the user in locating errors. If the assessment is correctly accomplished
a remark 'End of Assessment' is displayed.
In case you want to clear all boxes, a command button at the bottom of the 'Assessment' Sheet is provided for this purpose. Click the button and
confirm your action and all boxes will be unchecked.

IV. Scoring and Interpretation of Results

When the 'Profile' and 'Self-Assessment' are completely and correctly accomplished, automatic scoring functions through the 'Summary' sheet.
In this 'Summary" sheet, respondent's average score and percentage score in each strand and domain can be viewed. A chart of summarized percentage
score is also provided. Interpretation of results is also charted in this sheet.
IV. Setting the items in the drop-down menus for the division and district boxes (Instructions for Division NCBTS Coordinators).
To set the lists in the drop-down menus for division and district boxes, appropriate entries must be encoded in the 'Division' and 'District' Sheets.
For the divisions, just delete the current entries and replace it with the division names in your region. Update also the entries in the 'District' worksheet.
Note: 'Division' and 'District' worksheets are protected with a BLANK password.
NOTE:
'District 1' is the first district in the division and 'School 1' is the first school in 'District 1'. The school ID of 'School 1' is '1234'.
School 2' is the last school in 'District 1' whose school ID is '12345'.

'District 3' is the last district in the division with 'School AAA' as the first school in this district whose school ID is 'AAAAA'.
 OK

Not allowed
 button and

mary' sheet.
arized percentage
NCBTS Coordinators).
trict' Sheets.
trict' worksheet.
 Individual Profile
I. Personal Data
1. Family Name: DAIT First Name : DANILO Middle Name : ESGUERRA

2. Gender Male 3. PRC ID : 361539 4. Civil Status : Married

5. Date of Birth 3 / 24 / 1959 Barangay: STA. LUCIA, SOUTH POB. Town MASINLOC
mm dd yyyy 6. HOME ADDRESS
Province : ZAMBALES Country : Philippines
37
7. Mobile Number : +63 9231584464 Landline : NOT APPLICABLE

8. Region III - CENTRAL LUZON 9. Division : ZAMBALES 10. District : MASINLOC

11. School Name : TALTAL ES 12. School ID : 106899

13. School Address Barangay : TALTAL Town/City : MASINLOC Province : ZAMBALES
14. Current Position : PRINCIPAL I 15. Other Designation/s DISTRICT EPP COORDINATOR

16. Highest Educational Attainment : MASTER OF EDUCATION MAJOR IN EDUCATIONAL ADMINISTRATION- CAR

17. Number of Years in Service as School Head : 12

II. Work Experience (Start from your recent work)

18.

INCLUSIVE PERIOD
MAIN AREA OF RESPONSIBILITY e.g. LEVEL e.g. Elem/Sec/ALS school,
Position From To
subjects taught, level supervised district, division, region
mm dd yyyy mm dd yyyy
Principal I ADMINISTRATOR ELEMENTARY SCHOOL 2 / 1 / 2011 / /

Head Teacher III ADMINISTRATOR ELEMENTARY SCHOOL 8 / 31 / 2006 1 / 31 / 2011

Teacher III Classroom Teacher ELEMENTARY SCHOOL 6 / 16 / 2003 8 / 30 / 2006

Teacher II Classroom Teacher ELEMENTARY SCHOOL 1 / 8 / 2001 6 / 15 / 2003

Teacher I Classroom Teacher ELEMENTARY SCHOOL 6 / 16 / 1986 1 / 7 / 2001

/ / / /
/ / / /
/ / / /
/ / / /
/ / / /
/ / / /
/ / / /
/ / / /
/ / / /
/ / / /
/ / / /

III. Training Attended

19.
Training attended over
Training Focus Management Level
last 3 years
Curriculum No
Resource Materials
No
Development
Planning No
Management No
Policy Development No
Research No

Others No

IV. Significant Experiences

20. Identify which of the following areas you consider to be your area(s) of expertise:
✘ School Based Management Monitoring and Evaluation
Quality Assurance Subject Specialization
Access Education ✘ Policy Development
✘ Education Planning ICT
Learning Resource Materials Development
Others
Delivery of Training

Profile Complete

Developer:
Edward E. Baña
Division of Antique
 Individual Profile

ofile Complete
 National Competency-Based Standards for School Heads TDNA
Assessment 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. Click 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

DOMAIN 1. SCHOOL LEADERSHIP

Strand 1.A. Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO)
At what level do I. . . 1 2 3 4
1.      Demonstrate  co-ownership of and personal responses to identified issues consistent with the school’s vision and mission ✘
2.      Involve internal and external stakeholders in formulating and achieving  school vision, mission, goals and objectives ✘
3.      Align goals and objectives with the school vision and mission ✘

4. Communicate the school VMGO  clearly ✘

5.      Explain the school vision to the general public ✘
6.      Revisit and ensure that school activities are aligned with the school VMGO ✘

Strand 1.B. Data-based Strategic Planning

At what level do I. . . 1 2 3 4
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
At what level do I. . . 1 2 3 4
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
At what level do I. . . 1 2 3 4
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 ✘ Dadu:
23.      Give feedback on the team’s performance using performance – based assessment tool ✘ checks if no
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24.      Establish a system for rewards and benefits for teachers and staff ✘
Strand 1.E. Coordinating with Others
At what level do I. . . 1 2 3 4
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
At what level do I. . . 1 2 3 4
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
At what level do I. . . 1 2 3 4
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
At what level do I. . . 1 2 3 4
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
At what level do I. . . 1 2 3 4
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

At what level do I. . . 1 2 3 4
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
At what level do I. . . 1 2 3 4
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
At what level do I. . . 1 2 3 4
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
At what level do I. . . 1 2 3 4
63.  Build a community of  learners among teachers ✘
64.   Assess and analyze the needs and interests of teachers and other school personnel ✘
65. Ensure that  the School Plan for Professional Development (SPPD) emerges from the Individual Plan for Professional  Development (IPPD) and  ✘
other identified needs of  school personnel included in the SIP/AIP
66.  Integrate the SPPD in the SIP/AIP ✘
67. Mentor and coach employees and facilitate the induction of new ones ✘
68.  Recognize potentials of staff and provide opportunities for professional development ✘
69.  Ensure that the objectives of the school development plan are supported with resources for training and development programs ✘
70.  Prepare, implement, and monitor school-based INSET for all teaching staff based on  IPPDs and the SPPD ✘
71.  Monitor and evaluate school-based INSETs ✘
 ✘
Strand 4.B. Recruitment & Hiring
At what level do I. . . 1 2 3 4
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
At what level do I. . . 1 2 3 4
75.      Assign teachers and other personnel to their area of competence ✘
76.      Assist teachers and staff in setting and resetting performance goals ✘ ✘
77.      Monitor and evaluate performance of teaching and non-teaching personnel  vis-a-vis targets ✘
78.      Delegate specific tasks  to help manage the performance of teaching and non-teaching personnel ✘
79.      Coach deputized staff as needed on managing  performance ✘
80.      Create a functional school-based performance appraisal committee ✘
81.      Assist and monitor the development of  IPPD of each teacher ✘
DOMAIN 5. PARENT INVOLVEMENT & COMMUNITY PARTNERSHIP
Strand 5.A. Parental Involvement
At what level do I. . . 1 2 3 4
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

At what level do I. . . 1 2 3 4
85.  Promote the image of the school through school summit,  State of the School Address (SOSA) cultural shows, learners’ project  
✘
exhibits, fairs, etc.
86.  Conduct dialogues and meetings with multi-stakeholders in crafting programs and projects  ✘
87. Participate actively in community affairs ✘
88.  Establish sustainable linkages/partnership with other sectors, agencies and NGOs  through MOA/ MOU  or using Adopt- a- School  ✘
Program policies
DOMAIN 6. SCHOOL MANAGEMENT AND OPERATIONS
Strand 6. A. Managing School Operations
At what level do I. . . 1 2 3 4
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
At what level do I. . . 1 2 3 4
96.  Prepare a financial management plan ✘ ✘
97.  Develop a school budget  which is consistent with SIP/AIP ✘ ✘
98.  Generate and mobilize financial resources ✘ ✘
99.  Manage school resources in accordance with DepEd policies and accounting and auditing rules and regulations and other pertinent guidelines ✘ ✘

100.   Accept donations, gifts, bequests and grants in accordance with RA 9155 ✘

101.   Manage a process for the registration, maintenance and replacement of school assets and dispositions of non-reusable properties ✘
102.   Organize a procurement committee and ensure 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
At what level do I. . . 1 2 3 4
107. Apply Information Technology (IT) plans for online communication ✘ ✘

108. Use IT to facilitate the operationalization of the school management system  (e.g. school information system, student tracking system, personnel  ✘ ✘
information system)
✘
109. Use IT to access  Teacher Support Materials (TSM), Learning support Materials (LSM) and assessment tools in accordance with the guidelines
110. Share with other school heads the school’s experience in the use of new technology   ✘

DOMAIN 7. PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS

Strand 7.A. Professionalism
At what level do I. . . 1 2 3 4
111.  Manifest genuine enthusiasm and pride in the nobility of the teaching profession ✘ ✘
112.  Observe and demonstrate desirable personal and professional (RA 6713 & Code of Ethics RA 7836)   behaviors like respect,  honesty,  ✘ ✘
dedication, patriotism and genuine concern for others at all times
113.  Maintain harmonious relations with superiors, colleagues, subordinates, learners, parents and other stakeholders ✘ ✘

114.  Endorse appointments, promotions  and transfers on the bases of merit and needs in the interest of the service ✘ ✘
115.  Maintain  good reputation with respect to financial matters such as the settlement of debts, loans and other financial affairs ✘ ✘

116.  Develop programs and projects for continuing personal and professional  development including moral recovery and values formation among  ✘
teaching  and non-teaching personnel
Strand 7.B. Communication
At what level do I. . . 1 2 3 4
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
Strand 7.C. Interpersonal Sensitivity
At what level do I. . . 1 2 3 4
119.  Interact appropriately with a variety of audiences ✘
120.  Demonstrate ability to empathize with others ✘ ✘
Strand 7.D. Fairness, Honesty & Integrity
At what level do I. . . 1 2 3 4
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 ✘

Clear Responses
End of Assessment
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 SUMMARY OF RESULTS (NCBSSH-TDNA)
Name: Danilo , DaitE. E.
DAIT, DANILO School Year: 2018-2019

Domain D1 D2 D3 D4 D5
Strand S1.A S1.B S1.C S1.D S1.E S1.F Total D1 S2.A S2.B S2.C S2.D Total D2 S3.A S3.B Total D3 S4.A S4.B S4.C Total D4 S5.A S5.B
No. Of KSAs 6 5 6 7 4 7 35 5 4 5 5 19 6 2 8 9 3 7 19 3 4
HPS 24 20 24 28 16 28 140 20 16 20 20 76 24 8 32 36 12 28 76 12 16
Raw Score 21 19 23 26 14 26 129 19 16 18 19 72 22 7 29 33 11 26 70 11 15
Mean Score 3.50 3.80 3.83 3.71 3.50 3.71 3.69 3.80 4.00 3.60 3.80 3.79 3.67 3.50 3.63 3.67 3.67 3.71 3.68 3.67 3.75
% Score 87.50% 95.00% 95.83% 92.86% 87.50% 92.86% 92.14% 95.00% 100.00% 90.00% 95.00% 94.74% 91.67% 87.50% 90.63% 91.67% 91.67% 92.86% 92.11% 91.67% 93.75%

4.10
Summary by Mean Score
4.00
4.00
3.90 3.83 3.86
3.80 3.80 3.80 3.79
Mean Score Score

3.80 3.75
3.71 3.71 3.71 3.71
3.69 3.67 3.67 3.67 3.68 3.67 3.67
3.70 3.64
3.60 3.63
3.60 3.54
3.50 3.50 3.50 3.50
3.50
3.40
3.30
3.20
S1.A S1.B S1.C S1.D S1.E S1.F Total S2.A S2.B S2.C S2.D Total S3.A S3.B Total S4.A S4.B S4.C Total S5.A S5.B Total S6.A S6.B S7.C S7.D Total
D1 D2 D3 D4 D5 D7

0.875
87.5 0.95
95 0.95833
95.83 0.92857
92.86 0.875
87.5 0.92857
92.86 0.92143
92.14 0.95
95 1
100 0.9
90 0.95
95 0.94737
94.74 0.91667
91.67 0.875
87.5 0.90625
90.63 0.91667
91.67 0.91667
91.67 0.92857
92.86 0.92105
92.11 0.91667
91.67 0.9375
93.75

Summary by Percentage Score

105

100
100

95.83 96.43
95 95 95 94.74
95 93.75
92.86 92.86 92.86 92.86
92.14 91.67 91.67 91.67 92.11 91.67 91.67
90.63 90.91
 105

100
100
Percentage Score

95.83 96.43
95 95 95 94.74
95 93.75
92.86 92.86 92.86 92.86
92.14 91.67 91.67 91.67 92.11 91.67 91.67
90.63 90.91
90
90 88.46
87.5 87.5 87.5 87.5

85

80
S1.A S1.B S1.C S1.D S1.E S1.F Total S2.A S2.B S2.C S2.D Total S3.A S3.B Total S4.A S4.B S4.C Total S5.A S5.B Total S6.A S6.B S7.C S7.D Total
D1 D2 D3 D4 D5 D7

Domains and Strands Percent Score Mean Score Competency Level

Strand 1.A. Developing & Communicating Vision, Mission, Goals, and Objectives 87.50 3.50 Can Support Training
(VMGO)
Strand 1.B. Data-based Strategic Planning 95.00 3.80 Can Support Training
Strand 1.C. Problem-Solving 95.83 3.83 Can Support Training
Strand 1.D. Building High Performance Teams 92.86 3.71 Can Support Training
Strand 1.E. Coordinating with Others 87.50 3.50 Can Support Training
Strand 1.F. Leading & Managing Change 92.86 3.71 Can Support Training
DOMAIN 1. SCHOOL LEADERSHIP 92.14 3.69 Can Support Training
Strand 2.A. Assessment for Learning 95.00 3.80 Can Support Training
Strand 2. B. Developing Programs &/or Adapting Existing Programs 100.00 4.00 Can Support Training
Strand 2.C. Implementing Programs for Instructional Improvement 90.00 3.60 Can Support Training
Strand 2.D. Instructional Supervision 95.00 3.80 Can Support Training
DOMAIN 2. INSTRUCTIONAL LEADERSHIP 94.74 3.79 Can Support Training
Strand 3.A. Setting high social & academic expectations 91.67 3.67 Can Support Training
Strand 3. B. Creating school environments focused on the needs of the learner 87.50 3.50 Can Support Training
DOMAIN 3. CREATING A STUDENT - CENTERED LEARNING CLIMATE 90.63 3.63 Can Support Training
Strand 4.A. Creating a Professional Learning Community 91.67 3.67 Can Support Training
Strand 4.B. Recruitment & Hiring 91.67 3.67 Can Support Training
Strand 4.C. Managing Performance of Teachers and Staff 92.86 3.71 Can Support Training
DOMAIN 4. HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT 92.11 3.68 Can Support Training
Strand 5.A. Parental Involvement 91.67 3.67 Can Support Training
Strand 5.B. External Community Partnership 93.75 3.75 Can Support Training
DOMAIN 5. PARENT INVOLVEMENT & COMMUNITY PARTNERSHIP 92.86 3.71 Can Support Training
Strand 6. A. Managing School Operations 96.43 3.86 Can Support Training
Strand 6.B. Fiscal Management 90.91 3.64 Can Support Training
Strand 6.C. Use of Technology in the Management of Operations 75.00 3.00 Need Enhancement Training
DOMAIN 6. SCHOOL MANAGEMENT AND OPERATIONS 89.77 3.59 Can Support Training
Strand 7.A. Professionalism 87.50 3.50 Can Support Training
Strand 7.B. Communication 87.50 3.50 Can Support Training
Strand 7.C. Interpersonal Sensitivity 87.50 3.50 Can Support Training
Strand 7.D. Fairness, Honesty & Integrity 91.67 3.67 Can Support Training
DOMAIN 7. PERSONAL AND PROFESSIONAL ATTRIBUTES AND 88.46 3.54 Can Support Training
INTERPERSONAL EFFECTIVENESS
 D6
Total D5 S6.A S6.B S7.C S7.D Total D7
7 7 11 2 3 13
28 28 44 8 12 52
26 27 40 7 11 46
3.71 3.86 3.64 3.50 3.67 3.54
92.86% 96.43% 90.91% 87.50% 91.67% 88.46%

0.92857
92.86 0.96429
96.43 0.90909
90.91 0.875
87.5 0.91667
91.67 0.88462
88.46
Male Single 1 1 1930
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2019
2020
I - ILOCOS TIC Elementary School Math
II - CAGAYAN VALLEYHead Teacher I Secondary District English
III - CENTRAL LUZON Head Teacher II ALS Division Science
IV A - CALABARZON Head Teacher III Region Filipino
IV B - MIMAROPA Head Teacher IV Araling Panlipunan
V - BICOL Head Teacher V Hekasi
VI - WESTERN VISAY Head Teacher VI TLE/TVE
VII - CENTRAL VISAY Principal I MAPEH
VIII - EASTERN VISAY Principal II
IX - ZAMBOANGA Principal III
X - NORTHERN MIN Principal IV
XI - DAVAO
XII - SOCCSKSARGEN
XIII - CARAGA
CORDILLERA ADMIN REGION
NATIONAL CAPITAL REGION
ARMM
Administrator Teacher I 1 Yes School 1.00 – 1.49
Department Head Teacher II 2 No District 1.50 – 2.49
Classroom Teacher Teacher III 3 Cluster 2.50 – 3.49
Others Master Teacher I 4 Division 3.50 – 4.00
Master Teacher II 5 Region
Master Teacher III 6 Central
Master Teacher IV 7
TIC 8
Head Teacher I 9
Head Teacher II 10
Head Teacher III 11
Head Teacher IV 12
Head Teacher V 13
Head Teacher VI 14
Principal I 15
Principal II 16
Principal III 17
Principal IV 18
Administrative Aide I 19
Adminstrative Aide II 20
Adminstrative Aide III 21
Administrative Aide IV 22
Adminstrative Aide V 23
Administrative Aide VI 24
Adminstrative Assistant 25
Administrative Officer 26
Others 27
28
29
30
31
32
33
34
35
36
37
38
39
40
Urgent Need for Training-(UNT)-
Strong Need for Training-(SNT)
Need Enhancement Training-(NET)
Can Support Training-(CST
 Domain 1
SCHOOL LEADERSHIP
Developing & Communicating Vision, 
Mission, Goals, and Objectives (VMGO)
Data-based Strategic Planning
Problem-Solving
Building High Performance Teams
Coordinating with Others
Leading and Managing Change Domain 2
Domain 7
PERSONAL & PROFESSIONAL INSTRUCTIONAL LEADERSHIP
ATTRIBUTES and INTERPERSONAL Assessment for  Learning
EFFECTIVENESS Developing Programs &/or Adapting 
Professionalism Existing Programs
Communication Implementing Programs for 
Interpersonal Sensitivity Instructional Improvement
Fairness, Honesty and Integrity Instructional Supervision
CORE PRINCIPLE  
 
School heads are   
competent, committed and 
accountable in providing 
Domain 3
access to quality and  CREATING A STUDENT CENTERED
Domain 6
SCHOOL MANAGEMENT AND relevant education for all  LEARNING CLIMATE
OPERATIONS through transformational  Setting high social & academic 
Managing School Operations leadership and high degree  expectations
Fiscal Management of professionalism Creating school environments focused 
Use of technology in the Management    on the needs of the learner
of Operations

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