Professional Documents
Culture Documents
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.
'District 3' is the last district in the division with 'School AAA' as the first school in this district whose school ID is 'AAAAA'.
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Individual Profile
I. Personal Data
1. Family Name: LATAO First Name : ANTONIA Middle Name : MANLIN
13. School Address Barangay : TALAIRAN Town/City : BUUG Province : ZAMBOANGA SIBU
14. Current Position : Head Teacher I 15. Other Designation/s N/A
N/A
16. Highest Educational Attainment : MAED
INCLUSIVE PE
MAIN AREA OF RESPONSIBILITY e.g. LEVEL e.g. Elem/Sec/ALS school,
Position From
subjects taught, level supervised district, division, region
mm dd yyyy mm
HEAD TEACHER I Secondary School 12 / 15 / 2016
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Delivery of Training
Profile Complete
Developer:
Edward E. Baña
Division of Antique
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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&
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.
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 ✘
6. Revisit and ensure that school activities are aligned with the school VMGO ✘
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 ✘
20. Provide opportunities for growth and development of members as team players
21. Define roles and functions of each committee ✘
✘
24. Establish a system for rewards and benefits for teachers and staff ✘
27. Provide feedback and updates to stakeholders on the status of progress and completion of programs and projects ✘
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 ✘
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
36. Manage the processes and procedures in monitoring student achievement
37. Ensure utilization of a range of assessment processes to assess student performance ✘
40. Create & manage a school process to ensure student progress is conveyed to students and parents/guardians regularly ✘
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43. Address deficiencies and sustain successes of current programs in collaboration with teachers and learners ✘
48. Manage curriculum innovation and enrichment with the use of technology ✘
49. Organize teams to champion instructional innovation programs toward curricular responsiveness ✘
56. Establish and model high social and academic expectations for all ✘
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 ✘
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 ✘
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 ✘
84. Conduct dialogues, fora, training of teachers, learners and parents on the welfare and improves performance of learners ✘ ✘
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 ✘
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 ✘
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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 ✘
106. Prepare financial reports and submit/ communicate the same to higher education authorities and other education partners ✘
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 ✘
112. Observe and demonstrate desirable personal and professional (RA 6713 & Code of Ethics RA 7836) behaviors like respect, honesty, ✘
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 ✘ ✘
✘ ✘
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
119. Interact appropriately with a variety of audiences ✘
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
ads TDNA
the National
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SUMMARY OF RESULTS (NCBSSH-TDNA)
Name: Antonia , Latao M.
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 13 11 17 17 8 16 82 12 8 12 12 44 16 5 21 15 6 11 32 8 10
Mean Score 2.17 2.20 2.83 2.43 2.00 2.29 2.34 2.40 2.00 2.40 2.40 2.32 2.67 2.50 2.63 1.67 2.00 1.57 1.68 2.67 2.50
% Score 54.17% 55.00% 70.83% 60.71% 50.00% 57.14% 58.57% 60.00% 50.00% 60.00% 60.00% 57.89% 66.67% 62.50% 65.63% 41.67% 50.00% 39.29% 42.11% 66.67% 62.50%
1.00
0.50
0.00
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
0.54167
54.17 0.55
55 0.70833
70.83 0.60714
60.71 0.5
50 0.57143
57.14 0.58571
58.57 0.6
60 0.5
50 0.6
60 0.6
60 0.57895
57.89 0.66667
66.67 0.625
62.5 0.65625
65.63 0.41667
41.67 0.5
50 0.39286
39.29 0.42105
42.11 0.66667
66.67 0.625
62.5
54.17 55
50 50 50 50
50
41.67 42.11
39.29
40 36.36
30
20
10
0
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
50
41.67 42.11
39.29
40 36.36
30
20
10
0
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
0.64286
64.29 0.60714
60.71 0.36364
36.36 0.625
62.5 0.5
50 0.61538
61.54
Male Single 1 1 1930
Female Married 2 2 1931
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I - ILOCOS TIC Elementary School Math
II - CAGAYAN VALLE Head Teacher I Secondary District English
III - CENTRAL LUZONHead 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 VISA 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
Zamboanga Sibugay
Division 2
Division 3
Division 4
District I District 2 District 3
School 1 132246 school a aaaaa School AAA
School 2 132249 school b bbbbb School BBBB
AAAAA
BBBBB
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 Assessment for Learning
INTERPERSONAL 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