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DepEd National Competency-Based Standards for School Heads

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DepEd National Competency-Based Standards for School Heads

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DepEd National Competency-Based Standards for School Heads

  1. 1. 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
  2. 2. The 2010 version of this document was developed and validated in Regions VI, VII and VIII, Divisions of Negros Occidental, Bohol/Tagbilaran and Northern Samar through the AusAID-funded project, STRIVE (Strengthening the Implementation of Basic Education in selected Provinces in the Visayas), in coordination with the EDPITAF (Educational Development Project Implementing Task Force) and in consultation with the TEDP-TWG, NEAP and the Bureaus of the Department of Education. This NCBSSH-TDNA Guide and Tool is a revised editionof the 2010 version pursuant to the provisionsof the DepED Order No. 32, s. 2010, The National Adoptionand Implementation of the National Competency-Based Standards for School Heads.
  3. 3. Table of Contents I. Introductory Information. ………………..……………………………………….…………………….1 Basis and Purpose of the NCBSSH-TDNA, p1 NCBSSH Framework, p2 II. T&D-TDNA Roles and Responsibilities ………………………….………………….……….……..3 Regional T&D, p3 Division T&D, p3 NCBSSH-TDNA Process Flow,4 III. Assessment Procedures ………………………..…………………………………………………….. 4 Preliminary Preparations, p4 Guide for the Conduct of the Schools Divisions T&D Team Orientation, p5 Orientation and Administration of the NCBSSH-TDNA Tool to School Heads, p6 IV. Scoring and Interpretation of NCBSSH-TDNA Results…..………………….………………….8 Scoring Individual SH’s Responses, p8 Interpretation of Scores and Reporting Cluster Results, p9 Consolidation Database forNCBSSH-TDNA, p10 V. Monitoring and Evaluation of the NCBSSH-TDNA …………………………………………….11 Attachments ........................................................................................................…...13 Attachment 1: The National Competency-Based Standards for School Heads, p13 Attachment 2: The NCBSSH-TDNA Tool and Invidual Results Summary Template, p21 Attachment 3: M&E Tools for the NCBSSH-TDNA, p31 Attachment 4: Session Guide for the NCBSSH-TDNA Orientation and Administration to school Heads, p40 Aknowledgement………………………………………………………………………………………………………...44
  4. 4. GLOSSARY OF ACRONYMS AIP Annual Implementation Plan BESRA Basic Education Sector Reform Agenda CO Central Office DEDP Division Education Development Plan DepEd Department of Education DO Division Office ELMP Education Leadership and Management Program EDPITAF Educational Development Project Implementing Task Force EBEIS Enhanced Basic Education Information System EPS Education Program Supervisor IRR Implementing Rules and Regulations of RA 9155, December 2007 IPPD Individual Plan for Professional Development KSA Knowledge, Skills and Attitudes LRMDS Learning Resource Management and Development System MPPD Master Plan for Professional Development M&E Monitoringand Evaluation NCBSSH National Competency Based Standards for School Heads NEAP National Educators Academy of the Philippines PDM Professional Development Materials PDP Professional Development Planning PDRD Program Designing and Resource Development PDy Program Delivery PSDS Public School District Supervisor RA 9155 Republic Act 9155: Governance Act for Basic Education, 11 Aug 2001 REDP Regional Education Development Plan RO Regional Office SBM School-Based Management SIP School Improvement Plan SLE Structured Learning Episode SPPD School Plan for Professional Development STRIVE Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas T&D Trainingand Development TDIS Trainingand Development Information System TDNA Trainingand Development Needs Assessment WG Working Group
  5. 5. NCBSSH-TDNA Guide and Tools 1 National Competency-Based Standards for School Heads Training and Development Needs Assessment (NCBSSH-TDNA) Basis and purpose of the NCBSSH-TDNA The National Competency-Based Standards for School Heads Training and Development Needs Assessment (NCBSSH-TDNA) is a mechanism to systematically determine the training and development needs of school heads (SHs) in order to support improved practice as effective school leaders. The competencies assessed through the NCBSSH-TDNA are based on the mandate for school heads indicated in the RA 9155, its Implementing Rules and Regulations (IRR), and on the national competency standards for school heads contained in the DepEd Order No. 32 series of 2010, “The National Adoption and Implementation of the National Competency-Based Standards for School Heads.” The 2010 version of this Manual for TDNASH (T&D Needs Assessment for School Heads) was developed and used by Regions VI, VII and VIII through the STRIVE Project. The needs assessment mechanism was an adaptation of the National Educators Academy of the Philippines (NEAP) assessment tool for school managers. A list of required competencies based on the mandate for school heads was earlier developed by the NEAP for its School Leadership Experience Portfolio (SLEP). The tool contained a rubric of behavioral indicators to assess school leaders on specific competencies and to classify their level of performance. The present revision is brought about by the national validation of a set of competency-based standards that streamlined the list of competencies from the original list used by the 2010 version. The DepEd Order No. 32, s. 2010 defines NCBSSH with a list of competency standards which can be used as basis for the school heads’ decision making, actions and performances of their functions. In addition to fundamental direction provided by the set of standards, there are knowledge, skills, and values that are clarified through the indicators defined per strand on every domain. The NCBSSH shall be used as basis for the preparation of a comprehensive training and development based on expected tasks that will be utilized to deliver training programs to ensure efficiency, effectiveness, and excellence of school heads’ job performance (DepEd Order No.32, s. 2010, par 2 and 3). Moreover, the Regional Directors through the Training and Development Teams of the NEAP in the Region (NEAP-R) are urged to manage the distribution and orientation of the adoption of the NCBSSH of the divisions within their jurisdiction. Monitoring and evaluation shall be conducted by the Quality Assurance and Monitoring Evaluation and Accreditation (QA-ME-A) Team of the NEAP-R (DepEd OrderNo.32, s. 2010, par 4). Therefore, the NCBSSH-TDNA tool is necessary to determine the school head’s needs for training and development vis-à-vis the seven domains of competencies for an effective school leader. It is a self- assessment mechanism done by reflecting on past and current practices as a School Head. There could be differing possibilities in which the school head sees a need for professional development through this tool. Individual results will serve as basis for the development of the School Head’s Individual Plans for Professional Development (IPPD). Consolidated results will be utilized by the CO-NEAP, NEAP-R and Division T&D in designing and delivering competency-based training and development programs that are responsive to theiridentified needs.
  6. 6. NCBSSH-TDNA Guide and Tools 2 The NCBSSH Framework The NCBSSH Framework that is presented in detail in the Attachment 1 defines the different dimensions of being an effective school head. It clearly states that an effective school head is one who can implement continuous school improvement, who can produce better learning outcomes among its pupils/students andwho can help change institutional culture among others. The Figure below shows the schematic presentation of the Integrated Domains with the competency strands undereach domain. CORE PRINCIPLE School heads are competent, committed and accountable in providing access to quality and relevant education for all through transformational leadership and high degree of professionalism Domain 1 SCHOOL LEADERSHIP  Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO)  Data-based Strategic Planning  Conflict management  Building High Performance Teams  Coordinating the Work of Others  Leading & Managing Change  Domain 7 PERSONAL & PROFESSIONAL ATTRIBUTES and INTERPERSONAL EFFECTIVENESS  Professionalism  Communication  Interpersonal Sensitivity  Fairness and Integrity Domain 2 INSTRUCTIONAL LEADERSHIP  Assessment for Learning  Developing Programs &/or Adapting Existing Programs  Implementing Programs for Instructional Improvement  Instructional Supervision Domain 3 CREATING A STUDENT CENTERED LEARNING CLIMATE  Setting high social & academic expectations  Creating school environments focused on the needs of the learner Domain 6 SCHOOL MANAGEMENT AND DAILY OPERATIONS  Managing Daily Operations  Fiscal Management  Use of technology in the Management of Operations Domain 4 HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT  Creating a Professional Learning Community  Recruiting and Hiring  Managing Performance of Teachers and Staff Domain 5 PARENT INVOLVEMENT AND COMMUNITY PARTNERSHIP  Parental Involvement  External Community Partnership
  7. 7. NCBSSH-TDNA Guide and Tools 3 The competencies identified for the school heads are classified into seven domains for school leadership and management which are:  Domain 1: School Leadership Effective leadership is the core of every successful school. This domain emphasizes that effective school leaders collaborately create a vision and establish a climate for teachers, non-teaching personnel andlearners to reach their highest level of achievement.  Domain 2: Instructional Leadership Education reforms have created an urgent need for strong emphasis on the development of instructional leadership skills. This domain covers those actions in instructional leadership (e.g. assessment for learning, development and implementation, instructional supervision and technical assistance that school heads take or delegate to others to promote good teaching and high level learning among pupils/students.  Domain 3: Creating a Student-Centered Learning Climate The domain requires that effective school leaders set high standards and create high expectations for learners at the same time recognizing their achievement.  Domain 4: HR Management and Professional Development Effective school leaders develop the skills and talents of those around them. This domain includes the nurturing and supporting of a learning community that recruits teachers based on NCBTS and promotes the continuous growth and development of personnel based on IPPD and SPPD.  Domain 5: Parent Involvement and Community Partnership Effective school heads engage in shared decision making with the community in achieving universal participation, completion and functional literacy. This domain covers parent and other stakeholders’ involvement to raise learners’ performance.  Domain 6: School Management and Daily Operations This domain covers the critical role school heads play in managing the implementation and monitoring of their schools’improvement plan/annual implementation plan.  Domain 7: Personal and Professional Attributes and Interpersonal Effectiveness. Effective school leaders are models of professionalism andethical and moral leadership. This domain includes the development of pride in the nobility of the teaching profession. II. The T&D Roles and Responsibilities Regional T&D Team The Regional T&D Team is responsible for the provision of technical assistance to the schools divisions T&D teams in the planning and implementation of the NCBSSH-TDNA. Part of the responsibilities of the Regional T&D Team is to monitor and evaluate the NCBSSH-TDNA processesin the divisions.
  8. 8. NCBSSH-TDNA Guide and Tools 4 Schools Division T&D Team The Schools Division Training and Development (T&D) Team is responsible for the management of the NCBSSH-TDNA process. The T&D Chair and members are designated by the Schools Division Superintendent (SDS). The T&D Team members include all Division/District Supervisors. The T&D Team is expected to play a key role in the preparation, administration, data analysis and reporting the results of the NCBSSH-TDNA to the region. The general flow of processes related to the NCBSSH-TDNA across the Regional, Division/District and School levelsis seen below. NCBSSH-TDNA Process Flow Region Level:  RD issues memo to Divisions commencing the NCBSSH-TDNA, specifyingamong others, the structure, functions, general processes, resources and responsibilities  Reg’l T&D provides TA for Division T&D in planning and implementation of NCBSSH-TDNA Division Level:  SDS instructs the T&D Team to commence the NCBSSH- TDNA, specifying among others, structure, functions, and general processes, resources and responsibilities  T&D Chair convenes the T&D Team and starts orientation and preparatory activities for the NCBSSH- TDNA School Level:  SHs accomplish tool  SHs identify their priority trainingand development needs  SHs prepare to develop their IPPDs Division/District Level:  T&D Team analyzes NCBSSH-TDNA data per district/cluster  T&D Team consolidates NCBSSH-TDNA results and reports to the SDS  NCBSSH-TDNA results are utilized for Div-MPPD re SHs’ professional development programs  RO utilizes NCBSSH-TDNA results for the Reg- MPPD re SHs’ professional development programs   T&D Team monitors and evaluates the NCBSSH-TDNA process (Internal M&E)  SDS submits report to RD  T&D Team monitors and evaluates the NCBSSH-TDNA process at the DO level
  9. 9. NCBSSH-TDNA Guide and Tools 5 III. Assessment Procedures The NCBSSH-TDNA is basically a self-appraisal tool accomplished by the School Heads themselves. The School Heads are asked to complete a self -assessment instrument where they identify the behaviors they have consistently demonstrated in their role as a school head across the seven domains. Preliminary Preparations Prior to the commencement of the administration of the NCBSSH-TDNA, the T&D Chair and Co- chairs are convened to accomplish the following tasks:  Study the NCBSSH-TDNA Guide and Tools, including the introductoryinformation, procedures and specifically to review the following: - Individual Profile Template - NCBSSH-TDNA Tool - NCBSSH-TDNA Consolidation Tool (e-version) - Monitoring and Evaluation Tools - Framework & List of National Competencies Based Standards  The T&D Team led by the Chair conducts a one-day orientation activity for the TDNA-WG which includes all the Supervisors, guided by the following steps. Guide for the Conduct of the Schools Division T&D Team Orientation 1. Conduct an introductory activity that provides an opportunityfor participants to greet one another and feel comfortable working together. 2. Explain the objectives of the orientation:  be familiar with the purpose of the NCBSSH-TDNA  develop a clear understanding of their role in the administration of the NCBSSH-TDNA  practice the processes involvedin the administration of the NCBSSH-TDNA to the different respondents  consolidate results from the NCBSSH-TDNA  gain experience in analyzing the results from the NCBSSH-TDNA  develop a plan for the implementation of the NCBSSH-TDNA process 3. Give an overview of the orientation by focusing on the key understandings to be achieved:  The National Competency-Based Standards for School Heads Training & Development NeedsAssessment is based on the national framework as per DepEd OrderNo. 32 s. 2010.  The NCBSSH-TDNA uses a self -appraisal process.  Strengths and prioritized training and development needs for individual School Heads and clusters of School Heads can be identified through reviewing the NCBSSH-TDNA results.  The T&D Team has the responsibility for the administration, consolidation and reporting of the NCBSSH-TDNA results.
  10. 10. NCBSSH-TDNA Guide and Tools 6 Orientation and Administration of the NCBSSH-TDNA Tool to School Heads The NCBSSH-TDNA is individually done by the school heads once every three years. The Division T&D team will conduct the orientation and the administration of the NCBSSH-TDNA Tool to the school heads The materials required for the administration of the NCBSSH-TDNA to the School Heads found in Attachment 2 are:  NCBSSH-TDNA Tool  Individual SH Summary Results Template 4. Review the NCBSSH-TDNA Guide and Tools by  discussing the Introductory Information and the Roles and Responsibilities of the T&D Team;  highlighting all the other sections of the NCBSSH-TDNA Guide and Tools and explaining that these will be examined closelywhen the walkthrough of the materials is conducted; and  clarifying any questions about the NCBSSH-TDNA Guide and Tools. 5. Walk through the NCBSSH-TDNA Guide and Tools. Begin by reviewing the process for administering the NCBSSH-TDNA to School Heads considering the following:  Process to be followed  Individual Profile Template  NCBSSH-TDNA tool, including a review of the 7 domains, 24 strands and 123 competency indicators  E-tool for consolidation  Electronic data base of NCBSSH-TDNA results  Reporting Cluster Results Interpretation of Results 6. Develop a plan for the field administration of the NCBSSH-TDNA. This should consider the following:  strategy to be followed e.g. supervisorsvisit schools within their cluster  coordination of the M&E process  management of the results analysis  time frame for conducting the NCBSSH-TDNA  reproduction of the materials for field use  administrative tasks associated with the conduct of NCBSSH- TDNA e.g.writing of memos 7. Summarize the keyelements of the day’s orientation:  Agreements that have been made for the administration of the NCBSSH-TDNA  T&D Team’s roles and responsibilities  Submission of results to the region  T&D team monitoring processes and the analysis of results at the division/district level. 8. Thank the participantsfor their involvement and commitment.
  11. 11. NCBSSH-TDNA Guide and Tools 7 A Session Guide for this purpose can be seenin Attachment 4. The following considerations shall be made during the conduct of the session: 1. Completion of the NCBSSH-TDNA will determine school heads’ training strengths and needs in order to support improved professional competencies. The NCBSSH-TDNA results will help the SH in the development of an Individual Plan for Professional Development (IPPD) and will also inform the Division in designing a Master Plan for Professional Development (MPPD) for the benefit of school managers. 2. The NCBSSH-TDNA is the initial stage of managing one’s professional growth where individual strengths are affirmed and learning needs are purposely taken care of through a deep sense of individual accountability for self-professional development. The NCBSSH- TDNA is accomplished with the spirit of introspection or guided-reflection and that it is not intended to evaluate performance nor a measure to compare between or among various school heads. 3. The competencies identified in the NCBSSH-TDNA are based on the mandate for school heads indicated in the RA 9155 and DepEd Order No. 32, series of 2010. The competencies are classified into seven domains for school leadership and management:  Domain 1: School Leadership  Domain 2: Instructional Leadership  Domain 3: Creating a Student-centered Learning Climate  Domain 4: HR Management and Professional Development  Domain 5: Parental Involvement and Community Partnership  Domain 6: School Management and Operations  Domain 7: Personal and Professional Attributes and Interpersonal Effectiveness 4. For each domain there are a number of competencies. Each competency also has a series of indicators which state the type of behaviors expected to be demonstrated by a school head as they develop their professional competencies as school leaders and managers. 5. School Heads should consider each indicator and reflect on the things they have done related to the indicators and which demonstrate what they are actually doing in their workplace. 6. For each competency, there are four possibilities in which they will see their need for professional development. They have to place a check () under the appropriate column that represents their self-reflection. Theywill need to do thisfor each indicator. 7. Individual results will serve as basis for the development of their IPPD. Consolidated results will be utilized by the CO-NEAP, NEAP-R and Division T&D in designing and delivering competency-based training and development programs that are responsive to their identified needs. 8. The completion of the NCBSSH-TDNA will take approximately 1-2 hours, however no time limitis imposed.
  12. 12. NCBSSH-TDNA Guide and Tools 8 IV. SCORING AND INTERPRETATION OF THE NCBSSH-TDNA RESULTS Scoring Individual School Head’s Responses It is recommended that each school Head will score his/her own responses on the tool following the steps below. 1. For each competency there are four possible responses with corresponding scores within a scale as shown below: I am not doing this yet 1 I am doing a little of this and I need to learn more 2 I am doingit but I need to improve 3 I am doingit well and can lead others do the same 4 2. Score each of the responses included in the set of indicators. An example of scoring the tool is illustrated below: Domain 1: School Leadership Competency 1.A 1  (1) 2 (3) 3 (2) 4 (2) 5 (4) 6 (1) 3. To compute the average score of each Strand, add the scores in each column under self- assessment and divide it by the number of indicators to get the average assessment score for each competency. See sample below. Domain 1: School Leadership Strand 1.A 1  (1) 2 (3) 3 (2) 4 (2) 5 (4) 6 (1) Sum of column scores 2 4 3 4 Total sum of scores per strand 13 Average Score per strand 13 6 =2.17 3. To compute the average score of each Domain, add the scores in all strands and divide by the number of strands under each Domain. See sample below.
  13. 13. NCBSSH-TDNA Guide and Tools 9 Domain 1: School Leadership Strand 1.A Average Score per strand 2.17 Strand 1.B Average Score per strand 2.56 Strand 1.C Average Score per strand 2.77 Strand 1.D Average Score per strand 2.20 Strand 1.E Average Score per strand 3.40 Strand 1.F Average Score per strand 3.00 Average Score per Domain 16.10 6 = 2.68 4. Write the average scores of each Domain and each Strand on the INDIVIDUAL SCHOOL HEAD NCBSSH-TDNA SUMMARY RESULTS TEMPLATE attached at the end of the Tool. 5. Graph each average score on the Template using a colored pencil or Crayola. Interpretation of Scores and Reporting Cluster Results 1. The following scale ranges with corresponding qualitative equivalents are used to interpret each average score per domain or per strand. 1.00 – 1.49 Not doing this yet (Urgent Need for Training)-UNT 1.50 – 2.49 Doing a little of this and need to learn more (Strong Need for Training)-SNT 2.50 – 3.49 Doing it but need to improve (Need Enhancement Training)-NET 3.50 – 4.00 Doing it well and can lead others do the same (Can Support Training)-CST 2. Domains and strands that fall within the UNT and SNT categories to be priority training and development needs, while the ones thatfall within the NET category may be identified as second priority training needs. Domains and strands that fall within the CST category represent the school head’s strong qualities/abilities that mayenable them to help in training collegues to do the same. School Heads should be given a copy of their own profile. Based on the results, School Heads can recognize their needfor trainingin various domains and strands of competencies expected of them to demonstrate as effective school leaders. 3. When the School Heads have accomplished the NCBSSH-TDNA, cluster results should be made using the template (hard copy and an e-version) provided to facilitate this process (See Attachment 5). There are three parts of the template namely:  Part I – Cluster SH Identification;  Part II – NCBSSH-TDNA Cluster Summary Sheet; and  Part III - Summary of School Heads whoNeed Training 4. The following are the steps for manually organizing the cluster results: Part I. 1. Assign each of the School Heads within a specific cluster an identifying code number such as: SH1, SH2, SH3, until the last SH. These are entered in the first column of the template. 2. Enter the names of SHs corresponding to the code number identified. 3. Write the school’s name beside the name of each of the SHs.
  14. 14. NCBSSH-TDNA Guide and Tools 10 Part II. 1. Enter the individual Average Scores per strand of each School Head into the NCBSSH-TDNA Cluster Summary Sheet. 2. Compute the simple average across all the SHs ineach strand. 3. Determine the equivalent level of training need using the scale ranges below. Enter the acronym in the last column. 1.00 – 1.49 Urgent Need for Training-(UNT) 1.50 – 2.49 Strong Need for Training-(SNT) 2.50 – 3.49 Need Enhancement Training-(NET) 3.50 – 4.00 Can Support Training-(CST) Part III. 1. Enter the average score per strand of the seven domains of each School Head. 2. Determine the number of School Heads whose average scores are below 3.50. Reflect the number on the bottom row. This represents the number of School Heads who need training in a particular competency strand. Analyze the Cluster results and develop an interpretation (See Section D below). This should identify the priority training and development needs of the School Heads within the Cluster. Public Schools District Supervisors(PSDSs) should provide a copy of the cluster results and priority training and development needs to the Division T&D Chair. Consolidated NCBSSH-TDNA results gatheredfrom groups of school heads at the Division/District level may be analyzed in the same manner. Planners of training and development programs are informed by the data analysis as to what priority training programs could be prepared to address low level competencies that are mostessential in the job of the school managers. Consolidation Database For NCBSSH-TDNA (To be developed) The NCBSSH-TDNA Consolidation Database allows districts and divisions to upload the electronically consolidated results from the NCBSSH-TDNA. An individual School Head summary result as well as a district/division profile can be generated identifying strengths and priority training and development needs according to NCBSSH domains and competencies. Data can be analyzed and used to inform the School Head’s development of an Individual Plans for Professional Development (IPPD) and the Division Master Plan for Professional Development (MPPD). The Public Schools District Supervisors (PSDSs) are responsible in managing the consolidation of the results from all schools within their district. Results at this level should be used to inform District-led training and development activities for School Heads. The District level NCBSSH-TDNA consolidated electronic results should be submitted to the Division TD Chair. The T&D Chair at the Division level is responsible for managing the NCBSSH-TDNA Consolidation Database at the Division level. With the support of the T&D Team, district electronic results for the NCBSSH-TDNA are to be consolidated and used for planning and decision-making related to provision of quality and relevant professional development activities. Results should be analyzed to inform Division MPPDs.
  15. 15. NCBSSH-TDNA Guide and Tools 11 V. MONITORING AND EVALUATION OF THE NCBSSH-TDNA The T&D Chair and selected T&D members are tasked to monitor and evaluate the administration of the NCBSSH-TDNA. Monitoring and Evaluation mechanism and tools have been developed to support the NCBSSH-TDNA process and consist of the: T&D-M&E Form 1: Individual Profile Template NCBSSH-TDNA-M&E Form 1: Division M&E of Conduct of NCBSSH-TDNA NCBSSH-TDNA-M&E Form 2: NCBSSH-TDNA Consolidated Cluster Results NCBSSH-TDNA-M&E Form 3: Documentation Tool for Division Implementation of NCBSSH- TDNA The matrix below describes the M&E tools developed for use during the implementation of the NCBSSH-TDNA process. The tools are found in Attachment 3. The TDNA-WG should be convened anew to consolidate the results from the monitoring of the NCBSSH-TDNA and develop recommendations for the improvement of the NCBSSH-TDNA process. What will be monitored How it will be monitored M&E tool to be used Who will be responsible for the monitoring When will the monitoring take place How will the results be used School Head’s details in relation to their current position, their level of experience and qualification All School Heads will be asked to complete the profile T&D-M&E Form 1: Individual Profile Template TDNA - WG Prior to the accomplishment of the NCBSSH- TDNA Tool Results will be entered into the TDIS database along with their corresponding NCBSSH-TDNA results The implementation of the NCBSSH- TDNA process at the school/cluster level Members of the Division TDNA- WG will be asked to observe the conduct of the NCBSSH- TDNAat the school/cluster level and complete the tool NCBSSH- TDNA-M&E Form 1: Division Monitoring & Evaluation of the Conduct of NCBSSH- TDNA Division TDNA - WG During the accomplishment and NCBSSH- TDNA process and the consolidation of results Results will be collated and analyzed by the TDNA-WG and used to inform future NCBSSH-TDNA processes. The training and development needs of the School Heads The PSDS /ES will be asked to consolidated the School Heads NCBSSH- TDNA results for a cluster of schools NCBSSH- TDNA-M&E Form 2: NCBSSH- TDNA Consolidated Cluster Results Template TDNA -WG After the accomplishment of the NCBSSH- TDNA by a cluster of School Heads Results will be analyzed and used to inform the Division on the training and development needs for School Heads. Results will be incorporate into the MPPD and DEDP
  16. 16. NCBSSH-TDNA Guide and Tools 12 The implementation of the NCBSSH- TDNA at the Division level A Process Observer will be identified and asked to complete the tool NCBSSH- TDNA M&E Form 3: Documentati on Tool for Division Implementati on of NCBSSH- TDNA Region TDNA - WG During the NCBSSH-TDNA process at the Division Level Results to be discussed with the Division and identify strengths and areas for improvement. Observations will be collated by the TDNA- WG and the results analyzed to inform future TDNA policy
  17. 17. NCBSSH-TDNA Guide and Tools 13 Attachment 1: The National Competency Based Standards for School Heads (NCBSSH)
  18. 18. NCBSSH-TDNA Guide and Tools 14 NATIONAL COMPETENCY – BASED STANDARDS FOR SCHOOL HEADS (NCBSSH) (Inclosure to DepEd Order No. 32, s. 2010) Key Domains of School Heads’ Competencies Based on the Core Principle and a review of literature on principal performance, the following domains of practice were identified as importantfor school heads to be effective. School Leadership Effective leadership is the core of every successful school. This domain emphasizes that effective school leaders collaborately create a vision and establish a climate for teachers, non-teaching personnel and learners to reach their highest level of achievement. They follow the leadership framework of a transformational leadership which are owning, co-owning and co-creating They use data-base and analysis of best practices in education, society and country in order to be responsive and proactive in changing schools to prepare children for the future inwhich they will live. Instructional Leadership Education reforms has created an urgent need for strong emphasis on the development of instructional leadership skills. This domain covers those actions in instructional leadership (e.g. assessment for learning, development and implementation, instructional supervision and technical assistance that school heads take or delegate to others to promote good teaching and highlevel learning among pupils/students. Creating a Student-Centered Learning Climate The domain requires that effective school leaders set high standards and create high expectations for learners at the same time recognizing their achievements. It also includes creating opportunities to make learners functionally literate. They create a learner – centered, safe and healthy environment that supports continuous learning and sharing of knowledge. HR Management and Professional Development Effective school leaders develop the skills and talents of those around them. This domain includes the nurturing and supporting of a learning community that recruits teachers based on NCBTS and promotes the continuous growth and development of personnel based on IPPD and SPPD. They recognize individual talents and assign responsibility and authority for specific tasks and appraise the staff based on competency standards.. Parent Involvement and Community Partnership Effective school heads engage in shared decision making with the community in achieving universal participation, completion and functional literacy. This domain covers parent and other stakeholders involvement to raise learners’ performance. This also includes responsibility for promoting positive image of the school thereby establish sustainable linkages with other sectors. School Management and Operations This domain covers the critical role school heads play in managing the implementation and monitoring of their schools’ improvement plan/annual implementation plan. They are responsible for the generation, mobilization and are accountable for the utilization of funds and other resources. They also use ICTin the management of their daily operations. Personal and Professional Attributes and Interpersonal Effectiveness Effective school leaders are models of professionalism and ethical and moral leadership. This domain includes the development of pride in the nobility of the teaching profession. School leaders also project integrity by promoting and supporting anenvironment where teachers, non-teaching staff and learners adhere to do “what is right.” They alsoexpress themselves clearly and possess effective writing and presentation skills
  19. 19. NCBSSH-TDNA Guide and Tools 15 Key Domains and Competency Strands The NCBS-SH is an integrated theoretical framework that defines the different dimensions of being an effective school head. An effective school head is one who can implement continuous school improvement, who can produce better learning outcomes among its pupils/students and who can help change institutional culture among others. The NCBS-SH Domains are distinctive areas which will guide school heads to be effective. Each domain is based on the functions expected of school heads, Under each domain are competency strands and the competency strand is broken down into a number of performance indicators. Performance indicator points to the abilities, attitudes and underpinning knowledge which lead to competent performance. The Figure below shows the schematic presentation of the Integrated Domains with the competency strands under each domain. CORE PRINCIPLE School heads are competent, committed and accountable in providing access to quality and relevant education for all through transformational leadership and high degree of professionalism Domain 1 SCHOOL LEADERSHIP  Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO)  Data-based Strategic Planning  Conflict management  Building High Performance Teams  Coordinating the Work of Others Domain 7 PERSONAL & PROFESSIONAL ATTRIBUTES and INTERPERSONAL EFFECTIVENESS  Professionalism  Communication  Interpersonal Sensitivity  Fairness and Integrity Domain 2 INSTRUCTIONAL LEADERSHIP  Assessment for Learning  Developing Programs &/or Adapting Existing Programs  Implementing Programs for Instructional Improvement Domain 3 CREATING A STUDENT CENTERED LEARNING CLIMATE  Setting high social & academic expectations  Creating school environments focused on the needs of the learner Domain 6 SCHOOL MANAGEMENT AND DAILY OPERATIONS  Managing Daily Operations  Fiscal Management  Use of technology in the Management of Operations Domain 4 HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT  Creating a Professional Learning Community  Recruiting and Hiring  Instructional Supervision  Managing Performance of teachers and Staff Domain 5 PARENT INVOLVEMENT AND COMMUNITY PARTNERSHIP  Parental Involvement  External Community Partnership
  20. 20. NCBSSH-TDNA Guide and Tools 16 Guiding Principles in the Framing of the NCBS -SH The following are the principles which guided the framing of the NCBS-SH. • Function - based. The competencies are based on school head functions as stated in RA 9155, related laws and DepEd policies. • Responsive. Competencies are applicable in any range of context: big or small school, city or rural school, culturally divergent groups. • Impartial. These are applicable to any school head regardless of position item, gender, age,experience and other personal circumstances • Coherent. These are clear andlogical. • Valid. All performance indicators are research-and experience-based. CORE PRINCIPLE School heads are competent, committed and accountable in providing access to quality and relevant education for all through transformational leadership and high degree of professionalism. DOMAINS AND COMPETENCY STRANDS INDICATORS DOMAIN 1. SCHOOL LEADERSHIP 1.A. Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO)  Involves internal and external stakeholders in the drafting of the school vision, mission, goals and objectives for co-ownership  Expresses ownership and personal responses to the identified issues  Aligns goals and objectives with the school vision and mission  Communicates the school VMGO clearly  Explains the school vision to the general public  Revisits and ensures thatschool activities are aligned with the school VMGO 1.B. Data-based Strategic Planning  Establishes BEIS/SIS and baseline data of all performance indicators  Involves all internal and external stakeholders in developing SIP/AIP  Utilizes data, e.g. BEIS/SIS, SBM assessment, TSNA, and strategic planningin the development of SIP/AIP  Aligns the SIP/AIP w/ national, regional and local education thrusts and policies  Communicates effectively SIP/AIP to internal and external stakehol ders 1.C. Problem Solving  Resolves problems at the school level  Assists teachers and students to understand the problem and identify possible solutions  Assists concerned parties in choosingsolutions through a dialogue  Addresses the causes of the problem rather than the symptoms  Explores several approaches in handling problems 1.D. Building High Performance Teams  Involves stakeholders in meetings and deliberations for decision making,  Provides opportunities for growth to develop members to be team players  Defines roles and functions of each committee  Monitors and evaluates accomplishment of different committees/teams  Gives feedback on the team’s performance using performance – based assessment tool  Establishes a system for rewards and benefits for teachers and staff 1.E. Coordinating with Others  Collaborates with concerned staff and other stakeholders on the planning and implementation of programs and projects  Ensures proper allocation and utilization of resources (time, fiscal, human, IMS, etc.)  Provides feedback and updates to stakeholders on the status of progress and
  21. 21. NCBSSH-TDNA Guide and Tools 17 completion of programs and projects  Mobilizes teachers/staff/stakeholders in sustaining a project 1.F. Leading & Managing Change  Assists teachers to identify strengths and growth areas through monitoring and observation  Introduces innovations in the school program to achieve higher learning outcomes  Monitors and evaluates the implementation of change programs included in SIP/AIP  Observes and applies multi-taskingin giving assignments  Advocates and executes plans for changes including culture change in the workplace  Empowers teachers and personnel to identify, initiate and manage changes DOMAIN 2. INSTRUCTIONAL LEADERSHIP 2.A. Assessment for Learning  Manages the processes and procedures in monitoringstudent achievement  Ensures utilization of a range of assessment processes to assess student performance  Assesses the effectiveness of curricular/co-curricular programs and / or instructional strategies  Creates & manages a school process to ensure student progress is conveyed to students and parents/guardians regularly  2.B. Developing Programs &/or Adapting Existing Programs  Uses research, expertise, and/or other vehicles to assist in developing and implementing a coherent and responsive school-wide curriculum  Addresses deficiencies and sustains successes of current programs in collaboration with the teachers. Learners and stakeholders  Develops a culture of functional literacy 2.C. Implementing Programs for Instructional Improvement  Manages the introduction of curriculum initiatives in line w/ DepEd policies (e.g. BEC, Madrasah)  Works with teachers in curriculum review  Enriches curricular offerings based on local needs  Manages curriculum innovation and enrichment with the use of technology  Organizes teams to champion instructional innovation programs toward curricular responsiveness 2.D. Instructional Supervision  Prepares an instructional supervisory plan  Conducts Instructional Supervision using appropriate strategy  Evaluates lesson plans as well as classroom and learning management  Provides timely, accurate and specific feedback in a collegial manner to teachers regarding performance  Provides technical assistance / expertise and instructional support to teachers  DOMAIN 3. CREATING A STUDENT - CENTERED LEARNING CLIMATE 3.A. Setting high social & academic expectations  Benchmarks school performance  Establishes and models high social and academic expectations for all  Creates an engaging learning environment  Participates in the management of learner behavior within the school and other school related activities done outside the school  Supports learners’ desire to pursue further learning  Recognizes high performing learners and teachers and supportive parents and other stakeholders 3.B. Creating school environments focused on the  Creates and sustains a safe, orderly, nurturingand healthy environment  Provides environment that promotes use of technology among learners and teachers
  22. 22. NCBSSH-TDNA Guide and Tools 18 needs of the learner  DOMAIN 4. HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT 4.A. Creating a Professional Learning Community  Builds a community of learners among teachers  Assesses and analyzes the needs and interests of teachers and other school personnel  Aligns the School Plan for Professional Development (SPPD) with the Individual Plan for Professional Development (IPPD) and identified needs of other school personnel  Includes the SPPD in the SIP/AIP  Mentors and coaches employees and facilitates the induction of new ones  Recognizes potential of staff and provides opportunities for professional development  Ensures the school development plan objectives are supported with resources for training and development programs  Prepares,implements, and monitors school-based INSET for all teachingstaff based on IPPD  Monitors and evaluates training efficiency and effectiveness 4.B. Recruitment & Hiring  Utilizes the basic qualification standards and adheres to pertinent policies in recruiting and hiring teachers / staff  Creates a School Selection and Promotion Committee and trains its members  Recommends better ways and means to improve recruitment, hiring and performance appraisal of teachers 4.C. Managing Performance of Teachers and Staff  Assigns teachers and other personnel to their area of competence  Assists teachers and staff in setting and resetting performance goals  Monitors and evaluates performance of teaching and non-teaching personnel vis-a-vis targets  Delegates specific tasks to help manage the performance of teachingand non- teaching personnel  Coaches deputized staff as needed on managing performance  Creates a functional school-based performance appraisal committee  Assists and monitors the development of of IPPD of each teacher DOMAIN 5. PARENT INVOLVEMENT & COMMUNITY PARTNERSHIP 5.A. Parental Involvement  Establishes school and family partnerships that promote student peak performance  Organizes programs that involve parents and other school stakeholders to promote learning  Conducts dialogues, fora, training of teachers,learners and parents on the welfare and performance of learners 5.B. External Community Partnership  Promotes the image of the school through school summit, State of the School Address (SOSA) cultural shows,learners’ project exhibits, fairs, etc.  Conducts dialogues and meetings with multi-stakeholders in crafting programs and projects  Participates actively in community affairs  Establishes sustainablelinkages / partnership with other sectors, agencies and NGOs through MOA/ MOU or using Adopt a School Program policies DOMAIN 6. SCHOOL MANAGEMENT AND OPERATIONS 6.A. Managing School Operations  Manages the implementation, monitoring and review of the SIP/AIP and other action plans  Establishes and maintains specific programs to meet needs of identified target groups
  23. 23. NCBSSH-TDNA Guide and Tools 19  Takes the lead in the design of a school physical plant and facilities improvement plan in consultation with an expert/s  Allocates/prioritizes funds for improvement and maintenance of school physical facilities and equipment  Oversees school operations and care and use of school facilities according to set guidelines  Institutionalizes best practices in managingand monitoring school operations thereby creating a safe, secure and clean learning environment  Assigns / hires appropriate support personnel to manage school operations 6.B. Fiscal Management  Prepares a financial management plan  Develops a school budget which is consistent with SIP/AIP  Generates and mobilizes financial resources  Manages school resources in accordance with DepEd policies and accounting and auditing rules and regulations and other pertinent guidelines  Accepts donations, gifts, bequests and grants in accordance with RA 9155  Manages a process for the registration, maintenance and replacement of school assets and dispositions of non-reusable properties  Organizes a procurement committee and ensures that the official procurement process is followed  Utilizes funds for approved school programs and projects as reflected in SIP/AIP  Monitors utilization, recording and reporting of funds  Accounts for school fund  Prepares financial reports and submits / communicates the same to higher education authorities and other education partners 6.C. Use of Technology in the Management of Operations  Applies Information Technology (IT) plans for online communication  Uses IT to facilitate the operationalization of the school management system (e.g. school information system, student trackingsystem, personnel information system)  Uses IT to access Teacher Support Materials (TSM), Learningsupport Materials (LSM) and assessment tools in accordance with the guidelines  Shares with other school heads the school’s experience in the use of new technology DOMAIN 7. PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS 7.A. Professionalism  Manifests genuine enthusiasm and pride in the nobility of the teaching profession  Observes and demonstrates desirable personal and professional (RA 6713 & Code of Ethics RA 7836) behaviors like respect, honesty, dedication, patriotism and genuine concern for others at all times  Maintains harmonious and pleasant personal official relations with superiors, colleagues, subordinates,learners, parents and other stakeholders  Recommends appointments, promotions and transfers on the bases of merit and needs in the interest of the service  Maintains good reputation with respect to financial matters such as the settlement of his/her debts, loans and other financial affairs  Develops programs and projects for continuing personal and professional development including moral recovery and values formation among teaching and non-teaching personnel 7.B. Communication  Communicates effectively both in speaking and writing to staff and other stakeholders  Listens to stakeholders’ needs and concerns and responds appropriately in consideration of the political, social,legal and cultural context
  24. 24. NCBSSH-TDNA Guide and Tools 20 7.C. Interpersonal Sensitivity  Interacts appropriately with a variety of audiences  Demonstrates ability to empathize with others 7.D. Fairness, Honesty and Integrity  Observes Award System and a system of assistance for teachers staff to sustain integrity, honesty and fairness  Demonstrates integrity, honesty and fairness in all his/her dealings and transactions  Makes individuas accountable for their actions
  25. 25. NCBSSH-TDNA Guide and Tools 21 Attachment 2 National Competency-Based Standards for School Heads Training and Development Needs Assessment (NCBSSH-TDNA) Tool and Individual School Head NCBSSH-TDNA Results Summary Template
  26. 26. NCBSSH-TDNA Guide and Tools 22 National Competency-Based Standards for School Heads Training and Development Needs Assessment (NCBSSH-TDNA) Tool (Based on DepEd Order No. 32. s. 2010, The National Adoption and Implementation of the National Competency-Based Standards for School Heads) INSTRUCTIONS: 1. This tool contains a list of competencies covered in the National Competency-Based Standards for School Heads. Consider each competency by reflecting on your past and current practices as a School Head. 2. For each competency indicator, there are four possibilities in which you will see your need for professional development. Place a check () under the appropriate column that represents your self-reflection. Do this for each competency. 3. Individual results will serve as basis for the development of your IPPD. Consolidated results will be utilized by the CO-NEAP, NEAP-R and Division T&D in designing and delivering competency-based training and development programs that are responsive to your identified needs. START HERE: Competency Domain/Strand I am not doing this yet. I am doing a little of this and I need to learn more. I am practicing this but I need to improve. I am doing this very well and can lead others to do the same. DOMAIN 1. SCHOOL LEADERSHIP Strand I.A. Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO) 1. Demonstrate co-ownership of and personal responses to identified issues consistent with the school’s vision and mission 2. Involve internal and external stakeholders in formulating and achieving school vision, mission, goals and objectives 3. Align goals and objectives with the school vision and mission 4. Communicate the school VMGO clearly 5. Explain the school vision to the general public 6. Revisit and ensure that school activities are aligned with the school VMGO
  27. 27. NCBSSH-TDNA Guide and Tools 23 Strand I.B. Data-based Strategic Planning 7. Establish E-BEIS/SIS and baseline data of all performance indicators 8. Involve all internal and external stakeholders in developing SIP/AIP 9. Utilize data, e.g, E-BEIS/SIS, SBM assessment, TSNA, and strategic planning in the development of SIP/AIP 10. Align the SIP/AIP with national, regional and local education policies and thrusts 11. Communicate effectively SIP/AIP to internal and external stakeholders 12. Resolve problems at the school level 13. Assist teachers and students to understand problems and identify possible solutions 14. Analyze cause/s of problems critically and objectively 15. Address the causes of the problem rather than the symptoms 16. Explore several approaches in handling problems 17. Demonstrate a proactive approach to problem solving Strand I.D. Building High Performance Teams 18. Involve stakeholders in meetings and deliberations for decision making 19. Set high expectations and challenging goals 20. Provide opportunities for growth and development of members as team players 21. Define roles and functions of each committee 22. Monitor and evaluate accomplishment of different committees/teams 23. Give feedback on the team’s performance using performance – based assessment tool 24. Establish a system for rewards and benefits for teachers and staff Strand I.E. Coordinating with Others 25. Collaborate with concerned staff on the planning and implementation of programs and projects 26. Ensure proper allocation and utilization of resources (time, fiscal, human, IMS, etc.)
  28. 28. NCBSSH-TDNA Guide and Tools 24 27. Provide feedback and updates to stakeholders on the status of progress and completion of programs and projects 28. Mobilize teachers/staff in sustaining a project Strand I.F. Leading & Managing Change 29. Maintain an open, positive and encouraging attitude toward change 30. Assist teachers in identifying strengths and growth areas through monitoring and observation 31. Introduce innovations in the school program to achieve higher learning outcomes 32. Monitor and evaluate the implementation of change programs included in SIP/AIP 33. Observe and apply multi-tasking in giving assignments 34. Advocate and execute plans for changes including culture change in the workplace 35. Empower teachers and personnel to identify, initiate and manage changes DOMAIN 2. INSTRUCTIONAL LEADERSHIP Strand II.A. Assessment for Learning 36. Manage the processes and procedures in monitoring student achievement 37. Ensure utilization of a range of assessment processes to assess student performance 38. Assess the effectiveness of curricular/co- curricular programs and/or instructional strategies 39. Utilize assessment results to improve learning 40. Create & manage a school process to ensure student progress is conveyed to students and parents/guardians regularly Strand II. B. Developing Programs &/or Adapting Existing Programs 41. Develop/adapt a research-based school program 42. Assist in implementing an existing, coherent and responsive school-wide curriculum 43. Address deficiencies and sustain successes of current programs in collaboration with teachers and learners 44. Develop a culture of functional literacy Strand II.C. Implementing Programs for Instructional Improvement 45. Manage the introduction of curriculum initiatives in line with DepEd policies (e.g.
  29. 29. NCBSSH-TDNA Guide and Tools 25 BEC, Madrasah) 46. Work with teachers in curriculum review 47. Enrich curricular offerings based on local needs 48. Manage curriculum innovation and enrichment with the use of technology 49. Organize teams to champion instructional innovation programs toward curricular responsiveness Strand II.D. Instructional Supervision 50. Prepare and implement an instructional supervisory plan 51. Conduct Instructional Supervision using appropriate strategy 52. Evaluate lesson plans as well as classroom and learning management 53. Provide in a collegial manner timely, accurate and specific feedback to teachers regarding their performance 54. Provide expert technical assistance and instructional support to teachers DOMAIN 3. CREATING A STUDENT - CENTERED LEARNING CLIMATE Strand III.A. Setting high social & academic expectations 55. Benchmark school performance 56. Establish and model high social and academic expectations for all 57. Create an engaging learning environment 58. Participate in the management of learner behavior within the school and other school related activities done outside the school 59. Support learners’ desire to pursue further learning 60. Recognize high performing learners and teachers and supportive parents and other stakeholders Strand III. B. Creating school environments focused on the needs of the learner 61. Create and sustain a safe, orderly, nurturing and healthy environment 62. Provide environment that promotes use of technology among learners and teachers DOMAIN 4. HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT Strand IV.A. Creating a Professional Learning Community 63. Build a community of learners among teachers 64. Assess and analyze the needs and interests of
  30. 30. NCBSSH-TDNA Guide and Tools 26 teachers and other school personnel 65. Ensure that the School Plan for Professional Development (SPPD) emerges from the Individual Plan for Professional Development (IPPD) and other identified needs of school personnel included in the SIP/AIP 66. Integrate the SPPD in the SIP/AIP 67. Mentor and coach employees and facilitate the induction of new ones 68. Recognize potentials of staff and provide opportunities for professional development 69. Ensure that the objectives of the school development plan are supported with resources for training and development programs 70. Prepare, implement, and monitor school-based INSET for all teaching staff based on IPPDs and the SPPD 71. Monitor and evaluate school-based INSETs Strand IV.B. Recruitment & Hiring 72. Utilize the basic qualification standards and adhere to pertinent policies in recruiting and hiring teachers / staff 73. Create and train School Selection and Promotion Committee and train its members 74. Recommend better ways and means to improve recruitment, hiring and performance appraisal of teachers Strand IV.C. Managing Performance of Teachers and Staff 75. Assign teachers and other personnel to their area of competence 76. Assist teachers and staff in setting and resetting performance goals 77. Monitor and evaluate performance of teaching and non-teaching personnel vis-a-vis targets 78. Delegate specific tasks to help manage the performance of teaching and non-teaching personnel 79. Coach deputized staff as needed on managing performance 80. Create a functional school-based performance appraisal committee 81. Assist and monitor the development of IPPD of each teacher
  31. 31. NCBSSH-TDNA Guide and Tools 27 DOMAIN 5. PARENT INVOLVEMENT & COMMUNITY PARTNERSHIP Strand V.A. Parental Involvement 82. Establish school and family partnerships that promote students’ peak performance 83. Organize programs that involve parents and other school stakeholders to promote learning 84. Conduct dialogues, fora, training of teachers, learners and parents on the welfare and improves performance of learners Strand V.B. External Community Partnership 85. Promote the image of the school through school summit, State of the School Address (SOSA) cultural shows, learners’ project exhibits, fairs, etc. 86. Conduct dialogues and meetings with multi- stakeholders in crafting programs and projects 87. Participate actively in community affairs 88. Establish sustainable linkages/partnership with other sectors, agencies and NGOs through MOA/ MOU or using Adopt- a- School Program policies DOMAIN 6. SCHOOL MANAGEMENT AND OPERATIONS Strand VI. A. Managing School Operations 89. Manage the implementation, monitoring and review of the SIP/AIP and other action plans 90. Establish and maintain specific programs to meet needs of identified target groups 91. Take the lead in the design of a school physical plant and facilities improvement plan in consultation with an expert/s 92. Allocate/prioritize funds for improvement and maintenance of school physical facilities and equipment 93. Oversee school operations and care and use of school facilities according to set guidelines 94. Institutionalize best practices in managing and monitoring school operations thereby creating a safe, secure and clean learning environment 95. Assign/ hire appropriate support personnel to manage school operations Strand VI.B. Fiscal Management 96. Prepare a financial management plan 97. Develop a school budget which is consistent with SIP/AIP 98. Generate and mobilize financial resources
  32. 32. NCBSSH-TDNA Guide and Tools 28 99. Manage school resources in accordance with DepEd policies and accounting and auditing rules and regulations and other pertinent guidelines 100.Accept donations, gifts, bequests and grants in accordance with RA 9155 101.Manage a process for the registration, maintenance and replacement of school assets and dispositions of non-reusable properties 102.Organize a procurement committee and ensures that the official procurement process is followed 103.Utilize funds for approved school programs and projects as reflected in SIP/AIP 104.Monitor utilization, recording and reporting of funds 105.Account for school fund 106.Prepare financial reports and submit/ communicate the same to higher education authorities and other education partners Strand VI.C. Use of Technology in the Management of Operations 107.Apply Information Technology (IT) plans for online communication 108.Use IT to facilitate the operationalization of the school management system (e.g. school information system, student tracking system, personnel information system) 109.Use IT to access Teacher Support Materials (TSM), Learning support Materials (LSM) and assessment tools in accordance with the guidelines 110.Share with other school heads the school’s experience in the use of new technology DOMAIN 7. PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS Strand VII.A. Professionalism 111.Manifest genuine enthusiasm and pride in the nobility of the teaching profession 112.Observe and demonstrate desirable personal and professional (RA 6713 & Code of Ethics RA 7836) behaviors like respect, honesty, dedication, patriotism and genuine concern for others at all times 113.Maintain harmonious relations with superiors, colleagues, subordinates, learners, parents and other stakeholders
  33. 33. NCBSSH-TDNA Guide and Tools 29 114. Endorse appointments, promotions and transfers on the bases of merit and needs in the interest of the service 115. Maintain good reputation with respect to financial matters such as the settlement of debts, loans and other financial affairs 116. Develop programs and projects for continuing personal and professional development including moral recovery and values formation among teaching and non-teaching personnel VII. Strand VII.B. Communication 117. Communicate effectively to staff and other stakeholders in both oral and written forms 118. Listen to stakeholders’ needs and concerns and respond appropriately in consideration of the political, social, legal and cultural context VII. Strand VII.C. Interpersonal Sensitivity 119. Interact appropriately with a variety of audiences 120. Demonstrate ability to empathize with others VII. Strand VII.D. Fairness, Honesty & Integrity 121. Observe Award System and a system of assistance for teachers staff to sustain integrity, honesty and fairness in all school practices 122. Demonstrate integrity, honesty and fairness in all his/her dealings and transactions 123. Make individuals accountable for their actions Name of School Head: ___________________________________________ Signature over printed Name Name of School and Division: ___________________________________________ Date Accomplished:___________________________
  34. 34. NCBSSH-TDNA Guide and Tools 30 Name of School Head: School: District/Division: Domains DOMAIN 1 D1 Tot DOMAIN 2 D2 Tot DOMAIN 3 D3 Tot DOMAIN 4 D4 Tot DOMAIN 5 D5 Tot DOMAIN 6 D6 Tot DOMAIN 7 D7 Tot Strands 1.A 1.B 1.C 1.D 1.E 1.F 2.A 2..B 2.C 2.D 3.A 3.B 4.A 4.B 4.C 5.A 5.B 6.A 6.B 6.C 7.A 7.B 7.C 7.D SCORE Level Score- Range 3.99 3.74 3.49 3.24 2.99 2.74 2.49 2.24 1.99 1.74 1.49 1.24 1.00 Strands 1.A 1.B 1.C 1.D 1.E 1.F 2.A 2..B 2.C 2.D 3.A 3.B 4.A 4.B 4.C 5.A 5.B 6.A 6.B 6.C 7.A 7.B 7.C 7.D Domains DOMAIN 1 D1 Tot DOMAIN 2 D2 Tot DOMAIN 3 D3 Tot DOMAIN 4 D4 Tot DOMAIN 5 D5 Tot DOMAIN 6 D6 Tot DOMAIN 7 D7 Tot INDIVIDUAL SCHOOL HEAD NCBSSH-TDNA RESULTS SUMMARY TEMPLATEUrgentNeed forTraining StrongNeed forTraining Needenhance- menttraining NoNeed forTraining
  35. 35. NCBSSH-TDNA Guide and Tools 31 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
  36. 36. NCBSSH-TDNA Guide and Tools 32 1 T&D-M&E Form 1: Individual Profile Template I PERSONAL DATA Name: (Surname) (First Name) (Middle Name) Employee Number (If Applicable) Sex: Male Female Date of Birth: Home Address: Contact #: e-mail address: Region: Division: District: Office/School: Address: Current Position: Other Designations: Highest Educational Attainment: II. WORK EXPERIENCE (List from most current.) POSITION MAIN AREA OF RESPONSIBILITY e.g. subjects taught, level supervised LEVEL e.g. Elem/Sec/ALS school, district, division, region INCLUSIVE PERIOD Use additional sheet if necessary. 1
  37. 37. NCBSSH-TDNA Guide and Tools 33 III. TRAINING ATTENDED OVER THE LAST THREE YEARS Please check training focus and management level for all training attended over the last three years. Training Focus Training attended over last 3 years () Management Level of Training Central Region Division Cluster School Curriculum Resource Materials Development Planning Management Policy Development Research Other, please specify ______________ IV. SIGNIFICANT EXPERIENCES Identify which of the following areas you consider to be your area(s) of expertise: S School Based Management Quality Assurance Monitoring and Evaluation Access Education Subject Specialization: _____________) Education Planning Policy Development Learning Resource Materials Development ICT Delivery of Training Other, please specify ________________ Certified Trainers by NEAP Central NEAP-Region TEI SEAMEO- INNOTECH Foreign Assisted Projects (FAP) Other, please specify ----- List your significant experiences in the identified areas Use additional sheet if necessary.
  38. 38. NCBSSH-TDNA Guide and Tools 34 V. TRAINING AND DEVELOPMENT EXPERIENCES Identify which of the following specific areas you consider to be your area(s) of expertise: Competency Assessment Program Planning Program Designing Resource Materials Development Program Delivery ProgramManagement Monitoring and Evaluation of Training List your significant experiences in the identified areas 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: Please submit completed form to Training and Development Division/Unit. Information will be incorporated into the T&D Information System Database.
  39. 39. NCBSSH-TDNA Guide and Tools 35 TDNA Administrator Monitored: ____________________ Dates: _______________ Activity Monitored: School Head completion of NCBSSH-TDNA Please consider the administration of the NCBSSH-TDNA in line with the indicators listed below. Please check (✔) the appropriate column to indicate your level of agreement for each of the statements. Strongly Agree Agree Disagree Strongly Disagree Administration of the NCBSSH-TDNA Materials for conducting the NCBSSH-TDNA were organized and prepared in advance Respondents were informed of the purpose for conducting the NCBSSH-TDNA Clear instructions were provided on the process to be followed Clarification was provided by the NCBSSH-TDNA Administrator when necessary Answer Sheets were collected and checked to ensure respondent information is complete and answers have been provided for all indicators/competencies Results Analysis Results have been accurately analysed to identify the TDNA results of the school heads. Results have been accurately profiled for individual School Heads Results have been accurately consolidated and profiled for clusters of School Heads Results have been submitted to the School Head, Cluster Lead School Head and TDNA-WG Chair in a timely manner General Comments Recommendations to improve processes NCBSSH-TDNA -M&E Form 1: Division Monitoring & Evaluation of the Conduct of NCBSSH-TDNA
  40. 40. NCBSSH-TDNA Guide and Tools 36 PART I. Cluster School Heads Identification Cluster Name: ____________________________ Division __________________________ No. School Head Name School SH 1 SH 2 SH 3 SH 4 SH 5 SH 6 SH 7 SH 8 SH 9 SH 10 SH 11 SH 12 SH 13 SH 14 SH 15 TDNASH-M&E Form 2: NCBSSH-TDNA Consolidated Cluster Results Template
  41. 41. NCBSSH-TDNA Guide and Tools 37 PART II. NCBSSH-TDNA Cluster Summary Sheet for School Heads TDNA Profile Cluster Name: _______________________ Domains (D) School Heads’ TDNA Overall and per Domain Profile Ave. Ratings Training Need Level Identify competencies that should be enhanced via training S H 1 S H 2 S H 3 S H 4 S H 5 S H 6 S H 7 S H 8 SH 9 SH 10 S H 1 1 S H 1 2 S H 1 3 S H 1 4 SH 15 D 1 1.A 1.48 UNT √ 1.B SNT √ 1.C NNT 1.D NNT 1.E NET √ 1.F SNT √ 2.30 √ D 2 2.A 2.B 2.C . 2.D D 3 3.A 3.B D 4 4.A 4.B 4.C D 5 5.A 5.B D 6 6.A 6.B 6.C D 7 7.A 7.B 7.C 7.D
  42. 42. NCBSSH-TDNA Guide and Tools 38 Part III. NBSSH-TDNA Summary of School Heads who Need Training Cluster Name: _______________________________________ School Heads Domain 1 Domain 2 Domain 3 Domain 4 Domain 5 Domain 6 Domain 7 I.A I.B I.C I.D I.E II.A II.B II.C II.D III.A III.B IV.A IV.B IV.C V.A V.B VI.A VI.B VI.C VII.A VII.B VII.C VII.D SH 1 SH 2 SH 3 SH 4 SH 5 Total No. of SH who need Training
  43. 43. T&D System Operations Manual-Volume 2: The TDNA System NCBSSH-TDNA Guide and Tools 39 NCBSSH-TDNA M&E Form 3: Documentation Tool for Division Implementation of NCBSSH-TDNA This form is to be used to support Regional monitoring of the NCBSSH-TDNA process at the Division level and Division monitoring of district and level activities. It is expected that the assessment will be based on observations, discussions with the implementing team and review of relevant documents. Division/District _________________________ Date: __________________ Rating Guide: Numerical Rating Interpretation Description 4 Very High Extent In a very significant way 3 High Extent In a meaningful way 2 Low Extent In a limited way only 1 Very Low Extent Not in any meaningful way Use the scale above to evaluate the extent to which the conduct of NCBSSH-TDNA documentation adhered to the following: To what extent …….. 1 2 3 4 1. was thorough planning conducted prior to the NCBSSH-TDNA orientation? 2. were participants oriented to the competencies expected of a School Head? 3. was the purpose of the NCBSSH-TDNA explained? 5. was a clear explanation provided on how to accomplish the NCBSSH-TDNA tools e.g. manual and/or e-version 6. was the scoring system for the NCBSSH-TDNA tool explained; e.g. 4-pt scale 8. were the steps involved in consolidating NCBSSH-TDNA results for a group of school heads explained? 9. was an explanation on how to interpret individual and consolidated profiles provided ? 10. was technical assistance provided when required? 11. were the M&E tools and processes implemented? 12. was evidence of team work and collaboration amongst the NCBSSH-TDNA Implementers observed? 13. were recommendations for improving the NCBSSH-TDNA administration processes identified? Recommendations: Name:______________________________________ Designation: _________________________________ Date: __________________________
  44. 44. T&D System Operations Manual-Volume 2: The TDNA System NCBSSH-TDNA Guide and Tools 40 Attachment 4: Session Guide for the NCBSSH-TDNA Orientation and Administration to School Heads
  45. 45. T&D System Operations Manual-Volume 2: The TDNA System NCBSSH-TDNA Guide and Tools 41 Session Guide: NCBSSH-TDNA Orientation and Administration to School Heads Duration of Session 3 hours Key Understandings To be developed  The Framework of NCBSSH defines the different dimensions of being an effective school head.  DepEd Order 32, s. 2010 provides guidelines on adoption and implementation of the NCBSSH.  Accomplishing the NCBSSH-TDNA Tool will identify the training needs of school heads; hence, adherence to TDNA system standards has to be observed. Learning Objectives At the end of the session, participants are able to:  discuss the framework, legal basis, goals and objectives of NCBSSH- TDNA;  complete the NCBSSH-TDNA Tool and the individual summary of their self-assessment results;  demonstrate truthful self-assesment of their professional development needs Resources Handouts:  NCBSSH-TDNA Guide and Tool  DepED Order 32, s. 2010 Power point Presentation:  NCBSSH-TDNA Orientation and Administration Additional Resources  Activity Sheet  Music e.g. “Knowing Me Knowing You” by ABBA Introductory Activity 10 minutes “Knowing Me Knowing You” Give the following instructions: 1. While a song e.g. “Knowing Me Knowing You” is played, mill around while dancing and meet new friends. As soon as the music stops, introduce yourself using an adjective describing your strong qualities as a school head that starts with the first letter of your name. e.g. I am Transformational Teresa. 2. In a sentence, explain why you consider yourself to be so. 3. Repeat the same steps at least five times with different partners.
  46. 46. T&D System Operations Manual-Volume 2: The TDNA System NCBSSH-TDNA Guide and Tools 42 Activity 20 minutes Activity A 1. Let participants form 4 groups. 2. Let them share their experiences regarding their school performance. 3. Let each group write on meta strips what they are doing in performing their functions as school heads. 4. Allot 5 minutes for sharing then ask them to post their outputs in a designated area. 5. Ask each group a reporter to present their outputs. 6. Ask each group to classify their meta strips under the seven domains posted on the board. Activity B 7. Distribute the NCBSSH-TDNA 24 competency strands written on meta strips. Each group will have 6 competency strands. 8. Group members will discuss and agree where the competency strands belong under each domain. 9. Let them post their meta strips under the corresponding column where they think each competency belongs. 10. Allow participants to check their responses by presenting the correct list of domains and strands as the one below: Domains /Competency Strands School Leadership Instructional Leadership Creating a Student Centered Climate HR Management and Professional Development Parent Involvement and Community Partnership School Management and Daily Operations Personal and Professional Attributes and Interpersonal Effectiveness Analysis 10 minutes Ask the following questions to the participants: 1. How did you find the activity? 2. How you were able to cluster the competency strands correctly in each domain? 3. Which of these competencies are you doing or not doing yet? 4. What helped you develop the competencies being a school head? 5. What do you need in order to develop these competencies? List all the strands in the proper column here.
  47. 47. T&D System Operations Manual-Volume 2: The TDNA System NCBSSH-TDNA Guide and Tools 43 Note to the Facilitator: Lead them to recognize the importance of continuous professional development toward becoming competent and effective school leaders. Abstraction 40 minutes Power point presentation on:  Framework of NCBSSH  Legal Basis - DepED Order 32, s 2010  The purpose of the NCBSSH-TDNA Tool –(Point out that the tool is intended to help them identify what they need to train in or develop themselves further.) Application 1 hour  Administration of the NCBSSH-TDNA Tool -Explain the meaning of the four options in four columns with mentioning the levels.  After completion, have the school heads score ther own by explaining the procedure for scoring.  Let them write their scores per starnd and totals for each domain on the Individual summary Template.  Show how they they are going to graph their scores on the template by using a colored pencil or Crayola. Concluding Activity 10 minutes  Have a recap of the key understanding and elicit expressed indicators showing achievement of session objectives  Summarize the important concepts and learning in the lecturette  Conclude the activity with a leadership quotation e.g. “Sharpening the Saw” by Stephen Covey “Seven Habits of a Highly Effective People.”
  48. 48. T&D System Operations Manual-Volume 2: The TDNA System NCBSSH-TDNA Guide and Tools 44 Acknowledgements to The Project STRIVE 2 Training and Development Component Members who developed the standards, processes and tools of the TDNA System Operations Manual, Volume 2 that includes the 2010 version of the TDNASH; and the following RO and DO personnel for the 2012 version of the NCBSSH-TDNA Guide and Tool. Region VI Region VII Region VIII Renato Ballesteros, EPS Emiliano Elnar, Jr., Chief-T&DD Corazon Abella, Chief-T&DD Susan Severino, EPS Milagros Villanueva, EPS Alejandra Lagumbay, EPS Samuel Malayo, EPS Leah Apao, EPS Susan Acuin, EPS Negros Occidental Bohol/Tagbilaran Northern Samar Juna Flores, HT V Casiana Caberte, EPS Noe Hermosilla, PSDS-Designate John Ariel Lagura, EPS Eden Dadap, DO Subject Coor. Marina Salamanca, EPS Hermenilda Gracio, EPS Consultant Twila G. Punsalan AusAID Technical Adviser for Training and Development

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