# Mentoring Aspiring School Heads in DepEd: A Practical Guide

Mentoring aspiring principals in DepEd: what DM 069, s. 2025 and the PPSSH say, job shadowing within the rules, feedback, records, and TDP/PDI coaches.

This is the Markdown copy of [Mentoring Aspiring School Heads in DepEd: A Practical Guide](https://nash.com.ph/blog/mentoring-aspiring-school-heads), an article on the NASH Reviewer Blog by Mark Anthony Llego, published Nov 6, 2026. Topics: Aspiring school heads, School leadership. NASH Reviewer is an independent practice platform not affiliated with DepEd, BHROD, or NEAP.

DepEd encourages aspiring school heads to learn from serving principals. [DepEd Memorandum No. 069, s. 2025](https://www.deped.gov.ph/2025/08/11/august-11-2025-dm-069-s-2025-administration-of-the-national-assessment-for-school-heads-for-fiscal-year-2025/), which renamed the National Qualifying Examination for School Heads (NQESH) the National Assessment for School Heads (NASH), says aspiring school heads "are strongly encouraged to actively participate in coaching and mentoring sessions with experienced and proficient school principals" (para. 13). As of November 6, 2026, no issuance in force says how such mentoring is run, who may mentor, or what it counts for. The only formal coaching for aspiring school heads is the coach assigned to participants in the NASH Targeted Development Program (TDP) and Professional Development Intervention (PDI) under DM-OULS-2026-397, the [guidelines of September 7, 2026](https://nash.com.ph/blog/nash-tdp-pdi-guide) for programs run by the National Educators Academy of the Philippines (NEAP).

Informal mentoring still runs inside rules that already exist. The Philippine Professional Standards for School Heads (PPSSH) set the goals: Career Stage 1 for the aspirant, who may be a teacher, master teacher, head teacher or teacher-in-charge (TIC), and Career Stage 2 and above for a mentor who is a serving school head. [Republic Act No. 9155](https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/) keeps the authority with the school head, DepEd's workload orders limit what a teacher may be asked to do, and the Data Privacy Act of 2012 ([Republic Act No. 10173](https://lawphil.net/statutes/repacts/ra2012/ra_10173_2012.html)) decides which records an aspirant may see.

## Key findings

- **Encouraged, not required.** DM 069, s. 2025 encourages coaching and mentoring so that candidates see "how the competencies outlined in the PPSSH are demonstrated in practice" (para. 13).
- **Official coaching exists only in the TDP and PDI.** There the Schools Division Superintendent (SDS) endorses a qualified coach, who signs a coaching contract with the participant, tracks progress on the Modified Performance Monitoring and Coaching Form (PMCF) and certifies outputs (DM-OULS-2026-397, Enclosure Nos. 2 to 5).
- **DepEd has run mentoring for aspirants before.** FY 2021 NQESH Category B takers were to complete at least ten hours of coaching and mentoring in 2023, with a PMCF after each session ([DepEd Memorandum No. 046, s. 2023](https://www.deped.gov.ph/2023/08/11/august-11-2023-dm-046-s-2023-guidelines-on-the-conduct-of-coaching-and-mentoring-sessions-for-the-national-qualifying-examination-for-school-heads-nqesh-2021-category-b-aspiring-school/), paras. 9 and 12). Instead of retaking the examination, they went through NEAP's evaluation and certification, which counted their "Coaching and Mentoring Assessment Reflections"; 1,960 of 2,096 completed it in September 2024 ([DepEd Memorandum No. 059, s. 2024](https://www.deped.gov.ph/2024/10/18/october-18-2024-dm-059-s-2024-results-of-the-fiscal-year-2023-national-qualifying-examination-for-school-heads-and-fiscal-year-2021-nqesh-category-b-evaluation-and-certification/), paras. 2 and 7).
- **Mentoring transfers no authority.** Decisions stay with the school head, who holds "authority, accountability and responsibility" for the school (RA 9155, Sec. 7(E)); any new role for the aspirant needs its own designation order ([DepEd Order No. 005, s. 2024](https://www.deped.gov.ph/2024/04/29/april-29-2024-do-005-s-2024-rationalization-of-teachers-workload-in-public-schools-and-payment-of-teaching-overload/), Secs. V.A.1 and V.A.4).
- **Mentoring maps onto PPSSH Domain 4.** For the aspirant, the nearest Career Stage 1 indicators are 4.1.1, 4.2.1 and 4.3.1. For a mentor who leads the aspirant's own school, they are 4.5.2 and 4.6.2 ([DepEd Order No. 024, s. 2020](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/)).
- **NEAP lists job shadowing as an intervention.** Its sample Workplace Application Plan template names it among the types of intervention ([DepEd Memorandum No. 044, s. 2023](https://www.deped.gov.ph/2023/11/20/august-04-2023-neap-dm-044-s-2023-interim-guidelines-for-the-quality-assurance-and-monitoring-and-evaluation-of-the-national-educators-academy-of-the-philippines-core-programs/), Enclosure No. 7). If a visit is made during official time, it needs approval as official local travel: the aspirant's own school head approves travel within the division ([DepEd Order No. 001, s. 2023](https://www.deped.gov.ph/2023/01/10/january-9-2023-do-001-s-2023-revised-designation-of-undersecretaries-and-assistant-secretaries-to-their-strands-and-functional-areas-of-responsibilities-and-revised-signing-authorities/), Annex C, Sec. D).
- **Some records stay closed to the aspirant.** Information about a person's education is sensitive personal information (RA 10173, Sec. 3(l)(2)), learner-protection incident records are confidential and open only to authorized personnel ([DepEd Order No. 006, s. 2026](https://www.deped.gov.ph/2026/03/24/march-24-2026-do-006-s-2026-guidelines-on-ensuring-a-safe-and-motivating-learning-environment-esmle/), Sec. XII), and documents with personally identifiable information may not be uploaded to artificial intelligence (AI) platforms ([DepEd Order No. 003, s. 2026](https://www.deped.gov.ph/2026/02/20/february-20-2026-do-003-s-2026-foundational-guidelines-on-artificial-intelligence-ai-in-basic-education/), Sec. VII.1.1).

## What DepEd says about mentoring aspiring school heads

### DM 069, s. 2025: mentoring before the NASH

Paragraph 13 of DM 069 ties mentoring to the NASH's purpose:

> Given that the NASH is designed as a developmental tool, aspiring school heads are strongly encouraged to actively participate in coaching and mentoring sessions with experienced and proficient school principals to support their professional growth and leadership readiness. Through these sessions, candidates will gain valuable insights into how the competencies outlined in the PPSSH are demonstrated in practice.

Paragraph 14 sets a limit for every mentor. DepEd "is not affiliated with any individual or institution offering monetary value in exchange for review of classes or claiming access to the content of the examination", and any attempt to gain access to test content "shall be subject to investigation and may result in appropriate administrative action" (para. 14). Paragraph 15 concerns reviewers' permits, covered in the steps for mentors below.

### The PPSSH: what each side works on

DO 024, s. 2020 adopted the PPSSH and describes four career stages. "Career Stage 1 School Heads (aspiring school heads) have acquired the prerequisite qualifications for the school head position" and "demonstrate basic knowledge and understanding of the authority, responsibility, and accountability expected of school heads". Career Stage 2 school heads apply that knowledge, are "professionally independent", and "reflect on their practices for improvement and seek to involve all school personnel in professional learning and career advancement".

Domain 4, Developing Self and Others, holds the strands closest to mentoring.

| Strand | The aspirant: Career Stage 1 | The mentoring school head: Career Stage 2 |
| --- | --- | --- |
| 4.1 Personal and professional development | 4.1.1 Conduct self-assessment of personal and professional development needs using the Philippine Professional Standards for School Heads. | 4.1.2 Set personal and professional development goals based on self-assessment aligned with the Philippine Professional Standards for School Heads. |
| 4.2 Professional reflection and learning | 4.2.1 Demonstrate understanding of how professional reflection and learning can be used in improving practice. | 4.2.2 Apply professional reflection and learning to improve one's practice. |
| 4.3 Professional networks | 4.3.1 Seek opportunities to improve one's practice as a school leader through professional networks. | 4.3.2 Participate in professional networks to upgrade knowledge and skills and to enhance practice. |
| 4.5 Professional development of school personnel | 4.5.1 Demonstrate knowledge and understanding of professional development in enhancing strengths and in addressing performance gaps among school personnel. | 4.5.2 Implement professional development initiatives to enhance strengths and address performance gaps among school personnel. |
| 4.6 Leadership development in individuals and teams | 4.6.1 Identify strengths, capabilities and potentials of individuals and teams in performing leadership roles and responsibilities. | 4.6.2 Provide opportunities to individuals and teams in performing leadership roles and responsibilities. |

*Source: DO 024, s. 2020, Domain 4.*

Indicators 4.5.2 and 4.6.2 concern a school head's own personnel, so they fit best when the mentor leads the aspirant's school. Mentoring other school leaders appears in the standard only at the top: Career Stage 4 indicator 3.4.4 reads "Mentor fellow school heads in sustaining learner achievement and in attaining other performance indicators to promote accountability within and beyond school contexts." The [Domain 4 guide](https://nash.com.ph/blog/ppssh-domain-4-developing-self-and-others) covers all eight strands of the domain.

### NEAP's programs: TDP and PDI coaches, SHOP and SHDP

For NASH takers covered by DM-OULS-2026-397, coaching is built into Phase 2 of both programs, and the PDI adds a third phase in which the participant carries out a Workplace Application Plan (WAP) in their own school. [NASH TDP and PDI: Phases, Coaches and Certificates](https://nash.com.ph/blog/nash-tdp-pdi-guide) explains both programs in full.

Two NEAP programs appear in the coach qualifications. A TDP or PDI coach must have completed "a Training of Coaches and Mentors organized by NEAP Central Office, preferably under the School Heads Onboarding Program (SHOP) or School Heads Development Program (SHDP)" (Enclosure No. 3). The SHDP is the NEAP program that FY 2021 NQESH Category C takers had to undertake before retaking the examination ([DepEd Memorandum No. 025, s. 2023](https://www.deped.gov.ph/2023/04/26/april-25-2023-dm-025-s-2023-amendment-deped-memorandum-no-100-s-2022-results-of-the-fiscal-year-2021-national-qualifying-examination-for-school-heads-and-clarification-on-the-use-of/), item 3.c).

### DepEd's 2023–2024 model: DM 046, s. 2023 and what followed

DM 046, s. 2023 set out, session by session, how DepEd ran coaching and mentoring for one group of aspiring school heads. It carried out item 3.b of DM 025, s. 2023, under which FY 2021 NQESH Category B takers could retake the examination after coaching and mentoring sessions "with an experienced or outstanding School Principal" (DM 046, para. 5). The sessions were set for August 28 to October 13, 2023 (para. 9.g).

| Element | What DM 046, s. 2023 required |
| --- | --- |
| Choosing the mentor | The aspirant "may nominate a coach or mentor, whom he or she is comfortable to work with and whose competence and integrity is beyond question"; the mentor "may be the School Head's Rater, a superior, or a colleague within the division" (para. 6) |
| If no one is nominated | The SDS assigns a mentor who has been a school head for at least three years; has a "deep understanding" of the PPSSH; is "Preferably a graduate of the School Heads Development Program (SHDP) or completed school leadership and management professional development programs recognized by NEAP"; has four consecutive Outstanding ratings; has conducted coaching and mentoring for at least three years; has practiced needs analysis, planning, delivery, and monitoring and evaluation of learning and development for at least four years; and has no pending case (para. 7) |
| Load | One to three coachees per coach (para. 9.b) |
| First session | A PPSSH self-assessment to find the domains that need discussion, then agreed dates for the sessions (para. 9.e) |
| Rhythm | Face to face or blended, "every other week": one week of study, then a week of discussion with the coach (para. 9.c) |
| Time | "outside the teaching hours of the aspiring school head but not during weekends or holidays" (para. 9.f) |
| Minimum | At least ten hours together (para. 9.g) |
| Coverage | All five PPSSH domains, using NEAP's SHDP material or other PPSSH-aligned material (paras. 10 and 11) |
| Methods | "direct observation with feedback or formal coaching and mentoring, among others" (para. 9.a) |
| Record | The coach fills out a Performance Monitoring and Coaching Form at the end of each session (para. 12) |

Category B takers did not retake the examination. [DepEd Memorandum No. 014, s. 2024](https://www.deped.gov.ph/2024/03/04/march-4-2024-dm-014-s-2024-corrections-and-clarifications-to-deped-memorandum-no-013-s-2024-administration-of-the-fiscal-year-2023-national-qualifying-examination-for-school-heads/), which corrected the memorandum on the FY 2023 NQESH, provides: "FY 2021 NQESH takers who belong to Category B shall no longer take the examination. Upon completion of their coaching and mentoring sessions, they will undergo an evaluation and certification process by the National Educators Academy of the Philippines (NEAP)" (item 2.c). DM 059, s. 2024 reported the results. The process, held on September 27–28, 2024, "includes sessions on school leadership and PPSSH competencies, sharing and debriefing of the coaching and mentoring session attended, and a post-learning written assessment", and the Examinee Profile, 40% of the rating, included "Coaching and Mentoring Assessment Reflections" (paras. 2 and 7). Of the 2,096 Category B examinees, 1,960 completed it (para. 2):

| Rating | Qualifiers | Qualification status (DM 059, s. 2024, para. 8) |
| --- | ---: | --- |
| 65% | 310 | "Eligible for appointment to entry-level school principal position." |
| 60% and 55% | 563 and 693 | "May apply for promotion to a school administration position subject to evaluative and eligibility assessment and professional shadowing and immersion." |
| 45–50% | 394 | May apply for promotion, "but should undergo further continuing Professional Development Interventions with Work Application Plan (WAP)." |

Outside the TDP and PDI, DepEd has tied shadowing to selection once, in DM 059, s. 2024 (para. 8). As of November 6, 2026, no issuance sets out how that shadowing is done, and none sets up a practicum or credit for informal mentoring for other aspiring school heads. The SIKAP policy brief published by SEAMEO INNOTECH proposed an "Immersion and Practicum Phase" in which trainees work "under a mentor-principal in real school settings" (p. 36). That is a recommendation, not a rule; [the SIKAP study guide](https://nash.com.ph/blog/sikap-aspiring-principals-study) compares it with the TDP and PDI.

## Informal mentor or official TDP/PDI coach

| | Informal mentor | TDP or PDI coach |
| --- | --- | --- |
| Basis | DM 069, s. 2025, para. 13 (encouragement) | DM-OULS-2026-397 and Enclosure Nos. 2 to 5 |
| Who is covered | Any aspiring school head, before or after the NASH | Batch 2 takers and Batch 1 PDI participants covered by para. 4 |
| Who chooses | The aspirant and the mentor | The SDS designates and endorses coaches; the Schools Division Office (SDO) Human Resource Development (HRD) unit ensures "the assignment of best-fit coaches aligned with participants' targeted PPSSH domain(s)" (Enclosure No. 2, Sec. VI) |
| Who may serve | Anyone willing; DM 069 points to "experienced and proficient school principals" | Supervisors, School Principals II to IV and some former school heads, each meeting five standards (Enclosure No. 3) |
| Paperwork | None required | Endorsement and acceptance form; coaching contract witnessed by the SDO program focal person and secretariat (Enclosure Nos. 4 and 5) |
| What the helper does | Whatever the two agree on | Coaching sessions, "including virtual or onsite visits, when necessary, without compromising official duties"; feedback on outputs; the Modified PMCF; certification of outputs before higher-level review (Enclosure No. 5) |
| Ending it | Either side, at any time | Written request to the SDS through the program focal person; the SDS may grant a "No-Fault Termination", and another qualified coach is assigned (Enclosure No. 5) |
| What it produces | Learning; no certificate | Coach-verified outputs that count toward the phase certificates and the Certificate of Completion |

**Can they be the same person?** Raise it with the SDO's NASH TDP/PDI focal person. Asking a principal privately does not make them your coach.

**When you have both.** Tell each about the other, let the coach set the program's priorities, and use the mentor for what the program does not cover. The WAP and the other outputs must be your own work: the participant agrees to "Observe ethical standards, quality assurance measures, and professional conduct in the completion and submission of all required outputs" (Enclosure No. 5). A mentor may explain, question and review a draft, but not write it. The [WAP guide](https://nash.com.ph/blog/nash-work-application-plan) takes the form field by field.

## Choosing a mentor

DM 069 points to "experienced and proficient school principals", and the criteria DM 046 set for SDS-assigned mentors (in the table above) make a sensible bar. Beyond the record, look for four things:

- **The right experience.** A large secondary school and a small multigrade school ask different things of their heads. Choose someone whose school resembles the one you expect to lead, or discuss what changes between settings. The guide to [leading small and multigrade schools](https://nash.com.ph/blog/small-multigrade-school-leadership) covers the second setting.
- **Time.** Ask how many people the mentor already coaches or mentors.
- **A habit of explaining decisions.** In the first meeting, ask the mentor to talk through one recent decision: the evidence, the rule and the alternatives they set aside.
- **Clear lines with your rater.** Under the Performance Management and Evaluation System (PMES), the rater acts "as the coach or mentor of the Ratee" and records "Significant incidents observed and feedback provided" in the PMCF ([DepEd Memorandum No. 089, s. 2025](https://www.deped.gov.ph/2025/10/01/october-1-2025-dm-089-s-2025-guidelines-on-the-multi-year-performance-management-and-evaluation-system-for-teachers-from-school-years-2025-2026-to-2027-2028/), paras. 39 and 40). The school head rates master teachers, head teachers with a teaching load, and teachers who have no master teacher (or, in high school, no department head or assistant school head) to rate them (Table 18). A rater can be a good mentor, but agree at the start which notes from leadership mentoring belong in the PMCF and which stay in your own learning record.

**Teachers-in-charge.** A TIC is already a school head (DO 005, s. 2024, Sec. V.A.1) and often has no principal in the school to learn from. DM 046 had the coach start with aspirants in their own school or district, "provided that the prospective coachee has no immediate superior who can serve as his or her coach" (para. 9.d). A TIC's natural mentors are the head of a nearby school or a district supervisor. [Principal, Head Teacher or Teacher-in-Charge in DepEd](https://nash.com.ph/blog/principal-head-teacher-teacher-in-charge) explains what a TIC may sign.

## Agreeing on goals, schedule and limits

### Goals from evidence

Start with a PPSSH self-assessment (indicator 4.1.1), as DM 046 did, and add the evidence you have. DM 069, s. 2025 provides that takers receive a Certificate of Rating and an Individual Development Report through their DepEd email after the results memorandum (para. 12). Teachers, who are rated against the Philippine Professional Standards for Teachers (PPST), already discuss with their rater "which PPST indicators and competencies they must enhance in the particular school year and in which areas coaching and mentoring are necessary" when they prepare their Individual Development Plan (DM 089, s. 2025, para. 26).

Pick one or two goals that can be seen in work, such as *explain a reading-intervention recommendation with its evidence and its limits* rather than *become a better instructional leader*. [From NASH Results to a PPSSH Development Plan](https://nash.com.ph/blog/nash-results-ppssh-development-plan) shows how to turn domain scores into strands, indicators and goals.

### A schedule both can keep

Three rules shape the calendar:

- **Teaching time comes first.** Teachers render six hours of actual classroom teaching, with two hours for ancillary tasks (DO 005, s. 2024, Sec. V.A.1).
- **The NASH programs give no time back.** TDP and PDI activities run "without disruption to regular office operations", and those held beyond office hours "shall not warrant the grant of Compensatory Time-Off (CTO)" (DM-OULS-2026-397, para. 8).
- **The school calendar has three terms.** Under [DepEd Order No. 009, s. 2026](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/), Term 2 of SY 2026–2027 runs to December 18, 2026, Term 3 from January 4 to April 8, 2027, and the teachers' end-of-school-year break from April 9 to May 9, 2027.

A workable rhythm, adapted from DM 046: a 45- to 60-minute conversation every two weeks, one observation or task per term, and a review at the end of each term.

### Limits to write down

Mentoring changes what the aspirant understands, not who decides. Write these limits into the agreement:

- **Authority stays with the school head.** RA 9155 makes the school head "both an instructional leader and administrative manager" with "authority, accountability and responsibility" for the school's mission, curriculum, plans, personnel and resources (Sec. 7(E)). An observer signs nothing and speaks for no one.
- **Any new role needs its own order.** A teacher may be given only the eleven teaching-related assignments in DO 005, s. 2024, Sec. V.A.4.1, "provided that developmental programs are included in the School Improvement Plan", through "a designation order from the school head duly concurred by the teacher concerned", with the school's list approved by the SDS (Sec. V.A.4, item 3). A teacher-in-charge or officer-in-charge designation comes from the SDS (DO 005, s. 2024, Sec. V.A.1; DO 001, s. 2023, Annex C).
- **Administrative work is not training material.** "Administrative tasks shall be removed from the workload of teachers", and "School Heads and non-teaching personnel shall have the sole responsibility to perform" them ([DepEd Order No. 002, s. 2024](https://www.deped.gov.ph/2024/01/26/january-26-2024-do-002-s-2024-immediate-removal-of-administrative-tasks-of-public-school-teachers/), Sec. V.A.1). Handing a teacher-aspirant the property records or the liquidation report as practice gives them administrative work the order removed.
- **Some functions cannot be delegated at all.** The school head is the school's focal person for school-based management (SBM): "The function of the school head as the SBM focal person shall not be delegated nor reassigned, especially to any teaching personnel" ([DepEd Order No. 007, s. 2024](https://www.deped.gov.ph/2024/05/20/may-16-2024-do-007-s-2024-policy-guidelines-on-the-implementation-of-the-revised-school-based-management-sbm-system/), Sec. V.F).

### A one-page agreement

A short written agreement keeps both sides honest; it appoints no one and does not replace a TDP or PDI coaching contract.

| Field | What to write |
| --- | --- |
| People and period | Names, positions and schools of both; start date, midpoint review and end date |
| Starting evidence | PPSSH self-assessment; NASH Certificate of Rating and Individual Development Report, if any; one work sample |
| Goals | One or two goals, each with the indicator it serves and the evidence that will show progress |
| Activities | Conversations, observations and tasks, each with the aspirant's role and the person who keeps the decision |
| Approvals | Whose approval each activity needs: the aspirant's school head, the host school head, the SDS |
| Schedule | Frequency, length, place or platform, and what to send before each meeting |
| Information | Which records the aspirant may see, what notes may be kept and how, and what may not be photographed, copied or uploaded |
| Review and exit | When progress is reviewed, and how either side ends the arrangement |

## What an aspirant can do without taking over the school head's role

The aim is to see how a school head decides and to practice parts of the work under supervision. Most aspirants already hold a role with real leadership content.

### Roles the aspirant may already hold

| Aspirant | Leadership work the orders already give them | Source |
| --- | --- | --- |
| Teacher | One of the eleven teaching-related assignments (for example, reading and numeracy coordinator, research coordinator, grade level chair), designated with the teacher's concurrence | DO 005, s. 2024, Sec. V.A.4 |
| Teacher | Teacher representative on the School-Community Planning Team, which the school head leads | [DepEd Order No. 44, s. 2015](https://www.deped.gov.ph/2015/09/29/do-44-s-2015-guidelines-on-the-enhanced-school-improvement-planning-sip-process-and-the-school-report-card-src/), SIP Guidebook, Activity 1.2 |
| Senior teacher or master teacher | Learning action cell (LAC) facilitator: the role "could be the Principal or School Head, a Master Teacher or a senior teacher or senior member of the faculty" and "could be assigned on a rotation basis"; the school head is the LAC leader. DO 005, s. 2024 does not list LAC facilitation among the eleven teaching-related assignments | [DepEd Order No. 35, s. 2016](https://www.deped.gov.ph/2016/06/07/do-35-s-2016-the-learning-action-cell-as-a-k-to-12-basic-education-program-school-based-continuing-professional-development-strategy-for-the-improvement-of-teaching-and-learning/), Annex 2; DO 005, s. 2024, Sec. V.A.4.1 |
| Master teacher | "coaching, mentoring, and provision of technical assistance to colleagues" as an ancillary task, with vacation service credits when done beyond regular hours; LAC or in-service training (INSET) coordinator | DO 005, s. 2024, Sec. V.A.3, items 3 and 6 |
| Master teacher, department head or key teacher | Teacher Induction Program (TIP) mentor, "assigned to orient, mentor, and supervise" a newly hired teacher | [DepEd Order No. 43, s. 2017](https://www.deped.gov.ph/2017/08/11/do-43-s-2017-teacher-induction-program-policy-2/), Sec. III |
| Head teacher, master teacher, department head, grade level or learning area coordinator | Instructional leader: instructional leadership is support through "evidence-based feedback and contextualized coaching", including non-rated walkthroughs of about 10 to 15 minutes | [DepEd Order No. 016, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-016-s-2026-guidelines-on-lesson-planning-and-learning-design/), paras. 4.c, 4.d and 33 |
| Teacher-in-charge | The whole school head role: a TIC is "considered" a school head and is relieved of teaching to "perform fully the function of a school head" | DO 005, s. 2024, Sec. V.A.1 |

The mentor can watch the aspirant facilitate a LAC session, debrief a walkthrough or lead a planning team meeting, then give feedback on the leadership move. [Distributed Leadership in DepEd](https://nash.com.ph/blog/distributed-leadership-deped-schools) and the [department head and master teacher guide](https://nash.com.ph/blog/department-head-assistant-school-head-designates) describe these roles in more detail.

### School-head work to observe, and where the line falls

| School-head work | Set by | What the aspirant may do | What stays with the school head |
| --- | --- | --- | --- |
| School Improvement Plan (SIP) and Annual Implementation Plan | DO 44, s. 2015 | Sit on the planning team as teacher representative; analyze school data; draft a root-cause analysis for the team | Leading the team and the plan (RA 9155, Sec. 7(E)(4)); the planning team signs the SIP and the school submits it to the SDO |
| Classroom walkthroughs and feedback | DO 016, s. 2026, para. 33 | Observe a debrief with the teacher's agreement; as an instructional leader, conduct walkthroughs of the teachers they support | Rated observations and ratings of the teachers the school head rates |
| Learning action cells | DO 35, s. 2016 | Plan and facilitate a session; document it | LAC leadership and the LAC plan's place in the SIP |
| School-based management assessment | DO 007, s. 2024, Sec. V.F | Study the school's self-assessment and its evidence with the head | The SBM focal role |
| School finances | [DepEd Order No. 008, s. 2019](https://www.deped.gov.ph/2019/05/02/may-2-2019-do-008-s-2019-revised-implementing-guidelines-on-the-direct-release-use-monitoring-and-reporting-of-maintenance-and-other-operating-expenses-allocation-of-schools-including-other-fu/), Sec. VI | Read the transparency board, which "must be publicly accessible and must be updated every three (3) months", and discuss the choices behind it | Financial management |
| Performance reviews of teachers | DM 089, s. 2025 | Study the PMES cycle through their own Individual Performance Commitment and Review Form (IPCRF) and review conference | Other teachers' ratings and conferences |
| Learner-protection and bullying cases | DO 006, s. 2026, Sec. XII | Nothing from the live case (see "What stays private") | The case, its records and its parties' identities |
| Teaching loads and assignments | DO 005, s. 2024 | Study how the class program protects six hours of teaching and two ancillary hours | Designation orders and the school's list for SDS approval |

### Job shadowing, before, during and after

*Spend a day with the principal* is a start; *watch how the principal uses end-of-term reading results to set the next term's priorities* is a plan. NEAP's sample WAP template lists job shadowing among its types of intervention, with committee work, job expansion, job rotation, special projects and stretch assignments (DM 044, s. 2023, Enclosure No. 7).

**Before.**

- Agree on one question to examine and one activity to observe.
- Get the approvals. If the visit is made during official time, it needs approval as official local travel: the aspirant's own school head approves travel within the division, and for travel outside it the school head recommends and the SDS approves. A school head's own local travel is recommended by the Assistant Schools Division Superintendent (ASDS) and approved by the SDS (DO 001, s. 2023, Annex C, Sec. D).
- Ask the host school head to tell the people being observed who the visitor is and why, and agree on when the visitor leaves the room.
- Agree on what notes may be taken. Permission to observe is not permission to photograph, record or copy files.

**During.** Write down what was done and said, separately from what you think it means. Note the questions for later. Do not join the discussion unless invited, and never give an instruction.

**After.** Debrief the same day if possible: what the head knew that the observer did not, which rule applied, which option they set aside and why. End with a small task, such as a one-page decision note or a revised analysis, that the mentor reviews at the next meeting.

## Giving feedback that improves the aspirant's judgment

A mentoring conversation should end with a better piece of work and a next step. Five habits help:

1. **Start with the aspirant's account** of what they tried and what happened.
2. **Point to the work:** a line in a draft, a moment in a meeting, a number in a table.
3. **State the rule when it is misunderstood,** with its provision and section; questions alone will not correct a wrong reading of an order.
4. **Pick one revision.** One clear change is more useful than a list of ten.
5. **Agree on what comes back:** the revised output and the date.

A short example, with roles in a fictional school:

> **Aspirant:** I recommended one remedial reading program for the whole grade because the end-of-term summary looked worse than the first.
>
> **Mentor:** The concern is fair, but the two summaries do not cover the same learners. Three transferees joined in Term 2, and two learners missed the second assessment. What can you conclude before that is checked?
>
> **Aspirant:** That there may be a problem in one section, not that the whole grade declined.
>
> **Mentor:** Then revise the note to show what is known, what needs checking and what support continues meanwhile, and name who decides after the check.

The [instructional supervision guide](https://nash.com.ph/blog/instructional-supervision-school-heads) sets out the GROW coaching model and a full post-observation conversation, which work the same way with an aspirant.

## Reviewing progress

Review at the midpoint and at the end, against the starting evidence. Compare an early work sample with a later one and ask:

| Question | What progress looks like |
| --- | --- |
| Does the aspirant separate what the evidence shows from what it only suggests? | Claims sized to the data; missing information named |
| Can they compare options and explain a choice? | At least two options, with reasons tied to the school's situation |
| Do they know who decides and what approval is needed? | The right office, order or signature named without prompting |
| Did they act on feedback? | A visible, reasoned revision |
| Does the learning transfer? | A sound answer when one condition changes, such as a school with no master teacher or no internet |

A useful end-of-term summary is two or three sentences: what improved, the evidence for it, and the next need.

The arrangement ends when the goals are met or either side can no longer keep it. An informal arrangement ends by agreement; a TDP or PDI coaching contract ends only through the SDS.

## Records to keep, and what stays private

### Records

| Record | Who keeps it | Note |
| --- | --- | --- |
| Mentoring agreement | Both | Informal |
| Session log: date, length, focus, agreed next step | Aspirant, checked by the mentor | A few lines per session |
| Observation notes | Aspirant | Facts separate from interpretation; no learner names or identifying details |
| Work samples and their revisions, with the mentor's feedback | Aspirant | The core of the aspirant's evidence of growth |
| TDP and PDI: coaching contract, Modified PMCF, coach-verified outputs, approved WAP and, for the PDI, the Workplace Application Accomplishment Report (WAAR) | Coach, participant and the SDO's HRD unit, which keeps "coaching records" | DM-OULS-2026-397, Enclosure No. 2, Sec. VI |

Keep records light. DO 016, s. 2026 states, for teachers who need more instructional support, that "Increased instructional support shall not result in additional documentation requirements, expanded templates, or unnecessary administrative burden" (para. 29). The same restraint suits mentoring. How to assemble evidence for selection is covered in the guide to [evidence of readiness for school leadership](https://nash.com.ph/blog/school-leadership-readiness-evidence).

### What stays private

RA 10173 allows personal information to be processed only with "adherence to the principles of transparency, legitimate purpose and proportionality", and requires it to be "Adequate and not excessive in relation to the purposes for which they are collected and processed" (Sec. 11). For a mentoring pair, that means learning from the minimum information the task needs.

- **Learner records.** Information about an individual's education is sensitive personal information (RA 10173, Sec. 3(l)(2)). DepEd's enrollment policy limits access to the data it collects "to authorized personnel ... on a need-to-know basis" and bars disclosing learners' personally identifiable information to the public, including on social media, "without the explicit consent of the learner and their parents or legal guardian" ([DepEd Order No. 017, s. 2025](https://www.deped.gov.ph/2025/06/13/june-13-2025-do-017-s-2025-revised-basic-education-enrollment-policy/), Secs. X.B and X.C). Use class or grade summaries, or remove names.
- **Learner-protection and bullying incidents.** Information on the identity and personal circumstances of the parties "shall be treated with the utmost confidentiality", access is "strictly limited to the duly authorized school personnel and designated officials", and a breach brings administrative action (DO 006, s. 2026, Sec. XII). Learn from an anonymized case the mentor prepares, never from the live file.
- **Other teachers' performance and personnel matters.** A named colleague's ratings, PMCF entries, leave and complaints are personal information, and their health details are sensitive personal information (RA 10173, Sec. 3(g) and (l)). Discuss patterns, not people.
- **AI tools.** DO 003, s. 2026 provides that "internal, confidential, and sensitive documents that contain personally identifiable information shall not be uploaded, shared, or processed through AI platforms, especially those that collect, store, or use input data for model training" (Sec. VII.1.1). Do not paste a school form, an observation note with names, or a learner list into a chatbot for analysis.
- **Photos and recordings.** Take none without permission. For posts on official accounts, DepEd requires consent "evidenced by written, electronic, or recorded means", with a suggested consent form in Annex B ([DepEd Order No. 007, s. 2026](https://www.deped.gov.ph/2026/03/25/march-25-2026-do-007-s-2026-media-management-guidelines/), Sec. V.B.5).
- **The mentoring conversation itself.** Agree on what stays between the two of you, and be clear about what cannot: an incident that must be documented and referred under DO 006, s. 2026 (Sec. VII) is still reported, whatever was said in a mentoring session.

No issuance sets how long informal mentoring notes are kept. RA 10173 says personal information is "Retained only for as long as necessary for the fulfillment of the purposes for which the data was obtained" (Sec. 11(e)). Delete observation notes with personal details once the debrief and the revision are done.

## What this means for school heads

**If you are asked to mentor:**

- Treat it as Career Stage 2 work: "Provide opportunities to individuals and teams in performing leadership roles and responsibilities" (indicator 4.6.2) and "Implement professional development initiatives" (4.5.2).
- Agree on one or two goals, a calendar and the limits in writing before the first observation.
- Give real tasks inside the aspirant's existing roles (LAC facilitation, planning team analysis, walkthrough debriefs) rather than administrative errands.
- Keep confidential matters out of the arrangement.
- Before running NASH review sessions or charging for mentoring, get the SDS's permission to practice your profession outside official work hours (DO 001, s. 2023, Annex C, Sec. F). For the FY 2025 NASH, DM 069, s. 2025 also directed reviewers to email a copy of the permit to the Bureau of Human Resource and Organizational Development–Human Resources Development Division (BHROD-HRDD) (para. 15).

**If you are an aspiring school head:**

- Do the PPSSH self-assessment first (4.1.1) and bring evidence to the first meeting.
- Get approvals for every visit and every task; the mentor's agreement is not your school head's or the SDS's.
- Keep a short log and your revised work samples, and nothing with learners' names.

Depending on the goal, mentoring touches any of the five domains: [Domain 1: Leading Strategically](https://nash.com.ph/blog/ppssh-domain-1-leading-strategically), [Domain 2: Managing School Operations](https://nash.com.ph/blog/ppssh-domain-2-managing-school-operations), [Domain 3: Teaching and Learning](https://nash.com.ph/blog/ppssh-domain-3-teaching-and-learning), [Domain 4: Developing Self and Others](https://nash.com.ph/blog/ppssh-domain-4-developing-self-and-others) and [Domain 5: Building Connections](https://nash.com.ph/blog/ppssh-domain-5-building-connections). For a newly appointed school head, the guide to [the first 90 days](https://nash.com.ph/blog/new-school-head-first-90-days) picks up where this one ends.

## Frequently asked questions

### Is mentoring required before taking the NASH?

No. DM 069, s. 2025 says aspiring school heads "are strongly encouraged" to take part in coaching and mentoring with experienced and proficient principals (para. 13). It sets no requirement, form or minimum. The [NASH study guide](https://nash.com.ph/blog/nash-study-guide-ppssh) covers who may take the assessment.

### Can my principal be my NASH TDP or PDI coach?

Only through the SDS. The principal must hold an eligible position, such as School Principal II to IV, meet the five qualification standards, including NEAP's Training of Coaches and Mentors, and be endorsed by the SDS on the prescribed form (DM-OULS-2026-397, Enclosure Nos. 3 and 4). Otherwise, they can remain an informal mentor alongside your assigned coach.

### Does job shadowing let me act as the school head?

No. Observation transfers no authority, and any new role needs its own designation order; see "Limits to write down" above.

### Can a mentor share NASH questions or review materials from the test?

No. DM 069, s. 2025 warns that any attempt "to request or gain access to the test content—either directly or indirectly" is subject to investigation and may lead to administrative action (para. 14). A mentor's help is reasoning through real school situations against the PPSSH, not test content.

## Sources

**DepEd issuances**

- [DepEd Memorandum No. 069, s. 2025](https://www.deped.gov.ph/2025/08/11/august-11-2025-dm-069-s-2025-administration-of-the-national-assessment-for-school-heads-for-fiscal-year-2025/), Administration of the National Assessment for School Heads for Fiscal Year 2025, August 11, 2025 (paras. 1 and 12–15).
- DM-OULS-2026-397, Guidelines on the Conduct of the National Assessment for School Heads (NASH) Targeted Development Program (TDP) and Professional Development Intervention (PDI), Office of the Undersecretary for Learning System, September 7, 2026 (paras. 4 and 8), with Enclosure No. 2 (Program Guidelines, Secs. VI–VII), No. 3 (Qualification Standards for SDO-Assigned Coaches), No. 4 (Coach Endorsement and Acceptance Form) and No. 5 (Coaching Contract). Disseminated in [Schools Division of Zamboanga del Norte Division Memorandum No. 524, s. 2026](https://zn.deped.gov.ph/files/memos/2026/DM.No.524s.2026.pdf), October 1, 2026.
- [DepEd Memorandum No. 046, s. 2023](https://www.deped.gov.ph/2023/08/11/august-11-2023-dm-046-s-2023-guidelines-on-the-conduct-of-coaching-and-mentoring-sessions-for-the-national-qualifying-examination-for-school-heads-nqesh-2021-category-b-aspiring-school/), Guidelines on the Conduct of Coaching and Mentoring Sessions for the National Qualifying Examination for School Heads 2021 Category B Aspiring School Heads, August 11, 2023 (Enclosure, paras. 5–13).
- [DepEd Memorandum No. 014, s. 2024](https://www.deped.gov.ph/2024/03/04/march-4-2024-dm-014-s-2024-corrections-and-clarifications-to-deped-memorandum-no-013-s-2024-administration-of-the-fiscal-year-2023-national-qualifying-examination-for-school-heads/), Corrections and Clarifications to DepEd Memorandum No. 013, s. 2024 (Administration of the Fiscal Year 2023 National Qualifying Examination for School Heads), March 4, 2024 (item 2.c).
- [DepEd Memorandum No. 059, s. 2024](https://www.deped.gov.ph/2024/10/18/october-18-2024-dm-059-s-2024-results-of-the-fiscal-year-2023-national-qualifying-examination-for-school-heads-and-fiscal-year-2021-nqesh-category-b-evaluation-and-certification/), Results of the Fiscal Year 2023 National Qualifying Examination for School Heads and Fiscal Year 2021 NQESH Category B Evaluation and Certification, October 18, 2024 (paras. 2, 7 and 8).
- [DepEd Memorandum No. 025, s. 2023](https://www.deped.gov.ph/2023/04/26/april-25-2023-dm-025-s-2023-amendment-deped-memorandum-no-100-s-2022-results-of-the-fiscal-year-2021-national-qualifying-examination-for-school-heads-and-clarification-on-the-use-of/), Amendment to DepEd Memorandum No. 100, s. 2022 and Clarification on the Use of NQESH or Principal's Test Results in Relation to DepEd Order No. 007, s. 2023, April 25, 2023 (items 3.b and 3.c).
- [DepEd Memorandum No. 044, s. 2023](https://www.deped.gov.ph/2023/11/20/august-04-2023-neap-dm-044-s-2023-interim-guidelines-for-the-quality-assurance-and-monitoring-and-evaluation-of-the-national-educators-academy-of-the-philippines-core-programs/), Interim Guidelines for the Quality Assurance and Monitoring and Evaluation of the National Educators Academy of the Philippines Core Programs, August 4, 2023 (Enclosure No. 7, Sample Workplace Application Plan Template).
- [DepEd Memorandum No. 089, s. 2025](https://www.deped.gov.ph/2025/10/01/october-1-2025-dm-089-s-2025-guidelines-on-the-multi-year-performance-management-and-evaluation-system-for-teachers-from-school-years-2025-2026-to-2027-2028/), Guidelines on the Multi-Year Performance Management and Evaluation System for Teachers from School Years 2025–2026 to 2027–2028, October 1, 2025 (paras. 26, 39, 40 and Table 18).
- [DepEd Order No. 024, s. 2020](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/), National Adoption and Implementation of the Philippine Professional Standards for School Heads, September 7, 2020 (career stages; Domain 4; indicator 3.4.4).
- [DepEd Order No. 005, s. 2024](https://www.deped.gov.ph/2024/04/29/april-29-2024-do-005-s-2024-rationalization-of-teachers-workload-in-public-schools-and-payment-of-teaching-overload/), Rationalization of Teachers' Workload in Public Schools and Payment of Teaching Overload, April 29, 2024 (Secs. V.A.1, V.A.3 and V.A.4).
- [DepEd Order No. 002, s. 2024](https://www.deped.gov.ph/2024/01/26/january-26-2024-do-002-s-2024-immediate-removal-of-administrative-tasks-of-public-school-teachers/), Immediate Removal of Administrative Tasks of Public School Teachers, January 26, 2024 (Sec. V.A.1).
- [DepEd Order No. 007, s. 2024](https://www.deped.gov.ph/2024/05/20/may-16-2024-do-007-s-2024-policy-guidelines-on-the-implementation-of-the-revised-school-based-management-sbm-system/), Policy Guidelines on the Implementation of the Revised School-Based Management System, May 16, 2024 (Sec. V.F).
- [DepEd Order No. 016, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-016-s-2026-guidelines-on-lesson-planning-and-learning-design/), Guidelines on Lesson Planning and Learning Design, June 4, 2026 (paras. 4.c, 4.d, 29 and 33).
- [DepEd Order No. 35, s. 2016](https://www.deped.gov.ph/2016/06/07/do-35-s-2016-the-learning-action-cell-as-a-k-to-12-basic-education-program-school-based-continuing-professional-development-strategy-for-the-improvement-of-teaching-and-learning/), The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning, June 7, 2016 (Annex 2).
- [DepEd Order No. 43, s. 2017](https://www.deped.gov.ph/2017/08/11/do-43-s-2017-teacher-induction-program-policy-2/), Teacher Induction Program Policy, August 11, 2017 (Sec. III).
- [DepEd Order No. 44, s. 2015](https://www.deped.gov.ph/2015/09/29/do-44-s-2015-guidelines-on-the-enhanced-school-improvement-planning-sip-process-and-the-school-report-card-src/), Guidelines on the Enhanced School Improvement Planning Process and the School Report Card, September 29, 2015 (SIP Guidebook, Activity 1.2 and the signing and submission of the SIP).
- [DepEd Order No. 008, s. 2019](https://www.deped.gov.ph/2019/05/02/may-2-2019-do-008-s-2019-revised-implementing-guidelines-on-the-direct-release-use-monitoring-and-reporting-of-maintenance-and-other-operating-expenses-allocation-of-schools-including-other-fu/), Revised Implementing Guidelines on the Direct Release, Use, Monitoring and Reporting of MOOE Allocation of Schools, Including Other Funds Managed by Schools, May 2, 2019 (Sec. VI).
- [DepEd Order No. 001, s. 2023](https://www.deped.gov.ph/2023/01/10/january-9-2023-do-001-s-2023-revised-designation-of-undersecretaries-and-assistant-secretaries-to-their-strands-and-functional-areas-of-responsibilities-and-revised-signing-authorities/), Revised Designation of Undersecretaries and Assistant Secretaries to their Strands and Functional Areas of Responsibilities and Revised Signing Authorities, January 9, 2023 (Annex C: Sec. A.iv, Designation of Officers-in-Charge; Sec. D, Official Local Travel; Sec. F, Permission to Outside Study, Teach or Practice a Profession).
- [DepEd Order No. 009, s. 2026](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/), Guidelines on the Implementation of the Three-Term School Calendar in Basic Education, April 16, 2026 (Annex B, SY 2026–2027 calendar).
- [DepEd Order No. 006, s. 2026](https://www.deped.gov.ph/2026/03/24/march-24-2026-do-006-s-2026-guidelines-on-ensuring-a-safe-and-motivating-learning-environment-esmle/), Guidelines on Ensuring a Safe and Motivating Learning Environment, March 24, 2026 (Secs. VII and XII).
- [DepEd Order No. 003, s. 2026](https://www.deped.gov.ph/2026/02/20/february-20-2026-do-003-s-2026-foundational-guidelines-on-artificial-intelligence-ai-in-basic-education/), Foundational Guidelines on Artificial Intelligence in Basic Education, February 20, 2026 (Sec. VII.1.1).
- [DepEd Order No. 017, s. 2025](https://www.deped.gov.ph/2025/06/13/june-13-2025-do-017-s-2025-revised-basic-education-enrollment-policy/), Revised Basic Education Enrollment Policy, June 13, 2025 (Secs. X.B and X.C).
- [DepEd Order No. 007, s. 2026](https://www.deped.gov.ph/2026/03/25/march-25-2026-do-007-s-2026-media-management-guidelines/), Media Management Guidelines, March 25, 2026 (Sec. V.B.5 and Annex B).

**Laws**

- [Republic Act No. 9155](https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/), Governance of Basic Education Act of 2001, August 11, 2001 (Sec. 7(E)).
- [Republic Act No. 10173](https://lawphil.net/statutes/repacts/ra2012/ra_10173_2012.html), Data Privacy Act of 2012, August 15, 2012 (Secs. 3(g), 3(l) and 11).

**Reports**

- Tan, A. D. Q., and Laylo, R. G. M. *Strengthening and Improving the Knowledge Advancement of Aspiring Principal (SIKAP) in the Philippines*. SEAMEO INNOTECH and Education Center for AI Research, copyright 2025. [PDF on the ECAIR website](https://e.cair.ph/assets/publications/sikap-policy-brief.pdf). Page 36.

*Written by Mark Anthony Llego for NASH Reviewer. Sources: DepEd Memoranda No. 069 and 089, s. 2025, No. 014 and 059, s. 2024, and No. 025, 044 and 046, s. 2023; DM-OULS-2026-397 and its Enclosures Nos. 2–5; DepEd Orders No. 024, s. 2020, No. 002, 005 and 007, s. 2024, No. 003, 006, 007, 009 and 016, s. 2026, No. 017, s. 2025, No. 001, s. 2023, No. 008, s. 2019, No. 43, s. 2017, No. 35, s. 2016 and No. 44, s. 2015; RA 9155; RA 10173; the SIKAP policy brief. NASH Reviewer is not affiliated with DepEd.*

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© 2026 Mark Anthony Llego, NASH Reviewer. All rights reserved. You may quote up to 100 words from this article with the author's name, its title and a link. In research, cite it as: Llego, M. A. (2026, November 6). *Mentoring Aspiring School Heads in DepEd: A Practical Guide*. NASH Reviewer. https://nash.com.ph/blog/mentoring-aspiring-school-heads. Any other reuse of the article, its charts or its data needs written permission: email support@nash.com.ph. Terms of Service: https://nash.com.ph/terms#website-content-and-data