# Learn the PPSSH: An Interactive Guide to All 34 Strands

Explore the PPSSH of DO 024, s. 2020: 5 domains, 34 strands and 136 indicators across four career stages, with a drill to check what you remember.

This is the Markdown copy of [Learn the PPSSH: An Interactive Guide to All 34 Strands](https://nash.com.ph/blog/ppssh-interactive-guide), an article on the NASH Reviewer Blog by Mark Anthony Llego, published Nov 11, 2026, updated Nov 12, 2026. Topics: Aspiring school heads, PPSSH. NASH Reviewer is an independent practice platform not affiliated with DepEd, BHROD, or NEAP.

The Philippine Professional Standards for School Heads (PPSSH) say what a school head is expected to know and do, in 5 domains and 34 strands. Each strand has one indicator for each of four career stages, 136 indicators in all. They are set out in [DepEd Order (DO) 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.

Pick a domain, on the framework's ring or in the row under it, then a strand, to read its four indicators side by side. The marked words are what is new at each career stage. Switch off the stages you are not studying, and use the drill at the end to check what you remember.

**Interactive guide.** On the page, an explorer shows the Philippine Professional Standards for School Heads: 5 domains, 34 strands and 136 indicators, one for each of four career stages, with a drill that asks which domain and career stage an indicator belongs to. Every indicator, word for word from DepEd Order No. 024, s. 2020:

The page also redraws the PPSSH Framework (Figure 1 of the order): the five domains form a ring around two arrows that follow each other in a circle, School Effectiveness and People Effectiveness, with holistically developed Filipino learners at the center.

**Domain 1: Leading Strategically**

*Strand 1.1: Vision, mission and core values*

- 1.1.1 (Career Stage 1): Demonstrate knowledge of the DepEd vision, mission and core values to foster shared understanding and alignment of school policies, programs, projects and activities.
- 1.1.2 (Career Stage 2): Communicate the DepEd vision, mission and core values to the wider school community to ensure shared understanding and alignment of school policies, programs, projects and activities.
- 1.1.3 (Career Stage 3): Collaborate with school personnel in communicating the DepEd vision, mission and core values to the wider school community to strengthen shared understanding and alignment of school policies, programs, projects and activities.
- 1.1.4 (Career Stage 4): Serve as a role model in the school and the wider school community in embodying the DepEd vision, mission and core values to sustain shared understanding and alignment of school policies, programs, projects and activities.

*Strand 1.2: School planning and implementation*

- 1.2.1 (Career Stage 1): Demonstrate knowledge and understanding of the phases of development and implementation of school plans aligned with institutional goals and policies.
- 1.2.2 (Career Stage 2): Develop and implement with the planning team school plans aligned with institutional goals and policies.
- 1.2.3 (Career Stage 3): Engage the school community in the development and implementation of school plans aligned with institutional goals and policies.
- 1.2.4 (Career Stage 4): Share with fellow school heads best practice in the development and implementation of school plans aligned with institutional goals and policies.

*Strand 1.3: Policy implementation and review*

- 1.3.1 (Career Stage 1): Demonstrate knowledge and understanding of policy implementation and review to ensure that school operations are consistent with national and local laws, regulations and issuances.
- 1.3.2 (Career Stage 2): Undertake policy implementation and review in the school to ensure that operations are consistent with national and local laws, regulations and issuances.
- 1.3.3 (Career Stage 3): Engage stakeholders in improving the implementation of reviewed policies to ensure consistency of school operations with national and local laws, regulations and issuances.
- 1.3.4 (Career Stage 4): Recommend to higher authorities the enhancement of policies relevant to school operations based on implementation and review.

*Strand 1.4: Research and innovation*

- 1.4.1 (Career Stage 1): Identify relevant research findings from reliable sources in facilitating data-driven and evidence-based innovations to improve school performance.
- 1.4.2 (Career Stage 2): Utilize relevant research findings from reliable sources in facilitating data-driven and evidence-based innovations to improve school performance.
- 1.4.3 (Career Stage 3): Collaborate with school personnel in the conduct of research and utilization of findings in facilitating data-driven and evidence-based innovations to improve school performance.
- 1.4.4 (Career Stage 4): Promote a culture of research to facilitate data-driven and evidence-based innovations to improve school performance and foster continuous improvement.

*Strand 1.5: Program design and implementation*

- 1.5.1 (Career Stage 1): Display understanding of the implementation of programs in the school that support the development of learners.
- 1.5.2 (Career Stage 2): Implement programs in the school that support the development of learners.
- 1.5.3 (Career Stage 3): Design and implement needs-based programs in the school that support the development of learners.
- 1.5.4 (Career Stage 4): Lead and empower school personnel in designing and implementing needs-based programs in the school that support the development of learners.

*Strand 1.6: Learner voice*

- 1.6.1 (Career Stage 1): Demonstrate knowledge and understanding of utilizing learner voice to inform policy development and decision-making towards school improvement.
- 1.6.2 (Career Stage 2): Utilize learner voice, such as feelings, views and/or opinions to inform policy development and decision-making towards school improvement.
- 1.6.3 (Career Stage 3): Design and apply effective strategies in utilizing learner voice, such as feelings, views and/or opinions to inform policy development and decision-making towards school improvement.
- 1.6.4 (Career Stage 4): Systematize processes in utilizing learner voice, such as feelings, views and/or opinions to inform policy development and decision-making towards school improvement.

*Strand 1.7: Monitoring and evaluation processes and tools*

- 1.7.1 (Career Stage 1): Display knowledge and understanding of monitoring and evaluation processes and tools to promote learner achievement.
- 1.7.2 (Career Stage 2): Utilize available monitoring and evaluation processes and tools to promote learner achievement.
- 1.7.3 (Career Stage 3): Design supplemental monitoring and evaluation tools following standard processes to promote learner achievement.
- 1.7.4 (Career Stage 4): Lead in the institutionalization of effective monitoring and evaluation processes and tools to promote learner achievement.

**Domain 2: Managing School Operations and Resources**

*Strand 2.1: Records management*

- 2.1.1 (Career Stage 1): Demonstrate skills in managing school data and information using technology, including ICT.
- 2.1.2 (Career Stage 2): Manage school data and information using technology, including ICT, to ensure efficient and effective school operations.
- 2.1.3 (Career Stage 3): Capacitate school personnel in managing school data and information using technology, including ICT, to ensure efficient and effective school operations.
- 2.1.4 (Career Stage 4): Exhibit best practice in managing school data and information using technology, including ICT, to ensure efficient and effective school operations.

*Strand 2.2: Financial management*

- 2.2.1 (Career Stage 1): Demonstrate knowledge and understanding of policies, guidelines and issuances in managing finances such as allocation, procurement, disbursement and liquidation aligned with the school plan.
- 2.2.2 (Career Stage 2): Manage finances adhering to policies, guidelines and issuances in allocation, procurement, disbursement and liquidation aligned with the school plan.
- 2.2.3 (Career Stage 3): Exhibit efficient and effective practices in the management of finances consistently adhering to policies, guidelines and issuances in allocation, procurement, disbursement and liquidation aligned with the school plan.
- 2.2.4 (Career Stage 4): Create and implement a checking mechanism to sustain efficient and effective management of finances while adhering consistently to policies, guidelines and issuances in allocation, procurement, disbursement and liquidation aligned with the school plan.

*Strand 2.3: School facilities and equipment*

- 2.3.1 (Career Stage 1): Demonstrate knowledge and understanding of policies, guidelines and issuances on acquisition, recording, utilization, repair and maintenance, storage, and disposal in managing school facilities and equipment.
- 2.3.2 (Career Stage 2): Manage school facilities and equipment in adherence to policies, guidelines and issuances on acquisition, recording, utilization, repair and maintenance, storage and disposal.
- 2.3.3 (Career Stage 3): Establish shared accountability in managing school facilities and equipment in adherence to policies, guidelines and issuances on acquisition, recording, utilization, repair and maintenance, storage and disposal.
- 2.3.4 (Career Stage 4): Systematize processes in managing school facilities and equipment in adherence to policies, guidelines and issuances on acquisition, recording, utilization, repair and maintenance, storage and disposal.

*Strand 2.4: Management of staff*

- 2.4.1 (Career Stage 1): Demonstrate knowledge and understanding of laws, policies, guidelines and issuances on managing school staff.
- 2.4.2 (Career Stage 2): Manage staffing such as teaching load distribution and grade level and subject area assignment in adherence to laws, policies, guidelines and issuances based on the needs of the school.
- 2.4.3 (Career Stage 3): Engage school personnel in maintaining effective management of staff in adherence to laws, policies, guidelines and issuances based on the needs of the school.
- 2.4.4 (Career Stage 4): Empower school personnel in sustaining effective management of staff in adherence to laws, policies, guidelines and issuances based on the needs of the school.

*Strand 2.5: School safety for disaster preparedness, mitigation and resiliency*

- 2.5.1 (Career Stage 1): Demonstrate knowledge and understanding of laws, policies, guidelines and issuances on managing school safety for disaster preparedness, mitigation and resiliency in ensuring continuous delivery of instruction.
- 2.5.2 (Career Stage 2): Manage school safety for disaster preparedness, mitigation and resiliency to ensure continuous delivery of instruction.
- 2.5.3 (Career Stage 3): Work with the wider school community in managing school safety for disaster preparedness, mitigation and resiliency to maintain continuous delivery of instruction.
- 2.5.4 (Career Stage 4): Institutionalize the effective management of school safety for disaster preparedness, mitigation and resiliency to sustain continuous delivery of instruction.

*Strand 2.6: Emerging opportunities and challenges*

- 2.6.1 (Career Stage 1): Identify emerging opportunities and challenges in addressing the needs of learners, school personnel and other stakeholders.
- 2.6.2 (Career Stage 2): Manage emerging opportunities and challenges to encourage equality and equity in addressing the needs of learners, school personnel and other stakeholders.
- 2.6.3 (Career Stage 3): Capacitate school personnel in managing emerging opportunities and challenges to promote equality and equity in addressing the needs of learners, school personnel and other stakeholders.
- 2.6.4 (Career Stage 4): Empower school personnel in managing emerging opportunities and challenges to ensure equality and equity in addressing the needs of learners, school personnel and other stakeholders.

**Domain 3: Focusing on Teaching and Learning**

*Strand 3.1: School-based review, contextualization and implementation of learning standards*

- 3.1.1 (Career Stage 1): Demonstrate knowledge and understanding of school-based review, contextualization and implementation of learning standards.
- 3.1.2 (Career Stage 2): Assist teachers in the review, contextualization and implementation of learning standards to make the curriculum relevant for learners.
- 3.1.3 (Career Stage 3): Work with teams in the conduct of review, contextualization and implementation of learning standards to assist teachers in making the curriculum relevant for learners.
- 3.1.4 (Career Stage 4): Share exemplary practice in the review, contextualization and implementation of learning standards to effectively assist teachers in making the curriculum relevant for learners.

*Strand 3.2: Teaching standards and pedagogies*

- 3.2.1 (Career Stage 1): Demonstrate knowledge and understanding of teaching standards and pedagogies within and across learning areas to provide technical assistance to teachers to improve their teaching practice.
- 3.2.2 (Career Stage 2): Provide technical assistance to teachers on teaching standards and pedagogies within and across learning areas to improve their teaching practice.
- 3.2.3 (Career Stage 3): Engage school personnel such as master teachers, head teachers and department heads in providing technical assistance to teachers on teaching standards and pedagogies within and across learning areas to improve their teaching practice.
- 3.2.4 (Career Stage 4): Exhibit best practice in providing technical assistance to teachers for them to develop exemplary practices consistent with teaching standards and pedagogies within and across learning areas.

*Strand 3.3: Teacher performance feedback*

- 3.3.1 (Career Stage 1): Demonstrate understanding of the use of feedback obtained from learners, parents and other stakeholders to help teachers improve their performance.
- 3.3.2 (Career Stage 2): Use validated feedback obtained from learners, parents and other stakeholders to help teachers improve their performance.
- 3.3.3 (Career Stage 3): Collaborate with school personnel in effectively using validated feedback obtained from learners, parents and other stakeholders to help teachers improve their performance.
- 3.3.4 (Career Stage 4): Exhibit exemplary skills in effectively using validated feedback obtained from learners, parents and other stakeholders to help teachers improve their performance.

*Strand 3.4: Learner achievement and other performance indicators*

- 3.4.1 (Career Stage 1): Set achievable and challenging learning outcomes to support learner achievement and the attainment of other performance indicators.
- 3.4.2 (Career Stage 2): Utilize learning outcomes in developing data-based interventions to maintain learner achievement and attain other performance indicators.
- 3.4.3 (Career Stage 3): Engage the wider school community in developing data-based interventions to sustain learner achievement and attain other performance indicators.
- 3.4.4 (Career Stage 4): Mentor fellow school heads in sustaining learner achievement and in attaining other performance indicators to promote accountability within and beyond school contexts.

*Strand 3.5: Learning assessment*

- 3.5.1 (Career Stage 1): Demonstrate knowledge and understanding of learning assessment tools, strategies and utilization of results consistent with curriculum requirements.
- 3.5.2 (Career Stage 2): Provide technical assistance to teachers in using learning assessment tools, strategies and results consistent with curriculum requirements to ensure accountability in achieving higher learning outcomes.
- 3.5.3 (Career Stage 3): Work with personnel involved in evaluating teachers' use of learning assessment tools, strategies and results consistent with curriculum requirements to ensure accountability in achieving higher learning outcomes.
- 3.5.4 (Career Stage 4): Lead initiatives on the innovative use of learning assessment tools, strategies and results consistent with curriculum requirements to ensure accountability in achieving higher learning outcomes.

*Strand 3.6: Learning environment*

- 3.6.1 (Career Stage 1): Demonstrate understanding of managing a learner-friendly, inclusive and healthy learning environment.
- 3.6.2 (Career Stage 2): Manage a learner-friendly, inclusive and healthy learning environment.
- 3.6.3 (Career Stage 3): Engage the wider school community in maintaining a learner-friendly, inclusive and healthy learning environment.
- 3.6.4 (Career Stage 4): Empower the wider school community in promoting and sustaining a learner-friendly, inclusive and healthy learning environment.

*Strand 3.7: Career awareness and opportunities*

- 3.7.1 (Career Stage 1): Demonstrate knowledge and understanding of the integration of career awareness and opportunities in the provision of learning experiences aligned with the curriculum.
- 3.7.2 (Career Stage 2): Ensure integration of career awareness and opportunities in the provision of learning experiences aligned with the curriculum.
- 3.7.3 (Career Stage 3): Undertake initiatives in integrating career awareness and opportunities in the provision of learning experiences aligned with the curriculum.
- 3.7.4 (Career Stage 4): Institutionalize integration of career awareness and opportunities into the school curriculum and all other learning experiences.

*Strand 3.8: Learner discipline*

- 3.8.1 (Career Stage 1): Demonstrate knowledge and understanding of existing national and local policies related to learner discipline.
- 3.8.2 (Career Stage 2): Implement learner discipline policies that are developed collaboratively with stakeholders including parents, school personnel and the community.
- 3.8.3 (Career Stage 3): Ensure that learner discipline policies developed with stakeholders are integrated into various school processes and are applied consistently at all times, by all school personnel at all levels.
- 3.8.4 (Career Stage 4): Lead concerted efforts among stakeholders to develop and implement effective learner discipline policies to support student growth and whole school improvements.

**Domain 4: Developing Self and Others**

*Strand 4.1: Personal and professional development*

- 4.1.1 (Career Stage 1): Conduct self-assessment of personal and professional development needs using the Philippine Professional Standards for School Heads.
- 4.1.2 (Career Stage 2): Set personal and professional development goals based on self-assessment aligned with the Philippine Professional Standards for School Heads.
- 4.1.3 (Career Stage 3): Reflect on the attainment of personal and professional development goals and objectives based on the Philippine Professional Standards for School Heads.
- 4.1.4 (Career Stage 4): Serve as a learning resource to fellow school heads in upgrading personal and professional competencies aligned with the Philippine Professional Standards for School Heads.

*Strand 4.2: Professional reflection and learning*

- 4.2.1 (Career Stage 1): Demonstrate understanding of how professional reflection and learning can be used in improving practice.
- 4.2.2 (Career Stage 2): Apply professional reflection and learning to improve one's practice.
- 4.2.3 (Career Stage 3): Initiate professional reflections and promote learning opportunities with other school heads to improve practice.
- 4.2.4 (Career Stage 4): Model exemplary leadership practices within and beyond school contexts in critically evaluating practice and setting clearly defined targets for professional development.

*Strand 4.3: Professional networks*

- 4.3.1 (Career Stage 1): Seek opportunities to improve one's practice as a school leader through professional networks.
- 4.3.2 (Career Stage 2): Participate in professional networks to upgrade knowledge and skills and to enhance practice.
- 4.3.3 (Career Stage 3): Engage actively in professional networks within and across schools to advance knowledge, skills and practice.
- 4.3.4 (Career Stage 4): Lead in organizing professional networks to provide colleagues opportunities to maximize their potential and enhance their practice.

*Strand 4.4: Performance management*

- 4.4.1 (Career Stage 1): Demonstrate knowledge and understanding of the implementation of the performance management system in improving school personnel and office performance.
- 4.4.2 (Career Stage 2): Implement the performance management system with a team to support the career advancement of school personnel, and to improve office performance.
- 4.4.3 (Career Stage 3): Monitor and evaluate with school personnel the implementation of the performance management system to ensure career advancement for individual school personnel and to improve office performance.
- 4.4.4 (Career Stage 4): Exhibit exemplary practice in the efficient and effective implementation of the performance management system to ensure career advancement for individual school personnel, and to sustain improved office performance.

*Strand 4.5: Professional development of school personnel*

- 4.5.1 (Career Stage 1): Demonstrate knowledge and understanding of professional development in enhancing strengths and in addressing performance gaps among school personnel.
- 4.5.2 (Career Stage 2): Implement professional development initiatives to enhance strengths and address performance gaps among school personnel.
- 4.5.3 (Career Stage 3): Monitor and evaluate the implementation of professional development initiatives in enhancing strengths and in addressing performance gaps among school personnel.
- 4.5.4 (Career Stage 4): Model exemplary practice in the implementation of professional development initiatives to enhance strengths and address performance gaps among school personnel.

*Strand 4.6: Leadership development in individuals and teams*

- 4.6.1 (Career Stage 1): Identify strengths, capabilities and potentials of individuals and teams in performing leadership roles and responsibilities.
- 4.6.2 (Career Stage 2): Provide opportunities to individuals and teams in performing leadership roles and responsibilities.
- 4.6.3 (Career Stage 3): Capacitate individuals and teams to effectively perform leadership roles and responsibilities in fostering shared governance and accountability.
- 4.6.4 (Career Stage 4): Empower individuals and teams to consistently and effectively perform leadership roles and responsibilities in achieving school goals in shared governance and accountability.

*Strand 4.7: General welfare of human resources*

- 4.7.1 (Career Stage 1): Display knowledge of laws, policies, guidelines and issuances on the rights, privileges and benefits of school personnel to promote their general welfare.
- 4.7.2 (Career Stage 2): Implement laws, policies, guidelines and issuances on the rights, privileges and benefits of school personnel to ensure their general welfare.
- 4.7.3 (Career Stage 3): Integrate laws, policies, guidelines and issuances on the rights, privileges and benefits of school personnel in school programs, projects and activities to ensure their general welfare.
- 4.7.4 (Career Stage 4): Advocate the general welfare of school personnel by gaining support from the wider school community in strengthening the implementation of relevant local and national policies.

*Strand 4.8: Rewards and recognition mechanism*

- 4.8.1 (Career Stage 1): Reward and recognize learners, school personnel and other stakeholders for exemplary performance and/or support.
- 4.8.2 (Career Stage 2): Implement a school rewards system to recognize and motivate learners, school personnel and other stakeholders for exemplary performance and/or continued support.
- 4.8.3 (Career Stage 3): Work with school personnel to encourage stakeholders to support the implementation of the school rewards system in recognizing and motivating learners, school personnel and other stakeholders to sustain exemplary performance and/or continued support.
- 4.8.4 (Career Stage 4): Institutionalize the implementation of the school rewards system with support from the wider school community in recognizing and motivating learners, school personnel and other stakeholders for sustained exemplary performance and/or continued support.

**Domain 5: Building Connections**

*Strand 5.1: Management of diverse relationships*

- 5.1.1 (Career Stage 1): Demonstrate skills in dealing with authorities, colleagues, parents and other stakeholders to encourage an enabling and supportive environment for learners.
- 5.1.2 (Career Stage 2): Build constructive relationships with authorities, colleagues, parents and other stakeholders to foster an enabling and supportive environment for learners.
- 5.1.3 (Career Stage 3): Support school personnel in strengthening relationships with authorities, colleagues, parents and other stakeholders to maintain an enabling and supportive environment for learners.
- 5.1.4 (Career Stage 4): Exhibit exemplary skills in strengthening relationships with authorities, colleagues, parents and other stakeholders to sustain an enabling and supportive environment for learners.

*Strand 5.2: Management of school organizations*

- 5.2.1 (Career Stage 1): Demonstrate knowledge and understanding of policies and guidelines on managing school organizations, such as learner organizations, faculty clubs and parent-teacher associations, in support of the attainment of institutional goals.
- 5.2.2 (Career Stage 2): Manage school organizations, such as learner organizations, faculty clubs and parent-teacher associations, by applying relevant policies and guidelines to support the attainment of institutional goals.
- 5.2.3 (Career Stage 3): Evaluate the accomplishment of school organizations, such as learner organizations, faculty clubs and parent-teacher associations, to determine their impact on the attainment of institutional goals.
- 5.2.4 (Career Stage 4): Exhibit exemplary practice in managing school organizations, such as learner organizations, faculty clubs and parent-teacher associations, to support the attainment of institutional goals.

*Strand 5.3: Inclusive practice*

- 5.3.1 (Career Stage 1): Demonstrate knowledge and understanding of inclusive practices, such as gender sensitivity, physical and mental health awareness and culture responsiveness, to foster awareness, acceptance and respect.
- 5.3.2 (Career Stage 2): Exhibit inclusive practices, such as gender sensitivity, physical and mental health awareness and culture responsiveness, to foster awareness, acceptance and respect.
- 5.3.3 (Career Stage 3): Engage the wider school community in promoting inclusive practices, such as gender sensitivity, physical and mental health awareness and culture responsiveness, to strengthen awareness, acceptance and respect.
- 5.3.4 (Career Stage 4): Create a culture of inclusivity in the school and the community through practices, such as gender sensitivity, physical and mental health awareness, and culture responsiveness, to promote and strengthen awareness, acceptance and respect.

*Strand 5.4: Communication*

- 5.4.1 (Career Stage 1): Demonstrate competent skills in speaking and writing, as well as in utilizing communication platforms, in communicating with teachers, learners, parents and other stakeholders.
- 5.4.2 (Career Stage 2): Communicate effectively in speaking and in writing to teachers, learners, parents and other stakeholders, through positive use of communication platforms, to facilitate information sharing, collaboration and support.
- 5.4.3 (Career Stage 3): Mentor school personnel in communicating effectively in speaking and in writing, as well as in the positive use of communication platforms, to facilitate information sharing, collaboration and support.
- 5.4.4 (Career Stage 4): Exhibit exemplary skills in communicating effectively in speaking and in writing to teachers, learners, parents and other stakeholders to facilitate information sharing, collaboration and support, and to ensure positive use of communication platforms within and beyond the school.

*Strand 5.5: Community engagement*

- 5.5.1 (Career Stage 1): Involve the community, such as parents, alumni, authorities, industries and other stakeholders, in school programs, projects and activities to gain support for learner development, as well as school and community improvement.
- 5.5.2 (Career Stage 2): Initiate partnerships with the community, such as parents, alumni, authorities, industries and other stakeholders, to strengthen support for learner development, as well as school and community improvement.
- 5.5.3 (Career Stage 3): Empower the community, such as parents, alumni, authorities, industries and other stakeholders, to participate in addressing concerns on learner development, as well as school and community improvement.
- 5.5.4 (Career Stage 4): Lead the community, including parents, alumni, authorities, industries and other stakeholders, in creating collaborative actions in solving complex issues on learner development, as well as school and community improvement.

## The PPSSH Framework

The drawing near the top of the explorer is the PPSSH Framework, Figure 1 of the order. It "depicts the synergy between maximizing school effectiveness and ensuring people effectiveness through a broad sphere of instructional and administrative practices stipulated in the five domains of the PPSSH." It has three parts:

- **The ring is the five domains.** They "constitute a broad conceptual sphere of leadership practices for all school heads."
- **The two arrows are the two kinds of effectiveness**, each following the other around the circle. School heads have "the authority, responsibility and accountability for taking care of people in schools (people effectiveness) while maximizing organizational performance and health (school effectiveness)."
- **The center is the learners**, "holistically developed Filipino learners" in the figure. "The placement of learners at the center of the framework emphasizes the important role of school heads for the improvement of learner achievement."

The figure colors Domains 1 and 2 blue, like the School Effectiveness arrow, and Domains 3, 4 and 5 yellow, like the People Effectiveness arrow. The order's text points the same way for three of them. It calls school effectiveness "maximizing organizational performance and health," and it describes Domain 1 as a commitment "towards maximizing organizational performance," Domain 2 as one "towards maximizing organizational health," and Domain 4 as one "in ensuring people and team effectiveness." It ties Domains 3 and 5 to neither in words, and it does not keep the two apart. Its description of Career Stage 2 says school heads "maintain school effectiveness and people effectiveness by leading strategically, managing school operations and resources, focusing on teaching and learning, developing themselves and others, and building connections": all five domains, for both.

Press **Play the framework** to light each part in turn.

[The PPSSH Framework: Holistically Developed Filipino Learners](https://nash.com.ph/blog/ppssh-framework) draws the figure large and follows it from the school head to the learner.

## How to read a strand

Every strand names one area of a school head's work, and its four indicators describe that work at four levels. Strand 3.2, Teaching standards and pedagogies, shows the pattern:

| Career stage | What the school head does |
| --- | --- |
| 1 | "Demonstrate knowledge and understanding of teaching standards and pedagogies …" |
| 2 | "Provide technical assistance to teachers on teaching standards and pedagogies …" |
| 3 | "Engage school personnel such as master teachers, head teachers and department heads in providing technical assistance to teachers …" |
| 4 | "Exhibit best practice in providing technical assistance to teachers …" |

The subject stays the same. What rises is the verb: from knowing, to doing, to leading others in doing it, to setting the example. Most strands rise this way. Read a strand as one idea at four levels, not four sentences to memorize.

## The four career stages

| Career stage | DO 024, s. 2020 |
| --- | --- |
| 1 | Aspiring school heads, who "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" |
| 2 | School heads who "apply the required knowledge and understanding" and are "professionally independent in performing their functions as instructional leaders and administrative managers" |
| 3 | School heads who "consistently display an in-depth knowledge and understanding", "exhibit advanced skills", and "establish shared governance with the wider school community" |
| 4 | School heads who "consistently exhibit mastery", "model the highest standards of practice", and "empower the wider school community" |

Career Stage 1 is the order's description of an aspiring school head, so it is the place to start, with Career Stage 2 as the next step. NASH Reviewer's practice items are written to Career Stages 1 and 2.

## Study the PPSSH domain by domain

Each domain has a guide that explains its strands with examples from Philippine public schools:

- [PPSSH Domain 1 for the NASH: Leading Strategically](https://nash.com.ph/blog/ppssh-domain-1-leading-strategically)
- [PPSSH Domain 2 for the NASH: Managing School Operations](https://nash.com.ph/blog/ppssh-domain-2-managing-school-operations)
- [PPSSH Domain 3 for the NASH: Teaching and Learning](https://nash.com.ph/blog/ppssh-domain-3-teaching-and-learning)
- [PPSSH Domain 4 for the NASH: Developing Self and Others](https://nash.com.ph/blog/ppssh-domain-4-developing-self-and-others)
- [PPSSH Domain 5 for the NASH: Building Connections](https://nash.com.ph/blog/ppssh-domain-5-building-connections)

The whole standard as one page of text is in [PPSSH Domains, Strands and Indicators (DO 024, s. 2020)](https://nash.com.ph/blog/ppssh-domains-strands-indicators). To apply the indicators to school situations, try [the free practice sets](https://nash.com.ph/assessment).

## Frequently asked questions

### How many domains, strands and indicators does the PPSSH have?

Five domains, 34 strands and 136 indicators: one indicator for each strand at each of four career stages (DO 024, s. 2020).

### What are the five domains of the PPSSH?

Leading Strategically; Managing School Operations and Resources; Focusing on Teaching and Learning; Developing Self and Others; and Building Connections (DO 024, s. 2020).

### Which career stage describes aspiring school heads?

Career Stage 1. The order describes Career Stage 1 school heads as "aspiring school heads" who "have acquired the prerequisite qualifications for the school head position" (DO 024, s. 2020).

## Sources

**DepEd issuances**

- [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. Paragraphs 11 and 12 and Figure 1 (the PPSSH Framework). Enclosure: Roles of School Heads, Career Stages, and the introductions and tables of Domains 1 to 5.

*Written by Mark Anthony Llego for NASH Reviewer. Sources: DepEd Order No. 024, s. 2020.*

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