Philippine Professional Standards for School Heads

Domains

5

Strands

34

Indicators

136

Career stages

4

How the standards are organized

Domain

A broad sphere of school leadership practice. There are five.Domain 1: Leading Strategically

Strand

A specific dimension of practice within a domain. There are 34.Strand 1.6: Learner voice

Indicator

A concrete, observable, and measurable behavior for one strand at one career stage.Indicator 1.6.1: Career Stage 1 of strand 1.6

Indicator codes read domain, strand, then career stage. Indicator 1.6.1 is the first-stage practice for strand 1.6, and 1.6.4 is the fourth.

• School heads shape the conditions for learning. They create the environment where teachers teach well and learners achieve.
• Teachers need effective leaders. Teacher quality drives learner achievement. The OECD (2018) adds that it “cannot exceed the quality of the policies that shape their work environment in school.”
• The demands on schools changed. K to 12, the Philippine Professional Standards for Teachers (PPST), ASEAN integration, globalization, and 21st-century learners all raised expectations of school leaders.

The Order rescinds DepEd Order No. 32, s. 2010. It aligns with the PPST (DepEd Order No. 42, s. 2017), the transformation of the National Educators Academy of the Philippines (DepEd Order No. 11, s. 2019), and the Philippine Professional Standards for Supervisors.

1. 01

   Learner-centered

   The learner is the heart of educational supervision. School heads foster safe, caring, and supportive learning communities and promote rigorous curricula, instruction, and assessment.

2. 02

   Builds a network of stakeholders

   School heads strengthen the supports around the school: teacher and staff capacity, the professional community, family and community engagement, and sound operations.

3. 03

   Grounded in the school’s problems

   School heads reflect on the needs and concerns of learners, teachers, parents, the community, and other stakeholders so they can address them.

4. 04

   Focused on instruction, culture, and job-embedded growth

   School heads develop people and improve practice by meeting teachers’ professional and personal needs and improving the learning environment.

5. 05

   Rooted in values that drive school success

   School heads promote the stated values and concepts at the school level to build strong commitment among stakeholders.

6. 06

   Treats supervision as central

   Supervision sets the school’s direction toward goals and objectives that benefit learners.

7. 07

   Accountable and transparent

   A school head’s decisions and actions are open to public scrutiny. School heads report, explain, and answer for their actions, decisions, and policies (RA 9155, Chapter 1, Section 5).

8. 08

   Inclusive

   The standards recognize the needs of individuals and groups and accommodate religious, cultural, linguistic, gender, and other differences.

1. Career Stage 1Aspiring school heads who hold the prerequisite qualifications.

   • Career Stage 1 School Heads (aspiring school heads) have acquired the prerequisite qualifications for the school head position.
   • They demonstrate basic knowledge and understanding of the authority, responsibility, and accountability expected of school heads as described in the Philippine Professional Standards for School Heads.
   • They have also acquired the minimum qualifications to perform their functions as instructional leaders and administrative managers.
   • They are equipped with exceptional teaching and/or leadership skills described by Career Stage 3 and/or Career Stage 4 in the Philippine Professional Standards for Teachers or other relevant equivalent qualifications and experiences.

2. Career Stage 2School heads who work independently across all five domains.

   • Career Stage 2 School Heads apply the required knowledge and understanding of the authority, responsibility, and accountability expected of them as described in the Philippine Professional Standards for School Heads.
   • They are professionally independent in performing their functions as instructional leaders and administrative managers.
   • They 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.
   • They reflect on their practices for improvement and seek to involve all school personnel in professional learning and career advancement.

3. Career Stage 3School heads who share governance with the school community.

   • Career Stage 3 School Heads consistently display an in-depth knowledge and understanding of the authority, responsibility, and accountability expected of them as described in the Philippine Professional Standards for School Heads.
   • They exhibit advanced skills in performing their functions as instructional leaders and administrative managers.
   • They establish shared governance with the wider school community in the efficient and effective implementation of school policies, programs, and other initiatives towards the attainment of institutional goals.
   • They continuously reflect on and take steps to address their developmental needs and those of other school personnel and learners.

4. Career Stage 4School heads who model mastery and lead beyond their school.

   • Career Stage 4 School Heads consistently exhibit mastery in their application of the authority, responsibility, and accountability expected of them as described in the Philippine Professional Standards for School Heads.
   • They model the highest standards of practice in performing their functions as instructional leaders and administrative managers.
   • They empower the wider school community in the implementation of school policies, programs, projects, and activities towards school community transformation.
   • They commit to inspire all school personnel and fellow school leaders to continuously pursue excellence and create lifelong impact in the school and community.

Preparing for the NASH? Career Stage 1 describes aspiring school heads who hold the prerequisite qualifications for the position.

1. 1.1Vision, mission and core values

   1. Career Stage 3 · 1.1.3

      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.

2. 1.2School planning and implementation

   1. Career Stage 3 · 1.2.3

      Engage the school community in the development and implementation of school plans aligned with institutional goals and policies.

3. 1.3Policy implementation and review

   1. Career Stage 3 · 1.3.3

      Engage stakeholders in improving the implementation of reviewed policies to ensure consistency of school operations with national and local laws, regulations and issuances.

4. 1.4Research and innovation

   1. Career Stage 3 · 1.4.3

      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.

5. 1.5Program design and implementation

   1. Career Stage 3 · 1.5.3

      Design and implement needs-based programs in the school that support the development of learners.

6. 1.6Learner voice

   1. Career Stage 3 · 1.6.3

      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.

7. 1.7Monitoring and evaluation processes and tools

   1. Career Stage 3 · 1.7.3

      Design supplemental monitoring and evaluation tools following standard processes to promote learner achievement.

1. 2.1Records management

   1. Career Stage 3 · 2.1.3

      Capacitate school personnel in managing school data and information using technology, including ICT, to ensure efficient and effective school operations.

2. 2.2Financial management

   1. Career Stage 3 · 2.2.3

      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.

3. 2.3School facilities and equipment

   1. Career Stage 3 · 2.3.3

      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.

4. 2.4Management of staff

   1. Career Stage 3 · 2.4.3

      Engage school personnel in maintaining effective management of staff in adherence to laws, policies, guidelines and issuances based on the needs of the school.

5. 2.5School safety for disaster preparedness, mitigation and resiliency

   1. Career Stage 3 · 2.5.3

      Work with the wider school community in managing school safety for disaster preparedness, mitigation and resiliency to maintain continuous delivery of instruction.

6. 2.6Emerging opportunities and challenges

   1. Career Stage 3 · 2.6.3

      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.

1. 3.1School-based review, contextualization and implementation of learning standards

   1. Career Stage 3 · 3.1.3

      Work with teams in the conduct of review, contextualization and implementation of learning standards to assist teachers in making the curriculum relevant for learners.

2. 3.2Teaching standards and pedagogies

   1. Career Stage 3 · 3.2.3

      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. 3.3Teacher performance feedback

   1. Career Stage 3 · 3.3.3

      Collaborate with school personnel in effectively using validated feedback obtained from learners, parents and other stakeholders to help teachers improve their performance.

4. 3.4Learner achievement and other performance indicators

   1. Career Stage 3 · 3.4.3

      Engage the wider school community in developing data-based interventions to sustain learner achievement and attain other performance indicators.

5. 3.5Learning assessment

   1. Career Stage 3 · 3.5.3

      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.

6. 3.6Learning environment

   1. Career Stage 3 · 3.6.3

      Engage the wider school community in maintaining a learner-friendly, inclusive and healthy learning environment.

7. 3.7Career awareness and opportunities

   1. Career Stage 3 · 3.7.3

      Undertake initiatives in integrating career awareness and opportunities in the provision of learning experiences aligned with the curriculum.

8. 3.8Learner discipline

   1. Career Stage 3 · 3.8.3

      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.

1. 4.1Personal and professional development

   1. Career Stage 3 · 4.1.3

      Reflect on the attainment of personal and professional development goals and objectives based on the Philippine Professional Standards for School Heads.

2. 4.2Professional reflection and learning

   1. Career Stage 3 · 4.2.3

      Initiate professional reflections and promote learning opportunities with other school heads to improve practice.

3. 4.3Professional networks

   1. Career Stage 3 · 4.3.3

      Engage actively in professional networks within and across schools to advance knowledge, skills and practice.

4. 4.4Performance management

   1. Career Stage 3 · 4.4.3

      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.

5. 4.5Professional development of school personnel

   1. Career Stage 3 · 4.5.3

      Monitor and evaluate the implementation of professional development initiatives in enhancing strengths and in addressing performance gaps among school personnel.

6. 4.6Leadership development in individuals and teams

   1. Career Stage 3 · 4.6.3

      Capacitate individuals and teams to effectively perform leadership roles and responsibilities in fostering shared governance and accountability.

7. 4.7General welfare of human resources

   1. Career Stage 3 · 4.7.3

      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.

8. 4.8Rewards and recognition mechanism

   1. Career Stage 3 · 4.8.3

      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.

1. 5.1Management of diverse relationships

   1. Career Stage 3 · 5.1.3

      Support school personnel in strengthening relationships with authorities, colleagues, parents and other stakeholders to maintain an enabling and supportive environment for learners.

2. 5.2Management of school organizations

   1. Career Stage 3 · 5.2.3

      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.

3. 5.3Inclusive practice

   1. Career Stage 3 · 5.3.3

      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.

4. 5.4Communication

   1. Career Stage 3 · 5.4.3

      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. 5.5Community engagement

   1. Career Stage 3 · 5.5.3

      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.

Bureau of Human Resource and Organizational Development (BHROD)

• Reviews selection, hiring, performance appraisal, promotion, and talent management so they rest on the PPSSH.
• Monitors and evaluates how school heads achieve the standards through these human resource systems.

National Educators Academy of the Philippines (NEAP)

• Makes sure every professional development program for school heads, internal or external, rests on the standards.
• Monitors and evaluates achievement of the standards through those programs.

BHROD and NEAP together

• Disseminate the PPSSH through orientations and capability building at all governance levels.
• Ensure that school heads in DepEd embody the standards.

Regional Offices, through NEAP in the Regions

• Organize orientations and capability building for every schools division.
• Supervise, monitor, and evaluate Schools Division Offices as they cascade the PPSSH.
• Report these activities to the Office of the Secretary through BHROD and NEAP.

Effectivity

The Order took effect once published in the Official Gazette or in two newspapers of general circulation, and registered with the Office of the National Administrative Register at the UP Law Center.

Transitory provision

Existing policies still govern DepEd’s human resource systems until DepEd issues implementing guidelines anchored on the PPSSH.

Career advancement

Movement in the proficiency levels of teachers and school leaders within and across their career stages, including promotion to higher positions.

Career awareness and opportunities

Mechanisms that encourage learners’ aspirations, develop their potential, and guide them toward possible career paths.

Culture of research

The habit of using empirical data and logical findings in everyday school decisions and actions.

Disaster mitigation

Lessening the adverse impacts of hazardous events through hazard-resistant construction and engineering, improved environmental policies, and public awareness (DO 44, s. 2018).

Disaster preparedness

The capacity to anticipate, respond to, and recover from hazard events. It includes early warning systems, contingency plans, stockpiles, coordination, evacuation protocols, and drills (DO 44, s. 2018).

Disaster resiliency

The ability of a system, community, or society to resist, absorb, adapt to, and recover from a hazard in a timely and efficient way (RA 10121).

Domain

A broad conceptual sphere of school leadership practices defined by specific strands.

Emerging opportunities and challenges

Favorable or unfavorable conditions that require a person in authority to make decisions that moderate their effects.

Inclusive practice

An environment where all learners have access to and take part in every aspect of life in school, learning centers, and other places of learning (DO 21, s. 2019).

Indicator

A concrete, observable, and measurable school head behavior or practice within a strand.

Institutional goals

The DepEd vision, mission, and core values, together with the school’s goals and objectives.

Institutional policies

DepEd policies and local and national laws, regulations, and issuances.

Organizational health

An organization’s capacity to sustain the relationship between purpose, efficient processes, and committed people for better performance.

Pedagogy

The interactions between teachers, students, the learning environment, and learning tasks (Murphy, 2008).

Performance management system

A mechanism that ensures employees achieve the objectives the organization sets, and the organization achieves its strategic plan (CSC MC No. 6, s. 2012).

Policy implementation

Following a policy’s mechanisms, procedures, and roles, and monitoring and evaluating progress to carry it out (DO 13, s. 2015).

Policy review

Evaluating a policy to find its impact on the issue it set out to address (DO 13, s. 2015).

Professional development plan

Part IV of the Individual or Office Performance Commitment and Review Form in the Results-Based Performance Management System.

Professional network

A connected community of educators, online or offline, where members share and learn according to their values and expertise.

Research

Systematic, reflective inquiry, such as action research, School Improvement Plan projects, Continuous Improvement Projects, and impact studies, that improves practice and resolves problems.

Rewards system

A mechanism that recognizes the performance and accomplishments of school personnel and others.

School facilities and equipment

All physical properties of a school: grounds, buildings, and the facilities on the grounds and inside the buildings.

School head

A person “responsible for administrative and instructional supervision of a school or cluster of schools” (RA 9155, Section 4).

School operations

All activities the school head leads in running the school.

School organizations

Clubs and associations led by learners, school personnel, parents, or other stakeholders.

School performance

The Key Performance Indicators on access, quality, and governance.

School programs, projects, and activities

Initiatives the school head designs or implements for learners, personnel, parents, and the community.

Strand

A specific dimension of school head practice under a domain.

Teaching standards

Measures of professional learning, competent practice, and effective management among teachers.

Technical assistance

Coaching, guiding, and empowering school personnel across all aspects of education management, especially access, quality, relevance, and management services.

Wider school community

The school’s internal and external stakeholders.

1. 01

   Know the structure by name

   Learn the five domains and their 34 strands. NASH results name your strengths and areas for improvement against the PPSSH.

2. 02

   Read across the career stages

   Indicators for one strand move from knowing, to doing, to engaging others, to institutionalizing. That shift shows which action fits a situation best.

3. 03

   Tie each strand to a real case

   Situational items describe a school problem. Name the strand it touches and the first thing a school head should do.

4. 04

   Learn from practicing principals

   DepEd strongly encourages aspiring school heads to join coaching and mentoring sessions with experienced principals to see the PPSSH in practice.