DepEd Order No. 24, s. 2020
Philippine Professional Standards for School Heads
The PPSSH describes what DepEd expects school heads to know, do, and value at each stage of their career. The National Assessment for School Heads (NASH) draws its questions from these standards. This guide covers all of it, from the framework to every indicator.
- Domains
- 5
- Strands
- 34
- Indicators
- 136
- Career stages
- 4
What the PPSSH is
The PPSSH is DepEd’s public statement of what makes a quality school head. It sets out what you should know, be able to do, and value as you grow in the role.
DepEd adopted the standards through DepEd Order No. 24, s. 2020. They apply to every school head in the Department. DepEd encourages private school heads and principals to use them too.
Republic Act No. 9155 defines a school head as a person “responsible for administrative and instructional supervision of a school or cluster of schools.” The PPSSH describes how you carry out that responsibility well.
The standards give school heads and stakeholders a common language for high-impact leadership. Use them to reflect on your practice, discuss leadership with colleagues, and plan your professional development.
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.
Why DepEd adopted the PPSSH
The PPSSH replaced the 2010 National Competency-Based Standards for School Heads (NCBSSH). DepEd needed standards that fit K to 12 and compare well internationally.
- 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.
What the PPSSH aims to do
- Set clear expectations of school heads along well-defined career stages, from beginning to exemplary practice.
- Engage school heads in a continuing effort to reach high levels of proficiency.
- Support professional learning, help identify development needs, and make performance assessment uniform.
What DepEd commits to
- Support school heads in their mandates and roles, including improving teacher quality and, eventually, learner achievement.
- Promote continuing professional development and advancement based on career-long learning.
- Help school heads reflect on and assess their own practice as they pursue professional development.
What the PPSSH anchors
- Recruitment, selection, and placement
- Performance appraisal
- Rewards and recognition
- Talent management
- Professional development programs
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.
How the framework fits together
The framework joins two goals: school effectiveness and people effectiveness. Five domains of instructional and administrative practice connect them, with learners at the center.
School effectivenessMaximizing organizational performance and health
Learners
People effectivenessTaking care of the people in schools
- Leading StrategicallySet the direction of the school
- Managing School Operations and ResourcesManage the systems and processes in the school
- Focusing on Teaching and LearningPromote quality teaching and learning
- Developing Self and OthersNurture themselves and others
- Building ConnectionsEngage stakeholders
Eight guiding principles
These principles underpin every domain. When a situation is unclear, they show what the standards value most.
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.
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.
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.
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.
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.
Treats supervision as central
Supervision sets the school’s direction toward goals and objectives that benefit learners.
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).
Inclusive
The standards recognize the needs of individuals and groups and accommodate religious, cultural, linguistic, gender, and other differences.
Four career stages
Every strand describes practice at four career stages. Each stage builds on the last: knowledge, then independent practice, then shared governance, then mastery that lifts others.
Aspiring 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.
School 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.
School 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.
School 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.
Indicators by domain
Each strand lists one indicator per career stage. Read across a strand to see how the same practice deepens, or show one stage to study it on its own.
Domain 1
Leading Strategically
You set the school’s direction, goals, and objectives, and make sure every stakeholder understands and embraces them. You draw on laws, policies, research, feedback, and context, and you know where the school stands and where it needs to go. The aim is maximum organizational performance.
1.1Vision, mission and core values
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.
1.2School planning and implementation
Share with fellow school heads best practice in the development and implementation of school plans aligned with institutional goals and policies.
1.3Policy implementation and review
Recommend to higher authorities the enhancement of policies relevant to school operations based on implementation and review.
1.4Research and innovation
Promote a culture of research to facilitate data-driven and evidence-based innovations to improve school performance and foster continuous improvement.
1.5Program design and implementation
Lead and empower school personnel in designing and implementing needs-based programs in the school that support the development of learners.
1.6Learner voice
Systematize processes in utilizing learner voice, such as feelings, views and/or opinions to inform policy development and decision-making towards school improvement.
1.7Monitoring and evaluation processes and tools
Lead in the institutionalization of effective monitoring and evaluation processes and tools to promote learner achievement.
Domain 2
Managing School Operations and Resources
You apply the laws, policies, and issuances that govern human, financial, and material resources. You build a culture of transparency and accountability so basic education services never stop. The aim is efficient, effective, and fair operations that keep the organization healthy.
2.1Records management
Exhibit best practice in managing school data and information using technology, including ICT, to ensure efficient and effective school operations.
2.2Financial management
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.
2.3School facilities and equipment
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.
2.4Management of staff
Empower school personnel in sustaining effective management of staff in adherence to laws, policies, guidelines and issuances based on the needs of the school.
2.5School safety for disaster preparedness, mitigation and resiliency
Institutionalize the effective management of school safety for disaster preparedness, mitigation and resiliency to sustain continuous delivery of instruction.
2.6Emerging opportunities and challenges
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
You give teachers technical assistance on curriculum, practice, and performance. You keep the school learner-centered, so every learner has access to inclusive, excellent, relevant, and liberating education. The aim is instructional leadership that raises teacher competence and learner outcomes.
3.1School-based review, contextualization and implementation of learning standards
Share exemplary practice in the review, contextualization and implementation of learning standards to effectively assist teachers in making the curriculum relevant for learners.
3.2Teaching standards and pedagogies
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.
3.3Teacher performance feedback
Exhibit exemplary skills in effectively using validated feedback obtained from learners, parents and other stakeholders to help teachers improve their performance.
3.4Learner achievement and other performance indicators
Mentor fellow school heads in sustaining learner achievement and in attaining other performance indicators to promote accountability within and beyond school contexts.
3.5Learning assessment
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.
3.6Learning environment
Empower the wider school community in promoting and sustaining a learner-friendly, inclusive and healthy learning environment.
3.7Career awareness and opportunities
Institutionalize integration of career awareness and opportunities into the school curriculum and all other learning experiences.
3.8Learner discipline
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
You reflect on your own growth so you can lead and develop people better. You support your personnel’s professional development and welfare, and you give them chances to learn, reflect, lead, and advance. The aim is effective people and teams.
4.1Personal and professional development
Serve as a learning resource to fellow school heads in upgrading personal and professional competencies aligned with the Philippine Professional Standards for School Heads.
4.2Professional reflection and learning
Model exemplary leadership practices within and beyond school contexts in critically evaluating practice and setting clearly defined targets for professional development.
4.3Professional networks
Lead in organizing professional networks to provide colleagues opportunities to maximize their potential and enhance their practice.
4.4Performance management
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.
4.5Professional development of school personnel
Model exemplary practice in the implementation of professional development initiatives to enhance strengths and address performance gaps among school personnel.
4.6Leadership development in individuals and teams
Empower individuals and teams to consistently and effectively perform leadership roles and responsibilities in achieving school goals in shared governance and accountability.
4.7General welfare of human resources
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.
4.8Rewards and recognition mechanism
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
You engage stakeholders in improving the school community and help them understand its vision, mission, core values, and direction. You build relationships on trust, honesty, openness, respect, and a shared vision. The aim is a community that treats education as everyone’s responsibility.
5.1Management of diverse relationships
Exhibit exemplary skills in strengthening relationships with authorities, colleagues, parents and other stakeholders to sustain an enabling and supportive environment for learners.
5.2Management of school organizations
Exhibit exemplary practice in managing school organizations, such as learner organizations, faculty clubs and parent-teacher associations, to support the attainment of institutional goals.
5.3Inclusive practice
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.
5.4Communication
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.
5.5Community engagement
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.
Who puts the PPSSH into practice
The Bureau of Human Resource and Organizational Development (BHROD) anchors human resource systems on the standards. The National Educators Academy of the Philippines (NEAP) anchors professional development.
- 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.
Key terms
These definitions come from the PPSSH glossary and the Order. Sources the PPSSH cites appear in parentheses.
- 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.
Using the PPSSH to prepare for the NASH
The NASH asks conceptual and situational questions aligned with the PPSSH and built on the SOLO taxonomy. Knowing the standards helps you recognize what a strong answer looks like.
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.
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.
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.
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.
Start where the standards start, with indicator 4.1.1: a self-assessment. Map each domain in the Johari Window for aspiring school heads to see where you and the feedback you get agree.
Practice the standards
Turn 136 indicators into sound decisions
Knowing the standards is not the same as applying them against the clock. Practice situational items across all five domains and find the strands that need work.
What you practice with
- Every item tagged to a PPSSH domain, strand, and indicator
- A domain profile after every practice set
- Feedback on every choice, with partial credit by SOLO level
- Premium: all 34 strands with detailed explanations
- 34 practice sets
- ₱1,000 for 30 days
- ₱3,000 once