PHILIPPINE PROFESSIONAL

STANDARDS FOR
SCHOOL HEADS
(PPSSH)
 DEPED ORDER NO. 24, S. 2020
September 7, 2020

NATIONAL ADOPTION AND IMPLEMENTATION OF THE

PHILIPPINE PROFESSIONAL STANDARDS FOR
SCHOOL HEADS (PPSSH)
 PPSSH
- allows School Leaders to take care of their people while
maximizing organizational health. This is through achieving
school and people effectiveness for the benefit of the
learners.
- School Heads can attain school effectiveness by leading
strategically and by managing school operations and
resources. On the other hand, School heads can ensure
people effectiveness by focusing on teaching and learning,
by developing self and others, and by building connections.
 PPSSH
- defines professional standards that constitute a quality
school head.
- serves as a public statement of professional accountability
of school heads.
- is a public statement that sets out what School Heads are
expected to know, be able to do and value as they
progress in their profession
-provides a common language for high-impact leadership
expected of school heads to guide individual professional
reflections, as well as professional discussions among
educational leaders and other stakeholders, and to inform
the provision of professional learning and development for
school heads.
- is a description of quality leadership and management in
the school.
AIMS OF PPSSH:
a.set out clear expectations of school heads along well-
defined career stages of professional development from
beginning to exemplary practice;

b.engage school heads to actively embrace a continuing

effort to attain high levels of proficiency; and

c.provide support for professional learning and

development, help identify development needs and facilitate
uniform assessment of performance.
 PPSSH DOMAINS
A. SCHOOL EFFECTIVENESS
Domain 1: Leading Strategically
Domain 2: Managing School Operations and Resources

B. PEOPLE EFFECTIVENESS
Domain 3: Focusing on Teaching and Learning
Domain 4: Developing Self and Others
Domain 5: Building Connections
 PPSSH DOMAINS
The five domains constitute a broad conceptual sphere of
leadership practices for all school heads. The placement of
learners at the center of the framework emphasizes the
important role of school heads for the improvement of
learner achievement.
 Comparison bet. NCBSSH and PPSSH
NCBSSH PPSSH
1. School Leadership
1. Leading Strategically

2. Instructional Leadership

2. Managing School Operations and Resources

3. Creating a Student-centered Learning Climate

4. HR Management & Professional Development 3. Focusing on Teaching and Learning

5. Parental Involvement & Community Partnership

4. Developing Self and Others
6. School Management and Operations

5. Building Connections
7. Personal and Prof Attributes & Interpersonal Effectiveness
 The PPSSH Framework adheres to the following
principles:
a.It is learner-centered;
b.It emphasizes building and strengthening a network of
stakeholders for school and people effectiveness;
c.It reflects the understanding of problems and issues at the
school and the need to address them;
d.It focuses on developing high-quality instruction,
developing a strong school culture, and ensuring job-
embedded professional development for school
personnel;
 The PPSSH Framework adheres to the
following principles:
e.It reflects values and concepts in promoting school
success;
f.It regards supervision as a crucial organizational behavior
in school management;
g.It highlights the importance of accountability and
transparency of school heads; and,
h.It is anchored on the principles of inclusivity.
Rationale
1. School Heads as stewards of schools, play a crucial role
in ensuring an enabling and supportive environment for
effective teaching and learning to happen. Through their
quality leadership and management, DepEd can develop
quality teachers and "holistic learners who are steeped in
values, equipped with 21st century skills, and able to propel
the country to development and progress” (DO No. 42,s.
2017).
Rationale
This is in consonance with the DepEd’s vision of producing
“Filipinos who passionately love their country and whose
values and competencies enable them to realize their full
potential and contribute meaningfully to building the nation”
(DepEd Order No. 36, s. 2013).
Rationale
2.Teacher quality is vital in raising learner achievement.
However, teachers alone cannot bring about substantive
changes without effective leadership. The Organisation for
Economic Cooperation and Development (OECD, 2018,
p.20) states that the “quality of an education system
depends on the quality of its teachers; but the quality of
teachers cannot exceed the quality of the policies that
shape their work environment in school and that guide their
selection, recruitment and development.”
Rationale
3.The changes brought about by various national and global
frameworks such as the K to 12 Basic Education Program,
ASEAN Integration, globalization, and the changing
character of 21st century learners necessitate a call for the
rethinking of DO No. 32, s. 2010 titled the National Adoption
and Implementation of the National Competency-Based
Standards for School Heads (NCBSSH). This entails the
review of the competency standards to ensure that they
respond to the new demands due to the changes in the
education environment.
Rationale
4.The Philippine Professional Standards for School Heads
(PPSSH) introduces a continuum of professional practice
that supports school heads to pursue career progression
amid various national and international reforms such as the
K to 12 Basic Education Program and the Philippine
Professional Standards for Teachers, as well as ASEAN
integration, globalization, and the changing character of the
21st century learners.
Definition of Terms:
a. Domain – A broad conceptual sphere of school
leadership practices defined by specific strands in the
Philippine Professional Standards for School Heads;
b. Indicator – Concrete, observable and measurable school
head behavior/ practice covered in every strand in the
Philippine Professional Standards for School Heads;
c. Professional Standards – Professional practice expected
of quality professionals to achieve at every stage of their
career;
Definition of Terms:
d. School Head – Person “responsible for administrative
and instructional supervision of a school or cluster of
schools” (Republic Act 9155, Section 4); and

e.Strand – A specific dimension of practice under a domain

in the Professional Standards.
Policy Statement:
The Department institutionalizes a set of professional
standards for school heads, which articulates the
professional practice expected of a quality school head. The
PPSSH shall be the foundation of relevant human resource
systems, policies, guidelines and mechanisms, including
the recruitment, selection and placement, performance
appraisal, rewards and recognition and talent management
of school heads, and the basis for all their professional
development programs. Through the PPSSH, DepEd
commits to:
Policy Statement:
a.support school heads in the performance of their
mandates and roles in the regions, schools divisions and/or
schools, including the improvement of teacher quality, and,
eventually, learner achievement;
b.promote the continuing professional development and
advancement of school heads based on the principles of
career-long learning; and
c.help school heads reflect on and assess their own
practice as they aspire for and pursue professional
development.
Roles of School Heads
School heads, as key leaders in the country’s education
system, are indispensable in achieving the government’s
aim to provide quality basic education. Republic Act No.
9155, or the Governance of Basic Education Act of 2001,
defines a school head as “a person responsible for
administrative and instructional supervision of a school or
cluster of schools” (Section 4).
Roles of School Heads
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) by setting the direction of
schools, managing their systems and processes, promoting
quality teaching and learning, nurturing themselves and
others, and engaging stakeholders in initiatives towards the
improvement of school communities.
Professional Standards for School
Heads
DepEd, in its effort to achieve quality leadership and
management, implements various initiatives, including the
implementation of DepEd Order No. 32, series of 2010 –
otherwise known as the National Adoption and
Implementation of the National Competency-Based
Standards for School Heads (NCBSSH).
Professional Standards for School
Heads
With the implementation of the K to 12 Basic Education
Program and the Philippine Professional Standards for
Teachers, there is a need for DepEd to complement these
reforms by ensuring that the current set of standards for
school heads is K to 12 aligned and internationally
comparable, leading to the development of the Philippine
Professional Standards for School Heads.
Professional Standards for School
Heads
The Philippine Professional Standards for School Heads,
which is aligned with local and international frameworks,
complements the reform initiatives on teacher and school
leader qualities as it addresses career stages for
professional development.
It articulates what constitutes school leadership quality
through well-defined domains, strands, and indicators that
provide measures of professional learning, competent
practice, and effective leadership and management.
Professional Standards for School
Heads
This set of standards makes explicit what school heads
should know, be able to do and value to achieve improved
learning outcomes and teacher quality. It is founded on
guiding principles of learner-centeredness, lifelong learning,
and inclusivity, among others. The professional standards,
therefore, becomes a public statement of professional
accountability that can help school heads reflect on and
assess their own practices as they aspire for personal and
professional development.
School Leadership Quality in the
Philippines
The Philippine Professional Standards for School
Heads defines school leadership quality in the Philippines.
The Standards describes the expectations of school heads’
increasing levels of knowledge, practice and professional
engagement. At the same time, the Standards allows for
school heads’ growing understanding, applied with
increasing sophistication across a broader and more
complex range of leadership and management situations.
Professional Standards for School
Heads
The following describes the breadth of five domains that are
required of school heads to be effective in the 21st century.
Quality school heads in the Philippines need to:

• Set the direction of the school.

- They set the direction, goals and objectives of the school
and ensure that these are understood and embraced by all
stakeholders.
Professional Standards for School
Heads
- They identify and comprehend relevant sources of
information such as existing laws, policies, research,
feedback and contexts, and also establish their connections
and alignment. They manifest complete understanding of
the school’s current and desired states and execute various
collaborative strategies with stakeholders to respond
appropriately to the dynamic and rapidly evolving needs of
the school. They are committed to a strategic course of
action consistent with institutional goals towards maximizing
organizational performance.
Professional Standards for School
Heads
• Manage the systems and processes in the school.
-They understand and implement laws, policies, guidelines,
and issuances that relate to the management of human,
financial and material resources. They establish a culture of
transparency and accountability in the continuous delivery
of basic education services. They are committed in ensuring
efficiency, effectiveness, and fairness in discharging
functions towards maximizing organizational health.
Professional Standards for School
Heads
• Promote quality teaching and learning.
- They are equipped with knowledge, skills, and attitudes in
providing technical assistance on instruction that relates to
curriculum, practice,and performance. They also create a
learner-centered environment that ensures access to
inclusive, excellent, relevant, and liberating education. They
are committed in providing instructional leadership towards
improving competence among teachers and outcomes
among learners.
Professional Standards for School
Heads
• Nurture themselves and others.
- They reflect on their personal and professional
development to enhance their competencies in leading and
developing people as they support their personnel’s
professional development and welfare. They also provide
others the means for development such as opportunities to
learn, reflect, lead, and progress in their profession. They
are committed in ensuring people and team effectiveness.
Professional Standards for School
Heads
• Engage stakeholders.
- They engage stakeholders in initiatives towards the
improvement of school communities. They are responsible
and accountable for inculcating a deeper understanding of
the vision, mission and core values and directions of the
school to relevant entities. They possess skills in relating
with, dealing with, and in forging relationships with people.
Professional Standards for School
Heads
-They build relationships with individuals and organizations
anchored on mutual trust, honesty, openness, respect, and
commitment towards sharing the same vision for the
attainment of institutional goals. They are committed in
advocating that education is everyone’s responsibility.
PPSSH Guiding Principles
1. PPSSH is learner-centered.
-This principle states that the learner is the heart of
educational supervision. School heads are expected to
“foster safe, caring and supportive school learning
communities and promote rigorous curricula, instructional
and assessment systems” (National Policy Board for
Educational Administration, 2015, p. 4).
PPSSH Guiding Principles
2. PPSSH emphasizes on building and
strengthening a network of stakeholders for school and
people effectiveness.
-This principle requires school heads to “build and
strengthen a network of organizational supports—the
professional capacity of teachers and staff, the professional
community in which they learn and work, family and
community engagement, and effective, efficient
management and operations of the school” (National Policy
Board for Educational Administration, 2015, p. 4).
PPSSH Guiding Principles
3. PPSSH reflects the understanding of problems
and issues at the school and the need to address them.
-This principle states that school heads are expected to
reflect on the pervasive needs and/or concerns of learners,
teachers, parents, community and other stakeholders in
order to address them effectively.
PPSSH Guiding Principles
4. PPSSH focuses on developing high-quality instruction,
developing a strong school culture, and ensuring job-
embedded professional development for school
personnel.
-This principle revolves around the idea that school heads
are responsible in developing people (such as teachers and
the community) and in improving school practices by
addressing the professional and personal needs of teachers
and enhancing the school’s learning environment.
PPSSH Guiding Principles
5. PPSSH reflects values and concepts important
in promoting school success.
-This principle highlights the importance of promoting the
stated values and concepts at the school level in order to
foster a high level of commitment among stakeholders.
PPSSH Guiding Principles
6. PPSSH regards supervision as a crucial
organizational behavior in school management.
-This principle highlights the relevance of supervision in
setting directions in the school to achieve its goals and
objectives for the benefit of the learners.
PPSSH Guiding Principles
7. PPSSH highlights the importance of
accountability and transparency of school heads.
-This principle states that the decisions and actions of
school heads are open to public scrutiny and the public has
a right to access information. School heads acknowledge
and assume responsibility and have the obligation to report,
explain, and be answerable for their actions, products,
decisions and policies (RA 9155, Chapter 1, Section 5).
PPSSH Guiding Principles
8. PPSSH is anchored on the principles of inclusivity.
-This principles of inclusivity recognize the unique and
specific needs of individuals and groups in learning and
work environments. They affirm and accommodate diversity
arising from, but not limited to, religious, cultural, linguistic,
and gender differences.
The five (5) domains collectively comprise 34 strands that
refer to specific dimensions of school leadership practices.
PPSSH Domain 1: Leading Strategically
- has seven (7) strands
- encompasses the School Heads' commitment to a
strategic course of action consistent with institutional goals
towards maximizing organizational performance
- highlights the role of school heads in setting the direction,
goals and objectives of schools, and in ensuring that these
are understood and embraced by all stakeholders.
-In this domain, school heads are expected to identify and
comprehend relevant sources of information such as
existing laws, policies, research, feedback and contexts,
and establish their connections and alignment. School
heads should have a complete understanding of schools'
current and desired states. They should support in
executing various collaborative strategies with stakeholders
to respond appropriately to the dynamic and rapidly
evolving needs of schools.
PPSSH Domain 1: Leading Strategically
1.1. Vision, mission and core values
1.2. School planning and implementation
1.3. Policy implementation and review
1.4. Research and innovations
1.5. Program design and implementation
1.6. Learner voice
1.7. Monitoring and evaluation processes and tools
PPSSH Domain 2: Managing School
Operations and Resources

- has six (6) strands

- highlights the School Heads' commitment in ensuring
efficiency, effectiveness and fairness in discharging
functions towards maximizing organizational health
- centers on the role of school heads in managing systems
and processes in schools.
- In this domain, school heads understand and implement
laws, policies, guidelines, and issuances that relate to the
management of human, financial, and material resources.
They should provide support in establishing a culture of
transparency and accountability in the continuous delivery
of basic education services.
PPSSH Domain 2: Managing School
Operations and Resources
2.1. Records management
2.2. Financial management
2.3. School facilities and equipment
2.4. Management of staff
2.5. School safety for disaster preparedness, mitigation,
and resiliency
2.6. Emerging opportunities and challenges
PPSSH Domain 3: Focusing on Teaching and
Learning
- has eight (8) strands
- emphasizes the School Head's commitment in providing
instructional leadership towards improving competence
among teachers and outcomes among learners
- concentrates on the work of school heads in promoting
quality teaching and learning.
- in this domain, school heads are expected to provide
technical assistance on instruction that relates to
curriculum, practice, and performance. They should also
create a learner-centered environment that ensures access
to inclusive, excellent, relevant and liberating education.
PPSSH Domain 3: Focusing on Teaching
and Learning
3.1. School-based review, contextualization and
implementation of learning standards
3.2. Teaching standards and pedagogies
3.3. Teacher performance feedback
3.4. Learner achievement and other performance indicators
3.5. Learning assessment
3.6. Learning environment
3.7. Career awareness and opportunities
3.8. Learner discipline
PPSSH Domain 4: Developing Self and Others
- has eight (8) stands
- centers on the School Heads' commitment in ensuring
people and team effectiveness
- recognizes the role of school heads in nurturing
themselves and others.
- in this domain, school heads are expected to reflect on
their personal and professional development to enhance
their practice in leading and developing people as they
support their personnel’s professional development and
welfare.
- they should provide others the means for development
such as opportunities to learn, reflect, lead and progress in
their profession.
PPSSH Domain 4: Developing Self and Others

4.1. Personal and professional development

4.2. Professional reflection and learning
4.3. Professional networks
4.4. Performance management
4.5. Professional development of school personnel
4.6. Leadership development in individuals and teams
4.7. General welfare of human resources
4.8. Rewards and recognition mechanism
PPSSH Domain 5: Building Connections
- has five (5) strands
- points to the School Heads' commitment in advocating
that education is everyone's responsibility
- underscores the school heads’ competence in engaging
stakeholders in initiatives towards the improvement of
school communities.
- in this domain, school heads are expected to be
responsible and accountable for inculcating a deeper
understanding of the vision, mission and core values, and
directions of the school to relevant entities. They possess
skills in relating with, dealing with, and forging relationships
with people. They should be able to build relationships with
individuals and organizations anchored on mutual trust,
honesty, openness, respect, and commitment towards
sharing the same vision for the attainment of institutional
goals.
PPSSH Domain 5: Building Connections
5.1. Management of diverse relationships
5.2. Management of school organizations
5.3. Inclusive practice
5.4. Communication
5.5. Community engagement
CAREER STAGES
Career Stage 1
-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.
Career Stage 2
-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.
Career Stage 3
-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.
Career Stage 4
-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.
DOMAIN 1:
LEADING STRATEGICALLY
Strand 1.1: Vision, mission and core values
Career Stage 1
1.1.1 Demonstrate knowledge of DepEd vision, mission and
core values to foster shared understanding and alignment
of school policies, programs, projects and activities
Career Stage 2
1.1.2 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
Strand 1.1: Vision, mission and core values
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
Strand 1.1: Vision, mission and core values
Career Stage 4
1.1.4 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 1.1: Vision, mission and core values
THE DEPED VISION
 We dream of Filipinos who passionately love their country
and whose values and competencies enable them to
realize their full potential and contribute meaningfully to
building the nation.
 As a learner-centered public institution, the Department of
Education continuously improves itself to better serve its
stakeholders.
Strand 1.1: Vision, mission and core values
THE DEPED MISSION
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education
where:
 Students learn in a child-friendly, gender-sensitive, safe,
and motivating environment.
 Teachers facilitate learning and constantly nurture every
learner.
Strand 1.1: Vision, mission and core values
THE DEPED MISSION
 Administrators and staff, as stewards of the institution,
ensure an enabling and supportive environment for
effective learning to happen.
 Family, community, and other stakeholders are actively
engaged and share responsibility for developing life-long
learners.
Strand 1.1: Vision, mission and core values
OUR CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
Strand 1.2: School planning and
implementation
Career Stage 1:
1.2.1 Demonstrate knowledge and understanding of the
phases of development and implementation of school plans
aligned with institutional goals and policies
Career Stage 2:
1.2.2 Develop and implement with the planning team school
plans aligned with institutional goals and policies
Strand 1.2: School planning and
implementation
Career Stage 3:
1.2.3 Engage the school community in the development and
implementation of school plans aligned with institutional
goals and policies
Career Stage 4:
1.2.4 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
Career Stage 1
1.3.1 Demonstrate knowledge and understanding of policy
implementation and review to ensure that school operations
are consistent with national and local laws, regulations and
issuances
Career Stage 2
1.3.2 Undertake policy implementation and review in the
school to ensure that operations are consistent with national
and local laws, regulations and issuances
Strand 1.3: Policy implementation and
review
Career Stage 3
1.3.3 Engage stakeholders in improving the impementation
of reviewed policies to ensure consistency of school
operations with national and local laws, regulations and
issuances
1.3.4 Recommend to higher authorities the enhancement of
policies relevant to school operations based on
implementation and review
Strand 1.4: Research and innovation
Career Stage 1:
1.4.1 Identify relevant research findings from reliable
sources in facilitating data-driven and evidence-based
innovations to improve school performance
Career Stage 2:
1.4.2 Utilize relevant research findings from reliable sources
in facilitating data-driven and evidence-based innovations to
improve school performance
Strand 1.4: Research and innovation
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
Career Stage 4:
1.4.4 Promote a culture of research to facilitate data-driven
and evidence-based innovations to improve school
performance and foster contuinuous improvement
Strand 1.5: Program design and
implementation
Career Stage 1:
1.5.1 Display understanding of the implementation of
programs in the school that support the development of
learners
Career Stage 2:
1.5.2 Implement programs in the school that support the
development of learners
Strand 1.5: Program design and
implementation
Career Stage 3:
1.5.3 Design and implement needs-based programs in the
school that support the development of learners.
Career Stage 4:
1.5.4 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
Career Stage 1:
1.6.1 Demonstrate knowledge and understanding of utilizing
learner voice to inform policy development and decision-
making towards school improvement
Career Stage 2:
1.6.2 Utilize learner voice, such as feelings, views and/or
opinions to inform policy development and decision-making
towards school improvement
Strand 1.6: Learner voice
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
Career Stage 4:
1.6.4 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
Career Stage 1:
1.7.1 Display knowledge and understanding of monitoring
and evaluation processes and tools to promote learner
achievement
Career Stage 2:
1.7.2 Utilize available monitoring and evaluation processes
and tools to promote learner achievement
Strand 1.7: Monitoring and evaluation
processes and tools
Career Stage 3:
1.7.3 Design supplemental monitoring and evaluation tools
following standard processes to promote learner
achievement
Career Stage 4:
1.7.4 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
Career Stage 1:
2.1.1 Demonstrate skills in managing school data and
information using technology, including ICT.
Career Stage 2:
2.1.2 Manage school data and information using
technology, including ICT, to ensure efficient and effective
school operations.
Career Stage 3:
2.1.3 Capacitate school personnel in managing school data
and inmation using technology, including ICT, to ensure
efficient and effective school operations.
Career Stage 4:
2.1.4 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
Career Stage 1:
2.2.1 Demonstrate knowledge and understanding of
policies, guidelines and issuances in managing finances
such as allocation, procurement, disbursement and
liquidation aligned with the school plan.
Career Stage 2:
2.2.2 Manage finances adhering to policies, guidelines and
issuances in allocation, procurement, disbursement and
liquidation aligned with the school plan.
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.
Career Stage 4:
2.2.4 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
Career Stage 1:
2.3.1 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.
Career Stage 2:
2.3.2 Manage school facilities and equipment in adherence
to policies, guidelines and issuances on acquisition,
recording, utilization, repair and maintenance, storage and
disposal.
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.
Career Stage 4:
2.3.4 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
Career Stage 1:
2.4.1 Demonstrate knowledge and understanding of laws,
policies, guidelines and issuances on managing school
staff.
Career Stage 2:
2.4.2 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.
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.
Career Stage 4:
2.4.4 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
Career Stage 1:
2.5.1 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.
Career Stage 2:
2.5.2 Manage school safety for disaster preparedness,
mitigation and resiliency to ensure continuous delivery of
instruction.
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.
Career Stage 4:
2.5.4 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
Career Stage 1:
2.6.1 Identify emerging opportunities and challenges in
addressing the needs of learners, school personnel and
other stakeholders.
Career Stage 2:
2.6.2 Manage emerging opportunities and challenges to
encourage equality and equity in addressing the needs of
learners, school personnel and other stakeholders.
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
Career Stage 4:
2.6.4 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
Career Stage 1:
3.1.1 Demonstrate knowledge and understanding of school-
based review, contextualization and implementation of
learning standards.
Career Stage 2:
3.1.2 Assist teachers in the review, contextualization and
implementation of learning standards to make the
curriculum relevant for learners.
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.
Career Stage 4:
3.1.4 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
Career Stage 1:
3.2.1 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.
Career Stage 2:
3.2.2 Provide technical assistance to teachers on teaching
standards and pedagogies within and across learning areas
to improve their teaching practice.
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.
Career Stage 4:
3.2.4 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
Career Stage 1:
3.3.1 Demonstrate understanding of the use of feedback
obtained from learners, parents and other stakeholders to
help teachers improve their performance.
Career Stage 2:
3.3.2 Use validated feedback obtained from learners,
parents and other stakeholders to help teachers improve
their performance.
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.
Career Stage 4:
3.3.4 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
Career Stage 1:
3.4.1 Set achievable and challenging learning outcomes to
support learner achievement and the attainment of other
performance indicators.
Career Stage 2:
3.4.2 Utilize learning outcomes in developing data-based
interventions to maintain learner achievement and attain
other performance indicators.
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.
Career Stage 4:
3.4.4 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
Career Stage 1:
3.5.1 Demonstrate knowledge and understanding of
learning assessment tools, strategies and utilization of
results consistent with curriculum requirements.
Career Stage 2:
3.5.2 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.
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.
Career Stage 4:
3.5.4 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
Career Stage 1:
3.6.1 Demonstrate understanding of managing a learner-
friendly, inclusive and healthy learning environment.
Career Stage 2:
3.6.2 Manage a learner-friendly, inclusive and healthy
learning environment.
Career Stage 3:
3.6.3 Engage the wider school community in maintaining a
learner-friendly, inclusive and healthy learning environment.
Career Stage 4:
3.6.4 Empower the wider school community in promoting
and sustaining a learner-friendly, inclusive and healthy
learning environment.
Strand 3.7
Career awareness and opportunities
Career Stage 1
3.7.1 Demonstrate knowledge and understanding
of the integration of career awareness and opportunities in
the provision of learning experiences aligned with the
curriculum.
Career Stage 2
3.7.2 Ensure integration of career awareness and
opportunities in the provision of learning experiences
aligned with the curriculum.
Career Stage 3
3.7.3 Undertake initiatives in integrating career awareness
and opportunities in the provision of learning experiences
aligned with the curriculum.
Career Stage 4
3.7.4 Institutionalize integration of career awareness and
opportunities into the school curriculum and all other
learning experiences.
Strand 3.8 Learner discipline
Career Stage 1
3.8.1 Demonstrate knowledge and understanding of
existing national and local policies related to learner
discipline.
Career Stage 2
3.8.2 Implement learner discipline policies that are
developed collaboratively with stakeholders including
parents, school personnel and the community.
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.
Career Stage 4
3.8.4 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
Career Stage 1
4.1.1 Conduct self-assessment of personal and
professional development needs using the Philippine
Professional Standards for School Heads
Career Stage 2
4.1.2 Set personal and professional development goals
based on self-assessment aligned with the Philippine
Professional Standards for School Heads
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.
Career Stage 4
4.1.4 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
Career Stage 1
4.2.1 Demonstrate understanding of how professional
reflection and learning can be used in improving practice.
Career Stage 2
4.2.2 Apply professional reflection and learning to improve
one’s practice.
Career Stage 3
4.2.3 Initiate professional reflections and promote learning
opportunities with other school heads to improve practice.
Career Stage 4
4.2.4 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
Career Stage 1
4.3.1 Seek opportunities to improve one’s practice as a
school leader through professional networks.
Career Stage 2
4.3.2 Participate in professional networks to upgrade
knowledge and skills and to enhance practice.
Career Stage 3
4.3.3 Engage actively in professional networks within and
across schools to advance knowledge, skills and practice.
Career Stage 4
4.3.4 Lead in organizing professional networks to provide
colleagues
opportunities to maximize their potential and enhance their
practice.
Strand 4.4 Performance management
Career Stage 1
4.4.1 Demonstrate knowledge and understanding of the
implementation of the performance management system in
improving school personnel and office performance.
Career Stage 2
4.4.2 Implement the performance management system with
a team to support the career advancement of school
personnel, and to improve office performance.
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.
Career Stage 4
4.4.4 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
Career Stage 1
4.5.1 Demonstrate knowledge and understanding of
professional development in enhancing strengths and in
addressing performance gaps among school personnel.
Career Stage 2
4.5.2 Implement professional development initiatives to
enhance strengths and address performance gaps among
school personnel.
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.
Career Stage 4
4.5.4 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
Career Stage 1
4.6.1 Identify strengths, capabilities and potentials of
individuals and teams in performing leadership roles and
responsibilities.
Career Stage 2
4.6.2 Provide opportunities to individuals and teams in
performing leadership roles and responsibilities.
Career Stage 3
4.6.3 Capacitate individuals and teams to effectively
perform leadership roles and responsibilities in fostering
shared governance and accountability.
Career Stage 4
4.6.4 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
Career Stage 1
4.7.1 Display knowledge of laws, policies, guidelines and
issuances on the rights, privileges and benefits of school
personnel to promote their general welfare.
Career Stage 2
4.7.2 Implement laws, policies, guidelines and issuances on
the rights, privileges and benefits of school personnel to
ensure their general welfare.
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.
Career Stage 4
4.7.4 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
Career Stage1
4.8.1 Reward and recognize learners, school personnel and
other stakeholders for exemplary performance and/ or
support.
Career Stage 2
4.8.2 Implement a school rewards system to recognize and
motivate learners, school personnel and other stakeholders
for exemplary performance and/or continued support.
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.
Career Stage 4
4.8.4 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:
BUIILDING CONNECTIONS
Strand 5.1 Management of diverse
relationships
Career Stage 1
5.1.1 Demonstrate skills in dealing with authorities,
colleagues, parents and other stakeholders to encourage
an enabling and supportive environment for learners.
Career Stage 2
5.1.2 Build constructive relationships with authorities,
colleagues, parents and other stakeholders to foster an
enabling and supportive environment for learners.
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.
Career Stage 4
5.1.4 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
Career Stage 1
5.2.1 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.
Career Stage 2
5.2.2 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.
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.
Career Stage 4
5.2.4 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
Career Stage 1
5.3.1 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.
Career Stage 2
5.3.2 Exhibit inclusive practices, such as gender sensitivity,
physical and mental health awareness and culture
responsiveness, to foster awareness, acceptance and
respect.
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.
Career Stage 4
5.3.4 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
Career Stage 1
5.4.1 Demonstrate competent skills in speaking and writing,
as well as in utilizing communication platforms, in
communicating with teachers, learners, parents and other
stakeholders.
Career Stage 2
5.4.2 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.
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.
Career Stage 4
5.4.4 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
Career Stage 1
5.5.1 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.
Career Stage 2
5.5.2 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.
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
Career Stage 4
5.5.4 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.
Thank
You!!!