Professional Documents
Culture Documents
NCBTS
NCBTS
Department of Education
DepEd-EDPITAF
July 2012
The 2010 version of this document was developed and validated in
Regions VI, VII and VIII, Divisions of Negros Occidental,
Bohol/Tagbilaran and Northern Samar throughthe AusAID-funded
project, STRIVE (Strengthening the Implementation of Basic Education
in selected Provinces in the Visayas), in coordination with the EDPITAF
(Educational Development Project Implementing Task Force) and in
consultation with the TEDP-TWG, NEAP and the Bureaus of the
Department of Education.
Attachments ........................................................................................................…...13
Aknowledgement………………………………………………………………………………………………………...44
GLOSSARY OF ACRONYMS
The National Competency-Based Standards for School Heads Training and Development Needs
Assessment (NCBSSH-TDNA) is a mechanism to systematically determine the training and
development needs of school heads (SHs) in order to support improved practice as effective school
leaders. The competencies assessed through the NCBSSH-TDNA are based on the mandate for school
heads indicated in the RA 9155, its Implementing Rules and Regulations (IRR), and on the national
competency standards for school heads contained in the DepEd Order No. 32 series of 2010, “The
National Adoption and Implementation of the National Competency-Based Standards for School
Heads.”
The 2010 version of this Manual for TDNASH (T&D Needs Assessment for School Heads) was
developed and used by Regions VI, VII and VIII through the STRIVE Project. The needs assessment
mechanism was an adaptation of the National Educators Academy of the Philippines (NEAP)
assessment tool for school managers. A list of required competencies based on the mandate for
school heads was earlier developed by the NEAP for its School Leadership Experience Portfolio
(SLEP). The tool contained a rubric of behavioral indicators to assess school leaders on specific
competencies and to classify their level of performance.
The present revision is brought about by the national validation of a set of competency-based
standards that streamlined the list of competencies from the original list used by the 2010 version.
The DepEd Order No.32, s. 2010 defines NCBSSH with a list of competency standards which can be
used as basis for the school heads’ decision making, actions and performances of their functions. In
addition to fundamental direction provided by the set of standards, there areknowledge, skills, and
values that are clarified through the indicators defined per strand on every domain.The NCBSSH shall
be used as basis for the preparation of a comprehensive training and development based on
expected tasks that will be utilized to deliver training programs to ensure efficiency, effectiveness,
and excellence of school heads’ job performance (DepEd Order No.32, s. 2010, par 2 and 3).
Moreover, the Regional Directors through the Training and Development Teams of the NEAP in the
Region (NEAP-R) are urged to manage the distribution and orientation of the adoption of the
NCBSSH of the divisions within their jurisdiction. Monitoring and evaluation shall be conducted by
the Quality Assurance and Monitoring Evaluation and Accreditation (QA-ME-A) Team of the NEAP-R
(DepEd Order No.32, s. 2010, par 4).
Therefore, the NCBSSH-TDNA tool is necessary to determine the school head’s needs for training and
development vis-à-vis the seven domains of competencies for an effective school leader. It is a self-
assessment mechanism done by reflecting on past and current practices as a School Head. There
could be differing possibilities in which the school head seesa need for professional development
through this tool.
Individual results will serve as basis for the development of the School Head’sIndividual Plans for
Professional Development (IPPD). Consolidated results will be utilized by the CO-NEAP, NEAP-R and
Division T&D in designing and delivering competency-based training and development programs that
are responsive to their identified needs.
The NCBSSH Framework that is presented in detail in the Attachment 1defines the different
dimensions of being an effective school head. It clearly states that an effective school head is one
who can implement continuous school improvement, who can produce better learning outcomes
among its pupils/students and who can help change institutional culture among others.
The Figure below shows the schematic presentation of the Integrated Domains with the competency
strands under each domain.
Domain 1
SCHOOL LEADERSHIP
Developing & Communicating
Vision, Mission, Goals, and
Objectives (VMGO)
Data-based Strategic Planning
Problem-Solving
Building High Performance Teams
Domain 7 Coordinating with Others Domain 2
PERSONAL & PROFESSIONAL Leading and Managing Change INSTRUCTIONAL LEADERSHIP
ATTRIBUTESand
INTERPERSONAL Assessment for Learning
EFFECTIVENESS Developing Programs &/or
Professionalism Adapting Existing Programs
Communication ImplementingProgramsfor
Interpersonal Sensitivity CORE PRINCIPLE Instructional Improvement
Fairness, Honesty and Instructional Supervision
Integrity School heads are
competent, committed
and accountable in
providing access to Domain 3
Domain 6 CREATING A STUDENT
quality and relevant
SCHOOL MANAGEMENT AND CENTERED LEARNING
education for all through
OPERATIONS CLIMATE
transformational
Managing SchoolOperations leadership and high Setting high social & academic
Fiscal Management degree of expectations
Use of technology in the professionalism Creating school environments
Management of Operations focused on the needs of the
learner
Domain 4
Domain 5
HR MANAGEMENT AND
PARENT INVOLVEMENT AND
PROFESSIONAL DEVELOPMENT
COMMUNITY PARTNERSHIP
Creating a Professional Learning
Community
Parental Involvement Recruitmentand Hiring
External Community Managing Performance of
Partnership Teachers and Staff
The Regional T&D Team is responsible for the provision of technical assistance to the schools
divisions T&D teams in the planning and implementation of the NCBSSH-TDNA.
Part of the responsibilities of the Regional T&D Team is to monitor and evaluate the NCBSSH-TDNA
processes in the divisions.
The Schools Division Training and Development (T&D) Team is responsible for the management of
the NCBSSH-TDNA process. The T&D Chair and members are designated by the Schools Division
Superintendent (SDS). The T&D Team members include all Division/District Supervisors. The T&D
Team is expected to play a key role in the preparation, administration, data analysis and reporting
the results of the NCBSSH-TDNA to the region.
The general flow of processes related to the NCBSSH-TDNA across the Regional, Division/District and
School levels is seen below.
The NCBSSH-TDNA is basically a self-appraisal tool accomplished by the School Heads themselves.
The School Heads are asked to complete a self -assessment instrument where they identify the
behaviors they have consistently demonstrated in their role as a school head across the seven
domains.
Preliminary Preparations
Prior to the commencement of the administration of the NCBSSH-TDNA, the T&D Chair and Co-
chairs are convened to accomplish the following tasks:
Study the NCBSSH-TDNA Guide and Tools, including the introductory information,
procedures and specifically to review the following:
- Individual Profile Template
- NCBSSH-TDNA Tool
- NCBSSH-TDNA Consolidation Tool (e-version)
- Monitoring and Evaluation Tools
- Framework & List of National Competencies Based Standards
The T&D Team led by the Chair conducts a one-day orientation activity for the TDNA-WG
which includes all the Supervisors, guided by the following steps.
Guide for the Conduct of the Schools Division T&D Team Orientation
1. Conduct an introductory activity that provides an opportunity for participants to greet one
another and feel comfortable working together.
2. Explain the objectives of the orientation:
be familiar with the purpose of the NCBSSH-TDNA
develop a clear understanding of their role in the administration of the NCBSSH-TDNA
practice the processes involved in the administration of the NCBSSH-TDNA to the different
respondents
consolidate results from the NCBSSH-TDNA
gain experience in analyzing the results from the NCBSSH-TDNA
develop a plan for the implementation of the NCBSSH-TDNA process
3. Give an overview of the orientation by focusing on the key understandings to be achieved:
The National Competency-Based Standards for School Heads Training & Development
Needs Assessment is based on the national framework as per DepEd Order No. 32 s. 2010.
The NCBSSH-TDNA uses a self -appraisal process.
Strengths and prioritized training and development needs for individual School Heads and
clusters of School Heads can be identified through reviewing the NCBSSH-TDNA results.
The T&D Team has the responsibility for the administration, consolidation and reporting of
the NCBSSH-TDNA results.
6. Develop a plan for the field administration of the NCBSSH-TDNA. This should consider the
following:
strategy to be followed e.g. supervisors visit schools within their cluster
coordination of the M&E process
management of the results analysis
time frame for conducting the NCBSSH-TDNA
reproduction of the materials for field use
administrative tasks associated with the conduct of NCBSSH- TDNA e.g. writing of memos
The NCBSSH-TDNA is individually done by the school heads once every three years. The Division
T&D team will conduct the orientation and the administration of the NCBSSH-TDNA Tool to the
school heads
The materials required for the administration of the NCBSSH-TDNA to the School Heads found in
Attachment 2 are:
NCBSSH-TDNA Tool
Individual SH Summary Results Template
1. Completion of theNCBSSH-TDNA will determine school heads’ training strengths and needs
in order to support improved professional competencies. The NCBSSH-TDNA results will
help the SH in the development of an Individual Plan for Professional Development (IPPD)
and will also inform the Division in designing a Master Plan for Professional Development
(MPPD) for the benefit of school managers.
2. TheNCBSSH-TDNA is the initial stage of managing one’s professional growth where individual
strengths are affirmed and learning needs are purposely taken care of through a deep sense
of individual accountability for self-professional development. The NCBSSH-TDNA is
accomplished with the spirit of introspection or guided-reflection and that it is not intended
to evaluate performance nor a measure to compare between or among various school
heads.
3. The competencies identified in the NCBSSH-TDNA are based on the mandate for school
heads indicated in the RA 9155 andDepEd Order No. 32, series of 2010. The competencies
are classified into seven domains for school leadership and management:
4. For each domain there are a number of competencies. Each competency also has a series of
indicators which state the type of behaviors expected to be demonstrated by a school head
as they develop their professionalcompetencies as school leaders and managers.
5. School Headsshould consider each indicator and reflect on the things they have done related
to the indicators and which demonstrate what they are actually doing in their workplace.
6. For each competency, there are four possibilities in which they will see their need for
professional development. They have to place a check ()under the appropriate column
thatrepresents their self-reflection. They will need to do this for each indicator.
7. Individual results will serve as basis for the development of their IPPD. Consolidated results
will be utilized by the CO-NEAP, NEAP-R and Division T&D in designing and delivering
competency-based training and development programs that are responsive to their
identified needs.
8. The completion of the NCBSSH-TDNA will take approximately 1-2 hours, however no time
limit is imposed.
It is recommended that each school Head will score his/her own responses on the tool
following the steps below.
1. For each competency there are four possible responseswith corresponding scores within a
scale as shown below:
2. Score each of the responses included in the set of indicators. An example of scoring the tool
is illustrated below:
1 (1)
2 (3)
3 (2)
4 (2)
5 (4)
6 (1)
3. To compute the average score of each Strand, add the scores in each column under self-
assessment and divide it by the number of indicators to get the average assessment score for
each competency. See sample below.
1 (1)
2 (3)
3 (2)
4 (2)
5 (4)
6 (1)
Sum of column scores 2 4 3 4
Total sum of scores per strand 13
Average Score per strand 13÷6 =2.17
3. To compute the average score of each Domain, add the scores in all strands and divide by the
number of strands under each Domain. See sample below.
Domain 1: School Leadership
4. Write the average scores of each Domain and each Strand on the INDIVIDUAL SCHOOL HEAD
NCBSSH-TDNA SUMMARY RESULTS TEMPLATE attached at the end of the Tool.
5. Graph each average score on the Template using a colored pencil or Crayola.
1. The following scale ranges with corresponding qualitative equivalents are used to interpret each
average score per domain or per strand.
2. School Heads should be given a copy of their own profile.Based on the results, School Heads can
recognize their need forprofessional development in various domains and strands of competencies
expected of them to demonstrate as effective school leaders.
3. When the School Heads have accomplished the NCBSSH-TDNA, cluster results should be made
using the template (hard copy and an e-version) provided to facilitate this process (See Attachment
5). There are three parts of the template namely:
4. The following are the steps for manually organizing the cluster results:
Part I.
Part II.
1. Enter the individual Average Scores per strandof each School Head into the NCBSSH-TDNA
Cluster Summary Sheet.
2. Compute the simple average across all the SHs in each strand.
3. Determine the equivalent level of training needusing the scale ranges below. Enter the
acronym in the last column.
Part III.
1. Enter the average score per strand of the seven domains of each School Head.
2. Determine the number of School Heads whose average scores are below 3.50. Reflect
the number on the bottom row. This represents the number of School Heads who need
training in a particular competency strand.
Analyze the Cluster results and develop an interpretation (See Section D below). This should identify
the priority training and development needs of the School Heads within the Cluster.
Public Schools District Supervisors (PSDSs) should provide a copy of the cluster results and priority
training and development needs to the Division T&D Chair.
Consolidated NCBSSH-TDNA results gathered from groups of school heads at the Division/District
level may be analyzed in the same manner. Planners of training and development programs are
informed by the data analysis as to what priority training programs could be prepared to address low
level competencies that are most essential in the job of the school managers.
The NCBSSH-TDNA Consolidation Database allows districts and divisions to upload the electronically
consolidated results from the NCBSSH-TDNA. An individual School Head summary result as well as a
district/division profile can be generated identifying strengths and priority training and development
needs according to NCBSSH domains and competencies. Data can be analyzed and used to inform
the School Head’s development of an Individual Plans for Professional Development (IPPD) and the
Division Master Plan for Professional Development (MPPD).
The Public Schools District Supervisors (PSDSs) are responsible in managing the consolidation of the
results from all schools within their district. Results at this level should be used to inform District-led
training and development activities for School Heads. The District level NCBSSH-TDNA consolidated
electronic results should be submitted to the Division TD Chair.
The T&D Chair and selected T&D members are tasked to monitor and evaluate the administration of
the NCBSSH-TDNA.
Monitoring and Evaluation mechanism and tools have been developed to support the NCBSSH-TDNA
process and consist of the:
The matrix below describes the M&E tools developed for use during the implementation of the
NCBSSH-TDNA process. The tools are found in Attachment 3. The TDNA-WG should be convened
anew to consolidate the results from the monitoring of theNCBSSH-TDNA and develop
recommendations for the improvement of the NCBSSH-TDNA process.
Who will be
When will the
What will be How it will be M&E tool to responsible How will the results be
monitoring
monitored monitored be used for the used
take place
monitoring
School Head’s details All School T&D-M&E TDNA - WG Prior to the Results will be entered into
in relation to their Heads will be Form 1: accomplishment the TDIS database along
current position, their asked to Individual of the NCBSSH- with their corresponding
level of experience complete the Profile TDNA Tool NCBSSH-TDNA results
and qualification profile Template
The implementation Members of NCBSSH- Division During the Results will be collated and
of the NCBSSH- the Division TDNA-M&E TDNA - WG accomplishment analyzed by the TDNA-WG
TDNA process at the TDNA- WG Form 1: and NCBSSH- and used to inform future
school/cluster level will be asked to Division TDNA process NCBSSH-TDNA
observe the Monitoring & and the processes.
conduct of the Evaluation of consolidation of
NCBSSH- the Conduct results
TDNAat the of NCBSSH-
school/cluster TDNA
level and
complete the
tool
The training and The PSDS /ES NCBSSH- TDNA -WG After the Results will be analyzed
development needs will be asked to TDNA-M&E accomplishment and used to inform the
of the School Heads consolidated Form 2: of the NCBSSH- Division on the training and
the School NCBSSH- TDNA by a development needs for
School Leadership
Effective leadership is the core of every successful school. This domain emphasizes that effective school
leaderscollaborately create a vision and establish a climate for teachers, non-teaching personnel and learners to
reach their highest level of achievement. They follow the leadership framework of a transformational
leadership which are owning, co-owning and co-creating They use data-base and analysis of best practices in
education, society and country in order to be responsive and proactive in changing schools to prepare children
for the future in which they will live.
Instructional Leadership
Education reforms has created an urgent need for strong emphasis on the development of instructional
leadership skills. This domain covers those actions in instructional leadership (e.g. assessment for learning,
development and implementation, instructional supervision and technical assistance that school heads take or
delegate to others to promote good teaching and high level learning among pupils/students.
The NCBS-SH Domains are distinctive areas which will guide school heads to be effective. Each domain is based
on the functions expected of school heads, Under each domain are competency strands and the competency
strand is broken down into a number of performance indicators. Performance indicator points to the abilities,
attitudes and underpinning knowledge which lead to competent performance.
The Figure below shows the schematic presentation of the Integrated Domains with the competency strands
under each domain.
Domain 1
SCHOOL LEADERSHIP
Developing & Communicating
Vision, Mission, Goals, and
Objectives (VMGO)
Data-based Strategic Planning
Problem-Solving
Building High Performance Teams Domain 2
Domain 7 Coordinating with Others
PERSONAL & PROFESSIONAL INSTRUCTIONAL LEADERSHIP
Leading and Managing Change
ATTRIBUTES and
INTERPERSONAL Assessment for Learning
EFFECTIVENESS Developing Programs &/or
Professionalism Adapting Existing Programs
Communication ImplementingProgramsfor
Interpersonal Sensitivity CORE PRINCIPLE Instructional Improvement
Fairness, Honesty and Instructional Supervision
Integrity School heads are
competent, committed
and accountable in
providing access to Domain 3
Domain 6 CREATING A STUDENT
quality and relevant
SCHOOL MANAGEMENT AND CENTERED LEARNING
education for all through
OPERATIONS CLIMATE
transformational
Managing SchoolOperations leadership and high Setting high social & academic
Fiscal Management degree of expectations
Use of technology in the professionalism Creating school environments
Management of Operations focused on the needs of the
learner
Domain 4
Domain 5
HR MANAGEMENT AND
PARENT INVOLVEMENT AND
PROFESSIONAL DEVELOPMENT
COMMUNITY PARTNERSHIP
Creating a Professional Learning
Community
Parental Involvement Recruitment and Hiring
External Community Managing Performance of
Partnership teachers and Staff
The following are the principles which guided the framing of the NCBS-SH.
• Function - based. The competencies are based on school head functions as stated in RA 9155, related
laws and DepEd policies.
• Responsive. Competencies are applicable in any range of context: big or small school, city or rural
school, culturally divergent groups.
• Impartial. These are applicable to any school head regardless of position item, gender, age, experience
and other personal circumstances
• Coherent. These are clear and logical.
• Valid. All performance indicators are research-and experience-based.
CORE PRINCIPLE
School heads are competent, committed and accountable in providing access to quality
and relevant education for all through transformational leadership and high degree of
professionalism.
DOMAINS AND
INDICATORS
COMPETENCY STRANDS
DOMAIN 1. SCHOOL LEADERSHIP
1.A. Developing & Involves internal and external stakeholders in the drafting of the school vision,
Communicating mission, goals and objectives for co-ownership
Vision, Mission, Expresses ownership and personal responses to the identified issues
Goals, and Aligns goals and objectives with the school vision and mission
Objectives (VMGO) Communicatesthe school VMGO clearly
Explains the school vision to the general public
Revisits and ensures that school activities are aligned with the school VMGO
1.B. Data-based Establishes BEIS/SIS and baseline data of all performance indicators
Strategic Planning Involves all internal and externalstakeholders in developing SIP/AIP
Utilizes data, e.g. BEIS/SIS, SBM assessment, TSNA, and strategic planning in
the development of SIP/AIP
Aligns the SIP/AIP w/ national, regional and local education thrusts and policies
Communicates effectively SIP/AIP to internal and external stakeholders
1.C. Problem Solving Resolves problems at the school level
Assists teachers and students to understand the problem and identify possible
solutions
Assists concerned parties in choosing solutions through a dialogue
Addresses the causes of the problem rather than the symptoms
Explores several approaches in handling problems
1.D. Building High Involves stakeholders in meetings and deliberations for decision making,
Performance Provides opportunities for growth to develop members to be team players
Teams Defines roles and functions of each committee
Monitors and evaluates accomplishment of different committees/teams
Gives feedback on the team’s performance using performance – based
assessment tool
Establishes a system for rewards and benefits for teachers and staff
1.E. Coordinating with Collaborates with concerned staff and other stakeholders on the planning and
Others implementation of programs and projects
Ensures proper allocation and utilization of resources (time, fiscal, human, IMS,
etc.)
Providesfeedback and updates to stakeholders on the status of progress and
2.C. Implementing Manages the introduction of curriculum initiatives in line w/ DepEd policies
Programs for (e.g. BEC, Madrasah)
Instructional Works with teachers in curriculum review
Improvement Enriches curricular offerings based on local needs
Manages curriculum innovation and enrichment with the use of technology
Organizes teams to champion instructional innovation programs toward
curricular responsiveness
2.D. Instructional Prepares an instructional supervisory plan
Supervision Conducts Instructional Supervision using appropriate strategy
Evaluates lesson plans as well as classroom and learning management
Provides timely, accurate and specific feedback in a collegial manner to
teachers regarding performance
Provides technical assistance / expertise and instructional support to teachers
and
INSTRUCTIONS:
b. Individual results will serve as basis for the development of your IPPD. Consolidated
results will be utilized by the CO-NEAP, NEAP-R and Division T&D in designing and
delivering competency-based training and development programs that are responsive to
your identified needs.
c. For each competency indicator, there are four possibilities in which you will see your need
for professional development. Place a check () under the appropriate column
thatrepresents your self-reflection. Do this for each competency.
START HERE:
Competency Domain/Strand 1 2 3 4
DOMAIN 1. SCHOOL LEADERSHIP
Strand 1.A. Developing & Communicating Vision, Mission, Goals, and Objectives
(VMGO)
1. Demonstrateco-ownership of and personal
responses to identified issues consistent with the
school’s vision and mission
2. Involve internal and external stakeholders in
formulating and achieving school vision,
mission, goals and objectives
3. Align goals and objectives with the school
vision and mission
4. Communicatethe school VMGO clearly
___________________________________________
Signature over printed Name
___________________________________________
Date Accomplished:___________________________
School:
Name of School Head: District/Division:
Domains DOMAIN 1 D1 DOMAIN 2 D2 DOMAIN D3 DOMAIN 4 D4 DOMAIN D5 DOMAIN 6 D6 DOMAIN 7 D7
Tot Tot 3 Tot Tot 5 Tot Tot Tot
Strands 1.A 1.B 1.C 1.D 1.E 1.F 2.A 2..B 2.C 2.D 3.A 3.B 4.A 4.B 4.C 5.A 5.B 6.A 6.B 6.C 7.A 7.B 7.C 7.D
Average
SCORES
Level Score-
Range
Can support
4.00
Training
3.75
3.50
3.25
Need enhance-
ment training
3.00
2.75
2.50
2.25
Strong Need
for Training
2.00
1.75
1.50
1.25
Urgent Need
for Training
1.00
Strands 1.A 1.B 1.C 1.D 1.E 1.F 2.A 2..B 2.C 2.D 3.A 3.B 4.A 4.B 4.C 5.A 5.B 6.A 6.B 6.C 7.A 7.B 7.C 7.D
I PERSONAL DATA
Name:
Please check training focus and management level for all training attended over the last three years.
Resource Materials
Development
Planning
Management
Policy Development
Research
SEAMEO- INNOTECH Foreign Assisted Projects (FAP) Other, please specify -----
I certify that the information I have given to the foregoing questions are true, complete, and correct to the
best
of my knowledge and belief.
Date: Signature:
Please submit completed form to Training and Development Division/Unit. Information will be
incorporated into the T&D Information System Database.
Please consider the administration of the NCBSSH-TDNA in line with the indicators listed below. Please check
(✔) the appropriate column to indicate your level of agreement for each of the statements.
Strongly Strongly
Agree Disagree
Agree Disagree
Administration of the NCBSSH-TDNA
Materials for conducting the NCBSSH-TDNA were organized and
prepared in advance
Respondents were informed of the purpose for conducting the
NCBSSH-TDNA
Clear instructions were provided on the process to be followed
Clarification was provided by the NCBSSH-TDNAAdministrator
when necessary
Answer Sheets were collected and checked to ensure respondent
information is complete and answers have been provided for all
indicators/competencies
Results Analysis
Results have been accurately analysed to identify the TDNA results
of the school heads.
Results have been accurately profiled for individual School Heads
Results have been accurately consolidated and profiled for clusters
of School Heads
Results have been submitted to the School Head, Cluster Lead
School Head and TDNA-WG Chair in a timely manner
General Comments
SH 1
SH 2
SH 3
SH 4
SH 5
SH 6
SH 7
SH 8
SH 9
SH 10
SH 11
SH 12
SH 13
SH 14
SH 15
D 3.A
3
3.B
D 4.A
4
4.B
4.C
D 5.A
5
5.B
D 6.A
6
6.B
6.C
7.A
D
7 7.B
7.C
7.D
SH 1
SH 2
SH 3
SH 4
SH 5
Total
No. of
SH who
need
Training
NCBSSH-TDNAM&E Form 3:
Documentation Tool for Division Implementation of NCBSSH-TDNA
This form is to be used to support Regional monitoring of the NCBSSH-TDNA process at the Division level and
Division monitoring of district and level activities. It is expected that the assessment will be based on
observations, discussions with the implementing team and review of relevant documents.
Division/District _________________________ Date: __________________
Rating Guide:
Numerical Interpretation Description
Rating
4 Very High Extent In a very significant way
3 High Extent In a meaningful way
2 Low Extent In a limited way only
1 Very Low Extent Not in any meaningful way
Use the scale above to evaluate the extent to which the conduct of NCBSSH-TDNA documentation
adhered to the following:
To what extent …….. 1 2 3 4
1. was thorough planning conducted prior to the NCBSSH-TDNA orientation?
2. were participants oriented to the competencies expected of a School Head?
3. was the purpose of the NCBSSH-TDNA explained?
5. was a clear explanation provided on how to accomplish the NCBSSH-TDNAtools
e.g. manual and/or e-version
6. was the scoring system for the NCBSSH-TDNA tool explained; e.g. 4-pt scale
8. were the steps involved in consolidating NCBSSH-TDNAresults for a group of
school heads explained?
9. was an explanation on how to interpret individual and consolidated profiles
provided ?
10. was technical assistance provided when required?
11. were the M&E tools and processes implemented?
12. was evidence of team work and collaboration amongst the NCBSSH-
TDNAImplementers observed?
13. were recommendations for improving the NCBSSH-TDNA administration
processes identified?
Recommendations:
Name:______________________________________
Designation: _________________________________ Date: __________________________
Attachment 4:
Duration of 3 hours
Session
Key The Framework of NCBSSH defines the different dimensions of being an
Understandings effective school head.
To be DepEd Order 32, s. 2010 provides guidelines on adoption and
developed implementation of the NCBSSH.
Accomplishing the NCBSSH-TDNA Tool will identify the training needs of
school heads; hence, adherence to TDNA system standards has to be
observed.
Handouts:
Resources NCBSSH-TDNA Guide and Tool
DepED Order 32, s. 2010
Additional Resources
Activity Sheet
Music e.g. “Knowing Me Knowing You” by ABBA
Activity Activity A
1. Let participants form 4 groups.
20 minutes 2. Let them share their experiences regarding their school performance.
3. Let each group write on meta strips what they are doing in performing their
functions as school heads.
4. Allot 5 minutes for sharing then ask them to post their outputs in a
designated area.
5. Ask each group a reporter to present their outputs.
6. Ask each group to classify their meta strips under the seven domains posted
on the board.
Activity B
7. Distribute the NCBSSH-TDNA 24 competency strands written on meta
strips. Each group will have 6 competency strands.
8. Group members will discuss and agree where the competency strands
belong under each domain.
9. Let them post their meta stripsunder the corresponding column where they
think each competency belongs.
10. Allow participants to check their responses by presenting the correct list of
domains and strands as the one below:
Application
1 hour Administration of the NCBSSH-TDNA Tool -Explain the meaning of
the four options in four columns with mentioning the levels.
After completion, have the school heads score ther own by explaining
the procedure for scoring.
Let them write their scores per starnd and totals for each domain on the
Individual summary Template.
Show how they they are going to graph their scores on the template by
using a colored pencil or Crayola.
Acknowledgements
to
and the following RO and DO personnel for the 2012 version of the
NCBSSH-TDNA Guide and Tool.