The Philippine Professional Standards For School Heads (PPSSH)

Bureau of Human Resource and National Educators Academy
Organizational Development of the Philippines
The Philippine
Professional Standards
for School Heads (PPSSH)
SESSION 1
Familiarization with the PPSSH:

General Overview
Background and Rationale

The World Bank Report:

Philippines Economic Update
• Rapid technological advances

are increasingly making human
capital—knowledge, skills, and
good health— essential to a
country’s economic success.
• Human capital is a critical
driver of both economic growth
and inclusion (p.47).
KEY POLICY LEVERS FOR HUMAN CAPITAL
• There are a large number of initiatives in the Philippines

focused on boosting human capital development.
Specific initiatives include the Philippines Plan of Action
for Nutrition, the new Philippines Professional Standards
for Teachers, the new Universal Health Coverage Law,
and ongoing efforts to improve the Pantawid Pamilyang
Pilipino Program. The principal challenge facing
policymakers is the effective implementation of these
initiatives. (p.60)
The need to complement the standards for teachers
DepEd Order No. 42,

s. 2017. National
Adoption and
Implementation of the
Philippine
Professional
Standards for
Teachers
There is a need to review and

enhance (or redevelop) the current
NCBSSH to address career
progression and 21st century
thinking.
“Observes and applies multi-tasking in giving assignments”

National Competency-based Standards for
Research…shows that, in School Heads
addition to slowing you down, multitasking
lowers your IQ. A study at the University of London found that
participants who multitasked during cognitive tasks experienced IQ
score declines that were similar to what they'd expect if they had
smoked marijuana or stayed up all night. IQ drops of 15 points for
multitasking men lowered their scores to the average range of an
8-year-old child.
https://www.forbes.com/sites/travisbradberry/2014/10/08/multitasking-damages-your-brain-and-career-new-studies-suggest/#3b34829856ee
Developing the Standards

“
School leadership plays a key
role in improving school
outcomes by influencing the
motivations and capacities of
teachers, as well as the school
(OECD, 2008, p.2) climate and environment.
”
40
Why professional standards?
Internationally, school leadership quality is articulated in

Professional Standards for School Heads:
The PPSSH draws from the principles of effective leadership

practices both locally and internationally, in order to provide:
• a public statement that sets out what school heads are expected to
know, understand and do to succeed in their work;
• a common language on high-impact school leadership; and
• a picture of quality school head, learning, leadership and
management.
Development design
Quantitative Approach Qualitative Approach
Document
Psychometric Analysis
Studies of
Indicators Work on the FGD/RTD/
Philippine Semi-structured
Professional Interviews
Standards for
Survey of School School Heads
Heads and Consultations
Supervisors with key
stakeholders
The Advisory Board

Co-chairs Jennifer E. Lopez John Arnold S. Siena
OIC-Director III, BHROD Director IV, NEAP
Members
Dr. Arturo B. Bayocot Prof. Juan Miguel Luz

Regional Director, Region 10 Asian Institute of Management
Dir. Wilfredo A. Cabral Ma. Lourdes D. Pantoja

Regional Director, Region 4A Former Director IV, BHROD
Dr. Evelyn C. Cruzada Dr. Gilbert T. Sadsad

Former Assistant Secretary
Office of the Cabinet Secretary; Regional Director, Region 5
Former President, Leyte Normal University
Dr. Diosdado M. San Antonio
Dr. Juliet A. Jeruta OIC-Undersecretary,
Former Regional Director, Region 7 Curriculum and Instruction
Dr. Ma. Gemma M. Ledesma Dr. Ramir B. Uytico

Regional Director, Region 6 Regional Director, Region 8
Advisory Board
• providing fresh perspectives on

various matters
• directing thinking to issues that

may not be on the radar of the
research team
• ensuring that the work is relevant

to DepEd, and the wider school
community
40
Members of the Technical Working Group

Dr. Filmore R. Caballero
Principal, Valenzuela City (NCR)
Dr. Luz E. Osmeña

OIC-ASDS, Bacoor City (Region 4A)
Ms. Marylou V. Argamosa

Principal, Ligao City (Region 5)
Dr. Sarah D. Ganancial

Principal, Guimaras (Region 6)
Dr. Enerio E. Ebisa

Principal, Iligan City (Region 10)
Activities conducted
Advisory Board Meetings TWG Meetings
Writeshops: Nov. 2018 to Feb. 2019
Revision Writeshops:
March to April 2019
Finalization Writeshops:
August to October 2019
Consultations with Stakeholders

October 30-31, 2018
Roundtable Discussions with
30 school heads and 30 supervisors
from across regions
November 20, 2018

FGDs with students, parents, teachers,
school heads and supervisors in Cebu
December 12-14, 2019

Brainstorming with select school heads
and supervisors
January 14-15, 2019

Brainstorming with select school heads
and supervisors
September 17-18, 2019

Review with select school heads and
supervisors, including presidents of
national organizations
Validating the Standards

Philosophical Bases for Validation
• A well-designed psychometric study with significant

input from School Heads is the best way forward in the
development of Professional Standards.
• A targeted Validation study helps ensure the relevance of
the Standards to Principals’ work.
• Professional standards that captures Principals’ voices
and addresses their views and needs can help alleviate
most concerns about Professional Standards.
First validation across regions (February 2019)
February 19, 2019 | Legazpi City, Albay, Region 5 February 18, 2019 | Cagayan de Oro City, Misamis Oriental, Region 10
Second and third validation across regions

(July to August 2019)
Issues addressed in Validation

Relevance to school heads in the Philippines and the requirements of the
education system
‘Difficulty’ to confirm stages and Career Levels
Appropriateness of Indicators for Career Levels
Preparedness and Development priority to identify professional support
needs
Familiarization and Professional acceptance, so as to enhance ownership,
of the Professional Standards
Implementation and resourcing priorities for schools, districts, divisions
and the overall DepEd system
Quality Assurance for quality, school effectiveness and system
accountability
Study 1 Reliability Summary
PPSSH
Item Reliability 0.82
Case Reliability 0.93
Indicators have demonstrated excellent reliability characteristics. (Note:
reliability measures above 0.7 are considered acceptable.)
Considerations for National Implementation
The implementation of Career-based professional

standards for School Leaders is a significant national
reform that requires change from the entire
profession.
A guiding fundamental principle of implementation is

utility, for School Leaders and DepEd.
The implementation of school leadership will not take

place in isolation, but in distinct, well-established
jurisdictional contexts with developing approaches to,
and understandings of, school leadership quality.
A ‘Systems’ Approach
A ‘Systems’ Approach stresses the interactive

nature and interdependence of external and internal
factors in an organization or activity.
In the Philippines, the PPST is the common core that is

capable to be the basis of a system that can link with
numerous elements.
The same will be the case for the PPSSH.

Alignment between PPST, PPSSH, and PPSS

Strengthening the Human Capital
Philippine Professional Supervisor quality: supporting
Standards for Supervisors organizational effectiveness
and implementation and
management of curriculum
Philippine Professional
Standards for
School Heads
School Head quality:

ensuring people and
Philippine
Professional
school effectiveness
Standards for
Teachers
Framework for
Teacher Quality
Illustration from https://www.creativityatwork.com/2014/06/10/busy-innovate/

Quiet time and

Sharing of thoughts
SESSION 2
Familiarization with the PPSSH:

Career Stages, Domains, Strands,
Indicators
SESSION 2.1
Introduction to Career Stages,

Domains, Strands, Indicators
Features of PPSSH
✔ Aligned and mapped with:

• Local documents such as
RA 9155, LFSL
Framework, CESB/CSC
Competency Standards
• International frameworks
covering 70+ jurisdictions
✔ Four (4) Career Stages
✔ Structure of PPSSH
• 5 Domains
• 34 Strands
• 34 Indicators per career
stage
Stage 4
Career Stage 4
(Distinguished Teacher)
Stage 3
(Highly Proficient Teacher)
Career Stage 3
Stage 2
(Proficient Teacher)
Career Stage 2
Stage 1
(Beginning Teacher)
Career Stage 1
The PPSSH, through its career stages, supports the

career progression of school heads.
Career Stage Descriptions: Career Stage 1

Career Stage 1 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 4 in the Philippine
Professional Standards for Teachers or other relevant
equivalent qualifications and experiences.

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 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 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.
CHECKPOINT:
• How does each career stage progress from

Level 1 to Level 4?
• What competencies are expected of School

Heads in each career stage?
Domains, strands and indicators

of PPSSH
Taking care of people while

maximizing organizational performance and health
School Effectiveness People Effectiveness

Domains of PPSSH
[1] Leading Strategically
[2] Managing School Operations and Resources
[3] Focusing on Teaching and Learning
[4] Developing Self and Others
[5] Building Connections

[1] Leading Strategically
1.1 Vision, mission and core values

1.2 Policy review and implementation
1.3 School planning and implementation
1.4 Research and innovations
1.5 Program design and implementation
1.6 Learner voice
1.7 Monitoring and evaluation processes and tools
[2] Managing School Operations and Resources
2.1 School data and information

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
[3] Focusing on Teaching and Learning
3.1 School-based curriculum review, contextualization

and implementation
3.2 Teaching standards and pedagogy
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
[4] Developing Self and Others
4.1 Personal and professional development

4.2 Professional reflection and learning
4.3 Professional networks
4.4 School personnel and office performance management
4.5 Learning and development of school personnel
4.6 Developing leadership in individuals and teams
4.7 General welfare of school personnel
4.8 Rewards and recognition mechanism
[5] Building Connections
5.1 Managing diverse relationships
5.2 Managing school organizations
5.3 Inclusive practice
5.4 Communication
5.5 Community engagement

Time
Each group to focus on one domain
allotment
Discussion. Discuss among your group the assigned
domain, the strands under the domain and the
15 mins.
indicators across career stages. Assign a lead
discussant.
Reflection. For five minutes, reflect on the
discussion and write down the thoughts/ideas that
10 mins.
stick in their minds. For another five minutes,
discuss and summarize your group’s reflections.
Presentation. Present to the plenary in two to three
minutes what you talked about. Limit the 15 mins.
presentation to the domain assigned to you.
SESSION 2.2
Deeper understanding of one

domain (per group) and its strands
and indicators
Time
All groups to study the 4 other remaining domains
allotment
30 mins.
discussant.
20 mins.
stick in their minds. For the next fifteen minutes,
SESSION 2.3
Continuation
Time
All groups to study the 4 other remaining domains
allotment
30 mins.
discussant.
20 mins.
stick in their minds. For the next fifteen minutes,
SESSION 3
Discussion of the types of evidence

that would demonstrate the
indicators
Time
Session 3
allotment
Discussion. Study more closely the indicators under
the Domain previously assigned to you and think 30 mins.
about what constitutes evidence for each indicator.
15 mins.
stick in their minds. For another ten minutes,
SESSION 4
Discussion of practical implications

for implementation of the PPSSH.
Time
Session 4
allotment
Discussion. Discuss possible concerns / issues in the
implementation of the PPSSH. Provide suggestions 30 mins.
to address these concerns.
15 mins.
stick in their minds. For another ten minutes,
Thank you. ☺

The Philippine Professional Standards For School Heads (PPSSH)

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Bureau of Human Resource and National Educators Academy

Organizational Development of the Philippines

Familiarization with the PPSSH:

Background and Rationale

The World Bank Report:

• Rapid technological advances

KEY POLICY LEVERS FOR HUMAN CAPITAL

• There are a large number of initiatives in the Philippines

The need to complement the standards for teachers

DepEd Order No. 42,

There is a need to review and

“Observes and applies multi-tasking in giving assignments”

Developing the Standards

Why professional standards?

Internationally, school leadership quality is articulated in

The PPSSH draws from the principles of effective leadership

The Advisory Board

Dr. Arturo B. Bayocot Prof. Juan Miguel Luz

Dir. Wilfredo A. Cabral Ma. Lourdes D. Pantoja

Dr. Evelyn C. Cruzada Dr. Gilbert T. Sadsad

Dr. Ma. Gemma M. Ledesma Dr. Ramir B. Uytico

• providing fresh perspectives on

• directing thinking to issues that

• ensuring that the work is relevant

Members of the Technical Working Group

Dr. Luz E. Osmeña

Ms. Marylou V. Argamosa

Dr. Sarah D. Ganancial

Dr. Enerio E. Ebisa

Writeshops: Nov. 2018 to Feb. 2019

Consultations with Stakeholders

November 20, 2018

December 12-14, 2019

January 14-15, 2019

September 17-18, 2019

Validating the Standards

Philosophical Bases for Validation

• A well-designed psychometric study with significant

First validation across regions (February 2019)

Second and third validation across regions

Issues addressed in Validation

Study 1 Reliability Summary

Considerations for National Implementation

The implementation of Career-based professional

A guiding fundamental principle of implementation is

The implementation of school leadership will not take

A ‘Systems’ Approach stresses the interactive

In the Philippines, the PPST is the common core that is

The same will be the case for the PPSSH.

Alignment between PPST, PPSSH, and PPSS

School Head quality:

Illustration from https://www.creativityatwork.com/2014/06/10/busy-innovate/

Quiet time and

Familiarization with the PPSSH:

Introduction to Career Stages,

✔ Aligned and mapped with:

✔ Four (4) Career Stages

The PPSSH, through its career stages, supports the

Career Stage Descriptions: Career Stage 1

Career Stage Descriptions: Career Stage 2

Career Stage Descriptions: Career Stage 3

Career Stage Descriptions: Career Stage 4