Competency-

Based Standards
for School Heads
(NCBS-SH)
RAYMUNDO B. SALISI
ED.DELM STUDENT
DISCUSSANT
Legal Basis:
1. RA 9155
2. BESRA
3. DepEd Order No. 32, s. 2010
Guiding Principles in Framing
NCBS-SH
1. Function - based. The competencies are based on school head functions as
stated in RA 9155, related laws and DepEd policies.
2. Responsive. Competencies are applicable in any range of context: big or
small school, city or rural school, culturally divergent groups.
3. Impartial. These are applicable to any school head regardless of position
item, gender, age, experience and other personal circumstances.
4. Coherent. These are clear and logical.
5. 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.
What is NCBS-SH?
DepEd Order No. 32, s. 2010 defines it…
> as a list of competency standards which can be used as
basis for the school heads’ decision making, actions and
performances of their functions.
> is 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
Competencies are
classified into 7
Domains for School
Leadership and
Management

Domain 7
PERSONAL & PROFESSIONAL
ATTRIBUTES and
INTERPERSONAL
EFFECTIVENESS
 Professionalism
 Communication
 Interpersonal Sensitivity
 Fairness, Honesty and
Integrity
Domain 6
SCHOOL MANAGEMENT AND
OPERATIONS
Managing School Operations
Fiscal Management
Use of technology in the
Management of Operations
Domain 1
SCHOOL LEADERSHIP
Developing & Communicating Vision,
Mission, Goals, and Objectives
(VMGO)
Data-based Strategic Planning
Problem-Solving
Building High Performance Teams
Coordinating with Others
Leading and Managing Change
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
 
Domain 2
INSTRUCTIONAL LEADERSHIP
 Assessment for Learning
 Developing Programs
&/or Adapting Existing
Programs
 Implementing Programs
for Instructional
Improvement
 Instructional Supervision
  Domain 3
  CREATING A STUDENT
CENTERED LEARNING
CLIMATE
Setting high social & academic
expectations
Creating school environments
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 Partnership  Managing Performance of
Teachers and Staff
Domain 1: School
Leadership
Effective leadership is the core of every successful
school. This domain emphasizes that effective school
leaders collaboratively create a vision and establish a
climate for teachers, non-teaching personnel and
learners to reach their highest level of achievement.
> Developing & Communicating Vision, Mission, Goals, and
Objectives (VMGO)
> Data-based Strategic Planning
> Problem-Solving
> Building High Performance Teams
> Coordinating with Others
> Leading and Managing Change
Domain 2: Instructional
Leadership
Education reforms have 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.
>Assessment for Learning
>Developing Programs &/or Adapting Existing Programs
>Implementing Programs for Instructional Improvement
>Instructional Supervision
Domain 3: Creating a Student-Centered
Learning Climate

The domain requires that effective school

leaders set high standards and create high
expectations for learners at the same time
recognizing their achievement.
> Setting high social & academic expectations
> Creating school environments focused on the needs
of the learner
Domain 4: HR Management and
Professional Development

Effective school leaders develop the skills and talents

of those around them. This domain includes the
nurturing and supporting of a learning community
that recruits teachers based on NCBTS and promotes
the continuous growth and development of
personnel based on IPPD and SPPD.
> Creating a Professional Learning Community
> Recruitment and Hiring
> Managing Performance of Teachers and Staff
Domain 5: Parent Involvement and
Community Partnership

Effective school heads engage in shared

decision making with the community in
achieving universal participation, completion
and functional literacy. This domain covers
parent and other stakeholders’ involvement to
raise learners’ performance.
> Parental Involvement
> External Community Partnership
Domain 6: School Management
and Operations

This domain covers the critical role school

heads play in managing the implementation
and monitoring of their schools’
improvement plan/annual implementation
plan.
> Managing School Operations
> Fiscal Management
> Use of technology in the Management of
Operations
Domain 7: Personal and Professional
Attributes and Interpersonal Effectiveness

Effective school leaders are models of

professionalism and ethical and moral leadership.
This domain includes the development of pride in
the nobility of the teaching profession.
 
 
> Professionalism
> Communication
> Interpersonal Sensitivity
> Fairness, Honesty and Integrity
National Competency-Based Standards for
School Heads
Training and Development Needs
Assessment (NCBSSH-TDNA)
NCBSSH-TDNA…
is a tool or mechanism 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 done by reflecting on past
and current practices as a School Head.
Individual results will serve as basis for
the development of the School Head’s
Individual Plans for Professional
Development (IPPD).
“Real leadership is less about
seeking applause and rewards; it is
more about doing best work
you’ve ever done having impact
you’ve never imagined”.
 Thank You
and
Happy Sunday!