Republic of the Philippines

Department of Education

DepEd O R D E R
No. , s. 2020

NATIONAL ADOPTION AND IMPLEMENTATION OF THE

PHILIPPINE PROFESSIONAL STANDARDS FOR SCHOOL
HEADS

To: Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of Services, Centers and Heads of Units
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary School Heads
All Others Concerned

1. In line with the commitment of the Department of Education (DepEd) to

support school heads so they can better perform their roles in schools, including
the improvement of teacher quality, and, through this, learner achievement, the
DepEd issues this Order titled National Adoption and Implementation of the
Philippine Professional Standards for School Heads (PPSSH).

2. The DepEd recognizes the importance of professional standards in the

continuing professional development and advancement of school heads based on
the principles of career-long learning. The DepEd upholds that quality student
learning is contingent upon quality teachers, who are supported by quality school
leaders.

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
the National Competency-Based Standards for School Heads (NCBSSH).

4. This policy institutionalizes the PPSSH as a public statement of professional

accountability for school heads to reflect on and assess their own practice as they
aspire for and pursue professional development. This policy is consistent with the
implementation of the Philippine Professional Standards for Teachers adopted
through DepEd Order No. 42, s. 2017, the transformation of the National Educators
Academy of the Philippines pursuant to DO 011, s. 2019, and the implementation of
the Philippine Professional Standards for Supervisors (PPSS).

5. The development and validation work of the PPSSH, led by the Bureau of
Human Resource and Organizational Development (BHROD) and the National
Educators Academy of the Philippines (NEAP), in collaboration with the Philippine
National Research Center for Teacher Quality (RCTQ), has ensured that this set of
standards is K to 12 aligned, internationally comparable, and responsive to the
career aspirations of school heads.

DepEd Complex, Meralco Avenue, Pasig City 1600 8633-7208/8633-7228/8632-1361 8636-4876/8637-6209 www.deped.gov.ph
 6. The PPSSH aims to:

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.

7. School heads or principals in private schools are encouraged to use the

PPSSH.

8. DepEd Order No. 32, s. 2010 is hereby rescinded. All other DepEd Orders and
other related issuances, rules and regulations and provisions, which are
inconsistent with this Order are repealed, rescinded, or modified accordingly.

9. Immediate dissemination of and strict compliance with this Order is directed.

LEONOR MAGTOLIS BRIONES

Secretary

Encl:
As stated

References:

DepEd Order: (Nos. 32, s. 2010; 42, s. 2017 and 011, s. 2019)

To be indicated in the Perpetual Index

under the following subjects:

BASIC EDUCATION
OFFICIALS
POLICY
PROGRAMS
SCHOOLS

SMMA – DO National Adoption and Implementation of PSSH

June 19, 2020

Page 2 of 7
(Enclosure 1 to DepEd Order No. , s. 2020)

NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL

STANDARDS FOR SCHOOL HEADS

I. Rationale

1. School heads, as stewards of schools, play a crucial role in ensuring an enabling

and supportive environment for effective teaching and learning. Through their
quality leadership and management, the Department of Education (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” (DepEd Order No. 42, s. 2017). This is consonant 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” (DO No. 36, s. 2013).

2. Teacher quality is vital in raising learner achievement. However, teachers alone

cannot bring about substantive changes without effective leadership. The
Organisation for Economic Co-operation 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.”

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.

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.

II. Scope of the Policy

5. This DepEd Order directs the adoption and implementation of the PPSSH in the
Department.

6. School heads or principals in private schools are highly encouraged to adopt the
PPSSH.

Page 3 of 7
III. Definition of Terms

7. For the purposes of this policy, the terms below shall be defined and understood
as:

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;
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.

IV. Policy Statement

8. 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:

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.

V. The PPSSH Framework

9. 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;

Page 4 of 7
 d. It focuses on developing high-quality instruction, developing a strong
school culture, and ensuring job-embedded professional development
for school personnel;
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.

10. The PPSSH defines professional standards that constitute a quality school head.
It shall serve as a public statement of professional accountability of school
heads. It sets out what school heads are expected to know, be able to do, and
value as they progress in their profession. It 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.

11. The PPSSH Framework (Figure 1) depicts the synergy between maximizing school
effectiveness and ensuring people effectiveness through a broad sphere of
instructional and administrative practices stipulated in the five domains of the
PPSSH:

a. Leading Strategically,
b. Managing School Operations and Resources,
c. Focusing on Teaching and Learning,
d. Developing Self and Others, and
e. Building Connections.

12. 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.

Figure 1. The PPSSH Framework

Page 5 of 7
VI. Procedure

13. The Bureau of Human Resource and Organizational Development (BHROD) shall
review and ensure that relevant human resource systems, policies, guidelines, and
processes, including the selection, hiring, performance appraisal and promotion
and talent management of school heads are anchored on the professional standards
as defined in the PPSSH.

14. The National Educators Academy of the Philippines (NEAP) shall review and ensure
that the design of all professional development interventions and programs for
school heads, whether developed and implemented by internal or external
stakeholders, are anchored on the professional standards.

15. The BHROD and NEAP shall promote and ensure wide dissemination of the
professional standards in DepEd through the conduct of orientations and
capability-building activities in all governance levels.

16. The Regional Offices through the NEAP in the Regions shall facilitate and organize
the conduct of orientations and capability-building activities on PPSSH in all the
schools divisions within their jurisdictions. In addition, they shall supervise,
monitor and evaluate the Schools Division Offices as they cascade the PPSSH
within their respective jurisdictions.

17. Reporting of the conduct of orientations and capability-building activities on the

PPSSH and other related activities shall be done by the Regional Offices to the Office
of the Secretary through the BHROD and NEAP.

VII. Monitoring and Evaluation

18. The BHROD shall monitor and evaluate the achievement of the professional
standards among the school heads through the adoption and implementation of the
PPSSH in human resource systems, policies, guidelines, and mechanisms.

19. The NEAP shall monitor and evaluate the achievement of professional standards
through the implementation of all professional development interventions and
programs for school heads, whether developed and implemented by internal or
external stakeholders.

20. Ultimately, the BHROD and NEAP shall ensure that the school heads in the
Department embody the professional standards as defined in the PPSSH.

VIII. Effectivity

21. This DepEd Order shall take effect immediately after its publication in the Official
Gazette or in two newspapers of general circulation, and registration with the Office
of the National Administrative Register (ONAR) at the University of the Philippines
(UP) Law Center, UP Diliman, Quezon City.

Page 6 of 7
IX. Transitory Provisions

22. Notwithstanding the issuance of this DepEd Order, existing policies shall govern the
Department’s human resource systems, mechanisms, rules and regulations until
implementing guidelines anchored on the PPSSH are issued.

X. References

Government of the Philippines. 2001. RA 9155. An Act Instituting a Framework

of Governance for Basic Education, Establishing Authority and Accountability,
Renaming the Department of Education, Culture and Sports as the Department
of Education, Culture and Sports as the Department of Education, and for Other
Purposes. Manila.

Government of the Philippines. Department of Education. 2017. Department Order

No. 42, s. 2017. National Adoption and Implementation of the Philippine
Professional Standards for Teachers. Pasig City.

Government of the Philippines. Department of Education. 2013. Department Order

No. 36, s. 2013. Our Department of Education Vision, Mission, and Core Values.
Pasig City.

Government of the Philippines. Department of Education. 2010. Department Order

No. 32, s. 2010. National Adoption and Implementation of the National
Competency-Based Standards for School Heads. Pasig City.

Organisation for Economic Co-operation and Development. 2018. Effective

Teacher Policies: Insights from PISA. OECD Publishing.
http://dx.doi.org/10.1787/9789264301603-en

Page 7 of 7
Philippine
Professional
Standards for
School Heads
 The Philippine Professional Standards for School
Heads was developed through the Philippine
National Research Center for Teacher Quality
(RCTQ), a partnership between the Philippine
Normal University
and the University of New England-
Australia, with support from the Australian
Government.

© 2020. Department of Education

ii
Philippine Professional Standards for School Heads (PPSSH)
 TABLE OF CONTENTS

Introduction 1
Rationale 1
Roles of School Heads 1
Philippine Professional Standards for School Heads 1
School Leadership Quality in the Philippines 2
Guiding Principles 3
Domains and Strands 4
Career Stages 5
Domain 1: Leading Strategically 6
Domain 2: Managing School Operations and Resources 9
Domain 3: Focusing on Teaching and Learning 12
Domain 4: Developing Self and Others 15
Domain 5: Building Connections 18
Glossary of Terms 21
References 24
DepEd Team 25
Acknowledgements 26

iii
© 2020 Department of Education
 INTRODUCTION

RATIONALE Professional Standards for Teachers

(DO 42, s. 2017), as well as ASEAN integration,
School heads, as stewards of schools, globalization, and the changing character of the 21st
play a crucial role in ensuring an enabling century learners have made it imperative for school heads
and supportive environment for effective to improve their professional practices and address
teaching and learning to happen. Through their career progression.
their quality leadership and management, Since “the quality of an education system cannot exceed
the Department of Education (DepEd) can the quality of its teachers” (McKinsey and Company,
develop quality teachers and "holistic 2007, p. 11), there is a need to establish a
learners who are steeped in values, collaborative system in which school heads are
equipped with 21st century skills, and able to responsive to the professional development needs of
propel the country to development and teachers. This entails the development of professional
progress” (DepEd Order No. 42, s. 2017, standards for school heads to ensure that they are
p.3). This is in consonance with the DepEd’s productively contributing to the delivery of quality,
vision of producing “Filipinos who accessible, relevant and
passionately love their country and whose
values and competencies enable them to liberating basic education.
realize their full potential and contribute
meaningfully to building the nation”
(DepEd Order No. 36, s. 2013). ROLES OF SCHOOL HEADS
International research evidence shows School heads, as key leaders in the country’s
unequivocally that teacher quality is vital in education system, are indispensable in achieving the
raising learner achievement. However, government’s aim to provide quality basic education.
teachers alone cannot bring about Republic Act No. 9155, or the Governance of Basic
substantive changes without effective Education Act of 2001, defines a school head as “a
leadership. “The quality of an education person responsible for administrative and instructional
system depends on the quality of its supervision of a school or cluster of schools” (Section
teachers; but the quality of teachers cannot 4).
exceed the quality of the policies that shape
their work environment in school and that School heads have the authority, responsibility and
guide their selection, recruitment and accountability for taking care of people in schools
development” (Organisation for Economic (people effectiveness) while maximizing
Co- operation and Development, 2018, p. organizational performance and
20).

Furthermore, changes brought about by

various national reforms such as the K to 12
Basic Education Program (RA 10533; DepEd
Order No. 21, s. 2019) and the Philippine
health (school effectiveness) by setting DepEd, in its effort to achieve Professional Standards for Teachers, there
the direction of schools, managing quality leadership and is a need for DepEd to complement these
their systems and processes, management, implements reforms by ensuring that the current set of
promoting quality teaching and various initiatives, including the standards for school heads is K to 12
learning, nurturing themselves and implementation of DepEd Order aligned and internationally comparable,
others, and engaging stakeholders in No. 32, series of 2010 – otherwise leading to the development of the
initiatives towards the improvement of known as the National Adoption Philippine Professional Standards for School
school communities. and Implementation of the Heads.
National Competency-Based
Standards for School Heads The Philippine Professional Standards for
(NCBSSH). School Heads, which is aligned with local and
PROFESSIONAL international frameworks, complements the
STANDARDS FOR With the implementation of reform initiatives on teacher and school
SCHOOL HEADS the K to 12 Basic Education leader qualities as it address- es career
Program and the Philippine stages for professional development.

© 2020 Department of Education 1

It articulates what constitutes school heads to be effec- tive in the 21st century. Quality school heads in the
leadership quality through well-defined Philippines need to:
domains, strands, and indicators that
provide measures of professional learning, • Set the direction of the school. They set the
competent practice, and effective leader- ship direction, goals and objectives of the school and
and management. ensure that these are understood and embraced
by all stakeholders. They identify and comprehend
This set of standards makes explicit what relevant sources of informa- tion such as existing
school heads should know, be able to do laws, policies, research, feedback and contexts,
and value to achieve improved learning and also establish their connections and
outcomes and teacher quality. It is founded alignment. They mani- fest complete
on guiding principles of learn- er- understanding of the school’s current and desired
centeredness, lifelong learning, and states and execute vari- ous collaborative
inclusivity, among others. The professional strategies with stakeholders to respond
standards, there- fore, becomes a public appropriately to the dynamic and rapidly evolving
statement of professional accountability needs of the school. They are committed to a
that can help school heads reflect on and strategic course of action con- sistent with
assess their own practices as they aspire for institutional goals towards maxi- mizing
personal and professional development. organizational performance.

• Manage the systems and processes in the

school. They understand and implement laws,
SCHOOL LEADERSHIP policies, guidelines, and issuances that relate to the
QUALITY IN THE management of human, financial and material
resources. They establish a culture of transparency
PHILIPPINES
and accountability in the contin- uous delivery of
The Philippine Professional Standards for basic education services. They are committed in
School Heads defines school leadership ensuring efficiency, effective- ness, and fairness in
quality in the Phil- ippines. The Standards discharging functions to- wards maximizing
describes the expectations of school heads’ organizational health.
increasing levels of knowledge, practice
• Promote quality teaching and learning. They
and professional engagement. At the same
are equipped with knowledge, skills, and attitudes in
time, the Standards allows for school heads’ providing technical assistance on instruction that
grow- ing understanding, applied with relates to curriculum, practice,
increasing sophis- tication across a broader
and more complex range of leadership and
management situations.

The following describes the breadth of

five do- mains that are required of school
 and performance. They also they support their improvement of school communities.
create a learn- er-centered personnel’s professional They are responsible and accountable
environment that ensures access to development and welfare. for inculcating a deeper un-
inclusive, excellent, relevant, and They also provide others derstanding of the vision, mission and
liberating education. They are the means for development core values and directions of the school
committed in providing such as opportunities to to relevant entities. They possess skills
instructional leadership towards learn, reflect, lead, and in relating with, dealing with, and in
improving competence among progress in their forging relationships with people. They
teachers and outcomes among profession. They are build relationships with individ- uals
learners. committed in ensuring and organizations anchored on mutual
people and team trust, honesty, openness, respect, and
• Nurture themselves and others. effectiveness. com- mitment towards sharing the
They reflect on their personal and same vision for the attainment of
professional develop- ment to • Engage stakeholders. institutional goals. They are committed
enhance their competencies in They engage stake- holders in advocating that education is
lead- ing and developing people as in initiatives towards the everyone’s responsibility.

2 Philippine Professional Standards for School Heads (PPSSH)

GUIDING PRINCIPLES and other stakeholders in order
to address them effectively.
1. PPSSH is learner-centered.
4. PPSSH focuses on developing high-quality
This principle states that the learner is instruction, developing a strong school
the heart of educational supervision. culture, and ensuring job-embedded
School heads are expected to “foster professional development for school
safe, caring and supportive school personnel.
learning communities and promote
This principle revolves around the idea that
rigorous curricula, instructional and
school heads are responsible in developing
assessment systems” (National Policy
people (such as teachers and the community) and
Board for Educational Administration,
in improving school practices by addressing the
2015, p. 4).
professional and personal needs of teachers and
2. PPSSH emphasizes on building enhancing the school’s learning environment.
and strengthening a network of
5. PPSSH reflects values and concepts
stakeholders for school and
important in promoting school success.
people effectiveness.
This principle highlights the importance of
This principle requires school heads to
promoting the stated values and concepts at the
“build and strengthen a network of
school level in order to foster a high level of
organizational supports—the
commitment among stakeholders.
professional capacity of teachers and
staff, the professional community in 6. PPSSH regards supervision as a crucial
which they learn and work, family and organizational behavior in school
community engagement, and management.
effective, efficient management and
operations of the school” (National This principle highlights the relevance of
Policy Board for Educational supervision in setting directions in the school to
Administration, 2015, p. 4). achieve its goals and objectives for the benefit of
the learners.
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 the public has a right 8. PPSSH is anchored on the
to access information. principles of inclusivity.
7. PPSSH highlights the School heads acknowledge
and assume responsibility The principles of inclusivity recognize
importance of accountability the unique and specific needs of
and transparency of school and have the obligation to
report, explain, and be individuals and groups in learning and
heads. work environments. They affirm and
answerable for their actions,
products, decisions and accommodate diversity arising from, but
This principle states that the
policies (RA 9155, Chapter not limited to, religious, cultural,
decisions and actions of school
1, Section 5). linguistic, and gender differences.
heads are open to public scrutiny

© 2020 Department of Education 3

 DOMAINS AND STRANDS

The five (5) domains collectively

comprise 34 strands that refer to specific
dimensions of school leadership practices.

DOMAIN 1: Leading 4.7 General welfare of human

DOMAIN 2: Managing School Operations and
Strategically resources
Resources
4.8 Rewards and recognition
1.1 Vision, mission and core values
mechanism 2.1 Records management
1.2 School planning and
implementation 2.2 Financial management
1.3 Policy implementation and review 2.3 School facilities and equipment
1.4 Research and innovation 2.4 Management of staff
1.5 Program design and 2.5 School safety for disaster preparedness,
implementation mitigation and resiliency
1.6 Learner voice 2.6 Emerging opportunities and challenges
1.7 Monitoring and
evaluation processes DOMAIN 5: Building Connections
and tools
5.1 Management of diverse relationships
5.2 Management of school organizations
DOMAIN 4: Developing Self and
Others 5.3 Inclusive practice
5.4 Communication
4.1 Personal and professional
development 5.5 Community engagement
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
 DOMAIN 3: Focusing on Teaching learning standards 3.5 Learning assessment
and Learning 3.2 Teaching standards and pedagogies 3.6 Learning environment
3.1 School-based review, 3.3 Teacher performance feedback 3.7 Career awareness and opportunities
contextualization and 3.4 Learner achievement 3.8 Learner discipline
implementation of and other performance indicators

4 Philippine Professional Standards for School Heads (PPSSH)

 CAREER STAGES

Career Stage 4

Career Stage 3 Career Stage 4 School Heads

consistently exhibit mastery in
their application of the authority,
Career Stage 2 Career Stage 3 School responsibility, and accountability
Heads consistently display expected of them as described in
an in-depth knowledge and the Philippine Professional
Career Stage 1 Career Stage 2 School Heads apply understanding of the Standards for School Heads.
the required knowledge and authority, responsibility, and
understanding of the authority, accountability expected of They model the highest
Career Stage 1 School Heads responsibility, and them as standards of practice in
(aspiring school heads) have accountability expected of them described in the Philippine performing their functions as
acquired the prerequisite as described in the Philippine Professional Standards for School instructional leaders and
qualifications Professional Standards for School Heads. administrative managers.
for the school head position. Heads.
They exhibit advanced skills in They empower the wider
They demonstrate basic They are professionally performing their functions as school community in the
knowledge and understanding of independent in performing their instructional leaders and implementation of school
the authority, responsibility, and functions as instructional leaders administrative managers. policies, programs, projects,
accountability expected of school and administrative managers. and activities towards
heads as described in the They establish shared governance school community
Philippine Professional Standards They maintain school with the wider school transformation.
for School Heads. effectiveness and people community in the efficient and
effectiveness by leading effective implementation of They commit to inspire all
They have also acquired the strategically, managing school school policies, programs, school personnel and fellow
minimum qualifications to operations and resources, focusing and other initiatives towards the school leaders to continuously
perform their functions as on teaching attainment of institutional goals. pursue excellence and create
instructional leaders and learning, developing lifelong impact in
and administrative managers. themselves and others, and They continuously reflect on and the school and community.
building connections. take steps to address their
They are equipped with developmental needs and those
exceptional teaching and/or They reflect on their practices of other school personnel and
leadership skills described by for improvement and seek to learners.
Career Stage 3 and/ or Career involve all school personnel in
Stage 4 in the Philippine professional learning and career
Professional Standards for advancement.
Teachers or other relevant
equivalent qualifications and
experiences.
© 2020 Department of Education 5
 DOMAIN 1
Leading Strategically

D
OMAIN 1, Leading Strategically, 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. This Domain
encompasses the school heads’ commitment to
a strategic course of action consistent with
institutional
goals towards maximizing organizational performance.

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.

6
 DOMAIN 1: LEADING STRATEGICALLY

Strands Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4

Strand 1.1 1.1.1 Demonstrate 1.1.2 Communicate the 1.1.3 Collaborate with 1.1.4 Serve as a role model in
Vision, knowledge of the DepEd vision, mission school personnel in the school and the
mission and DepEd vision, mission and core values to the communicating the wider school
core values and core values to wider school DepEd vision, mission community in
foster shared community to and core values to the embodying the DepEd
understanding ensure shared wider school vision, mission and
and alignment of school understanding and community to core values to sustain
policies, programs, alignment of school strengthen shared shared understanding
projects and activities. policies, programs, understanding and alignment of school
projects and activities. and alignment of school policies, programs,
policies, programs, projects and activities.
projects and activities.
Strand 1.2 1.2.1 Demonstrate 1.2.2 Develop and 1.2.3 Engage the school 1.2.4 Share with fellow school
School knowledge and implement with the community in the heads best practice
planning understanding of the planning team development and in the
and phases of school plans aligned implementation of development and
implementation development and with institutional school plans aligned implementation of
implementation of goals and policies. with institutional school plans aligned
school plans aligned goals and policies. with institutional
with institutional goals and policies.
goals and policies.
Strand 1.3 1.3.1 Demonstrate 1.3.2 Undertake policy 1.3.3 Engage 1.3.4 Recommend to
Policy knowledge and implementation and stakeholders in higher authorities the
implementation understanding of policy review in the school to improving the enhancement of policies
and review implementation and ensure that operations implementation relevant to school
review to ensure that are consistent with of operations based on
school operations are national and local reviewed policies to implementation and
consistent with laws, regulations and ensure consistency of review.
national and local issuances. school operations with
laws, regulations and national and local laws,
issuances. regulations and
issuances.
7
© 2020 Department of Education
 Strands Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
Strand 1.4 1.4.1 Identify relevant 1.4.2 Utilize relevant 1.4.3 Collaborate with 1.4.4 Promote a
Research research findings research findings school personnel in culture of
and innovation from reliable from reliable the conduct of research to
sources in sources in research and facilitate data-
facilitating data- facilitating data- utilization of driven and
driven and driven and findings in evidence-based
evidence-based evidence-based facilitating data- innovations to
innovations to innovations to driven and improve school
improve school improve school evidence-based performance and
performance. performance. innovations to foster continuous
improve school improvement.
performance.
Strand 1.5 1.5.1 Display 1.5.2 Implement 1.5.3 Design and 1.5.4 Lead and empower
Program design understanding of programs in the implement needs- school personnel in
and implementation the school that support based programs in designing and
implementation of the development the school that implementing needs-
programs in the of learners. support the based programs in
school that support development the school that
the of learners. support the
development of learners. development of
learners.
Strand 1.6 1.6.1 Demonstrate 1.6.2 Utilize learner voice, 1.6.3 Design and apply 1.6.4 Systematize
Learner voice knowledge and such as feelings, effective strategies in processes in utilizing
understanding views and/ or utilizing learner voice, learner voice, such
of utilizing opinions to inform such as feelings, as feelings, views
learner voice to policy development views and/ and/or opinions to
inform policy and decision-making or opinions to inform policy
development towards school inform policy development and
and improvement. development and decision-making
decision-making decision-making towards school
towards school towards school improvement.
improvement. improvement.
Strand 1.7 1.7.1 Display 1.7.2 Utilize available 1.7.3 Design supplemental 1.7.4 Lead in the
8 Monitoring and evaluation knowledge and monitoring and monitoring and institutionalization
processes and tools understanding of evaluation processes evaluation tools of effective
monitoring and and tools following standard monitoring and
 evaluation processes to promote learner processes to promote evaluation processes
and tools achievement. learner achievement. and tools to promote
to promote learner learner
achievement. achievement.

Philippine Professional Standards for School Heads (PPSSH)

 DOMAIN 2
Managing School
Operations and Resources

D
OMAIN 2, Managing School Operations
and Resources, centers on the role of school
heads in managing systems and processes in
schools. This Domain highlights the school
heads’ commitment in ensuring efficiency,
effectiveness, and fairness in discharging
functions towards maximizing organizational
health.

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.

9
 DOMAIN 2: MANAGING SCHOOL OPERATIONS AND RESOURCES

Strands Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4

Strand 2.1 2.1.1 Demonstrate skills in 2.1.2 Manage school 2.1.3 Capacitate school 2.1.4 Exhibit best practice
Records managing school data and personnel in managing in managing school
management data and information information using school data and data and information
using technology, technology, including information using using technology,
including ICT. ICT, to ensure efficient technology, including including ICT, to
and effective school ICT, to ensure efficient ensure efficient and
operations. and effective school effective school operations.
operations.
Strand 2.2 2.2.1 Demonstrate 2.2.2 Manage finances 2.2.3 Exhibit efficient and 2.2.4 Create and
Financial knowledge and adhering to policies, effective practices in implement a
management understanding of guidelines and the management of checking
policies, guidelines issuances in finances consistently mechanism to
and issuances in allocation, adhering to policies, sustain efficient and
managing finances procurement, guidelines and effective management
such as allocation, disbursement and issuances in of finances while
procurement, liquidation aligned with allocation, adhering consistently
disbursement and the school plan. procurement, to policies, guidelines
liquidation aligned disbursement and and issuances in
with the school plan. liquidation aligned with allocation, procurement,
the school plan. disbursement and
liquidation aligned with the
school plan.
Strand 2.3 2.3.1 Demonstrate 2.3.2 Manage school 2.3.3 Establish shared 2.3.4 Systematize
School knowledge and facilities and accountability in processes in
facilities and understanding of equipment in managing school managing school
equipment policies, guidelines and adherence to facilities and facilities and
issuances on acquisition, policies, guidelines equipment in adherence equipment in
recording, utilization, and issuances on to policies, guidelines adherence to policies,
repair and acquisition, recording, and issuances on guidelines and
maintenance, storage, utilization, repair and acquisition, recording, issuances on
and disposal in maintenance, storage utilization, repair and acquisition, recording,
10 managing school and disposal. maintenance, storage utilization, repair
facilities and and disposal. and
equipment. maintenance, storage
 and disposal.

Philippine Professional Standards for School Heads (PPSSH)

 Strands Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
Strand 2.4 2.4.1 Demonstrate 2.4.2 Manage staffing such 2.4.3 Engage school 2.4.4 Empower school
Management of staff knowledge and as teaching load personnel in personnel in
understanding of laws, distribution and maintaining sustaining effective
policies, guidelines grade level and effective management
and issuances on subject area management of of staff in
managing school assignment in staff adherence to laws,
staff. adherence to laws, in adherence to laws, policies, guidelines
policies, guidelines policies, guidelines and and issuances based
and issuances based issuances based on the on the needs of the
on the needs of the needs of the school. school.
school.
Strand 2.5 2.5.1 Demonstrate 2.5.2 Manage school safety 2.5.3 Work with the wider 2.5.4 Institutionalize the
School safety knowledge and for disaster school community in effective
for disaster understanding of preparedness, managing school management of
preparedness, laws, policies, mitigation and safety for disaster school safety for
mitigation and guidelines and resiliency to ensure preparedness, disaster
resiliency issuances on continuous delivery of mitigation and preparedness,
managing school instruction. resiliency to maintain mitigation and
safety for disaster continuous delivery resiliency to sustain
preparedness, of instruction. continuous delivery
mitigation and of instruction.
resiliency in ensuring
continuous delivery
of instruction.
Strand 2.6 2.6.1 Identify emerging 2.6.2 Manage emerging 2.6.3 Capacitate school 2.6.4 Empower school
Emerging opportunities and opportunities and personnel in personnel in
opportunities challenges in challenges to managing emerging managing emerging
and challenges addressing the needs encourage equality opportunities and opportunities and
of learners, school and equity in challenges to promote challenges to ensure
personnel and other addressing the needs equality and equity equality and equity
stakeholders. of learners, school in addressing the in addressing the
personnel and other needs of learners, needs of learners,
11
stakeholders. school personnel and school personnel and
other stakeholders. other stakeholders.
© 2020 Department of Education
 DOMAIN 3
Focusing on
Teaching and
Learning

D
OMAIN 3, Focusing on Teaching and
Learning, concentrates on the work of school
heads in promoting quality teaching and
learning. This Domain emphasizes the school
heads’ commitment in providing instructional
leadership towards improving competence
among teachers and outcomes among
learners.

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.
 DOMAIN 3: FOCUSING ON TEACHING AND LEARNING

Strands Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4

Strand 3.1 3.1.1 Demonstrate 3.1.2 Assist teachers in the 3.1.3 Work with teams 3.1.4 Share exemplary
School-based review, knowledge and review, in the conduct of practice in the review,
contextualization understanding of contextualization and review, contextualization and
and school-based review, implementation of contextualization implementation of
implementation contextualization and learning standards to and learning standards to
of learning implementation of make the curriculum implementation of effectively assist
standards learning standards. relevant for learners. learning standards to teachers in making
assist teachers in the curriculum
making the relevant for learners.
curriculum relevant
for learners.
Strand 3.2 3.2.1 Demonstrate knowledge 3.2.2 Provide technical 3.2.3 Engage school personnel 3.2.4 Exhibit best practice in
Teaching and understanding of assistance to teachers such as master teachers, providing technical
standards and teaching standards and on teaching standards head teachers and assistance to teachers for
pedagogies pedagogies within and and pedagogies within department heads in them to develop
across learning areas to and across learning providing technical exemplary practices
provide technical areas to improve their assistance to teachers on consistent with teaching
assistance to teachers teaching practice. teaching standards and standards and
to improve their teaching pedagogies within and pedagogies within and
practice. across learning areas to across learning areas.
improve their teaching
practice.
Strand 3.3 3.3.1 Demonstrate 3.3.2 Use validated 3.3.3 Collaborate with school 3.3.4 Exhibit exemplary skills
Teacher understanding of the feedback obtained personnel in effectively in effectively using
performance use of feedback from learners, using validated feedback validated feedback
feedback obtained from parents and other obtained from learners, obtained from
learners, parents and stakeholders to parents and other learners, parents and
other stakeholders to help teachers stakeholders to help other stakeholders to
help teachers improve improve their teachers improve their help teachers improve
their performance. performance. performance. their performance.
Strand 3.4 3.4.1 Set achievable and 3.4.2 Utilize learning 3.4.3 Engage the wider 3.4.4 Mentor fellow school
Learner achievement challenging learning outcomes in school community in heads in sustaining
and other outcomes to support developing data- developing data-based learner
performance learner achievement based interventions interventions to sustain achievement and in 13
indicators and the attainment of to maintain learner learner achievement and attaining other
other performance achievement and attain other performance performance indicators
indicators. attain other indicators. to promote
performance accountability within
indicators. and beyond school
contexts.

© 2020 Department of Education

 Strands Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
Strand 3.5 3.5.1 Demonstrate knowledge 3.5.2 Provide technical 3.5.3 Work with personnel 3.5.4 Lead initiatives on the
Learning and understanding of assistance to teachers in involved in evaluating innovative use of
assessment learning assessment using learning teachers’ use of learning assessment
tools, strategies and assessment tools, learning assessment tools, strategies and
utilization of results strategies and results tools, strategies and results consistent with
consistent with consistent with results consistent with curriculum
curriculum curriculum curriculum requirements
requirements. requirements requirements to ensure
to ensure accountability in to ensure accountability in
achieving higher learning accountability in achieving higher
outcomes. achieving higher learning outcomes.
learning outcomes.
Strand 3.6 3.6.1 Demonstrate 3.6.2 Manage a learner- 3.6.3 Engage the wider 3.6.4 Empower the wider
Learning understanding of friendly, inclusive and school community in school community in
environment managing a learner- healthy learning maintaining a learner- promoting and
friendly, inclusive environment. friendly, inclusive and sustaining a learner-
and healthy learning healthy learning friendly, inclusive and
environment. environment. healthy learning
environment.
Strand 3.7 3.7.1 Demonstrate 3.7.2 Ensure integration of 3.7.3 Undertake 3.7.4 Institutionalize
Career knowledge and career awareness and initiatives in integration of career
awareness and understanding opportunities in the integrating career awareness and
opportunities of the integration of provision of learning awareness and opportunities into the
career awareness and experiences aligned with opportunities in school curriculum and
opportunities in the the curriculum. the provision of all other learning
provision of learning learning experiences.
experiences aligned with experiences aligned with
the the curriculum.
curriculum.
Strand 3.8 3.8.1 Demonstrate knowledge 3.8.2 Implement learner 3.8.3 Ensure that learner 3.8.4 Lead concerted
Learner and understanding of discipline policies that discipline policies efforts among
discipline existing national and are developed developed with stakeholders to
local policies related to collaboratively with stakeholders are develop and
14 learner discipline. stakeholders including integrated into various implement effective
parents, school school processes and learner discipline
personnel and the are applied consistently policies to support
 community. at all times, by all school student growth and
personnel at all levels. whole school
improvements.

Philippine Professional Standards for School Heads (PPSSH)

 DOMAIN 4
Developing Self
and Others

D
OMAIN 4, Developing Self and Others,
recognizes the role of school heads in nurturing
themselves and others. This Domain centers on
the school heads’ commitment in ensuring
people and team effectiveness.

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.

15
 DOMAIN 4: DEVELOPING SELF AND OTHERS

Strands Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4

Strand 4.1 4.1.1 Conduct self- 4.1.2 Set personal and 4.1.3 Reflect on the 4.1.4 Serve as a learning
Personal and assessment of personal professional attainment of personal resource to fellow
professional and professional development goals and professional school heads in
development development needs based on self- development goals upgrading personal
using the Philippine assessment aligned with and objectives based and professional
Professional Standards the Philippine on the Philippine competencies aligned
for School Heads. Professional Standards Professional Standards with the Philippine
for School Heads. for School Heads. Professional Standards
for School Heads.
Strand 4.2 4.2.1 Demonstrate 4.2.2 Apply professional 4.2.3 Initiate professional 4.2.4 Model exemplary
Professional understanding of how reflection and learning to reflections and promote leadership practices
reflection professional reflection improve one’s practice. learning opportunities within and beyond
and and learning can be with other school heads school contexts in
learning used in improving to improve practice. critically evaluating
practice. practice and setting
clearly defined targets
for professional
development.
Strand 4.3 4.3.1 Seek opportunities to 4.3.2 Participate in 4.3.3 Engage actively in 4.3.4 Lead in
Professional improve one’s practice professional networks to professional networks organizing
networks as a school leader upgrade knowledge and within and professional
through professional skills and to enhance across schools to networks to
networks. practice. advance knowledge, skills provide colleagues
and practice. opportunities to
maximize their potential
and enhance their
practice.
Strand 4.4 4.4.1 Demonstrate 4.4.2 Implement the 4.4.3 Monitor and evaluate 4.4.4 Exhibit exemplary
Performance knowledge and performance management with school personnel practice in the efficient
management understanding of the system with a team to the implementation and effective
implementation of support the career of the performance implementation of
the performance advancement of school management system the performance
16 management system in personnel, and to to ensure career management system
improving school improve office advancement for to ensure career
personnel and office performance. individual school advancement for
 performance. personnel and to individual school
improve office personnel, and to
performance. sustain improved
office performance.

Philippine Professional Standards for School Heads (PPSSH)

 Strands Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
Strand 4.5 4.5.1 Demonstrate 4.5.2 Implement professional 4.5.3 Monitor and 4.5.4 Model exemplary
Professional knowledge and development initiatives to evaluate the practice in the
development of understanding of enhance strengths and implementation of implementation of
school personnel professional address performance professional professional
development in gaps among school development development
enhancing strengths personnel. initiatives in initiatives to
and in addressing enhancing strengths enhance strengths
performance gaps and in addressing and address
among school performance gaps performance gaps
personnel. among among school
school personnel. personnel.
Strand 4.6 4.6.1 Identify strengths, 4.6.2 Provide opportunities to 4.6.3 Capacitate 4.6.4 Empower individuals
Leadershi capabilities and individuals and teams in individuals and and teams to
p potentials of individuals performing leadership teams to effectively consistently and
developme and teams in performing roles and perform leadership roles effectively perform
nt in leadership roles and responsibilities. and responsibilities in leadership roles and
individuals responsibilities. fostering shared responsibilities in
and teams governance and achieving school goals
accountability. in shared governance
and accountability.
Strand 4.7 4.7.1 Display knowledge of 4.7.2 Implement laws, 4.7.3 Integrate laws, policies, 4.7.4 Advocate the general
General laws, policies, policies, guidelines and guidelines and welfare of school
welfare of guidelines and issuances on the rights, issuances on the rights, personnel by gaining
human issuances on the rights, privileges and benefits of privileges and benefits of support from the wider
resources privileges and benefits school personnel to school personnel school community
of school personnel to ensure their general in school programs, in strengthening the
promote their general welfare. projects implementation of
welfare. and activities to ensure relevant local and
their general welfare. national policies.
Strand 4.8 4.8.1 Reward and recognize 4.8.2 Implement a school 4.8.3 Work with school 4.8.4 Institutionalize the
Rewards learners, school rewards system to personnel to implementation of
and recognition personnel and other recognize and motivate encourage the school rewards
mechanism stakeholders for learners, school stakeholders to system with
exemplary performance personnel and other support the support from the
and/ or support. stakeholders for implementation of the wider school
exemplary performance school rewards community in
and/or continued system in recognizing recognizing and
support. and motivating motivating learners,
learners, school school personnel and
personnel and other other stakeholders for
stakeholders sustained exemplary
to sustain performance and/or
exemplary continued support.
performance
and/or continued
support.

© 2020 Department of Education

17
 DOMAIN 5
Building Connections

D
OMAIN 5, Building Connections,
underscores the school heads’ competence in
engaging stakeholders in initiatives towards
the improvement of school communities. This
Domain points to the school heads’
commitment in advocating that education is
everyone’s responsibility.

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.

18
 DOMAIN 5: BUIILDING CONNECTIONS

Strands Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4

Strand 5.1 5.1.1 Demonstrate skills in 5.1.2 Build constructive 5.1.3 Support school 5.1.4 Exhibit exemplary
Management of dealing with relationships with personnel in skills in strengthening
diverse authorities, colleagues, authorities, colleagues, strengthening relationships with
relationships parents and other parents and other relationships with authorities, colleagues,
stakeholders to stakeholders to foster an authorities, parents and other
encourage an enabling enabling and supportive colleagues, parents stakeholders to sustain
and supportive environment for learners. and other an enabling and
environment for stakeholders to supportive environment
learners. maintain an enabling for learners.
and supportive
environment for
learners.
Strand 5.2 5.2.1 Demonstrate 5.2.2 Manage school 5.2.3 Evaluate the 5.2.4 Exhibit exemplary
Management of knowledge and organizations, such as accomplishment of practice in managing
school understanding of learner organizations, school organizations, school organizations,
organizations policies and faculty clubs and parent- such as learner such as learner
guidelines on teacher associations, organizations, faculty organizations, faculty
managing school by applying relevant clubs and parent- clubs and parent-
organizations, such policies and guidelines to teacher associations, teacher associations,
as learner support the attainment to determine their to support the
organizations, faculty of institutional goals. impact attainment of
clubs and parent- on the attainment of institutional goals.
teacher associations, institutional goals.
in support of the
attainment of
institutional goals.
Strand 5.3 5.3.1 Demonstrate 5.3.2 Exhibit inclusive 5.3.3 Engage the wider 5.3.4 Create a culture
Inclusive knowledge and practices, such as school community in of inclusivity in the
practice understanding of gender sensitivity, promoting inclusive school and the
inclusive practices, physical and mental practices, such as community
such as gender health awareness and gender sensitivity, through practices,
sensitivity, physical culture physical and such as gender
and mental health responsiveness, to mental health sensitivity,
19
awareness and foster awareness, awareness and physical and mental
culture acceptance and culture health awareness, and
responsiveness, to respect. responsiveness, to culture responsiveness,
foster awareness, strengthen to promote and
acceptance and awareness, strengthen awareness,
respect. acceptance and acceptance
respect. and respect.

© 2020 Department of Education

 Strands Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
Strand 5.4 5.4.1 Demonstrate 5.4.2 Communicate 5.4.3 Mentor school 5.4.4 Exhibit exemplary
Communication competent skills in effectively in speaking personnel in skills in
speaking and writing, and in writing to communicating communicating
as well as in utilizing teachers, learners, effectively in speaking effectively in speaking
communication parents and other and in writing, as well and in writing to
platforms, in stakeholders, through as in the positive use teachers, learners,
communicating with positive use of of communication parents and other
teachers, learners, communication platforms, to stakeholders to
parents and other platforms, to facilitate facilitate information facilitate information
stakeholders. information sharing, sharing, collaboration sharing, collaboration
collaboration and and support. and support, and to
support. ensure positive use of
communication
platforms within and
beyond the school.
Strand 5.5 5.5.1 Involve the 5.5.2 Initiate partnerships 5.5.3 Empower the 5.5.4 Lead the community,
Community community, such as with the community, community, such as including parents, alumni,
engagement parents, alumni, such as parents, parents, alumni, authorities, industries
authorities, alumni, authorities, authorities, industries and and other
industries and other industries and other other stakeholders, to stakeholders, in
stakeholders, in stakeholders, to participate in addressing creating
school programs, strengthen support for concerns on learner collaborative
projects and learner development, development, as well as actions in solving
activities to gain as well as school and school and community complex issues on
support for learner community improvement. learner development, as
development, as well improvement. well as school and
as school and community
community improvement.
improvement.

20
Philippine Professional Standards for School Heads (PPSSH)
 GLOSSARY OF TERMS

Career advancement Refers to the movement in the proficiency levels of teachers and school leaders within and across their
career stages, including their promotion to the next higher positions.

Career awareness As used in this document, this refers to enabling mechanisms for encouraging aspirations, developing
and opportunities potentials among learners, and guiding them toward any possible career paths in the future.

Culture of research As used in this document, this refers to institutionalizing the behavior and practice of using empirical data
and logical findings in making everyday decisions and actions in the school.

Disaster mitigation Refers to lessening the adverse impacts of hazardous events through hazard-resistant construction
and engineering, as well as improved environmental policies and public awareness (DepEd Order No.
44, s. 2018).
Disaster preparedness Refers to the capacities developed by institutions and individuals to effectively anticipate, respond to, and
recover from the impacts of likely, imminent, or current hazard events or conditions. This includes
establishing early warning systems, contingency planning, stockpiling of equipment and supplies, creating
coordination and communication mechanisms, evacuation protocols, other training and field exercises (DO
44, s. 2018).
Disaster resiliency Refers to the ability of a system, community or society exposed to hazards to resist, absorb, adapt and
recover from the effects of a hazard in a timely and efficient manner, including through the preservation and
restoration of its essential basic structures and functions (RA 10121).

Domain As used in this document, this refers to a broad conceptual sphere of school leadership practices defined by
specific strands.

Emerging opportunities As used in this document, these refer to development of favorable and/or unfavorable conditions
and challenges that would require a person in authority to make decisions to moderate their effects.

Inclusive practice Refers to an environment where all learners shall have access to and participate in all aspects of life in
school, in learning centers and other places of learning (DepEd Order 21, s. 2019).

21

© 2020 Department of Education

 Indicator As used in this document, this refers to concrete, observable and measurable school head
behaviors/practices covered in every strand.

Institutional goals As used in this document, these refer to the DepEd vision, mission and core values, and the school goals and
objectives.
Institutional policies As used in this document, these refer to DepEd policies, as well as local, national laws, regulations and
issuances.
Organizational health Refers to the capacity of the organization to integrate and sustain relationships between adherence to
purpose, efficiency of
processes, and commitment of people towards improved organizational performance.
Pedagogy Refers to the relationships and “interactions between teachers, students and the learning environment and
the learning tasks.” (Murphy, 2009. p 35).

Performance Refers to “a mechanism that ensures that the employee achieves the objectives set by the organization, and
management system the organization, on the other hand, achieves the objectives that it has set itself in its strategic plan" (CSC
MC No. 6, s. 2012).
Policy implementation Refers to the process of following the mechanisms, procedures, roles, and responsibilities and undertaking
activities, progress monitoring, and evaluation to carry out a policy (DepEd Order 13, s. 2015).

Policy review Refers to the evaluation of a policy to ascertain its impact with regards to the issue it sought to address (DepEd
Order No. 13, s. 2015).

Professional As used in this document, this refers to Part IV of the Individual Performance Commitment and Review
development plan Form/Office
Performance Commitment and Review Form in the Results-Based Performance Management System.
Professional network Refers to a connected community of educators. The community may exist online e.g., LinkedIn. This is a
vibrant, ever- changing group of connections within which teachers share and learn. These groups reflect their
values, passions, and areas of expertise.

22
Philippine Professional Standards for School Heads (PPSSH)
Research As used in this document, this refers to a process of systematic and reflective inquiry such as, but not limited
to, action
research, projects and activities found in the School Improvement Plan, Continuous Improvement Projects,
and Impact Studies to improve educational practices and school performance, and resolve problems.
Rewards system As used in this document, this refers to a mechanism to recognize performance and accomplishment of school
personnel, etc.
School Refer to all the physical properties of a school, consisting of the grounds, buildings, and the various
facilities and facilities within the school grounds and inside the school buildings (Department of Education, 2010b).
equipment
School operations Refer to all activities led by the school head in running or managing the school.

School organizations As used in this document, these refer to clubs and associations led and organized by students, school
personnel, parents, and/or other stakeholders.

School performance As used in this document, this refers to the Key Performance Indicators on access, quality, and governance.

School programs, As used in this document, these refer to initiatives designed and/or implemented by the school head
projects, and activities for the benefit of various stakeholders such as learners, school personnel, parents, and the community.

Strand As used in this document, this refers to a specific dimension of school head practice under a domain.

Teaching standards As used in this document, these refer to measures of professional learning, competent practice, and effective
management among teachers.

Technical assistance As used in this document, this refers to coaching, guiding and empowering school personnel with focus on all
the aspects of education management, highlighting the provision of access, quality and relevance as well as the
provision and improvement of management services.

Wider school community As used in this document, this refers to both internal and external stakeholders.

23
© 2020 Department of Education
 REFERENCES

Government of the Philippines. 2013. RA 10533 An Act Enhancing the

Government of the Philippines, Department of Education. 2013.
Philippine Basic Education System by Strengthening Its Curriculum and
Department Order No. 36, s. 2013 Our Department of Education Vision,
Increasing the Number of Years for Basic Education, Appropriating
Mission, and Core Values. Pasig City.
Funds Therefor and for Other Purposes. Manila.
Government of the Philippines, Department of Education. 2010a.
Government of the Philippines. 2010. RA 10121 An Act
Department Order No. 32, s. 2010 National Adoption and Implementation
Strengthening the Philippine Disaster Risk Reduction and
of the National Competency- Based Standards for School Heads. Pasig
Management System, Providing for the National Disaster Risk
City.
Reduction and Management Framework and Institutionalizing the
National Disaster Risk Reduction and Management Plan, Government of the Philippines, Department of Education. 2010b. DepEd
Appropriating Funds Therefor and for Other Purposes. Manila. Educational Facilities Manual: Revised Edition of the 2007 Handbook on
Educational Facilities – Integrating Disaster Risk Reduction in School
Government of the Philippines. 2001. RA 9155 An Act Instituting a
Construction. Pasig City.
Framework of Governance for Basic Education, Establishing Authority
and Accountability, McKinsey & Company. 2007. How The World’s Best-Performing
Renaming the Department of Education, Culture and Sports as the School Systems Come on the Top. London: McKinsey and Co.
Department of Education, and for Other Purposes. Manila.
Murphy, P. 2008. Defining Pedagogy. In K. Hall, P. Murphy & J. Soler
Government of the Philippines, Civil Service Commission. 2011. (Eds.), Pedagogy and Practice: Culture and Identities (pp. 28-39).
Memorandum Circular No. 6, s. 2012 Guidelines in the Establishment London: SAGE Publications.
and Implementation of Agency Strategic Performance Management
System (SPMS). Quezon City. National Policy Board for Educational Administration. 2015. Professional
Standards for Educational Leaders 2015. Reston, VA.
Government of the Philippines, Department of Education. 2019. http://npbea.org/wp-content/ uploads/2017/06/Professional-Standards-
Department Order 21, s. 2019 Policy Guidelines on the K to 12 Basic for-Educational-Leaders_2015.pdf
Education Program. Pasig City.
Organisation for Economic Co-operation and Development. 2018.
Government of the Philippines, Department of Education. 2018. Effective Teacher Policies: Insights from PISA. OECD Publishing.
Department Order 44, s. 2018 Formation of the Department of http://dx.doi. org/10.1787/9789264301603-en
Education Disaster Risk Reduction and Management Team in the
Central Office. Pasig City.

Government of the Philippines, Department of Education. 2017.

Department Order No. 42, s. 2017 National Adoption and
Implementation of the Philippine Professional Standards for Teachers.
Pasig City.

Government of the Philippines, Department of Education. 2015.

Department Order No. 13, s. 2015 Establishment of a Policy
Development Process at the Department of Education. Pasig City.
24 Philippine Professional Standards for School Heads (PPSSH)
 DEPED TEAM

Leonor Magtolis Briones Capulong

BUREAU OF HUMAN NATIONAL EDUCATORS
Secretary RESOURCE AND ACADEMY OF THE
ORGANIZATIONAL PHILIPPINES
Nepomuceno A. Malaluan DEVELOPMENT
Undersecretary and Chief of Staff John Arnold S. Siena
Jennifer E. Lopez Director IV, NEAP
Jesus L. R. Mateo Education Program
Supervisor OIC-Director III Professional Development
Undersecretary, Planning, Human
Resource and Organizational Human Resource Development Division Quality Assurance
Development, Division
and Field Operations Division PLANNING SERVICE
Cecille A. Anyayahan
Revsee A. Escobedo Project Development Officer IV Roger B. Masapol
Undersecretary, Field Operations, Director IV
Earl Ryan A. Losito
and Human Resource and
Ma. Fatima Luzviminda B.
Organizational Angeles Michael Joseph P. Mariel C. Bayangos
Development (Employee Welfare Cabauatan Erika Marie E. Chief, Policy Research Division
Division and Personnel Division) Daza
Project Development Officers III Cristina A. Cay
Diosdado M. San Project Development Officer II
Antonio Carlos B. Llamas III
Undersecretary, Principal I BUREAU OF CURRICULUM
Detailed at BHROD-HRDD DEVELOPMENT
Curriculum and
Instruction
Angelo D. Uy Curriculum Standards Development
Assistant Principal II
Annalyn M. Sevilla Detailed at BHROD- Division BUREAU OF EDUCATION
Undersecretary, Finance HRDD
ASSESSMENT
Alain Del B. Pascua School Effectiveness Division
Undersecretary, Administration Education Research Division
Dexter E. Pante
Project Development Officer V BUREAU OF LEARNING
Josephine G. Maribojoc
Undersecretary, Legal Affairs Rowena L. Dela Cruz
DELIVERY BUREAU OF
Project Development Officer IV
Tonisito M. C. Umali
Undersecretary, Legislative Affairs Meryll Julia A. Tabin LEARNING RESOURCES
Raymond Jayson V.
Aquino Project REGIONAL DIRECTORS
Development Officer III Tolentino G. Aquino
Arturo B. Bayocot
Isabelita M. Borres
Francis Cesar B.
Bringas Wilfredo E.
Cabral Nicolas T.
Estela L. Cariño May B. Uytico Dinah C. Bonao Shirley Mervie Y.
Eclar S. Bulosan Flordelisa Seblos Susan
Alberto T. Escobarte Allan Human Resource R. Dalin Florinda B. D. Severino
G. Farnazo Evelyn R. Development Dimansana Lorna F. Felicino C.
Fetalvero Malcolm S. Divisions Ma. Mapinogos Carmel F. Trongco Jisela
Garma Juliet A. Jeruta Corazon Adille- Meris Sancha M. N. Ulpina
Salustiano T. Jimenez Aler Marietta R. Nacion Josefino C. Liberato T. Umangay,
Gemma M. Ledesma Rasol Anhaw Raymund Pogoy, Jr. Josemilo P. Jr. Arnel A. Usman
Y. Mitmug, Jr. Benjamin D. S. Antolo William Ruiz Harvie D.
Paragas Gilbert T. Sadsad G. Bacani Helen D. Sabino Villamor Victor
Beatriz G. Torno Ramir B. Jerry B. Sario, Jr. V. Yntig

© 2020 Department of Education 25

 ACKNOWLEDGEMENTS

THE PROJECT TEAM RCTQ ACADEMIC STAFF TECHNICAL Irene U. Dayandante,

WORKING GROUP PhD Florence I. Edim
Research Center Jennie V. Jocson, PhD Eladio H.
for Teacher Quality Deputy Director Marylou V. Argamosa Escolano Renato
Principal I, Ligao City N. Felipe, Jr.
Gina O. Gonong, Philip Jay N. Alcoberes, Reynante R.
PhD PhD Allan S. Reyes, PhD Filmore R. Caballero, Malano Lorna R.
Director and Project Senior Program Managers PhD Medrano Marco
Leader CID Chief, Valenzuela D. Meduranda
Arvin D. Yana City Vilma B.
Mikkey Mari M. Senior Manager for Montemayor
Tuazon Noel T. Communications and Enerio E. Ebisa, PhD Marife T. Morcilla,
Franco, Jr. Advocacy Principal IV, Iligan City PhD Gemma A.
Caleb Ricardo D. Realo
Pantoja SUPPORT STAFF Sarah D. Ganancial, Maria Cristina A. Robles
Project Officers PhD Marilyn B. Siao, PhD
Sarah Joy T. Principal II, Guimaras
Jerry C. Alimboyong Westley Arnulfo H. Empleo
Romanillos G. Baga Donnadette Luz E. Osmeña, EdD President, National Association of
Maher T. Usman SG. Belza Vivian I. ASDS, Bacoor City Public Secondary School Heads
Joel P. Mendoza Buhain, EdD Pamela
Lyndon DC. Rose Cariazo Lizette LAYOUT & DESIGN Romeo L. Fernandez
Morales Ann L. Carpio President, Philippine
Research Officers Beverly E. Estocapio Aris L. Solis Elementary School Principals
Ruby Ann G. Association
SiMERR National Gantalao Pamela L. REVIEWERS
Research Center Lamparas Rex L. Razo
Ma. Izella D. Regional President,
Eugenio S.
John Pegg, PhD Lampos Aira National Association of
Adrao Leah B.
Director Mae R. Lozada Public Secondary School
Apao, EdD
Emille Christianne B. Heads - Region 10
Anita Atienza
Joy Hardy, PhD Magbanua Anna Leah N.
Deputy Director Francesa Manguerra Bautista
Michael Wilson I. Rosero Rowena B.
Ken Vine, PhD Lawrence Victor D. Vitug Cambel Jerome
Principal Research A. Chavez
Adviser Thelma T. Co
Ronel V. Corro
26 Philippine Professional Standards for School Heads (PPSSH)
ADVISORY BOARD Special thanks to SCHOOLS DIVISION
SUPERINTENDENTS
CO-CHAIRS OF PPSSH TWG MEMBERS
AUSTRALIAN EMBASSY
Jennifer E. Lopez Tolentino G. Aquino
OIC-Director III, BHROD Francesca Lawe-Davies Valenzuela
First Secretary, Development
John Arnold S. Siena Emmalinda E. Duhaylungsod, PhD
Director IV, NEAP Ester Roxas Iligan City
Ave Mejia
MEMBERS Program Nimfa R. Lago, PhD
Officers Iligan City
Arturo B. Bayocot, EdD Ma. Lourdes D. Pantoja
Regional Director, Region Nelson S. Morales, Jr.
Former Director IV, BHROD
10 PHILIPPINE NORMAL Ligao City
Gilbert T. Sadsad, EdD UNIVERSITY
Wilfredo E. Cabral Ma. Luz de los Reyes, PhD
Regional Director, Region 5
Regional Director, Region Maria Antoinette Guimaras
4A C. Montealegre, DA
Diosdado M. San
Antonio, PhD OIC-Office of the President Maria Luisa P. Samaniego
Evelyn C. Cruzada, DA Ligao City
Undersecretary, Curriculum
Former Assistant Rosemarievic V. Diaz,
and Instruction
Secretary, Office of the PhD Vice President for Benjamin D. Samson, PhD
Cabinet Secretary Research, Planning and Valenzuela
Ramir B. Uytico, EdD
Regional Director, Region 8 Quality Assurance
Juliet A. Jeruta, PhD Meliton P. Zurbano, PhD
Former Regional Director, Valenzuela
Region 7
All principals/school heads,
Ma. Gemma M. supervisors, and other educators
Ledesma who took part in the
Regional Director, Region development and validation
6 work

Juan Miguel M. Luz

Asian Institute of
Management
© 2020 Department of Education 27
 In collaboration with

Philippine National
Research Center for Teacher Quality