National Competency-Based Standards for School

Heads (NCBS- SH)

DepEd Order no. 32, s. 2010 - National Adoption and
Implementation of the National Competency-Based Standards for
School Heads
Many teachers could be thinking and wondering why they are only the
subject of a national competency standards while their immediate
superiors, the school heads are not. But its not actually the case for
like the teachers who are considered as the heart of the school system,
school heads too will be under a national competency standards as
stated in DepEd Order No. 32, s. 2010,
Guiding Principles in the Framing of the NCBS SH

CORE PRINCIPLE
School heads are competent, committed and accountable in providing
access to quality and relevant education for all all through
transformational leadership and high degree of professionalism.

DOMAINS AND COMPETENCY STRANDS

Domain 1. School Leadership
1.A. Developing and Communicating Vision, Mission, Goals,
and Objectives (VMGO)

The following are the principles which guided the framing of the NCBSSH.

Expresses ownership and personal responses to the identified

issues.

Function - based. The competencies are based on school head

functions as stated in RA 9155, related laws and DepEd policies.

Involves internal and external stakeholders in formulating and

achieving school vision, mission, goals and objectives.

Expresses ownership and personal responses to the identified

issues.

Aligns goals and objectives with the school vision and mission to
identified issues.

Gives personal response consistent with the school's vision.

Communicates the school VMGO clearly.

Responsive. Competencies are applicable in any range of

context: big or small school, city or rural school, culturally
divergent groups.
Impartial. These are applicable to any school head regardless of
position item, gender, age, experience and other personal
circumstances.

Coherent. These are clear and logical.

Explains the school vision to the general public.

Valid. All performance indicators are research-and experiencebased.

Revisits and ensures that school activities are aligned with the
school VMGO.

1.B. Data-Based Strategic Planning

Establishes BEIS/SIS and baseline data of all performance

indicators/ involves all internal and external stakeholders in
developing SIP/AlP.

Defines roles and functions of each committee.

Monitors and evaluates accomplishment of different

committees/teams.

Utilizes data, e.g, BEIS/SIS,SBM assessment, TSNA, and' strategic

planning in the development of SIP/AlP.

Gives feedback on the team's performance using performance based assessment tool.

Aligns the SlP/AIP with national, regional and local education

policies and thrusts.

Establishes a system for rewards and benefits for teachers and

staff.

Communicates effectively SIP/AlP to internal and external

stakeholders.

1.E. Coordinating With Others

1.C. Problem Solving

Collaborates with concerned staff on the planning and

implementation of programs and projects.

Ensures proper allocation and utilization of resources (time,

fiscal, human, IMS, etc.)

Resolves problems at the school level.

Assists teachers and students to understand problems and

identify possible solutions.

Provides feedback and updates to stakeholders on the status of

progress and completion of programs and projects.

Analyzes causes of problems critically and objectively.

Mobilizes teachers/staff in sustaining a project.

Addresses the causes of the problem rather than the symptoms.

1.F. Leading and Managing Change

1.D. Building High Performance Teams

Maintains an open, positive and encouraging attitude toward

change.

Assists teachers in identifying strengths and growth areas

through monitoring and observation.

Explores several approaches in handling problems.

Demonstrate a proactive approach to problem solving.

Involves stakeholders in meetings and deliberations for decision

making.

Introduces innovations in the school program to achieve higher

learning outcomes.

Sets high expectations and challenging goals.

Provides opportunities for growth for growth and development of

members as team players.

Monitors and evaluates the implementation of change programs

included in SIP/AlP.

Observes and applies multi-tasking in giving assignments.

Advocates and executes plans for changes including culture'

change in the workplace
Empowers teachers and personnel to identify, initiate and
manage changes.

Domain 2. Instructional Leadership

2.A. Assessment for Learning

2. C. Implementing Programs for Instructional Improvement

Manages the introduction of curriculum initiatives in line with

DepEd policies (e.g. BEC, Madrasah)

Works with teachers in curriculum review.

Enriches curricular offerings based on local needs.

Manages curriculum innovation and enrichment with the use of

technology.
Organizes teams to champion instructional innovation programs
toward curricular responsiveness

Manages the processes and procedures in monitoring student

achievement

Ensures utilization of a range of assessment processes to assess

student performance

2.D. Instructional Supervision

Assesses the effectiveness of curricular/co-curricular programs

and / or instructional strategies.

Prepares and implements an instructional supervisory plan

Conducts Instructional Supervision using appropriate strategy

Utilizes assessment results to improve learning.

Creates & manages a school process to ensure student progress

is conveyed to students and parents/guardians, regularly.

Evaluates lesson plans as well as classroom and learning

management

Provides in a collegial manner timely, accurate and specific

feedback to teachers' regarding their performance.

Provides expert technical assistance and instructional support to

teachers.

2.B.. Developing Programs and or Adopting Existing

Programs

Develops/adapts a research based school program.

Assists in implementing an existing, coherent and responsive

school-wide curriculum

Addresses d~ciencies and sustains successes of current

programs in collaboration with teachers, and learners

Develops a culture of functional literacy.

Domain 3. Creating a Student Centered Learning Climate

3. A. Setting high social and academic expectations

Benchmarks school performance.

Establishes and models high social and academic expectations

for all

Creates an engaging learning environment.

Participates in the management of learner behavior within the

school and other school related activities done outside the
school.

Mentors and coaches employees and facilitates the induction of

new ones

Recognizes potential of staff and provides opportunities for

professional development

Supports learners desire to pursue further learning

Recognizes high performing learners and teachers and

supportive parents and other stakeholders

Ensures that the objectives of the school development plan are

supported with resources for training and development
programs.

Prepares, implements, and monitors school-based INSET for all

teaching staff based on IPPDs

Monitors and evaluates school-based INSETs.

3.B. Creating school environments focused on the needs of

the learner

Creates and sustains a safe, orderly, nurturing and healthy,

environment.
Provides environment that promotes use of technology among
learners and teachers.

Domain 4. HR Management and Professional Development

4.A. Creating a Professional Learning Community

Builds a community of learners among teachers

Assesses and analyzes the needs and interests of teachers and

other school personnel,

Ensures that the School Plan for Professional Development(SPPD)

emerges from the Individual Professional Plan for 'Development
(IPPD) and other identified needs of school personnel included in
the SIP/AIP.
Includes the SPPD in the SIP/AlP.

4.B. Recruitment and Hiring

Utilizes the basic qualification standards and adheres to pertinent

policies in recruiting and hiring teachers/ staff

Creates and trains School Selection and Promotion Committee

and trains its members.

Recommends better ways and means to improve recruitment,

hiring and performance appraisal of teachers.

4.C. Managing Performance of Teachers and Staf

Assigns teachers and other personnel to their area of

Competence.

Assists teachers and staff in setting and resetting performance

goals.

Monitors and evaluates performance of teaching and

nonteaching personnel vis-a-vis targets.

Delegates specific tasks to help manage the performance of

teaching and non-teaching personnel.

Domain 6. SCHOOL MANAGEMENT AND OPERATION

Coaches deputized staff as needed on managing performance.

6.A. Managing School Operations

Creates a functional school-based performance appraisal

committee.

Manages the implementation, monitoring and review of the

SIP/AlP and other action plans.

Assists and monitors the development of IPPD of each teacher.

Establishes and maintains specific programs to meet needs of

identified target groups.

Takes the lead in the design of a school physical plant facilities

improvement plan in consultation with an expert.

Allocates/prioritizes funds for improvement and maintenance of

school physical facilities and equipments.

Oversees school operations and care and use of school facilities

according to set guidelines.

Institutionalizes best practices in managing and monitoring

school operations thereby creating a safe, secure and clean
learning environment.

Assigns/ hires appropriate support personnel to manage school

operations.

Domain 5. Parents Involvement and Community Partnership

5.A. Parental Involvement

Establishes school and family partnerships that promote student

peak performance.

Organizes programs that involve parents and other school

stakeholders to promote learning.

Conducts dialogues, fora, training of teachers, learners and'

parents on the welfare and improves performance of learners.

5.B. External Community Partnership

Promotes the image of the school through school summit, State

of the School Address (SOSA), cultural shows, learners' project
exhibits, fairs, etc.
Conducts dialogues and meetings with multi-stakeholders in
crafting programs and projects.

6.B. Fiscal Management

Prepares a financial management plan.

Develops a-school budget which is consistent with SIP/AIP.

Participates actively in community affairs.

Generates and mobilizes financial resources.

Establishes sustainable linkages / partnership with other sectors,

agencies and NGOs through MOA/ MOU or using Adopt-a-School
Program policies.

Manages school resources in accordance with DepEd policies and

accounting and auditing rules and regulations and other
pertinent guidelines.

Accepts donations, gifts, bequests and grants in accordance with

RA 9155.

Manages a process for the registration, maintenance and

replacement of school assets and dispositions of non-reusable
properties.

Interpersonal Effectiveness
7.A. Professionalism

Manifests genuine enthusiasm and pride in the nobility of the

teaching profession.

Observes and demonstrates desirable personal and professional

(RA 6713 & Code of Ethics RA 7836) behaviors like respect,
honesty, dedication, patriotism and genuine concern for others at
all times.

Maintains harmonious relations with superiors, colleagues,

subordinates, learners, parents and other stakeholders.

Organizes a procurement committee and ensures that the official

procurement process is followed.

Utilizes funds for approved school programs and projects as

reflected in SIP/AlP.

Monitors utilization, recording and reporting of funds

Accounts for school fund.

Prepares financial reports and submits / communicates the same

to higher education authorities and other education partners.

Makes appointments, promotions and transfers on the bases of

merit and needs in the interest of the service.

Maintains good reputation with respect to financial, matters such

as the settlement of his/her debts, loans and other financial
affairs.

Develops programs and projects for continuing personal and

professional development including moral recovery and values
formation among teaching and non-teaching personnel.

6.C. Use of Technology in the Management of Operations

Applies Information Technology (IT) plans for online

communication

Uses IT to facilitate the operationalization of the school

management system (e.g. school information system, student
tracking system, personnel information system)

Uses IT to access Teacher Support Materials (TSM), Learning

support Materials (LSM) and assessment tools in accordance with
the guidelines.
Shares with other school heads the school's experience in the
use of new technology.

DOMAIN 7. Personal and Professional Attributes and

7.B. Communication

Communicates effectively to staff and other stakeholders in both

oral and written forms.

Listens to stakeholders' needs and concerns and responds

appropriately in consideration of the political, social, legal and
cultural context.

7.C. Interpersonal Sensitivity

Interacts appropriately with a variety of audiences.

perform.

Demonstrates ability to empathize with others.

This national competency standards too will ensure the continuing flow
of dedicated and passionate applicants to the school heads position and
not those wishy washy type whos primary and common agenda is to
have higher pay, prestige, and easy work as formerly perceived by
many of a school head position.

7.D. Fairness, Honesty and Integrity

Observes Award System and a system of assistance for teachers

staff to sustain integrity, honesty and fairness in all school
practices.

Demonstrates integrity, honesty and fairness all his/her dealings

and transactions.

Makes individuals accountable for their actions.

With these standards, teachers would no longer envy their school heads
as to the volume of work and responsibility they are expected to

(This material is based on the attachment to a Division Memorandum

No. 141, s. 2010 dated June 1, 2010 of the City Schools Division of
Marikina as stumbled upon by The Learning Captain through google
search. Take note that, the presentation is identical with NCBTS and so
it is expected that the process of rating is the same.)