PPSSH

DEPED ORDER NO. 24, S.
2020
September 7, 2020
NATIONAL ADOPTION AND IMPLEMENTATION OF THE

PHILIPPINE PROFESSIONAL STANDARDS FOR
SCHOOL HEADS (PPSSH)
PPSSH
- allows School Leaders to take care of their people while
maximizing organizational health. This is through achieving
school and people effectiveness for the benefit of the
learners.
- School Heads can attain school effectiveness by leading
strategically and by managing school operations and
resources. On the other hand, School heads can ensure
people effectiveness by focusing on teaching and learning,
by developing self and others, and by building connections.
PPSSH
- defines professional standards that constitute a quality
school head.
- serves as a public statement of professional accountability
of school heads.
- is a public statement that sets out what School Heads are
expected to know, be able to do and value as they
progress in their profession
-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.
- is a description of quality leadership and management in
the school.
AIMS OF PPSSH:
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.
PPSSH DOMAINS
A. SCHOOL EFFECTIVENESS
Domain 1: Leading Strategically
Domain 2: Managing School Operations and Resources
B. PEOPLE EFFECTIVENESS
Domain 3: Focusing on Teaching and Learning
Domain 4: Developing Self and Others
Domain 5: Building Connections
PPSSH DOMAINS
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.
Comparison between NCBSSH and PPSSH
NCBSSH PPSSH
1. School Leadership
1. Leading Strategically
2. Instructional Leadership
2. Managing School Operations and Resources

3. Creating a Student-centered Learning Climate
4. HR Management & Professional Development 3. Focusing on Teaching and Learning
5. Parental Involvement & Community Partnership

4. Developing Self and Others
6. School Management and Operations
5. Building Connections
7. Personal and Prof Attributes & Interpersonal Effectiveness
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;
d. It focuses on developing high-quality instruction,
developing a strong school culture, and ensuring job-
embedded professional development for school
personnel;
The PPSSH Framework adheres to the
following principles:
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.
Rationale
1. School Heads as stewards of schools, play a crucial role
in ensuring an enabling and supportive environment for
effective teaching and learning to happen. Through their
quality leadership and management, 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” (DO No. 42,s.
2017).
Rationale
This is in consonance 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”
(DepEd Order No. 36, s. 2013).
Rationale
2.Teacher quality is vital in raising learner achievement.
However, teachers alone cannot bring about substantive
changes without effective leadership. The Organisation for
Economic Cooperation 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.”
Rationale
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.
Rationale
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.
Definition of Terms:
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;
Definition of Terms:
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.
Policy Statement:
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:
Policy Statement:
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.
Roles of School Heads
School heads, as key leaders in the country’s education
system, are indispensable in achieving the government’s
aim to provide quality basic education. Republic Act No.
9155, or the Governance of Basic Education Act of 2001,
defines a school head as “a person responsible for
administrative and instructional supervision of a school or
cluster of schools” (Section 4).
Roles of School Heads
School heads have the authority, responsibility and
accountability for taking care of people in schools (people
effectiveness) while maximizing organizational performance
and health (school effectiveness) by setting the direction of
schools, managing their systems and processes, promoting
quality teaching and learning, nurturing themselves and
others, and engaging stakeholders in initiatives towards the
improvement of school communities.
Professional Standards for School
Heads
DepEd, in its effort to achieve quality leadership and
management, implements various initiatives, including the
implementation of DepEd Order No. 32, series of 2010 –
otherwise known as the National Adoption and
Implementation of the National Competency-Based
Standards for School Heads (NCBSSH).
Heads
With the implementation of the K to 12 Basic Education
Program and the Philippine Professional Standards for
Teachers, there is a need for DepEd to complement these
reforms by ensuring that the current set of standards for
school heads is K to 12 aligned and internationally
comparable, leading to the development of the Philippine
Professional Standards for School Heads.
Heads
The Philippine Professional Standards for School Heads,
which is aligned with local and international frameworks,
complements the reform initiatives on teacher and school
leader qualities as it addresses career stages for
professional development.
It articulates what constitutes school leadership quality
through well-defined domains, strands, and indicators that
provide measures of professional learning, competent
practice, and effective leadership and management.
Heads
This set of standards makes explicit what school heads
should know, be able to do and value to achieve improved
learning outcomes and teacher quality. It is founded on
guiding principles of learner-centeredness, lifelong learning,
and inclusivity, among others. The professional standards,
therefore, becomes a public statement of professional
accountability that can help school heads reflect on and
assess their own practices as they aspire for personal and
professional development.
School Leadership Quality in the
Philippines
The Philippine Professional Standards for School
Heads defines school leadership quality in the Philippines.
The Standards describes the expectations of school heads’
increasing levels of knowledge, practice and professional
engagement. At the same time, the Standards allows for
school heads’ growing understanding, applied with
increasing sophistication across a broader and more
complex range of leadership and management situations.
Heads
The following describes the breadth of five domains that are
required of school heads to be effective in the 21st century.
Quality school heads in the Philippines need to:
• Set the direction of the school.

- They set the direction, goals and objectives of the school
and ensure that these are understood and embraced by all
stakeholders.
Heads
- They identify and comprehend relevant sources of
information such as existing laws, policies, research,
feedback and contexts, and also establish their connections
and alignment. They manifest complete understanding of
the school’s current and desired states and execute various
collaborative strategies with stakeholders to respond
appropriately to the dynamic and rapidly evolving needs of
the school. They are committed to a strategic course of
action consistent with institutional goals towards maximizing
organizational performance.
Heads
• Manage the systems and processes in the school.
-They understand and implement laws, policies, guidelines,
and issuances that relate to the management of human,
financial and material resources. They establish a culture of
transparency and accountability in the continuous delivery
of basic education services. They are committed in ensuring
efficiency, effectiveness, and fairness in discharging
functions towards maximizing organizational health.
Heads
• Promote quality teaching and learning.
- They are equipped with knowledge, skills, and attitudes in
providing technical assistance on instruction that relates to
curriculum, practice, and performance. They also create a
learner-centered environment that ensures access to
inclusive, excellent, relevant, and liberating education. They
are committed in providing instructional leadership towards
improving competence among teachers and outcomes
among learners.
Heads
• Nurture themselves and others.
- They reflect on their personal and professional
development to enhance their competencies in leading and
developing people as they support their personnel’s
professional development and welfare. They also provide
others the means for development such as opportunities to
learn, reflect, lead, and progress in their profession. They
are committed in ensuring people and team effectiveness.
Heads
• Engage stakeholders.
- They engage stakeholders in initiatives towards the
improvement of school communities. They are 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 in forging relationships with people.
Heads
-They 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. They are committed in
advocating that education is everyone’s responsibility.
PPSSH Guiding Principles
1. PPSSH is learner-centered.
-This principle states that the learner is the heart of
educational supervision. School heads are expected to
“foster safe, caring and supportive school learning
communities and promote rigorous curricula, instructional
and assessment systems” (National Policy Board for
Educational Administration, 2015, p. 4).
2. PPSSH emphasizes on building and
strengthening a network of stakeholders for school and
people effectiveness.
-This principle requires school heads to “build and
strengthen a network of organizational supports—the
professional capacity of teachers and staff, the professional
community in which they learn and work, family and
community engagement, and effective, efficient
management and operations of the school” (National Policy
Board for Educational Administration, 2015, p. 4).
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 other stakeholders in
order to address them effectively.
4. PPSSH focuses on developing high-quality instruction,
developing a strong school culture, and ensuring job-
embedded professional development for school
personnel.
-This principle revolves around the idea that school heads
are responsible in developing people (such as teachers and
the community) and in improving school practices by
addressing the professional and personal needs of teachers
and enhancing the school’s learning environment.
5. PPSSH reflects values and concepts important
in promoting school success.
-This principle highlights the importance of promoting the
stated values and concepts at the school level in order to
foster a high level of commitment among stakeholders.
6. PPSSH regards supervision as a crucial
organizational behavior in school management.
-This principle highlights the relevance of supervision in
setting directions in the school to achieve its goals and
objectives for the benefit of the learners.
7. PPSSH highlights the importance of
accountability and transparency of school heads.
-This principle states that the decisions and actions of
school heads are open to public scrutiny and the public has
a right to access information. School heads acknowledge
and assume responsibility and have the obligation to report,
explain, and be answerable for their actions, products,
decisions and policies (RA 9155, Chapter 1, Section 5).
8. PPSSH is anchored on the principles of inclusivity.
-This principles of inclusivity recognize the unique and
specific needs of individuals and groups in learning and
work environments. They affirm and accommodate diversity
arising from, but not limited to, religious, cultural, linguistic,
and gender differences.
The five (5) domains collectively comprise 34 strands that
refer to specific dimensions of school leadership practices.
PPSSH Domain 1: Leading Strategically
- has seven (7) strands
- encompasses the School Heads' commitment to a
strategic course of action consistent with institutional goals
towards maximizing organizational performance
- 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.
-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.
PPSSH Domain 1: Leading Strategically
1.1. Vision, mission and core values
1.2. School planning and implementation
1.3. Policy implementation and review
1.4. Research and innovations
1.5. Program design and implementation
1.6. Learner voice
1.7. Monitoring and evaluation processes and tools
PPSSH Domain 2: Managing School
Operations and Resources
- has six (6) strands

- highlights the School Heads' commitment in ensuring
efficiency, effectiveness and fairness in discharging
functions towards maximizing organizational health
- centers on the role of school heads in managing systems
and processes in schools.
- 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.
PPSSH Domain 2: Managing School
Operations and Resources
2.1. Records management
2.2. Financial management
2.3. School facilities and equipment
2.4. Management of staff
2.5. School safety for disaster preparedness, mitigation,
and resiliency
2.6. Emerging opportunities and challenges
PPSSH Domain 3: Focusing on Teaching and
Learning
- has eight (8) strands
- emphasizes the School Head's commitment in providing
instructional leadership towards improving competence
among teachers and outcomes among learners
- concentrates on the work of school heads in promoting
quality teaching and learning.
- 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.
PPSSH Domain 3: Focusing on Teaching
and Learning
3.1. School-based review, contextualization and
implementation of learning standards
3.2. Teaching standards and pedagogies
3.3. Teacher performance feedback
3.4. Learner achievement and other performance indicators
3.5. Learning assessment
3.6. Learning environment
3.7. Career awareness and opportunities
3.8. Learner discipline
PPSSH Domain 4: Developing Self and Others
- has eight (8) stands
- centers on the School Heads' commitment in ensuring
people and team effectiveness
- recognizes the role of school heads in nurturing
themselves and others.
- 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.
PPSSH Domain 4: Developing Self and Others
4.1. Personal and professional development

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
4.7. General welfare of human resources
4.8. Rewards and recognition mechanism
PPSSH Domain 5: Building Connections
- has five (5) strands
- points to the School Heads' commitment in advocating
that education is everyone's responsibility
- underscores the school heads’ competence in engaging
stakeholders in initiatives towards the improvement of
school communities.
- 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.
PPSSH Domain 5: Building Connections
5.1. Management of diverse relationships
5.2. Management of school organizations
5.3. Inclusive practice
5.4. Communication
5.5. Community engagement
Updated Issuances for Further Reading
ALL FIVE (5) DOMAINS
DEPED ORDER NO. 024, S. 2020
NATIONAL ADOPTION AND IMPLEMENTATION OF THE

PHILIPPINE PROFESSIONAL STANDARDS FOR
SCHOOL HEADS (PPSSH)
Domain 1 - Leading Strategically
DO No. 029, s. 2022 – Adoption of the Basic Education
Monitoring and Evaluation Framework
DO No. 026, s. 2022 – Implementing Guidelines on the
Establishment of School Governance Council
Development Plan 2030
DO No. 014, s. 2022 – Adoption of E-Saliksik: The DepEd
Research Portal
DO No. 026, s. 2021 – Amendment to DepEd Order No. 16, s.
2017 (Research Management Guidelines)
*DO No. 016, s. 2017 – Research Management Guidelines
DO No. 032, s. 2018 – Policy Guidelines on the Collection of
Data/Information Requirements for Beginning of School Year
2018–2019 in the Learner Information System and Enhanced
Basic Education Information System
Research Agenda
DO No. 044, s. 2015 – Guidelines on the Enhanced School
Improvement Planning (SIP) Processes and the School
Report Card (SRC)
*SIP Annexes
**Annex 6 – Guidelines in Listening to the Voice of the
Learners and Other Stakeholders
DO No. 036, s. 2013 – Our Department of Education Vision,
Mission and Core Values (DepEd VMV)
Revised School–Based Management (SBM) Framework,
Assessment Process and Tool (APAT)
DO No. 093, s. 2010 – Revision to DepEd Order No. 077, s.
2010 (Guidelines on the Allocation/Deployment of New
Teaching, Teaching–Related, and Non–Teaching Positions
for FY 2010)
*DO No. 077, s. 2010 – Guidelines on the
Allocation/Deployment of New Teaching, Teaching–Related,
and Non–Teaching Positions for FY 2010 Amended By
DO No. 001, s. 2003 – Promulgating the Implementing
Rules and Regulations (IRR) of RA No. 9155 Otherwise
Known as the Governance of Basic Education Act of 2001
Innovations
Problem Solving
Continuous Improvement
Key Performance Indicators
DepEd Strategic Directions FY 2017-2022
Monitoring & Evaluation Processes and Tools
Domain 2 - Managing School Operations and Resources
DO No. 002, s. 2023 – Amendment to DepEd Order No.
017, s. 2019 (Guidelines on the Provision and Use of
Official Mobile Phones, Postpaid Lines and Prepaid Loads
as Amended)
*DO No. 017, s. 2019 – Guidelines on the Provision and
Use of Official Mobile Phones, Postpaid Lines and Prepaid
Loads
DO No. 001, s. 2023 – Revised Designation of
Undersecretaries and Assistant Secretaries to their Strands
and Functional Areas of Responsibilities and Revised
Signing Authorities
*DO No. 046, s. 2022 – Amendments to DepEd Order No.
043, s. 2022 (Omnibus Travel Guidelines for All Personnel
of the Department of Education)
*DO No. 043, s. 2022 – Omnibus Travel Guidelines for All
Personnel of the Department of Education
*DO No. 022, s. 2019 - Guidelines on Official Local Travels
in the Department of Education
DO No. 053, s. 2022 – Mandatory Unannounced
Earthquake and Fire Drills in Schools
044, s. 2022, and the Issuance of the Operational
Guidelines for the Approval of the Extension of the
Implementation of Blended Learning Modality in Select
Public Elementary and Secondary Schools Beyond
November 2, 2022
*DO No. 044, s. 2022 – Amendment to DepEd Order No.
034, s. 2022 (School Calendar and Activities for the School
Year 2022-2023)
DO No. 048, s. 2022 – Implementing Executive Order No.
07, s. 2022, and Amending DepEd Order No. 039 s. 2022
(Health and Safety Protocols in Light of the COVID-19
Pandemic)
*DO No. 039, s. 2022 – Health and Safety Protocols in Light
of the COVID-19 Pandemic
DO No. 038, s. 2022 – Supplemental Guidelines No. 2 to
DepEd Order No. 031, s. 2021 (Operational Guidelines on
the Implementation of School-Based Feeding Program)
*DO No. 010, s. 2022 – Supplemental Guidelines on DepEd
Order No. 031, s. 2021 (Operational Guidelines on the
Implementation of the School-Based Feeding Program)
*DO No. 031, s. 2021 – Operational Guidelines on the
Implementation of the School-Based Feeding Program
DO No. 037, s. 2022 – Guidelines on the Cancellation or
Suspension of Classes and Work in Schools in the Event of
Disaster and Other Natural Calamities)
DO No. 036, s. 2022 – Protocols and Guidelines on the
Submission, Receipt, and Processing of Requests Related
to the School Building Program
DO No. 034, s. 2022 – School Calendar and Activities for
the School Year 2022-2023
Release, Receipt, Utilization, Monitoring and Reporting of
Program Support Funds for Alternative Learning System for
Calendar Year 2022 and Years Thereafter
042, s. 2021 (Guidelines on the Utilization of Support Funds
for Special Education Program)
*DO No. 042, s. 2021 – Guidelines on the Utilization of
Program Support Funds for Special Education Program
DO No. 017, s. 2022 – Guidelines on the Progressive
Expansion of Face to Face Classes
*DM No. 071, s. 2021 – Preparations for the Pilot Face-to-
Face, Expansion and Transitioning to New Normal
*DepEd-DOH Joint Memorandum Circular No. 1, S. 2021 –
Operational Guidelines on the Implementation of Limited
Face-to-Face Learning Modality
*Appendix B – School Safety Assessment Tool (SSAT) 2021
for the Pilot Study on the Face-to-Face Learning Modality
DO No. 016, s. 2022 – Balangkas ng Nagkakaisang
Sambayanan (BANSA) Department of Education Peace
Framework
045, s. 2021 (Policy Guidelines on the Selection of and
Minimum Requirements for the Conversion of Certain
Schools with SPED Centers Into Prototype Inclusive
Learning Resource Centers)
*DepEd Order No. 045, s. 2021 – Policy Guidelines on the
Selection of and Minimum Requirements for the Conversion
of Certain Schools with SPED Centers Into Prototype
Inclusive Learning Resource Centers
DO No. 059, s. 2021 – Paying Tribute to the Birth of
Philippine Public School Buildings: Instituting and
Celebrating Gabaldon Schoolhouses Day
DO No. 041, s. 2021 – Inspection and Acceptance
Protocols for the Procurement of Goods in the Department
of Education
DO No. 033, s. 2021 – School–Based Disaster
Preparedness and Response Measures for Tropical
Cyclones, Flooding, and Other Weather–Related
Disturbances and Calamities
DO No. 025, s. 2021 – Revised Implementing Guidelines
on the Utilization of Fund for Madrasah Education Program
DO No. 024, s. 2021 – Guidelines on the Coordination for
Establishment of Schools in Resettlement Sites Due to
Disasters and/or Emergencies
DO No. 019, s. 2020 – Application of Adaptive Strategies for
Financing and Resource Mobilization for the
Implementation of the Basic Education Learning Continuity
Plan for School Year 2020-2021
DO No. 015, s. 2020 – Supplementary Guidelines on
Managing Maintenance and Other Operating Expenses
Allocation for Schools to Support the Implementation of
Basic Education Learning Continuity Plan in Time of
COVID-19 Pandemic
DO No. 014, s. 2020 – Guidelines on the Required Health
Standards in Basic Education Offices and Schools
DO No. 011, s. 2020 – Revised Guidelines on Alternative
Work Arrangements in the Department of Education During
the Period of State of National Emergency Due to COVID-
19 Pandemic
DO No. 009, s. 2020 – Construction Safety Guidelines for
the Implementation of DepEd Infrastructure Projects During
the COVID-19 Public Health Crisis
DO No. 032, s. 2019 – National Policy Framework on
Learners and Schools as Zones of Peace
DO No. 029, s. 2019 – Procedural Guidelines on the
Management of Cash Advances for School Maintenance
and Other Operating Expenses and Program Funds of Non-
Implementing Units Pursuant to COA, DBM and DepEd
Joint Circular No. 2019-1
DO No. 027, s. 2019 – Guidelines on the Yearly Collection
of Data/Information Requirements and Validation Processes
DO No. 008, s. 2019 – Revised Implementing Guidelines on
the Direct Release, Use, Monitoring and Reporting of
Maintenance and Other Operating Expenses Allocation of
Schools, Including Other Funds Managed by Schools
DO No. 048, s. 2018 – Prohibition on Electioneering and
Partisan Political Activity
DO No. 048, s. 2017 – Policy and Procedural Guidelines on
the Certification, Authentication and Verification of Basic
Education School Records
DO No. 032, s. 2017 – Gender–Responsive Gender
Education Policy
DO No. 018, s. 2017 – Guidelines on the Utilization of the
2017 Every Child A Reader Program (ECARP) Funds for
the Early Language, Literacy and Numeracy (ELLN)
Program: Professional Development Component
DO No. 013, s. 2017 – Policy and Guidelines on Healthy
Food and Beverage Choices in Schools and in DepEd
Offices
DO No. 021, s. 2015 – Disaster Risk Reduction and
Management Coordination and Information Management
Protocol
DO No. 063, s. 2012 – Guidelines on the Preparation of
Gender and Development (GAD) Plans, Utilization of GAD
Budgets and Submission of Accomplishment Reports
DO No. 015, s. 2012 – DepEd Policy Framework for the
Implementation of the Alternative Dispute Resolution (ADR)
System – Mediation
DO No. 008, s. 2007 – Revised Implementing Guidelines on
the Operation and Management of School Canteens in
Public Elementary and Secondary Schools
DO No. 049, s. 2006 – Revised Rules of Procedures of the
Department of Education in Administrative Cases Amended
By
DO No. 035, s. 2004 – Revision of the Grievance
Machineries of the Department of Education
2010 Educational Facilities Manual
RA No. 9184 – Government Procurement Reform Act
The 2016 Revised Implementing Rules and Regulations of
RA 9184 (Updated as of March 31, 2021)
National Budget Memorandum No. 142 – National Budget
Call for 2023
*National Budget Memorandum No. 138 – National Budget
Call for 2022
Senior Citizen – 1%
Inventory Custodian Slip – Acknowledgment Receipt of
Equipment (ICS-ARE)
Financial Management Including Donations Received
Procurement and Asset Management
Domain 3 - Focusing on Teaching and Learning
DO No. 009, s. 2023 – An Order Updating the Multi-Year
Implementing Guidelines on the Conduct of the K to 12
Basic Education Program End-of-School-Year Rites
*DO No. 021, s. 2022 – Extending the Effectivity of DepEd
Order No. 018, s. 2021 to School Year 2021–2022 and
Amending Certain Provisions Thereof
*DO No. 018, s. 2021 – Interim Guidelines on Giving of
Awards and Recognition in Light of the Basic Education
Learning Continuity Plan for SY 2020-2021
DO No. 006, s. 2023 – Guidelines on the Implementation of
the Joint Delivery Voucher Program for Senior High School
Technical-Vocational-Livelihood Specializations for School
Year 2022–2023
*DO No. 040, s. 2021 – Guidelines on the Implementation
of the Joint Delivery Voucher Program for Senior High
School Technical-Vocational-Livelihood Specializations for
School Year 2021-2022
DO No. 008, s. 2023 – Participation of Teachers in
Volunteer Work and Extra Curricular Activities
DO No. 004, s. 2023 – Amendment to the Panatang
Makabayan
DO No. 003, s. 2023 – An Order Allowing the Conduct of In-
Person Activities in Schools
DO No. 054, s. 2022 – Guidelines on the Selection of
Senior High School Technical-Vocational-Livelihood
Specializations
047, s. 2016 (Omnibus Policy on Kindergarten Education)
*DO No. 047, s. 2016 – Omnibus Policy on Kindergarten
Education
DO No. 035, s. 2022 – Guidelines on Enrolment for School
Year 2022-2023 in the Context of Re-introduction of the in-
Person Classes
DO No. 032, s. 2022 – Guidelines on Eligibility and
Application for the Senior High School Voucher Program for
SY 2022 – 2023
DO No. 031, s. 2022 – Child Rights Policy: Adopting the
Rights-Based Education Framework in Philippine Basic
Education
013, s. 2018 (Implementing Guidelines on the Conduct of
Remedial and Advancement Classes During Summer for
the K to 12 Basic Education Program)
*DO No. 013, s. 2018 – Implementing Guidelines on the
Conduct of Remedial and Advancement Classes During
Summer for the K to 12 Basic Education Program
*DM No. 036, s. 2021 – Guidelines on the Conduct of
Remedial and Advancement Classes During Summer 2021
DO No. 023, s. 2022 – Child Find Policy for Learners with
Disabilities Towards Inclusive Education
DO No. 012, s. 2022 – Policy Guidelines for the Provision of
Learning Resources and Needed Devices and Equipment
and Funding Relevant Activities for the Implementation of
Basic Education-Learning Continuity Plan
DO No. 001, s. 2022 – Revised Policy Guidelines on Home
Schooling Program
DM No. 037, s. 2022 – Resumption of Implementation of
the Policy on Checking of School Forms as Prescribed in
DepEd Order No. 11, s. 2018 (Guidelines on the
Preparation and Checking of School Forms)
*DO No. 011, s. 2018 – Guidelines on the Preparation and
Checking of School Forms
DM 017, s. 2022 – Conduct of the Early Registration for
School Year 2022-2023
DO No. 060, s. 2021 – Guidelines on Galaw Pilipinas: The
DepEd National Calisthenics Exercise Program
DO No. 044, s. 2021 – Policy Guidelines on the Provision of
Educational Programs and Services for Learners with
Disabilities in the K to 12 Basic Education Program
DM-CI-2020-0085 – Guidelines for Work Immersion
Implementation During Crisis Situation
*DO No. 039, s. 2018 – Clarification and Additional
Information to DepEd Order No. 30, s. 2017 (Guidelines on
Work Immersion)
*DO No. 030, s. 2017 – Guidelines for Work Immersion
DO No. 023, s. 2019 – Additional Provisions to Section 6:
Grade Level Placement Assessment of DepEd Order No.
55, s. 2016 (Policy Guidelines on the National Assessment
of Student Learning for the K to 12 Education Program)
*DO No. 055, s. 2016 – Policy Guidelines on the National
Assessment of Student Learning for the K to 12 Basic
Education Program
DO No. 021, s. 2019 – Policy Guidelines on the K to 12
Basic Education Program
DO No. 013, s. 2019 – Policy Guidelines on the
Implementation of Enhanced Alternative Learning System
2.0

DM No. 059, s. 2019 – Prioritizing the Development of the
Last Mile Schools in 2020–2021: Reaching Out and Closing
the Gap
Implementation of the Comprehensive Sexuality Education
DO No. 028, s. 2018 – Policy and Guidelines on Oplan
Kalusugan sa Department of Education
Administration of the Revised Philippine Informal Reading
Inventory
Conduct of Off-Campus Activities
DO No. 042, s. 2017 – National Adoption and
Implementation of the Philippine Professional Standards for
Teachers (PPST)
DO No. 041, s. 2017 – Policy Guidelines on Madrasah
Education in the K to 12 Basic Education Program
DO No. 032, s. 2017 – Gender-Responsive Basic
Education Policy
DO No. 029, s. 2017 – Policy Guidelines on System
Assessment in the K to 12 Basic Education Program
DO No. 026, s. 2017 – Addendum to DepEd Order No. 51 s.
2015 (Guidelines on the Implementation of the Senior High
School (SHS) Program in Existing Public Junior High Schools
(JHSs) and Integrated Schools, Establishment of Stand–Alone
Public SHSs, and Conversion of Existing Public Elementary
and JHSs into Stand-Alone SHSs)
*DO No. 051, s. 2015 – Guidelines on the Implementation of
the Senior High School (SHS) Program in Existing Public
Junior High Schools (JHSs) and Integrated Schools,
Establishment of Stand–Alone Public SHSs, and Conversion
of Existing Public Elementary and JHSs into Stand-Alone
SHSs
DM 082, s. 2017 – Learning Resource Management and
Development System Implementation in the Rationalized
DepEd Structure
DO No. 042, s. 2016 – Policy Guidelines on Daily Lesson
Preparation for the K to 12 Basic Education Program
DO No. 036, s. 2016 – Policy Guidelines on Awards and
Recognition for the K to 12 Basic Education Program
DM No. 076, s. 2016 – Senior High School Manual of
Operation Volume One
DO No. 037, s. 2015 – The Comprehensive Disaster Risk
Reduction and Management (DRRM) in Basic Education
Framework
DO No. 032, s. 2015 – Adopting the Indigenous Peoples
Education Curriculum Framework
DO No. 008, s. 2015 – Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
*DO No. 031, s. 2020 – Interim Guidelines for Assessment
and Grading in Light of the Basic Education Learning
Continuity Plan
DO No. 047, s. 2014 – Constitution and By-Laws of the
Supreme Pupil Government and Supreme Student
Government in Elementary and Secondary Schools
*OUA Memo 00-0821-0140 – Interim Guidelines on Student
Government Elections for SY 2021–2022 Under the New
Normal
DO No. 032, s. 2013 – Reiterating DECS Order No. 53, s.
2001 (Strengthening the Protection of Religious Rights of
Students)
DO No. 040, s. 2012 – DepEd Child Protection Policy
DO No. 076, s. 2011 – National Adoption and Implementation
of the Learning Resources Management and Development
System (LRMDS)
DO No. 078, s. 2010 – Guidelines on the Implementation of
the DepEd Computerization Program (DCP)
DO No. 049, s. 2009 – Reiterating the Revised Rules and
Regulations on the Teaching of Religion in Public Elementary
and Secondary Schools
OUA Memo 00-0321-0186 – Virtual Promotion of Official
Platforms for Blended Learning (DepEd Commons, DepEd
TV, DepEd Learning Management System (LMS), DepEd
EdTech Courses (ETULAY), DepEd TV YouTube Channel,
and DepEd Philippines and DepEd Tayo Facebook Page
RA No. 10627 – Anti-Bullying Act of 2013
RA No. 10533 – K to 12 Basic Education Curriculum
RA No. 10157 – Kindergarten Education Act
RA No. 7610 – Special Protection of Children Against
Abuse, Exploitation and Discrimination Act
RA No. 4670 – The Magna Carta for Public School
Teachers
Batas Pambansa Blg. 232 – Education Act of 1982
Learning Delivery Modalities 1 – Course for Division and
School Leaders, Module 3: Choosing the Appropriate
Learning Delivery Modalities for Your Division and Schools
Learning Delivery Modality 2 – Course for Instructional
Coaches, Module 3-A: Designing Instruction in the Different
Learning Delivery Modalities
SHDP Foundation Course Module 1
Instructional Supervision – Supervisory Plan, Supervisory
Report, Classroom Observation Tools
Benchmarking
Child-Friendly School
Contextualization – Localization and Indigenization
Alternative Delivery Modalities – Modified In-School Off-
School Approach (MISOSA), enhanced Instructional
Management by Parents, Community, and Teachers (e-
IMPACT), Home School, Open High School, Rural Farm
School, Night High School
Learner Support – School Health, School Sports and Youth
Formation
Special Interest Programs – Special Program in Journalism
(SPJ), Special Program in the Arts (SPA), Special Program
in Foreign Language (SPFL), Special Program in Sports
(SPS), Special Science Program (SSP) like Special
Science Elementary School (SSES) and Science
Technology and Engineering (STE) and Special Program in
Mathematics (SPM)
Domain 4 - Developing Self and Others
DO No. 007, s. 2023 – Guidelines on Recruitment,
Selection, and Appointment in the Department of Education
*DO No. 003, s. 2016 – Hiring Guidelines for Senior High
School Teaching Positions Effective School Year 2016–
2017
*DO No. 007, s. 2015 – Hiring Guidelines for Teacher I
Positions Effective School Year (SY) 2015–2016
*DO No. 042, s. 2007 – The Revised Guidelines on
Selection, Promotion and Designation of School Heads
DO No. 066, s. 2007 – Revised Guidelines on the
Appointment and Promotion of Other Teaching, Related
Teaching and non–Teaching Positions
DECS Order No. 057, s. 1997 – Further Implementation of
the Career Progression System for Master Teachers
MECS Order No. 004, s. 1987 – Amendment to MEC Order
No. 29, s. 1979
MEC Order No. 029, s. 1979 – Clarification on Guidelines
for Implementing the Career Progression System
MEC Order No. 010, s. 1979 – Implementing Rules and
Regulations for the System of Career Progression for Public
School Teachers
DM No. 013, s. 2023 – Observance of Flexible Working
Hours for Muslim Teaching and Nonteaching Personnel
During the Month of Ramadan
DM No. 012, s. 2023 – Moratorium on the Implementation
of DepEd Order No. 001, s. 2020 (Guidelines for NEAP
Recognition of Professional Development Programs and
Courses for Teachers and School Leaders)
*DO No. 001, s. 2020 – Guidelines for NEAP Recognition of
Professional Development Programs and Courses for
Teachers and School Leaders
DM No. 008, s. 2023 – Multi-Year Guidelines on the Results-
Based Performance Management System-Philippine
Professional Standards for Teachers
*DM No. 004, s. 2022 – Implementation of the Results-based
Performance Management System–Philippine Professional
Standards for Teachers for School Year 2021–2022
*FAQs on the RPMS (DM No. 004, s. 2022)
DO No. 052, s. 2022 – An Order Providing for the Guidelines in
the Celebration of Christmas within the Department of
DO No. 049, s. 2022 – Amendment to DepEd Order No. 047, s.
2022 (Promotion of Professionalism in the Implementation and
Delivery of Basic Education Programs and Services)
DO No. 047, s. 2022 – Promotion of Professionalism in the
Implementation and Delivery of Basic Education Programs and
Services
DO No. 030, s. 2022 – Creation of the DepEd Employees’
Associations Coordinating Office in the Department of Education
DO No. 019, s. 2022 – The Department of Education Merit
Selection Plan
DO No. 005, s. 2022 – Performance–Based Bonus Guidelines
on Eligibility Requirements and Accountability Matrix
DM No. 059, s. 2022 – Dissemination of Executive Order No.
174 (Establishing the Expanded Career Progression System for
Public School Teachers)
DM No. 029, s. 2022 – Work Arrangements in the
Department of Education During the Imposition of Alert
Level 1 System for COVID–19 Response
*DO No. 011, s. 2020 – Revised Guidelines on Alternative
Work Arrangements in the Department of Education During
the Period of State of National Emergency Due to COVID-
19 Pandemic
DO No. 039, s. 2021 – Guidelines on the Provision of
Special Hardship Allowance for Public School Teachers
DM No. 050, s. 2020 – DepEd Professional Development
Priorities for Teachers and School Leaders for School Year
2020–2023
DO No. 014, s. 2019 – Implementation of the P 5,000 Net
Take Home Pay for the Department of Education Personnel
for FY 2019
DO No. 023, s. 2018 – Implementation of the Flexible
Learning Hours for the Non–Teaching Personnel
DO No. 050, s. 2017 – Amendment and Additional
Information to DepEd Order Nos. 058 and 059, s. 2012
*DO No. 059, s. 2012 – Revised Implementing Guidelines
on the Selection and Hiring of Alternative Learning System
(ALS) Literacy Volunteers
*DO No. 058, s. 2012 – Revised Implementing Guidelines
on the Provision of Teaching Aid and Transportation
Allowances to ALS Mobile Teachers and District Alternative
Learning System Coordinators (DALSCs) Amended by
DO No. 043, s. 2017 – Teacher Induction Program Policy
DO No. 037, s. 2017 – DepEd Drug–Free Workplace Policy
DO No. 041, s. 2016 – Additional Guidelines to DepEd
Order No. 19, s. 2016 (Guidelines on the Organizational
Structures and Staffing Patterns of Stand–Alone and
Integrated Public Senior High Schools)
*DO No. 019, s. 2016 – Guidelines on the Organizational
Structures and Staffing Patterns of Stand–Alone and
Integrated Public Senior High Schools (SHS)
DO No. 035, s. 2016 – The Learning Action Cell as a K to
12 Basic Education Program School–Based Continuing
Professional Development Strategy for the Improvement of
Teaching and Learning
DO No. 022, s. 2013 – Revised Guidelines on the Transfer
of Teachers from One Station to Another
CSC Memorandum Circular No. 05, s. 2021 – Amendment
to Omnibus Rules on Leave (CSC Memorandum Circular
No. 41, s. 1998, as amended)
*CSC Memorandum Circular No. 41, s. 1998 – Amendments
to Rules I and XVI of the Omnibus Rules Implementing Book
V of the Administrative Code of 1987 (Executive Order 292)
CSC Memorandum Circular No. 01, s. 2017 – Reiteration of
the Policy on Government Office Hours; and the
Administrative Offenses on Frequent Unauthorized
Absences (Habitual Absenteeism); Tardiness in Reporting for
Duty; and Loafing from Duty During Office Hours
CSC-DBM JC No. 01, s. 2006 – Guidelines for Availing of
the Rehabilitation Privilege
CSC Memorandum Circular No. 21, s. 2004 – Amendment to
Section 68 of CSC MC No. 14, s. 1999 Relative to the
Guidelines on Study Leave
*CSC MC No. 14, s. 1999 – Additional Provisions and
Amendments to CSC Memorandum Circular No. 41, s. 1998
RA No. 11210 – 105–Day Expanded Maternity Leave Law
RA No. 8187 – Paternity Leave Act of 1996
RA No. 6713 – Code of Conduct and Ethical Standards for
Public Officials and Employees
Code of Ethics for Professional Teachers of Republic Act
No. 7836
Mentoring and Coaching
Domain 5 - Building Connections
DM No. 020, s. 2023 – Revisions to DM No. 062, s. 2022
(2022 Brigada Eskwela Implementing Guidelines)
*DM No. 062, s. 2022 – 2022 Brigada Eskwela
Implementing Guidelines
*DM No. 048, s. 2021 – 2021 Brigada Eskwela
Implementing Guidelines
DO No. 013, s. 2022 – Omnibus Guidelines on the
Regulation of Operations of the Parent–Teacher
Associations
DO No. 019, s. 2020 – Application of Adaptive Strategies for
Financing and Resource Mobilization for the
Implementation of the Basic Education Learning Continuity
Plan for School Year 2020–2021
DO No. 031, s. 2019 – The Department of Education
Service Marks and Visual Identity Manual
DO No. 030, s. 2019 – The Department of Education
Manual of Style
DO No. 048, s. 2016 – Policy and Guidelines on
Comprehensive Tobacco Control
DO No. 006, s. 2012 – Guidelines on the Adoption and
Implementation of Public Health Policies on Tobacco
Control and Protection Against Tobacco Industry
Interference
DO No. 066, s. 2003 – Revising the Implementing Rules
and Regulations of Republic No. 8525 Otherwise Known as
the Adopt–a–School Program Act of 1998
2000 DECS Service Manual
Batas Pambansa Blg. 232 – Education Act of 1982
Preparation of Correspondence
CAREER STAGES
Career Stage 1
-Career Stage 1 School Heads (aspiring school heads)
have acquired the prerequisite qualifications for the school
head position.
-They demonstrate basic knowledge and understanding of
the authority, responsibility, and accountability expected of
school heads as described in the Philippine Professional
Standards for School Heads.
-They have also acquired the minimum qualifications to
perform their functions as instructional leaders and
administrative managers.
-They are equipped with exceptional teaching and/or
leadership skills described by Career Stage 3 and/ or
Career Stage 4 in the Philippine Professional Standards for
Teachers or other relevant equivalent qualifications and
experiences.
Career Stage 2
-Career Stage 2 School Heads apply the required
knowledge and understanding of the authority,
responsibility, and accountability expected of them as
described in the Philippine Professional Standards for
School Heads.
-They are professionally independent in performing their
functions as instructional leaders and administrative
managers.
-They maintain school effectiveness and people
effectiveness by leading strategically, managing school
operations and resources, focusing on teaching and
learning, developing themselves and others, and building
connections.
-They reflect on their practices for improvement and seek to
involve all school personnel in professional learning and
career advancement.
Career Stage 3
-Career Stage 3 School Heads consistently display an in-
depth knowledge and understanding of the authority,
responsibility, and accountability expected of them as
described in the Philippine Professional Standards for
School Heads.
-They exhibit advanced skills in performing their functions
as instructional leaders and administrative managers.
-They establish shared governance with the wider school
community in the efficient and effective implementation of
school policies, programs, and other initiatives towards the
attainment of institutional goals.
-They continuously reflect on and take steps to address
their developmental needs and those of other school
personnel and learners.
Career Stage 4
-Career Stage 4 School Heads consistently exhibit mastery
in their application of the authority, responsibility, and
accountability expected of them as described in the
Philippine Professional Standards for School Heads.
-They model the highest standards of practice in performing
their functions as instructional leaders and administrative
managers.
-They empower the wider school community in the
implementation of school policies, programs, projects, and
activities towards school community transformation.
-They commit to inspire all school personnel and fellow
school leaders to continuously pursue excellence and
create lifelong impact in the school and community.
DOMAIN 1:
LEADING STRATEGICALLY
Strand 1.1: Vision, mission and core values
Career Stage 1:
1.1.1 Demonstrate knowledge of DepEd vision, mission and
core values to foster shared understanding and alignment
of school policies, programs, projects and activities
Career Stage 2:
1.1.2 Communicate the DepEd vision, mission and core
values to the wider school community to ensure shared
understanding and alignment of school policies, programs,
projects and activities
Career Stage 3:
1.1.3 Collaborate with school personnel in communicating
the DepEd vision, mission and core values to the wider
school community to strengthen shared understanding and
alignment of school policies, programs, projects and
activities
Career Stage 4:
1.1.4 Serve as a role model in the school and the wider
school community in embodying the DepEd vision, mission
and core values to sustain shared understanding and
alignment of school policies, programs, projects and
activities
THE DEPED VISION
 We dream of 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.
 As a learner-centered public institution, the Department of
Education continuously improves itself to better serve its
stakeholders.
THE DEPED MISSION
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education
where:
 Students learn in a child-friendly, gender-sensitive, safe,
and motivating environment.
 Teachers facilitate learning and constantly nurture every
learner.
THE DEPED MISSION
 Administrators and staff, as stewards of the institution,
ensure an enabling and supportive environment for
effective learning to happen.
 Family, community, and other stakeholders are actively
engaged and share responsibility for developing life-long
learners.
OUR CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
Strand 1.2: School planning and
implementation
Career Stage 1:
1.2.1 Demonstrate knowledge and understanding of the
phases of development and implementation of school plans
aligned with institutional goals and policies
Career Stage 2:
1.2.2 Develop and implement with the planning team school
plans aligned with institutional goals and policies
Strand 1.2: School planning and
implementation
Career Stage 3:
1.2.3 Engage the school community in the development and
implementation of school plans aligned with institutional
goals and policies
Career Stage 4:
1.2.4 Share with fellow school heads best practice in the
development and implementation of school plans aligned
with institutional goals and policies
Strand 1.3: Policy implementation and
review
Career Stage 1:
1.3.1 Demonstrate knowledge and understanding of policy
implementation and review to ensure that school operations
are consistent with national and local laws, regulations and
issuances
Career Stage 2:
1.3.2 Undertake policy implementation and review in the
school to ensure that operations are consistent with national
and local laws, regulations and issuances
Strand 1.3: Policy implementation and
review
Career Stage 3
1.3.3 Engage stakeholders in improving the impementation
of reviewed policies to ensure consistency of school
operations with national and local laws, regulations and
issuances
Career Stage 4
1.3.4 Recommend to higher authorities the enhancement of
policies relevant to school operations based on
implementation and review
Strand 1.4: Research and innovation
Career Stage 1:
1.4.1 Identify relevant research findings from reliable
sources in facilitating data-driven and evidence-based
innovations to improve school performance
Career Stage 2:
1.4.2 Utilize relevant research findings from reliable sources
in facilitating data-driven and evidence-based innovations to
improve school performance
Strand 1.4: Research and innovation
Career Stage 3:
1.4.3 Collaborate with school personnel in the conduct of
research and utilization of findings in facilitating data-driven
and evidence-based innovations to improve school
performance
Career Stage 4:
1.4.4 Promote a culture of research to facilitate data-driven
and evidence-based innovations to improve school
performance and foster continuous improvement
Strand 1.5: Program design and
implementation
Career Stage 1:
1.5.1 Display understanding of the implementation of
programs in the school that support the development of
learners
Career Stage 2:
1.5.2 Implement programs in the school that support the
development of learners
Strand 1.5: Program design and
implementation
Career Stage 3:
1.5.3 Design and implement needs-based programs in the
school that support the development of learners.
Career Stage 4:
1.5.4 Lead and empower school personnel in designing and
implementing needs-based programs in the school that
support the development of learners
Strand 1.6: Learner voice
Career Stage 1:
1.6.1 Demonstrate knowledge and understanding of utilizing
learner voice to inform policy development and decision-
making towards school improvement
Career Stage 2:
1.6.2 Utilize learner voice, such as feelings, views and/or
opinions to inform policy development and decision-making
towards school improvement
Strand 1.6: Learner voice
Career Stage 3:
1.6.3 Design and apply effective strategies in utilizing
learner voice, such as feelings, views and/or opinions to
inform policy development and decision-making towards
school improvement
Career Stage 4:
1.6.4 Systematize processes in utilizing learner voice, such
as feelings, views and/or opinions to inform policy
development and decision-making towards school
improvement
Strand 1.7: Monitoring and evaluation
processes and tools
Career Stage 1:
1.7.1 Display knowledge and understanding of monitoring
and evaluation processes and tools to promote learner
achievement
Career Stage 2:
1.7.2 Utilize available monitoring and evaluation processes
and tools to promote learner achievement
Strand 1.7: Monitoring and evaluation
processes and tools
Career Stage 3:
1.7.3 Design supplemental monitoring and evaluation tools
following standard processes to promote learner
achievement
Career Stage 4:
1.7.4 Lead in the institutionalization of effective monitoring
and evaluation processes and tools to promote learner
achievement
DOMAIN 2:
MANAGING SCHOOL OPERATIONS AND RESOURCES
Strand 2.1 Records management
Career Stage 1:
2.1.1 Demonstrate skills in managing school data and
information using technology, including ICT.
Career Stage 2:
2.1.2 Manage school data and information using
technology, including ICT, to ensure efficient and effective
school operations.
Strand 2.1 Records management
Career Stage 3:
2.1.3 Capacitate school personnel in managing school data
and inmation using technology, including ICT, to ensure
efficient and effective school operations.
Career Stage 4:
2.1.4 Exhibit best practice in managing school data and
information using technology, including ICT, to ensure
efficient and effective school operations.
Strand 2.2 Financial management
Career Stage 1:
2.2.1 Demonstrate knowledge and understanding of
policies, guidelines and issuances in managing finances
such as allocation, procurement, disbursement and
liquidation aligned with the school plan.
Career Stage 2:
2.2.2 Manage finances adhering to policies, guidelines and
issuances in allocation, procurement, disbursement and
liquidation aligned with the school plan.
Career Stage 3:
2.2.3 Exhibit efficient and effective practices in the
management of finances consistently adhering to policies,
guidelines and issuances in allocation, procurement,
disbursement and liquidation aligned with the school plan.
Career Stage 4:
2.2.4 Create and implement a checking mechanism to
sustain efficient and effective management of finances
while adhering consistently to policies, guidelines and
issuances in allocation, procurement, disbursement and
liquidation aligned with the school plan
Strand 2.3 School facilities and equipment
Career Stage 1:
policies, guidelines and issuances on acquisition, recording,
utilization, repair and maintenance, storage, and disposal in
managing school facilities and equipment.
Career Stage 2:
2.3.2 Manage school facilities and equipment in adherence
to policies, guidelines and issuances on acquisition,
recording, utilization, repair and maintenance, storage and
disposal.
Career Stage 3:
2.3.3 Establish shared accountability in managing school
facilities and equipment in adherence to policies, guidelines
and issuances on acquisition, recording, utilization, repair
and maintenance, storage and disposal.
Career Stage 4:
2.3.4 Systematize processes in managing school facilities
and equipment in adherence to policies, guidelines and
issuances on acquisition, recording, utilization, repair and
maintenance, storage and disposal.
Strand 2.4 Management of staff
Career Stage 1:
2.4.1 Demonstrate knowledge and understanding of laws,
policies, guidelines and issuances on managing school
staff.
Career Stage 2:
2.4.2 Manage staffing such as teaching load distribution
and grade level and subject area assignment in adherence
to laws, policies, guidelines and issuances based on the
needs of the school.
Career Stage 3:
2.4.3 Engage school personnel in maintaining effective
management of staff
in adherence to laws, policies, guidelines and issuances
based on the needs of the school.
Career Stage 4:
2.4.4 Empower school personnel in sustaining effective
management of staff in adherence to laws, policies,
guidelines and issuances based on the needs of the school.
Strand 2.5 School safety for disaster
preparedness, mitigation and resiliency
Career Stage1:
2.5.1 Demonstrate knowledge and understanding of laws,
policies, guidelines and issuances on managing school
safety for disaster preparedness, mitigation and resiliency in
ensuring continuous delivery of instruction.
Career Stage 2:
2.5.2 Manage school safety for disaster preparedness,
mitigation and resiliency to ensure continuous delivery of
instruction.
Career Stage 3:
2.5.3 Work with the wider school community in managing
school safety for disaster preparedness, mitigation and
resiliency to maintain continuous delivery of instruction.
Career Stage 4:
2.5.4 Institutionalize the effective management of school
safety for disaster preparedness, mitigation and resiliency
to sustain continuous delivery of instruction.
Strand 2.6 Emerging opportunities and
challenges
Career Stage 1:
2.6.1 Identify emerging opportunities and challenges in
addressing the needs of learners, school personnel and
other stakeholders.
Career Stage 2:
2.6.2 Manage emerging opportunities and challenges to
encourage equality and equity in addressing the needs of
learners, school personnel and other stakeholders.
Career Stage3:
2.6.3 Capacitate school personnel in managing emerging
opportunities and challenges to promote equality and equity
in addressing the needs of learners, school personnel and
other stakeholders
Career Stage 4:
2.6.4 Empower school personnel in managing emerging
opportunities and challenges to ensure equality and equity
in addressing the needs of learners, school personnel and
other stakeholders.
DOMAIN 3:
FOCUSING ON TEACHING AND LEARNING
Strand 3.1: School-based review, contextualization
and implementation of learning standards
Career Stage 1:
3.1.1 Demonstrate knowledge and understanding of school-
based review, contextualization and implementation of
learning standards.
Career Stage 2:
3.1.2 Assist teachers in the review, contextualization and
implementation of learning standards to make the
curriculum relevant for learners.
Strand 3.1: School-based review,contextualization
and implementation oflearning standards
Career Stage 3:
3.1.3 Work with teams in the conduct of review,
contextualization and implementation of learning standards
to assist teachers in making the curriculum relevant for
learners.
Career Stage 4:
3.1.4 Share exemplary practice in the review,
Contextualization and implementation of learning standards
to effectively assist teachers in making the curriculum
relevant for learners.
Strand 3.2 Teaching standards and
pedagogies
Career Stage 1:
teaching standards and pedagogies within and across
learning areas to provide technical assistance to teachers
to improve their teaching practice.
Career Stage 2:
3.2.2 Provide technical assistance to teachers on teaching
standards and pedagogies within and across learning areas
to improve their teaching practice.
pedagogies
Career Stage 3:
3.2.3 Engage school personnel such as master teachers,
head teachers and department heads in providing technical
assistance to teachers on teaching standards and
pedagogies within and across learning areas to improve
their teaching practice.
pedagogies
Career Stage 4:
3.2.4 Exhibit best practice in providing technical assistance
to teachers for them to develop exemplary practices
consistent with teaching standards and pedagogies within
and across learning areas.
Strand 3.3: Teacher performance feedback
Career Stage 1:
3.3.1 Demonstrate understanding of the use of feedback
obtained from learners, parents and other stakeholders to
help teachers improve their performance.
Career Stage 2:
3.3.2 Use validated feedback obtained from learners,
parents and other stakeholders to help teachers improve
their performance.
Strand 3.3: Teacher performance feedback
Career Stage 3:
3.3.3 Collaborate with school personnel in effectively using
validated feedback obtained from learners, parents and
other stakeholders to help teachers improve their
performance.
Career Stage 4:
3.3.4 Exhibit exemplary skills in effectively using validated
feedback obtained from learners, parents and other
stakeholders to help teachers improve their performance
Strand 3.4: Learner achievement and other
performance indicators
Career Stage 1:
3.4.1 Set achievable and challenging learning outcomes to
support learner achievement and the attainment of other
performance indicators.
Career Stage 2:
3.4.2 Utilize learning outcomes in developing data-based
interventions to maintain learner achievement and attain
other performance indicators.
Strand 3.4: Learner achievement and other
performance indicators
Career Stage 3:
3.4.3 Engage the wider school community in developing
data-based interventions to sustain learner achievement
and attain other performance indicators.
Career Stage 4:
3.4.4 Mentor fellow school heads in sustaining learner
achievement and in attaining other performance indicators
to promote accountability within and beyond school
contexts.
Strand 3.5: Learning assessment
Career Stage 1:
learning assessment tools, strategies and utilization of
results consistent with curriculum requirements.
Career Stage 2:
3.5.2 Provide technical assistance to teachers in using
learning assessment tools, strategies and results consistent
with curriculum requirements to ensure accountability in
achieving higher learning outcomes.
Strand 3.5: Learning assessment
Career Stage 3:
3.5.3 Work with personnel involved in evaluating teachers’
use of learning assessment tools, strategies and results
consistent with curriculum requirements to ensure
accountability in achieving higher learning outcomes.
Career Stage 4:
3.5.4 Lead initiatives on the innovative use of learning
assessment tools, strategies and results consistent with
curriculum requirements to ensure accountability in
achieving higher learning outcomes.
Strand 3.6: Learning environment
Career Stage 1:
3.6.1 Demonstrate understanding of managing a learner-
friendly, inclusive and healthy learning environment.
Career Stage 2:
3.6.2 Manage a learner-friendly, inclusive and healthy
learning environment.
Strand 3.6: Learning environment
Career Stage 3:
3.6.3 Engage the wider school community in maintaining a
learner-friendly, inclusive and healthy learning environment.
Career Stage 4:
3.6.4 Empower the wider school community in promoting
and sustaining a learner-friendly, inclusive and healthy
learning environment.
Strand 3.7 Career awareness and
opportunities
Career Stage 1:
integration of career awareness and opportunities in the
provision of learning experiences aligned with the
curriculum.
Career Stage 2:
3.7.2 Ensure integration of career awareness and
opportunities in the provision of learning experiences
aligned with the curriculum.
Strand 3.7 Career awareness and
opportunities
Career Stage 3:
3.7.3 Undertake initiatives in integrating career awareness
and opportunities in the provision of learning experiences
aligned with the curriculum.
Career Stage 4:
3.7.4 Institutionalize integration of career awareness and
opportunities into the school curriculum and all other
learning experiences.
Strand 3.8 Learner discipline
Career Stage 1:
existing national and local policies related to learner
discipline.
Career Stage 2:
3.8.2 Implement learner discipline policies that are
developed collaboratively with stakeholders including
parents, school personnel and the community.
Strand 3.8 Learner discipline
Career Stage 3:
3.8.3 Ensure that learner discipline policies developed with
stakeholders are integrated into various school processes
and are applied consistently at all times, by all school
personnel at all levels.
Career Stage 4:
3.8.4 Lead concerted efforts among stakeholders to
develop and implement effective learner discipline policies
to support student growth and whole school improvements.
DOMAIN 4:
DEVELOPING SELF AND OTHERS
Strand 4.1 Personal and professional
development
Career Stage 1:
4.1.1 Conduct self-assessment of personal and
professional development needs using the Philippine
Professional Standards for School Heads
Career Stage 2:
4.1.2 Set personal and professional development goals
based on self-assessment aligned with the Philippine
Professional Standards for School Heads
Strand 4.1 Personal and professional
development
Career Stage 3:
4.1.3 Reflect on the attainment of personal and professional
development goals and objectives based on the Philippine
Professional Standards for School Heads.
Career Stage 4:
4.1.4 Serve as a learning resource to fellow school heads in
upgrading personal and professional competencies aligned
with the Philippine Professional Standards for School
Heads.
Strand 4.2 Professional reflection and
learning
Career Stage 1:
4.2.1 Demonstrate understanding of how professional
reflection and learning can be used in improving practice.
Career Stage 2:
4.2.2 Apply professional reflection and learning to improve
one’s practice.
Strand 4.2 Professional reflection and
learning
Career Stage 3:
4.2.3 Initiate professional reflections and promote learning
opportunities with other school heads to improve practice.
Career Stage 4:
4.2.4 Model exemplary leadership practices within and
beyond school contexts in critically evaluating practice and
setting clearly defined targets for professional development.
Strand 4.3 Professional networks
Career Stage 1:
4.3.1 Seek opportunities to improve one’s practice as a
school leader through professional networks.
Career Stage 2:
4.3.2 Participate in professional networks to upgrade
knowledge and skills and to enhance practice.
Strand 4.3 Professional networks
Career Stage 3:
4.3.3 Engage actively in professional networks within and
across schools to advance knowledge, skills and practice.
Career Stage 4:
4.3.4 Lead in organizing professional networks to provide
colleagues opportunities to maximize their potential and
enhance their practice.
Strand 4.4 Performance management
Career Stage 1:
implementation of the performance management system in
improving school personnel and office performance.
Career Stage 2:
4.4.2 Implement the performance management system with
a team to support the career advancement of school
personnel, and to improve office performance.
Strand 4.4 Performance management
Career Stage 3:
4.4.3 Monitor and evaluate with school personnel the
implementation of the performance management system to
ensure career advancement for individual school personnel
and to improve office performance.
Career Stage 4:
4.4.4 Exhibit exemplary practice in the efficient and effective
implementation of the performance management system to
ensure career advancement for individual school personnel,
and to sustain improved office performance.
Strand 4.5 Professional development of
school personnel
Career Stage 1:
professional development in enhancing strengths and in
addressing performance gaps among school personnel.
Career Stage 2:
4.5.2 Implement professional development initiatives to
enhance strengths and address performance gaps among
school personnel.
Strand 4.5 Professional development of
school personnel
Career Stage 3:
4.5.3 Monitor and evaluate the implementation of
professional development initiatives in enhancing strengths
and in addressing performance gaps among school
personnel.
Career Stage 4:
4.5.4 Model exemplary practice in the implementation of
professional development initiatives to enhance strengths
and address performance gaps among school personnel.
Strand 4.6 Leadership development in
individuals and teams
Career Stage 1:
4.6.1 Identify strengths, capabilities and potentials of
individuals and teams in performing leadership roles and
responsibilities.
Career Stage 2:
4.6.2 Provide opportunities to individuals and teams in
performing leadership roles and responsibilities.
Strand 4.6 Leadership development in
individuals and teams
Career Stage 3:
4.6.3 Capacitate individuals and teams to effectively
perform leadership roles and responsibilities in fostering
shared governance and accountability.
Career Stage 4:
4.6.4 Empower individuals and teams to consistently and
effectively perform leadership roles and responsibilities in
achieving school goals in shared governance and
accountability.
Strand 4.7 General welfare of human
resources
Career Stage 1:
4.7.1 Display knowledge of laws, policies, guidelines and
issuances on the rights, privileges and benefits of school
personnel to promote their general welfare.
Career Stage 2:
4.7.2 Implement laws, policies, guidelines and issuances on
the rights, privileges and benefits of school personnel to
ensure their general welfare.
Strand 4.7 General welfare of human
resources
Career Stage 3:
4.7.3 Integrate laws, policies, guidelines and issuances on
the rights, privileges and benefits of school personnel in
school programs, projects and activities to ensure their
general welfare.
Career Stage 4:
4.7.4 Advocate the general welfare of school personnel by
gaining support from the wider school community in
strengthening the implementation of relevant local and
national policies.
Strand 4.8 Rewards and recognition
mechanism
Career Stage 1:
4.8.1 Reward and recognize learners, school personnel and
other stakeholders for exemplary performance and/ or
support.
Career Stage 2:
4.8.2 Implement a school rewards system to recognize and
motivate learners, school personnel and other stakeholders
for exemplary performance and/or continued support.
mechanism
Career Stage 3:
4.8.3 Work with school personnel to encourage
stakeholders to support the implementation of the school
rewards system in recognizing and motivating learners,
school personnel and other stakeholders to sustain
exemplary performance and/or continued support.
mechanism
Career Stage 4:
4.8.4 Institutionalize the implementation of the school
rewards system with support from the wider school
community in recognizing and motivating learners, school
personnel and other stakeholders for sustained exemplary
performance and/or continued support.
DOMAIN 5:
BUIILDING CONNECTIONS
Strand 5.1 Management of diverse
relationships
Career Stage 1:
5.1.1 Demonstrate skills in dealing with authorities,
colleagues, parents and other stakeholders to encourage
an enabling and supportive environment for learners.
Career Stage 2:
5.1.2 Build constructive relationships with authorities,
colleagues, parents and other stakeholders to foster an
enabling and supportive environment for learners.
Strand 5.1 Management of diverse
relationships
Career Stage 3:
5.1.3 Support school personnel in strengthening
relationships with authorities, colleagues, parents and other
stakeholders to maintain an enabling and supportive
environment for learners.
Career Stage 4:
5.1.4 Exhibit exemplary skills in strengthening relationships
with authorities, colleagues, parents and other stakeholders
to sustain an enabling and supportive environment for
learners.
Strand 5.2 Management of school
organizations
Career Stage 1
5.2.1 Demonstrate knowledge and understanding of policies
and guidelines on managing school organizations, such as
learner organizations, faculty clubs and parent- teacher
associations, in support of the attainment of institutional
goals.
organizations
Career Stage 2
5.2.2 Manage school organizations, such as learner
organizations, faculty clubs and parent- teacher
associations, by applying relevant policies and guidelines to
support the attainment of institutional goals.
Career Stage 3
5.2.3 Evaluate the accomplishment of school organizations,
such as learner organizations, faculty clubs and parent-
teacher associations, to determine their impact
on the attainment of institutional goals.
organizations
Career Stage 4
5.2.4 Exhibit exemplary practice in managing school
organizations, such as learner organizations, faculty clubs
and parent- teacher associations, to support the attainment
of institutional goals.
Strand 5.3 Inclusive practice
Career Stage 1
inclusive practices, such as gender sensitivity, physical and
mental health awareness and culture responsiveness, to
foster awareness, acceptance and respect.
Career Stage 2
5.3.2 Exhibit inclusive practices, such as gender sensitivity,
physical and mental health awareness and culture
responsiveness, to foster awareness, acceptance and
respect.
Career Stage 3
5.3.3 Engage the wider school community in promoting
inclusive practices, such as gender sensitivity, physical and
mental health awareness and culture responsiveness, to
strengthen awareness, acceptance and respect.
Career Stage 4
5.3.4 Create a culture of inclusivity in the school and the
community through practices, such as gender sensitivity,
physical and mental health awareness, and culture
responsiveness, to promote and strengthen awareness,
acceptance and respect.
Strand 5.4 Communication
Career Stage 1:
5.4.1 Demonstrate competent skills in speaking and writing,
as well as in utilizing communication platforms, in
communicating with teachers, learners, parents and other
stakeholders.
Career Stage 2:
5.4.2 Communicate effectively in speaking and in writing to
teachers, learners, parents and other stakeholders, through
positive use of communication platforms, to facilitate
information sharing, collaboration and support.
Career Stage 3:
5.4.3 Mentor school personnel in communicating effectively
in speaking and in writing, as well as in the positive use of
communication platforms, to facilitate information sharing,
collaboration and support.
Career Stage 4:
5.4.4 Exhibit exemplary skills in communicating effectively
in speaking and in writing to teachers, learners, parents and
other stakeholders to facilitate information sharing,
collaboration and support, and to ensure positive use of
communication platforms within and beyond the school.
Strand 5.5 Community engagement
Career Stage 1:
5.5.1 Involve the community, such as parents, alumni,
authorities, industries and other stakeholders, in school
programs, projects and activities to gain support for learner
development, as well as school and community
improvement.
Career Stage 2:
5.5.2 Initiate partnerships with the community, such as
parents, alumni, authorities, industries and other
stakeholders, to strengthen support for learner
improvement.
Career Stage 3:
5.5.3 Empower the community, such as parents, alumni,
authorities, industries and other stakeholders, to participate
in addressing concerns on learner development, as well as
school and community improvement.
Career Stage 4:
5.5.4 Lead the community, including parents, alumni,
authorities, industries and other stakeholders, in creating
collaborative actions in solving complex issues on learner
improvement.
Thank
You!!!

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DEPED ORDER NO. 24, S.

NATIONAL ADOPTION AND IMPLEMENTATION OF THE

b.engage school heads to actively embrace a continuing

c.provide support for professional learning and

2. Managing School Operations and Resources

4. HR Management & Professional Development 3. Focusing on Teaching and Learning

5. Parental Involvement & Community Partnership

e.Strand – A specific dimension of practice under a domain

• Set the direction of the school.

- has six (6) strands

4.1. Personal and professional development

DEPED ORDER NO. 024, S. 2020

NATIONAL ADOPTION AND IMPLEMENTATION OF THE

Domain 3 - Focusing on Teaching and Learning

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