DepEd PPSSH Domain 5 Building Connections

DepEd PPSSH Domain 5 Building Connections

The Philippine Professional Standards for School Heads (PPSSH) Domain 5, Building Connections, underscores the school heads’ competence in engaging stakeholders in initiatives towards the improvement of school communities. This Domain points to the school heads’ commitment in advocating that education is everyone’s responsibility.

In this domain, school heads are expected to be responsible and accountable for inculcating a deeper understanding of the vision, mission and core values, and directions of the school to relevant entities. They possess skills in relating with, dealing with, and forging relationships with people. They should be able to build relationships with individuals and organizations anchored on mutual trust, honesty, openness, respect, and commitment towards sharing the same vision for the attainment of institutional goals.

Philippine Professional Standards for School Heads (PPSSH) Domain 5, Building Connections

StrandsCareer Stage 1Career Stage 2Career Stage 3Career Stage 4
Strand 5.1 Management of diverse relationships5.1.1 Demonstrate skills in dealing with authorities, colleagues, parents and other stakeholders to encourage an enabling and supportive environment for learners.5.1.2 Build constructive relationships with authorities, colleagues, parents and other stakeholders to foster an enabling and supportive environment for learners.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.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 organizations5.2.1 Demonstrate knowledge and understanding of policies and guidelines on managing school organizations, such as learner organizations, faculty clubs and parentteacher associations, in support of the attainment of institutional goals.5.2.2 Manage school organizations, such as learner organizations, faculty clubs and parentteacher associations, by applying relevant policies and guidelines to support the attainment of institutional goals.5.2.3 Evaluate the accomplishment of school organizations, such as learner organizations, faculty clubs and parentteacher associations, to determine their impact on the attainment of institutional goals.5.2.4 Exhibit exemplary practice in managing school organizations, such as learner organizations, faculty clubs and parentteacher associations, to support the attainment of institutional goals.
Strand 5.3 Inclusive practice5.3.1 Demonstrate knowledge and understanding of inclusive practices, such as gender sensitivity, physical and mental health awareness and culture responsiveness, to foster awareness, acceptance and respect.5.3.2 Exhibit inclusive practices, such as gender sensitivity, physical and mental health awareness and culture responsiveness, to foster awareness, acceptance and respect.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.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 CommunicationStrand 5.4 Communication5.4.2 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.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.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 engagement5.5.1 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.5.5.2 Initiate partnerships with the community, such as parents, alumni, authorities, industries and other stakeholders, to strengthen support for learner development, as well as school and community improvement.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.5.5.4 Lead the community, including parents, alumni, authorities, industries and other stakeholders, in creating collaborative actions in solving complex issues on learner development, as well as school and community improvement.

Continue Reading:

Domain 1, Leading Strategically
Domain 2, Managing School Operations and Resources
Domain 3, Focusing on Teaching and Learning
Domain 4, Developing Self and Others

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ARE YOU TAKING THE MARCH 2022 NATIONAL QUALIFYING EXAMINATION FOR SCHOOL HEADS (NQESH)? Join this year’s review sessions and let us equip you with the knowledge to hurdle the difficult test that will be your passport towards your dream of becoming a school head to fill the many vacant Principal I items in the country.

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Are you taking the March 2022 National Qualifying Examination for School Heads (NQESH)?

Join this year’s review sessions and let us equip you with the knowledge to hurdle the difficult test that will be your passport towards your dream of becoming a school head to fill the many vacant Principal I items in the country.