PROFESSIONAL DEVELOPMENT PRIORITIES FOR SCHOOL HEADS FOR SY 2020 TO 2023
The Professional Development Priorities shall support the realization of the Department’s goal of continuous upskilling and reskilling of teachers and school leaders that will result in better learning outcomes.
Domain 1: Leading Strategically
| PPSSH Strand | Moving to Career Stage 1 | Moving to Career Stage 2 | Moving to Career Stage 3 | Moving to Career Stage 4 |
|---|---|---|---|---|
| 1.1 | Demonstrating knowledge of the DepEd vision, mission and core values to foster shared understanding and alignment of school policies, programs, projects and activities. | Communicating 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. | Collaborating with 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. | Serving 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. |
| 1.2 | Demonstrating knowledge and understanding of the phases of development and implementation of school plans aligned with institutional goals and policies. | Developing and implementing with the planning team school plans aligned with institutional goals and policies. | Engaging the school community in the development and implementation of school plans aligned with institutional goals and policies. | Sharing with fellow school heads best practice in the development and implementation of school plans aligned with institutional goals and policies. |
| 1.7 | Displaying knowledge and understanding of monitoring and evaluation processes and tools to promote learner achievement. | Utilizing available monitoring and evaluation processes and tools to promote learner achievement. | Designing supplemental monitoring and evaluation tools following standard processes to promote learner achievement. | Leading in the institutionalization of effective monitoring and evaluation processes and tools to promote learner achievement. |
Domain 2: Managing School Operations and Resources
| PPSSH Strand | Moving to Career Stage 1 | Moving to Career Stage 2 | Moving to Career Stage 3 | Moving to Career Stage 4 |
|---|---|---|---|---|
| 2.1 | Demonstrating skills in managing school data and information using technology, including ICT. | Managing school data and information using technology, including ICT, to ensure efficient and effective school operations. | Capacitating school personnel in managing school data and information using technology, including ICT, to ensure efficient and effective school operations. | Exhibiting best practice in managing school data and information using technology, including ICT, to ensure efficient and effective school operations. |
| 2.2 | Demonstrating knowledge and understanding of policies, guidelines and issuances in managing finances such as allocation, procurement, disbursement and liquidation aligned to the school plan. | Managing finances adhering to policies, guidelines and issuances in allocation, procurement, disbursement and liquidation aligned to the school plan. | Exhibiting efficient and effective practices in the management of finances consistently adhering to policies, guidelines and issuances in allocation, procurement, disbursement and liquidation aligned to the school plan. | Creating and implementing 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 to the school plan. |
| 2.3 | Demonstrating knowledge and understanding of policies, guidelines and issuances on acquisition, recording, utilization, repair and maintenance, storage, and disposal in managing school facilities and equipment. | Managing school facilities and equipment in adherence to policies, guidelines and issuances on acquisition, recording, utilization, repair and maintenance, storage and disposal. | Establishing 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. | Systematizing processes in managing school facilities and equipment in adherence to policies, guidelines and issuances on acquisition, recording, utilization, repair and maintenance, storage and disposal. |
| 2.4 | Demonstrating knowledge and understanding of laws, policies, guidelines and issuances on managing school staff. | Managing 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. | Engaging school personnel in maintaining effective management of staff in adherence to laws, policies, guidelines and issuances based on the needs of the school. | Empowering school personnel in sustaining effective management of staff in adherence to laws, policies, guidelines and issuances based on the needs of the school. |
| 2.5 | Demonstrating 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. | Managing school safety for disaster preparedness, mitigation and resiliency to ensure continuous delivery of instruction. | Working with the wider school community in managing school safety for disaster preparedness, mitigation and resiliency to maintain continuous delivery of instruction. | Institutionalizing the effective management of school safety for disaster preparedness, mitigation and resiliency to sustain continuous delivery of instruction. |
| Special Topic: Disaster Preparedness | ||||
| 2.6 | Identifying emerging opportunities and challenges in addressing the needs of learners, school personnel and other stakeholders. | Managing emerging opportunities and challenges to encourage equality and equity in addressing the needs of learners, school personnel and other stakeholders. | Capacitating school personnel in managing emerging opportunities and challenges to promote equality and equity in addressing the needs of learners, school personnel and other stakeholders. | Empowering 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
| PPSSH Strand | Moving to Career Stage 1 | Moving to Career Stage 2 | Moving to Career Stage 3 | Moving to Career Stage 4 |
|---|---|---|---|---|
| 3.1 | Demonstrating knowledge and understanding of school-based review, contextualization and implementation of learning standards. | Assisting teachers in the review, contextualization and implementation of learning standards to make the curriculum relevant for learners. | Working with teams in the conduct of review, contextualization and implementation of learning standards to assist teachers in making the curriculum relevant for learners. | Sharing exemplary practice in the review, contextualization and implementation of learning standards to effectively assist teachers in making the curriculum relevant for learners. |
| 3.2 | Demonstrating knowledge and understanding of teaching standards and pedagogies within and across learning areas to provide technical assistance to teachers for them to improve their teaching practice. | Providing technical assistance to teachers on teaching standards and pedagogies within and across learning areas to improve their teaching practice. | Engaging 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. | Exhibiting 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. |
| 3.3 | Demonstrating understanding of the use of feedback obtained from learners, parents and other stakeholders to help teachers improve their performance. | Using validated feedback obtained from learners, parents and other stakeholders to help teachers improve their performance. | Collaborating with school personnel in effectively using validated feedback obtained from learners, parents and other stakeholders to help teachers improve their performance. | Exhibiting exemplary skills in effectively using validated feedback obtained from learners, parents and other stakeholders to help teachers improve their performance. |
| 3.4 | Setting achievable and challenging learning outcomes to support learner achievement and the attainment of other performance indicators. | Utilizing learning outcomes in developing data-based interventions to maintain learner achievement and attain other performance indicators. | Engaging the wider school community in developing data-based interventions to sustain learner achievement and attain other performance indicators. | Mentoring fellow school heads in sustaining learner achievement and in attaining other performance indicators to promote accountability within and beyond school contexts. |
| 3.5 | Demonstrating knowledge and understanding of learning assessment tools, strategies, and utilization of results consistent with curriculum requirements. | Providing technical assistance to teachers in using learning assessment tools, strategies and results consistent with curriculum requirements to ensure accountability in achieving higher learning outcomes. | Working with concerned personnel in evaluating teachers' use of learning assessment tools, strategies and results consistent with curriculum requirements to ensure accountability in achieving higher learning outcomes. | Leading initiatives on the innovative use of learning assessment tools, strategies and results consistent with curriculum requirements to ensure accountability in achieving higher learning outcomes. |
| 3.6 | Demonstrating understanding of managing a learner- friendly, inclusive and healthy learning environment. | Managing a learner-friendly, inclusive and healthy learning environment. | Engaging the wider school community in maintaining a learner-friendly, inclusive and healthy learning environment. | Empowering the wider school community in promoting and sustaining a learner-friendly, inclusive and healthy learning environment. |
| 3.8 | Demonstrating knowledge and understanding of existing national and local policies related to learner discipline. | Implementing learner discipline policies that are developed collaboratively with stakeholders including parents, school personnel and the community. | Ensuring 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. | Leading 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
| PPSSH Strand | Moving to Career Stage 1 | Moving to Career Stage 2 | Moving to Career Stage 3 | Moving to Career Stage 4 |
|---|---|---|---|---|
| 4.4 | Demonstrating knowledge and understanding of the implementation of the performance management system in improving school personnel and office performance. | Implementing the performance management system with a team to support the career advancement of school personnel, and to improve office performance. | Monitoring and evaluating with school personnel the implementation of the performance management system to ensure career advancement for individual school personnel and to improve office performance. | Exhibiting 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. |
| 4.5 | Demonstrating knowledge and understanding of professional development in enhancing strengths and in addressing performance gaps among school personnel. | Implementing professional development initiatives to enhance strengths and address performance gaps among school personnel. | Monitoring and evaluating the implementation of professional development initiatives in enhancing strengths and in addressing performance gaps among school personnel. | Modelling exemplary practice in the implementation of professional development initiatives to enhance strengths and address performance gaps among school personnel. |
| 4.6 | Identifying strengths, capabilities and potentials of individuals and teams in performing leadership roles and responsibilities. | Providing opportunities to individuals and teams in performing leadership roles and responsibilities. | Capacitating individuals and teams to effectively perform leadership roles and responsibilities in fostering shared governance and accountability. | Empowering individuals and teams to consistently and effectively perform leadership roles and responsibilities in achieving school goals in shared governance and accountability. |
| 4.8 | Rewarding and recognizing learners, school personnel and other stakeholders for exemplary performance and/or support. | Implementing a school rewards system to recognize and motivate learners, school personnel and other stakeholders for exemplary performance and/or continued support. | Working 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. | Institutionalizing 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: Building Connections
| PPSSH Strand | Moving to Career Stage 1 | Moving to Career Stage 2 | Moving to Career Stage 3 | Moving to Career Stage 4 |
|---|---|---|---|---|
| 5.5 | Involving 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. | Initiating 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. | Empowering 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. | Leading 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. |
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