BASIS and PURPOSE OF THE TDNASH

The training and development needs Assessment for School Heads (TDNASH) is a means to systematically determine the training and development needs of school heads in order to support improved educational leadership. The competencies identified in the TDNASH are based on the mandate for school heads indicated in the RA 9155, its Implementing Rules and Regulations (IRR), and the DepED Order 80 & 81 series of 2003.

The TDNASH is an adaptation of the National Educators Academy of the Philippines (NEAP) assessment tool for school managers. A list of required competencies based on the mandate for school heads was earlier developed by the NEAP for its School Leadership Experience Portfolio (SLEP). The SLEP is an assessment tool containing a rubric of behavioral indicators to assess school leaders on specific competencies and to classify them into 5 general types of school leader performance, namely: Awareness, Emerging, Practicing, Performing and Transforming school leader. The SLEP Assessment Tool had been validated and utilized in a previous DepED project, SEDIP, using a wide range of sample involving 16 DepED Divisions across the country.

The TDNASH intends to:

Determine the current level of school heads

competency
Ascertain the level of importance of each competency to the job Identify the priority training and development and development needs of the SHs vis--vis the seven domains for school leadership and management

Competencies Assessed by the TDNASH

The competencies identified for the school heads have been classified into seven domains, which are: (1) School Leadership, (2) Instructional Leadership (3) Creating a Student Centered Learning Climate, (4) Professional Development and HR Management, (5) Parental Involvement and Community Partnership, (6) School Management and Daily Operations, and (7) Personal Integrity and Interpersonal Effectiveness.
The School Heads competencies are stated in terms of Knowledge, Skills and Attitude (KSA) that are classified according to the seven areas of competency. Each KSA is assessed in five (5) levels as in the chart below:

Levels

DESCRIPTORS of School Leadership Experience Level

Observing the leadership of others Awareness (A) Understanding the work of leadership from a theoretical perspective Following the directives or suggestions of DepED or the school team Level Identifying factors that affect work, programs or projects Participating as a member in the work of a team or faculty for a specific purpose Implementing a program or project selected by the faculty, team of DepED leadership

Emerging (E) Level

Facilitating the work of a team as a leader Managing a program, project or initiative being done by a team Practicing (P) Coordinating the work of others Developing programs and providing resources for others to utilize in Level their work Supporting the work of individuals, teams and faculty Monitoring and evaluating performance of individuals, projects accomplishment and utilization of budget Acting on the results of monitoring and evaluation of performance Providing feedback to faculty regarding performance

Levels

DESCRIPTORS of School Leadership Experience Level

Overseeing school-wide program, project or initiative which involves delegating, decision-making and problem solving Ensuring faculty and staff maintain a results orientation Exercising management control and evaluating school-wide projects, programs and personnel Designing, developing, and overseeing the implementation of a program or project Facilitating, coordinating and evaluating the work of several teams or sub-teams Monitoring and ensuring efficient use of time and resources Observing, supervising, and coaching faculty for the purpose of professional growth Holding others accountable for their work and behavior while providing them with technical assistance Extending expertise to other school heads Providing opportunities for professional growth to teachers and staff Institutionalizing efforts or practices found effective Identifying and developing emerging leaders in the school community Creating a culture of excellence to enhance peak performance Creating an atmosphere where individual differences are celebrated and where every individual grows and maximizes his/her potential

Leading (L) Level

Transforming (T) Level