RM No. 339 S. 2021 Guidelines On The Establishment of School Heads Academy SHA in DepEd Region VI

Republic of the Philippines
Department of Education
GUIDELINES ON THE ESTABLISHMENT OF THE SCHOOL HEADS’ ACADEMY

IN DEPED REGION VI
I. Background and Rationale
The leadership competence of school heads is considered next only to classroom instruction
in creating great schools and helping learners succeed. School heads are expected to set the vision,
guide instruction, manage resources, unite the team, lead teamwork and sustain the drive for results.
Their jobs are an extraordinary mix of small details and big ideas that are crucial in managing the
basic education sector of the country.
Republic Act 9155 or the Governance of Basic Education Act of 2001 requires that a school
head shall be both an instructional leader and an administrative manager. Additionally, Republic
Act 10533 or the Enhanced Basic Education Act of 2013 mandates that school heads/principals
should possess skills for them to properly play their roles as academic, administrative, and
community leaders in the Department of Education (DepEd).
The development of school head leadership competencies has likewise been found to be
directly related to the level of school performance results. Schools that have poor performance
results are most likely to have principals or school heads who are not appropriately skilled and
trained for school management and leadership (Mathibe, 2007).
The need to enhance these multi-dimensional roles of school heads is also highlighted in the
context of DepEd Region VI – Western Visayas, known as the “Home of Champions,” where the
regional mantra “…where every child is a Champion” has been adopted. Anchored on the principle
of producing champions among learners regardless of color, gender, socio-economic status,
religion, race, disability or appearance, school heads are expected to lead in performing curricular
and co–curricular programs and activities to live up to the adage that “it takes a champion to create
another champion” in education.
Champion children will be produced by champion teachers, and champion teachers will be
developed by champion school heads. Hence, there is a need to enable, educate, train, and develop
the school heads to best prepare them to champion school leadership and management. The
champion school heads are expected to take good care of teachers, and teachers shall in turn take
good care of school children and learners to champion basic education and community service.
Address: Duran Street, Iloilo City, 5000 Document Name Document No. Date Revi
Telephone Nos: (033)509-7653; (033)336-2816 Created sion No.
Guidelines on the DepEd RO6-HRDD- 05/28/21 01
Email Address: [email protected] Establishment of SHA in RM-
Website: region6.deped.gov.ph DepEd Region VI
In partnership with State Universities and Colleges (SUCs)/Higher Education Institutions

(HEIs), the DepEd Regional Office VI is establishing the School Heads Academy (SHA) to address
the aforementioned need for professional development interventions among aspiring school heads
in the region for them to be better equipped with the updated knowledge, appropriate skills and
right attitude in managing the schools.
Aligned with the “Sulong Edukalidad” initiative of the Department, the SHA will deliver
professional development course/subjects leading to a post-graduate degree in education for the
development and enhancement of future principal’s work-related potentials. Apart from the goal to
upskill and reskill the teachers and school leaders in the region for their in-service professional
development, the SHA also seeks to provide proper incentives through career progression and
promotion opportunities as they pursue their career path. Finally, a holistic development framework
is adopted to ensure that the SHA will nurture not only the management and leadership skills of
potential school heads but will also deepen the moral formation and sensitization of the entire
organization according to set national policies, goals and standards.
II. Policy Statement
The DepEd Region VI hereby establishes the SHA to develop champion school leaders in the
twenty (20) Schools Divisions in DepEd Region VI with partner SUCs/HEIs and sponsoring
organizations/institutions here and abroad. The SHA shall be implemented in phases, from the
selection of qualified recipients to the program, multi-modal delivery of academic subjects,
completion of academic requirements under the SHA through the school-based implementation of
the Re-Entry Action Plan (REAP) to the continuation and eventual graduation from the Master’s or
Doctorate degree program under the partner SUC/HEI.
The processes set herein will ensure that the mechanisms and procedures in the
implementation of the SHA shall:
a. adhere to the DepEd’s vision, mission, mandate and core values;

b. contribute to the attainment of the DepEd Region VI’s mantra;
c. employ a systematic set of activities towards the achievement of the specific objectives
of the program;
d. adopt a research-based curriculum standards implemented by the partner SUCs/HEIs that
incorporates in the learning competencies, domains and strands of the Philippine
Professional Standards for School Heads (PPSSH);
e. employ participatory method which will take into account the crucial role of stakeholders
in ensuring the sustainability of the program and the recipients through the forging of
Memorandum of Agreement (MOA)/Memorandum of Understanding (MOU) whichever

is applicable.
III. Objectives
The Region VI SHA aims to:
1. Admit a minimum of 200 qualified scholars across all the 20 Schools Division Offices
(SDOs) in Region VI for the initial implementation of the program and additional entrants
of at least 2% in each succeeding year;
2. Enrol qualified school heads who have met the minimum qualifications set by the
Academy and have passed the entry requirement of the partner SUC/HEI;
3. Develop the various leadership, management and technical-functional competencies and
the desired values of a school head as embodied in the SHA Framework in a
comprehensive and aligned curriculum under the tutelage of a partner SUC/HEI in
coordination with the RO and SDO SHA Committee;
4. Implement a school-based re-entry action plan project that addresses immediate problems
or issues for an improved school process;
5. Produce master’s or doctorate degree graduates in the program with full financial support
from the identified sponsoring agency(ies)/institution(s); and
6. Produce qualifiers in the Principal’s Test/National Qualifying Examination for School
Heads (NQESH) that are ready for appointment to a school head position.
IV. The SHA Framework
The establishment of the SHA in DepEd Region VI espouses the following principles relative
to the management and leadership functions of a school head:
1. It is adherent to DepEd Order No. 24, s. 2020 on the National Adoption and
Implementation of the Philippine Professional Standards for School Heads domains,
strands and competencies and DepEd Memorandum No. 50, s. 2020 on the DepEd
Professional Development Priorities for Teachers and School Leaders for School Year
2020-2023 in the delivery of professional development course for school heads;
2. It highlights the self-mastery as the core competency of a school head to lead the
organization with a purpose who is committed to work towards the realization of the
organizational goals with focus, determination and honor;
3. It underpins the relevance of strategic and effective communication process in managing

the organization to strengthen partnership and broaden networks and to effectively deliver
the information to the community so that education becomes a shared community goal;
4. It subscribes to the holistic development of a school head by gaining proficiency in the

various leadership and management competencies necessary in the performance of his/her
duties and responsibilities;
5. It recognizes the importance of acquiring the appropriate values and attitudes that
encompass the performance of his/her roles and functions as school head; and
7. It covers the major expected outcomes for continuous school improvement namely:
inspiring leadership, technical-functional expertise, and effective management.
The SHA consists of three domains and nine competencies that will lead to its core of fostering
self-mastery and growing emotional quotient, all of which are necessary to mold the aspiring school
leaders to be effective and efficient in their manager-leaders.
The SHA framework depicts a broad conceptual sphere of leadership practices that constitutes
for the attainment of the goals and aspirations of DepEd Region VI to produce a Champion in every
learner as embodied in the regional mantra towards the realization of the DepEd vision and mission.
It clearly states that an effective school head is the one who transforms institutional culture for the
betterment of the learners, teachers and the entire school community.
The Conceptual Framework of the School Heads Academy in DepEd Region VI
V. Definition of Terms
For purposes of this guidelines, the following terms are defined as follows:
a. School Heads Academy (SHA) – refers to the localized learning institution of DepEd
Region VI that is implemented through partnership with SUCs/HEIs in the delivery of
professional development courses to aspiring school heads in the region.
b. Competency – pertains to observable, measurable, and vital knowledge, skills, and

attitudes which are expected among the School Heads that can be assessed through
standardized tools such as the Philippine Professional Standards for School Heads
(PPSSH), or learning needs assessment (LNA).
c. Domain – a broad conceptual sphere of school leadership practices defined by specific

strands in the Philippine Professional Standards for School Heads (DO 24, s. 2020).
d. Regional Mantra – refers to the vision statement of DepEd Region VI to create

champions upholding the inclusivity in education.
e. School Head – a person who has authority, accountability, and responsibility to lead the
school, which includes the administrative and instructional supervision of the school or
cluster (RA 9155, Sec. IV).
f. Multi-modal delivery - refers to teaching a concept using more than one mode wherein
the scholars/school heads experience a diverse learning style that is meant to improve or
develop the competencies expected of a school head by matching content delivery with
the best mode of learning. The mode of learning is determined by the partner SUC/HEI
in consultation with the SDO SHA Committee.
g. Partner SUC/HEI – an institution of higher learning which maybe a state or private

college or university offering post-graduate degree programs related to administration
and supervision of schools that agrees to participate in the delivery of academic
requirements of the SHA scholars through an eligible partnership agreement forged by
and between the Schools Division Office (SDO) and the institution of higher learning.
h. Re-Entry Action Plan (ReAP) – a rigid plan of action or strategy intended to address a
relevant or pressing school-based issue to be implemented by the scholar in 3 to 6 months,
as an integrative output of the SHA prior to their completion. The completion period
may also depend on the complexity of the ReAP, as determined by the SDO SHA
Committee and the partner SUC/HEI.
i. Sponsoring Organization/Institution – public or private entities that support the

implementation of the SHA through financial gratuities to pay the tuition and other
miscellaneous expenses incurred by the scholar in attending formal classes in the partner
SUC/HEI to satisfy the academic requirements of the program.
VI. Implementation Procedures
The following procedures are adopted by the SDO and personnel to support the
implementation of the SHA in Region VI, subject to future amendments if deemed necessary:
A. Establishing the Regional Office SHA and the Regional Secretariat (RO-SHA)
The RO shall create the Regional Office School Heads’ Academy Committee (RO SHA)
chaired by the Assistant Regional Director (ARD) with the Chiefs and one (1) EPS of the
Human Resource Development Division (HRDD) and Quality Assurance Division (QAD)
in-charge of the Quality Management System (QMS) and the Regional Partnership Focal
Person as members of the committee. One (1) EPS and the Administrative Assistant
(ADAS) of the Human Resource Development Division (HRDD) and one (1) EPS of the
Quality Assurance Division in-charge of the Monitoring and Evaluation (M&E) and the
Regional IT Officer (RITO) shall serve as members of the regional secretariat.
B. Constituting the Schools Division Office SHA Committee (SDO-SHA)
The SDO shall establish the Schools Division Office School Heads’ Academy Committee
(SDO SHA) chaired by the Asst. Schools Division Superintendent with the Chiefs of the
Curriculum Implementation Division (CID) and School Governance and Operations
Division (SGOD), one (1) Education Program Supervisor (EPS) in the related area of
specialization of the applicant, the EPS of the SGOD, the Legal Officer III, and the Senior
Education Program Specialist (SEPS) of the Social Mobilization and Networking (SM&N)
Section as members of the committee. The SEPS and the Education Program Specialists
(EPS II) of the Human Resource Development (HRD) Section and the School Monitoring
& Evaluation (SM&E) Section and the Division IT Officer (DITO) shall serve as members
of the division secretariat.
The SDO SHA Committee shall be responsible for the following:
1. The initial screening of the applicants following the standards set herein;
2. Monitoring of the scholars in terms of attendance in the partner SUC/HEI, their

compliance with the course requirements and other related areas as deemed necessary
by the committee;
3. Evaluating the scholars pertinent documents and other concerns that may arise in the
course of the implementation of the program such as but not limited to attendance
and scholastic performance of the scholars in coordination with the RO-SHA
Committee; and
4. Creating a database of the qualified scholars to be updated on a regular basis.
C. Implementation Phases
Applicants to the program shall undergo the following phases of implementation:
Phase 1. Recruitment and Cohort Selection. For the initial implementation of the SHA
in the region, all the 20 SDOs shall have a minimum of ten (10) scholars from both the
elementary, secondary, integrated schools, and stand-alone Senior High Schools to be
enrolled in the academy under the identified SUC/HEI.
To ensure a strong candidate pool and the readiness of the scholars to meet the rigors of
the program, the following eligibility requirements are required:
A. Eligibility
1. Work Experience. Applicants to the School Heads’ Academy (SHA) shall meet any
of the following work experiences:
a. 1 year as Head Teacher
b. 2 years as Teacher-In-Charge
c. 2 years as Master Teacher
d. 5 years as Teacher III
2. Performance Rating. Applicants must have at least a Very Satisfactory Rating for
the last three (3) years
B. Documentary Requirements
1. Duly accomplished application form (SHA Form 001)
2. Personal Data Sheet

3. Performance Rating for the last 3 years
4. Certificate of no pending administrative case
5. Certificate of good moral character from the immediate superior
6. Revised Form 86 (Medical Certificate from the accredited hospital or clinic)
7. Endorsement from the immediate head
C. Profiling of the Applicants

1. Screening of the documentary requirements
2. Competency Assessment of the applicants (based on the PPSSH standards)
a. Self-Assessment (SHA Form 002)
b. Superior Assessment (SHA Form 003)
c. Peer/Subordinate Assessment (SHA Form 004)
3. Interview (topical questions shall be determined by the SDO SHA Committee)
4. Computer Skills Diagnostic test
a. Applies Information Technology (IT) plans for online communication
b. Uses IT to facilitate system, student tracking system, personal information
system
c. Uses IT to access Teacher Support Materials (TSM), Learning Support
Materials (LSM), and Assessment Tools
Applicants who have met the requirements set by the SHA will be endorsed to the
partner SUC/HEI by the Schools Division Office (SDO) and shall further undergo the
admission procedures and requirements set by the partner SUC/HEI.
Phase 2. College admission procedure. Qualified applicant shall then undergo a

college/university admission procedures as deemed necessary and to be administered by the
partner SUC/HEI. This procedure is to ensure that the scholars have met the minimum entry
requirement set by the university/college as approved by the school’s academic council or
board of trustees.
Phase 3. Multi-modal in-house delivery of academic course. Qualified scholars to the

program who have met the admission/entry standards set by the Academy and the partner
SUC/HEI shall undergo experiential and problem-based curricula and learning episodes that
are authentic, relevant and responsive to local contexts and will prepare them for the day-
to-day realities of school leadership. The SHA curriculum includes content designed by the
program planners and implemented by the faculty of the partner SUCs/HEIs and will also
include Schools Division Superintendents (SDSs), Asst. Schools Division Superintendents
(ASDSs), Education Program Supervisors (EPSs) and school principals identified and
selected by the university/college adapting various learning modalities that are applicable
to both the learning institution and the scholar.
Phase 4. School-based application of the Re-Entry Action Plan (ReAP). In addition to

the comprehensive curriculum, scholars will delve into the implementation of an application
project that will be known as the Re-Enry Action Plan (ReAP) in this program. Using the
result of the PPSSH–aligned self-assessment tool that evaluates the scholars leadership and
management competencies administered prior to his/her acceptance to the program, the
scholar will determine the focus of his/her ReAP. He/she will focus into an instructional
issue or area relevant to leading a school to excellence and high achievement. The
implementation of the ReAP is a requirement to the completion of the SHA program. The
ReAP shall be implemented for 3 – 6 months period and will be under the supervision,
monitoring, and evaluation of the RO & SDO SHA Committee and the partner SUC/HEI
using the rubric set herein.
Phase 5. Continuation of the Master’s or Doctorate degree program. After having

successfully completed the requirements of the SHA, the scholar will subsequently continue
the master’s or doctorate degree program with the same partner SUC/HEI until he/she have
fully complied with the academic requirements for graduation from the program.
VII. Placement and Retention Policies
1. Before the scholar takes the formal schooling under the identified partner
SUC/HEI, he/she must enter into a scholarship agreement with the SDO concerned, and the
sponsoring organization/institution to ensure his/her compliance with the provisions of the SHA
stipulated herein and will be issued a study permit by the SDS through the SDO SHA
Committee secretariat.
2. The scholars of the SHA are expected to comply with the academic performance
standards of the academy and the partner SUC/HEI where they are enrolled in and shall maintain
good conduct in their present school assignment and with the community.
3. To be retained in the program, the scholars shall maintain a General Weighted

Average (GWA) of at least 85 or whatever is set by the partner SUC/HEI as reflected in the
Memorandum of Agreement (MOA).
4. The scholars who failed to comply with the required GWA at the end of each
semester, shall be given a chance to submit an appeal to the SDO SHA Committee through its
Secretariat for consideration and evaluation purposes. Under circumstances deemed justifiable
by the SDO SHA Committee like health reason and unforeseen circumstances that will
adversely affect his/her participation to the program, they shall be allowed to continue their
studies under the program subject to further evaluation by the academic board/council of the
partner SUC/HEI.
5. The scholars, whose performance fall short of the standards set forth by the
Academy and the partner SUC/HEI without justifiable reason, may still be allowed to continue
their studies but with their scholarship grant temporarily revoked. If they complied with the
standard of the academy and the partner SUC/HEI in the subsequent semester, they may still
regain the scholarship grant subject to approval of the SDO SHA Committee, sponsoring
institution/organization and the partner SUC/HEI.
6. If the scholar is unable to participate in the course due to any extenuating

circumstances such as health problem, heavy workload, or any other reason, he/she must write
the SDO SHA Committee and the partner SUC/HEI within a reasonable period. The SDO &
RO SHA Committee shall work closely with the partner SUC/HEI with the course instructors
to address any concerns and possibly provide sufficient support to the scholar.
7. Scholars who have been inactive as of the end of the fourth week of the semester
who have not communicated with the SHA Committee and the partner SUC/HEI shall be placed
in an “Audit” status. In “Audit” status, the scholar can still participate in the course, but with
the scholarship grant put on hold until further evaluation by the Committee, sponsoring
institution/organization and the partner SUC/HEI.
8. For in any unjustifiable reasons that the scholar fails to complete the required
academic requirements of the SHA within the allotted time frame as stipulated in the MOA,
he/she shall be required to pay in full the expenses incurred covering the entire duration of
his/her study.
VIII. Learning Pathways
A. General Provision
The scholar is required to take 15 – 18 prescribed leadership development units under

a partner SUC/HEI and to implement a Re-Entry Action Plan (ReAP) to meet the SHA’s
objectives and requirements.
B. Program Description
The DepEd Region VI SHA is a leadership development program established to

develop champion school leaders in the twenty (20) Schools Divisions in the region with partner
SUC/HEI to ensure the availability of high-caliber leaders in time of transitions in school
leadership positions. As such, there is a need to forge a partnership agreement by and between
the SDO and the partner SUC/HEI to enable the delivery of the intended curriculum.
C. Course Description
The certificate course on Administration and Supervision or Leadership

Development Program is a one year to one year and a half formal schooling adopting a multi-
modal delivery approach under the partner SUC/HEI and implementation of a ReAP in 3 – 6
months duration that aims to develop the leadership and management competencies of aspiring
and emerging school leaders who will take over vacant school head positions in the schools
divisions. Specifically, the course will equip the participants with leadership, management, and
technical-functional competencies expected of a school leader in the 21st century.
D. Curriculum
The proposed subjects will focus on the competencies identified by the Academy and
duly concurred by the academic council or board of trustees of the partner SUC/HEI as the most
essential leadership competencies to be developed among aspiring school leaders to prepare
them for future leadership and management endeavors and possessed by emerging school heads
for their continuous professional development.
These leadership competencies are aligned with the principles and domains
underscored in the Philippine Professional Standards for School Heads (PPSSH), a public
statement of professional accountability for school heads. The Domains highlighted in the
PPSSH are:
1. Leading Strategically
2. Managing School Operations
3. Focusing on teaching and learning
4. Developing self and others, and
5. Building connections
With the following guiding principles:
1. Learner-centeredness
2. Building and strengthening a network of stakeholders for school and people
effectiveness
3. Understanding of problems and issues at the school and the need to address them
4. Developing high-quality instruction, developing a strong school culture, and
ensuring job-embedded professional development for school personnel
5. Values and concepts important in promoting school success
6. Supervision is a crucial organizational behaviour in school management
7. Importance of accountability and transparency of school heads
8. Principles of inclusivity
The following are the suggested subjects, target competencies per learning area and
the corresponding units subject to the approval of the academic council / board of trustees of
the partner SUC/HEI:
Target/Expected Competencies (to be No. of
Subjects manifested by the scholars after taking the Units
program) Required
Learning Area 1: LEADERSHIP COMPETENCY DEVELOPMENT
PPSSH Domains: 6 credit
Domain 1 – Leading Strategically units
Domain 5 – Building Connections
Organizational & Leadership Development
a. Educational Leadership and Acting with a sense of urgency and responsibility to meet the
Change organization’s needs, improving system and helping others
improve their effectiveness;
Becoming aware of preferences and leadership styles as a tool to
becoming a more effective leader
b. Strategic Planning Defining organizational direction and establishing realistic
objectives and goals aligned with DepEd’s Vision, Mission and
Core Values;
Analyzing the development environment to arrive at more
relevant, responsive, and appropriate intervention programs
c. Continuous Improvement Analyzing, planning, executing, and leading projects effectively
(Project Development / to meet the organization’s objectives;
Innovations in Education) Examining the root cause of problems and suggests effective
solutions;
Fostering new ideas, processes, and suggests better ways to do
things;
Thinking beyond the box
d. Social Mobilization and Creating and sustaining effective working relationships among
Networking (Bridging stakeholders;
Leadership) Promoting collaboration and removing barriers to teamwork
and goal accomplishment across the organization to accomplish
organizational goals and objectives
Learning Area 2: MANAGEMENT COMPETENCY DEVELOPMENT
PPSSH Domains: 6 credit
Domain 2 – Managing School Operations and Resources units
Domain 4 – Developing Self and Others
Quality Management System
a. Financial and Materials Applying general management principles (planning, organizing,
Management (Budgeting, directing and controlling financial activities) to managing
Procurement, & Liquidation) financial resources of the organization
b. Service Operations
Management (Lean Management, Delivering error-free outputs most of the time by conforming to
Client Satisfaction, Quality standard operating procedures correctly and consistently;
Service) Producing high quality of work in terms of
c. Effective Organizational usefulness/acceptability and completeness
Communication (Marketing, Communicating effectively with senior management and
Negotiation) technical staff to apply data-driven strategies
Human Resource Management
a. Recruitment, Selection, Applying strategic approach to recruiting, selecting, placing and
Staffing, Placement, and retaining the right people for the right job, and at the right time
Retention
Personal and Professional Development
a. Self-awareness, Self-Mastery Recognizing one’s emotions, behaviors, beliefs, motivations,
& Whole-Brain Thinking and other characteristics such as strengths and weaknesses to
enable one to understand himself and his impact on others
b. Emotional Intelligence Using emotional intelligence to improve leadership and build
more effective relationships;
Leveraging EQ in managing difficult situations
c. Health and Wellness Understanding the significance of improving one’s health and
wellness in creating a happier, healthier, and more satisfying
workforce
d. Ethical Leadership and Practical, ethical, and professional behaviour and conduct
Workplace Spirituality taking into account the impact of his/her actions and decisions;
Maintaining professional image of integrity, courage, and

agility
School Organizational Dynamics: Policies and Laws
a. Decision-Making and Crisis Analyzing the symbolic relationship between leadership and
Management in Education decision-making;
Undertaking policy implementation and review in the school to
ensure that operations are consistent with national and local
laws, regulations and issuances
b. Workplace Conflict Adapting varied conflict management techniques in handling
Management conflict in the workplace
Learning Area 3: TECHNICAL-FUNCTIONAL COMPETENCY DEVELOPMENT
PPSSH Domains: 3–6
Domain 1 – Leading Strategically credit
Domain 2 – Managing School Operations and Resources units
Domain 3 – Focusing on Teaching and Learning
Technology in Educational Learning Environments
a. Educational Statistics with Utilizing technologies to access information to enhance
Computer Application professional and organizational productivity
b. Educational Research Utilizing relevant research findings in collaboration with
(Action & Basic Research) stakeholders to facilitate data-driven and evidence-based
innovations to improve school performance
Data Literacy
a. Data Gathering, Management Understanding core concepts related to data for decision
and Utilization making such as categories of data, standards, sources,
b. Data Types and Sources for collection, management, and applications
Effective Decision-Making
Curriculum Planning and Development
a. Inclusivity in Education Addressing and responding to the diverse needs of the learners
by reducing barriers inside the school and creating greater
opportunities for academic and social achievment
Working with the School Governing Council (SGC) in the
conduct of review, contextualization and implementation of
b. Trends and Issues in Education
learning standards to assist teachers in making the curriculum
relevant to the learners
E. Delivery Modality
The program will be delivered through a multi-modal approach where the partner
SUC/HEI at their rightful disposition will adopt various modalities/platforms for as long as the
scholars can experience a diverse learning style that is meant to improve or develop their
competencies as an incumbent or aspiring school heads by matching the curriculum content
with the suitable mode of learning delivery (synchronous and asynchronous).
F. Schedule Options
The conduct of formal classes may be done in the following options at the discretion
of the partner SUC/HEI:
a. Saturday (whole day) and Sunday (half-day) sessions
b. MWF Scheme (1 ½ hour/session day, preferably from 5:30 PM – 7:00 PM)
c. TTH Scheme (2 hours/session day, preferably from 5:30 PM – 7:30 PM)
G. Teaching Approaches/Strategies
To better make the course relevant and meaningful, it is suggested that varied
teaching approaches/strategies be explored to ensure maximum scholar involvement and
learning. Conventional reporting method is highly discouraged.
a. Case Method/Study. The approach will provide the scholars a deeper and more
detailed as well as a more individually relevant understanding of a complex research problem.
This will further their competency to conducting future research studies.
b. Research-based Method. The scholars are taught to analyze, summarize and utilize
results of educational researches that will motivate them to develop an investigative attitude
and can create opportunities for acquisition of knowledge in a conceptually consistent way, in
addition to the development of the required skills and competencies.
c. Mobile Learning or M-Learning. Learning across multiple contexts, through social
content interactions, using personal electronic mobile devices that the scholars may use at their
convenient time.
H. End-of-Program Output
The scholars are required to submit a proposal of a ReAP using the SHA Form 007
to the SDO SHA Committee for approval by the Schools Division Superintendent (SDS) and
implement in their respective schools within 3 to 6 months duration depending on the
complexity of the program or activity and as determined by the SDO SHA Committee
concerned. At the end of the implementation, the scholar is required to prepare a Project
Accomplishment Report (PAR) using the SHA Form 008 and submit the same to the SDO SHA
Committee for verification and approval. The RO and SDO SHA Committees together with the
partner SUC/HEI will monitor and evaluate the implementation of the ReAP using the SHA
Form 009.
IX. Partnership
Partnership building takes a vital role to fulfill the goals of the SHA in producing prolific and
competent school heads. This will give the opportunity to all potential partners to implement their
extension services and corporate social responsibility (CSR) adhering to Republic Act 8525, otherwise
known as “An Act Establishing the Adopt-A-School Program and Providing Incentives Therefore and
for Other Purposes,” which was enacted to encourage private companies and other public and
government-owned institutions to assist in the delivery of quality education to public schools in the
country.
The SHA opens up opportunities for SUCs/HEIs here and abroad to offer scholarship
grants/programs/assistance to all incumbent or aspiring school heads of Region VI. This will also pave
a way to Congressional, Provincial and Local Government Units (LGU) to commence scholarship
programs to teachers/scholars who aspire to lead a school in the locality in the future.
Hence, the SDO that will be the prime mover in the implementation of the SHA is expected to
secure resources through partnership agreements among academic institutions (SUCs/LUCs/HEIs),
private sector entities as well as the government agencies and its LGUs as funding
institution/organization for the scholarship of the recipients.
As such there is a need to forged a partnership agreement between the identified SUC/HEI,
private institutions and/or LGUs to ensure that the identified scholars are given appropriate financial
support in terms of tuition fees and other miscellaneous expenses in the duration of their study under
the SHA and even up to the completion of their post-graduate course under the identified SUC/HEI.
To fully implement the SHA in the 20 SDOs of Region VI in terms of curriculum and academic
requirements, the SDO concerned will look for a potential partner SUC/HEI for the alignment of the
proposed curriculum set herein to the existing program of the school on administration and supervision
and other related post-graduate courses and adoption of pre-requisites of the SHA such as the
implementation of ReAP prior the completion of the program.
The partnership between the SDO and the identified partners will be forged through a MOA or
MOU whichever is applicable. The term "partnership" or "partner" as used in the Agreement, its
annexes, and related agreements, shall only pertain to its common non-legal usage contemplating
friendly relationship formed by the cooperation, collaboration, and interaction between and among the
stakeholders of the course. This term shall in no case denote the "partnership" as legally defined in
Book IV, Title IX of the Civil Code of the Philippines, and shall not give rise to the concomitant rights,
duties, and obligations emanating therefrom.
A. The Potential Partners
SHA is open to all potential partners who are offering scholarship grants. These are, but not
limited to:
 State Colleges and Universities (SUCs)
 Higher Education Institutions (HEIs)
 Private HEIs
 Local Universities and Colleges (LUCs)
 Local Government Units (LGU-Municipalities and Cities)
 Congressional Districts
 Provincial Government Units
 Non-Government Organizations (NGOs)
 Private Individuals
 Private Sectors
 Cooperatives
 Other National Government Agencies (NGAs)
B. Steps in reaching out SHA’s partners

1. Conceptualize the proposal for partnership based on the guidelines set herein;
2. Send communication letters for appointment and presentation of the proposal and the
concept paper of the SHA to the identified potential partner;
3. Conduct Local Convergence and Partnership Forum (if possible);
4. Prepare necessary documents needed for the partnership/scholarship program prior to
the start of classes such as, but not limited to, payment of school fees and other
administrative concerns if there is any;
5. Conduct pre MOA signing activity;
6. Conduct MOA Signing Ceremony;
7. Constitute a team or designate a focal person that will work closely with the partner;
and
8. Engage partners in the implementation and the monitoring of the partnership

agreements.
C. Forging of MOA with the Potential Partner
The School Division Superintendents (SDSs) are given the authority to represent in
behalf of the Regional Director of Region VI to engage partnership among identified potential
partners.
It is up to the SDOs through its Social Mobilization & Networking (SM&N) Section of
the School Governance and Operations Division (SGOD) to lay down and convince the partner
on what modality of partnership they will engage to and are expected that these agreements
made are stipulated in the MOA or MOU. It is important to note in the MOA between the SDO
and the identified partner SUC/HEI the features in the delivery of the program such as the
alignment of the curriculum, delivery modalities, admission requirements, retention,
continuation of the post-graduate program after completion of the requirements of the SHA,
and payment of fees and other areas related to academic program and curriculum
implementation.
D. Sample Template for Memorandum of Agreement
The MOA template set herein will serve as guide for the SDOs in crafting their
respective MOAs depending on the agreements made between the identified partner and other
applicable provisions that may be included. It is expected that all drafted MOA shall be
reviewed by the SDO’s Legal Officer as member of the SDO SHA Committee prior the formal
signing.
X. Post-Qualification Trainings/Activities
Qualified applicants shall undergo the following activities as part of the professional development
program that will be delivered by the SDO and/or RO:
a. Scholars’ Forum. This activity is intended to convene the qualified scholars and
discuss topics related to the performance of their duties and responsibilities and also for the
development of their professional competence in relation to the Philippine Professional Standards
for School Heads (PPSSH). This activity shall be done at least once a year subject to the existing
protocols.
b. Division Learning Action Cells (DLAC) Sessions. This activity is intended to provide
the scholars with the needed support in taking the Principal’s Exam/National Qualifying
Examination for School Heads (NQESH). The DLAC sessions shall be organized by the Human
Resource Development Section (HRDS) of the SGOD in coordination with the identified resource
persons (SDS, ASDS, EPSs, PSDSs, School Heads, content experts) who can give review
sessions/pre-examination activities that will prepare the scholars in taking the qualifying
examination. The conduct of the DLAC must be adherent to the existing health measures and
protocols set by the local and national IATF. It shall also conform to the existing auditing rules
and regulations.
c. Other competency-based professional development activities. The SDO shall conduct

other competency-based activities and interventions to the scholars based on the identified need
as reflected in the Strategic Plan for Professional Development for School Heads (SPPDSH) as
SHA Form 010.
XI. Service Obligation
After completion of the degree under SHA, the scholar shall serve DepEd for 2 years for every
year of study or a fraction thereof not less than 6 months or exceeding 6 months; 1 year for a fraction
of a year exceeding 6 months but not less than 2 months of study; and 6 months for a fraction of a year
less than 2 months as stipulated in Executive Order No. 367 dated August 21, 1989 and CSC MC No.
44, s. 1992 or the Guidelines and Operating Procedures in the Administration of the Scholarship
Program for Government, item 11A.
The scholar who have availed of study leave not exceeding four (4) months with pay in
preparation for the completion of his/her Master’s thesis or Doctorate dissertation must render an
equivalent of six (6) months for a period of one (1) month study leave; one (1) year for a period of two
(2) to three (3) months study leave; and two (2) years for more than three (3) months to six (6) months
study leave as stipulated in CSC MC No. 21, s. 2004 or the Amendment to Section 68 of CSC MC No.14,
s. 1999 Relative to the Guidelines of Study Leave, Section 68.III.
XII. Terms of Reference
The following will be the specific roles and functions of the SDOs, RO, the scholars, the partner
SUC/HEI, and the funding organization/institution in the implementation of the SHA:
a. SDO
1. Recruits applicants to the program
2. Screens the applicants to the program by adopting the guidelines and procedures
set herein (Section VI.B – Phases of the Implementation)
3. Looks for potential partner and enter into partnership agreement for funding and
curriculum implementation
4. Administers the Competency-Assessment Tool to all the applicants to the
program
5. Consolidates the results of the competency assessment (Self-Assessment,
Superior’s and Peer’s/Subordinate’s) using the Competency Assessment Tool Results
Summary Template (SHA Form 006)
6. Endorses to the RO SHA Committee the list of qualified applicants to the
program together with the submitted documents
7. Creates database of the qualified scholars and updates the list and other
informations in a regular basis for future reference and perusal
8. Craft the Division Strategic Plan for Professional Development for School
Heads (SPPDSH) (SHA Form 010) and submit the same to the RO for consolidation
purposes (Attn: Human Resource Development Division)
9. Works closely with the partner SUC/HEI in monitoring the scholar’s
participation, attendance, and academic performance to ensure completion of the
program
10. Assists and monitors the scholars’ implementation of his/her scholarship re-
entry project (REAP)
11. Ensures the utilization of scholar’s expertise in all the trainings/learning sessions
conducted in the SDO
12. Assists the scholars in taking the Principal’s exam /NQESH through the conduct
of Division Learning Action Cell (DLAC) sessions.
b. RO
1. Drafts the concept note for the SHA that will serve as guides for the SDOs in
implementing the program
2. Receives the endorsement of qualified applicants from the SDOs (Attn: RO SHA
Committee Secretariat – HRDD)
3. Creates and maintains the database of qualified scholars of the program,
completion of the academic requirements of the SHA and graduation in the post-
graduate degree under the same SUC/HEI
4. Receives the consolidated result of the Competency Assessment Tool and the
crafted SPPDSH from the SDOs and crafts the Master Plan for Professional
Development for School Heads (MPPDSH) of Region VI
5. Implements and facilitates the various post-qualification trainings/activities as
part of the professional development program of the scholars
6. Monitors and evaluates the scholars in terms of the implementation of his/her
ReAP
7. Provides technical assistance to SDOs in the implementation of the program and
other related professional development sessions through the conduct of DLACs
8. Ensures the sustainability of the program by conducting regular meetings and

recalibration of the guidelines, processes and the curriculum that are responsive to the
needs of time.
c. Scholar
1. Ensures completion of the SHA curriculum under the identified SUC/HEI
2. Participates actively and complies with the academic requirements of the SHA
under the partner SUC/HEI
3. Ensures the implementation of his/her ReAP as pre-requisite to completion of
the SHA program
4. Ensures attendance to the post-qualification activities set by the SDO and RO
5. Attends regular meetings and other related activities called for by the HRDD and
other higher offices
d. Partner SUC/HEI
1. Enters into an agreement with the SDO in terms of curriculum alignment to the
proposed curriculum of the SHA, delivery modalities, admission requirements and
procedures, retention, continuation of the post-graduate program after completion of the
requirements of the SHA, payment of school fees and other areas related to academic
program and curriculum implementation
2. Works closely with the SDO SHA Committee in monitoring the scholar’s
participation, attendance, and academic performance to ensure completion of the
program through the conduct of a regular monthly or quarterly meeting
3. Assist and monitors the scholars’ implementation of his/her scholarship re-entry
project (ReAP) with the RO and SDO SHA Committee
4. Participate in Local Convergence and Partnership Forum conducted and
facilitated by the SDO and/or RO
e. Funding Institution/Organization
1. Enters into an agreement with the SDO and the scholar in terms of payment of
school fees and other areas related to sustainability and retention of the scholarship grant
2. Assists the SDO and the scholar in the implementation of the ReAP
3. Participates in Local Convergence and Partnership Forum conducted and
facilitated by the SDO and/or RO
XIII. Indicative Timelines
The following are the suggested schedule of activities in the implementation of the SHA
that will serve as guides of SDOs in accomplishing major milestones of the program:
Pre-Implementation Stage
Workshop on the Crafting of the Guidelines of the
May 19-20, 2021
Implementation of the SHA in DepEd Region VI
Synthesis of the Group Outputs & Drafting of the Guidelines on
May 24 – June 4, 2021
the Implementation of the SHA
Presentation of the Draft Guidelines on the Implementation of
June 7, 2021
the SHA to the SDSs and ASDSs
Presentation of the Draft Guidelines on the Implementation of
the SHA to the CID and SGOD Chiefs, HRD, SM&E, SM&N June 8, 2021
SEPS & EPS II
Finalization of the Draft Guidelines for approval of RD Ramir
June 9 - 21, 2021
B. Uytico EdD, CESO IV
Issuance of the Regional Memorandum on the Guidelines to the
June 22, 2021
Implementation of the SHA
Issuance of Division Memorandum on the Implementation of the
June 23, 2021
SHA and Recruitment of Applicants
Presentation of the concept note and the guidelines on the
implementation of the SHA to identified partner SUCs/HEIs and June 23 – July 2, 2021
funding organization/institutions
Drafting of MOA/MOU with the necessary provisions as agreed
by the SDO and the identified partner SUC/HEI and funding June 28 – July 2, 2021
organization/institution
Conduct of Local Partnership Convergence/Partnership Forum July 5 – 7, 2021
Conduct of the pre MOA signing activity with the SDO SHA
July 5 - 7, 2021
Committee and the identified partners
Implementation Stage
Regional Launching of the School Heads Academy in DepEd
July 9, 2021 (or on a date as
Region VI and simultaneous MOA signing with the
determined by the RO SHA
identified partner SUCs/HEIs and funding
Committee)
organization(s)/institution(s)
Screening of the documentary requirements of the applicants and
administration of the competency assessment using the SHA
July 12–23, 2021
Forms 002, 003 and 004, Interview and Computer Skills
Diagnostic Test
Consolidation of the results of the competency assessment and
crafting of the Strategic Plan for Professional Development for July 12–23, 2021
School Heads (SPPDSH) using the SHA Form 010
Submission of the approved SPPDSH to the Regional Office
July 26-27, 2021
(Attn: Human Resource Development Division)
Signing of MOA with the qualified scholars and identified rd th
program partners 3 to 4 week of July 2021
st
1 week of August 2021 (or as
Conduct of college/university admission procedures determined by the partner
SUC/HEI)
st nd
1 – 2 week of August 2021
Enrolment of scholars (or as determined by the partner
SUC/HEI)
August 2021 (or as determined
Start of Classes
by the partner SUC/HEI)
Post-Implementation Stage
Monitoring of Program Implementation by the RO and SDO August 2021 (as the program
SHA Committee commences)
After taking of 15-18 units
Implementation of the ReAP professional course/subjects
with the partner SUC/HEI
After the implementation of the
Evaluation of the ReAP
ReAP
After the implementation of the
Completion Ceremony of the first cohort of the program
ReAP
XIV. Equal Opportunity Policy
Scholarship recipients will be selected based on the selection processes and criteria set herein
and shall be awarded on an objective and non-discriminatory basis. As the principle of equal
opportunity applies to the program, it is understood that in the conduct of this activity there shall be no
discrimination in the provision of Learning and Development intervention on account of age, school,
gender, civil status, disability, religion or other similar factors/personal circumstances that run counter
to the principles of equal opportunity.
XV. Monitoring and Evaluation
The RO SHA Committee and the SDO SM&E Section are tasked to conduct monitoring and
evaluation (M&E) of the implementation of the program. Below are the areas to be monitored along
with the program implementation. The M&E mechanism and tools will be released to the field in a
separate memorandum.
a. The scholars’ details in relation to their current position, their level of experience and
competence, and qualifications;
b. The implementation process at the SDO level
c. The L&D needs of the scholars in the crafted SPPDSH and the various programs,
activities or courses implemented by the SDO to address these needs; and
d. The scholars academic performance and attendance in the SHA.
XVI. Sustainability of the Program
To ensure the sustainability of the program, a regular quarterly meeting and related activities
be implemented subject to current protocols and guidelines set by the National and Local IATF such
as travel restrictions and conduct of mass gatherings and essential activities and will form part of the
work and financial plan (WFP) of the HRDD in the succeeding fiscal years.
XVII. Effectivity
This guidelines shall take effect immediately upon issuance in a Regional Memorandum.
Enclosure 1 to Regional Memo No.____, s. 2021

Sample MOA template with Partner SUC/HEI
Republic of the Philippines )

) s.s.
x-------------------------------------------------------------------------------------------------x
MEMORANDUM OF AGREEMENT
This Agreement is made and entered into this __th day of _______ 2021 at
___________, ________, Philippines, by and between:
THE PARTIES
The DEPARTMENT OF EDUCATION, DIVISION OF _________, an agency of national

government of the Republic of the Philippines, with office address at ___________________,
represented by its School Division Superintendent, _____________, hereinafter referred in
this instance as the “FIRST PARTY”
-and-
__________________________, a duly constituted higher educational institution in the

Philippines, with principal address at _____________________________, represented by its
________________________, _________________________, of legal age and Filipino citizen,
hereinafter referred to as the “SECOND PARTY”;
WITNESSETH: That
WHEREAS, The FIRST PARTY, is presently exploring, developing and institutionalizing a

“platform” to formally train, empower and prepare all aspiring qualified public school
teachers, to become an effective, efficient and competent school leader. Hence, in order to
realize the foregoing vision, the Department of Education, Regional Office IV, in collaboration
with _____ Division Offices, is planning to establish the School Heads Academy (“program”).
WHEREAS, the foregoing undertaking, is one of the flagship program of the Department
of Education, Regional Office VI, to give essence to the mandate set by the DepEd Order No.
24., series of 2020, known as “National Adoption and Implementation of the Philippines
Professional Standard for School Heads.”
WHEREAS, The FIRST PARTY as well as its Regional Office, adheres and recognizes the
apparent fact that in order to achieve the aforesaid vision, it needs the assistance of various
colleges, universities, and other higher educational institutions that has capacity, resources,
facilities, provision, and academic program, to realize and achieve its main objectives, which
is “to strengthen and uplift the capability of all school heads in the region.”
WHEREAS, The SECOND PARTY being a higher educational institution which was granted
with valid authority to implement a post-graduate program; and in adherence to comply with
its commitment to uplift the quality of education in public sector, the SECOND PARTY agree
to allow the FIRST PARTY (i.) to use its facilities and resources, and (ii.) to serve as a training
ground, for the attainment of its objectives and initiatives, in establishing the School Heads
Academy.
WHEREAS, the FIRST PARTY, all in all, will engage the services, and utilize the expertise,
of the SECOND PARTY, to train the aspiring qualified teachers to become an effective and
efficient School Heads.
NOW THEREFORE, for and in consideration of the foregoing premises, the parties herein,
mutually agreed the following arrangement, as follows:
TERMS & CONDITIONS
Section 1 - Purpose & Description:

The Partnership is known as “Establishment of School Heads Academy for DepEd
Region VI.”
Section 2 - Rights and Obligations of the FIRST PARTY
a.) Provide policy guidelines, and directions to ensure the smooth implementation of
the aforesaid program, including the rule in establishing the relationship of the parties herein;
b.) Designate the Partnership Point Person who will coordinate with the SECOND
PARTY;
c.) Select personnel who are qualified to be a scholar in the program.
d.) Conduct regular assessment and production meetings on a regular basis;
e.) Responsible for the shaping of policy in the implementation of the program, and
accountable for any concerns that may arise from all related laws and issuances;
f.) Coordinate with the SECOND PARTY in the implementation of program

activities and accept any partnership assistance;
g.) Lead in the evaluation of the implementation of the program and;
h.) Endorse the application of the SECOND PARTY for tax incentive or tax
exemption entitlement to the Revenue District Office, if applicable.
Section 3 - Rights and Obligation of the SECOND PARTY

a.) Grant the FIRST PARTY and its aspiring qualified teachers, who are enrolled in
the program, to access and used its facilities, resources, and academic platform, to effectively
implement the School Heads Academy;
b.) The SECOND PARTY, undertake to train and provide all necessary knowledge,
to all aspiring qualified teachers who enrolled in the program, by using its existing post-
graduate academic program;
c.) Shall exercise all the necessary “academic freedom,” including to make some
changes in its academic program to tailor fit the needs of aspiring public school teacher, suited
to the existing trends, innovations, and dynamics of life, in attaining the main purpose of the
program.
d.) Provide technical assistance to the FIRST PARTY, if circumstances warrant it.
e.) Ensure that facilities, premises, fixtures, and academic program they offer is in
line for the attainment of the purpose of this agreement.
f.) The SECOND PARTY shall make sure safety of all personnel of the FIRST
PARTY who enrolled in the program.
g.) Inform the FIRST PARTY of any changes in the program due to special
circumstances and other foreseen events;
h.) Inform the FIRST PARTY on issues, concerns and other matters concerning the
program
i.) Administer the efficient and effective implementation of the project in

coordination with the FIRST PARTY;
Section 4 - Scope of the Partnership

The Partnership shall cover all matters that relates to the effective and efficient the
implementation of providing training to all aspiring public school teachers, qualified to be in
the program, for the School Heads Academy.
Section 5- Term of Partnership
The Partnership shall commence upon signing of the parties of this Agreement and shall
be effective for a period until all the program and academic requirements set by the parties
herein, had been accomplished.
This Agreement may be subjected to renewal as may be agreed upon by the parties upon
submission of their intention to renew this agreement through formal notice within thirty (30)
days before its expiration.
The parties reserve their respective rights to terminate their participation in the
agreement through formal written notice within thirty (30) days before the effectivity of the
termination.
Termination shall be subject to the mutual agreement between the parties and only for
valid and justifiable reasons.
Section 6- Capacity and Authorization.
The parties herein warrant that they have the capacity, power and requisite
authorization to enter into this Agreement.
Section 7- Separability Clause.
Should any part of this Agreement be judicially declared null and void, such
nullity shall not affect the validity of the remaining provisions hereof.
Section 8- Remedies/ Breach of Agreement.
Violation or omission of any of the provisions of this Agreement shall be ground

for the cancellation or rescission the same, without the need for legal or court action. Provided
that all effort to amicably settle any controversy that may arise herein had been exhausted,
before this Agreement will be rescinded or cancelled.
If at all there will be any lapses from both parties while this agreement is in force,
they undertake to settle it the same, with utmost effort to meet haft-way and come-up with
reasonable solution, so as not to render the purpose of this contract ineffective.
The second party is well- aware that the funding of this program is came from
other parties. Hence, the non-payment or delayed in tendering payment, of expenses and cost
in implementing this program will not be a ground to rescind this Agreement.
Section 9- Revisions, Amendments & Modification
This Agreement may be revised, amended or modified only through a written

instrument duly executed and signed by all parties.
Department of Education, Division of __________ __________________________

First Party Second Party
Represented by: Represented by:
_________________________ ______________________
Schools Division Superintendent
SIGNED IN THE PRESENCE OF:
___________________________ ________________________
ACKNOWLEDGMENT
BEFORE ME, a _______________________________(Notary Public) for and

in__________________, this ___________ day of _____________ 2021, personally with the
copy of their authentic documents as evidence of their identity, known to me and to me known
to be the same person who executed the foregoing Special Power of Attorney consisting of
___(__) pages including the page on which this Acknowledgment is written, and who
acknowledged to me that the same is their free and voluntary act and deed.
IN WITNESS WHEREOF, I have placed my hand and seal on the date and at the place
first above-written.
Doc. No.:
Page No.:
Book No.:
Series of 2021.
SHA Forms and Attachments
Form No. /
Name of Form
Attachments
SHA Form 001 SHA Application Form
Competency Assessment Tool (CAT) for SHA
SHA Form 002
Applicants
SHA Form 003 Superior’s Assessment Tool for the SHA Applicants
Peer’s / Subordinate’s Assessment Tool for the SHA
SHA Form 004
Applicants
Scoring and Interpretation Guide of the Self-
Assessment Results
SHA Form 005 Consolidated Result of the CAT
SHA Form 006 CAT Results Summary Template
SHA Form 007 SHA Re-Entry Action Plan (ReAP)
SHA Form 008 SHA ReAP Completion Report
Rubrics in the Evaluation of the ReAP
SHA Form 009 Criteria Sheet for Evaluating the ReAP
Strategic Plan for Professional Development for
SHA Form 010
School Heads (SPPDSH)
SHA FORM 001

APPLICATION FORM
SCHOOL HEADS ACADEMY
IN DEPED REGION VI
I. Personal Data
Name:
(Surname) (First Name) (Middle Name)

Employee Number : Sex : (Please put an “X” mark in the appropriate box)
Male: Female:
Date of Birth :
(Month) (Day) (Year)
Home Address :
(Street) (Barangay) (City/Municipality) (Province)

Contact Details:
(Telephone Number) (DepEd Email Address) (Facebook/Messenger)

Region: Division: District:
Office / School :
Address :
Current Position :
Other Designations :
Highest Educational Attainment :
Specialization :
II. Work Experiences (List from most current)

Main Area of Responsibility Level
Position (e.g. subjects taught, level (e.g. Elem/Secondary school, Inclusive Period
supervised) District, Division, Region)
*Note: Please attach separate sheet if necessary

III. Training Attended Over the Last Three (3) Years
Please check training focus and management level for all training attended over the last three years.
Training
Attended
over the last
3 years Management Level of Training
Training Focus (kindly indicate (Please put a “check mark” in the appropriate column)
the number of
trainings attended
in every category
or put an “X” mark
if none)
Central Region Division Cluster School
Curriculum
Resource Materials
Development
Planning
Management
Policy Development
Research
Others, please specify
_______________________
_______________________
*Note: Please attach a list of trainings attended over the last 3 years starting with the most current
IV. Significant Experiences

Identify which of the following areas you consider to be your area(s) of expertise:
School Based Management Monitoring and Evaluation

Quality Assurance / Quality Management Educational Research & Innovation
Access in Education Data Management & Utilization
Learning Resource Materials Policy Development &
Development Implementation
Human Resource Management Technology in Education
Delivery and Facilitation of Training Technical Assistance
Curriculum Design & Implementation Others
*Please specify: ________________________________
A Certified Trainer :
Please put a “check” mark in appropriate Yes No
box
by whom :
Please indicate the certification body/institution
Please write down your significant experiences in the identified area(s):

V. Learning and Development Experiences
Identify which of the following specific areas you consider to be your area(s) of expertise:
Competency Assessment Program Planning

Program Designing Resource Materials Development
Program Delivery Program Management
Monitoring and Evaluation of Training
Please write down your significant experiences in the identified area(s):
I certify that the information I have given to the foregoing questions are true, complete,
and correct to the best of my knowledge and belief.
Signature of Date
the Applicant: Accomplished:
Data Privacy Notice:

* All information provided herein shall be
dealt with utmost confidentiality and will
Please attach most recent
be used solely for the database of the
program. In no case that these data will 2 x 2 colored photo with
be used for other purposes without the white background here
prior consent of the person involved.
(RA 10173 – Data Privacy Act of 2012)
Please submit the completed form to the SDO SHA Committee for evaluation.
SHA FORM 002

COMPETENCY ASSESSMENT TOOL
FOR THE APPLICANTS TO THE
SCHOOL HEADS ACADEMY IN DEPED REGION VI
Anchored on the Domains, Strands and Competencies of the
Philippine Professional Standards for School Heads (PPSSH)
(DepEd Order No. 24, s. 2020)
INSTRUCTIONS:
1. This assessment tool is SELF-ASSESSMENT that contains a list of competencies covered in the
curriculum of the School Heads Academy (SHA) anchored on the Philippine Professional Standards for
School Heads (PPSSH). Consider each competency by reflecting on your current understanding or
knowledge, application of such knowledge and the attitude expected of a school head.
2. For each competency indicator, there are four possible responses with corresponding scores within a
scale that is shown below in which you will see your knowledge, practices and beliefs as an aspiring
school head. Please check ( ) under the appropriate column that represents your self-reflection. Do this
in each of the competency.
Scale Description
1 I don’t know about it
2 I know a little about it and do not have the skill to practice it
3 I know a lot about it and can share my practices to my
colleagues
4 I am an expert of it and can lead others to do it as well
3. Individual results will serve as basis for the development of your Re-Entry Action Plan (REAP) as a pre-
requisite to your completion in the SHA. The consolidated result of the individual scholar will be utilized
by the SDO SHA Committee in designing and delivering competency-based learning and development
programs that are responsive to your identified needs.
Name of the Applicant: _______________________________________________

Schools Division: _______________________________________________
District: _______________________________________________
School Assignment: _______________________________________________
Present Position/Designation: _______________________________________________
SHA FORM 003
SUPERIOR’s ASSESSMENT TOOL
INSTRUCTIONS:
1. This assessment tool contains a list of competencies covered in the curriculum of the School Heads
Academy (SHA) anchored on the Philippine Professional Standards for School Heads (PPSSH).
Consider each competency by REFLECTING ON YOUR ASSESSMENT of the applicant’s current
understanding or knowledge, application of such knowledge and the attitude expected of a school head.
scale that is shown below in which you will assess the applicant’s knowledge, practices and beliefs as
an aspiring school head. Please check ( ) under the appropriate column that represents your self-
reflection. Do this in each of the competency.
Scale Description
1 The applicant does not know about it
The applicant knows a little about it and does not have enough
2
skill to practice it in the school
The applicant knows a lot about it and shares his/her own
3
practices to his/her colleagues
The applicant is an expert of it and models and leads his/her
4
colleagues to do it as well
3. Individual results will serve as basis for the development of the applicant’s Re-Entry Action Plan
(REAP) as a pre-requisite to his/her completion in the SHA. The consolidated result of the individual
scholar will be utilized by the SDO SHA Committee in designing and delivering competency-based
learning and development programs for school heads that are responsive to the identified needs of the
applicants.

District: _______________________________________________
SHA FORM 004
PEER’s / SUBORDINATE’s ASSESSMENT TOOL
INSTRUCTIONS:
1. This assessment tool contains a list of competencies covered in the curriculum of the School Heads
Academy (SHA) anchored on the Philippine Professional Standards for School Heads (PPSSH).
Consider each competency by REFLECTING ON YOUR ASSESSMENT of the applicant’s current
understanding or knowledge, application of such knowledge and the attitude expected of a school head.
scale that is shown below in which you will assess the applicant’s knowledge, practices and beliefs as
an aspiring school head. Please check ( ) under the appropriate column that represents your self-
reflection. Do this in each of the competency.
Scale Description
1 The applicant does not know about it
The applicant knows a little about it and does not have enough
2
skill to practice it in the school
The applicant knows a lot about it and shares his/her own
3
practices to his/her colleagues
The applicant is an expert of it and models and leads his/her
4
colleagues to do it as well
3. Individual results will serve as basis for the development of the applicant’s Re-Entry Action Plan (REAP)
as a pre-requisite to his/her completion in the SHA. The consolidated result of the individual scholar
will be utilized by the SDO SHA Committee in designing and delivering competency-based learning
and development programs for school heads that are responsive to the identified needs of the applicants.

District: _______________________________________________
START HERE:
Competency Domain / Strand 4 3 2 1

Domain 1. Leading Strategically
Strand 1.1. Vision, mission and core values
- Demonstrate knowledge of the DepEd vision, mission and core
values to foster shared understanding and alignment of school policies,
programs, projects and activities.
Strand 1.2. School planning and implementation
- Demonstrate knowledge and understanding of the phases of
development and implementation of school plans aligned with institutional
goals and policies.
Strand 1.3. Policy implementation and review
- Demonstrate knowledge and understanding of policy
implementation and review to ensure that school operations are consistent
with national and local laws, regulations and issuances.
Strand 1.4. Research and Innovations
- Identify relevant research findings from reliable sources in
facilitating data-driven and evidence-based innovations to improve school
performance.
Strand 1.5. Program design and implementation
- Display understanding of the implementation of programs in the
school that support the development of learners.
Strand 1.6. Learner voice
- Demonstrated knowledge and understanding of utilizing learner
voice to inform policy development and decision-making towards school
improvement.
Strand 1.7. Monitoring and evaluation processes and tools
- Display knowledge and understanding of monitoring and
evaluation processes and tools to promote learner achievement.
Sum of column scores
Total sum of scores per Domain
Average Score per Domain
Domain 2. Managing School Operations and Resources
Strand 2.1. Use of technology in the management of operations
- Display knowledge on the use of ICT to facilitate the
operationalization of the school management system (e.g. school
information system, student tracking system, personnel information system
and online communications)
Strand 2.2. Financial Management
- Demonstrate knowledge and understanding of policies, guidelines
and issuances in managing finances such as allocation, procurement,
disbursement and liquidation aligned with the school plan.
Strand 2.3. School facilities and equipment
- Demonstrate knowledge and understanding of policies, guidelines
and issuances on acquisition, recording, utilization, repair and maintenance,
storage, and disposal in managing school facilities and equipment
Strand 2.4. School safety for disaster preparedness, mitigation and
resiliency
- 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
Strand 2.5. Management of school plans and projects
- Demonstrate knowledge and understanding on the management,
implementation, monitoring, and review of the school improvement plans
and other action plans in consultation with the experts
Domain 3. Focusing on Teaching and Learning
Strand 3.1. School-based review, contextualization and implementation of
learning standards
- Demonstrate knowledge and understanding of school-based
review, contextualization and implementation of learning standards.
Strand 3.2. Teaching standards and pedagogies
- Demonstrate knowledge and understanding of teaching standards
and pedagogies within and across learning areas to provide technical
assistance to teachers to improve their teaching practice.
Strand 3.3. Teacher performance feedback
- Demonstrate understanding of the use of feedback obtained from
learners, parents and other stakeholders to help teachers improve their
performance.
Strand 3.4. Learner achievement and other performance indicators
- Set achievable and challenging learning outcomes to support
learner achievement and the attainment of other performance indicators.
Strand 3.5. Learning assessment
- Demonstrate knowledge and understanding of learning assessment
tools, strategies and utilization of results consistent with curriculum
requirements.
Strand 3.6. Learning environment
- Demonstrate understanding of managing a learner-friendly,
inclusive and healthy learning environment.
Strand 3.7. Learner discipline
- Demonstrate knowledge and understanding of existing national and
local policies related to learner discipline.
Domain 4. Developing Self and Others
Strand 4.1. Personal and professional development
- Conduct self-assessment of personal and professional development
needs using the Philippine Professional Standards for School Heads.
Strand 4.2. Professional networks
- Seek opportunities to improve one’s practice as a school leader
through professional networks.
Strand 4.3. Performance management
- Demonstrate knowledge and understanding of the implementation
of the performance management system in improving school personnel and
office performance.
Strand 4.4. Professional development of school personnel
- Demonstrate knowledge and understanding of the professional
development in enhancing strengths and in addressing performance gaps
among school personnel.
Strand 4.5. General welfare of human resources
- Display knowledge of laws, policies, guidelines and issuances on
the rights, privileges and benefits of school personnel to promote their
general welfare.
Strand 4.6. Rewards and recognition mechanism
- Reward and recognize learners, school personnel and other
stakeholders for exemplary performance and/or support.
Domain 5. Building Connections
Strand 5.1. Management of diverse relationships
- Demonstrate skills in dealing with authorities, colleagues, parents
and other stakeholders to encourage an enabling and supportive
environment for learners.
Strand 5.2. Management of school organizations
- 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.
Strand 5.3. Inclusive practice
- 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.
Strand 5.4. Communication
- Demonstrate competent skills in speaking and writing as well as in
utilizing communication platforms, in communicating with teachers,
learners, parents and other stakeholders.
Strand 5.5. Community engagement
- Involve the community, as such 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.
Name & Signature of Assessor: ____________________________________________

Name of School & Division: ____________________________________________
Present Position/Designation: ____________________________________________
Date Accomplished: ____________________________________________
Scoring and Interpretation of the Self-Assessment Results:
1. For each competency there are four possible answers.
2. Score each responses included in the set of indicators. An example of scoring the tool is illustrated below:
Strand 1.1. Vision, mission and core values (4)
Strand 1.2. School planning and implementation (2)
Strand 1.3. Policy implementation and review (4)
Strand 1.4. Research and Innovations (4)
Strand 1.5. Program design and implementation (3)
Strand 1.6. Learner voice (3)
Strand 1.7. Monitoring and evaluation processes and tools (4)
3. To compute the average score of each Domain, add the scores in each Strand by column and divide it by the
number of indicators to get the average assessment score for each Domain.
Strand 1.1. Vision, mission and core values (4)
Strand 1.2. School planning and implementation (2)
Strand 1.3. Policy implementation and review (4)
Strand 1.4. Research and Innovations (4)
Strand 1.5. Program design and implementation (3)
Strand 1.6. Learner voice (3)
Strand 1.7. Monitoring and evaluation processes and tools (2)

Sum of column scores 12 6 4 0
Total sum of scores per Domain 22
Average Score per Domain 22 / 7 = 3.1
4. To compute the average score in all the five Domains, add the scores in each Domain and divide it by 5.
Competency
Domain / Strand
Domain 1 Average Score 3.1
16.8/ 5 = 3.36
5. The same set of tool shall be used in the assessment of the applicant’s competencies by his/her immediate head
and a peer/subordinate.
6. The average result of the self-assessment of the applicant and those of his/her immediate head and
peer/subordinate shall be computed per Domain and Strand to determine the perceived level of the applicant’s
competence in all areas. A sample computation is shown below:
Peer /
Self- Superior’s
Competency Domain / Strand Subordinate’s
Assessment Assessment
Assessment
Strand 1.1. Vision, mission and core values (4) (4) (3)
Strand 1.2. School planning and implementation (2) (3) (2)
Strand 1.3. Policy implementation and review (4) (4) (3)
Strand 1.4. Research and Innovations (4) (4) (3)
Strand 1.5. Program design and implementation (3) (3) (3)
Strand 1.6. Learner voice (3) (3) (3)
Strand 1.7. Monitoring and evaluation processes

(2) (3) (2)
and tools
Sum of column scores 22 24 19
Average of the column scores 65 / 3 = 21.67
Average Score per Domain 21.67 / 7 = 3.09
Strand 2.1. Use of technology in the management
of operations
Strand 2.4. School safety for disaster preparedness,
mitigation and resiliency
Strand 2.5. Management of school plans and
projects
Average of the column scores
Strand 3.1. School-based review, contextualization
and implementation of learning
standards
Strand 3.4. Learner achievement and other
performance indicators
Strand 4.4. Professional development of school
personnel
7. A summary of the consolidated average scores (Self-Assessment, Superior’s Assessment, and

Peer/Subordinate’s Assessment) in all the five Domains shall be computed to determine the over-all rating and
the competency level of the applicant. A sample is shown below:
Competency Domain / Consolidated Average
Strand Scores
16.35 / 5 = 3.27
8. The following scale ranges with corresponding qualitative equivalents are used to interpret each average score
per Domain per Strand.
Range Description
1.00 – 1.49 I don’t know about it (Urgent Need of Training - UNT)
I know a little about it and does not have the skill to practice it
1.50 – 2.49
(Strong Need of Training - SNT)
I know a lot about it and can share my practices to my
2.50 – 3.49
colleagues (Need Enhancement Training - NET)
I am an expert of it and can lead others to do it as well
3.50 – 4.00
(Can Support Training - CST)
9. Domains and strands that fall within the UNT and SNT categories are those that need to be prioritized and given
attention in the conduct of learning and development (L&D) interventions and activities, while those that fall
within the NET may be identified as second priority in the L&D activity. While those that fall within the CST
represent the applicant’s strong qualities/abilities that may enable them to help in training colleagues to do the
same. The applicants should be given a copy of their own profile. Based on the results, the applicants can
recognize their need for training in various Domains and Strands of the PPSSH expected of them to
demonstrate as effective school leaders in the future.
10. The Senior Education Program Specialist (SEPS) and the Education Program Specialist (EPS II) of the Human
Resource Development Section (HRDS) of the School Governance and Operations Division (SGOD) being
the focal persons of the L& D System of the SDO shall be responsible in the consolidation of the individual
results of the applicants assessment together with their superior’s and peer’s results.
11. The consolidated result of the assessment tool shall serve as basis in the crafting of the Strategic Plan for
Professional Development of School Heads (SPPDSH) of the SDO that will also serve as guide of the SDOs
in designing the L&D programs and activities for the school heads that are adherent to DepEd Memorandum
No. 50, s. 2020 on the DepEd Professional Development Priorities for Teachers and School Leaders for School
Year 2020-2023.
12. The L&D design and proposal shall be submitted to the RO for recognition of the program or course in time
of the call for submission of professional development proposals by the DepEd Central Office (CO) through a
Memorandum.
13. The RO shall prepare the Master Plan for Professional Development for School Heads (MPPDSH) of the
region who in like manner shall also submit the L&D design and proposal to the DepEd CO for recognition.
SHA FORM 005
CONSOLIDATED RESULT OF THE
COMPETENCY ASSESSMENT TOOL
PART 1: Assessment Tool Consolidated Result

Peer /
Self- Superior’s
Competency Domain / Strand Subordinate’s
Assessment Assessment
Assessment
Strand 1.1. Vision, mission and core values
Strand 1.2. School planning and implementation
Strand 1.3. Policy implementation and review
Strand 1.4. Research and Innovations
Strand 1.5. Program design and implementation
Strand 1.6. Learner voice
Strand 1.7. Monitoring and evaluation processes

and tools
Strand 2.1. Use of technology in the management
of operations

Strand 2.4. School safety for disaster preparedness,
mitigation and resiliency
Strand 2.5. Management of school plans and
projects
Strand 3.1. School-based review, contextualization
and implementation of learning
standards

Strand 3.4. Learner achievement and other
performance indicators


Strand 4.4. Professional development of school
personnel


PART 2: Summary of Ratings

Competency Domain / Consolidated Average
Strand Scores
Domain 1
Domain 2
Domain 3
Domain 4
Domain 5
Over-All Result
SHA FORM 006
COMPETENCY ASSESSMENT TOOL RESULTS SUMMARY TEMPLATE
Schools Division Office: Prepared by:

Date Accomplished: (Signature Over Printed Name)
Domains Domain 1 Domain 2 Domain 3 Domain 4 Domain 5
Score
Rating 1.1 1.2 1.3 1.4 1.5 1.6 1.7 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 3.4 3.5 3.6 3.7 4.1 4.2 4.3 4.4 4.5 4.6 5.1 5.2 5.3 5.4 5.5
3.900 – 4.000
Training (CST)
Can Support
3.800 – 3.899
3.700 – 3.799
3.600 – 3.699
3.500 – 3.599
3.292 – 3.490
Need Enhancement
Training (NET)
3.094 – 3.291
2.896 – 3.093
2.698 – 2.895
2.500 – 2.697
2.293 – 2.490
Training (SNT)
Strong Need of
2.095 – 2.292
1.897 – 2.094
1.699 – 1.896
1.500 – 1.698
1.393 – 1.490
Training (UNT)
Urgent Need of
1.295 – 1.392
1.197 – 1.294
1.099 – 1.196
1.000 – 1.098
No. of School Heads

with Identified Need
Summary of Training Needs:

Urgent Need of Training (UNT) Strong Need of Training (SNT) Need Enhancement Training (NET)

RE-ENTRY ACTION PLAN (ReAP) PROPOSAL,
PROJECT ACCOMPLISHMENT REPORT (PAR) &
EVALUATION RUBRICS
(Adapted from DepEd Memorandum No. 192, s. 2016)
INSTRUCTIONS:
1. This Re-Entry Action Plan (ReAP) is a prerequisite to completion in the School Heads Academy (SHA)
after having satisfactorily met the essential academic requirement of 15-18 units under the partner
SUC/HEI.
2. Just like with other project-based learning, the ReAP requires much preparation from planning,
implementation to evaluation of the results. Project-based learning is focused on teaching by engaging
the scholars in investigation. Within this framework, the scholars will pursue solutions to nontrivial
problems by asking and refining questions, debating ideas, making predictions, designing plans and/or
experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and
findings to others, asking new questions, and creating artifacts (Blumenfeld et.al. “Motivating Project-
Based Learning: Sustaining the Doing, Supporting the Learning – Educational Psychologist Magazine
– 2020).
3. This ReAP proposal template will guide the scholar in planning for the project of his/her choice. He/she
will identify a specific school concern that needs to be addressed in 3-6 months period. It is important
to remember that in the implementation of the ReAP, many of the content standards learned in the SHA
will be applied in the school-based setting. With these standards in mind, a scholar will devise a plan
that will integrate as many subjects as possible into the project.
4. In the course of the 3-6 months implementation of the ReAP, the RO and SDO SHA Committee will
conduct regular monitoring to ensure that the processes identified in the proposal are met and satisfied
and at the end of the implementation, they will do the evaluation of the project with the identified faculty
of the partner SUC/HEI using the rubrics stipulated herein.
A. PROJECT PLAN TEMPLATE:
SHA Form 007

SCHOOL HEADS ACADEMY RE-ENTRY ACTION PLAN PROPOSAL
Name of the Project : Schools Heads Academy in DepEd Region VI
Name of the Scholar :
Schools Division & District :
Name of School Assignment :
Key Changes in the school as a result of
the implementation of this project :
(What are the key changes do you want to see in
your school as a result of your having attended the
SHA and applied the knowledge you have gained in
the program? What are the verifiable indicators of
these changes?)
Target Competency Improvement :
(What particular Domain, Strand and Indicator in
the PPSSH will you apply through this project?
Identify at least three (3) that are directly related to
your project.)
Describe current situation (problem or
opportunity) in your school that you
need to address through your project :
(Give specific, quantifiable, and observable details.
For example, number of teachers that need
enhancement training on competency-needs
assessment, or the current practices in the
utilization of monthly MOOE etc.)
Title of the Project :
(Give specific title to your project that captures the
attention of your reader or recipients)
Project Objectives :
(Provide SMART objectives of your project that
covers the entire purpose of having this
implemented:
Specific, Measurable, Attainable, Result-Oriented,
and Time bound)
Proposed Date to Commence the
Project:
Expected Date to Conclude the Project:
(Make sure that the project is to be implemented in
3-6 months period)
Expected Outputs:
(What are the tangible and verifiable outputs in the
implementation of the project? This outputs can be
achieved in every milestones identified in the
project)
Beneficiary/ies :
(Who will be the recipient/s of the project? Who will
take advantage of the results of the project?)
Identify Success Indicators or measures
of success :
(What are the identifiable indicators that will tell
the success of the project implementation? Identify
at least 3)
Action Steps:
(Identify significant milestone targets that could be
achieved by the end of 30 days and every 30 days
thereafter. Milestone(s) are significant changes
achieved and/or major steps taken towards
achieving the desired improvement in your school)
Target
Milestone Responsible Person Support Needed Target Date
(Identify the target Action Needed (Who will do this (When will this step
milestones/achievements step?)
From be accomplished?)
in the implementation of
the project)
Milestone 1 Action Step 1
Action Step 2
Action Step 3
Etc..
Action Step 2
Action Step 3
Etc..
Action Step 2
Action Step 3
Etc..
Etc…
Required Resources :
(Provide specific details of the physical and human
resources required to successfully implement your
ReAP that needs funding by the local funds (school
or division) in coordination with the respective head
of office)
Milestone
(Identify the target Resources Needed Budgetary Requirement Approvals Needed From
milestones in your
project)
Milestone 1
Milestone 2
Milestone 3
Milestone 4
Etc…
Risk Management Plan :

(All projects are exposed to risk. Risks are
unpredictable events that might or might not
happen, and endanger the achievement of your
project objectives. You should therefore know what
risks to prioritize and what to do when the risk
happens.)
Is risk happens,
Milestone what specific
(Identify the
Impact on Project if Specific Action to
Likely Risk action will be
target milestones Risk Happens Prevent the Risk
in your project) done to soften the
risk?
Milestone 1
Milestone 2
Milestone 3
Milestone 4
Etc…
Approvals:
(Identify the person(s) / office(s) responsible in
accepting this proposal)
Printed Name Signature Date

Prepared by : (Name of the Scholar)
(Name of the Immediate Head /
Noted by : Supervisor)
Checked by : (Name of the HRD - SEPS)
(Name of the SM&N - SEPS)
(Name of the Chief ES - CID)
(Name of the Chief ES - SGOD)
Approval
(Name of the ASDS)
Recommended :
Approved : (Name of the SDS)
B. PROJECT ACCOMPLISHMENT REPORT (PAR) TEMPLATE:

SHA Form 008
SCHOOL HEADS ACADEMY ReAP COMPLETION REPORT
Name of the Scholar :
Schools Division & District :
Name of School Assignment :
Title of the Project :
Project Objectives :
(Write down the specific objectives of the project)
Duration of the Project
Implementation:
(Write the starting until the finish date of the project
implementation)
No. of Beneficiary/ies:
(Please attach the list of project beneficiaries as Male : ____________ Female : ____________
Attachment A)
Executive Summary:
(Write the summary of the project that highlights the
different activities conducted and the corresponding
results achieved as milestones)
Key Results of the Program:
(Identify the tangible results in your school as the
results of the project implementation)
Results of the M&E Conducted by the
SHA Committee:
(Write down significant
observations/comments/areas of improvements
identified by the RO and/or SDO SHA Committee
during the monitoring activity(ies) – Please attach
M&E Results as Attachment B)
General Comments and Issues
Encountered:
(Identify the different challenges encountered in the
implementation of the projects in terms of:
strategies employed, achievement of results, budget
requirement and utilization, participation of the
intended beneficiaries and other perceived issues)
Lessons Learned :
(Write down the personal reflections and the various
lessons learned in the implementation of the project)
Sustainability Plan &
Recommendations :
(Write down the various recommendations for the
improvement of the project if need to be
implemented or sustained in the succeeding years)
Financial Report :
(Attach breakdown of expenses in the course of the
implementation of the project from Pre-
Implementation, Implementation Proper and Post-
Implementation as Attachment C)
Approvals:
(Identify the person(s) / office(s) responsible in
accepting this Accomplishment Report)
Printed Name Signature Date

Prepared by : (Name of the Scholar)
(Name of the Immediate Head /
Noted by : Supervisor)
Checked by : (Name of the HRD - SEPS)
(Name of the SM&N - SEPS)
(Name of the Chief ES - CID)
(Name of the Chief ES - SGOD)
Approval
(Name of the ASDS)
Recommended :
Approved : (Name of the SDS)
C. RUBRICS IN THE EVALUATION OF THE ReAP:

The scholar will present to the members of the RO & SDO SHA Committee the
accomplishments in the project implementation employing the appropriate modality as deemed
appropriate by the committee without prejudice to the existing guidelines by the national,
regional and provincial IATF. The scholar shall prepare a 5-minute video presentation of
milestones of the project with the corresponding MOVs to be presented and defended to the
SHA committee who in turn may ask questions for validation purposes. The following is the
rubric to be used in the evaluation of the ReAP implementation:
Approaching
CRITERIA Below Standard At Standard
Standard
EFFECTIVENESS
25% 35% 45%
(45%)
-does not present -presents -uses relevant
information, arguments, information, information and findings
ideas, or findings clearly, findings, arguments to support the need
concisely and logically, and supporting /address the problem in
argument lacks evidence in a way the school where
supporting evidence; that is not always accomplishments and
evaluators cannot clear, concise, and targets are evident in
follow the line of logical; line of the AP
reasoning as to the reasoning is -designs strategies/
percentage of sometimes hard to activities /innovative
accomplishments and follow of AP steps effectively to
targets of AP -attempts to select address the situation
-selects information, information, -clearly and completely
develops ideas and uses develop ideas and addresses the priority
a style inappropriate to use a style need of the school as
the objectives, tasks, appropriate to the shown in the results
and audience (may be objectives, task, and (data based) of the AP
too much or too little audience but does
information, or the not fully succeed
wrong approach) -attempts to address
-does not address alternative
alternative perspectives perspectives, but
not clear or
complete
EFFICIENCY OF
IMPLEMENTATION 20% 30% 40%
(40%)
-does not meet -meets most -meets all requirements
requirements for what requirements for for what should be
should be included in what should be included in the
the Application Project included in the Application Project
-has project content, Application Project implements efficiently
action steps, required -has project content, the proposed AP
resources, and risk action steps, activities
management plan, but required resources, -has a clear and
they are not clear and and risk interesting project
interesting management plan, content, action steps,
-disorganize flow of the but they are not required resources, and
application project clear and interesting risk management plan
-AP objectives cannot be -organizes the flow -organizes well the flow
attained of the project, but of the project
may spend too much -project has clear and
or too little on a measureable goals and
topic or idea has a clear metric to
-project is unclear measure its impact and
and/or metrics are reach to attain the AP
vague or not objectives
thought out in order
to attain the AP
objectives
APPLICATION OF
LEARNING 4% 7% 10%
(10%)
-does not exhibit -has the potential to -has the capacity to
appropriate implement project implement plan.
qualification to but is in need of Application Project has
implement the project certain qualifications clear implementation
and/or has no support plan that includes staff
structure in place leadership, qualified
beyond him/herself advisors and sound
financial management
REPLICABILITY
1% 3% 5%
(5%)
-project has no potential -project has the -project has achieved
for expansion and potential to be gains and impacts which
replicability replicated, but are has potentials to be
not well articulated replicated in other
schools or institutions as
it address universal
issues and concerns
TOTAL – 100%
SHA FORM 009
CRITERIA FOR EVALUATING THE
RE-ENTRY ACTION PLAN (ReAP) PROJECT
Name of Scholar: ________________________________ Date of Evaluation: ________________

Name of School: ____________________________________________
Division & District: _________________________
CRITERIA % RATING
EFFECTIVENESS
(Extent to which the objectives of the ReAP
45%
have been attained expressed in terms of
percentage of accomplishment vs. targets)
EFFICIENCY OF IMPLEMENTATION
(Expressed in terms of timeliness and
40%
resources – human, money and materials used
to attain ReAP objectives)
APPLICATION OF LEARNING
(Extent to which the project has integrated 10%
learnings from the SHA)
REPLICABILITY
(The feasibility in which the project can be
5%
replicated in other schools, districts and
Schools Divisions)
TOTAL 100%
Evaluated by the SDO SHA Committee:
___________________________________
Name & Signature of the Evaluator
Evaluated by the RO SHA Committee:
___________________________________
Evaluated by the Faculty of the Partner SUC/HEI:
___________________________________
SHA FORM 010

STRATEGIC PLAN FOR PROFESSIONAL
DEVELOPMENT FOR SCHOOL HEADS
(SPPDSH)
(Adapted from the Training & Development System Operations
Manual – Volume 3 - The PD Planning System)
INTRODUCTION:
The Strategic Plan for Professional Development for School Heads (SPPDSH) is the blueprint of
the Schools Division Offices (SDOs) that will direct and influence their activities related to professional
development (PD) of school heads over a given period. The SPPDSH sets out the SDO’s professional
development goals identified by the aspiring school heads themselves, their superior’s and peer’s assessment
through the competency assessment tool administered as part of the profiling of all the applicants to the
School Heads Academy (SHA). The SPPDSH describes the prioritized development programs and activities
to address the professional development competency gaps of the aspiring school heads of the SDO based on
the Philippine Professional Standards for School Heads (PPSSH) through the provision of various learning
and development activities and interventions.
The SPPDSH is accomplished to enable the SDO to plan and prioritize the PD activities needed by
the school heads. The SPPDSH further identifies the specific details of the PD activities, which will take
place to achieve the over-all professional development goals of the SDO. This will serve as a guide of the
SDO in the systematic conduct of their PD activities in the next three (3) years in consonance to DepEd
Memorandum No. 50, s. 2020 on the DepEd Professional Development Priorities for Teachers and School
Leaders for School Year 2020-2023, with a certain degree of flexibility as reviewed by the SDO SHA
Committee in a regular basis.
In the development of the SPPDSH, the following guiding principles are considered:
1. PD plans and programs are focused on the improvement of knowledge, skills and attitude of the
aspiring school heads of the SDO.
2. All the schools heads and aspiring school heads are provided with equal opportunities to
participate in ongoing and continuous PD in order to enhance their current level of competency.
3. Effective strategies are utilized to increase participation and involvement of target participants
without prejudice to the existing health and safety protocols implemented in the locality.
4. PD programs and activities are formative, cyclical, and accurately collects and analyses data
through the M&E system to improve future activities.
5. The SPPDSH are aligned in a unified approach to the achievement of DepEd’s thrusts and
programs as stipulated in various issuances.
6. Although the SPPDSH outlines the PD activities to be carried out by the SDO from the
competency assessment of the aspiring school heads, it is flexible enough to incorporate emerging priorities
of the SDO.
SHA FORM 010
STRATEGIC PLAN FOR PROFESSIONAL DEVELOPMENT FOR SCHOOL HEADS (SPPDSH)
for School Years _________________
Schools Division Office:
Date of Accomplishment:
Prepared by:
(Signature Over Printed Name)

Recommending Approval:
(Signature Over Printed Name of the ASDS/Chairman of the SDSC)

Approved by:
(Signature Over Printed Name of the SDS)

1.
2.
Professional Development Priority 3.
Programs for School Heads:
4.
(pls. identify the Top 6 priorities)
5.
6.
I. The SDO Context
A. SDO Thrusts for the Professional Development of School Heads
(Develop here an introductory narrative that outlines the current priorities of the SDO in relation to professional development
of school heads as a result of the consolidated report of the competency-based assessment – self-assessment, superior’s
assessment and peer’s/subordinate’s assessment administered to all the applicants of the program)
B. Best Practices in Professional Development
(Indicate here the various practices of the SDO in terms of the delivery of PD activities and interventions for school heads,
teachers and non-teaching personnel that will have a great impact in the execution of the SPPDSH)
C. Data Analysis of the School Heads’ Learning and Development Needs
(Develop here a presentation of the data gathered on the competency-based assessment – self-assessment, superior’s
assessment and peer’s/subordinate’s assessment results of the applicants to the SHA)
D. SDO Personnel Development Committee (PDC)
(List the identified members of the approved PDC of the SDO in-charge in the crafting and delivery of various PD activities
and interventions for school heads, teachers and non-teaching personnel)
II. Professional Development Goal and Objectives

A. Overall Professional Development Goal
(Formulate the overall goal for the Professional Development based on the context presented in the preceding section. Align
your professional development goal to your applicants learning and development needs and to the standards of the PPSSH)
B. Specific Professional Development Objectives
(Formulate the specific objectives of the professional development programs of the SDO based on the overall goal. The specific
objectives should align with the consolidated result of the competency-based assessment of the applicants targeting the specific
domains, strand and indicators of the PPSSH)
Objectives Target Group

Priority Learning Specific (Identify the applicants
Client Group Needs Competencies (Specific
who have identified this No. of Pax
Performance
(PPSSH Domains) (PPSSH Strands) specific competency as
Indicators)
their priority need)
All SHA
applicants
III. Program Content/Process, Professional Development activities per Target Group
(Decide on the content and process of the professional development program/activity for each target group.)
Target Group:
(All applicants to the SHA who have identified this as their priority need)
Objective #1.
Objective #2.
Objective #3.
Priority Learning Needs:
(PPSSH Domain that will be addressed by the PD activity)
End-of-Program Output(s):
(Identify the tangible and measurable output(s) of the target participants after the conduct of the PD program/activity)
Expected Final Outcome/Success Indicator in terms of demonstrated change in KSAs :
(Indicate what the PD activity will create in terms of positive change in behaviour and/or improvements in
institutional performance. The change of the participant’s behaviour, acquisition of additional knowledge and skills
are shared to the school community so that there would be a lasting impact, institutionalization or potential to scale
when possible.)
General Content Delivery Mode

Program Title (Identify the possible mode of the Target Time Frame
(refer to the PPSSH specific
(Write the proposed title of the conduct of the proposed activity (Identify the expected date of
indicator that will be covered by
PD program/activity) considering the existing health delivery of the program/activity)
the PD program)
and safety protocol in place )
Program 1.
Program 2.
etc..
Monitoring and Evaluation:
(Identify the how the program/activity will be monitored by the PDC and the corresponding tool(s) to be utilized.
Indicate also how the progress of the participants be evaluated for the success indicator.)
Target Group:
(All applicants to the SHA who have identified this as their ANOTHER priority need)
Objective #1.
Objective #2.
Objective #3.
Priority Learning Needs:
(PPSSH Domain that will be addressed by the PD activity)
End-of-Program Output(s):
(Identify the tangible and measurable output(s) of the target participants after the conduct of the PD program/activity)
Expected Final Outcome/Success Indicator in terms of demonstrated change in KSAs :
(Indicate what the PD activity will create in terms of positive change in behaviour and/or improvements in
institutional performance. The change of the participant’s behaviour, acquisition of additional knowledge and skills
are shared to the school community so that there would be a lasting impact, institutionalization or potential to scale
when possible.)
General Content Delivery Mode

Program Title (Identify the possible mode of the Target Time Frame
(refer to the PPSSH specific
(Write the proposed title of the conduct of the proposed activity (Identify the expected date of
indicator that will be covered by
PD program/activity) considering the existing health delivery of the program/activity)
the PD program)
and safety protocol in place )
Program 1.
Program 2.
etc..
Note: Continue the table for other programs here. Use more space if necessary.
Monitoring and Evaluation:
(Identify the how the program/activity will be monitored by the PDC and the corresponding tool(s) to be utilized. Indicate
also how the progress of the participants be evaluated for the success indicator.)
IV. Budgetary Requirements
(Indicate the estimated budget for the conduct of each program.)
Source of Available Additional Funds

Program Reference Estimated Cost Program Schedule
Funds Required
Target Group 1
Program 1
Program 2
etc…
Totals
Note: Continue the table for other target groups. Use more space as necessary.

RM No. 339 S. 2021 Guidelines On The Establishment of School Heads Academy SHA in DepEd Region VI

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RM No. 339 S. 2021 Guidelines On The Establishment of School Heads Academy SHA in DepEd Region VI

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Republic of the Philippines

GUIDELINES ON THE ESTABLISHMENT OF THE SCHOOL HEADS’ ACADEMY

I. Background and Rationale

In partnership with State Universities and Colleges (SUCs)/Higher Education Institutions

II. Policy Statement

a. adhere to the DepEd’s vision, mission, mandate and core values;

Memorandum of Agreement (MOA)/Memorandum of Understanding (MOU) whichever

The Region VI SHA aims to:

IV. The SHA Framework

3. It underpins the relevance of strategic and effective communication process in managing

4. It subscribes to the holistic development of a school head by gaining proficiency in the

The Conceptual Framework of the School Heads Academy in DepEd Region VI

b. Competency – pertains to observable, measurable, and vital knowledge, skills, and

c. Domain – a broad conceptual sphere of school leadership practices defined by specific

d. Regional Mantra – refers to the vision statement of DepEd Region VI to create

g. Partner SUC/HEI – an institution of higher learning which maybe a state or private

i. Sponsoring Organization/Institution – public or private entities that support the

VI. Implementation Procedures

B. Constituting the Schools Division Office SHA Committee (SDO-SHA)

The SDO SHA Committee shall be responsible for the following:

2. Monitoring of the scholars in terms of attendance in the partner SUC/HEI, their

4. Creating a database of the qualified scholars to be updated on a regular basis.

Applicants to the program shall undergo the following phases of implementation:

2. Personal Data Sheet

C. Profiling of the Applicants

Phase 2. College admission procedure. Qualified applicant shall then undergo a

Phase 3. Multi-modal in-house delivery of academic course. Qualified scholars to the

Phase 4. School-based application of the Re-Entry Action Plan (ReAP). In addition to

Phase 5. Continuation of the Master’s or Doctorate degree program. After having

VII. Placement and Retention Policies

3. To be retained in the program, the scholars shall maintain a General Weighted

6. If the scholar is unable to participate in the course due to any extenuating

VIII. Learning Pathways

The scholar is required to take 15 – 18 prescribed leadership development units under

The DepEd Region VI SHA is a leadership development program established to

The certificate course on Administration and Supervision or Leadership

Maintaining professional image of integrity, courage, and

A. The Potential Partners

B. Steps in reaching out SHA’s partners

8. Engage partners in the implementation and the monitoring of the partnership

C. Forging of MOA with the Potential Partner

D. Sample Template for Memorandum of Agreement

c. Other competency-based professional development activities. The SDO shall conduct

XI. Service Obligation

XII. Terms of Reference

8. Ensures the sustainability of the program by conducting regular meetings and

XIII. Indicative Timelines

XIV. Equal Opportunity Policy

XV. Monitoring and Evaluation

XVI. Sustainability of the Program

Republic of the Philippines

Sample MOA template with Partner SUC/HEI

Republic of the Philippines )

The DEPARTMENT OF EDUCATION, DIVISION OF _________, an agency of national

__________________________, a duly constituted higher educational institution in the

WHEREAS, The FIRST PARTY, is presently exploring, developing and institutionalizing a

TERMS & CONDITIONS

Section 1 - Purpose & Description:

Section 2 - Rights and Obligations of the FIRST PARTY

Department of Education, Division of ________________