DepEd Order No. 024, s. 2020
National Adoption and Implementation of the Philippine Professional Standards for School Heads (PPSSH)
Table of Contents
The issuance positions school heads as key stewards of the learning environment and emphasizes that meaningful gains in learner outcomes depend not only on teachers, but also on the quality of leadership and management in schools. It recognizes that leadership shapes the work environment, teacher development, and system execution at the school level.
Policy Logic
- Teacher quality is critical to learner achievement, but teachers need an enabling environment created through effective leadership.
- Changing demands (K to 12, global and national reforms, 21st-century learners) require updated standards beyond the older competency framework.
- PPSSH introduces a continuum of professional practice supporting career progression and leadership growth.
Tip for reporting: When writing your school leadership narrative (e.g., SIP/AIP/AR), frame accomplishments as “leadership actions → improved teacher support systems → improved learner conditions/outcomes.”
What is being institutionalized?
The Department adopts and implements the Philippine Professional Standards for School Heads (PPSSH) as the national standards framework for school leadership practice.
What changes in policy environment?
The Order rescinds DepEd Order No. 32, s. 2010 and directs compliance; inconsistent issuances are modified accordingly. Private schools are encouraged to use PPSSH.
How to interpret “national adoption”
- Standards become the reference point for what school heads should know, do, and value.
- Standards are meant to guide professional reflection, shared professional language, and development planning.
- They also serve as an anchor for HR systems (selection, appraisal, promotion) and L&D systems (leadership programs).
PPSSH is built to set clear expectations and support systematic leadership development across a career continuum.
| Aim | Meaning in practice | Evidence examples (MOV) |
|---|---|---|
| Clear expectations across career stages | Defines what “good leadership practice” looks like from aspiring to exemplary performance. | Career-stage self-assessment; competency maps; leadership portfolios. |
| Continuous proficiency building | School heads actively pursue growth, not just compliance. | Coaching logs; learning plans; reflective journals; performance conversations. |
| Support uniform assessment and development | Enables consistent leadership appraisal and targeted development interventions. | Standards-aligned L&D design; leadership training outputs; aligned appraisal tools (when issued). |
Practical framing: PPSSH is both developmental (growth tool) and accountability-based (common expectations).
The PPSSH framework is guided by a set of principles that define the “non-negotiables” of school leadership in DepEd. These principles shape priorities, decision-making, and the way leadership impact should be evaluated.
Learner-centeredness
Leadership decisions should respond to learners’ needs and outcomes, keeping learners at the center of the framework.
Stakeholder network for school & people effectiveness
School heads cultivate partnerships and relationships that strengthen school operations and human development.
Problem/issue responsiveness
Leadership includes diagnosing school-level issues and implementing solutions grounded in context and evidence.
High-quality instruction + strong culture + job-embedded PD
Instructional leadership and culture-building are core; professional development should be embedded in practice.
Values for school success
Leadership promotes shared values and concepts that increase commitment and collective action.
Supervision as crucial organizational behavior
Supervision sets direction, supports improvement, and strengthens goal attainment for learners.
Accountability and transparency
School head decisions/actions are open to scrutiny and require reporting, justification, and answerability.
Inclusivity
Leadership accommodates diverse needs and affirms differences (cultural, linguistic, gender, etc.) within learning and work environments.
How these principles appear in real work
- Planning: SIP/AIP targets anchored on learner outcomes and equity.
- Instructional leadership: classroom observation cycles, coaching, assessment use.
- Governance: shared decision-making, stakeholder consultations, transparent reporting.
- Culture: positive discipline, safe learning spaces, inclusive practices.
PPSSH describes professional standards that constitute a quality school head. It provides a shared language for high-impact leadership, supports professional reflection and discussions, and informs leadership professional learning and development.
Two core outcomes
- School effectiveness: systems, operations, performance, delivery.
- People effectiveness: growth and wellbeing of teachers and staff, professional culture, collective capacity.
How the framework is visualized
- Learners at the center (leadership ultimately serves learner achievement).
- Five domains form a broad sphere of instructional and administrative leadership practice.
Reading guide: Domains describe “big leadership responsibilities.” Strands break each domain into specific, observable dimensions of practice.
The five domains collectively comprise 34 strands. Use this list as a checklist for self-assessment, coaching priorities, leadership portfolio structuring, and L&D program alignment.
DOMAIN 1: Leading Strategically
- 1.1 Vision, mission and core values
- 1.2 School planning and implementation
- 1.3 Policy implementation and review
- 1.4 Research and innovation
- 1.5 Program design and implementation
- 1.6 Learner voice
- 1.7 Monitoring and evaluation processes and tools
DOMAIN 2: Managing School Operations and Resources
- 2.1 Records management
- 2.2 Financial management
- 2.3 School facilities and equipment
- 2.4 Management of staff
- 2.5 School safety for disaster preparedness, mitigation and resiliency
- 2.6 Emerging opportunities and challenges
DOMAIN 3: Focusing on Teaching and Learning
- 3.1 School-based review, contextualization and implementation of learning standards
- 3.2 Teaching standards and pedagogies
- 3.3 Teacher performance feedback
- 3.4 Learner achievement and other performance indicators
- 3.5 Learning assessment
- 3.6 Learning environment
- 3.7 Career awareness and opportunities
- 3.8 Learner discipline
DOMAIN 4: Developing Self and Others
- 4.1 Personal and professional development
- 4.2 Professional reflection and learning
- 4.3 Professional networks
- 4.4 Performance management
- 4.5 Professional development of school personnel
- 4.6 Leadership development in individuals and teams
- 4.7 General welfare of human resources
- 4.8 Rewards and recognition mechanism
DOMAIN 5: Building Connections
- 5.1 Management of diverse relationships
- 5.2 Management of school organizations
- 5.3 Inclusive practice
- 5.4 Communication
- 5.5 Community engagement
Suggested study method: Pick 2 strands per week; document “what I already do,” “gaps,” and “next actions,” then collect evidence artifacts.
PPSSH sets expectations along four career stages. Use these stages for self-positioning, coaching, succession planning, and targeted L&D.
| Career Stage | Descriptor (plain language) | Key leadership signals |
|---|---|---|
| Stage 1 Aspiring School Heads |
Has prerequisite qualifications; demonstrates basic understanding of authority, responsibility, and accountability of school heads; has minimum qualifications to perform instructional leadership and administrative management functions. | Readiness indicators: understands role boundaries; demonstrates foundational leadership behaviors; shows strong teaching/leadership competence background. |
| Stage 2 Professionally Independent |
Applies required understanding and is professionally independent in performing instructional leadership and administrative management. Maintains school and people effectiveness across all five domains. | Runs school systems independently; uses reflection for improvement; involves personnel in professional learning and career advancement. |
| Stage 3 Advanced Practice |
Consistently demonstrates in-depth understanding; exhibits advanced skills as instructional leader and administrative manager; establishes shared governance with wider school community for effective implementation of policies and initiatives. | Leads through shared governance; strengthens accountability mechanisms; drives sustained improvement programs at scale. |
| Stage 4 Exemplary Practice |
Represents the highest level of professional practice along the PPSSH continuum; models mastery leadership behaviors aligned with learner-centered and inclusive school improvement. | Coaches/mentors other leaders; builds systems that endure; establishes strong stakeholder trust; leads innovation and transformation. |
How to use career stages in your professional portfolio
- Declare your current stage (self-assessed).
- Identify 3–5 strands most crucial for your context (e.g., M&E tools, learner discipline, financial management).
- Set “next-stage behaviors” as goals and document quarterly progress with evidence.
The Order assigns specific responsibilities to governance units to ensure PPSSH is embedded in both HR systems and professional development systems.
| Office/Level | Primary responsibility | Practical outputs |
|---|---|---|
| BHROD | Review and ensure human resource systems, policies, and processes (selection, hiring, performance appraisal, promotion, talent management) are anchored on PPSSH standards. | Standards-aligned HR guidelines; competency-based assessment tools; updated appraisal references (as issued). |
| NEAP | Ensure design of all professional development interventions and programs for school heads (internal or external) are anchored on PPSSH. | Leadership programs mapped to domains/strands; coaching models; course designs and modules. |
| BHROD + NEAP | Promote and ensure wide dissemination through orientations and capability-building in all governance levels. | Orientation kits; training decks; capability-building schedules; attendance and completion reports. |
| Regional Offices / NEAP in Regions | Facilitate PPSSH orientations and capability-building in SDOs; supervise, monitor, and evaluate SDO cascading. | Regional cascades; monitoring reports; technical assistance logs; evaluation summaries. |
| Reporting Line | Regional Offices report PPSSH orientation/capability-building activities to the Office of the Secretary through BHROD and NEAP. | Consolidated regional accomplishment report and documentation package. |
If you are asked to prepare documentation: prioritize (1) program design mapped to strands, (2) participant outputs, (3) monitoring/evaluation results, and (4) improvement actions.
Monitoring and evaluation is structured across two complementary tracks:
BHROD M&E track
Focus: achievement of professional standards through adoption and implementation of PPSSH in HR systems, policies, guidelines, and mechanisms.
- Selection and placement alignment
- Appraisal/promotion alignment
- Talent management alignment
NEAP M&E track
Focus: achievement of professional standards through professional development programs for school heads.
- Standards-based L&D designs
- Completion and competence gains
- Coaching and application outcomes
What to prepare as a school head (evidence-ready)
- Standards map: your priority domains/strands for the year.
- Leadership development plan: learning activities linked to strands.
- Application evidence: plans, memos, meeting minutes, monitoring tools, results dashboards.
- Reflection notes: what changed, what worked, what improved, next steps.
Effectivity
The Order takes effect after publication and registration requirements are met (per standard issuance effectivity rules).
Transitory rule (important)
Until implementing guidelines anchored on PPSSH are issued, existing policies continue to govern relevant HR systems and mechanisms. This means alignment work proceeds, but detailed “how-to” rules may be issued later through guidelines.
Practical approach: Use PPSSH immediately for self-assessment, leadership development planning, and standards-based coaching, while continuing to follow current implementing rules for HR processes until updated guidelines are released.
For school heads (school-level)
- Leadership self-assessment: baseline your practice per domain/strand, then pick growth priorities.
- School improvement alignment: connect SIP/AIP activities to strands (especially 1.2, 1.7, 3.4, 3.5, 5.5).
- Instructional leadership: strengthen coaching, feedback cycles, and learning assessment use (Domain 3).
- People development: build job-embedded PD and performance management routines (Domain 4).
- Stakeholder systems: formalize communication, partnerships, and inclusive practices (Domain 5).
For SDOs/Regions (system-level)
- Design capability-building using the strands as modules (e.g., “Records Management,” “Teacher Performance Feedback”).
- Standardize orientation content and reporting templates for divisions and districts.
- Use PPSSH as a shared language for technical assistance, coaching, and leadership benchmarking.
High-value compliance actions you can do now
- Create a PPSSH leadership priority map (top 8–10 strands for your context).
- Integrate strands into your monitoring tools (especially 1.7 and 3.4–3.6).
- Document stakeholder engagement routines (5.4–5.5) and transparency practices.
- Build a simple leadership portfolio by domain (plans, outputs, results, reflections).
Use these tools to operationalize PPSSH in your school (self-assessment, planning, and evidence collection). You may copy and paste directly to your notes, memos, or school leadership portfolio.
A. PPSSH Self-Assessment Snapshot (Quarterly)
| Domain/Strand | Current practice (What I do now) | Gaps / risks | Next action (30–60 days) | Evidence (MOV) |
|---|---|---|---|---|
| Example: 1.7 M&E processes and tools | [Write your current monitoring system] | [What is missing / weak] | [Specific improvement action] | [Tool, report, dashboard, minutes] |
| Example: 3.3 Teacher performance feedback | [Observation + coaching process] | [Inconsistencies, capacity gaps] | [Coaching cycle design] | [Coaching logs, COT notes] |
B. PPSSH Leadership Development Plan (1 School Year)
| Priority strand | Development goal | Learning strategy | Timeline | Success indicator |
|---|---|---|---|---|
| 2.2 Financial management | Strengthen transparency and timeliness of financial reporting. | Coaching with finance focal; checklist; quarterly review meetings. | Q1–Q4 | 100% compliant reports; audit findings reduced. |
| 5.5 Community engagement | Increase stakeholder participation in priority programs. | Partnership mapping; MOA pipeline; quarterly stakeholder forum. | Q1–Q4 | More partners; higher participation; documented support. |
C. Leadership Portfolio Structure (By Domain)
What to file per domain
- Plans: SIP/AIP extracts, action plans, calendars
- Outputs: memos, programs, tools, committee work
- Results: monitoring reports, dashboards, improvement evidence
- Reflections: what changed, lessons learned, next steps
How to label files
- D1 Leading Strategically
- D2 Operations & Resources
- D3 Teaching & Learning
- D4 Self & Others
- D5 Connections
Example filename: D3_3.3_CoachingLogs_Q1_SY2025-2026.pdf
Recommended reflection prompts (monthly)
- Which strand did I strengthen this month, and what evidence proves it?
- Which leadership decision improved learner conditions most (access, safety, assessment, discipline, engagement)?
- What feedback did teachers/staff give, and what did I change because of it?
- What is my highest-leverage next step for the next 30 days?
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