- Part 1 – Orientation & RSA Overview
- Part 2 – Enclosure 1 (RSA Workflow & Integrity)
- Part 3 – Enclosure 2 (Teacher I Scoring)
- Part 4 – Enclosure 3 (SA Hiring & Leadership)
- Part 5 – Enclosure 4 & 5 (RT & NT Hiring)
- Part 6 – Annexes A–P Toolkit (Documentation System)
- Part 7 – FAQs + Strategies + Grievance Guide
PART 4 – Enclosure 3 Deep Dive: School Administration Hiring and Promotion
Part 4 is for teachers who aspire to become Head Teachers, Master Teachers taking on leadership roles, department heads, grade level leaders, school coordinators, or office-based administrative leaders. This section explains the scoring system and evidence requirements in Enclosure 3 of DepEd Order No. 007, s. 2023.
Unlike Teacher I hiring (Part 3), which focuses on teaching skills and L&D, Enclosure 3 evaluates your leadership capability, supervisory competence, and your impact on learning outcomes and school operations.
Who Enclosure 3 Applies To
School Administration (SA) includes but is not limited to:
- Head Teacher I–VI
- Department Head / Department Coordinator
- Teacher-in-Charge (TIC)
- Office-based SA roles (depending on SDO structure)
For Master Teacher positions, DepEd uses different guidelines (such as DO 66, s. 2007 or newer policies), but MTs applying for SA roles follow Enclosure 3 fully.
How SA Hiring Differs From Teacher I Hiring
Teacher I evaluation (Part 3) focuses on classroom competence.
SA evaluation focuses on leadership competence.
The biggest differences:
- Leadership behaviors weigh more than teaching behaviors
- Program implementation and results matter
- Initiatives, accomplishments, and impact count heavily
- BEI answers require leadership scenarios, not classroom stories
- Evidence folders must show supervisory functions
In simple terms: Your task is to prove you can lead people, systems, programs, and results.
The Main Components of Enclosure 3 Scoring
Depending on the specific SA position, the scoring generally includes:
- Education & Eligibility
- Experience (Leadership-Related)
- Leadership Accomplishments (Programs, Innovations, Results)
- Training / L&D (Leadership-Focused)
- Performance Ratings
- Behavioral Events Interview (BEI) – Leadership-Focused
- Written or Skills-Based Assessment (if applicable)
The competencies align strongly with PPSSH (Philippine Professional Standards for School Heads).
1. Education & Eligibility
Higher academic preparation matters more for SA positions. Typical valued credentials include:
- Master’s degree relevant to educational leadership
- Graduate units aligned with leadership competencies
- Eligibility requirement (PBET, LET, or equivalent for the specific SA role)
The key here: alignment.
Your credentials should support your ability to manage people and lead instruction.
2. Experience — Demonstrated Leadership Roles
Experience points are based on documented leadership exposure such as:
- Officer-in-charge assignments
- Grade level leadership
- Department coordination
- Committee chairmanship
- Program or project lead roles
- School improvement initiatives
Documents HR requires:
- Designation/Assignment Orders
- Certificates of Completion
- Accomplishment Reports
- PERFORMANCE proof (not only attendance)
Tip: SA roles require proof of outcomes, not mere participation.
3. Leadership Accomplishments — The Core of Your Score
This section evaluates your impact as a school leader. Examples include:
- successful implementation of school programs
- improvements in learner outcomes
- innovation projects
- strengthened school-community partnerships
- LAC initiatives
- improvements in teaching performance at group level
Accepted evidence includes:
- program reports
- before-and-after data
- feedback summaries
- photos and documentation
- certificates of commendation
- division-approved initiatives
Leadership accomplishments must show change or improvement, not just activity.
4. Training & L&D (Leadership-Focused Evidence)
SA positions require training that develops supervisory skills, including:
- coaching and mentoring
- school leadership courses
- LDM or PPSSH training
- instructional leadership workshops
- program management seminars
L&D should not just be “hours completed” — they must connect to your potential to lead.
5. Performance Ratings
Performance ratings from the last three years are evaluated. Strong performance shows:
- consistency
- professionalism
- positive work behavior
Ratings must be complete and official; incomplete ratings can reduce or remove points.
6. The Leadership BEI (Behavioral Events Interview)
This is one of the most critical parts of the SA evaluation. The panel asks questions about:
- conflict management and resolution
- leading teams
- solving school problems
- motivating teachers
- handling parents and stakeholders
- decision-making in complex situations
Use the STAR method:
- Situation – Give context
- Task – What your role was
- Action – What you did
- Result – What happened after
Tip: Avoid generic answers. Provide leadership examples**, not "teacher tasks."
7. Technical or Written Assessments (If Required by Division)
Some SDOs conduct written or skills-based leadership tests. These may cover:
- supervision and school operations
- curriculum and instruction
- program management
- data-based decision making
This varies per region/division but is permitted under RSA.
How the Final Ranking for SA Positions Is Determined
The SA scoring system ends with:
- Consolidation of all scores by HR
- Validation by HRMPSB
- Examination of documentary folders
- Verification of accomplishments
- Review of BEI notes
- Deliberation
- Creation of the final ranking list
Note: Leadership-related documents undergo more strict validation than Teacher I documents.
Common Reasons Why Applicants Lose SA Points
- Leadership accomplishments are not clearly documented
- L&D trainings are not aligned to leadership
- BEI answers describe teacher-level work, not leadership
- Assignment Orders do not show actual supervisory functions
- No measurable results to support claims
- Incomplete performance rating records
The strongest SA candidates anchor every claim on evidence.
How Part 4 Connects to the Other Parts
Understanding SA scoring will help you navigate:
- Part 5 – Related-Teaching and Non-Teaching scoring (different competency models)
- Part 6 – Annexes A–P, which include the validation forms used to evaluate leadership evidence
- Part 7 – Strategies to improve your SA portfolio and prepare for BEI
After this, proceed to Part 5 to understand scoring for RT and NT positions and how competencies shift across job groups.
Post a Comment