Republic of the Philippines

Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

DAY 1-2. STRATEGIC HR FOR SCHOOLS

TITLE OF SESSION STRATEGIC HUMAN RESOURCE MANAGEMENT FOR SCHOOLS

Duration 2 hours

Session Objectives: Stated as At the end of the session, the school heads should be able to:
Behavioral Outcome Objectives (e.g., o Explain strategic HR, its different sub-processes and link with school effectiveness
Appreciate, Create, Define, Explain): o Assess the school heads’ current HR practices and roles
o Differentiate coaching and mentoring
o Practice giving performance feedback for different performance levels
o Develop an HR action plan that supports their SIP

Contribution to Workshop This session will develop among school heads their competency in managing and developing their teaching and
Outcomes non-teaching staff. As the de facto HR manager in schools, this session will help the school head ensure that
everyone is performing at the optimum level.

Key Understanding  DepEd is going towards the direction of Strategic HR. This is being pursued at all levels of the organization
including the school level.
 Strategic HR is linked with school effectiveness.
 As the de facto HR manager at the school level, the school head is tasked to implement HR programs to
ensure productivity among the staff. The current RPMS being implemented in DepEd provides the school
head with the mechanism to develop and manage people effectively.

Link with the Previous Session None. This is the first session of Module 3.

Link with the Next Session The next session is on Effective Fiscal Management which is another domain of the NCBSSH. As a school head,
the principal is not only tasked to supervise and ensure productivity among its teaching and non-teaching staff.
The Principal is also responsible for ensuring fiscal integrity and sustainability of his school across time.

References  DOs related to the HR function of School Heads

o DO 9 Series of 2002: Establishing the Program on Awards and Incentives for Service Excellence
(PRAISE) in the Department of Education

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

o DO 57, s. 2007- Guidelines on Hiring and Deployment of Pre-school Teachers.

o D.O 6 Series of 2016- Hiring Guidelines for Senior High School Positions.
o DO 9 Series of 2016: Reinforcement of DepEd Order Nos. 7 and 22, s. 2015 as the Hiring Guidelines
for Kindergarten to Grade 10 Teaching Positions
o D.O 66 Series of 2007: Revised Guidelines on the Appointment and Promotion of other Teaching,
Related Teaching and Non-Teaching Positions.
o DO 50, s. 2014- Guidelines on the Recruitment, Selection and Placement of Personnel Pursuant to the
DepEd Rationalization Program Under Executive Order 366 s. 2004.
o RA 9155 Governance Of Basic Education Act of 2001
o DO 2, s. 2015- Guidelines on the Establishment and Implementation of the Results-Based
Performance Management System (RPMS) in the Department of Education

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

15 minutes Introduction/Priming: National

Anthem Video
Welcome the participants back to the training
program and venue.

Divide participants into 5 groups according to

typology.

Name your group according to the DepEd Core

The third module is all about the
Values with an additional one for the purpose
leadership role of the school
of this session:
head and part of this role is to
 MakaDiyos
be able to manage the human
 Makatao
resources of the school and
 MakaBayan
ensure that they are performing
 Makakalikasan
at the optimum level.
 Maka-Edukasyon

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

Present the NCBSSH framework and

emphasize the HR domain.

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

30 minutes Concept mapping is an approach Part 1: Overview of Strategic Human Resource Concept Manila papers
in gathering current and pre- Management maps
existing knowledge and Metacards
perceptions on a particular topic. Activity: Concept Map of HR
Concept mapping starts with a DAP Team Permanent
central idea and how concepts markers
are related to one another. Introduce the Concept Mapping exercise.
1. Draw how you understand the HR function, Crayons
elements, and roles in DepEd through a concept map.
HR is currently being performed 2. Ask each group to answer the following guide
by the school heads in various questions:
forms and levels.  What is your understanding of HR in your school?
 What is my role as school head in implementing HR
in my school?

Give each group 15 minutes to complete the task.

After 15 minutes, ask the groups to report their
work to the rest of the class.

15 minutes Given the different Processing:

understanding of principals,
different elements, processes After all the groups have presented their work, process
and roles may come out. Some the outputs using the following questions:
themes and concepts may or  What are the different elements of HR in schools?
may not be aligned with the roles  What is the scope of my HR role?
and functions as prescribed by  What are similar and unique elements in the
the different orders and rules concept maps?
that govern the HR function of
school heads. This is the best

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

opportunity to clarify some

misconceptions and explain
further the existing
understanding of HR at the
school level.

60 minutes Lecturette

The session generally aims to Present learning objectives.

make the school head a more
effective HR manager in her Discuss the following topics:
school.

A. DepEd's Surrounding Context

1. What are the changes surrounding DepEd?
Change is at the center of the
Philippine government. DepEd,
along with the rest of the
bureaucracy, is compelled to
adapt to changes in its
environment and in the needs of
its stakeholders. Any public
organization is now measured in
its ability to successfully respond
to change. To fulfill its duties to
the public, DepEd must become
a learning organization.

The move toward strategic HR is B. What is Strategic HR?

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

one of DepEd's responses to c. Define strategic HR

change. d. Ulrich’s Four HR Roles

As HR leaders, we are called not e. Distinguish HRM vs HRD

only to select the best people
possible but also to develop,
retain, and encourage them to f. Evolving Role of HR
push themselves to greater
performance.

A strategic approach to HR
g. General Strategic HR Framework
entails systems thinking. All the
h. Key Principles of Strategic HR
functions of HR operate together
and reinforce each other. They
function under a unified goal: to
improve organizational
performance. Consider CSC's HR
framework and how it resembles
the 7S Model. How do they
resemble each other?

Recall the DepEd VMV. As HR

leaders, our role is to ensure that
i. DepEd's Strategic HR Framework
the VMV is rooted in our culture.

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

j. DepEd Vision, Mission, and Values

DepEd has structured its HR
organization such that it enables k. Overview of BHROD
both teaching and non-teaching
staff to effectively respond to the
demands of its changing internal
and external environment.

l. BHROD Stakeholders and Outcomes

BHROD services all levels of
DepEd, from the Central Office to
individual schools. Through its
work, BHROD espouses
continuous improvement in all
DepEd units. It provides avenues
to ensure the development and
safeguard the welfare of DepEd
staff.
 Core Major Interventions
In response to change, DepEd
has implemented the following
interventions to ensure maximum
effectiveness.
Close the discussion of Part 1 by asking participants if
they need further clarifications and have any more
questions.

BREAK

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

10 minutes Part 2: Strategic HR and School Filled-out HR HR Practices

Effectiveness Practices Inventory
Inventory
Activity 2: Assessing your HR Practices
DAP Team

Each school head has their own 1. Distribute inventory of HR practices (ref: Appendix
ways of translating their A: Worksheet). Have participants fill it up individually.
understanding of HR into
different practices.
2. Ask for one volunteer from each school typology to
This is not an activity to pass present a summary of their assessment.
judgments on the school head
but more so to surface practices
and challenges that have helped
and hindered school heads in
taking on their HR function.

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

10 minutes Process Questions:

Strategic HR is an approach that Process the outputs using the following questions:
must be taken across all levels of 1. What are the similarities and differences in the
DepEd. Schools are called to outputs?
select the best people, develop, 2. Which of the practices are easy to achieve?
and retain them, in order to best Difficult? Explain
equip their learners with all the 3. What have you realized about the current state
competencies they need once of HR in your school? Why?
they exit the classroom. 4. What policies help or hinder your
implementation of your HR tasks?

Lecturette:

Discuss the following concepts:

15 minutes PRIME-HRM is a new initiative A. PRIME-HRM

that aims to assist government
organizations improve their HR
systems by meeting them where
they are and identifying concrete
actions to move them forward.
There are four core HR systems
measured by PRIME-HRM:
recruitment, selection, and
placement; learning and
development; rewards and
recognition; and performance
management. These are
measured across four maturity

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

levels.
Activity: Exploring your Recruitment System
30 minutes
Do and Say:

1. Divide participants into groups of 10.

2. Participants will line up in sequence of their hiring

date in DepEd, from most to least recent.

3. Ask the participants to share in their group their

experience(s) when they were first hired. Following
are the guide questions:

1. How did you find out about the job opening?

2. How was the interview?
3. What documents were required?
4. What happened on your first day? first month?
first three (3) months? first six (6) months?
5. What has changed through the years?
45 minutes Lecturette

Discuss:
In the context of changes like K-
B. Recruitment, Selection, Placement, and Induction
12, the thrust to recruit the best
educators is stronger than ever.
- The RSPI Process
This highlights the importance of
improving our recruitment,
selection, and placement system
in DepEd.

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

It is important to ensure that all

the people who enter our school - Onboarding
are aligned with us in our
understanding of our core
values. We can do this by
improving our onboarding.

Employer branding is an
important thing to consider when - Employer Branding
we look at our RSPI process. It is
our way to tell prospective
employees and partners what
our values and identity are as a
school.

LUNCH

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

15 minutes Activity: Create Paper Balls Paper

Facilitators as Users/Clients
 Prior to the start of the session, instruct LFs
that in this activity their role will clients.
 As clients, they will set the standards (i.e.
quantity and quality) for the paper balls that
the different groups will be tasked to produce.
 Give them 5 minutes to discuss their standards
and write on a piece of paper.
 After they have set the standards, upon the
cue of the facilitator, they will inform the
different leaders of the groups of these
standards. (Script: “We need paper balls of
this amount and this quality, e.g. size, shape,
colors, etc. within a period of 10 minutes.)

School Heads as Workers/Suppliers

 Divide the participants into groups of 5 of 7
members each. Each group will choose a leader whose
primary role is to deal and communicate with the
clients.
 For 3 minutes, get the leaders of the group to
meet with their “clients” to orient them on their task.
(e.g. “The goal of each of the group is to create as
many paper balls as they can within 15 minutes. These
balls will be subject to the standards set by the
clients.)
 Each leader will be given a prototype and the
instructions on how to make a paper ball.
 It is up to the group to strategize how they
will go about the task.

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

Decision
After 15 minutes, the balls will be submitted to
the clients for judging. The clients will decide
who the winner is.

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

15 minutes Analysis:

Several elements of this activity Process the activity by asking the following questions
is similar to the school heads HR in the plenary. Publish the responses on the board.
task. These are:
1. In managing people, the end  What were the results of your groupwork?
goal is eventually to satisfy  What were your measures of success?
the end user/customer.  (To the Supervisor) How did you guide your team
2. There is a need to be clear to produce accordingly?
about what are the measures  How would you manage your team differently to
of success of each school so get the results that you want?
that all efforts in managing  How is this activity similar to your task as school
people will be focused on head?
achieving these milestones of
success.

It is important that school heads

realize that there is no one size
fits all way of managing people.
Some are more capable and as
such needs to be harnessed.
Some are beginners and some
may have problem behaviors.

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

30 minutes Abstraction

Discuss:

C. Performance Management

Link the discussion points and insights with the

different principles of Performance Management and
the DepEd RPMS.
The RPMS ensures that there is
alignment between individual 1. RPMS Phases
performance commitments to 2. Performance Planning and Commitment
school performance
commitments to larger DepEd
commitments. It does so by
following four major phases: (1)
performance planning and
commitment; (2) performance
monitoring and coaching; (3)
performance review and
evaluation; and (4) performance
rewarding and development
planning.

Our RPMS is competency-based

because we are concerned not
only with WHAT has been
accomplished but also with HOW
they were accomplished. These
competencies support and
influence our culture as an
organization.

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

30 minutes
Activity: IPCRF Objective and Performance
Indicator Writeshop

1. Participants will be given blank OPCRF/ IPCRF Revised

templates. They will be tasked to craft their IPCRF IPCRFs
Objective and its corresponding performance
indicators. (20 Minutes)

2. Participants are expected to bring copy of

their IPCRF. The said copy will be critiqued in
dyads based on what they learned from the
IPCRFs
lecture. After which, they will submit the
improved IPCRF based on such learnings.

BREAK

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

30 minutes Continue discussing:

Performance monitoring and 3. Performance Monitoring, Coaching and Feedback

coaching is the heart of the
RPMS. The RPMS moves us from
the once-a-year appraisal
paradigm of performance
evaluation to performance
management as a constant
conversation between leader and
follower.

In performance monitoring and

coaching, critical incidents are of
utmost importance. These critical
incidents make our feedback
specific and evidence-based,
allowing us to provide better
coaching opportunities to our
people. We then frame
performance management as
developmental, instead of
punitive.

We have already established that 4. Performance Review and Evaluation

the RPMS frames performance
management as a developmental
tool. This is why in performance
review and evaluation, we look
at specific individual performance
metrics, look for gaps that need
to be addressed, and identify

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

exemplary performance that

needs to be rewarded. This ties
in closely with the next phase of
the RPMS.

We mentioned earlier this

morning that strategic HR is a 5. Performance Rewarding and Development Planning
systems approach. It is in this
phase of the RPMS that
performance management
directly interfaces with two other
HR functions: learning and
development, and rewards and
recognition.

An effective performance
management system recognizes
exemplary performance where
deserved and provides avenues
for development where needed.

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

30 minutes Effective rewards and recognition C. Rewards and Recognition

systems are tied to performance
management. These kinds of
systems ensure that the
incentives provided are relevant
to those being rewarded.

These are the current rewards

and recognition programs in
DepEd. Note also that employee
welfare is an important part of
these programs.

An effective learning and

development system responds to D. Learning and Development
the actual needs of the
organization. It enables the
organization to improve its
performance.
- 70-20-10
While a traditional approach to
HR limits itself to classroom
methods, strategic HR subscribes
to a multi-method approach. The
70-20-10 model is one effective
framework for learning and
development. NEAP subscribes to
this model. - Learning and Development Cycle

NEAP also follows the learning

and development cycle in
providing interventions to DepEd

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

staff: (1) analysis; (2) design; (3)

delivery; and (4) evaluation.

As school heads, we play an

important part in ensuring that - Career Management
our staff continue to grow in the - Succession Management
roles that they hold in our
school.

15 minutes Small Group Discussion

1. Participants will group themselves according to

school size. Groups should be no larger than 6 people.
If there are more than 6 people for one school size,
divide them into separate groups.

2. Participants will discuss in their own groups:

 How do I ensure career development for the
teachers in my school?
 In what ways does my school’s size influence
the types of career development strategies I
can use?

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

15 minutes Application: Improved SIP (old or

Ask the participants to bring out their SIP. Given their SIPs current)
plans, ask each school head to:

1. Identify the different HR components of their

plans

2. Identify HR activities that they will undertake to

implement their SIP through the different teaching
and non-teaching staff that they manage in their
schools.

END OF DAY 1

10 minutes Yesterday was all about Link Day 1 session with Day 2.
understanding and clarifying the
HR tasks of school heads. The
following sessions will be about
developing critical HR skills of
school heads, particularly in
managing performance.

15 minutes Activity: Kwentuhan Tayo

1. Participants will group into pairs.

2. Ask them to discuss their most recent holiday or
vacation with their pairs.

Analysis:
30 minutes
1. What made you comfortable about telling a story to
your sharing partner?

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

2. What can we do to make someone comfortable

about opening up to us?

Activity: Listen!

This activity is done in two rounds.

Round 1

Tell participants:

1. Choose a partner and sit face to face with your

partner.
2. We will have two rounds of sharing.
3. Choose who among you will be Speaker and
Listener.
(Facilitator distributes Instruction cards to each)
4. Do not show your instruction cards to your partner.
5. Each round will last one minute.

ROUND 1 SPEAKER: Choose a topic to share with your

partner.
 If there is one thing that really makes me happy at
work, it is…
 So far, today, I am grateful for…
 At work, I find it difficult to…
 I get confused when…
 I don’t know how to…

Have this written on the instruction card:

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

“ROUND 1 LISTENER: As your partner shares, listen

intently to the CONTENT and his FEELINGS.”

Analysis
PROCESSING OF ROUND 1:
 As Speaker, what were your feelings as you were
talking? How do you know you were being heard?
 As Listener, what helped you or hindered you from
listening?

Round 2

Tell participants:
1. For Round 2, switch roles. Speaker will now be
Listener. Listener will now be the Speaker.
(Facilitator distributes new Instruction cards to each)
2. Do not show your instruction cards to your partner.

ROUND 2 SPEAKER: Choose a topic to share with your

partner.
 If there is one thing that really makes me happy at
work, it is…
 So far, today, I am grateful for…
 At work, I find it difficult to…
 I get confused when…
 I don’t know how to…

Have this written on the instruction card:

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

“ROUND 2 LISTENER: As your partner shares, listen

intently to what he is saying and write down the words
he says that start with the letter A and B (English or
Tagalog).”

Analysis

PROCESSING OF ROUND 2:
 As Speaker, what were your feelings as you were
talking? How do you know you were being heard?
 As Listener, what helped you or hindered you from
listening?

45 minutes Abstraction

Discuss:
a. Coaching and Mentoring

In coaching we say we have to b. Active Listening

practice Active Listening. When
we are listening actively, we:

- Practice the 80 – 20 rule –

wherein we listen 80% of the
time and talk only 20% or less.

- Clarify – we seek understanding

by clarifying with the speaker

- Articulate – our understanding

of the Coachee’s concern, and

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

- Acknowledge the speaker.

- Self-check if we, as the coach,

are giving more input than
surfacing the concern of the
coachee.
c. Asking Powerful Questions
d. The GROW Model

45 minutes Activity: Role Play Giving Feedback

1. Form the participants into triads. There will be 3

rounds of feedback giving. At different points of
the activity, each member will take on the role of
the Supervisor, the Supervisee, Process Observer.
2. Everyone will get to play each of the roles in the
activity. They will be given 3 minutes to give
feedback.
3. The participants will be given scenarios related to
different scenarios/types of performers in schools,
to wit,
a. High performer
b. Poor performer
c. With Behavioral issues

Analysis

After each round, process the experience by asking the

following questions:
 (To the Observer) what did the supervisor do

25
 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

well?
 (To the Supervisor) What did you do well?
Need to improve on?
 (To the Supervisee) what worked and did not
work for you in the effective coaching?

Alternative Analysis:
Process the activity by asking the following questions:
1. How did you feel being the supervisor giving the
feedback?
2. What did you do well?

Abstraction

Continue discussing:
20 minutes
a. Coaching for Different Performance Levels

It is important to realize that

performance management is not
only about the evaluation
component. To be a tool for
people development, the RPMS
provides a window for
performance feedback and
coaching.

30 minutes Application: Supervision

Ask the participants to develop their supervision plan. plan
Following are the guide questions:

26
 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM:
FOUNDATIONAL COURSE FOR SCHOOL HEADS

Time Key Messages Method Slide Session Materials

Allotment SAY DO Outputs

1. Identify your direct reports.

2. What is their current level of performance?
3. What kind of feedback conversations do you
need to have with them?

END OF SESSION

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