Department of Education
(NCBSSH-TDNA)
Guide and Tools
DepEd-EDPITAF
July 2012
Table of Contents
I.
II.
III.
IV.
V.
.11
Attachments ...........................................................................................................13
Attachment 1: The National Competency-Based Standards for School Heads, p13
Attachment 2: The NCBSSH-TDNA Tool and Invidual Results Summary Template, p21
Attachment 3: M&E Tools for the NCBSSH-TDNA, p31
Attachment 4: Session Guide for the NCBSSH-TDNA Orientation and
Administration to school Heads, p40
Aknowledgement...44
GLOSSARY OF ACRONYMS
AIP
BESRA
CO
Central Office
DEDP
DepEd
Department of Education
DO
Division Office
ELMP
EDPITAF
EBEIS
EPS
IRR
IPPD
KSA
LRMDS
MPPD
M&E
NCBSSH
NEAP
PDM
PDP
PDRD
PDy
Program Delivery
PSDS
RA 9155
Republic Act 9155: Governance Act for Basic Education, 11 Aug 2001
REDP
RO
Regional Office
SBM
School-Based Management
SIP
SLE
SPPD
STRIVE
T&D
TDIS
TDNA
WG
Working Group
Domain 1
Domain 7
PERSONAL & PROFESSIONAL
ATTRIBUTES and
INTERPERSONAL
EFFECTIVENESS
Professionalism
Communication
Interpersonal Sensitivity
SCHOOL LEADERSHIP
Developing & Communicating
Vision, Mission, Goals, and
Objectives (VMGO)
Data-based Strategic Planning
Problem-Solving
Building High Performance Teams
Coordinating with Others
Leading and Managing Change
Domain 6
SCHOOL MANAGEMENT AND
OPERATIONS
Managing School Operations
Fiscal Management
Use of technology in the
Management of Operations
Domain 5
PARENT INVOLVEMENT AND
COMMUNITY PARTNERSHIP
Parental Involvement
External Community
Partnership
CORE PRINCIPLE
School heads are
competent, committed
and accountable in
providing access to
quality and relevant
education for all through
transformational
leadership and high
degree of professionalism
Domain 2
INSTRUCTIONAL LEADERSHIP
Assessment for Learning
Developing Programs &/or
Adapting Existing Programs
Implementing Programs for
Instructional Improvement
Instructional Supervision
Domain 3
CREATING A STUDENT
CENTERED LEARNING
CLIMATE
Setting high social & academic
expectations
Creating school environments
focused on the needs of the
learner
Domain 4
HR MANAGEMENT AND
PROFESSIONAL DEVELOPMENT
Creating a Professional Learning
Community
Recruitment and Hiring
Managing Performance of
Teachers and Staff
The competencies identified for the school heads are classified into seven domains for school
leadership and management which are:
Region Level:
RD issues memo to
Divisions
commencing the
NCBSSH-TDNA,
specifying among
others, the
structure, functions,
general processes,
resources and
responsibilities
Regl T&D provides
TA for Division T&D
in planning and
implementation of
NCBSSH-TDNA
T&D Team
monitors and
evaluates the
NCBSSH-TDNA
process at the DO
level
RO utilizes
NCBSSH-TDNA
results for the RegMPPD re SHs
professional
development
programs
Division Level:
SDS instructs the T&D Team
to commence the NCBSSHTDNA, specifying among
others, structure, functions,
and general processes,
resources and
responsibilities
T&D Chair convenes the
T&D Team and starts
orientation and preparatory
activities for the NCBSSHTDNA
School Level:
SHs accomplish tool
SHs identify their
priority training and
development needs
SHs prepare to
develop their IPPDs
Division/District Level:
T&D Team analyzes
NCBSSH-TDNA data per
district/cluster
T&D Team consolidates
NCBSSH-TDNA results and
reports to the SDS
NCBSSH-TDNA results are
utilized for Div-MPPD re
SHs professional
development programs
SDS submits report to RD
Preliminary Preparations
Prior to the commencement of the administration of the NCBSSH-TDNA, the T&D Chair and Cochairs are convened to accomplish the following tasks:
Study the NCBSSH-TDNA Guide and Tools, including the introductory information,
procedures and specifically to review the following:
- Individual Profile Template
- NCBSSH-TDNA Tool
- NCBSSH-TDNA Consolidation Tool (e-version)
- Monitoring and Evaluation Tools
- Framework & List of National Competencies Based Standards
The T&D Team led by the Chair conducts a one-day orientation activity for the TDNA-WG
which includes all the Supervisors, guided by the following steps.
Guide for the Conduct of the Schools Division T&D Team Orientation
1. Conduct an introductory activity that provides an opportunity for participants to greet one
another and feel comfortable working together.
The National Competency-Based Standards for School Heads Training & Development
Needs Assessment is based on the national framework as per DepEd Order No. 32 s. 2010.
The T&D Team has the responsibility for the administration, consolidation and reporting of
the NCBSSH-TDNA results.
Strengths and prioritized training and development needs for individual School Heads and
clusters of School Heads can be identified through reviewing the NCBSSH-TDNA results.
discussing the Introductory Information and the Roles and Responsibilities of the T&D
Team;
highlighting all the other sections of the NCBSSH-TDNA Guide and Tools and explaining that
these will be examined closely when the walkthrough of the materials is conducted; and
Process to be followed
6. Develop a plan for the field administration of the NCBSSH-TDNA. This should consider the
following:
Agreements that have been made for the administration of the NCBSSH-TDNA
T&D Teams roles and responsibilities
Submission of results to the region
T&D team monitoring processes and the analysis of results at the division/district level.
8. Thank the participants for their involvement and commitment.
A Session Guide for this purpose can be seen in Attachment 4. The following considerations shall be
made during the conduct of the session:
1. Completion of the NCBSSH-TDNA will determine school heads training strengths and needs
in order to support improved professional competencies. The NCBSSH-TDNA results will
help the SH in the development of an Individual Plan for Professional Development (IPPD)
and will also inform the Division in designing a Master Plan for Professional Development
(MPPD) for the benefit of school managers.
2. The NCBSSH-TDNA is the initial stage of managing ones professional growth where
individual strengths are affirmed and learning needs are purposely taken care of through a
deep sense of individual accountability for self-professional development. The NCBSSHTDNA is accomplished with the spirit of introspection or guided-reflection and that it is not
intended to evaluate performance nor a measure to compare between or among various
school heads.
3. The competencies identified in the NCBSSH-TDNA are based on the mandate for school
heads indicated in the RA 9155 and DepEd Order No. 32, series of 2010. The competencies
are classified into seven domains for school leadership and management:
4. For each domain there are a number of competencies. Each competency also has a series of
indicators which state the type of behaviors expected to be demonstrated by a school head
as they develop their professional competencies as school leaders and managers.
5. School Heads should consider each indicator and reflect on the things they have done
related to the indicators and which demonstrate what they are actually doing in their
workplace.
6. For each competency, there are four possibilities in which they will see their need for
professional development. They have to place a check () under the appropriate column
that represents their self-reflection. They will need to do this for each indicator.
7. Individual results will serve as basis for the development of their IPPD. Consolidated results
will be utilized by the CO-NEAP, NEAP-R and Division T&D in designing and delivering
competency-based training and development programs that are responsive to their
identified needs.
8. The completion of the NCBSSH-TDNA will take approximately 1-2 hours, however no time
limit is imposed.
1
2
3
4
2. Score each of the responses included in the set of indicators. An example of scoring the tool
is illustrated below:
1
2
3
4
5
6
(3)
(2)
(2)
(4)
(1)
3. To compute the average score of each Strand, add the scores in each column under selfassessment and divide it by the number of indicators to get the average assessment score for
each competency. See sample below.
Domain 1: School Leadership
Strand 1.A
(1)
1
2
3
4
5
6
(3)
(2)
(2)
(4)
Sum of column scores
Total sum of scores per strand
Average Score per strand
(1)
2
13
136 =2.17
3. To compute the average score of each Domain, add the scores in all strands and divide by the
number of strands under each Domain. See sample below.
NCBSSH-TDNA Guide and Tools
2.17
2.56
2.77
2.20
3.40
3.00
16.10 6 = 2.68
4. Write the average scores of each Domain and each Strand on the INDIVIDUAL SCHOOL HEAD
NCBSSH-TDNA SUMMARY RESULTS TEMPLATE attached at the end of the Tool.
5. Graph each average score on the Template using a colored pencil or Crayola.
1.50 2.49
Doing a little of this and need
to learn more
2.50 3.49
Doing it but need to improve
3.50 4.00
Doing it well and can lead
others do the same
Qualitative Label
Descriptor
The SH identifies competencies in this
range as priority needs for
professional development.
2. School Heads should be given a copy of their own profile. Based on the results, School Heads can
recognize their need for professional development in various domains and strands of competencies
expected of them to demonstrate as effective school leaders.
3. When the School Heads have accomplished the NCBSSH-TDNA, cluster results should be made
using the template (hard copy and an e-version) provided to facilitate this process (See Attachment
5). There are three parts of the template namely:
4. The following are the steps for manually organizing the cluster results:
Part I.
1. Assign each of the School Heads within a specific cluster an identifying code number
such as: SH1, SH2, SH3, until the last SH. These are entered in the first column of the
template.
2. Enter the names of SHs corresponding to the code number identified.
3. Write the schools name beside the name of each of the SHs.
Part II.
1. Enter the individual Average Scores per strand of each School Head into the NCBSSH-TDNA
Cluster Summary Sheet.
2. Compute the simple average across all the SHs in each strand.
3. Determine the equivalent level of training need using the scale ranges below. Enter the
acronym in the last column.
1.00 1.49
1.50 2.49
2.50 3.49
3.50 4.00
Part III.
1. Enter the average score per strand of the seven domains of each School Head.
2. Determine the number of School Heads whose average scores are below 3.50. Reflect
the number on the bottom row. This represents the number of School Heads who need
training in a particular competency strand.
Analyze the Cluster results and develop an interpretation (See Section D below). This should identify
the priority training and development needs of the School Heads within the Cluster.
Public Schools District Supervisors (PSDSs) should provide a copy of the cluster results and priority
training and development needs to the Division T&D Chair.
Consolidated NCBSSH-TDNA results gathered from groups of school heads at the Division/District
level may be analyzed in the same manner. Planners of training and development programs are
informed by the data analysis as to what priority training programs could be prepared to address low
level competencies that are most essential in the job of the school managers.
Consolidation Database for NCBSSH-TDNA
The NCBSSH-TDNA Consolidation Database allows districts and divisions to upload the electronically
consolidated results from the NCBSSH-TDNA. An individual School Head summary result as well as a
district/division profile can be generated identifying strengths and priority training and development
needs according to NCBSSH domains and competencies. Data can be analyzed and used to inform
the School Heads development of an Individual Plans for Professional Development (IPPD) and the
Division Master Plan for Professional Development (MPPD).
The Public Schools District Supervisors (PSDSs) are responsible in managing the consolidation of the
results from all schools within their district. Results at this level should be used to inform District-led
NCBSSH-TDNA Guide and Tools
10
training and development activities for School Heads. The District level NCBSSH-TDNA consolidated
electronic results should be submitted to the Division TD Chair.
The T&D Chair at the Division level is responsible for managing the NCBSSH-TDNA Consolidation
Database at the Division level. With the support of the T&D Team, district electronic results for the
NCBSSH-TDNA are to be consolidated and used for planning and decision-making related to
provision of quality and relevant professional development activities. Results should be analyzed to
inform Division MPPDs.
V. MONITORING AND EVALUATION OF THE NCBSSH-TDNA
The T&D Chair and selected T&D members are tasked to monitor and evaluate the administration of
the NCBSSH-TDNA.
Monitoring and Evaluation mechanism and tools have been developed to support the NCBSSH-TDNA
process and consist of the:
T&D-M&E Form 1: Individual Profile Template
NCBSSH-TDNA-M&E Form 1: Division M&E of Conduct of NCBSSH-TDNA
NCBSSH-TDNA-M&E Form 2: NCBSSH-TDNA Consolidated Cluster Results
NCBSSH-TDNA-M&E Form 3: Documentation Tool for Division Implementation of NCBSSHTDNA
The matrix below describes the M&E tools developed for use during the implementation of the
NCBSSH-TDNA process. The tools are found in Attachment 3. The TDNA-WG should be convened
anew to consolidate the results from the monitoring of the NCBSSH-TDNA and develop
recommendations for the improvement of the NCBSSH-TDNA process.
What will be
monitored
How it will be
monitored
M&E tool to
be used
Who will be
responsible
for the
monitoring
All School
Heads will be
asked to
complete the
profile
T&D-M&E
Form 1:
Individual
Profile
Template
TDNA - WG
Prior to the
accomplishment
of the NCBSSHTDNA Tool
The implementation
of the NCBSSHTDNA process at the
school/cluster level
Members of
the Division
TDNA- WG
will be asked to
observe the
conduct of the
NCBSSHTDNAat the
school/cluster
level and
complete the
tool
NCBSSHTDNA-M&E
Form 1:
Division
Monitoring &
Evaluation of
the Conduct
of NCBSSHTDNA
Division
TDNA - WG
During the
accomplishment
and NCBSSHTDNA process
and the
consolidation of
results
NCBSSHTDNA-M&E
TDNA -WG
After the
accomplishment
11
consolidated
the School
Heads
NCBSSHTDNA results
for a cluster of
schools
Form 2:
NCBSSHTDNA
Consolidated
Cluster
Results
Template
The implementation
of the NCBSSHTDNA at the Division
level
A Process
Observer will
be identified
and asked to
complete the
tool
NCBSSHTDNA M&E
Form 3:
Documentati
on Tool for
Division
Implementati
on of
NCBSSHTDNA
Region
TDNA - WG
of the NCBSSHTDNA by a
cluster of School
Heads
During the
NCBSSH-TDNA
process at the
Division Level
Results to be discussed
with the Division and
identify strengths and
areas for improvement.
Observations will be
collated by the TDNA- WG
and the results analyzed
to inform future TDNA
policy
12
Attachment 1:
The National Competency Based
Standards for School Heads (NCBSSH)
13
School Leadership
Effective leadership is the core of every successful school. This domain emphasizes that effective school leaders
collaborately create a vision and establish a climate for teachers, non-teaching personnel and learners to reach
their highest level of achievement. They follow the leadership framework of a transformational leadership
which are owning, co-owning and co-creating They use data-base and analysis of best practices in education,
society and country in order to be responsive and proactive in changing schools to prepare children for the
future in which they will live.
Instructional Leadership
Education reforms has created an urgent need for strong emphasis on the development of instructional
leadership skills. This domain covers those actions in instructional leadership (e.g. assessment for learning,
development and implementation, instructional supervision and technical assistance that school heads take or
delegate to others to promote good teaching and high level learning among pupils/students.
14
Domain 7
PERSONAL & PROFESSIONAL
ATTRIBUTES and
INTERPERSONAL
EFFECTIVENESS
Professionalism
Communication
Interpersonal Sensitivity
SCHOOL LEADERSHIP
Developing & Communicating
Vision, Mission, Goals, and
Objectives (VMGO)
Data-based Strategic Planning
Problem-Solving
Building High Performance Teams
Coordinating with Others
Leading and Managing Change
Domain 6
SCHOOL MANAGEMENT AND
OPERATIONS
Managing School Operations
Fiscal Management
Use of technology in the
Management of Operations
Domain 5
PARENT INVOLVEMENT AND
COMMUNITY PARTNERSHIP
Parental Involvement
External Community
Partnership
CORE PRINCIPLE
School heads are
competent, committed
and accountable in
providing access to
quality and relevant
education for all through
transformational
leadership and high
degree of professionalism
Domain 2
INSTRUCTIONAL LEADERSHIP
Assessment for Learning
Developing Programs &/or
Adapting Existing Programs
Implementing Programs for
Instructional Improvement
Instructional Supervision
Domain 3
CREATING A STUDENT
CENTERED LEARNING
CLIMATE
Setting high social & academic
expectations
Creating school environments
focused on the needs of the
learner
Domain 4
HR MANAGEMENT AND
PROFESSIONAL DEVELOPMENT
Creating a Professional Learning
Community
Recruitment and Hiring
Managing Performance of
teachers and Staff
15
CORE PRINCIPLE
School heads are competent, committed and accountable in providing access to quality
and relevant education for all through transformational leadership and high degree of
professionalism.
DOMAINS AND
INDICATORS
COMPETENCY STRANDS
DOMAIN 1. SCHOOL LEADERSHIP
1.A.
Developing &
Involves internal and external stakeholders in the drafting of the school vision,
Communicating
mission, goals and objectives for co-ownership
Vision, Mission,
Expresses ownership and personal responses to the identified issues
Goals, and
Aligns goals and objectives with the school vision and mission
Objectives (VMGO) Communicates the school VMGO clearly
Explains the school vision to the general public
Revisits and ensures that school activities are aligned with the school VMGO
1.B.
Data-based
Establishes BEIS/SIS and baseline data of all performance indicators
Strategic Planning
Involves all internal and external stakeholders in developing SIP/AIP
Utilizes data, e.g. BEIS/SIS, SBM assessment, TSNA, and strategic planning in
the development of SIP/AIP
Aligns the SIP/AIP w/ national, regional and local education thrusts and policies
Communicates effectively SIP/AIP to internal and external stakeholders
1.C.
Problem Solving
Resolves problems at the school level
Assists teachers and students to understand the problem and identify possible
solutions
Assists concerned parties in choosing solutions through a dialogue
Addresses the causes of the problem rather than the symptoms
Explores several approaches in handling problems
1.D.
Building High
Involves stakeholders in meetings and deliberations for decision making,
Performance
Provides opportunities for growth to develop members to be team players
Teams
Defines roles and functions of each committee
Monitors and evaluates accomplishment of different committees/teams
Gives feedback on the teams performance using performance based
assessment tool
Establishes a system for rewards and benefits for teachers and staff
1.E.
Coordinating with
Collaborates with concerned staff and other stakeholders on the planning and
Others
implementation of programs and projects
Ensures proper allocation and utilization of resources (time, fiscal, human, IMS,
etc.)
Provides feedback and updates to stakeholders on the status of progress and
NCBSSH-TDNA Guide and Tools
16
1.F.
Leading &
Managing Change
2.B.
2.C.
2.D.
Developing
Programs &/or
Adapting Existing
Programs
Implementing
Programs for
Instructional
Improvement
Instructional
Supervision
3.A.
3.B.
Creating school
environments
focused on the
17
needs of the
learner
Managing School
Operations
Manages the implementation, monitoring and review of the SIP/AIP and other
action plans
Establishes and maintains specific programs to meet needs of identified target
groups
NCBSSH-TDNA Guide and Tools
18
Takes the lead in the design of a school physical plant and facilities
19
7.C.
7.D.
Interpersonal
Sensitivity
Fairness, Honesty
and Integrity
transactions
Makes individuas accountable for their actions
20
Attachment 2
21
START HERE:
Competency Domain/Strand
22
23
24
25
26
27
28
___________________________________________
Signature over printed Name
Name of School and Division:
___________________________________________
Date Accomplished:___________________________
29
Domains
Strands
D1
Tot
DOMAIN 2
D2
Tot
DOMAIN
3
D3
Tot
DOMAIN 4
D4
Tot
DOMAIN
5
D5
Tot
DOMAIN 6
D6
Tot
DOMAIN 7
D7
Tot
1.A
1.B
1.C
1.D
1.E
1.F
2.A
2..B 2.C
2.D
3.A
3.B
4.A
4.B
4.C
5.A
5.B
6.A
6.B
6.C
7.A
7.B 7.C
7.D
1.A
1.B
1.C
1.D
1.E
1.F
2.A
2..B 2.C
2.D
3.A
3.B
4.A
4.B
4.C
5.A
5.B
6.A
6.B
6.C
7.A
7.B 7.C
7.D
Level
ScoreRange
Can support
Training
4.00
Average
SCORES
3.25
3.75
3.50
3.00
2.75
Strong Need
for Training
2.50
2.25
2.00
1.75
Urgent Need
for Training
1.50
1.25
1.00
Strands
Domains
DOMAIN 1
D1
Tot
DOMAIN 2
D2
Tot
DOMAIN 3
D3
Tot
DOMAIN 4
D4
Tot
DOMAIN 5
D5
Tot
DOMAIN 6
D6
Tot
DOMAIN 7
D7
Tot
30
31
I PERSONAL DATA
Name:
(Surname)
(First Name)
(Middle Name)
Sex:
Male
Female
e-mail address:
District:
Address:
Other Designations:
MAIN AREA OF
RESPONSIBILITY e.g. subjects
taught, level supervised
INCLUSIVE
PERIOD
32
Training Focus
Training
attended
over last 3
years ()
Region
Division
Cluster
School
Curriculum
Resource Materials
Development
Planning
Management
Policy Development
Research
Other, please specify
______________
NEAP Central
NEAP-Region
TEI
Other, please specify -----
33
Program Planning
Program Designing
Program Delivery
Program Management
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.
Date:
Signature:
Please submit completed form to Training and Development Division/Unit. Information will be
incorporated into the T&D Information System Database.
34
() the appropriate column to indicate your level of agreement for each of the statements.
Strongly
Agree
Agree
Disagree
Strongly
Disagree
35
School
SH 1
SH 2
SH 3
SH 4
SH 5
SH 6
SH 7
SH 8
SH 9
SH 10
SH 11
SH 12
SH 13
SH 14
SH 15
36
PART II.
S
H
1
S
H
2
S
H
3
S
H
4
S
H
5
1.A
S
H
6
S
H
7
S
H
8
SH
9
SH
10
S
H
1
1
S
H
1
2
S
H
1
3
S
H
1
4
SH
15
Ave.
Ratings
1.48
UNT
1.B
SNT
1.C
NNT
1.D
NNT
1.E
NET
1.F
SNT
2.30
D
2
Training
Need
Level
Identify
competencies
that should be
enhanced via
training
2.A
2.B
2.C
.
2.D
D
3
3.A
D
4
4.A
3.B
4.B
4.C
D
5
5.A
D
6
6.A
5.B
6.B
6.C
7.A
D
7
7.B
7.C
7.D
37
I.A
I.B
Domain 1
I.C I.D
I.E
II.A
Domain 2
II.B II.C
II.D
Domain 3
III.A III.B
IV.A
Domain 4
IV.B IV.C
Domain 5
V.A V.B
VI.A
Domain 6
VI.B VI.C
VII.A
Domain 7
VII.B VII.C
VII.D
SH 1
SH 2
SH 3
SH 4
SH 5
Total No.
of SH
who
need
Training
38
Date: __________________
Interpretation
Description
Use the scale above to evaluate the extent to which the conduct of NCBSSH-TDNA documentation
adhered to the following:
To what extent ..
was thorough planning conducted prior to the NCBSSH-TDNA orientation?
1.
2.
were participants oriented to the competencies expected of a School Head?
was the purpose of the NCBSSH-TDNA explained?
3.
was a clear explanation provided on how to accomplish the NCBSSH-TDNA
5.
tools e.g. manual and/or e-version
was the scoring system for the NCBSSH-TDNA tool explained; e.g. 4-pt scale
6.
were the steps involved in consolidating NCBSSH-TDNA results for a group of
8.
school heads explained?
9.
was an explanation on how to interpret individual and consolidated profiles
provided ?
10. was technical assistance provided when required?
11. were the M&E tools and processes implemented?
12. was evidence of team work and collaboration amongst the NCBSSH-TDNA
Implementers observed?
13. were recommendations for improving the NCBSSH-TDNA administration
processes identified?
Recommendations:
Name:______________________________________
Designation: _________________________________
Date: __________________________
39
Attachment 4:
Session Guide for the NCBSSH-TDNA Orientation and
Administration to School Heads
40
Resources
Introductory
Activity
10 minutes
Transformational Teresa.
2. In a sentence, explain why you consider yourself to be so.
3. Repeat the same steps at least five times with different partners.
41
Activity
20 minutes
Activity A
1. Let participants form 4 groups.
2. Let them share their experiences regarding their school performance.
3. Let each group write on meta strips what they are doing in performing their
functions as school heads.
4. Allot 5 minutes for sharing then ask them to post their outputs in a
designated area.
5. Ask each group a reporter to present their outputs.
6. Ask each group to classify their meta strips under the seven domains posted
on the board.
Activity B
7. Distribute the NCBSSH-TDNA 24 competency strands written on meta
strips. Each group will have 6 competency strands.
8. Group members will discuss and agree where the competency strands
belong under each domain.
9. Let them post their meta strips under the corresponding column where they
think each competency belongs.
10. Allow participants to check their responses by presenting the correct list of
domains and strands as the one below:
HR
Management
and
Professional
Development
Parent
Involvement
and
Community
Partnership
School
Management
and Daily
Operations
Personal
and
Professional
Attributes
and
Interpersonal
Effectiveness
42
Abstraction
40 minutes
Application
1 hour
Concluding
Activity
10 minutes
43
Acknowledgements
to
The Project STRIVE 2 Training and Development
Component Members who developed the standards, processes and tools of the TDNA System
Operations Manual, Volume 2 that includes the 2010 version of the TDNASH;
and the following RO and DO personnel for the 2012 version of the
NCBSSH-TDNA Guide and Tool.
Region VI
Renato Ballesteros, EPS
Susan Severino, EPS
Samuel Malayo, EPS
Region VII
Emiliano Elnar, Jr., Chief-T&DD
Milagros Villanueva, EPS
Leah Apao, EPS
Region VIII
Corazon Abella, Chief-T&DD
Alejandra Lagumbay, EPS
Susan Acuin, EPS
Negros Occidental
Juna Flores, HT V
Bohol/Tagbilaran
Northern Samar
Casiana Caberte, EPS
Noe Hermosilla, PSDS-Designate
John Ariel Lagura, EPS
Eden Dadap, DO Subject Coor.
Marina Salamanca, EPS
Hermenilda Gracio, EPS
Consultant
Twila G. Punsalan
AusAID Technical Adviser for Training and Development
44