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pdiNASHNational Assessment for School HeadsProfessional Development InterventionCCCOOOAAACCCHHHIIINNNGGGToolkitNational Educators Academy of the Philippines Professional Development Division
COACHINGCOACHINGCOACHINGToolkitTABLE OFC O N T E N T SC O N T E N T SC O N T E N T SpdiNASHNational Assessment for School HeadsProfessional Development InterventionWhat’s inside? Each section focuses on a different aspect of your professional growth journey as a full-fledged Principal I. 03 Introduction and BackgroundNASH PDI Overview Role of Coaching Across Phases 2 and 3 060606 08 121212 13 262626 29 363636 38 Coaching Scope, Principles, and EthicsPurpose and Scope Coaching PrinciplesEthics and Professional Standards Boundaries Roles and ResponsibilitiesCoach ParticipantRegional Office Division Office A Three-Phase, Competency-Based Learning Continuum Suggested Discussion GuidesPhase 2 Discussion Prompts Phase 3 Discussion PromptsDomain-Level Coaching Guides Strand-Level Deepening Guides Effective Coaching Approaches and StrategiesCore Coaching Models and Theoretical Frameworks Output Review and Monitoring ToolsModified Performance Monitoring and Coaching Form Phase 2 Output Review RubricPhase 3 Output Review Rubric References Annexes and Templates 393939 Frequently Asked QuestionsPage 1 020202TimelineMy Coaching Schedule
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitMY COACHING SCHEDULEPhasePartDateModalityTimeStatusPHASE 2 (conduct coaching sessions as necessary)Part I: The Meet and GreetPart II: Goal Setting & Domain Deep-DivePart III: Presentation of Drafted WAP and Continued CoachingPart IV. Finalization of WAP and SignatoryPHASE 3 (conduct coaching sessions as necessary)Monitoring of the implementation of WAPTIMELINETIMELINETIMELINE Name of the Coach: ______________________________ Region: ____________ Position: _____________________ SDO: ______________ Name of the Coachee: ___________________________________ Suggested Duration: 30-45 mins.Page 2
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitINTRODUCTION & BACKGROUNDINTRODUCTION & BACKGROUNDINTRODUCTION & BACKGROUND By virtue of Republic Act No. 12288 (Expanded Career Progression for Public School Teachers and School Leaders), the National Educators Academy of the Philippines (NEAP) is mandated to provide structured, standards-based professional development. In response to DepEd Memorandum No. 97, s. In 2025, this toolkit serves as the primary support mechanism for aspiring school heads who have met the minimum overall rating threshold but require The primary objective for the coach is to provide a standardized, high-impact support system that ensures leadership readiness. Specifically, this toolkit enables the coach to: targeted intervention in specific Philippine Professional Standards for School Heads (PPSSH) domains.This toolkit is designed as a specialized resource for Assigned Coaches of aspiring school heads under the NASH - PDI program. Welcome to the National Assessment for School Heads (NASH) Professional Development Intervention (PDI) Coaching Toolkit.OverviewStandardize Guidance: Deliver structured coaching sessions aligned with PPSSH domains and the three-phase learning model. Quality Assure Outputs: Provide objective feedback and certification of the Workplace Application Plan (WAP) and other required portfolio evidence. Streamline Monitoring: Efficiently document progress using the Modified Performance Monitoring and Coaching Form (PMCF) without compromising official duties.Page 3
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitINTRODUCTION & BACKGROUNDINTRODUCTION & BACKGROUNDINTRODUCTION & BACKGROUND The transition into Phase 2 marks a critical transition from passive theoretical acquisition to active, job-embedded learning, where structured coaching serves as the backbone of the entire intervention process. In this phase, the coach does not merely oversee progress but actively facilitates the reflection of learning of the aspiring school heads. Coaching is the indispensable backbone of the NASH PDI, transforming the program from a traditional training course into a dynamic, job- embedded developmental journey. As participants progress beyond the foundational knowledge of Phase 1, coaching becomes the primary mechanism for translating standards into action. The Role of Coaching in Phases 2 and 3 Phase 2: Job-embedded Learning The coach acts as a facilitator, helping participants translate E- Learning concepts into specific, school-based leadership actions. During this phase, coaching is centered on: Coaching Support: Discussion and reflection of developmental areas Guided Drafting of WAP: Providing continuous guidance as participants design and implement a holistic Workplace Application Plan (WAP) aligned with priority competency gaps. Coaching is the central mechanism that supports participants through output-based activities tailored to their specific PPSSH domains, ensuring that every assigned output is not just a completed task, but a reflection of deep, contextualized professional mastery.Page 4
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitINTRODUCTION & BACKGROUNDINTRODUCTION & BACKGROUNDINTRODUCTION & BACKGROUND Monitoring of the implementation of the WAP Drafting of WAAR: Guiding participants in identifying appropriate evidence for the Workplace Application Accomplishment Report (WAAR) to demonstrate authentic, measurable outcomes. Quality Control: Reviewing the WAP and WAAR to ensure the participant meets the standards for final validation and certification by NEAP Central Office. Ultimately, coaching across these phases ensures that leadership competencies are not just understood, but are demonstrated through context-responsive outcomes, effectively bridging the gap between developmental intervention and official readiness for school leadership. As participants move into Phase 3, the coaching relationship intensifies into a sustained support designed to consolidate learning through workplace application. This phase is dedicated to participants with specific "developmental areas". The coach’s role includes: Phase 3: Workplace ApplicationPage 5
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitCOACHING SCOPE, PRINCIPLES AND ETHICSCOACHING SCOPE, PRINCIPLES AND ETHICSCOACHING SCOPE, PRINCIPLES AND ETHICSPurpose and Scope Targeted Growth: Coaching focuses specifically on the competency gaps identified in the participant's NASH Individual Development Report (IDR). Job-embedded Learning: The scope covers the translation of Phase 1 theory into Phase 2 domain-specific outputs (e.g., MOOE trackers, stakeholder roadmaps) and the Phase 3 Workplace Application Plan (WAP). The primary purpose of coaching in the NASH PDI is to bridge the gap between diagnostic results and school-based leadership mastery.Coaching Principles Standard-Based: All coaching interventions are anchored on the Philippine Professional Standards for School Heads (PPSSH). Data-Driven: Growth is measured through authentic, context- responsive school-based outcomes rather than just completion of hours. Empowerment-Focused: The coach acts as a facilitator of learning, not just a provider of answers, encouraging the participant to lead with autonomy. Certification Readiness: The coach will provide feedback if the participant is ready for a Principal I position through the validation of the WAAR signed and certified by the Schools Division Superintendent. These guiding principles ensure the relationship remains productive and focused on school improvement:Page 6
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitCOACHING SCOPE, PRINCIPLES AND ETHICSCOACHING SCOPE, PRINCIPLES AND ETHICSCOACHING SCOPE, PRINCIPLES AND ETHICSIntegrity of Outputs: Coaches must ensure that all submitted WAP and WAAR are the original work of the participant and reflect genuine school-based application. Objective Assessment: Coaches must provide candid, unbiased feedback and avoid conflicts of interest that could compromise the certification process. Confidentiality: Coaches must maintain a safe space for participants to discuss challenges; however, the Modified PMCF must be shared with the Schools Division Office (SDO) for official monitoring. Ethics and Professional Standards Maintaining high ethical standards is crucial for the integrity of the NASH PDI: Boundaries To maintain a healthy professional partnership, both parties must respect these boundaries: Professional vs. Personal: While "Kumustahan" check-ins are encouraged to build rapport, the focus remains on professional competency, not personal therapy or unrelated social interests. Technical Assistance vs. Doing the Work: The coach provides guidance and technical feedback, but the actual development and implementation of the WAP are the sole responsibility of the NASH PDI participant. Time and Modality: Both parties must respect agreed-upon schedules and communication channels (e.g., official email or scheduled Zoom calls) to avoid burnout and promote respect for time and availability.Page 7
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitROLES AND RESPONSIBILITIESROLES AND RESPONSIBILITIESROLES AND RESPONSIBILITIESProvide professional guidance and structured coaching support to the participant in accordance with the objectives, timelines, and outputs of the NASH PDI; Review, provide feedback on, and recommend improvements to draft and final outputs submitted by the participant; Conduct coaching sessions, virtually or in-person, when necessary, without compromising official duties; Support the participant in strengthening competencies aligned with the identified PPSSH domain(s) for intervention; Monitor the participant’s progress using prescribed monitoring tools, including the Modified Performance Monitoring and Coaching Form (PMCF), and submit required reports to the designated SDO focal person; Certify the quality and completeness of outputs prior to their submission for higher-level review and approval. In the world of the NASH-PDI, the bond between a Coach and an Aspiring School Head is more than just a supervisor-subordinate relationship—it’s a powerful partnership. Think of it as a professional "allies-in-leadership" journey built on mutual trust, a shared set of high standards, and a deep, heart-felt commitment to making our schools better for every learner. Here’s a clear look at how you’ll work together and the unique roles you’ll each play in this growth story: SDO - Assigned CoachPage 8
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitROLES AND RESPONSIBILITIESROLES AND RESPONSIBILITIESROLES AND RESPONSIBILITIESFulfill all requirements of the NASH PDI under the guidance and supervision of the assigned Coach; Comply with the expectations, timelines, and work schedule agreed upon with the Coach, as reflected in the approved plan of activities; Engage regularly with the Coach and provide timely and accurate updates on the progress of assigned outputs, workplace application activities, and related professional learning tasks; Observe ethical standards, quality assurance measures, and professional conduct in the completion and submission of all required outputs; and a. Serve as the regional-level program focal and secretariat for the NASH PDI; b. Propose and implement RO-led learning session(s) aligned with PPSSH and the NASH PDI, subject to quality assurance by NEAP Central Office; c. Provide quality assurance to proposed SDO-led learning session(s) to ensure alignment with program standards and intended learning outcomes; d. Consolidate regional program progress, completion, and implementation reports and submit the same to NEAP Central Office as required, or within two (2) weeks after program completion; Coachee (NASH PDI Participant)Regional OfficePage 9
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitROLES AND RESPONSIBILITIESROLES AND RESPONSIBILITIESROLES AND RESPONSIBILITIESe. Provide technical assistance and implementation support to Schools Division Offices to ensure effective and efficient program delivery; f. Coordinate with NEAP Central Office on concerns requiring immediate policy or operational action; g. Ensure coordination with other regional functional divisions in supporting participating schools and personnel; h. Support the credibility of the certification process, including verification of the completeness, authenticity, and quality of submitted outputs and supporting documents; i. Conduct monitoring visits, as necessary, to assess the progress and quality of program implementation; j. Convene regular coordination meetings, as needed, with respective SDOs; k. Organize and conduct enrichment activities, such as school visits and collaborative expertise sessions, to enhance the PDI experience, as feasible; and l. .Conduct regional-level program implementation review and submit findings to NEAP Central Office.Regional OfficePage 10
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitROLES AND RESPONSIBILITIESROLES AND RESPONSIBILITIESROLES AND RESPONSIBILITIESa. Serve as the division-level program focal unit and secretariat for the NASH PDI; b. Propose and implement SDO-led learning session(s) upon receipt of NEAP quality assurance clearance from the RO; c. Monitor and document the start and end dates of each phase of the participants’ PDI; d. Provide technical assistance and respond to participant inquiries related to program implementation, requirements, and timelines; e. Ensure coordination with the Curriculum Implementation Division (CID) and Office of the SDS (OSDS) in supporting participants; f. Coordinate with the RO and NEAP CO on concerns requiring immediate attention; g. Ensure that each participant is assigned a best-fit coach aligned with the targeted PPSSH domain(s) for intervention; a one-to-one (1:1) ratio is strongly encouraged; h. Maintain and manage digital copies of all NASH PDI forms, templates, and monitoring tools; i. Monitor participant progress based on coaching reports and submitted outputs; j. Disseminate official information, advisories, and updates to participants through authorized communication platforms; and k. Propose and organize enrichment activities, such as school visits and collaborative expertise sessions, when feasible.Schools Division OfficePage 11
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitTHREE PHASE COMPETENCY BASED LEARNING CONTINUMTHREE PHASE COMPETENCY BASED LEARNING CONTINUMTHREE PHASE COMPETENCY BASED LEARNING CONTINUMThe NASH PDI is designed as a three-phase professional learning continuum that translates diagnostic assessment results into targeted leadership development and applied practice. Anchored on the PPSSH, the program adopts a blended and scalable delivery architecture that integrates self- directed digital learning, guided online learning sessions, and workplace- based application, while balancing centralized standards-setting with decentralized implementation to ensure quality, consistency, and contextual responsiveness across regions and divisions.NEAP (Central Design and Quality Assurance Standards) RO / SDO (Contextualized Implementation & Monitoring)NASH Professional Development Intervention A Three-Phase, Competency-Based Learning Continuum010203Diagnostic Input (NASH Result)Phase 1 (E-Learning) NEAP CO ledPhase 2 (Job-Embedded Learning) RO / SDO ledPhase 3 (Workplace Practice) SDO ledPPSSH-aligned domain gaps identified Participant classification: Meeting PPSSH Strands in Three (3) Domains With Developmental AreasCurated LinkedIn Learning Pathways DepEd Complementary Resources Online Learning Sessions Domain-Based Assessment (≥70%)Expert-led learning sessions Output-based asynchronous activities Coaching support End-of-Program EvaluationWorkplace Application Plan (WAP) Coaching and monitoring SDS review and certification Workplace Application Accomplishment Report (WAAR)Governance and Quality AssuranceCertification Outcomes by NEAP COCertificate of Completion PPSSH-aligned readiness for school leadershipPage 12
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitWe require all NASH PDI Participants to update their Modified Performance Monitoring and Coaching Form (PMCF) with reflections and key takeaways after every session to ensure a documented trail of professional growth. Lastly, please ensure that all official correspondence and progress reports are shared with the SDO Focal Person to maintain program alignment.Coaching is a dynamic process; sessions do not always need to be formal. Coaches are encouraged to invite participants to "shadow" them during administrative tasks, visit the SDO, or participate in division-led workshops. For those in different districts or locations, we strongly urge you to leverage technology. You can conduct your coaching conversations via Zoom, Google Meet / MS Teams, phone calls, or any platform that is accessible and comfortable for both of you. Dear Coaches, To make your coaching session objective and meaningful, here is the suggested discussion guide for your NASH-PDI coaching journey. This semi-structured guide provides a roadmap for each phase. Feel free to customize your sessions to best address the specific competency gaps identified in the NASH Individual Development Report (IDR). This comprehensive discussion guide is designed for Schools Division Office (SDO) coaches during Phase 2 (Job-embedded Learning) of the NASH PDI. It aligns with all five domains and 34 strands of the Philippine Professional Standards for School Heads (PPSSH). The focus of this guide is to support NASH PDI Participants in reflecting on their practice and developing the Workplace Application Plan (WAP) that addresses specific contextual needs. SUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESPage 13
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitPart I: The Meet-and-Greet (Initial Engagement) Part II: Goal Setting & Domain Deep-Dive NASH PDI Participant: Coach: Focus: Building rapport and understanding the NASH Individual Development Report (IDR) Share your motivation for pursuing school leadership and your vision for a school community. Discuss highlights and biggest lessons from your current role that most prepared you for leadership. Share your leadership journey and professional background. Discuss the factors that influenced your decision to become a school leader. Suggested Activity: Let’s Talk About...... (see template Annex A) Assignments: Update the PMCF with initial reflections. Discuss priority PPSSH domains for intervention. NASH PDI Participant: Coach: Focus: Discussion of growth areas and addressing competency gaps. Share specific "Growth Areas" from the NASH IDR. Articulate needs so the Coach can provide targeted guidance on PPSSH domains. Guide the participant in leveraging current competencies for effective school management. Provide helpful tips based on experience on their growth areas such as school operations, risk mitigation, and instructional supervision. Assignments: Agree on goals on how to address the identified growth area to achieve (e.g., mastering school MOOE tracking or classroom observation protocols). Draft Workplace Application Plan based on the identified growth area/domain. Suggested Activity: Discussion and reflection on the Growth Areas using the prompts of the specific Domain or Strands. SUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESPage 14
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitNASH PDI Participant: Coach: Focus: Reviewing job-embedded outputs and leadership reflection. Provide updates on progress toward domain-specific outputs (e.g., Stakeholder Roadmap or Targeted Intervention Plan). Raise concerns about school-based challenges encountered during application. Provide additional advice or support to the participant with strategies to overcome resistance and operational challenges. Share personal leadership insights to foster the participant’s development as a resilient leader. Assignments: Update the PMCF with insights gained in the process. Finalize the Workplace Application Plan ready for signature of the Coach. Suggested Activity: Discussion and reflection on the Growth Areas using the prompts of the specific Domain or Strands. Part III: Presentation of Drafted WAP and Continued Coaching NASH PDI Participant: Coach: Focus: Finalizing the Workplace Application Plan (WAP). Present the final Workplace Application Plan (WAP) for coach feedback. Review and provide feedback on the WAP to ensure it is ready for signature of Approving Authority. Sign the WAP. Assignment: Implement the approved WAP while systemically documenting evidence of progress and completion. Suggested Activity: Final presentation of the WAP to the Coach and signatory for routing to Approving Authority Part IV. Finalization of WAP and Signatory SUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESPage 15
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitPHASE 2 DISCUSSION PROMPTS Domain-Level Coaching Questions: Domain 1: Leading Strategically What are you most passionate about achieving for your learners this year? Which specific data points in your school performance indicators signal the most urgent need for strategic change? Whose voices—specifically among marginalized learners—are currently missing from your strategic planning? How will you know that your strategic decisions are driven by empirical data rather than traditional routines? What leadership "holding space" have you created to help your team make sense of evolving policies? Strand-Specific Coaching Deepening Questions: 1.1 Vision, Mission, and Core Values: How can you collaborate with teachers to ensure the DepEd vision is visible in their daily classroom interactions? 1.2 School Planning and Implementation: What specific "joint work moves" will you use to make the SIP a living roadmap for your planning team? 1.3 Policy Implementation and Review: What local challenges consistently test the feasibility of national policies in your school context? 1.4 Research and Innovation: What "problem of practice" in your school led you to choose this particular research-based innovation? 1.5 Program Design and Implementation: How will you determine if your needs-based programs are truly supporting learner development? 1.6 Learner Voice: What strategies will you systematize to ensure learner "feelings and views" inform your decision-making? 1.7 M&E Processes and Tools: Beyond the required Deped forms, what indicators will you personally track to ensure the WAP is actually changing school culture? This phase is dedicated to participants who fall under categories “Meeting PPSSH Standards in 3 Domains” and ”With developmental areas". SUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESPage 16
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitPHASE 2 DISCUSSION PROMPTS Domain-Level Coaching Questions: DOMAIN 2: Managing School Operations and Resources What operational "bottlenecks" in your school prevent teachers from focusing on instruction? How does your management of school facilities directly impact the safety and inclusivity of your learners? In developing your WAP, how are you embedding transparency into your financial management processes? How do you balance administrative efficiency with the need for fairness in resource distribution? What leadership moves are you using to encourage "shared accountability" among your non-teaching staff? How has your response to emerging challenges changed your perspective on school resiliency? Strand-Specific Coaching Deepening Questions: 2.1 Records Management: How will you utilize ICT-based systems to organize and analyze learner and school data to inform the development of targeted school interventions? 2.2 Financial Management: What internal monitoring process will you establish to ensure that every purchase and financial disbursement is explicitly linked to the activities outlined in the SIP and AIP? 2.3 School Facilities and Equipment: In what ways will you mobilize the School Planning Team (SPT) and the community to create a sustainable maintenance program for school facilities and instructional equipment? 2.4 Management of Staff: What objective criteria or data points (e.g., teacher specialization, enrollment size, and learner needs) will you use to design a teaching load that is fair and promotes teacher well-being? 2.5 School Safety for Disaster Preparedness: How will you integrate the School Disaster Risk Reduction and Management (SDRRM) plan into the daily routine to ensure that learning continues through alternative delivery modes during emergencies? 2.6 Emerging Opportunities and Challenges: How will you identify and prioritize emrging local trends or community challenges to adapt your school’s programs, ensuring they remian relevant to the learners’ current environ,ent? SUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESPage 17
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitPHASE 2 DISCUSSION PROMPTS Domain-Level Coaching Questions: DOMAIN 3: Focusing on Teaching and Learning What leadership behaviors are you modeling to foster a "learner- centered" school environment? How do you maintain psychological safety while providing "justified feedback" to struggling teachers? How has your understanding of your teachers' "skill-will" influenced your technical assistance plan? How will you ensure that your focus on teaching standards translates to actual learner growth? If you walked into a classroom that reflects your instructional vision, what would the learners be doing? In what ways does your WAP address the specific achievement gaps found in your school data? Strand-Specific Coaching Deepening Questions: 3.1 Review and Implementation of Standards: How will you work with teams to make the national curriculum relevant to your local learners? 3.2 Teaching Standards and Pedagogies: How have you modeled best practices in technical assistance to ensure your Department Heads/Master Teachers are coaching rather than just monitoring? 3. 3 Teacher Performance Feedback: How will you transform your feedback into a tool for professional learning, and how will you use stakeholder input to validate its effectiveness? 3.4 Learner Achievement and Performance Indicators: Which data-based interventions resulted in the most significant reduction in non-readers or failing marks? 3.5 Learning Assessment: How will you support teachers in using assessment results to differentiate their instruction? 3.6 Learning Environment: What steps will you take to empower the community in sustaining a healthy, inclusive climate? 3.7 Career Awareness and Opportunities: How can career awareness be integrated into non- academic learning experiences? 3.8 Learner Discipline: How will you lead concerted efforts to ensure discipline policies support learner growth rather than just compliance? SUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESPage 18
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitDomain-Level Coaching Questions: DOMAIN 4: Developing Self and Others In what ways are you modeling vulnerability to show your staff you are on a trajectory toward mastery? What strengths in others have you "uncovered" during this professional development process? How are you "brokering" resources to support the career advancement of your high-potential staff? How are you ensuring your rewards and recognition mechanisms are motivating for everyone, including those in developmental stages? How does your plan move your team beyond compliance toward authentic, job-embedded learning? Strand-Specific Coaching Deepening Questions: 4.1 Personal and Professional Development: How do your self-assessment results align with the targets in your professional development plan? 4.2 Professional Reflection and Learning: How has "metacognition" changed the way you approach problems of practice in your school? 4.3 Professional Networks: What specific skills do you hope to upgrade by actively engaging in your current educator networks? 4.4 Performance Management: How will you monitor the implementation of the performance management system to support staff career paths? 4.5 Staff Professional Development: How will you evaluate if your PD initiatives are successfully addressing performance gaps? 4.6 Leadership Development in Individuals/Teams: What opportunities will you provide to capacitate individuals for shared governance? 4.7 General Welfare of Human Resources: How will you advocate for staff rights and benefits while gaining support from the wider community? 4.8 Rewards and Recognition Mechanism: How will you institutionalize a rewards system that sustains exemplary performance over time? SUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESPage 19
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitPHASE 2 DISCUSSION PROMPTS Domain-Level Coaching Questions: DOMAIN 5: Building Connections How would you describe the current level of "relational trust" between your school and the local community? What complex issues in your school community require a "collaborative action" approach to solve? What communication platforms have been most effective in facilitating collaboration this year? How do you ensure that community engagement is a "two-way street" where partners feel they have a say in school direction? How will you model "inclusive practice" when dealing with diverse stakeholder groups? Strand-Specific Coaching Deepening Questions: 5.1 Management of Diverse Relationships: What skills will you use to build constructive relationships with authorities and parents? 5.2 Management of School Organizations: How will you evaluate the impact of learner organizations and PTAs on your institutional goals? 5.3 Inclusive Practice: What practices will you use to promote gender sensitivity and cultural responsiveness in your school culture? 5.4 Communication: How will you ensure that your written and spoken communications facilitate information sharing rather than just directives? 5.5 Community Engagement: How will you empower the community to participate in addressing concerns regarding learner development? SUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESPage 20
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitPHASE 3 DISCUSSION PROMPTS These coaching discussion guides are designed for Phase 3 (Workplace Application) of the NASH PDI. While Phase 2 focused on planning, Phase 3 shifts toward impact-oriented coaching, focusing on the implementation of the Workplace Application Plan (WAP) and the evidence gathered for the Workplace Application Accomplishment Report (WAAR). This phase is dedicated to participants who fall under “with developmental areas".The guides can be used to facilitate the discussions and coaching sessions during the implementation of the Workplace Application Plan. Domain-Level Coaching Questions: DOMAIN 1: Leading Strategically Strand-Specific Coaching Deepening Questions Looking at your WAP implementation, what is the most significant shift you’ve observed in how your team embraces the school’s strategic direction? What unexpected contextual challenges arose during implementation, and how did you adapt your strategic course of action? Based on the data you’ve collected, which specific action steps in your WAP have had the most direct impact on learner achievement indicators? How has your "metacognitive" process—thinking about how you lead —changed as you encountered resistance to new initiatives? What evidence in your WAAR demonstrates that DepEd core values are now more visible in daily school operations? How have you balanced the "slow urgency" of long-term planning with the immediate needs surfacing in your school today?1.1 Vision, Mission, and Core Values: What specific behaviors among your staff now serve as evidence that the DepEd vision is "shared and aligned"? 1.2 School Planning and Implementation: Which phases of your school plan required the most intensive collaborative efforts to keep your team on track? 1.3 Policy Implementation and Review: What evidence do you have that your local review of national policies has improved the efficiency of school operations? 1.4 Research and Innovation: Beyond the data, what "qualitative wins" have you observed from the research-based innovation you implemented? 1.5 Program Design and Implementation: How has your needs-based program shifted the "trajectory of mastery" for your target group of learners? 1.6 Learner Voice: In what ways did "learner voice" results in your WAAR cause you to do a "mid-course correction" in your decision-making? 1.7 M&E Processes and Tools: How have your supplemental monitoring tools helped you distinguish between mere compliance and actual progress? SUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESPage 21
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitPHASE 3 DISCUSSION PROMPTS Domain-Level Coaching Questions: DOMAIN 2: Managing School Operations and Resources Strand-Specific Coaching Deepening Questions How has your management of school systems directly contributed to a "culture of transparency" among your stakeholders? What evidence from your WAAR shows that your operational adjustments have maximized "organizational health"? Which operational "bottlenecks" did you successfully remove, and how did that free up time for instructional leadership? How did you handle the tension between "administrative efficiency" and the need for fairness in resource distribution? What evidence demonstrates that your school is now more "resilient" in maintaining instruction during emerging challenges? 2.1 Records Management: How has technology changed the way you share data with your team to ensure everyone is making decisions based on the same accurate information? 2.2 Financial Management: How do you involve your School Planning Team (SPT) or Bids and Awards Committee (BAC) in the checking mechanism to ensure procurement is both transparent and aligned? 2.3 School Facilities and Equipment: What evidence exists of "shared accountability" among staff for the maintenance of school property? 2.4 Management of Staff: How has your load distribution strategy impacted the "morale or effectiveness" of your teaching personnel? 2.5 School Safety for Disaster Preparedness: Beyond standard fire/earthquake drills, what evidence shows that your team is prepared for localized hazards (e.g., flooding) unique to your school’s location? 2.6 Emerging Opportunities and Challenges: What countermoves did you use to ensure that a recent operational challenge (like a facility breakdown or resource shortage) did not result in a loss of actual instructional time? Did your countermove involve a change in policy, a reallocation of funds, or a specific communication strategy? SUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESPage 22
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitPHASE 3 DISCUSSION PROMPTS Domain-Level Coaching Questions: DOMAIN 3: Focusing on Teaching and Learning Reflecting on your post-conferences, what evidence shows that teachers are now more "self-reflective" about their own pedagogy? How has your technical assistance directly translated into measurable learner growth in your most critical "performance indicators"? What shifts in "classroom interaction" have you observed that prove the environment is becoming more learner-centered? How have you used "justified feedback" to move a teacher from a "developmental area" toward "competent practice"? What does the evidence in your WAAR say about the effectiveness of your "higher-order" assessment strategies? Strand-Specific Coaching Deepening Questions 3.1 Review and Implementation of Standards: How has your team's "contextualization" of learning standards made the curriculum more relevant to your specific learners? 3.2 Teaching Standards and Pedagogies: What "best practices" in providing technical assistance have you modeled for your department heads? 3.3 Teacher Performance Feedback: How have you used "validated feedback" from parents or learners to help a teacher improve their classroom management? 3.4 Learner Achievement and Performance Indicators: Which "data-based interventions" showed the highest return on investment for learner learning? 3.5 Learning Assessment: What evidence shows that teachers are now using assessment results to "differentiate" their instruction? 3.6 Learning Environment: How has "engaging the wider community" improved the inclusivity and health of the school climate? 3.7 Career Awareness and Opportunities: What new "learning experiences" have you institutionalized to help learners visualize their future career paths? 3.8 Learner Discipline: What evidence demonstrates that your "concerted efforts" in discipline have supported learner growth rather than just compliance? SUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESPage 23
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitPHASE 3 DISCUSSION PROMPTS Domain-Level Coaching Questions: DOMAIN 4: Developing Self and Others What evidence in your WAAR shows that you have met your own "personal and professional development goals"? How has your "modeling of vulnerability" encouraged your staff to take more risks in their professional learning? Which "high-potential" staff members have taken on new leadership roles as a result of your coaching? How have you "brokered" external professional networks to solve a problem that your school couldn't solve internally? What evidence shows that your "rewards and recognition" system has actually motivated sustained exemplary performance? Strand-Specific Coaching Deepening Questions 4.1 Personal and Professional Development: Reflecting on your self-assessment, which leadership competency has seen the most "sophisticated" growth? 4.2 Professional Reflection and Learning: How has "initiating professional reflections" with other school heads changed your approach to conflict? 4.3 Professional Networks: What specific "upgraded skills" can you point to that resulted from your active engagement in your educator network? 4.4 Performance Management: How has your monitoring of the performance system supported the "career advancement" of your personnel? 4.5 Professional Development of School Personnel: What data proves that your PD initiatives have successfully closed a specific "performance gap"? 4.6 Leadership Development in Individuals and Teams: In what ways are your teams now demonstrating "shared governance" without your direct intervention? 4.7 General Welfare of Human Resources: What "qualitative feedback" have you received from staff regarding your advocacy for their rights and benefits? 4.8 Rewards and Recognition Mechanism: How have you "institutionalized" your rewards system to ensure it remains fair and objective over time? SUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESPage 24
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitPHASE 3 DISCUSSION PROMPTS DOMAIN 5: Building Connections Domain-Level Coaching Questions: What evidence of "relational trust" can you point to in your interactions with the local community this semester? How has "advocating that education is everyone’s responsibility" changed the level of community support for your WAP? What specific "collaborative actions" were taken by stakeholders to solve a complex issue identified in your WAP? How have you used different "communication platforms" to ensure that your message of "inclusive practice" reaches all marginalized groups? Looking at your WAAR, what "partnership wins" have had the most direct impact on learner development? Strand-Specific Coaching Deepening Questions 5.1 Management of Diverse Relationships: What "constructive relationships" with authorities have you built that recently resulted in a resource win for the school? 5.2 Management of School Organizations: How did your "evaluation of school organizations" (like the PTA) lead to a shift in their support of school goals? 5.3 Inclusive Practice: What evidence demonstrates that your "culture of inclusivity" has strengthened "awareness and respect" among diverse learner groups? 5.4 Communication: How has your "positive use of communication platforms" facilitated better collaboration among your teachers and parents? 5.5 Community Engagement: What "new partnerships" have you initiated that were specifically designed to address a previously ignored learner concern? SUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESSUGGESTED DISCUSSION GUIDESPage 25
EFFECTIVE COACHING APPROACHES AND STRATEGIESEFFECTIVE COACHING APPROACHES AND STRATEGIESEFFECTIVE COACHING APPROACHES AND STRATEGIESpdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkit Core Coaching Models and Theoretical Frameworks Goal – Help your mentee define a clear, specific, and measurable goal. What do you want to achieve? What would success look like? Reality – Assess coachee’s current situation, challenges, and resources. Where are you now in relation to your goal? What obstacles are in your way? Options – Brainstorm possible solutions and strategies to move forward. What different approaches could you take? What has worked for you in the past? Will – Determine the next steps and commit to an action plan. What actions will you take first? How will you stay accountable? SDO coaches are expected to utilize structured frameworks to ensure that coaching dialogues remain focused and result in measurable action.TGROW MODEL - (Topic, Goal, Reality, Options, Will): A foundational model to establish focus and commitment to a clear path forward.Page 26
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitCore Coaching Models and Theoretical Frameworks CLEAR (Contracting, Listening, Exploring, Action, Review): A model emphasizing the depth of the inquiry and the quality of the coaching relationship. Contracting – Establish the objectives, expectations, and structure of the coaching engagement. What do you want to achieve through coaching? How will we measure success? Listening – Engage in active listening to fully understand your mentee’s challenges, emotions, and aspirations. What concerns or obstacles are you facing? What emotions are tied to these challenges? Exploring – Help your mentee reflect on their strengths, experiences, and thought patterns to uncover new insights What alternative perspectives could you consider? How have you handled similar situations in the past? Action – Work with your mentee to define clear, achievable action steps based on the insights gained. What steps can you take to move forward? How will you ensure follow- through? Review – Reflect on progress, celebrate wins, and refine the coaching plan as needed. What has improved since we started coaching? What still needs adjustment? EFFECTIVE COACHING APPROACHES AND STRATEGIESEFFECTIVE COACHING APPROACHES AND STRATEGIESEFFECTIVE COACHING APPROACHES AND STRATEGIESPage 27
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitCore Coaching Models and Theoretical Frameworks OSKAR (Objective, Scaling, Know-how, Affirm & Action, Review) - A solution-focused framework centered on Tactical Scaling. Coaches must ask: "On a scale of 0 to 10 (0 being no progress/change and 10 being the goal fully achieved and recognized), where are you now?" This identifies the "know- how" required to move up the scale. Outcome: Sets the stage by defining the coachee’s goals and objectives. Scaling: Measures current progress using a 1-10 scale to identify areas for improvement. Know-how: Leverages existing knowledge and resources to help attain goals. Affirm and Action: Recognizes what’s working well and outlines actionable steps for progress. Review: Reflects on progress and maintains accountability through regular evaluations. EFFECTIVE COACHING APPROACHES AND STRATEGIESEFFECTIVE COACHING APPROACHES AND STRATEGIESEFFECTIVE COACHING APPROACHES AND STRATEGIESPage 28
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitMODIFIED PERFORMANCE MONITORING AND COACHING FORMName of the Coachee: ___________________________________ Name of the Coach: __________________________________DateTo be filled out by the NASH PDI Participant (Coachee)To be filled out by the CoachSignatureDevelopmental Area(s) (Focuses on the specific PPSSH Domain or competency gap identified in the participant’s NASH Individual Development Report (IDR). It describes the "Growth Area" being addressed)Action Taken (Output) (Describes the specific coaching intervention or the artifact produced during the session.)Agreements (Outlines the "Next Steps" that both the coach and participant commit to. Specify how the participant will refine their work or apply a new skill in their actual school setting.)NASH PDI Particip antCoachThe Modified PMCF is the official record of your coaching journey. It documents the transition from identifying a gap to achieving a measurable leadership outcome.OUTPUT REVIEW AND MONITORING TOOLSOUTPUT REVIEW AND MONITORING TOOLSOUTPUT REVIEW AND MONITORING TOOLSPage 29
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitMODIFIED PERFORMANCE MONITORING AND COACHING FORMName of the Coachee: ___________________________________ Name of the Coach: __________________________________DateTo be filled out by the NASH PDI Participant (Coachee)To be filled out by the CoachSignatureDevelopmental Area(s) (Focuses on the specific PPSSH Domain or competency gap identified in the participant’s NASH Individual Development Report (IDR). It describes the "Growth Area" being addressed)Action Taken (Output) (Describes the specific coaching intervention or the artifact produced during the session.)Agreements (Outlines the "Next Steps" that both the coach and participant commit to. Specify how the participant will refine their work or apply a new skill in their actual school setting.)NASH PDI Particip antCoachOUTPUT REVIEW AND MONITORING TOOLSOUTPUT REVIEW AND MONITORING TOOLSOUTPUT REVIEW AND MONITORING TOOLSPage 30
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitPurpose of RubricsTo ensure high-quality leadership development and standardized assessment, coaches must utilize the provided rubrics to validate participant progress across Phase 2 and Phase 3. These rubrics are designed to measure readiness, technical quality, and improved leadership practice.OUTPUT REVIEW AND MONITORING TOOLSOUTPUT REVIEW AND MONITORING TOOLSOUTPUT REVIEW AND MONITORING TOOLS Rubric for Domain-Based Output To validate that domain-specific outputs (e.g., action plans, tools, reflection papers) demonstrate the leadership readiness required for successful WAP implementation. Rubric for Reflection Paper Output To validate that the reflections demonstrate leadership competencies and ensure that participants can connect their personal professional development with measurable school-wide improvement Rubric for Workplace Application Plan To certify the technical quality and implementability of the Workplace Application Plan (WAP) prior to official implementation. Rubric for Workplace Application Accomplishment Report To validate the Workplace Application Accomplishment Report (WAAR) for final SDS certification and program completion.Page 31
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitCriteria4 – Exceeds Standard3 – Meets Standard2 – Developing1 – Needs ImprovementAlignment to PPSSH Domains & StrandsDemonstrates extended abstract application; output integrates multiple strands to strategical solve complex school issues.Demonstrates relational understanding; output is clearly aligned with the specific domain and priority strands identified in the IDR.Partial or surface- level alignment; some elements do not correspond to the targeted PPSSH strand.Misaligned; output does not address the identified competency gaps in the PPSSH domain.Contextuali zation to School SettingGrounded in the school implementation plan; identifies specific local needs.Appropriately contextualized; includes specific references to the participant’s actual school environment and realities.Generic or limited contextualization; school-specific data is mentioned but not utilized to shape the output.No school context provided; output appears as a generic template with no application to actual school settings.Strategic Intent & Problem- Solution LogicExceptional problem- solution coherence; proposed actions are highly strategic and likely to yield measurable impact.Logic is clear and sound; the proposed output effectively addresses a specific school-based leadership challenge.Logic is weak or incomplete; the connection between the identified problem and the proposed solution is loose.Fragmented or unclear; the output lacks a logical framework for school improvement.Practicality & Resource FeasibilityHighly implementable; optimizes existing school resources (human, financial, material) without requiring additional budget.Practical and feasible; can be implemented within existing school constraints with minor adjustments.Implementation feasibility is questionable due to resource constraints or lack of clear timelines.Not feasible; proposed actions are unrealistic given the current school resources or administrative capacity.Readiness for WAP IntegrationOutput is immediately actionable; serves as a primary, finalized component of the comprehensive WAP.Output directly informs the WAP; requires only minor refinement for final inclusion.Output partially informs the WAP; requires significant revision or coaching to be implementation- ready.Output does not support the WAP; requires a complete redesign through intensive coaching.Rubric for Domain-Based OutputOUTPUT REVIEW AND MONITORING TOOLSOUTPUT REVIEW AND MONITORING TOOLSOUTPUT REVIEW AND MONITORING TOOLSPage 32
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitCriteria 4 – Exceeds Standard 3 – Meets Standard 2 – Developing 1 – Needs Improvement Depth & Leadership Judgment Shows profound leadership maturity; links personal professional growth with school-wide improvement outcomes. Demonstrates meaningful reflection; identifies lessons learned and how leadership practice will change. Minimal reflection; describes activities without analyzing the leadership implications or outcomes. No meaningful reflection; output is purely mechanical or administrative in nature. Values- Based Leadership Deeply articulates how core values drive decision- making. Clearly identifies personal/professiona l values and their influence on leadership actions. Mentions values in a superficial way; inconsistent link between values and behavior. Fails to identify or align actions with professional values or ethics. Reflective Leadership Growth Provides profound insights into professional growth and stakeholder impact; shows an extended abstract understanding of the leadership role. Reflects on what went well and challenges faced; demonstrates a clear understanding of the leadership context. Reflections are purely mechanical or administrative; lacks insight into personal leadership development. No insight into personal leadership development or stakeholder change.Rubric for Reflection PaperOUTPUT REVIEW AND MONITORING TOOLSOUTPUT REVIEW AND MONITORING TOOLSOUTPUT REVIEW AND MONITORING TOOLSPage 33
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitCriteria Ready Conditionally Ready Not Ready Rationale & Problem Framing (Sec. II & Milestone 1) Clearly identifies competency gaps from the IDR; grounded in Deped policies, issuances, and SIP priorities with a clear goal. Identifies gaps but lacks strong connection to DepEd policies and issuances or local literature; needs sharper rationale. Competency gaps are vague or unaligned with NASH results; rationale does not justify the project. Application Objectives & Design (Sec. II & Milestone 2) Includes one general and three specific objectives that are SMART and focus on high-level application. Objectives are present but focus on activities (tasks) rather than leadership outcomes. Objectives are missing, unclear, or do not address the identified leadership gaps. Action Plan & Coaching Logic (Sec. IV) Milestones 1–4 are logically sequenced with clear resources and a proactive coaching schedule. Milestones are defined but timelines or resources are unrealistic; coaching dates are inconsistent. Plan is fragmented; lacks clear milestones or fails to align resources with expected outputs. Risk Mitigation & M&E Strategy (Sec. V & VI) Identifies potential obstacles and provides proactive mitigation strategies; M&E plan has clear tools and responsible persons. Risks are identified but mitigation measures are reactive; M&E plan lacks specific monitoring tools. Risks and M&E plans are missing or show no understanding of implementation barriers. Rubric for Workplace Application Plan (WAP)OUTPUT REVIEW AND MONITORING TOOLSOUTPUT REVIEW AND MONITORING TOOLSOUTPUT REVIEW AND MONITORING TOOLSPage 34
pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitCriteria Fully Satisfactory Satisfactory Needs Improvement Implementat ion & Accomplish ments (Sec. IV & V) Demonstrates full completion of all milestones; key accomplishments are explicitly linked to the initial objectives. Most milestones completed; accomplishments are descriptive but lack direct correlation to all specific objectives. Significant milestones were missed; accomplishments do not reflect the intended program goals. Evidence & M&E Quality (Sec. VI) MOVs are comprehensive and verified; quality of output shows a shift toward improved leadership practice. MOVs are provided for major activities; output quality meets basic standards but lacks deep evidence of impact. Insufficient or unverified MOVs; evidence does not support the claims of completion or quality. Problem- Solving & Sustainabilit y (Sec. VII & VIII) Documented challenges are met with strategic solutions; provides a clear roadmap for scaling or institutionalizing the innovation. Challenges are described with basic solutions; next steps focus on short-term follow-up rather than long-term sustainability. Challenges were left unaddressed; no clear plan for sustaining the project’s positive impact. Reflective Leadership Growth (Sec. IX) Provides profound insights into professional growth and stakeholder impact; shows an extended abstract understanding of the leadership role. Reflects on what went well and challenges faced; demonstrates a clear understanding of the leadership context. Reflections are purely mechanical or administrative; lacks insight into personal leadership development or stakeholder change. Rubric for Workplace Application Accomplishment Report (WAAR)OUTPUT REVIEW AND MONITORING TOOLSOUTPUT REVIEW AND MONITORING TOOLSOUTPUT REVIEW AND MONITORING TOOLSPage 35
ANNEX A: LET’S TALK ABOUT ACTIVITY What brings me happiness/joy Two best moments of my past week My most important values Things I am good or excellent at What I’d like to stop doing or do as little as possible Issues or causes I deeply care about ACTIVITY: LET’S TALK ABOUT.... Getting to Know You ActivitypdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitANNEXES AND TEMPLATESANNEXES AND TEMPLATESANNEXES AND TEMPLATESPage 36
ANNEX B: SUGGESTED CREATIVE CHECK-IN OR KUMUSTAHAN QUESTIONS: Suggested Creative Check-in or Kumustahan Questions: What color best represents how you’re feeling right now? What made you smile today? What’s your current stress level from 1 to 10, where 10 is overwhelmed? What are your top 3 feelings for today? What is your weather forecast? What song best portrays what you do in your current position? What are three things you’re grateful for this week? How fulfilled do you feel by your current role? Rate it on a scale of 1 -10. What is your hashtag for the day? To help set a supportive and grounded tone for each coaching session, use these Creative Check-ins as a priming activity or "temperature check." These questions are designed to build rapport, ease the transition from daily work to reflective learning, and help both parties gauge the participant’s emotional and mental readiness before diving into the coaching discussions.pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitANNEXES AND TEMPLATESANNEXES AND TEMPLATESANNEXES AND TEMPLATESPage 37
REFERENCESREFERENCESREFERENCESREPUBLIC ACT NO. 12288, September 12, 2025 AN ACT INSTITUTIONALIZING THE CAREER PROGRESSION SYSTEM FOR PUBLIC SCHOOL TEACHERS AND SCHOOL LEADERS AND APPROPRIATING FUNDS THEREFOR OULLA-2025-2560 IMPLEMENTING RULES AND REGULATIONS OF REPUBLIC ACT NO. 12288, OTHERWISE KNOWN AS AN ACT INSTITUTIONALIZING TIIE CAREER PROGRESSION SYSTEM FOR PUBLIC SCHOOL TEACHERS AITD SCHOOL LEADERS AND APPROPRIATING FUNDS THEREFOR'' https://www.deped.gov.ph/wp-content/uploads/OULLA-2025-2560.pdf October 21, 2025 DM 097, s. 2025 – Results of the National Assessment for School Heads for Fiscal Year 2025 (Batch 1). (2025, October 21). Department of Education. https://www.deped.gov.ph/2025/10/21/october-21-2025-dm-097-s- 2025-results-of-the-national-assessment-for-school-heads-for-fiscal- year-2025-batch-1/ What is The OSKAR Coaching Model? (n.d.). https://www.growthspace.com/glossary/oskar-coaching-model The CLEAR Coaching Model: Transformative Techniques for Coaches. (n.d.). https://clarityflow.com/clear-coaching-model TGROW Coaching Model by Miles Downey. (n.d.). https://www.personal- coaching-information.com/tgrow-coaching-model.htmlpdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkit References:Page 38
FREQUENTLY ASKED QUESTIONS!FREQUENTLY ASKED QUESTIONS!FREQUENTLY ASKED QUESTIONS!pdiNASHNational Assessment for School HeadsProfessional Development InterventionCOACHINGCOACHINGCOACHINGToolkitMust all coaching sessions be conducted face-to-face? No. While face-to-face is encouraged, you are urged to utilize technology such as Zoom, Google Meet, or phone calls, especially for those in regional placements.FREQUENTLY ASKED QUESTIONSWho is responsible for updating the Modified PMCF? Both the NASH PDI Participant and Coach is responsible for accomplishing the Modified Performance Monitoring and Coaching Form (PMCF) with reflections and takeaways after every meeting.What is the passing score for Phase 2 outputs? A participant cannot finalize Phase 2 until all required outputs for their assigned domain(s) reach a minimuma score of 3 (Meets Standard).What happens if an output receives a score of 1 or 2? Coaches must provide specific "Refinement Points" focused on bridging the gap to a score of 3.Can a participant implement their WAP immediately after drafting it? No. Only participants rated as "Ready" or "Conditionally Ready" (after minor revisions) on the WAP Readiness Validation Rubric may proceed to implement the WAP.Do we have to follow the Suggested Discussion Guide exactly for every meeting? The suggested discussion guides provide a logical flow for the entire coaching session, but you are free to customize or contextualize each session to best suit your needs as long as you remain align to what we want to achieve for the NASH PDi Participants.Page 39Where do we submit the accomplished Modified PMCF? NASH PDI Participants must submit them to the SDO NASH PDI focals for reporting to RO then NEAP Central Office.
pdiNASHNational Assessment for School HeadsProfessional Development InterventionRepublic of the Philippines Department of Education Developed through the National Educators Academy of the Philippines (NEAP) - Professional Development Division (PDD) 2026COACHINGCOACHINGCOACHINGToolkitEMPOWERING SCHOOL LEADERS THROUGH STRUCTURED PROFESSIONAL DEVELOPMENTThis toolkit provides practical resources designed to support NASH PDI Participants in enhancing leadership practices and implementing effective professional development initiatives. It offers structured tools, templates, and reflective activities that guide users in planning, coaching, monitoring, and improving leadership and instructional practices within the school context. Developed to promote continuous professional growth and collaboration, this toolkit serves as a valuable reference for school-based leadership development and learning engagement.
pdiNASHNational Assessment for School HeadsProfessional Development InterventionRepublic of the Philippines Department of Education Developed through the National Educators Academy of the Philippines (NEAP) 2026ACKNOWLEDGMENTSNASH PDI Program Management Team SCHOOL LEADERS CIRCLE Dustin Troy R. Joson, SEPS Ailene F. Duterte, SEPS Billy Rei M. Pagba, SEPS Rizza A. Pereyra, SEPS Jessica Kristel C. Abeleda, EPS II Arlu Bernard Cabañero, EPS II Jufeel P. Pulvosa, PDO II Ma. Cecilia S. Ferraz, PDO II Toni Rose H. Rosales, TA II Bradley B. Aniñon, TA II NEAP Management Carmela C. Oracion Assistant Secretary Officer-in-Charge for the Office of the Undersecretary of the Learning Systems Michael Joseph P. Cabauatan Director III, NEAP Ana Kristelle Ortiz Director III, NEAP Carlos B. Llamas III Project Development Officer V NEAP-QAD Marife T. Morcilla Project Development Officer V NEAP-PDD Juan Edgardo "Sonny" Manalang Angara Secretary Validators Ma. Criselda Ocang, ASDS Other Domain-based Subject Matter Experts