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    Chapter 12 Roles and Competencies of School Heads

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    MANDAC, Levi L.
    This chapter discusses the roles and competencies expected of school heads. It compares the National Competency-Based Standards for School Heads (NCBSSH) in the Philippines to the competency framework for Southeast Asian school heads. Both frameworks emphasize instructional leadership and administrative leadership. The NCBSSH focuses on domains like instructional leadership, student-centered learning climate, and human resource management. The Southeast Asian framework addresses instructional leadership, strategic thinking, stakeholder engagement, and managerial leadership. Both recognize the importance of school-community partnerships in achieving educational goals.

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    Chapter 12 Roles and Competencies of School Heads

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    MANDAC, Levi L.
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    This chapter discusses the roles and competencies expected of school heads. It compares the National Competency-Based Standards for School Heads (NCBSSH) in the Philippines to the competency framework for Southeast Asian school heads. Both frameworks emphasize instructional leadership and administrative leadership. The NCBSSH focuses on domains like instructional leadership, student-centered learning climate, and human resource management. The Southeast Asian framework addresses instructional leadership, strategic thinking, stakeholder engagement, and managerial leadership. Both recognize the importance of school-community partnerships in achieving educational goals.

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    This chapter discusses the roles and competencies expected of school heads. It compares the National Competency-Based Standards for School Heads (NCBSSH) in the Philippines to the competency framework for Southeast Asian school heads. Both frameworks emphasize instructional leadership and administrative leadership. The NCBSSH focuses on domains like instructional leadership, student-centered learning climate, and human resource management. The Southeast Asian framework addresses instructional leadership, strategic thinking, stakeholder engagement, and managerial leadership. Both recognize the importance of school-community partnerships in achieving educational goals.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    444 views32 pages

    Chapter 12 Roles and Competencies of School Heads

    Uploaded by

    MANDAC, Levi L.
    This chapter discusses the roles and competencies expected of school heads. It compares the National Competency-Based Standards for School Heads (NCBSSH) in the Philippines to the competency framework for Southeast Asian school heads. Both frameworks emphasize instructional leadership and administrative leadership. The NCBSSH focuses on domains like instructional leadership, student-centered learning climate, and human resource management. The Southeast Asian framework addresses instructional leadership, strategic thinking, stakeholder engagement, and managerial leadership. Both recognize the importance of school-community partnerships in achieving educational goals.

    Copyright:

    © All Rights Reserved
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    of 32

    CHAPTER 12:

    PRESENTED BY:

    Antonio Louis M. Villados

    Roles and Sherlyn F. Vitto

    Competencies of
    School Heads
    “
    Intended Learning Outcomes:

    At the end of this Chapter, you should be able to discuss the


    competencies expected of school heads, as contained in
    competency frameworks for Philippines and for Southeast Asia.
    3

    Introduction

    As stipulated in Chapter 1, Section 5, E of RA 9155 the school head is an


    administrative and an instructional leader. Because the main function of school
    is students' learning, the school head must spend more time as an instructional
    leader. As an instructional leader, he/she supervises instruction by observing
    teachers while they teach, conducting post-observation conferences with
    individual teachers, mentoring and coaching them, ensuring that teachers have
    the needed resources for teaching. While physical improvement and fund
    sourcing the concerns of administrative leadership help improve schools, the
    more important concern is improvement of instruction as this has a direct
    bearing on learning. More often than not, however, school heads spend more
    time soliciting funds for a flagpole, a stage, a classroom, path walk, waiting
    shed, etc. leaving no time left for instructional supervision.
    4

    Activity - Let's Read These

     Chapter 1, Section 5, E of RA 9155 states that the school head is an


    administrative and an instructional leader.

     1. List down 2 things that the school head does as an instructional


    leader and 2 things as an administrative leader.

     2. Based on your observations of school heads, with which role is


    the school head more occupied? Prove your answer.
    5

    Analysis - Let's Analyze

     Answer the following questions:


     1. Based on your lists (in the Activity Phase of this lesson) how does
    an administrative leader differ from an instructional leader?

     2. In your opinion, which between the two leadership roles -


    administrative and instructional should be given more time by the
    school head? Why?
    6

    Abstraction - Let's Conceptualize

    Competencies for School Heads: The NCBSSH

    In the list of competencies expected of school heads, there are


    competencies for both instructional leadership and administrative
    leadership. Let's take a look at the competencies expected of school
    heads as contained in the National Competency-Based Standards for
    School Heads (NCBSSH) issued in DepEd Order 32, s. 2010 on April 16,
    2010.
    7
    8
    9
    Study Figure 2 side by side with the Table 7 on
    10

    domains and strands.


    Notice that there are competencies expected of school heads as
    instructional leaders and as administrative leaders. Focused on
    instructional leadership are Domain 2, which is instructional leadership
    itself and Domain 3, creating a student-centered learning climate which
    is part of instructional leadership. Related to administrative leadership
    are Domain 1, school leadership; Domain 6, school management and
    operations; and Domain 4, human resource management and
    professional development; Domain 5, parent involvement and
    community partnership. Domain 7, personal and professional attributes
    and interpersonal effectiveness can relate to both instructional
    leadership and administrative leadership since this has something to do
    a teacher's person-hood which cannot detach from what a teacher says
    and does.
    11
    Competency Framework for Southeast Asian School
    Heads (2014 Edition)
    12
    13
    14
    15
    16
    Domains and Competencies for School Heads in
    Southeast Asia
     Instructional Leadership
     Like the NCBSSH for Philippines, the competency framework for
    Southeast Asian school heads also include domains for
    instructional leadership and administrative leadership. The domain
    on Instructional Leadership encompasses 4 competencies:
    ▸ 1) leading curriculum implementation and improvement;
    ▸ 2) creating a learner centered environment:
    ▸ 3) supervising and evaluating teachers' performance; and
    ▸ 4) delivering planned learning outcomes.
    17
    Domains and Competencies for School Heads in
    Southeast Asia

     Administrative Leadership
     This includes strategic thinking and innovation (Domain 1), stakeholders
    engagement (Domain 4) and managerial leadership (Domain 5). For the
    enabling competencies for each domain, refer to the Table above.

     Personal excellence, another Domain (Domain 3), relates to both


    instructional and administrative leadership. Whatever personal improvement
    school heads have on their personal effectiveness by pursuing continuous
    professional development redounds to improved administrative and
    instructional leadership.
    18

    School Head and the Community

     Like refrain in a song, the idea that the school and community are
    partners in the education of the child has been said repeatedly in
    this book. Rightly so, to be faithful to the descriptive title of this
    course, The Teacher and the Community, School Culture and
    Organizational Leadership. In fact, in this book, a separate Chapter
    was devoted to school and community partnership to emphasize
    this significant role of teachers and school heads in relation to
    communities. In the NCBSSH, several strands and indicators point
    to this school and community partnership. The strands are as
    follows:
    19

    School Head and the Community

     Involves internal and external stakeholders in formulating and

     Achieving school vision, mission, goals and objectives (Domain 1 A)

     Explains the school vision to the general public (Domain 1A) aligns the School
    Improvement Plan/Annual Improvement Plan with national, regional and local education
    policies and thrusts . (Domain 1 B)

     Communicates effectively SIP/AIP to internal and external stakeholders (Domain 1B)

     Involves stakeholders in meetings and deliberations for decision making (Domain 1D)
    20

    School Head and the Community

     Provides feedback and updates to stakeholders on the status of progress and


    completion of programs and projects

     Creates and manages a school process to ensure student progress is conveyed to


    students and parents/guardians, regularly (Domain 2 C)

     Recognizes high performing learners and teachers and supportive parents and other
    stakeholders (Domain 3 A)

     Prepares financial reports and submits/communicates the same to higher education


    authorities and other education partners (Domain 6 B)
    21

    School Head and the Community

     Maintains harmonious and pleasant personal and official relations with superiors,
    colleagues, subordinates, learners, parents and other stakeholders. (Domain 7 A)

     Listens to stakeholders' needs and concerns and responds appropriately in


    consideration of the political, social, legal and cultural context.
    22

    School Head and the Community

     In the Southeast Asian Competency Framework, the following competencies strengthen


    school and community partnership.

     1.) promoting shared responsibility for school improvement;

     2.) managing education alliances and networks and

     3.) sustaining collaborative relationships with stakeholders.


    23

    Application Let's Apply!


    ▸ 1. By means of a Venn diagram, compare the domains of the NCBSSH and Southeast
    Asian Competency Framework for School Heads.

    ▸ 2. What competencies for school heads are common to the NCBSSH and the Southeast
    Asian Competencies for School Heads?

    ▸ 3. What is/are in the Southeast Asian Competencies for School Heads that is/are not in
    the NCBSSH?

    ▸ 4. What is/are in the NCBSSH that is/are not in the Southeast Asian Competencies for
    School Heads?

    ▸ 5. Do the competencies for both frameworks emphasize more on instructional


    leadership or administrative leadership? Defend your answer.
    24

    TAKEAWAYS

     A school head is an administrative leader and an instructional leader.

     School heads tend to spend less time for instructional leadership compared to time
    devoted to administrative leadership. An effective. school head gives emphasis on
    school leadership since good teaching and effective teachers are the most important
    factors in improved school performance.

     The National Competency-Based Standards for School Heads (NCBSSH) and the
    Southeast Asian Competency Framework for School Heads list the competencies
    expected of effective school heads.
    25

    Let's Check for Understanding!


    6. With the word SCHOOL HEAD, give the competencies of a school head based on the 2
    competency frameworks for schools heads you just studied.

    ▸S ▸H
    ▸C ▸E
    ▸H ▸A
    ▸O ▸D
    ▸O
    ▸L
    26

    Let's Reflect!

     Based on the NCBSSH and the Southeast Asian Competency Framework, do you have
    the makings of a school head?

     Of the listed competencies for school heads in NCBSSH and the Southeast Asian
    Competencies, which do you have most? least? What message does this give you as a
    future candidate for the position of school head?
    27

    Taking It to the Net

     Research on competencies of school heads/ school leaders of other high-performing


    educational systems in the world. e.g. - Finland, Singapore, Canada.

     Will an effective teacher necessarily be an effective school head? What does research
    say?
    28

    LET Clinchers
    Direction: Choose the letter of the correct answer.

    1. Which competency/ies is/are practiced by a school head who demonstrates strategic


    thinking and innovation?

    I. Charting the strategic direction of the school


    II. Making informed decisions
    III. Leading change and innovation

    A. I and II B. I only

    C. II and III D. I, II and III


    29

    LET Clinchers
    2. Which does the school head do as an instructional leader?

    A. Leads in curriculum implementation and improvement


    B. Manages education alliances and networks
    C. Manages school resources and systems
    D. Makes informed decisions
    3. To which domain in School Heads' Competency Framework is supervising and evaluating
    teachers' performance aligned?

    A. Strategic thinking and innovation


    B. Instructional leadership.
    C. Personal excellence
    D. Stakeholder's engagement.
    30

    LET Clinchers

    4. How can a school head create a student-centered learning climate?

    I. Set high social and academic expectations


    II. Prepare financial reports
    III. Create school environments focused on the learner

    A. I only C. II only
    B. I, II, and III D. I and II
    31

    LET Clinchers

    5. Based on the NCBSSH, what are expected of the school head as a


    school leader?

    I. Developing and communicating vision, mission, goals,


    and objectives
    II. Data-based strategic planning
    III. Building high-performing teams

    A. I and II C. I, II and III


    B. II and III D. I and III
    32

    THANKS YOU!
    Any questions?

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