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Effective School leadership
Effective School leadership
Effective School leadership
Effective School leadership
Effective School leadership
Effective School leadership
Effective School leadership
Effective School leadership
Effective School leadership
Effective School leadership
Effective School leadership
Effective School leadership
Effective School leadership
Effective School leadership
Effective School leadership
Effective School leadership
Effective School leadership
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Effective School leadership

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  • Greetings …..Our Department is pursuing a package of policy reforms for us school heads through the Basic Education Sector Reform Agenda (BESRA) that aims to:Empower us to lead our teachers and learners through reforms toward higher learning outcomes;-Bring resources, including funds down to the control of our schools in line with decentralization;- Strengthen partnership with communities as well as lovcal government units to invest time mone and effort in making our school a better place for learning, and;- Integrate school management and instructional reform fro greater achievement.Geared toward improving educational outcomes through an enabling policy, BESRA focuses on one key reform thrust which is the Schol-Based Management. This thrust carries the concepts and principales of School Leadership.
  • Let me quote Sec. Jesli A. Lapus our former DepEd Secretary…
  • School Leadership is the process of influencing and supporting others to work enthusiastically towards achieving school goals and objectives. It is determined by personal traits and skills that makes others want to follow the direction set and is anchored on principles which define the characteristics and behavior of school leaders.School Leadership is ……
  • The principles of leadership are values that a leaders must adhere to in order to win the respect and trust of those whom we lead. The ten principles of school leadership are:
  • The SH is expected to be the leaders and manager of the school, RA 9155 envisions the SH as both an instructional leader and an administrative manager. As lead implementer of SBM, the SH has the following responsibilities, as defined in section 7.E;
  • Based on the specific provisions of the legal mandate, the table elaborates on the new roles and functions of SH’s in their practice of SBM, as well as the new knowledge, skills and attitudes which we need to develop as the leaders of our decentralized schools.
  • The SH who generally comes from the ranks of teachers goes through a learning curve that must progress if we are to become an effectyive educational motivator and instructional leader.
  • Let us see where are we…
  • Today’s school environment has become more complex and diverse and all learners are expected to perform and achieve educational success.Educational leaders must therefore… Recognize and actualize collective responsibility for the total development of learners, ensuring participation of the school community.SH must give the highest value to the school vision shared with community and employ the full use of our skills in communication, collaboration and community building in order to achieve school goals.
  • Transcript

    • 1. SCHOOL LEADERSHIPIN AN SBM ENVIRONMENTVirgilio C. Boado, MA Ed. MSchool Principal IVPEQNHS
    • 2. “Our success as school managersdepends on our positive attitudetowards change. We must be thecatalysts who will not only acceptchanges and reforms, but also leadand manage these changes..”- Sec. Jesli A. Lapus- Department of Education
    • 3. SCHOOL LEADERSHIP IS…Developing people ( internal andexternal stakeholders)Setting directions for the organization(mission – vision) and;Transforming the school into a moreeffective organization that fosterspowerful teaching – learning for allstudents.
    • 4. 10 PRINCIPLES OF SCHOOL LEADERSHIP1. Know all aspects of your job.2. Set accountable goals.3. Ensure that jobs are understood, supervised andaccomplished.4. Know your teachers and look after their welfare.5. Keep every teacher informed.6. Develop responsibility among your teachers andstudents.7. Set the example.8. Take responsibility.9. Make sound and timely decision10. Develop teamwork.
    • 5. Effective school leadershippropels schools to succeedand fulfill their mandate toserve the youth and thenation.
    • 6. THE SCHOOL HEAD AS AN EDUCATIONALLEADER1. Setting the vision, mission, goals and objectives ofthe school;2. Creating an environment within the school that itsconducive to teaching and learning;3. Implementing the school curriculum and beingaccountable for higher learning outcomes;4. Developing the school education program andSchool Improvement Plan;5. Offering educational programs, projects andservices which provide equitable opportunities forall learners in the community;
    • 7. THE SCHOOL HEAD AS AN EDUCATIONALLEADER6. Introducing new and innovative modes of instruction toachieve higher learning outcomes;7. Administering and managing all personnel, physicaland fiscal resources of the school;8. Recommending the staffing compliment of the schoolbased on its needs;9. Encouraging staff development;10. Establishing school and community networking andactive participation;11. Accepting donation, gifts, bequests and grants forupgrading and expanding competencies of schoolfacilitators, improving and expanding school facilitiesand providing instructional materials and equipment.
    • 8. ROLES, FUNCTIONS AND COMPETENCIES OFSH’SROLES FUNCTIONS REQUIRED KSA’sVisionary principal,motivator, advocateand plannerLead in setting thevision, mission andthe goals of the schoolChange and futureorientationBuilder of networksand support systemsOrganize/expandschool community andlocal gov’t networksand groups that willactively participate inschool improvement.Networking,organizing, socialmobilization, advocacy
    • 9. ROLES FUNCTIONS REQUIRED KSA’sLead in developing andimplementing the SIP withthe participation of theschool staff and thecommunityDevelopment ofteamwork, buildingconsensus and skills innegotiation and conflictresolutionLead in developing andmaintaining the SchoolMISParticipatory planningand administrativemanagementGeneration and use ofdata and information asthe basis for planningand management
    • 10. ROLES FUNCTIONS REQUIRED KSA’sCurriculumdeveloperandinstructionalleaderCreate a physical andpsychological climateconducive to teaching andlearningDevelopment of collectiveaccountability for schooland student performanceLocalize and implementschool curriculumDesigning of thecurriculum to address bothnational goals, local needsand aspirationsEncourage dev’t and use ofinnovative instructionalmethods focused onimproving learningoutcomes, increasingaccess to basiceducation, improving theholding power of schoolsand addressing specificlocal problems.Creation of an openlearning system based onseveral resource materialsrather than on singletextbooks.
    • 11. ROLES FUNCTIONS REQUIRED KSA’sParticipatory andpeer-basedinstructionalsupervisionFiscal ResourceManagerAdmiinister andmanage all personnel,physical and fiscalresources of theschoolFund managementEncourage and acceptdonations, gifts,bequests and grantsfor educationalpurposes and reportall such to theappropriate officesServing as model fortransparency andaccountability esp. infinancial management.
    • 12. LEVELS OF SCHOOL LEADERSHIP Level I (Standard) – refers to the basic qualitiesof leadership that the SH should possess. Level II (Progressive) – intensifies the roles ofSH in mobilizing resources and maximizingeffort of the school to achieve desired learningoutcomes. Level III (Mature) – goes further by maximizingefforts of the school and thecommunity/stakeholders to achieve higherlearning outcomes.
    • 13. SBM DIMENSION:SCHOOL LEADERSHIPLevel 1 (Standard) Level II(Progressive)Level III (Mature)SH is designated SH performs greaterresponsibilities inschool managementSH is fully accountableto stakeholder forschool performanceSH is trained onbasic competencieson instructionalleadership (NEAP)SH exercisesinstructionalleadership andmanagementfunctions.SH pursuescontinuingprofessionaldevelopmentSH significantlyinfluences studentlearning outcomes
    • 14. Level 1(Standard)Level II(Progressive)Level III(Mature)SH is trained on SBMand LSBresponsibilitiesSH as aresource onSBM (acting asa mentor/coach)SH promotes/sharesSBM experiences.SH creates critical massof SBM championsSH initiates:•Organizingstakeholders•Installing appropriateSBM systems ( SIUP,budgeting and resourcemanagement, staffing,performancemonitoring andreporting, bookkeepingfunctions)SH cooperateswithstakeholdersSH managesSBM systemsSH devotesmore attentionto instructionalleadership andsupervisionSH ahs effective workingrelationship with the LSBand SGC.SH innovates andinstitutionalizescontinuous schoolimprovement process.SH gives attention toinstructional leadershipand supervision.
    • 15. THE CHALLENGE Recognize and actualize COLLECTIVERESPONSIBILITY for the totaldevelopment of learners, ensuringparticipation of the school community. Full use of our skills in; COMMUNICATION COLLABORATION COMMUNITY BUUILDING
    • 16.  Sa PAMAMAHALA, ang pagkilala sakasibulan ng pagiging isang MAHUSAYat EPEKTIBONG PINUNO ay nakikita atnasasalamin sa mga BAGONG SIBOL naPINUNO na siyang kinalabasan ngPAMAMAHALANG PAMPAARALAN. KASIYAHAN SA PAMUMUNO(Satisfaction in Leadership) KATAPATAN SA PAGLILINGKOD(Honesty in Service) TAGUMPAY SA PAMAMAHALA (Successin Governance)
    • 17. REFERENCES Basic Education Sector Reform Agenda (BESRA) Department of Education (DepEd) RA 9155

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