3. • Pursuant to Republic Act No. 9155 (RA 9155) otherwise known as
Governance of Basic Education Act Of 2001 and its Implementing
Rules and Regulations stated in Rule VI that the school head shall
from an instructional leader and administrative manager.
• School achievement greatly affects to the plans and actions
undertaken by the school head. The school head has an authority,
accountability and responsibility to lead the national educational
policies, plans and standards.
ROLES A N D FUNCTIONS OF SCHOOL
H E A D S
4. ROLES A N D FUNCTIONS OF SCHOOL
H E A D S
• Since the Principal leads the school, he is empowered and has an
authority to make decisions that would result in the achievement
of instructional goals. It also means that he was going to be
accountable for all the school level.
• The role of school head is not an easy task. Therefore, the
DepEd mass a schedule on the different leadership trainings to
school heads to ensure that they will be fully functional to their
duties and responsibilities to enhance their school instructional
supervision and monitoring skills.
5. R.A. 9155
• SEC. 3 Purposes and Objectives – The purposes and objectives of this Act are:
(m) School Head – is a person responsible for the administrative and
instructional supervision of the school or cluster of schools.
National Competency-Based Standards for School Heads (NCBS- SH)
• Many teachers could be thinking and wondering why they are only the subject of
national competency standards while their immediate superiors, the school
heads are not. But it’s not actually the case for like the teachers who are
considered as the heart of the school system, school heads too will be under a
national competency standards as stated in DepEd Order No. 32, s. 2010,
6. GUIDING PRINCIPLES IN THE FRAMING OF THE
NCBS –SH
The following are the principles which guided the
framing of the NCBS-SH.
• Function - based. The competencies are based on
school head functions as stated in RA 9155, related laws
and DepEd policies.
• Responsive. Competencies are applicable in any range of
context: big or small school, city or rural school, culturally
divergent groups.
• Impartial. These are applicable to any school head
regardless of position item, gender, age, experience and
other personal circumstances.
•
• are research-and
Coherent. These are clear and logical.
Valid. All performance indicators
experience-based.
7. 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.
D O M A I N S A N D COMPETENCY S T R A N D S
• The competencies identified for the school heads are classified into seven
domains for school leadership and management which are:
Domain 1: School Leadership
Explanation: Effective leadership is the core of every successful school. This
domain emphasizes that effective school leaders collaborate create a vision and
establish a climate for teachers, non-teaching personnel and learners to reach their
highest level of achievement.
Domain 2: Instructional Leadership
Explanation: Education reforms have 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
8. Domain 3: Creating A Student-centered Learning Climate
Explanation: The domain requires that effective school leaders set high standards and
create high expectations for learners at the same time recognizing their achievement.
• Domain 4: HR Management and Professional Development
Explanation: Effective school leaders develop the skills and talents of those around
them. This domain includes the nurturing and supporting of a learning community
that recruits teachers based on NCBTS and promotes the continuous growth and
development of personnel based on IPPD and SPPD
Domain 5: Parent Involvement and Community Partnership
Explanation: Effective school heads engage in shared decision making with the
community in achieving universal participation, completion and functional literacy. This
domain covers parent and other stakeholders’ involvement to raise learners’
performance.
9. Domain 6. School Management and Daily Operations
Explanation: This domain covers the critical role heads play in
managing the implementation and monitoring of their improvements
plan/ annual implementation plan
Domain 7: Personal and Professional Attributes and
Interpersonal Effectiveness Explanation: Effective school leaders
are models of professionalism and ethical and moral leadership. This
domain includes the development of pride in the nobility of the teaching
profession
10.
11. THE COMPETENCY DOMAINS
1.Personal Excellence – Modeling Integrity and Accountability; Acting on
possibilities and Challenges; Managing personal effectiveness; Continuing
Professional Development
2. Strategic Thinking – Charting strategic direction of the school; Making
informed decisions; Initiating new ways of doing things
3. Instructional Leadership – Loading curriculum implementation and
improvement; Coaching and mentoring teachers; Maximizing use of
appropriate learning resources; delivering planned learning outcomes
4.Operational Skills – Managing school resources; Managing school
programs; Managing staff performance
5. Relationship skills – Valuing diversity; Building trust and leading
teams; Relating with people; Creating a learner-centered environment
.
12. 6. Change and Innovation –Leading change and innovation; Managing
sustainable use of technology
7. Community Engagement – Sustaining collaborative partnerships
Administrative leadership relates to Domains 5, 4, and 1.
In the Southeast Asian Competency Framework the following
competencies strengthen school community partnership;
• Promoting shared responsibility for school improvement
• Managing education alliances and networks;
• Sustaining collaborative relationships with and stakeholders
15. The
following
are the
principles
which
guided the
framing of
the NCBS-
SH.:
FUNCTION – based. The competencies are based on school
RESPONSIVE – competencies are applicable in any range of
context: big or small school, city or rural school, culturally
divergent groups.
IMPARTIAL – these are applicable to any school head
regardless of position item, gender, age, experience and
other personal circumstances.
COHERENT – these are clear and logical.
VALID – all performance indicators are research-and
experience-based.
16. CORE
PRINCIPLE
• School heads are competent, commited and
accountable in providing access to quality and
relevant education for all through transformational
leadership and high degree of professionalism.
17. Domains and
Competency
Strands
Domain 1 - School
Leadership
Domain 2 -
Instructional
Leadership
Domain 3 - Creating a
Student Centered
Learning Climate
Domain 4 - HR
Management and
Professional
Development
Domain 5 - Parent
Involvement and
Community
Partnership
Domain 6 - School
Management and
Daily Operations
Domain 7 - Personal &
Professional Attributes
and Interpersonal
Effectiveness
18. Domain 1:
School
Leadership
• Developing & Communicating Vision,
Mission, Goals and Objectives(VMGO)
• Data-based Strategic Planning
• Conflict Management
• Building High Performance Teams
• Coordinating with Others
• Leading & Managing Change
21. Domain 4: HR Management and
Professional Development
CREATING A PROFESSIONAL
LEARNING COMMUNITY
RECRUITMENT & HIRING MANAGING PERFORMANCE
OF TEACHERS AND STAFF
