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.

NCBSSH – focuses on the parent involvement and Community Partnerships, HR

management and professional development, and creating student centered learning climate
which is not focused in the other competency
SOUTHEAST ASIAN COMPETENCIES FOR SCHOOL HEAD – focuses on the overall
competencies divided into 4 domains;
SIMILARITIES - School heads are competent , committed and accountable in providing
access to quality and relevant education for all through transformational leadership and high
degrees of professionalism

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

The competencies that are present to both framework are the School leadership,
Instructional leadership and Personal excellence.

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

There is Stakeholder engagement in Southeast Asian Competencies for School Heads that
is not in the NCBSSH.

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

The present domains in NCBSSH that is not present in the Southeast Asian Competencies
are Creating a Student centered learning climate, HR Management, and Parent involvement
and Community Partnership

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

administrative leadership? Depend your Answer.
 Both framework emphasizes more on Instructional leadership because both more focuses
on the school on how it becomes the creator and giver of knowledge. It focuses on how
improved instructional materials help student.
Let’s Check for Understanding
6. With the word SCHOOLD HEAD, Give the competencies of a school head based on the
2-competency framework for school’s heads you just studied.

S- Strategic
C- Competent
H- Hardworking
O- Open-minded
O-
L- Love to work

H- High performance
E- Excellent
A - Accountable
D- Dedicated
Let’s Reflect
 Based on the NCBSSH and the Southeast Asian Competency Framework, do you have the
makings of a school head?
Yes, in order for us to have the makings in School Head we need to be a competent,
committed and accountable in providing access to quality and relevant education for all
through transformational leadership and high degree professionalism this characteristic is
important when we become a school head, so that when we become a school head we need
to know the different issues or problems in school, we have a capabilities how to handle
this kind of situation and how we improves the schools specially the student learning. This
kind of makings can help us how to achieve our vision, mission and goals in our school,
the important thing there is we need to have a partnership with the community and the
parents of the students.

 Of the listed competencies of 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?
 I think for me I have most is engaging in community and the parent’s involvement,
communicate effectively with other stakeholders and the least is managing performance of
teachers and staff. For those who have the power to become a school head, the important
thing that always put in your mind that when you become a school head always think and
analyze in making a decision if it is right for the school or it will help the students in there
learning and have a communication with the community and parents involvement. To
become a school head you need to build a different projects or programs for the good of
the school you handle, always remember that school is the student learning.

Taking it to the Net

Research on competencies of school heads/school leaders of other high-performing
educational system in the world. E. g- Finland, Singapore, Canada.
Will an effective teacher necessarily be an effective school head? What does research say?

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

system in the world. E. g- Finland, Singapore, Canada.
One of the high performing educational system in the world is the Alberta Leadership for School
Leaders and Leadership in Canada school. Here are some of the competencies of school head in
Canada. Fostering Effective Relationships, embodying visionary leadership, leading a learning
community, managing school operations and resources, understanding and responding to the larger
societal context, developing and facilitating leadership and last is leadership 11 which is the
(Western Canadian Educational Administrators Conference 2011). A unique learning opportunity
is being organized to provide an opportunity this fall for district and school-based leaders to engage
in a discussion of the elements of leadership that are foundational to the creation of excellent
learning ecosystems for students.

Yes, according to the research they need to acquire sophisticated knowledge and develop the skills
that research and experience have concluded are necessary for effective practice and it provides a
pathway for education stakeholders to support the development of quality school. The teacher is
have a biggest role in classroom specially in students because they are the one who give supports
to the students to teach them and to facilitate them, so that the teacher is also an effective school
head.

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 C. II and III

B. I only D. I. II and III

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

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

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