TABLE OF CONTENTS

I. DEVELOPING AND COMMUNICATING THE VISION-

MISSION OF THE SCHOOL
1. Vision, Mission and Value Statement
II. COMMUNICATING THE GOALS TO IMPLEMENT THE
SCHOOL’S VISION-MISSION
1. Expectations from Principals and Flow of
Communication
2. Effective Communication
III. FACILITATING THE SCHOOL IMPROVEMENT
PLAN AND MANAGING PROGRAMS AND
PROJECTS TO COMPLETION
1. Seven Milestones in the Implementation of SBM via SIP
2. Sample Progress/ Intervention for One School Year
3. Suggested Outline for S I P
4. Steps in the Formulation of the S I P

IV. INITIATING AND SUSTAINING CHANGES FOR

SCHOOL IMPROVEMENT
1. School Improvement and Innovations Project (SIIP)
2. How to Design and Implement the SIIP
3. Steps in Writing an SIIP Proposal and Its
Implementation
V. CREATING STRATEGIC PLANS THAT ARE
PROCESS DRIVEN
1. Definition of Strategy and Strategic Planning
2. Steps in Strategic Planning
3. Steps that a Strategy Goes Through
 VI. SOLVING PROBLEMS THROUGH ALTERNATIVE
DISPUTE RESOLUTIONS (ADR) AND LEGAL
PROCEDURES
1. Definition of Problem and Problem Solving
2. Basic Guidelines to Problem Solving
3. Alternative Dispute Resolutions
4. Excerpts from DECS Rules of Procedure
VII. ESTABLISHING AND LEADING TEAMS TO
ACHIEVE POSITIVE RESULTS
1. Leading Teams to Achieve Positive Results
VIII. PROVIDING OPPORTUNITIES FOR TEACHER
LEADERSHIP AND EMPOWERMENT
1. Definition of Terms
2. An Illustration of the Role of Training and Development in
Empowerment
3. The Experiential Learning Cycle
4. Comparison Between Traditional Principal Leadership and Teacher
Empowerment
5. Empowerment and Teacher Leadership
6. Teacher Leadership: Improvement Through Empowerment
IX. ALIGNING SCHOOL GOALS AND OBJECTIVES
WITH THE NATIONAL EDUCATIONAL GOALS
AND OBJECTIVES, R.A. 9155, DEPED POLICIES,
PROGRAMS AND GOALS
1. Republic Act No. 9155
2. Education for All
3. BESRA
 SCHOOL LEADERSHIP

In the school setting, the school leader, specifically the principal, has to do the
following:

1. Developing and Communicating the Mission, Vision, Goals, and Objectives (VMGO) of The
School:
The Governance of Basic Education Act of 2001 indicates the various functions of
school principals, one of which is "SETTING THE VISION, MISSION, and GOALS AND
OBJECTIVES OF THEIR SCHOOL."

A Vision-Mission Statement is a key concept in management. Therefore, every

planning effort should begin with a clear statement o f a vision and a mission.
Stakeholders should agree on the organization's purpose (mission); the internal compass
that will guide its actions (values) and its aspirations for future results (vision).

WHAT IS A VISION?
A VISION IS THE REALITY THAT YOU WOULD LIKE TO SEE IN YOUR SCHOOL IN THE
FUTURE. IT IS BEST EXPRESSED IN SHORT POWERFUL STATEMENTS.

 KEY ELEMENTS OF A COMPELLING VISION STATEMENT:

a) It is written down. Do not trust your memory.
b) It is written in the present tense.
c) It covers a variety of activities and time frames.
d) It is filled with descriptive details that anchor to reality
GUIDE QUESTIONS IN VISION STATEMENT FORMULATION:
 Is the vision powerful?
 Does it inspire you?
 Can you work hard to achieve it?
 Does it describe a preferred and meaningful state of your school five years from now?
 Is it focused on the clients you want to serve? Can the vision be felt or experienced?

New DepEd Vision: (DepEd Order No. 36, s. 2013)

We dream of Filipinos who passionately love their country and whose values and
Competences enable them to realize their full potential and contribute meaningfully to building the
nation.
As a learner-centered public institution, the Dept. of Education continuously improves itself
to better serve its stakeholders.

2. WHAT IS A MISSION?
a) It is the basic purpose for the existence of an organization. (Morato)
b) It is a brief statement that defines why an organization exists. It describes the
fundamental purpose, . . especially what it provides to customers and clients. It informs
executives and employees about the overall goal they have come together to pursue.
(Kaplan and Norton, 2008)

e) GUIDE QUESTIONS IN MISSION STATEMENT FORMULATION:

 Is the vision powerful?
 Does it inspire you?
 Can you work hard to achieve it?
 Does it describe a preferred and meaningful state of your school five years from
now?
 Is it focused on the clients you want to serve?
  Can the vision be felt or experienced?
Former DepEd MISSION:
Provide quality basic education that is equitably accessible to all, and to lay the foundation
for life-long learning and service for the common good.

New DepEd Mission: (DepEd Order no. 36, s. 2013)

To protect and promote the right of every Filipino to quality, equitable, culture-based
and complete basic education where:
 Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
 Teachers facilitate learning constantly nurture every learner
 Administration & staff, as stewards of the institution, ensure an enabling $ supportive
environment for effective learning to happen.
 Family, community and other stakeholders are actively engaged and share responsibility
for developing life-long learners

2. COMMUNICATING THE GOALS TO IMPLEMENT THE SCHOOL'S VISION-MISSION

{Ref.: The Principal in Focus, NEAP)

What Are Expected Of A Principal As A Communicator/ Communication The School VMGO

Clearly
1. Demonstrates the ability to evaluate and deal effectively with others.
2. Speaks clearly and concisely.
3. Applies skills and strategies of conflict management that satisfy the interest of
both parties in a practical and acceptable manner.
4. Facilitates groups in selecting courses of action through problem solving techniques.
5. Demonstrates the ability to use group process skills in interaction with the staff, the
students, and the parents.
6. Demonstrates skills in working as a team leader.
EFFECTIVE COMMUNICATION
{Ref.: Diwa ng Paglilingkod Manual, p 71)
WHAT DO PEOPLE NEED TO KNOW?
 How their efforts contribute to the aims of the organization.
 Their tasks: what is expected of them and to what standard, How well are they
doing to: reinforce success, and create a feeling of achievement.
 The conditions under which they are working.
 What policies and changes have been decided upon which will affect them.
WHY DO PEOPLE NEED TO KNOW?
a) People need the opportunity to contribute their ideas. This makes the organization
more effective and creates better satisfaction.
b) Failure to communicate is costly. Time, cooperation, commitment, morale and
effectiveness are all at risk.
c) Without the correct information frustration sets in and the "grapevine'' fills the
information vacuum. Even when it gets the correct information, the grapevine
produces cynicism because the reasons are not explained.
WHAT SYSTEMS DO WE NEED?
a) Consultation: process wherein management seeks views and ideas. This must
precede decision making whenever possible. Most o f the topics a r e initi ated
b y the m anage m e nt , and opinions sought through elected representatives.
b) Team Briefing: is the passing on of information generated by management
through the management chain. It is a simple but necessary procedure, whereby
everybody in the organization gets briefed in teams of 4 - 15, f a c e -to-face by
their boss, regularly and at least once a month. Team briefing usually follows
decision making, and both the decision and the reason for it are briefed to those
affected.
c) Mass Methods: (noticeboards, newsletters) are suitable for matters, which are
both easy to understand and interesting to the reader. There are no substitutes
for face-to-face methods when understanding is vital.
WHAT ACTION ARE TO BE DONE BY MANAGERS:
a) Brief the team regularly on local as well as general information and answer relevant
questions.
b) Consult the team on local issues a n d encourage t h e m to contribute ideas
through the consultative mechanism.
c) "Walk the job regularly" to show interest in individuals and to check whether
communication is getting through.
d) Check that communication procedures are followed. Improve the procedure by
consulting those involved and by carrying out periodic communication audits.
In SCHOOL BASED MANAGEMENT, the school's vision-mission, and even the
accomplishments are communicated to stakeholders through the SCHOOL
G O V E R N I N G COUNCIL, t h e SCHOOL REPORT CARD and the SCHOOL NEWSLETTERS.

3. Facilitating the School Improvement Plan and Managing Programs and Projects to
Completion
There Are Seven Milestones In The Implementation Of The School Based
Management Via The Sip And ALP:
1st : PLAN: This is a three-to-five year SIP and AlP that was developed and confirmed
by all stakeholders (school head, teachers PTCA, LGU, community leaders and students) and
approved by the Schools Division Superintendent. The plan follows the road map to S I P
formulation,
2nd : FUND: The SBM Fund comes from various sources: PTCA, LGU, DepEd MOOE,
donations, NGO'S etc. In consultation with stakeholders, allotment is done according to the
priorities as set in the SIP and AlP
3rd: IMPLEMENT the PLAN: All stakeholders parti cipate i n the implementation of the plan.
The activities focus on resolving problems of instruction and improving pupils' achievement
with the support of parents, LGU’s and community.
4rH: MANAGE the FUND and
5th: MONITOR and EVALUATE the PLAN
 In the implementation of the SIP/AlP, the school head is actually managing the fund,
monitoring and evaluating. Usually, school's performance is monitored and evaluated by
comparing planned activities and implemented in the AlP versus actual accomplishment.
These will serve as basis for technical assistance by district, division or regional support
systems.
In the M&E System developed under TEEP, schools are provided with SBM
Monitoring Forms in tracking:
 Non-readers & Non-numerates: Form 1A & 1E
 Mean Percentage Scores (MPS) in the pre-post- test of the five learning areas under
the BEC ( Forms 2-A- 2-E)
Teacher Effectiveness is also part of the instructional supervision in the SIP/AlP
IMPLEMETATION. This refers to Forms 3B to 3E. The rating system for school heads put
emphasis on pupil achievement as an indicator of teacher performance.
6th: SHOW the RESULTS. Check if there is improvement in the performance indicators,
compare it against the previous school year as used in baseline data.
1) Has learning achievement rate increased?
2) Has participation rate increased?
3) Has completion rate increased? Has drop-out rate decreased?
7th: REPORT to STAKEHOLDERS.
As experienced i n TEEP

 School report card is prepared and presented to stakeholders like PTCA, LGU, etc.
at the end of the SY. The report card should be used as planning guide for the next
school year. It is also the guide for reviewing SlP to see whether it is still on track or
needs revision of targets and priorities.
o A good annual “report card” should, include the following: The school’s vision
and mission statements.
 Results vs. the standards and targets set in the school’s SIP/AIP in terms of student
achievement and school performance.
 A discussion of each of the factors that helped to bring about these results.
Examples:
 The school’s vision and mission statements.
 Results vs. the standards and targets set in the school’s SIP/AIP in terms of student
achievement and school performance.
 A discussion of each of the factors that helped to bring about these results.
Examples:
 INSET  school/PTA projects
 school facilities  strong support system
 strong leadership  parental involvement
 availability of funds  strong commitment of stakeholders
 Areas that need to be improved to bring about better results in the future.

4. Initiating and Sustaining Changes for School Improvement

School Improvement and Innovations Projects (SlIP)
The SllP is a research-based intervention designed to address specific learning
problems whether actual or anticipated. It can be done by the school head or by the
individual teacher. It is intended to complement other interventions like textbooks, in-service
training and other support materials.
Its main objective is to improve instruction and student learning outcomes through
action r e s e a r c h . Interventions which can be tried out which include:
1. new learning approach or strategies in teaching
2. development of print and non-print instructional materials
3. new ways of assessing student performance
4. improving learning environment
5. use of technology and
6. equipment curriculum modification
and others with the end in view of addressing the most common learning problems ,
and thereby improving pupils' performance.
These common problems must be identified in the SCHOOL IMPROVEMENT PLAN (SIP)
or ANNUAL IMPLEMENTATION PLAN (AlP). School-Community Partnership (SCP) in this
activity is essential.
The guidelines set in the SliP include its planning and implementation including the
preparation of the SliP proposal. The model in planning and implementing an SliP is
shown below:
Improvement and Systematization of Instructional Programs Under SlIP Action Research
(School or Cluster Level that Focus on Student Outcomes)
Routinization is making the innovation part and parcel instruction

How to Design and Implement the SliP

STEP 1: DIAGNOSIS AND COMMUNITY MOBILIZATION
1.1 Identify the major learning problems (e.g. poor performance in Math, all grade
levels) based on situational analysis of SIP
1.2. Gather data on the problem. (e.g. least learned skills in Math. , number
of students involved; possible causes of the problem and teacher factor,
etc.)
1.3 Write a precise operational definition of the problem, (e.g. Students in
Grade I-VI have least mastered skills in Measurement involving the
following skills : (enumerate what skills)
1.4. Inform the parents/ community about the problem and involve them in
designing intervention strategies, as part of the school- community
partnership.
STEP 2: SETTING UP INTERVENTIONS
2.1 Identify the most significant cause/s of the problem based on 1.2 above.
2.2. Clearly describe the intervention strategy/ strategies.
2.3. See to it that the strategies selected directly relate to the identified cause/s of
the problem given in 2.1.
2.4. Decide on the students/ classes that will be involved in the intervention.
Divide the classes into two similar groups: the control and experimental group. (E.g. The
control group will go on with their usual Math classes. The experimental group will try out the
new strategies as described in 2.2 above. )
2.5. Give the same diagnostic or pre-test to both control and experimental groups.
Record them as entry level skills.
2.6. Implement interventions that will involve several components:
a) INSET to teachers who will handle the experimental classes
b) student assessment
c) textbook
d) instructional materials
e) instructional supervision by the school head.
 2.7. Increase the scale of the project. Some SliP projects are too small.
(e.g. only ten non-readers are involved.
2.8. Consider cost effectiveness (i.e. cost per unit. How much does it cost to make
a student a reader? ) The estimated cost per unit is too high in some projects. The
alternative to this is to increase the scale of the SlIP projects, e.g. all non-readers and
slow readers in the whole school.
2.9. Focus on improving student learning, especially in Reading, Math and least
learned skills in other subjects.

STEP 3: RESULTS:
3.1. Measure the results or student outcomes by giving the same summative or post-test
to both control and experimental groups. If there are other interventions included in
the SliP action research ( e.g. training of teachers, participation of parents in
tutoring), measure these as well, whether qualitatively (descriptive) or quantitatively.
3.2. Document all the results properly.

STEP 4: REFINEMENT
4.1. If you find out that the experiment is a success, decision can be made if the
piloted SliP interventions is worth doing school-wide. This decision must be made
by the school head, teachers, and the parents.

STEP 5: ROUTINIZATION
 The refined/modified SliP intervention is now ready for replication and up scaling
(that is, to include the intervention as part of your regular school instruction)
 Plan with the teachers and PTCA how this can be done at the least cost. This is the
advocacy part of the process.
  The whole process of routinization means that the successful SliP experiment will
now become part of the school instructional program.
 Repeat the whole process and see if results show improvement in student learning
outcomes

5. Creating Strategic Plans That Are Process Driven

What Is Strategic Planning?
1. Strategic planning is a process of setting directions for an institution to achieve what it
wants to achieve, to go where it wants to get.
2. It is a long range plan that situates the school in the community context , thereby
reinforcing the idea that whatever problems there are in the school affect the
whole community, and whatever concerns are present in the community must also
be dealt with by the school.

What Can Strategic Planning Do As Far As School-Community Relation Is Concerned?

STRATEGIC PLANNING establishes a mutuality of dealing with problems that crop up in
the school or in the community.

STEPS IN STRATEGIC PLANNING:

1. Situation analysis: Identifying t h e strengths and weaknesses/ problems for the
efficient operation of the institution.
2. Scan the environment outside the school: Finding out the threats (conditions that
would deter you from achieving school goals and opportunities (circumstances that
contribute to the realization of goals of the school )
Sample timetable
High performing teams create value for organizations by achieving better results, in less time,
using fewer resources.
1. What are the indications of teams that get the best results? Teams that get the
best results:
a) show initiatives
b) see opportunities c) overcome
hurdles
d) leverage their resources
e) coordinate across functions
f) respond quickly to internal and external client needs
g) excel with their day to day responsibilities, as well unexpected challenges

8. PROVIDING OPPORTUNITIES FOR TEACHER LEADERSHIP AND EMPOWERMENT

 EMPOWERMENT:
1) A process to move individuals and the community from a marginal or simply
surviving stage to a way of life that is reasonably productive , self-reliant and highly
 effective.
2) Also referred to as shared decision making, is essential to school reform and to
the changing demands of the changing world. It translates into teacher leadership
and exemplifies a paradigm shift with the decisions made by those working most
closely with students rather than those at the top.

DYNAMICS OF EMPOWERMENT IN THE FIELD OF TRAINING: aims to reorient the training

and education activities of human development in such a manner as they truly respond to
the needs of those individuals a n d groups who are powerless, a s well as those who
have committed themselves to sharing their power.
LEADERSHIP: A universal human activity in which leaders influence followers to act in
order to attain goals that represent the motives, needs, wants, hopes and expectations
of both leaders and followers. {Burns (1978)

B. AN ILLUSTRATION OF THE ROLE OF TRAINING AND DEVELOPMENT IN EMPOWERMENT:


TRAINING: As a function of human
Resource development, refers to
Organized Learning experiences to
enhance the personal And Professional
growth of t h e Work force.
DEVELOPMENT: In t h e training context
refers to the personal development of
individuals, which will enable them to
continuously grow to the fullest potential
as persons and to better manage the
human relationships that are part of their
lives.

TRAINING FOR EMPOWERMENT: is the planned sharing of power and competence and
the systematic involvement of people in Planning and decision making in matters that affect
their lives.

PERSONAL EMPOWERMENT: is a requisite to both organization and community

empowerment. Training must address personal and human relationship issues first or at least
simultaneously with concerns about techniques and competencies.

THE KEY TO EMPOWERMENT IS PARTICIPATION.

THE EXPERIENTIAL LEARNING CYCLE:
 b) Good teachers stay in education
c) New teachers are enticed in the profession
d) The teaching profession becomes a truly rewarding experience

TEACHER LEADERSHIP: IMPROVEMENT THROUGH EMPOWERMENT

{Ref.: http:/ /ema.sagepub.com/content/31 /4/ 437.abstract}

Teacher Leadership is characterized by collective leadership, in which teachers

develop expertise by working collaboratively.

1. How can leaders c r e a t e trust among teachers?

a. They must be willing to cover classes to ensure that teachers have time to
collaborate and plan.
b. They must be willing to meet with parents and support teachers in their decisions.
c. They must create structures in which it is clear that teachers have a certain
authority.
d. They must allow teachers to be centrally involved in school decision making.
 e. They must make teachers understand their role in learning
f. They must allow teachers to respond to situations and engage in ways that make
sense to them.
2. Why are some leaders resistant to empowering teachers and giving them more say in
school decisions?
a. Principals are accountable to national and department accountability systems,
assessments, parents and the community.
b. Principals do not have supportive environment.
c. Many are not prepared as the visionary, instructional leaders expected of them.
d. Many do not have enough induction and professional development.
e. Many are not empowered to make decisions in their schools.

REMEMBER:
TO EMPOWER TEACHERS, WE NEED TO EMPOWER AND SUPPORT STRONG LEADERS.
3. What can teachers themselves do to improve their career satisfaction? Can there
be teacher empowerment when the leader is not willing to create safe structures
and engage teachers as partners?
a. Teachers need to find outlets to be advocates for themselves, for their
profession and for their students.
b. They need to work with parents and community members. They need to
work with colleagues to start creating the
c. kind of environments they want in their schools.
d. They need to create professional learning communities, finding time to
collaborate.
e. They need to seek out their professional development opportunities.
f. They need to advocate for themselves to be able to go and learn so they
can share their knowledge with their colleagues.
REMEMBER:
IT IS HARD FOR TEACHERS TO SUSTAIN EMPOWERMENT IF THEY ARE NOT GIVEN
LEADERSHIP SUPPORT

9. ALIGNING SCHOOL GOALS AND OBJECTIVES WITH THE NATIONAL EDUCATIONAL GOALS AND OBJECTIVES,
(R.A. 9155, DEPED POLICIES, PROGRAMS AND GOALS)

a. REPUBLIC ACT NO. 91 55

An act instituting a framework of governance for basic education, establishing
authority and accountability, renaming the Department of Education, Culture and Sports as
the Department of Education and for other purposes

b. EFA, 2015 - vision and a holistic program of reforms that aims at improving the quality of
basic education for every Filipino.

Overall Goal: To provide basic competencies to everyone to achieve Functional Literacy

for All
EFA Overall Objectives:
1. Universal coverage of OSY’s and adults in the provision of basic learning needs.
2. Universal school participation and elimination of drop outs and repetition in the
first three grades;
3. Universal completion of full cycle of basic education school with satisfactory
achievement levels by all at every grade or year; and
4. Total community commitment to attainment of basic education competencies for
all.
c. BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) - is a package of policy actions
collected under five key reform thrusts:
KRT-1: Continuous school improvement facilitated by active involvement of stakeholders.
KRT-2: Better learning outcomes achieved by improved teacher standards.
KRT-3: Desired learning outcomes enhanced by national learning strategies, multi- sectoral
coordination and quality assurance
KRT-4: Improved impact on outcomes resulting from complementary ECE, ALS and
private sector participation.
KRT-5: Institutional culture change in DepEd to facilitate school initiatives and
assuring quality.

d. MILLENIUM DEVELOPMENT GOALS(MDG):

1. Eradicate extreme poverty education;
2. Attain universal primary education;
3. Promote gender equality and empower women;
4. Reduce child mortality;
5. Improve maternal health;
6. Combat HIV / AIDS, malaria and other diseases;
7. Ensure environmental sustainability; and
8. Develop global partnership for development.

e. R.A. 10533, The Enhance basic Education Act of 2013 (DepEd Order No. 31, s. 2012. Policy
Guidelines on the Implementation of Grades 1 to 10 of K to12 Basic Education Curriculum (BEC)
Effective School year 2012-2013)

Number 1 in the “10 ways to Fix Philippine Basic Education” of President Aquino is “ 12
year basic education Cycle.
Thus, R. A.. 10533 entitled , The Enhanced Basic Education Act of 2013 was signed into
law which expanded basic education from 10 years to 12 years.
K to 12 means kindergarten and the 12 years of elementary and secondary education.
Elementary education refers to primary schooling that involves 6 years of education (Grades 1-
6) while secondary education refers to junior high school (Grades 7-10 HS 1-4) and two years of
senior high school (Grades 11-12 or HS year 5-6).
 The implementation of the k to 12 started in SY 2011-2012 with the Universal
Kindergarten and in SY 2012-2013 “Grade 1 and in Grade 7. By the SY 2016-2017 senior high
school, Grade 11 will start.

10. Data-based Strategic Planning

1. Establishing BEIS/ SIS and baseline data of all performance indicators/ involving all
internal and external stakeholders in developing SIP/ AIP
2. Utilizing data, e.g. BEIS/ SIS, SBM assessment, TSNA, and strategic planning in the
developing of SIP/AIP
3. Aligning the SIP/AIP with national, regional and local educational policies and thrusts
4. Communicating affectively SIP/AIP to internal and external stakeholders
11. Problem Solving
1. Resolving problems at the school level
2. Assisting teachers and students to understand problems and identify possible solutions
3. Analyzing causes of problems critically and objectively
4. Addressing the causes of the problem rather than the symptoms
12. Building High Performance Team
1. Exploring several approaches in handling problems
2. Demonstrating a proactive approach to problem solving
3. Involving stakeholders in meetings and deliberations for decision-making
4. Setting high expectations and challenging goals
5. Providing opportunities for growth and development of members as team players
6. Defining roles and functions of each committee
7. Monitoring and evaluating accomplishment of difficult committee/teams
8. Giving feedback on the team’s performance using performance-based assessment tools
9. Establishing a system of rewards and benefits for teachers and staff
13. Coordinating With Others
1. Collaborating with concerned staff on the planning and implementation of programs and
projects
 2. Ensuring Improper allocation and utilization of resources (time, fiscal, human, IMS, etc.)
3. Providing feedback and updates to stakeholders on the status of progress and
completion of programs and projects
4. Mobilizing teachers/ staff in sustaining a project

14. Leading and Managing Change

1. Maintaining an open, positive and encouraging attitude toward change
2. Assisting teachers in identifying strengths and growth areas through monitoring and
observation
3. Introducing innovations in the school program to achieve higher learning outcomes
4. Monitoring and evaluating the implementation of programs included in SIP/ AIP
5. Observation and applying multi-tasking in giving assignments
6. Advocating and executing plans for changes including culture change in the work place
7. Empowering teachers and personnel to identify, imitate and manage changes.
 Practice test

School Leadership

Directions: Read each question carefully. Choose the correct or best answer and write the letter
only on your answer sheet.

1. Which of the following is the new vision of DepEd (2013)

A. Filipinos who passionatelylove their country and whose values and
competencies enable them to realize their full potential and contribute
meaningfully to building the nation.
B. Filipino children who are God-loving, nationalistic, environment-friendly,
competent and have concern for others.
C. Filipinos who are Makabayan, Makatao. Makakalikasan and Makadiyos.
D. Filipino who are creative inventors, researchers and entrepreneurs.
2. What is the new mission of the DepEd (2013)
A. Provide systematic, friendly, encouraging environment for teachers.
B. Provide learners with a safe, student-centered and child-friendly learning
environment.
C. Provides quality basic education to all learners through formal, informal on
non-formal ways.
D. Protect and promote the right of every Filipino to quality, equitable, culture-
based and complete basic education.
3. Which of the following are basic reasons for education?
i. Prepare children for life
ii. Instill an understanding of the value of society.
iii. Realize that life choices have consequences.
iv. Equip students with tools to become life-long learners.

A. i, and ii only
 B. ii and iii
C. i, ii and iii
D. i, ii, iii and iv
4. Which of the following models of supervision views satisfaction as a desirable end?
A. Human Experience
B. High Expectations
C. School Effectiveness
D. Individual Interest

5. Which of the following are ways of communicating the goals to implement the schools
vision and mission? Through –
i. Team briefing
ii. Notice boards
iii. Newsletters
iv. Meetings

A. ii, and iv
B. i, ii and iii
C. ii, iii and iv
D. i, ii, iii and iv
6. Which of the following methods of communication is most appropriate when
understanding is important?
A. Consultation
B. Face-to-face
C. Newsletter
D. Notice Board
7. In SBM, the schools vision-mission, accomplishments and future plans are
communicated through the ___________________________.
A. School Memorandum
 B. School Bulletin
C. School Circular
D. School Report Card
8. Which of the following is NOT one among the interventions which can be tried out in
the School Improvement and innovations Project (SIIP)?
A. Strategies in increasing the income of the school
B. New learning Approach
C. Use of Technology and equipment
D. New ways of assessing student performance
9. Which stage or step in the SIIP implementation makes the innovation part and parcel of
the regular instruction?
A. Intervention
B. Revision
C. Routinization
D. Modification
10. Which of the following is NOT a priority area in preparing SIIP proposal?
A. Increasing learning achievements
B. Producing winners in national and international competitions
C. Increasing participation rates
D. Decreasing drop-outs rates
11. In the SIIP, which of the following is one of the objectives ? Improve _____________
A. Teachers Effectiveness
B. High Participation Rate
C. Student Learning Outcomes
D. Decrease in Drop-outs Rate
12. For a strategic plan to be process-driven, it has to have steps. Which step tells where the
school wants to go?
A. Results Measurement
B. Evaluation
 C. Formulation
D. Implementation
13. Which of the following is concerned with making the formulated strategy work?

i. Assigning task

ii. Allocating resources

iii. Setting timetables

iv. Carrying out the day to day activities as planned

A. i, ii, iii and iv

B. i, ii, iv
C. i, ii, iii
D. ii, iii, iv

14. If you discovered several problems, what should you do?

A. Alphabetize
B. Prioritize
C. Systematized
D. Dramatized
15. Which of the following are indicators that high-performing teams get the best results?

i. overcome hurdles

ii. Show initiatives

iii. Concentrate on one function

iv. Respond quickly to client needs

A. i and ii only
B. ii, and iii only
C. ii and iv only
 D. i, ii, iv only
16. Which of the following are indicators that high performing teams get best results?
i. Show initiatives
ii. Overcome hardles
iii. See opportunities
iv. Coordinate across functions
A. i, ii and iii
B. i, ii and iv
C. i, ii, iii and iv
D. ii, iii and iv
17. There is teacher empowerment when teachers work ___________________ the
principal.
A. for
B. under
C. with
D. by
18. Which of the following are SHs roles in empowering teachers?
i. Applaudes all empowerment successes
ii. Demonstrates empowerment deals
iii. Encourages all endeavors toward empowerment
iv. Structures the climate to empower both teachers and students
A. i, ii and iiii
B. i, ii, iii and iv
C. i, iii, and iv
D. ii, iii and iv

19. What support is needed to sustain teacher empowerment?

A. Administrative
B. Financial
 C. Guidance
D. Leadership
20. Which of the following CANNOT be acted upon through the grievance machinery?
A. Financial problems
B. Unsatisfactory working conditions
C. Laborious work assignments
D. Arbitrary exercise of discretion
21. What is the term for a case which has been field to the Head of Office as an
administrative complaint and was also filed in court as Criminal case?
A. Office shopping
B. Forum lifting
C. Window shopping
D. Forum shopping
22. Under whose original jurisdiction are grievances of teaching and non-teaching personel
of the school ?
A. District Grievance Committee
B. Schools Division Grievance Committee
C. School Grievance Committee
D. Regional Grievance Committee
23. Who among the following is NOT a member of the School Grievance Committee?
A. Principal or SH
B. President of the Teachers Club
C. A teacher who is acceptable to both parties
D. District Supervisor
24. Who is the disciplining authority in DepED Regional office?
A. Legal Officer
B. Administrative Officer
C. The Civil Service Director
D. The Regional Director
25. With which of the following should school goals and objectives be aligned?
i. National Education Goals and objectives
ii. R.A. 9155
iii. DepED policies, programs and goals
A. i, ii and iii
B. iii only
C. ii only
D. i only

26. Which baseline data should be established in the Basic Education Information System
(BEIS)?
A. Performance indicators
B. Numbers of teachers in school
C. Enrolment of all grade/level
D. Educational Qualification of the Principal
27. In problem solving, which should be addressed first? The ________________
A. Symptoms
B. Situation
C. Solution
D. Causes
28. Which of the following can contribute to building high performance teams?
A. Providing free snacks
B. Reminding teachers not to be late
C. Checking the lesson plans of teachers
D. Establishing a system of rewards and benefits
29. There are always changes being introduced by the Educational System. What kind of
attitude should a SH maintain toward change?
A. Analyzing the benefits and if not beneficial is rejected
B. Trying it out first and if not effective is not accepted
 C. Having a positive and encouraging attitude that it will work well
D. Having a negative attitude because it will entail expenses
30. As SH what may you apply in giving assignments to teachers?
A. Multi-tasking
B. Individual assignments
C. Pair assignments
D. By specialization
 Key to Correction

1. A
B are not the answers
C are the core values
D doesn’t reflect love of country and values
2. D
A reflect only the learning environment
B
C- the former DepEd mission
3. D- all are basic reasons for education
A- Only 2 reasons
B- Only 2 reasons
C- Only 3 reasons
4. C- School Effectiveness
A- Not human resource
B- Not high expectations
C- Not individual interest
5. D- all the four (i-iv) are ways of communicating the goals
A- Only the 2 ways
B- Only 3 ways
C- Only 3 ways
6. B
7. D
8. A
9. C
10. B
11. C
12. C
13. A
14. B
15. D
16. C
17. C
18. B
19. D
20. A
21. D
22. C
23. D
24. D
25. A
26. A
27. D
28. D
29. C
30. A
31.
REFERENCES

A. BOOKS:
Bennis, W. & Nanus , B. Leaders: The Strategies for Taking Charge.
New York: Harper and Row : 1985
Bronen, Genevieve and Beverly, J. Jerry, "The Principal Portfolio:' Olvin
PRESS Inc. C. 1997
Burns, J.M. Leadership. New York: Harper and Row: 1978
National Educators Academy of the Philippines (NEAP). The Principal in Focus

B. GOVERNMENT ISSUANCES:
Civil Service Commission Resolution #010113," Revised Policies on the
Settlement of Grievances in the PublicSector.(January 10,2002)
Department of Education , Department Order # 35, s. 2004. The
Grievance Machinery
Department of Education, BEE: Project LEARN , "Leadership Roles in
Managing a Schooi"(A Module for School Heads).
Department of Education, TEEP, Rev. June, 2005: A Primer on School
Based Management and Its Support System.
Republic of the Philippines, R.A. # 9155 "The Governance of Basic Education Act of
2001, and the I R R Promulgated by the Department of Education:'
Teacher Education Council, Department of Education and Commission
on Higher Education. Experiential Learning Handbook. ( 2009)
DepEd Order No. 36, s. 2013
Executive Order No. 523, dated 7 April, 2006- The use of ADR in all Government Agencies
R.A. 9285, “The Alternative Dispute Resolution (ADR) Act of 2004
DepED Order No. 15, s. 2012- DepEd Policy Framework for the Implementation of the
Alternative Dispute Resolution (ADR) System Mediation
DepEd Order No. 49, s. 2006, Revised Rules of Procedure of the Department of Education
 in Administrative Cases
DepEd Order No. 40, s. 2012. DepEd Child Protection Policy
DepEd Order No. 32, s. 2012. The National Competency- based Standards (NCBS) for School
Heads (SH)
DepEd Order No. 31, s. 2012. Policy Guidelines on the Implementation of Grades 1 to 10 of
the K to 12 Basic Education Curriculum (BEC) Effective School Year 2012-2013
C. WEBSITES:
http.//ema.sage. pub.com/content/31/4/437
http.//exceed.bus.umich.edu/Programs/Leading-High-Performing Teams-Hongkong.aspx.