Module Roles and Competencies of School Heads

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Learning Outcome
After completion of this module, the students are expected to:
a. discuss the competencies expected of school heads as contained in competency frameworks
for Philippines and for Southeast Asia.
b. Differentiate how an administrative leader differ from an instructional leader.

Introduction
As stipulated in Chapter l, 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.

| Activity- Let’s Read This

Chapter l, Section 5, E of RA 9155 states that the school head is an administrative and an
instructional leader.

l. 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.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Analysis- Let’s Analyze

Answer the following questions:

l. 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?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Abstraction- Let’s Conceptualize

Competencies for School Heads: The NCBSSH

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 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.

Domain 1
SCHOOL LEADERSHIP
-Developing and Communicating Vision,
Mission, Goals, and Objectives (VMGO)
-Data-Based Strategic Planning
-Problem Solving
-Building High Performance Teams
Coordinating with Others
-Leading and Managing Change

Domain 1
Domain 1 SCHOOL LEADERSHIP
SCHOOL LEADERSHIP -Developing and Communicating Vision,
-Developing and Communicating Vision, Mission, Goals, and Objectives (VMGO)
Mission, Goals, and Objectives (VMGO) -Data-Based Strategic Planning
-Data-Based Strategic Planning -Problem Solving
-Problem Solving -Building High Performance Teams
-Building High Performance Teams Coordinating with Others
Coordinating with Others -Leading and Managing Change
-Leading and Managing Change
CORE PRINCIPLE

School heads are competent

committed and accountable in
providing access to quality and
relevant education for all Domain 1
Domain 1 through transformational SCHOOL LEADERSHIP
SCHOOL LEADERSHIP leadership and high degree of -Developing and Communicating Vision,
-Developing and Communicating Vision, professionalism Mission, Goals, and Objectives (VMGO)
Mission, Goals, and Objectives (VMGO) -Data-Based Strategic Planning
-Data-Based Strategic Planning -Problem Solving
-Problem Solving -Building High Performance Teams
-Building High Performance Teams Coordinating with Others
Coordinating with Others -Leading and Managing Change
-Leading and Managing Change

Domain 1 Domain 1
SCHOOL LEADERSHIP SCHOOL LEADERSHIP
-Developing and Communicating Vision, -Developing and Communicating Vision,
Mission, Goals, and Objectives (VMGO) Mission, Goals, and Objectives (VMGO)
-Data-Based Strategic Planning -Data-Based Strategic Planning
-Problem Solving -Problem Solving
-Building High Performance Teams -Building High Performance Teams
Coordinating with Others Coordinating with Others
-Leading and Managing Change -Leading and Managing Change

Figure 2. The National Competency-Based Standards for School Heads

(Inclosure to DepEd Order No. 32, s.2010)

Table 8. The National Competency-Based Standards for School Heads

Domains and Competency Strands
DOMAINS COMPETENCY STRANDS
Domain 1 1.A Developing and Communicating Vision,
School Leadership Mission, Goals, and Objective (VMGO)
1.B Data-based Strategic Planning
1.C Problem Solving
1.D Building and High Performance Teams
1.E Coordinating with Others
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 1.F Leading and Managing Change

Domain 2 2.A Assessment for Learning

School Leadership 2.B Developing Programs and or Adapting
Existing Programs
2.C Implementing Programs for Instructional
Improvement
2.D Instructional Supervision
Domain 3 3.A Setting high social and academic expectations
Creating a Student Centered Learning Climate 3.B Creating school environments focused on the
needs of the learner
Domain 4 4.A Creating a Professional Learning Community
HR Management and Professional 4.B Recruitment and Hiring
Development 4.C Managing Performance of Teachers and Staff
Domain 5 5.A Parental Involvement
Parent Involvement and Community 5.B External Community Partnership
Partnership
Domain 6 6.A Managing School Operations
School Management and Operations 6.B Fiscal Management
6.C Use of Technology in the Management of
Operations
Domain 7 7.A Professionalism
Personal and Professional Attributes and 7.B Communication
Interpersonal Effectiveness 7.C Interpersonal Sensitivity
7.D Fairness, Honesty and Integrity

Study Figure 2 side by side with the Table 7 on 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.

Competency Framework for Southeast Asian School Heads, 2014 Edition

As a member of the Association of Southeast Asian Nations (ASEAN), let’s also take a look at
the competencies of school heads for Southeast Asia.

Figure 3. Competency Framework for Southeast Asian school Heads

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 Study Figure 3 and the Table 8 below:

Table 9. Competency Framework for Southeast Asian School Heads

Domain: Stakeholders Engagement (SE)
1. (SE) Promoting shared 1.1 Build trust and lead teams/ communities for school
responsibility for school improvement
improvement 1.2 empower the community to work for enhancement of
school performance
2. (SE) Managing education 2.1 Communicate effectively with different stakeholders
alliances and netwroks 2.2 Facilitate school community partnerships and activities
2.3 promote consensus-building
2.4 Manage conflict and practice negotiation skills
3. (SE) Sustaining collaborative 3.1 Support community-based programs and projects
relationships with 3.2 Communicate school performance report to stakeholders
stakeholders
4. (ML) Managing school 1.1 Manage Financial resources
resources and systems 1.2 Manage learning environments
1.3 Manage systems and procedures

5. (ML) managing Staff 2.1 Manage school personnel requirements

performance
6. (ML) Managing sustainable
school programs and projects
2.2 Support professional development of staff
2.3 Recognize staff performance
3.1 Demonstrate program and project management skills
3.2 Promote school based programs and projects that support
sustainable development

Domain: Personal Excellence (PE)

1. (PE) Managing Personal
Effectiveness
2. (PE) Acting on challenges
and possibilities
3. (PE) Pursuing continuous
professional development
1.1 Lead by example
1.2 Demonstrate Transparency and accountability
1.3 Practice a balanced healthy lifestyle
1.4 Take pride in one’s profession
1.5 Deliver results
2.1 Manage Priorities
2.2 Exhibit decisiveness in addressing challenges
2.3 Exhibit an enterprising attitude
3.1 Take responsibility for lifelong learning
3.2 Advocate ASEAN values and perspectives

Domain: Stakeholder Engagement (SE)

1. (SE) Promoting shared 1.1 Build trust and lead teams/ communities for school
responsibility for school improvement
improvement 1.2 Empower the community to work for enhancement of
school performance
2. (SE) Managing Education 2.1 Communicate effectively with different stakeholders
alliances and networks 2.2 Facilitate school community partnerships and activities
The Teacher and the Community, School Culture and Organizational Leadership
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3. (SE) Sustaining collaborative
relationships with
stakeholders
4. (ML) Managing school
resources and systems
5. (ML) Managing staff
performance
6. (ML) Managing sustainable
school programs and projects
2.3 Promote consensus-building
2.4 Manage conflict and practice
3.1 Support community-based programs and projects
3.2 Communicate School performance report to stakeholders
1.1 Manage Financial resources
1.2 Manage learning environments
1.3 Manage system and procedures
2.1 Manage school personnel requirements
2.2 Support professional development staff
2.3 Recognize staff performance
3.1 Demonstrate program and project management skills
3.2 Promote school-based programs and projects that support
sustainable development

Domains and Competencies for School Heads in Southeast Asia

Instructional Leadership

Like the NCBSSH for Philippines, the competency framework Southeast Asian school heads also
include domains for Instructional leadership and administrative leadership. The domain Instructional
Leadership encompasses 4 competencies: l) leading Curriculum implementation and improvement; 2)
creating a learner- Centered environment: 3) supervising and evaluating teachers' Performance; and 4)
delivering planned learning outcomes.

Administrative Leadership

This includes strategic thinking arid innovation (Domain l), stakeholder’s engagement (Domain
4) and managerial leadership (Domain 51. 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.

School Head and the Community

Like a 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:

 involves internal and external stakeholders in formulating and achieving school vision, mission, goals
and objectives (Domain I A)

• explains the school vision to the general public (Domain IA)

• aligns the School Improvement Plan/ Annual Improvement Plan with national, regional and local
education policies and thrusts (Domain I B)

 communicates effectively SIP/AIP to internal and external stakeholders (Domain 1B)

• involves stakeholders in meetings and deliberations for decision - making (Domain ID)

• provides feedback and updates to stakeholders on the status Of

progress and completion of programs and projects

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• -creates and manages a school process to ensure student progress is conveyed to students and
parents/guardians,

• recognizes high performing learners and teachers and supportive parents and other stakeholders
(Domain 3 A)

 prepares financial reports and submit/communicates the same to higher education authorities and other
education

 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.

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.

Application –Let’s Apply

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

Southeast Asian
NCBSSH Similarity Competency
Framework for
School Heads

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.

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-
C-
H-
The Teacher and the Community, School Culture and Organizational Leadership
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O-
O-
L-

H-
E-
A-
D-

Let’s Reflect
1. What is my attitude towards school policies? Do I welcome them?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. 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?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

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?

1. Charting the strategic direction of the school

Il. Making informed decisions
Ill. Leading change and innovation

A. 1 and 11 B. I only C. II and III D. 1, ll and lll

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

A, Leads in curriculum implementation
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

Il. Prepare financial reports
Ill. Create school environments focused on the learner

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A. I only B. 1, 11 and 111 C. 11 only D. land 11

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

Il. Data-based strategic planning
Ill. Building high-performing teams
A. I and Il B. 11 and 111 C. 1, 11 and 111 D. 1 111

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