ASSIGNMENT

Answer
1. What is an advantage of a policy formulated by the school community over
that policy which comes from the DepEd?
 DepEd is made up of individuals who deal with education in general, or
simply put, people who have a greater or wider range of responsibilities
when it comes to presenting educational policy. Because they must
address children, schools, and teachers in general, policies with numerous
processes may be necessary. Simply said, regulations produced by the
school community are more clear and intelligible than those created by the
Department of Education.

2. Why policies important in a school?

 Policies are significant because they assist an institution in establishing
internal operations, establishing quality standards for research and
education, and understanding of ideas and compliance.
STUDY GUIDE
Answer
1. What is my attitude towards school policies? Do I welcome them? Yes, or
No. Explain.
 As a resident of a community, I learned these policies as a child and have
followed them for many years. We are more disciplined as a result of
these policies. To answer the question, yes, I support school policies and
will pledge to observe them as long as they are equitably applied to
everyone on school grounds. School policies make no difference because
they are the rules that keep the school running smoothly.

2. If you were to formulate a policy on food items sold at the Cooperative

Store of your school, which would you do as a school head? Why?
 As a school head, if I were to establish a policy on food items offered at
my school's Cooperative Store, I would make a regulation that stipulates
that all food items must be affordable, healthful, and fresh or up to date.
As the principal, I place a premium on the health of the kids, teachers, and
other staff members on the school grounds. I want the meals to be
inexpensive for all children, especially those who are granted allowances
for only their essential expenses. Healthy because I want everyone to be
intellectually as well as physically fit, thus foods with healthy ingredients
are a requirement. Finally, they must be current or not expired in order for
their bodies not to be harmed.
INTENDED LEARNING ACTIVITIES
Answer the following
1. 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 frameworks are the school
leadership, instructional leadership and personal excellence.

2. What is/are in the Southeast Asian Competencies for School heads that
is/are not in the NCBSSH?
 The competencies that are present to both frameworks are the school
leadership, instructional leadership and personal excellence.

3. By means of a Diagram, compare the domains of the NCNSSH and

Southeast Asian Competency Framework for School Heads.


ASSESSMENT TASKS
Answer
1. 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 is Human Resource Management especially in
recruitment and hiring.
2. Do the competencies for both frameworks emphasize more on instructional
leadership or administrative leadership? Explain.
 The competencies for both frameworks are emphasize equally both on
instructional leadership and administrative leadership. As we analyzed the
domain and competencies of both frameworks they given focus on both
leaderships. In NCBSSH, under Instructional leadership we have Domains
2, 3 and 7. For Administrative leadership are Domains 1, 4, 5, 6, and 7.
While under SACSH, in Instructional leadership are Domains 1, 2, and 3.
In Administrative leadership we have 1, 3, 4 and 5. It is important to
equally emphasized in balance the two leadership to effectively assessed
and reinforced the competencies expected for effective school head.
ASSIGNMENT
Answer
With the word SCHOOL HEAD, give the competencies of a school head based on
the 2 competency frameworks for school heads you just studied.
S - Strategic thinking and innovation.
C - Check new changes in education L - Learn more about the future of
environment. education.
H - Handle and express my emotions H - Helping students learn.
thoughtfully and carefully.
E - Engaging the community.
O - Open to different perspectives.
A - Assess and give feedback on how
O - Observe myself to become a better my students learn.
person and a better teacher.
D - Deepen and broaden my knowledge
on what I teach.

STUDY GUIDE
Answer
1. Will an effective teacher necessarily be an effective school head? Explain
your answer.
 A leader at any level must focus on assisting the team in reaching its full
potential by supporting each individual team member. So, in my
perspective, not all outstanding teachers make great leaders, and effective
leaders may not always be consistently high-performers in the classroom.

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?
 I believe I have the most 'coordinating with others' of all the mentioned
competencies in both frameworks. I consider myself to be a well-rounded
individual who can readily collaborate with others, particularly in the
pursuit of advancement. The school leadership is currently the least that I
have. The lesson I've taken away from this in terms of my ambition to
become a future school principal is that with all my might and the support
of my coworkers, I believe I can overcome the least I have and convert it
into a strength to be competent and accomplish better.