Name: Shiela Mae D.

Godito Course/Year: BSED-ENG/II

Instructor: Rebecca Remie Montalban Subject: Educ 7

Activity for Module 12

TEACHING LEARNING ACTIVITIES

Activity 1: Let’s Read These

Chapter 1, Section 5, E of RA 9155 states that school head is an administrative and

an instructional leader.

1. List down 2 things that the school head does as an instructional leader
and 2 things as an administrative leader.

As an Instructional leader:
A. he/she supervises instruction by observing teachers while they teach
B. conducting post observation conferences with individual teachers

As an administrative leader:
A. He/she help in physical improvement of the school
B. Facilitate in the raising of funds

2. Based on your observations of school heads, with which role is the

school head more occupied? Prove your answer.

I think being an instructional leader where the school head spends most of his/her
time. School leaders are increasingly being challenged to take a more instructional
focused role in their schools. They focus their time and efforts on instructional
improvement by shifting their priorities towards teaching and learning. Effective
school leaders focus on tasks related to improved classroom instruction in addition
to the time they spend on the managerial aspects of their jobs.
Analysis – Let us analyze

Answer the following questions:

1. Based on your lists (in the Activity Phase of this lesson) how does an
administrative leader differ from an instructional leader?

Instructional leaders involve themselves in setting clear goals, allocating

resources to instruction, managing the curriculum, monitoring lesson plans, and
evaluating teachers. While the Administrative leaders, their functions are to
establish systems that protect and sustain essential operational functions to
meet the needs of the students and teachers.

2. In your own opinion, which between the two leadership roles –

administrative and instructional - should be given time by the school head?
Why?

For me, both of these leadership roles should be given time by the school head
because both of these are important. Teachers exhibit leadership in multiple,
sometimes overlapping, ways. Some leadership roles are formal with
designated responsibilities. Other more informal roles emerge as teachers
interact with their peers. Regardless of the roles they assume, school head
shapes the culture of their schools, improve student learning, and influence
practice among their peers.

Application- Let’s Apply

1. By means of 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 other competency, while the 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 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 for School Head 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? Defend your answer.

The NCBSSH and Southeast Asian Competencies for School Head focuses on both
two leadership roles which are the instructional and administrative.

On the NCBSSH there are competencies expected of school heads as instructional

and administrative leadership.The domains that focused on instructional leadership
are Domain 2 and 3, related to administrative leadership are Domain 1,4,5 and 6 and
Domain 7 focuses on both instructional and administrative leadership.

Like the NCBSSH for Philippines, the competency framework for Southeast Asian
school heads also include domains for instructional leadership and administrative
leadership. The domains on instructional leadership encompasses 4 competencies:
1.) leading curriculum implementation and improvement 2. ) creating a
learner-centered environment 3.) supervising and evaluating teacher’s performance
and 4.) delivering planned learning outcomes.
And about the administrative leadership this includes strategic thinking and
innovation ( Domain 1), stakeholders; engagement ( Domain 4) and managerial
leadership (Domain 5).
Another Domain (Domain 3), relates to both instructional and administrative
leadership.
LET’S CHECK FOR UNDERSTANDING

With the word SCHOOL HEAD, give the competencies of a school head based on the 2
competency frameworks for school heads you have just studied

S-. Sustain creativity and innovation in the school programs to achieve higher
learning outcomes

C- Creating school environments focused on the needs of the learner

H- Honesty, Fairness and Integrity

O- Organize working committees for community-based and outreach programs.

O - Organize regular learning sessions on curriculum implementation and

improvement.

L- Lead by example

H - Hold self and the school staff accountable for aligning actions and words to the
school vision and values

E - Exhibit an enterprising attitude

A - Advocate ASEAN values and perspectives

D- Developing and communicating Vision, Mission, Goals,and Objectives.