CHAPTER 9

The School Head in School-

Based Management (SBM)

Learning Outcomes:
At the end of this Chapter, you should be able to:
• explain the meaning, advantages, disadvantages and demands of SBM;
• state practices aligned to SBM; and
• explain the roles, functions and competencies of school heads in SBM.

Introduction
The Local Governance Code of 1991 (RA 7160) provided for a more responsive local
government structure through a system of decentralization where local governments are given
more power, authority, responsibilities and introduction of School-Based Management in
Philippine schools, resources. Likewise with the schools are given more power to direct their
affairs with the learning and development of learners as ultimate goal. In this Chapter, you are
expected to learn the rewards and challenges in implementing SBM especially on the part of the
school head.
Abstraction- Let's Conceptualize
The Meaning of School-Based Management (SBM) Ms. Ligaya, the school head, is smart.
She knew she couldn't solve the problems all alone so she involved the teachers, the parents, the
student leaders and leaders of the community. She knew that by involving them these members of
the school community will feel a sense of importance and a sense of ownership. Because they were
the ones directly involved with the problems, they themselves are in the best position to solve the
problem. The actions that Ms. Ligaya took are all in accordance with School-Based Management.
What is school-based management? School based-management is a decentralized
management initiative by developing power or authority to school heads, teachers, parents and
students. (SBM) is a strategy to improve education by transferring significant decision- making
authority from the DepEd Central Office, regional offices, division offices to individual schools.
SBM provides principals, teachers, students, and parents greater control over the education process
by giving them responsibility for decisions about the budget, personnel, and the curriculum.
Through the involvement of teachers, parents, and other community members in these key
decisions, SBM can create more effective learning environments for children.
SBM and the Principle of Subsidiarity
SBM is in keeping with the principle of subsidiarity which states that it is the people at the
lowest level who will know best their problems and so are in the best position to address the same.
This tenet holds that "nothing should be done by a larger and more complex organization which
can be done as well by a smaller and simpler organization. In other words, any activity which can
be performed by a more decentralized entity should be done by that more decentralized entity."
https://action.org/pub/religion-liberty/volume-6-number-4/principle-subsidiarity) Those in the
higher echelon are far removed from the scene and are therefore not as involved and as informed
as those from those below.

Advantages of SBM
• The following are strengths of SBM:
• Allow competent individuals in the schools to make decisions that will improve learning;
• Give the entire school community a voice in key decisions;
• Focus accountability for decisions;
• Lead to greater creativity in the design of programs;
• Redirect resources to support the goals developed in each school;
• Lead to realistic budgeting as parents and teachers become more aware of the school's
financial status, spending limitations, and the cost of its programs; and,
• Improve morale of teachers and nurture new leadership at all levels.
Through SBM, decision making authority is devolved to school heads, teachers, parents and
students. This is school empowerment. This reduces bureaucratic controls on schools and
encourage school heads, teachers and parents to use greater initiative in meeting the needs of
students and community. This results in a sense of community school ownership which makes the
school realize its vision and mission.
Involving stakeholders parents, teachers, students and other members of the community is also
helpful in the mobilization of local resources to complement public resources. Concrete proof of
this is the number of classrooms built as a result of the strong partnership between schools and
communities and successful school- community programs like those described in the Chapter on
The School and the Community.
Through SBM, problems and needs at the school level get solved faster and specific
personalities and cultures are taken into consideration. These personalities and cultures are usually
ignored in multi-layered in hierarchical organization like DepEd. In a hierarchical organization,
straight jacket rules, procedures and allocation norms are given and apply to all. It takes time to
solve problems if schools have to wait for answers from above. As a result, teachers, parents and
students are frustrated due to delays.
In SBM, schools take the responsibility to plan and implement their School Improvement Plans
(SIP). (The table that you scrutinized in the Activity phase of the lesson is a of a part of a School
Improvement Plan). It is the schools themselves, not DepEd higher offices that know best their
problems and the solutions to these problems. It is the schools that determine the number and kind
of teachers they need, the kind of learning materials and resources they need. Since schools are
given more power to direct themselves, they are made accountable for results. SBM makes schools
accountable to the stakeholders.
Legal Basis of SBM
The Philippine Constitution provides that Congress shall enact a local government code
that will institutionalize a system of decentralization (Article 10, Sec. 3) whereby local government
units shall be extended more power, authority...The Local Government Code in 1991 is a
fulfillment of this Constitutional provision.
This means that long before the Department of Education (DepEd) legally introduced
decentralization in schools through School-Based Management (SBM) in 2001 through the
enactment of RA 9155, local government units were already empowered for local governance. RA
9155, Basic Governance Act transfers the power and authority as well as the resources to the school
level. School empowerment is based on the assumption that the school heads including teachers,
key leaders in the community, parents know best the root and solution to the problem.
Conditions for the Success of SBM
• Teachers, school heads must be given the opportunity to make choices. They must actively
participate in school improvement planning.
• The involvement of parents and teachers must be strongly encouraged and highly
welcomed.
• Stakeholders must participate in the development of a School Improvement Plan. They
must have a say on resource allocation to meet specific needs.
• Higher authorities must actively encourage thoughtful experimentation and innovation in
an atmosphere where mistakes are viewed as learning experiences. They must be willing
to share their authority with the academic and the larger community.
In addition, based on international experience, the following must be present for SBM to succeed
in school:
• have basic resources;
• have developed an effective school support system;
• are provided with regular information on their performance
• are give advice on how they may improve; and
• emphasize the motivational element in the management work of the principal.
• The success of SBM very much depends on the school head, below are his/her functions.
Table 5. Functions of a School Head
Roles Functions Knowledge/Skills/ Attitudes Required

Visionary principal, Lead in setting the vision, mission Change and future orientation
motivator, advocate and and goals of the school
planner
 Builder of networks and Organize /expand school,
support systems community and local government
network and groups that will
actively participate in school
improvement.
Lead in developing the School
Improvement Plan with the
participation of the staff and the
community
Lead in developing and maintaining
the School Management
Information System
Curriculum developer Create a physical and psychological
cli- mate conducive to teaching and
learning
Localize and implement school
curriculum
Encourage development and use of
innovative instructional methods
focused on improving learning
outcomes, increasing access to
basic education, improving the
holding power of schools and
addressing specific local problems
Fiscal Resource Manager Administer and manage all
personnel, physical and fiscal
resources of the school
Encourage and accept donations,
gifts, bequests and grants for
educational purposes and report all
such donations to the appropriate
offices
FACTORS OF SCHOOL EFFECTIVENESS BASED ON RESEARCH EFFECTIVE
PRACTICES NEED TO BE INSTITUTION
Effective practices need to be institutionalized for them to become part of the school
culture. To build professional capacity and establish mechanism that supports the continuing
Networking, organizing, local
government networks and groups
social mobilization, advocacy
Development of teamwork, building
consensus and skills in negotiation
and conflict resolution
Participatory planning and
administrative management
Generation and use of data and
information as basis for planning and
management.
Development of collective
accountability for school and
student performance
Designing of the curriculum to
address both national goals, local
needs and aspirations
Creation of an open learn- ing system
based on sever al resource materials
rather than on single
textbooks
Participatory and peer- based
instructional supervision
Fund management
Serving as model for transparency
and purposes and report all such
donations to accountability
especially in financial management
quality improvement of schools is an assurance that effective schools even become more effective.
School-Based Management (SEM) in the mechanism introduced by the Department of Education
in the Philippines to continuously work on effective schools. As the term implies, in SBM schools
are given greater autonomy to make decisions regarding education of children.
Their research finding of OECD confirms "that school autonomy has a positive relationship
with student performance when account ability measures are in place and for when school
principals and teachers collaborate in school management (OECD, 2012) China and Singapore
have been "devolving more responsibility to the school level" (Stewart, 2008). In Finland,
accountability rests on the trust placed by families and government in the professional competence
of teachers (Stewart, 2008)
In the Philippines, the devolving of more responsibility to the schools was done through the School
Based Management (SBM) SBM was introduced during the implementation of the Third
Elementary Education Project (TEEP), 1999-2005 In 2005, TEEP conducted a study to determine
the effect of school-based management on student performance in the Philippines using the
administrative dataset of all public schools in 23 school districts over a 3-year period. 20032005.
The results showed that the introduction of SBM had a statistically significant, although small,
overall positive effect on average school-level test scores in 23 school districts in the Philippines
(Source hmp://elbery worldbank.org/doi/abs/10.15096/1813-9450- 5245) Accessed 9-1-10
With SBM significant decision-making authority transferred from state and district offices
to individual schools. SBM provided principals, teachers, students, and parents greater control over
the education process by giving them responsibility for decisions about the budget, personnel, and
the curriculum. Through the involvement of teachers, parents, and other community members in
these key decisions, SBM can create more effective learning environments for children Source:
Office of Research Education/Consumer Guide). To further strengthen the School- Based
Management (SBM) practice and re-emphasize the centrality of the learners and the involvement
of relevant community in basic education service delivery, the Department of Education (DepEd)
embarked on revisiting the SBM framework, assessment process and tool to improve on already
recognized successful SBM practices across the regions (DO 83, s. 2012). To institutionalize
decentralization efforts at the school level and in line with Republic Act No. 9155 also known as
Governance of Basic Education Act of 2001, the Department of Education (DepEd) provided
School-Based Management (SBM) Grants as additional funds to public elementary and secondary
schools.... to augment the school fund on Maintenance and Other Operating Expenses (DO 45, s.
2015). Philippine System for Basic Education (PASBE)
The institutionalization of SBM was strengthened with the introduction of the Philippine
Accreditation System for Basic Education (PASBE) which was launched through DepED Order
No. 64, s. 2012. Accreditation is a process of self-evaluation and peer- review to ensure that quality
standards agreed upon by stakeholders are understood, implemented, maintained, and enhanced
for continuous improvement of learner outcomes (DepEd DO 20, s. 2013)
The Philippine Accreditation System for Basic Education (PASBE)
 Supplemental Guidelines to DepEd Order No. 83, S. 2012). Source:
http://www.teacherph.com/acomprehensive-guide-to-school based management- sbm/Accessed 9-
2-2016
The agreed upon standards of quality or effective schools are grounded on the four
principles of A Child-and -Community - Centered Education Systems (ACCESS), namely: (1)
principle of collective leadership (2) principle of community-based learning (3) principle of
accountability for performance and results and (4) principle of convergence to harness resources
for education. All of these four principles also apply to SBM.
The school's level of SBM practice can either be Level 1, Developing: Level II, Maturing
and Level III, Advanced. A school that reaches the highest level of SBM practice qualifies for an
accredited status.

A school in Level 1, developing, means that the school is developing structures and
mechanisms with acceptable level and extent of community participation and impact on learning
A school in Level II, described as Maturing, means that the school is introducing and sustaining
continuous improvement process that integrates wider community participation and significantly
improve performance and fearning outcomes. Leve til, Advanced (Accredited) means that the
school is ensuring the production of intended outputs/outcomes and meeting all standards of a
system fully integrated in the local community and is self-renewing and self-sustaining.
In conclusion, PASBE is a means to institutionalize SBM, the granting of more autonomy
to schools for them to chart their destiny to grow in effectiveness continuously.
FACTOR THAT CONTRIBUTES TO SCHOOL EFFECTIVESNESS
Research findings point to the following factors that spell school effectiveness:
 1. Human factors- These included a dynamic school head, highly selected competent a
committed teachers, highly motivated pupils with high expectations, and a supportive
community
2. Non- human factors, process- these refers to clear and shared vision-mission (focus), high
expectations\ ambitious standards, emphasis on accountability, aligned curriculum,
instruction and assessment with state / DepEd standards, efficiency or optimal utilization
of resources and facilities, collaboration and communication, focused professional
development, and global and future orientation.
These factors are exemplified by high performing schools in the Philippines and abroad
and by the best education performing countries in the world.
In the Philippines, the practice of School-Based Management, gave greater autonomy to
schools to make decisions in collaboration with parents and community towards greater school
effectiveness. The SBM Assessment Tool is an instrument used to assess schools' effectiveness and
its use for accreditation of schools is an assurance that effective practices get institutionalized to
build the school's culture of excellence.
The heart of all these elements, both human and non-human is the school head, the school
leader. This means that all these factors that contribute to school effectiveness come forth only
with a dynamic and a transformational school leader.
CHAPTER 10
CREATING A POSITIVE SCHOOL CULTURE
Learning Outcomes:
At the end of this Chapter, you should be able to: explain the meaning of school culture;
discuss how school culture affects learning; and cite ways by which you can contribute to the
building of positive culture.
Introduction
School culture matters. This influences to a great extent how well students perform. School
culture is a creation of all the people in school and in the community especially that of the school
heads. It can be positive or negative. It can facilitate or adversely affect learning. A school
community must therefore strive to create a positive culture.
The Meaning of School Culture.
School culture is one of the most complex and important concepts in education (Schein,
1985). It generally refers to the beliefs, perceptions, relationships, attitudes and written and
unwritten rules that shape and influence every aspect of how a school. functions
(https://www.edglossary.org/school-culture). However, the term also encompasses more concrete
issues such as the physical and emotional safety of students, the orderliness of classrooms and
public spaces or degree to which a school embraces racial, ethnic, linguistic and cultural diversity.
 According to Spacey (http://simplicable//new/school/John, Nov. 23, 2017), school culture
consists of the norms and shared experiences that evolve over school's history. In fact, Scott and
Marzano (2014) state that "school culture is reinforced by norms, expectations and traditions,
including everything from dress codes to discipline systems to celebrations of achievement.
Therefore, it may be described as the character of a school that gives a school quality beyond its
structures, resources and practices. They are "built through the everyday business of school life. It
is the way business is handled that both forms and reflects the culture." (Sophier, J. 1985)
Culture as a Social Construct
Culture is a social construct not a genetic construct. This means that school culture is,
therefore, something that we do not inherit or pass on through the genes. Rather, it is something
that we create and shape: It is shaped by everything that all people in school see, hear, feel and
interact with. It is a creation of the school head, teachers, parents, non-teaching staff students and
community. Sean Slade (2014) elaborates:
Within a couple of minutes of walking into a school or a classroom, you can tell, define
almost taste the culture that permeates that space. Is it an open, sharing environment? Or is it a
rigid, discipline defined playing field? It is safe and welcoming, or intimidating and confronting?
Does it welcome all voices, or does it make you want to shrink? Is it waiting for instruction and
leadership or is it self-directed with a common purpose?
School Climate and School Culture
How does school climate differ from culture? These terms are frequently used
interchangeably but school climate is more relational; it is illustrated by the attitudes and behaviors
of the school staff and is focused on the style of the school's organizational system. School climate
refers to the school's effects on students, including teaching practices, diversity and the
relationships among administrators, teachers, parents and students. School climate is driven by and
reflected in daily interactions of staff, administration, faculty, students support staff and the outside
community. (https:// www/slideshare.net/module)
School culture is a deeper level of reflection of shared values, beliefs, and traditions
between staff members. School culture refers to the way teachers and other staff members work
together and the set of beliefs, values and assumptions they share. (www.ascd.org/ research).
School culture is a broader term and so is inclusive of school climate.
The Role of School Culture in Learning
School culture matters. Research confirms the central role of culture to school success.
School culture can be positive or negative or toxic. A positive school culture fosters improvement,
collaborative decision making, professional development and staff and student learning. A negative
culture fosters the opposite.
Elements of a Positive Culture
As given in the Activity phase of this Lesson a positive school climate is characterized by
the following:
1. Collegiality The school atmosphere is friendly. You work in an atmosphere where responsibility
and authority are shared by everyone. You can be yourself. You have not to put your best forward
to impress others. The school head does not throw his/her weight. He/she does not make his/her
authority felt by his/her colleagues.
2. Experimentation - The atmosphere encourages experimentation and so will welcome mistakes
as part of the learning process. No student, no teacher gets punished for a mistake. Mistakes are
not intended. They give a lot of lesson. Referring to his 10,000 failed attempts then he was
experimenting in the light bulb, Edison said: "I have not failed. I've just found 10,000 ways that
won't work.
3. High expectations It has been said one's level of achievement is always lower than one's level
that aspiration. So set high expectations for high achievement. Two problems arise here.
Robert J. Marzano warns us:
First, expectations are subtle and difficult to change. Teachers may be unaware that
they have low expectations for some students; even when they become aware, they may
have difficulty changing their expectations because their beliefs and biases have developed
over the years.
Second, what actually communicates expectations to students is teacher behavior.
If teachers consciously work to change their biases but don't change their behavior toward
those students from whom they have tended to expect less, their change of attitude will have
little effect on student achievement.
4. Trust and confidence Students, teachers, school heads and parents relate well and work well
when relationships are solidly built on trust and confidence. In fact, honest and open.
communication (# 12 in this list) is possible only when there is trust and confidence in each other
in the school community. I can share my inner thoughts only when I am confident that I do not get
ostracized when I do.
5. Tangible support Everyone in the school community gets concrete support for the good that they
do. Support comes in not just in words but in action. School head sees to it that LCDs in the
classrooms are functioning.
6. Reaching out to the knowledge base Teachers care to grow professionally to update themselves
on content knowledge and pedagogy, the first domain in the Philippine Professional Standards for
Teachers.
7. Appreciation and recognition - Certainly words of appreciation and recognition make classroom
climate highly favorable. A reminder to teachers: "You are not made less when you praise others.
Instead, you become magnanimous. So don't be stingy with your sincere praise. The problem
sometimes is our eyes are so quick to see the negative and so we despise them immediately but
our eyes are blinded to the good and so we overlook them and fail to appreciate
8. Caring, celebration, humor- Kids don't care what you know until they know that you care. They
don't listen to teacher when teacher doesn't care. It may be good to remind teachers that many of
students, especially those who struggle, don't receive nearly enough positive feedback in the
classroom or in their personal lives. "When kids are taught with a proactive, praise-heavy
approach, they tend to do better, says Erin Green of Boys Town. But be specific. Generic, overly
generalized comments such as "Good job!" don't really help. Complimenting a specific behavior
("Thanks for showing respect to our visiting guest"), on the other hand, reinforces that particular
behavior.
9. Involvement in decision making - Involving others who are concerned with decisions to be made
enhances sense of ownership They also feel important.
10. Protection of what is important -What schools consider important must form part of their
tradition and so must be protected by all means. In the Activity above, mention was made on
School Canteen Policies that include "no soft drinks, no chocolate etc." and CLAYGO because the
school considers nutrition and health and cleanliness as important.
11. Traditions- A school must have an intentional culture-based program on shared values, beliefs,
and behaviors. This strengthens sense of community. A truly positive school culture is not
characterized simply by the absence of gangs, violence or discipline problems but also by the
presence of a set of norms and values that focus school community's attention on what is most
important and motivate them to work hard toward a common purpose.
12. Honest and open communication No one gets ostracized for speaking up his mind. The
atmosphere is such that everyone is encouraged to speak his mind without fear of being ostracized.
The agreement at every discussion is "agree to disagree."
Shared Norms: Teacher and Student Norms
Shared norms for both teachers and students contribute to a positive school culture. Boss
and Larmer (2018) share teacher norm and student norms to contribute to a fair and an engaging
learning environment, a characteristic of a positive school culture. They check on the following
norms each week.
Table 6.
Teacher Norms Student Norms
1. Teach in different ways. 1. Have a growth mindset.
2. Call students by their names. a. Believe you can improve.
3. Care about students' feelings. b. Fail forward.
a. Understand their situation. c. Keep trying.
4. Have a good attitude. d. Speak positively about your abilities to
a. Stay calm. learn.
b. Use kind words. 2. Call classmates by their names.
c. Have patience. 3. Be responsible for your work.
d. Greet students and say good-bye. a. Have materials ready.
5. Help students understand. b. Advocate for yourself.
a. Work at a reasonable pace. c. Be a professional.
b. Explain clearly d. Meet deadlines.
c. Support different learning styles. e. Participate.
 d. Expect the best. f. Be on time to class.
e. Re-explain if necessary 4. Listen....
6. Attend school the majority of the time. a. to the teacher.
7. Be respectful. b. to your classmates.
a. Give everyone what they need. c. to guests.
b. Use proper language. d. to the directions.
c. Allow space if needed. 5. Attend school the majority of the time.
d. Use supportive words when 6. Be a good team player.
explaining. a. Provide good, helpful feedback
e. Call by your name. b. Stay calm.
8. Have a growth mindset. c. Encourage others.
d. Stay on topic.
e. Be considerate.
f. Use proper language.
g. Communicate clearly to students and
teacher(s).

CHAPTER 11
SCHOOL POLICIES AND THEIR FUNCTIONS
Learning Outcome:
At the end of this Chapter, you should be able to explain the importance of school policies in school
operation.
Introduction
Schools are institutions motivated by a shared vision. Necessarily, schools must have
policies for them to realize their vision and mission. These policies are a reflection of the values
of the people who created them. Whatever policies are formulated must redound to the improved
teaching-learning of learners which is the very reason of the existence of schools. In this Chapter,
we will focus on school policies that govern school and community partnership.
Activities. All PTA activities within the school premises or which involve the school, its
personnel or students shall be with prior consultation and approval of the School Head.
Financial Matters. Such collections shall be made by the PTA subject to the following
conditions: If collection of the School Publications Fee, Supreme Student Government (SSG)
Developmental Fund and other club membership fees and contributions is coursed through the
PTA as requested by the concerned organization, the amount collected shall be remitted
immediately to the school, SSG or other student organizations concerned on the day it was
collected. The pertinent organization shall deposit the funds with a reputable bank on the next
banking day under the organization's account. No service fee shall be charged against any student
organization by the PTA.
 Non-compliance or any violation of the aforementioned conditions shall be a ground for
the cancellation of the PTA's recognition and/or the filing of appropriate charges as the case may
be.
1. Policy on Collection of Contributions
Cognizant of the need of an organization for adequate funds to sustain its operations, a
duly recognized PTA may collect voluntary financial contributions from members and outside
sources to enable it to fund and sustain its operation and the implementation of its programs and
projects exclusively for the benefit of the students and the school where it operates. The PTA's
programs and projects shall be in line with the School Improvement Plan (SIP).
The contributions should be a reasonable amount as may be determined by the PTA Board
of Directors;
Non-payment of the contributions by the parent-member shall not be a basis for non-
admission or non-issuance of clearance(s) to the child by the school concerned;
The contributions shall be collected by the PTA Treasurer on a per parent member basis
regardless of the number of their children in school:
No collection of PTA contributions shall be done during the enrollment period; and No
teacher or any school personnel shall be involved in such collection activities.
Safekeeping of Funds All collections of contributions or proceeds of fundraising activities
shall be deposited in a reputable banking institution as determined by the Board of Directors. The
PTA's Treasurer or a duly authorized representative shall undertake the collection and shall issue
official receipts/acknowledgement receipts. In no case shall any school official or personnel be
entrusted with the safekeeping and disbursement of collections made by the PTA. All disbursements
of funds shall be in accordance with generally accepted accounting and auditing rules and
regulations.
PTAs are prohibited from:
Interfering in the academic and administrative management and operations of the school,
and of the DepED, in general;
Engaging in any partisan political activity within school premises;
Operating a canteen/school supplies store, or being a concessionaire thereof inside the
school or nearby premises, or offering these services to the school as its client either directly or
indirectly;
Selling insurance, pre-need plans or similar schemes or programs to students and/or their
parents; and Such other acts or circumstances analogous to the foregoing.
PTA Officers and members of the Board of Directors are prohibited from collecting
salaries, honoraria, emoluments or other forms of compensation from any of the funds collected
or received by the PTA PTAS shall have no right to disburse, or charge any fees as service fees or
percentages against the amount collected pertinent to the School Publication Fee, Supreme
Student Government (SSG) Developmental Fund and other club membership fees and
contributions.
In no case shall a PTA or any of its officers or members of the Board of Directors call upon
students and teachers for purposes of investigation or disciplinary action.
The recognition of any PTA shall be cancelled by the Division PTA Affairs Committee upon
the recommendation of the School Head concerned for any violation of the above-mentioned
prohibited activities and these Guidelines. Thereafter, the School Head may call for a special
election to replace the Board of Directors of the PTA whose recognition was cancelled. Criminal,
civil and/or administrative actions may be taken against any member or officer of the Board of the
PTA who may appear responsible for failure to submit the necessary annual financial statements
or for failure to account the funds of the PTA.
Importance of Policies
Schools in partnership with their community have their own picture of what they want to
be (vision statement) and so must offer services and must do what they are supposed to do (mission
statement) in order to realize what they envisioned themselves to be. For these to happen, policies
must be in place. Observance of these policies ensures everyone in the school community to tow
the line. If conditions are ideal like when all members of the school community are perfect-school
heads, teachers, students, parents, non-teaching personnel and other members of the outside
community- there may be no need for a policy. The truth is conditions in the school community
and in this world are far from ideal and persons that make the school community are far from
perfect and so the need for policies.
One may wonder as to why the Department of Education has issued very stringent policies
and guidelines for PTAS in matters of collecting contributions. Even engaging in any partisan
political activity within school premises is written as one prohibited activity. There must a history
to that. Perhaps malversation of funds and other forms of abuse happened in the past.
Schools' policy on the grading system is important for everyone concerned to know how
grades are computed. Both students and parents know how grades are derived objectively.
Percentage weights for each component are clear.
Teachers are guided in their assessment practices. The grading policy ensures objective
assessment practice. Without the grading policy, grading may become highly subjective.
Similarly, if there are no policies on students' tardiness and absenteeism, students may just
come in late or absent. The policies on students' tardiness and absenteeism certainly will curb
tardiness and absenteeism to ensure learning.
Effective Policy Formulation and Implementation in a School munity Partnership.
 The policies on grading, student tardiness an absenteeism came from above, DepEd Central
office. At times their is' need for policies from above. But policies do not need to come from above
all the time.
There are times when a school formulates a policy to address a local problem. In fact, this
is how it should be in a school-community partnership. Ideally, a policy must not be formulated
by the school head by himself/herself. The school head must lead in the policy formulation process.
The word "lead" implies that an effective policy formulation process must be participatory. This
means that it is best that the rest of the school and community be involved. Two good heads better
than one. Besides participation of school and community develops a sense of ownership of such
formulated policy which ensures a more effective implementation. This is school empowerment
in action. Aside from involving the school and community in policy formulation, school head must
ensure wide dissemination and correct and clear understanding of the policy.
CHAPTER 12
ROLES AND COMPETENCIES OF SCHOOL HEADS
Intended Learning Outcomes:
At the end of this Chapter, you should be able to discuss the competencies expected of school
heads as contained in competency frameworks for Philippines and for Southeast Asia.
Introduction
As stipulated in Chapter 1, 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 find 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, pathwalk, waiting shed, etc.
leaving no time left for instructional supervision.
DOMAINS AND COMPETENCY STRANDS
Domain 1. School Leadership
1.A. Developing and Communicating Vision, Mission, Goals, and Objectives
(VMGO)
1.B. Data-Based Strategic Planning
1.C. Problem Solving
1.D. Building High Performance Teams
1.E. Coordinating With Others
 1.F. Leading and Managing Change
Domain 2. Instructional Leadership
2.A. Assessment for Learning
2.B.. Developing Programs and or Adopting Existing Programs
2. C. Implementing Programs for Instructional Improvement
2.D. Instructional Supervision
Domain 3. Creating a Student Centered Learning Climate
3. A. Setting high social and academic expectations
3.B. Creating school environments focused on the needs of the learner
Domain 4. HR Management and Professional Development
4.A. Creating a Professional Learning Community
4.B. Recruitment and Hiring
4.C. Managing Performance of Teachers and Staff
Domain 5. Parents Involvement and Community Partnership
5.A. Parental Involvement
5.B. External Community Partnership
Domain 6. SCHOOL MANAGEMENT AND OPERATION
6.A. Managing School Operations
6.B. Fiscal Management
6.C. Use of Technology in the Management of Operations
DOMAIN 7. Personal and Professional Attributes and Interpersonal Effectiveness
7.A. Professionalism
7.B. Communication
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 frame work of South East Asian School Heads
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.

Domains and Competencies for School Heads in Southeast Asia

Instructional Leadership
Like the NCBSSH for Philippines, the competency framework for Southeast Asian school
heads also include domains for instructional leadership and administrative leadership. The domain
on Instructional Leadership encompasses 4 competencies: 1) 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 and innovation (Domain1), stakeholders engagement
(Domain 4) and managerial leadership (Domain 5). 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 persona: 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 1 A)
• explains the school vision to the general public (Domain 1A)
• aligns the School Improvement Plan/Annual Improvement Plan with national, regional and
local education policies and thrusts (Domain 1 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
• creates and manages a school process to ensure student progress is conveyed to students
and parents/guardians, regularly (Domain 2 C)
• recognizes high performing learners and teachers and supportive parents and other
stakeholders (Domain 3 A)
REFERENCES
Corpuz, et al. The Teacher and the Community, School Culture and Organizational Leadership. 1st
ed., vol. 1, Lorimar Publishing, Inc., 2019.

Prepared by: Aguilar Altheanne