Sipat, Reynald John S.

BSED SCIENCE 1A EDP 103 – The Teacher and Community (Endterm)

LESSON 1: The School Head in School -Based Management (SBM)

Motivation:
Activity 1 Please answer the following questions below:
1. What problems did Mabuhay Elementary School have?
 Tardiness and absenteeism of the students. These are the reasons why they had a very low
Mean Percentage Score (MPS).

2. What did Ms. Ligaya, the school head, do to address the problem?
 To reduce tardiness and absenteeism of the students to zero. Ms. Ligaya called on the parents,
teachers and leaders of the community. She asked for their suggestions on how to eradicate or
solve the problem that the school is facing.

3. Could it have been better if she addressed the problem by herself? What could have possibly happened
if she did it alone?
 I think she could not do better if she addressed the problem all by herself. If she do it alone, she
will be having a hard time or struggle to address the problems without support from the PTA
and school head.

4. What was the advantage of involving others in addressing the problems?

 The advantage is that there will be a greater possibility or chance that the problem will be
solved if involving others in addressing the problems and also it can create a good relationship
between the school and the community especially parents. Knowing that you have the support
of the majority, you can be confident that you will be able to achieve your desired outcome.

5. Wasn’t a directive from the Office of the Superintendent or Regional Director the fastest solution to the
problems? Why or why not?
 The directive from the affairs of the Superintendent or Regional Director was not the fastest
solution to the problems. I believe that the school heads’ decisions or actions is still the fastest
solution for they know what is lacking in the school and that they know how to cater its needs
by proposing solutions to it and asks the help of the people around them.

Learning Activities:
I. Put a check (√) before the statement/s that apply/ies to SBM and an (x) before that don’t.
1. _x_ In SBM, only the school head matters.
2. _x_In SBM, the School Division Superintendent is the leader.
3. _√_ Parents who have no children in the school cannot be consulted in SBM.
4. _√_ School empowerment is the essence of SBM.
5. _x_ Students cannot be consulted by the school head because they are not yet adults.
6. _√_One advantage of SBM is the development of a sense of school ownership among members of the
academic and larger community.
 7. _√_ SBM is aligned to the principle of subsidiarity.
8. _x_ SBM succeeds even if school head is closed to ideas and suggestions. Anyway, he/she is the head
on whom the solution of the problem depends.
9. _√_ One weakness, only strengths.
10. _x_ SBM has no weakness, only strengths.
11. _√_ SBM is in keeping with the decentralization move as encouraged by the Philippine Constitution.
12. _√_ SBM is school empowerment.
13. _x_ An authoritarian atmosphere encourages empowerment.
14. _√_ In SBM, experimentation is welcome.
15. _√_ In SBM, school just waits for approved budget that includes specific items to spend on.

Assignment:
Which countries apply SBM? Did SBM implementation help improve their schools? Write your findings.
 Philippines, the implementation help improve their schools.

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, 2003-2005. The result 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 (Ling et al., 2010).

Source: Ling, Cristina, et al. (March, 10). The Effects Of School-Based Management In The Philippines :
An Initial Assessment Using Administrative Data. The World Bank, 2010. elibrary.worldbank.org
(Atypon), doi:10.1596/1813-9450-5248.

 Indonesia, the implementation help improve their schools

School-based Management (SBM) has been implemented in Indonesia since 2000, but after 16 years of
implementation there are still many schools that have not succeeded in implementing it. This article
aims to measure the impact of SBM implementation on school effectiveness. The research was
conducted descriptively in seven districts namely Semarang, Batang, Pekalongan, Purbalingga,
Banjarnegara, Wonosobo, and Sragen in Central Java Province from 2012-2016. Selection of samples of
districts was done purposively. The results show that the implementation of SBM has a positive impact
on the effectiveness of school management and the effectiveness of the learning process. Based on the
results of the study it is suggested that good and successful practices in SBM implementation can be
disseminated to other schools and to other districts (Nurkolis, 2017).

Source: Nurkolis (September, 2017). The Implementation of School-Based Management for School
Effectiveness. Atlantis Press, 2017, pp. 810–15. www.atlantis-press.com, doi:10.2991/icset-
17.2017.132.
Assessment:
1. To which do you compare SBM? Write a metaphor.
SBM is like a Golden Trophy in a team competition, it pushes the members is a group to work together for a
common goal. Just like in the SBM, from the school heads up to DepEd staff, everyone is responsible
for developing a strategy to improve education where the help from the parents and students as a
cheerer in the competition it may create a more effective learning environment.

2. As a future teacher what did you find most meaningful in this lesson and why?
As a future educator, the meaningful in this lesson is the school-based management because it can help me to
improve education where it decentralizes control from the central district office to individual schools as a way
to give school constituents. I also learned that the vision of SBM is to make the community responsible for the
education of their children and make the children responsible for building the community

3. Write a reflection on:

Do I welcome SBM or do I see it as an additional work?

I will gladly welcome SBM. The School-Based Management (SBM) is a DepEd thrust that decentralizes
the decision-making from the Central Office and field offices to individual schools to enable them to better
respond to their specific education needs. One way to empower the schools is through the SBM grant.

As a future teacher, 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
encourages school heads, teachers and parents to use greater initiative in meeting the needs of students and
community. This result in a sense of community school ownership which makes the school realizes its vision
and mission. Furthermore, SBM has a legal basis which is 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.

Thus, SBM is a viable structural reform intervention used to improve the quality of education in the
public school so as to produce functionally literate Filipinos.
Sipat, Reynald John S. BSED SCIENCE 1A EDP 103 – The Teacher and Community (Endterm)

LESSON 2: Creating a Positive School Culture

Motivation:
What comes into your mind when you hear the phrase positive school culture? How does positive school
culture affect your learning? Do you think positive school culture is important? Why or why not?
 School culture comes up in my made since culture is highlighted and means a school's culture is
made up of the traditions, routines, expectations and interactions that take place. Positive
school cultures provide a safe, supportive, encouraging, inviting, and challenging environment
for students and staff, which in turn allows students' academic achievement to evolve.
Interventions and strategies for creating a positive school culture will be recognized and
discussed. Broadly speaking, when school culture is strong, teachers and students have a
greater incentive to strive for their maximum potential. This is because their satisfaction,
morale, and fulfillment all grow as school culture blossoms. Strong school culture breeds
dedicated teachers.

Teaching Input:
1. High Expectations
2. Experimentation
3. Caring, celebration, humor
4. Involvement in decision making
5. Trust and confidence
6. Honest and open communication
7. Traditions
8. Protection of what is important
9. Appreciation, recognition
10. Reaching out to knowledge base
11. High Expectations
12. caring, celebration, humor

1. Which of the twelve elements of a positive culture were illustrated by the given episodes vignettes? Which
element was illustrated by describing the opposite?
 Traditions in decision making and the element that was illustrated by describing the opposite is
the protection of what is important.

2. Is there any element left out? If there is, can you supply an episode or a vignette? A vignette is a short
description of an episode in school like 9 given above.
 Collegiality has been left out.
 Collegiality: In some schools, a typical meeting begins with a participant or two sharing a front-
burner issue about which they have recently learned something important or useful. A teacher
new to the school might explain how students were evaluated in a previous workplace. A parent
might share in a PTA meeting an idea about helping children with homework. A principal might
 share with other principals a new policy about assigning students to classes. Once the exchange
of craft knowledge becomes institutionally sanctioned, educators no longer feel pretentious or
in violation of a taboo by sharing their insights. A new taboo against withholding what we know
replaces the old. Repeated practice soon embeds generous disclosure of craft knowledge into
the culture of a school or a school system.

Learning Activities:
1. Based on your experiences, give at least 10 school practices that don’t contribute to positive culture.
 Bullying
 Gossips about one student
 Punishment instead of recognition, and rewards and behavior motivated by the avoidance of
punishment.
 More self-preservation than collaboration.
 Favoritism
 Blame students for lack of progress
 Double standards
 Discrimination
 No support with student behavior problems
 Lack of diversity
2. Are the following items good tips in building positive culture? Defend your answer. If it is not so good
tip, replace it with good one.
a. “No talking” as classroom rule #1 imposed by teacher.
b. If some students say they need a quit area to work in at times, they make a sign like, “Quit Area,
Brains at work.”
c. “We talked about this yesterday. Did you forget?” “You had this so well yesterday. I know you can
get it today.”
d. Do you believe in your own ability to learn and grow? Do you believe it is your obligation as a
teacher to model learning and growing?
e. The teacher wrote, “nice job” on student’s sketch of an orange.
f. Come up with the Question and Answered Wall. Here students post the academic question they
want answered within the month with their name on it. Anybody can give an answer with his/her
name written.
 I would like to replace letter a by replacing it to “No talking if someone/teacher is speaking at the front”
because if there is no talking then we can’t promote an open communication.

3. Suggest 5 concrete ways to establish a positive school culture.

 Leadership permeates
 Success is celebrated and recognised.
 Honesty, openness should be evident.
 Participation is engaged.
 Open to change.
4. Choose a school. Determine the presence of any of the 12 practices of a positive school culture in that
school by noting down conversations, comments, and activities that you hear/observe in that school of your
choice.
Indicator Conversation/Comment Heard of Your Comments
Activities Observed

1. Collegiality I heard teachers meeting on students They are identifying exemplars

work. and determining why the
particular pieces excel.
2. Experimentation My teacher asked us our opinion about Since she asked our opinions
the movie we saw. then there is no right or
wrong.
3. High expectations I heard my teacher she has high Her expectations to us help us
expectation to us because we are grow more and more.
composed of high graded students.
4. Trust and My teacher trusted us to participate in She helped us build our
confidence any activities so that we build our confidence.
confidence to perform.
5. Tangible support I heard that our teacher wants to treat My teacher is generous.
us after cleaning the classroom.
6. Reaching out to the I heard that some teachers attend I think they want to enhance
knowledge bases seminars and some proceed to their skills and positions.
masterals.
7. Appreciation, I’ve observed that our teachers She appreciated and
recognition appreciated us even if we didn’t win the recognised us.
competition.
8. Caring, celebration, I’ve observed that our teacher teaches We liked to listen to her
humor us with humor and we tend to listen classes.
because it is fun to listen.
9. Involvement in I’ve heard that our teacher wants us to Since we vote for our food we
decision making participate in our food in Christmas felt the sense of ownership.
party.
10. Protection of what There is a rule within our classroom like: I felt that it was necessary to
is important “Take off your shoes” shorten the cleaning time in
the floor.
11. Traditions We tend to pray before the classes start We did that to show respect.
and greet to every teachers passing by.
12. Honest, open I heard before that we held an open We share our opinions to one
communication forum in our classroom only. another and agree/disagree.

Assessment:
I. Answer the following questions briefly.
1. What is school culture?
School culture refers to the way teachers and other staff members work together and the set of beliefs,
values, and assumptions they share. It includes school climate, and so school culture is broader than
school climate_

2. Does school culture affect student learning? Explain

School's culture is always at work, either helping or hindering learning. It influences every decision and
action in a school, from the leadership style of the principal to the way teachers choose curriculum
materials and interact with students. School culture positively affects student learning, when we are
intentional about shaping it. As a teacher, we are a steward of culture. We don't have to work in
education to recognize a positive school culture_

3. Site at least 3 ways by which you, as future teacher, can contribute to a positive school culture. Create
meaningful parent involvement
Generating clear, open communication with the parents of your students can help you avoid
misunderstandings and remove feelings of mistrust or hostility. To involve parents in your school
culture, give them a platform for feedback on classroom activities or school programs.
Celebrate personal achievement and good behavior
Complimenting the learners helps them to feel that they are cared for individually. It is a good thing
now that in every classroom after every quarter teachers give awards to the learners.
Model the behaviors you want to see in your school
All changes have to start from the top. That means when you interact with teachers and students,
you need to be an example or a role model of the behavior that you want to see in your school.

4. Write a reflection about this lesson by completing the following statements:

I learned that
school culture affects learning and so the school must build a positive and not a toxic school culture.

I realized that
there are ways that a teacher could do to promote a positive school culture. For instance is a
partnership with parents, caring for the learners, and being a good role model for the students so that
they will follow and do good.

I was pleased that

I can contribute and think of ways on how I can make the learnings fun for the students where they will
feel safe and comfortable.

I was not aware that

there is a list of students' and teachers' norms that can be shared by both parties.
Sipat, Reynald John S. BSED SCIENCE 1A EDP 103 – The Teacher and Community (Endterm)

LESSON 3: School Policies and their Functions

Motivation:
Recall a school policy that is most beneficial to you as a student. Why is this school policy important to you?
Do you believe that school policies are important in the operation of the school?
 The school policy that is most beneficial to me as a student is the ID Policy because it is our
identification within the school and to avoid strangers that could harm students. Also, it is beneficial
outside the school because of the Bus and Tricycle fare. Policies in a school are important, for these
enable discipline for students, make a school orderly, and maintain the quality of the school. The main
reason why schools have policies is to discipline students. These policies enable students to behave
well inside the school premises.

Presentation:
Questions:
1. How do you feel about the policies? Are you happy about them? Or are you happier without them? Why?
 I am happier about them because school policies are rules that are intended to help schools teach
students efficiently, fairly and safely as per the regulatory norms, and the Board to which the Institution
is affiliated. These terms determine how students are taught, what they are taught, how schools
manage students and its personnel.

2. Based on the DepEd Order on PTA collection, why are schools very strict with money collections?
 To avoid exploitations. 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.

3. The policies given above come from DepEd Central Office. Should all school policies come from DepEd
Central Office? Can schools also formulate their own policies? If yes, why? If no, why not?
 Not all school policies come from DepEd Central office because schools can formulate their own
policies. Unless it is consulted by the central office because school is part of the organizational
structure of the central office.

4. If schools can formulate their own policies, what conditions must be met for these policies to be surely
implemented?
 Shared accountability
 Evidence-based decision making
 Socio-economic equity and right-based approach

5. What is an advantage of a policy formulated by the school community over that policy which comes from
above?
  Policies that are formulated by the school community are also important because they help a school
establish model operating procedures and create standards of quality for learning and safety, as well as
expectations and accountability. There are times when a school formulates a policy to address a local
problem.

Learning Activities:
Activity 1: Interview a school head on at one school policy formulated under one’s leadership. Ask the
following:

1. Why was it formulated?

 It is formulated for the school establishment, student’s discipline, and creating a standard
for quality learning of students of her school. To ensure the school consistency in applying
principles of the school. Also, it is a basis and framework of the school.

2. How was it formulated? Was it formulated with the representatives from the school and
community? Why or why not?
 The school policy was formulated by both parties, the school policies is effective because
there is a participation among the members of the community and the school as well as to
develop a sense of belongingness which ensures the implementation of the relationship of
the community and learning of the students. The policies within the school were formulated
with the collaboration and cooperation by the both parties.

3. Does the implementation of policy address the problem for which it was created? If it doesn’t,
what’s next step is being planned?
 The implementation of the school policies were successfully addressed the problems. The
implemented policies gives discipline and rules on the school which resulted to a successive
school empowerment and effective learning environment. Furthermore, the policies that
were implemented is for the development of the learners of the school.

Activity 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 I will oversee the effective management of the school canteen by allowing only
nutrient-rich foods such as root crops, noodles, rice and corn products in native preparation, fruits and
vegetables in season, and fortified food products labeled rich in protein, energy, vitamins and minerals
shall be sold in the school canteen. Beverages shall include milk, shakes and juices prepared from fruits
and vegetables in season. The sale of carbonated drinks, sugar-based synthetic or artificially flavored
juices, junk foods and any food product that may be detrimental to the child’s health and that do not
bear the Sangkap Pinoy seal and/or did not pass BFAD approval is prohibited. And to underscore the
responsibility of the school head for any untoward incident that may happen in school due to non-
compliance with school health policies and food safety guidelines.
Activity 3: Read April 11, 2018, DM 066, s. 2018 Brigada Eskwela Implementing Guidelines. Individually,
present a policy that you read in the DedEd Memorandum. Explain what the policy states and why this policy is
necessary.
 The Department of Education (DepEd) will conduct the 2018 Brigada Eskwela from May 28 to June 2,
2018 with the theme Pagkakaisa Para sa Handa, Ligtas at Matatag na Paaralan Tungo sa Magandang
Kinabukasan. The Brigada Eskwela is the National Schools Maintenance Week, that aims to brings
together all education stakeholders to participate and contribute their time, effort, and resources to
prepare public school facilities for the opening of the school year in June.

The policy that is stated above means that all stakeholders will participate to contribute for the
public school facilities at the opening of school year in June. It is necessary because it saves resources on the
part of the school, it builds oneness and cooperation to all stakeholders where their camaraderie among them
develops, the learning of the students are ensured, the cleanliness of the facilities becomes pleasing and
inviting.

Assessment:
1. Why are policies important in a school?
 Policies are important because they help a school establish rules and procedures and create
standards of quality for learning and safety, as well as expectations and accountability. It also
ensures that schools perform and realize what they have envisioned for themselves. Without
these, schools would lack the structure and function necessary to provide the educational
needs of students

2. List down at least 2 school policies (one from Central Office and another from the school level). Explain
the purpose behind the policy.
NON-DISCIPLINARY CASES: Attendance –Public Elementary and Secondary Schools:
 a. The following guidelines in attendance and punctuality as stated in Paragraph 1.2,
Section 1, Chapter III, Part IV of 2000 DECS Service Manual shall be observed. i. The regularity of
attendance and punctuality are required in all classes. A student who has been absent or has
cut classes is required to present a letter of explanation from his/her parents or guardians
or to bring them to school for a short conference with the section adviser or guidance counselor
as the case may be. This policy intended to know the reason behind the student's absence so
that the school can take action to resolve the problem.
THE IDENTIFICATION CARD: NO ID, NO ENTRY
 All pupils/students must wear their ID’s at all times. No stickers or other drawings should be
placed on the ID. Violation of this rule will be meted with the corresponding sanction. The main
purpose of this policy is for the safety of the students. IDs are the basis of the security guards so
that everyone inside the schools will be safe from any harm from trespassers.

3. Write a reflection on: What is my attitude towards school policies? Do I welcome them?
 I'm okay with school rules and policy, as long as it doesn't limit the rights of the students.
Policies are meant to be implemented because it is for the good sake of everyone. School wants
 everything in control so that there will not be problems at all. School rules are important to
follow because they enable the class to run smoothly so that everyone can learn and benefit
from what the teacher has to offer. They are instituted in the workplace, so students should
learn to follow rules before they get to adulthood and need to abide by them to make a living.
At the end of the day, school policies are made for us, it's for our safety and so that we will be
disciplined and learn to know what we should do and not do.

4. Research on School Policies on attendance, tardiness, uniform, ID and special examinations. Know the
why behind the policies.
Attendance
 Section 157. Attendance and Punctuality. Regularity of attendance and punctuality are required
in all classes. A pupil/student who has been absent or has cut classes is required to present a
letter of explanation from his/her parents or guardian or to bring them to school for a short
conference with the section adviser or guidance counselor as the case may be. Attendance of
pupils/students in special holidays, activities relative to their religious, e.g. Ramadan, shall be
allowed provided permission of the school head is sought.
Tardiness
 157.1 Absences. A pupil/student who incurs absences of more than twenty percent of the
prescribed number of class or laboratory periods during the school year or term should be given
a failing grade and given no credit for the course or subject Furthermore, the school head may
at his/her discretion and in the individual case exempt a student who exceeds the twenty
percent limit for reasons considered valid and acceptable to the school. Such discretion shall not
excuse the student concerned from responsibility in keeping up with lesson assignments and
taking examinations where indicated. The discretionary authority is vested in the school head,
and may not be availed of by a student nor granted by a faculty member without the consent of
the school head. Habitual tardiness especially during the first period in the morning and in the
afternoon shall not be allowed. Teachers concerned shall call for the parents of the student
concerned or visit him at home.
Uniform
 157.2 School Uniform. A school uniform shall be prescribed for all pupils/students. Shoes are
considered part of the uniform. All students shall be required to wear the official school in the
school campus. The acceptable haircut for boys shall be at least one (1) inch above the ear and
three (3) inches above the collar line.
ID
 Identification (ID) cards shall be provided to students at no cost to them.

Special Examinations
 Assessment is a process that is used to keep track of learners’ progress in relation to learning
standards and in the development of 21st-century skills; to promote self-reflection and personal
accountability among students about their own learning; and to provide bases for the profiling
of student performance on the learning competencies and standards of the curriculum. Various
kinds of assessments shall be used appropriately for different learners who come from diverse
 contexts, such as cultural background and life experiences. Classroom Assessment is an ongoing
process of identifying, gathering, organizing, and interpreting quantitative and qualitative
information about what learners know and can do. Teachers should employ classroom
assessment methods that are consistent with curriculum standards. It is important for teachers
to always inform learners about the objectives of the lesson so that the latter will aim to meet
or even exceed the standards. The teacher provides immediate feedback to students about
their learning progress. Classroom assessment also measures the achievement of competencies
by the learners.

Source:
https://www.teacherph.com/learners-discipline-manual/
https://www.teacherph.com/classroom-assessment/

The reason behind these policies is to uphold the academic integrity of the school, endeavor to achieve
academic excellence and abide by the rules and regulations governing his academic responsibilities and moral
integrity. Furthermore, to promote and maintain the peace and tranquility of the school by observing the rules
and discipline, and by exerting efforts to attain harmonious relationships with fellow students, the teaching
and academic staff and other school personnel. Moreover, to increase school participation of all school-aged
children, it is important to remove any and all obstacles, particularly financial, to their enrolment in public
schools.
Sipat, Reynald John S. BSED SCIENCE 1A EDP 103 – The Teacher and Community (Endterm)

LESSON 4: Roles and Competencies of School Heads

Motivation:
Chapter 1 section 5, E of RA 9155 states that the 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 As an administrative leader
1. Creating an environment within the school 1. Setting the mission, vision, goals and
that is conducive to teaching and learning objectives of the school
2. Introducing new and innovative modes of 2. Administering and managing all personnel,
instruction to achieve higher learning physical and fiscal resources of the school
outcomes
2. Based on your observations of school heads, with which role is the head more occupied? Prove your
answer.
 School head as an administrative leader is more occupied because they are consistent with the
national educational policies, plans and standards. The school heads as an administrative
leader has authority and accountability to perform.

Learning Activities:
1. By means of Venn diagram, compare the domains of the NCBSSH and Southeast Asian Competency
Framework for School Heads.
 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 frameworks 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 the 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 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.
 Both frameworks emphasize more on Instructional leadership because both more focused on
the school on how it becomes the creator and giver of knowledge. It focuses on how improved
instructional materials help student.
Assessment:
1. 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 – Sets high social and academic expectations.
C – Can build high-performance teams.
H –Handle and manage conflict and practice negotiation skills.
O – Obliged to support the professional development of staff.
O – Observe and manage the performance of teachers and staff.
L – Launched fairness, honesty, and integrity.

H – Handle external community partnerships.

E – Empower the community to work for the enhancement of school performance.
A – Apply appropriate models for supervision and evaluation.
D – Developing programs or adapting existing programs.

2. Based on the NCBSSH and the Southeast Asian Competency Framework, do you have the makings of a
school head?
 Yes, in order for us to have the makings of a School Head, we must be knowledgeable, dedicated, and
accountable in providing access to quality and appropriate education for all through transformational
leadership and a high degree of professionalism. This characteristic is critical when we become a School
Head, so that when we become a School Head, we must be aware of the numerous issues or problems
in school. This kind of makings can help us how to achieve our vision, mission and goals in our school,
the important thing there is we need to have a partnership with the community and the parents of the
students.
3. 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?
MOST
 Use of technology in the management of operations.
 Fiscal management
 Problem solving
 Coordinating with other
 Assessment for learning
LEAST
 Everything that I have not included in the list of my most that I have is my least, well I’m only at
the beginning, in that case, I need to develop a lot of things. I also need to learn much to
achieve the qualifications of being a competent school head.

4. Research on competencies of school heads/school leaders of other high-performing educational systems in

the world. e.g. – Finland, Singapore, Canada.

One of the high performing educational systems in the world is the Alberta Leadership for School Leaders and
Leadership in Canada school. Here are some of the competencies of school head in Canada. Fostering Effective
Relationships, embodying visionary leadership, leading a learning community, managing school operations and
resources, understanding and responding to the larger societal context, developing and facilitating leadership
and last is leadership 11 which is the (Western Canadian Educational Administrators Conference 2011). A
unique learning opportunity is being organized to provide an opportunity this fall for district and school-based
leaders to engage in a discussion of the elements of leadership that are foundational to the creation of
excellent learning ecosystems for students.

Source:
https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/School-Administrators/Leadership-
Update/COMM-118-60%20v7n9.pdf

Will an effective teacher necessarily be an effective school head? What does research say?
 Yes, according to the research, they must acquire sophisticated expertise and develop the skills that
research and experience have concluded are required for successful practice, and it offers a pathway
for education stakeholders to support the development of quality schools. The teacher plays the most
important role in the classroom, especially for students, since they are the ones who help the students
in order to educate and encourage them, so the teacher is also an effective school head.