REPUBLIC COLLEGES OF GUINOBATAN, INC

School of Gradute Studies and Research

G. Alban Street, Guinobatan , Albay

LEARNING
MODULE
(EDUC 204) –
EDUCATIONAL MANAGEMENTND
2 SEM
ACTIVITY 15 2020 -
2021

NAME; ___________________
COURSE:___________________
REPUBLIC COLLEGES OF GUINOBATAN, INC
School of Gradute Studies and Research
G. Alban Street, Guinobatan , Albay

Essential Content
 Activity 15 – ROLES AND COMPETENCIES OF SCHOOL
HEADS

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 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 flagpole, a stage, a classroom,
pathwalk, waiting shed, etc. leaving no time left for instructional supervision.

REPUBLIC COLLEGES OF GUINOBATAN, INC

School of Gradute Studies and Research
G. Alban Street, Guinobatan , Albay
______________________________________________________________________________

Discussion

Activity – Let’s Read theses

 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
---------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------

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:

1. 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?
---------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------

REPUBLIC COLLEGES OF GUINOBATAN, INC

School of Gradute Studies and Research
G. Alban Street, Guinobatan , Albay
______________________________________________________________________________
Abstraction – Let’s Conceptualize

Competencies for School Heads: The NCBSSH

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.
Table 1. The National Competency-Based Standards for School Heads
CORE PRINCIPLE : School Heads are competent, committed and accountable in providing access to
quality and relevant education for all through transformational leadership and high degree of
professionalism
Domain and Competency Strands
DOMAINS Competency Strands
Domain 1 1.A. Developing & Communicating Vision, Mission, Goals, and
School Leadership Objectives (VMGO)
1.B. Data-based Strategic Planning
l.C. Problem Solving
I.D. Building High Performance Teams
I.E. Coordinating with others
I.F. Leading & Managing Change
Domain 2 2.A. Assessment for Learning
Instructional Leadership 2.B. Developing Programs &/or Adapting Existing Programs
2.C. Implementing Programs for Instructional Improvement
2.D. Instructional Supervision
Domain 3 3.A. Setting high social & academic expectations
Creating a Student Centered 3.B. Creating School environments focused on the needs of the
Learning Climate learner
Domain 4 4.A. Creating a Professional Learning Community
HR Management and 4.B. Recruitment and Hiring
Professional Development 4.C. Managing Performance of Teachers and Staff
Domain 5 5.A. Parental Involvement
Parent Involvement nd 5.B. External Community Partnership
Community Partnership
Domain 6 6.A. Managing School Operations
School Management and 6.B. Fiscal Management
Operations 6.C. Use of Technology in the Management of Operations
Domain 7 7.A. Professionalism
Personal & Professional 7.B. Communication
Attributes and Interpersonal 7.C. Interpersonal Sensitivity
Effectiveness 7.D. Fairness, Honesty and Integrity
Notice Domain 2, & 3 which are part of instructional Leadership, While Domains 1,4,5,6 & 7 are
related to administrative leadership.

REPUBLIC COLLEGES OF GUINOBATAN, INC

School of Gradute Studies and Research
G. Alban Street, Guinobatan , Albay

Competency Framework for Southeast Asian School Heads, 2014

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

Figure 1. Competency Framework for Southeast Asian School Heads, 2014

Table 2 Competency Framework for Southeast Asian School Heads

Domain: STRATEGIC THINKING AND INNOVATION (STI)

Competency Indicators
1. (STI) Charting the 1.1.Work with the school and community stakeholders in developing the
strategic direction of strategic plan
the school 1.2.Lead in the implementation of the strategic plan
1.3.Demonstrate the vision and model the values in everyday work and
practice

REPUBLIC COLLEGES OF GUINOBATAN, INC

School of Gradute Studies and Research
G. Alban Street, Guinobatan , Albay
Domain: STRATEGIC THINKING AND INNOVATION (STI)
Competency Indicators
2. (STI) Making 2.1.Use a range of evidence to support, monitor, evaluate, and improve the
informed decisions strategic plan
2.2.Practice regular review of plan/program implementation and utilize results
in addressing implementation concerns and issues
3. (STI) Leading 3.1. Lead change process toward the development and implementation of
change and new approaches, systems, and structures
innovation 3.2. Sustain creativity and innovation in the school programs to achieve higher
learning outcomes
Domain: INSTRUCTIONAL LEADERSHIP (IL)
1. (IL) Leading 1.1. Manage curriculum implementation
curriculum 1.2. Promote sensitivity of diversity and differentiated instruction
implementati on and
improvement
2. (IL) Creating a 2.1. Promote learnercentered activities
learner centered 2.2. Promote a healthy, safe, and inclusive learning environment
environment 2.3. Promote a culture of peace and respect for diversity
3. (IL) Supervising 3.1. Apply appropriate models for supervision and evaluation
and evaluating 3.2. Nurture teacherleaders
teachers’
performance
4. (IL) Delivering 4.1. Promote team-based approaches to instructional leadership
planned learning 4.2. Manage assessments to improve teaching and learning
outcomes
Domain: PERSONAL EXCELLENCE (PE)
1. (PE) Managing 1.1. Lead by example
personal 1.2. Demonstrate transparency and accountability
effectiveness 1.3. Practice a balanced healthy lifestyle
1.4. Take pride in one’s profession
1.5. Deliver results
2. (PE) Acting on 2.1. Manage priorities
challenges and 2.2. Exhibit decisiveness in addressing challenges
possibilities 2.3. Exhibit an enterprising attitude
3. (PE) Pursuing 3.1. Take responsibility for lifelong learning
continuous 3.2 Advocate ASEAN values and perspectives
professional
development
Domain: STAKEHOLDER ENGAGEMENT (SE)
1. (SE) Promoting 1.1. Build trust and lead teams / communities for school improvement
shared responsibility 1.2. Empower the community to work for enhancement of school
for school performance
improvement

REPUBLIC COLLEGES OF GUINOBATAN, INC

School of Gradute Studies and Research
 G. Alban Street, Guinobatan , Albay

Domain: STAKEHOLDER ENGAGEMENT (SE)

2. (SE) Managing 2.1. Communicate effectively with different stakeholders
education alliances 2.2. Facilitate school community partnerships and activities
and networks 2.3. Promote consensus-building
2.4. Manage conflict and practice negotiation skills
3. (SE) Sustaining 3.1. Support community-based programs and projects
collaborative 3.2. Communicate school performance report to stakeholders
relationships with
stakeholders
Domain: MANAGERIAL LEADERSHIP (ML)
1. (ML) Managing 1.1. Manage financial resources
school resources and 1.2. Manage learning environments
systems 1.3. Manage systems and procedures
2. (ML) Managing 2.1. Manage school personnel requirements
staff performance 2.2. Support professional development of staff
2.3. Recognize staff performance
3. (ML) Managing 3.1. Demonstrate program and project management skills
sustainable school 3.2. Promote school-based programs and projects that support sustainable
programs and development
projects

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 4competencies', 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 (Domain l), stakeholders' engagement (Domain 4)
and managerial leadership (Domain 5). For the enabling competencies for each domain, refer to the Table
above.

REPUBLIC COLLEGES OF GUINOBATAN, INC

School of Gradute Studies and Research
 G. Alban Street, Guinobatan , Albay

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 1 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 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)
 prepares financial reports and submits/communicates the same to higher education authorities
and other education partners ( Doamin 6B)
 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.

REPUBLIC COLLEGES OF GUINOBATAN, INC

School of Gradute Studies and Research
G. Alban Street, Guinobatan , Albay
 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

1. By means of a 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?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________
3. What is/are in the Southeast Asian Competencies for School Heads that is/are not in the NCBSSH?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___
4. What is/are in the NCBSSH that is/are not in the Southeast Asian Competencies for School Heads?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_
5. Do the competencies for both frameworks emphasize more on instructional leadership or
administrative leadership? Defend your answer.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________
TAKEAWAYS

 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 and effective teachers are the most important
factors in improve school performance.
 The National Competency-Based Standards for School Heads ( CNBSSH)
and theREPUBLIC
Southeast Asian Competency
COLLEGES OFFramework
GUINOBATAN,for School
INCHeads list the
competencies expected of effective school heads.
 School of Gradute Studies and Research
G. Alban Street, Guinobatan , Albay

Learning Assessment

Comprehension Check – Let us 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-

O-

O-

L -

H-

E-

A-

D–

Reflection

1. 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?

2. Will an effective teacher necessarily be an effective school head? Defend your

answer?
Reference: Nelia G. Prieto, LPY, PhD, et al (2019) The Teacher and the Community, School Culture and
OrganIzational Leadership.