CHAPTER 12:

PRESENTED BY:

Antonio Louis M. Villados

Roles and Sherlyn F. Vitto

Competencies of
School Heads
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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.
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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 a flagpole, a stage, a classroom, path walk, waiting
shed, etc. leaving no time left for instructional supervision.
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Activity - Let's Read These

 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.

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

the school head more occupied? Prove your answer.
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Analysis - Let's Analyze

 Answer the following questions:

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

 2. In your opinion, which between the two leadership roles -

administrative and instructional should be given more time by the
school head? Why?
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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.
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 Study Figure 2 side by side with the Table 7 on
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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.
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Competency Framework for Southeast Asian School
Heads (2014 Edition)
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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.
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Domains and Competencies for School Heads in
Southeast Asia

 Administrative Leadership
 This includes strategic thinking and innovation (Domain 1), 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 personal improvement
school heads have on their personal effectiveness by pursuing continuous
professional development redounds to improved administrative and
instructional leadership.
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School Head and the Community

 Like 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:
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School Head and the Community

 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 1D)
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School Head and the Community

 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 (Domain 6 B)
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School Head and the Community

 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.
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School Head and the Community

 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.

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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.
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TAKEAWAYS

 A 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 since good teaching and effective teachers are the most important
factors in improved school performance.

 The National Competency-Based Standards for School Heads (NCBSSH) and the
Southeast Asian Competency Framework for School Heads list the competencies
expected of effective school heads.
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Let's 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 ▸H
▸C ▸E
▸H ▸A
▸O ▸D
▸O
▸L
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Let's Reflect!

 Based on the NCBSSH and the Southeast Asian Competency Framework, do you have
the makings of a school head?

 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?
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Taking It to the Net

 Research on competencies of school heads/ school leaders of other high-performing

educational systems in the world. e.g. - Finland, Singapore, Canada.

 Will an effective teacher necessarily be an effective school head? What does research
say?
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LET Clinchers
Direction: Choose the letter of the correct answer.

1. Which competency/ies is/are practiced by a school head who demonstrates strategic

thinking and innovation?

I. Charting the strategic direction of the school

II. Making informed decisions
III. Leading change and innovation

A. I and II B. I only

C. II and III D. I, II and III

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LET Clinchers
2. Which does the school head do as an instructional leader?

A. Leads in curriculum implementation and improvement

B. Manages education alliances and networks
C. Manages school resources and systems
D. Makes informed decisions
3. To which domain in School Heads' Competency Framework is supervising and evaluating
teachers' performance aligned?

A. Strategic thinking and innovation

B. Instructional leadership.
C. Personal excellence
D. Stakeholder's engagement.
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LET Clinchers

4. How can a school head create a student-centered learning climate?

I. Set high social and academic expectations

II. Prepare financial reports
III. Create school environments focused on the learner

A. I only C. II only
B. I, II, and III D. I and II
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LET Clinchers

5. Based on the NCBSSH, what are expected of the school head as a

school leader?

I. Developing and communicating vision, mission, goals,

and objectives
II. Data-based strategic planning
III. Building high-performing teams

A. I and II C. I, II and III

B. II and III D. I and III
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THANKS YOU!
Any questions?