The Road

TAKEN

SCHOOL HEADS ACADEMY

Learning Area 2:
Management Competency Development e-folio
 Acknowledgement

My sincerest gratitude to one and all for

helping me in overcoming stress as I trodden the
bumpy road towards the end. There were times that I
almost wanted to quit but thank you my dear
husband for the sarcasm in reminding me that the
woman you marry is a fighter and never a quitter, my
fellow Shallars who are very active in passing their
outputs which in turn I am compromised sending
mine as well, my facilitators who are passionate in
doing their job and that their actions reprimand me
to accomplish good turn-out too.
For every surpassing moments, God to you
be all the glory!
 Table of Contents

My Learning Area 2 Journey

Personal and Professional Development

• Self-Awareness and Self-Mastery
• Personal Vision and Mission Statements
• Emotional Intelligence
• Ethical Leadership
• Personality Testing

Human Resource Management

• Recruitment, Selection, Placement, and Induction
• Salaries and Benefits
• Transfer, Promotion, and Reclassification
• Learning and Development
• Performance Management
• Rewards and Recognition

Financial and Asset Management

• School Based Financial Management
• School Based Procurement
• Asset Management

Crisis Management
• Basic Education Learning Continuity Plan
• School Disaster Risk Reduction Management

LEAN Management Organizational Communication

Decision Making Conflict Management
 My Learning Area 2 Journey

My learning area 2 journey is one of my achievements this year. All the while I never
thought that I could be able to finish since I am struggling physically. For two weeks that I lost
my sense of taste and smell, also my body temperature reached 40 0. I did self-medication and
virtual consultation. I just wanted to rest because my asthma triggered but on the other side,
I was reminded that God will not put me in a situation that I cannot bear. I was still positive
and active trying to convince myself that everything was just normal until I was advised by my
doctor to do the biopsy that I refused. I felt the pain in my back but its bearable and
manageable. What I need is to be stressed free. Yet, the learning area 2 topics were heavy
with lots of assessments and reflections regarding self and job-related issues and concerns.

Starting with the first topic, it was just a cool experienced for it was all about
knowing self. I was reminded by the fact that knowing oneself is one of the best assets I can
give to my family, friends, colleagues, or organizations. It is by knowing myself that I can give
and freely live, and that I can have the opportunity to improve myself and everything around
me for the better.

Moreover, the succeeding topics on human resource management, financial

and asset management; crisis management; and LEAN management and conflict
management were heavy topics but one thing I am certain was that all the pains, hurts,
mistrust, and hatred with regards to my previous superior related to this undertakings were
healed already. I could be able to talk about the lessons I learned out of those circumstances
plainly, unlike, long before with these topics I really wanted to retaliate or break even with my
superior knowing that I have the documents in my hand. I am thankful that indeed I learn to
forgive.

Those were the topics that the school head must dealt humanely and objectively.
Education of the heart plays a vital role, if your heart is wrecked, the greater possibility that
the school climate is trashed as well, and we cannot afford producing graduates bearing good
academic statutes yet roguish attitude. Managing the school is like managing self, once you
fail to balance holistically it will affect tangibly or intangibly and worst if you find it incurable
already.
Personal and Professional Development

Aside from the hours spent presenting in the classroom, much of teachers’
time is spent on student evaluations, curriculum development and other paperwork.
Professional development training can help teachers to become better at planning
our time and staying organized. This ultimately makes teachers more efficient and
gives us extra time to focus on students rather than the paperwork.

Students expect teachers to be subject matter experts for the topics we teach.
This means teachers should be able to answer any question a student throws our
way. Professional development programs can enable teachers to expand our
knowledge base in different subject areas. The more professional development a
teacher undergoes, the more knowledge and industry insight he or she gains.

It’s easy for teachers to become burdened by the grind of teaching.

Professional development gives us an opportunity to step out of our routine — we get
to be the student instead of the teacher. This keeps educators engaged because we
feel like we are receiving the professional help we need to be better teachers. After
all, professional development nurtures the talents of teachers who aspire to take on
educational leadership positions, and teachers must learn from other experienced
leaders to become effective future leaders themselves.

Implementing professional education development has benefits for both

teachers and students, but most importantly, it helps teachers become better
educators and develop into competent future school administrators.

The Department of Education particularly the school understand the

importance of continuing education for its teachers and school leaders. At the end of
the school year teachers are required to make the IPPD to ensure teachers are still in
right disposition and that the vision, mission, goals, and objectives of the organization
are still at the topmost priority.
 Thus, teachers’ personal beliefs, aspiration, standard and personality should
be aligned to that of the organization. The use of personal and professional
assessment tools available in the web somehow beneficial. Below are my
assessment results with the use of tools provided during the class.

A. Self-Awareness and Self-Mastery

B. Personal Vision and Mission Statements
C. Emotional Intelligence
D. Ethical Leadership
E. Personality Testing
Human Resource Management

Heathfield, 2021 stated that Human resource management is the

organizational function that manages all of the issues related to the people in
an organization. That includes but is not limited to compensation, recruitment,
and hiring, performance management, organization development, safety,
wellness, benefits, employee motivation, communication, policy administration,
and training. Also, it is a strategic and comprehensive approach to managing
people and the workplace culture and environment. Done well, it enables
employees to contribute effectively and productively to the overall company
direction and the accomplishment of the organization's goals and objectives.

Recruitment, Selection, Placement, and Induction

The recruitment, selection, and placement (RSP) system is a core component
of the
overall strategic Human Resource Management system of the Department of Education,
ensuring that the organization and its manpower are able to respond to challenges and
opportunities of the 21st century with focus on the delivery of quality, accessible, relevant,
and liberating basic education. This system includes policies and processes on application,
evaluation, selection, and appointment for Teaching Positions pursuant to the 1987
Constitution, the Administrative Code of 1987, and Civil Service rules and regulations.

COVERAGE:
All Teacher Applicants of the Department of Education (Internal and External
to DepEd)

CONTACT PERSONS:
Ms. Ruby Chanda Jetomo Crisostomo, ruby.jetomo@deped.gov.ph
Ms. Sarah Bianca Bilag, sarah.bilag@deped.gov.ph
BHROD-HRDD email: bhrod.hrdd@deped.gov.ph
Facebook Page: DepEd-BHROD: https://www.facebook.com/DepEdBHROD/
HOW TO APPLY: (STEPS OR FLOW CHART)

Table 1. General Process on Recruitment and Selection based on DepEd Order No. 29,
2002 (DepEd Merit Selection Plan)

LEGAL BASES
A. Teacher Hiring (Kto12)
The table below shows the legal bases in K to 12 hiring of teachers for
reference.
DepEd Order Title
DO 7, s. 2015 Hiring Guidelines for Teacher I Positions Effective School Year (SY)
2015-2016
DO No. 22, s. 2015 Hiring Guidelines for the Remaining Teaching Positions Effective
School Year (SY) 2015-2016
DO No. 3, s. 2016 Hiring Guidelines for Senior High School (SHS) Teaching Positions
Effective School Year (SY) 2016-2017
DO No. 9, s. 2016 Reinforcement of DepEd Order Nos. 7 and 22, s. 2015 as the Hiring
Guidelines for Kindergarten to Grade 10 Teaching Positions
DO No. 27, s. 2016 Qualification Standards for Senior High School (SHS) Teaching
Positions in the Department of Education (DepEd
DO No. 32, s. 2016 Addendum to DepEd Order No. 3, s. 2016 (Hiring Guidelines for
Senior High School [SHS] Teaching Positions Effective SY [SY] 2016-
2017)

DO No. 49, s. 2016 Guidelines on the Hiring of Contractual (Full-Time and Part-Time)
Teachers in Senior High School
DO No. 50, s. 2017 Hiring Guidelines for Teacher I Positions in Schools Implementing
Indigenous Peoples Education Effective School Year 2016-2017
DO No. 51, s. 2017 Amended Qualification Standards for Senior High School Teaching
Positions in the Technical-Vocational-Livelihood Track and Other
Clarifications on the Hiring Guidelines
 Salaries and Benefits
Teachers are the backbone of the society. They have this huge responsibility of
molding students into future professionals and productive individuals for the country.

Despite all these, teachers seemed to be “underappreciated” by our

government considering the “not-so-competitive” salary we have as compared to our fellow
teachers in foreign countries, at least in my own opinion.

Our government, on the positive side, is slowly making progress in seeing the
value of its teachers. To compensate for all the hard work and sacrifices, government provides
benefits and incentives that DepEd teachers can enjoy throughout their careers.

Here are the list of salaries, benefits and Incentives for DepEd Teachers:

Salaries:

• Teachers 1-3:

• Teacher 1 – Salary Grade 11 – ₱23,877

• Teacher 2 – Salary Grade 12 – ₱26,052

• Teacher 3 – Salary Grade 13 – ₱28,276

• Teacher 1 Job Opening

• Special Education Teachers:

• Special Education Teacher 1 – Salary Grade 14 – ₱30,799

• Special Education Teacher 2 – Salary Grade 15 – ₱ 33,575

• Special Education Teacher 3 – Salary Grade 16 – ₱36,628

• Special Education Teacher 4 – Salary Grade 17 – ₱ 39,986

• Special Science Teachers:

• Special Science Teacher 1 – Salary Grade 13 – ₱28,276

• Special Science Teacher 2 – Salary Grade 16 – ₱36,628

• Special Science Teacher 3 – Salary Grade 19 – ₱48,313

• Special Science Teacher 4 – Salary Grade 22 – ₱68,415

• Special Science Teacher 5 – Salary Grade 24 – ₱ 86,742

Head Teachers:

• Head Teacher 1 – Salary Grade 14 – ₱30,799

• Head Teacher 2 – Salary Grade 15 – ₱ 33,575

• Head Teacher 3 – Salary Grade 16 – ₱36,628

• Head Teacher 4 – Salary Grade 17 – ₱ 39,986

• Head Teacher 5 – Salary Grade 18 – ₱ 43,681

• Head Teacher 6 – Salary Grade 19 – ₱ 48,313

Master Teachers:

• Master Teacher 1 – Salary Grade 18 – ₱ 43,681

• Master Teacher 2 – Salary Grade 19 – ₱ 48,313

• Assistant School Principals:

• Assistant School Principal 1 – Salary Grade 18 – ₱ 43,681

• Assistant School Principal 2 – Salary Grade 19 – ₱ 48,313

• School Principals:

• School Principal 1 – Salary Grade 19 – ₱ 48,313

• School Principal 2 – Salary Grade 20 – ₱54,251

• School Principal 3 – Salary Grade 21 – ₱60,901

• School Principal 4 – Salary Grade 22 – ₱68,415

• Other Related Teaching Positions:
• Public Schools District Supervisor – Salary Grade 22 – ₱68,415

Benefits:

a. Clothing/Uniform Allowance – Php6,000.00

b. Mid-year bonus – one month basic salary

c. Year-end Bonus – One year basic salary

d. Cash Gift – Php5,000.00

e. PEI – 5,000.00/year

f. Anniversary Bonus – Php3,000.00

g. PBB – Ranges from 50-65% of the basic monthly salary depending on school

performance

h. PVP – 70 days PVP during summer and Christmas break for those who rendered full

services during school year

i. Cash/Chalk Allowance – Php3,500.00/year/teacher

j. SRI –Php10.000.00

Other benefits and Incentives for DepEd Teachers

k. One step Increment for every three (3) years of continuous satisfactory allowance

l. One or Two step Increments due to meritorious performance using the RPMS

m. Loyalty Cash Incentives depending on the number of years in service

n. Hardship allowance to teachers assigned in hardship posts, mobile teachers, multi-

grade teachers (15-25% of basic salary.

o. Honoria for teaching overload subjects to funds availability

p. Leave Privileges (Maternity. Paternity, study leave)

q. Additional Incentives from LGU (selected Division)

r. Vacation Service Credits (Max of 15 days per year)

s. For mobile teachers, Php 2,000.00 per month for transportation allowance

t. For mobile teachers and DALCS, Php5,000.00/year for IMs

u. In-Service-Training
Social Security Benefits of DepEd Teachers

a. GSIS benefits

b. RLIP

c. PhilHealth Benefits

d. Employees Compensation Program (ECP) benefits

Transfer, Promotion, and Reclassification

Transfer, promotion and reclassification have numerous issues and concerns.

There are some who remain silent on the issues, yet some tend to break their silence. While

this is true to many divisions and schools, the employees should know the legal bases for these

to somehow satisfy themselves and to for to be certain that they are doing the proper, legal

and just.. Please refer to DepEd Order 22, s. 2013, DO No. 66, s.2007, and DM No 50, s. 2020 .

Learning and Development

Learning and development are interventions and activities that would enhance the
knowledge, skills, capabilities, behaviors, and attitudes of the teachers, and other personnel in the Department

of Education adhering to equal opportunity principle. It is conducted to fill the “gaps” making the teaching

and non-teaching personnel more efficient and more effective in delivery of quality basic education. The

prioritization is based on the seriousness, Urgency and growth and the persons involved in the

Implementation are the PDC and the Division L&D Coordinator. The L & D follows the 70-20-

10 principles of learning which means 70% is learned from experience, 20% is learned from

feedback from peers and 10% is learned from formal classes training and education.
Performance Management

DepEd implements a Results-Based Performance Management System. It is a

shared undertaking between the superior and the employee that allows an open discussion of

job expectations, Key Results Areas, Objectives and how these align to overall departmental

goals .Employees are mandated to accomplish the RPMS-IPCRF every end of the school year.

This IPCRF rating will be used as well for promotion, recognition or reclassification.

Rewards and Recognition

To ensure recognition and awards to DepEd employees the department

established the program known as PRAISE – Program on Awards and Incentives for Service
Excellence. The DepEd PRAISE aims to encourage, recognize and reward employees,
individually or in groups, for their suggestions, innovative ideas, inventions, discoveries,
superior accomplishments, heroic deeds, exemplary behavior, extraordinary acts or services in
the public interest and other personal efforts contributing to efficiency, economy and
improvement in government operations which lead to organizational productivity. (DepEd
Order No. 9, s. 2002)
Financial and Asset Management
.
School Based Financial Management

School-based Financial Management refer to activities undertaken or

pursued by a school head and his/her designated staff who assist in the
management of financial and relevant non-financial resources available to the
school.
In order to ensure standard and uniform application of rules and processes in
financial management operations, as prescribed by governing regulations for
budget, accounting, procurement and asset management, the Department of
Education (DepEd) issued the policy guidelines for the adoption and utilization of the
Financial Management Operation Manual (FMOM) for all financial transactions at all
levels of the Department.
The FMOM becomes a rudiment that mobilizes financial reform which aims to
increase transparency and accountability across all levels of the Department. The processes
are customized to the Department’s unique structure especially at the school level.
The FMOM is a living document that allows easy updating of its provisions
for future government issuances related to finance, procurement and asset management,
and/or new developments on School-Based Management.
Through this policy, the DepEd recognizes the importance of continuous
professional development of its financial management staff as agents of change and financial
reform. The reason also that the school head and the staff related to this aspect are trained for
the purpose.

School Based Procurement

The school Based Procurement is one of the most controversial issues in

school. Especially when the school head is not transparent enough to showcase the
expenditures and financial obligation of the school and the persons involved in the
procurement process are voiceless. However, this controversial will be eliminated if the
school procurement team are capacitated and trained to do their functions and the school
planning team are really apt in planning starting from the SIP down to the AIP and its APP.
 The persons involved in the procurement process like the Bids and Awards
Committee, Technical working Group, the Hope, the Secretariat, the ADAS, the SIT and the
Property Custodian will freely do their functions as stipulated in the memorandum in line
with their position the procurement process will be free from erroneous and subjective
analysis and accomplishments.
It is therefore vital to educate the persons involved for transparent,
accountable and honest financial management of school, This is where autonomy comes in.

Asset Management

Asset management in school is somehow shown in the work of the property

custodian in school. With that the Department of Education (DepED) sees the urgent need
for a seamless and coherent way of managing its resources particularly supplies and
physical properties to add value and make a real positive difference in the delivery of basic
services.
A vital element that should be part of every organization’s internal control
system is the physical protection, utilization, disposal and proper accounting of its valuable
assets. Managing risks across the whole organization is easier to implement with the
presence of adaptive systems in resources management that focuses on ensuring
transparency and accountability among its custodians in consonance with the principles of
good governance
Crisis Management

Basic Education Learning Continuity Plan

With the additional challenges in education brought about by the COVID-19
pandemic, the Philippine Department of Education (DepEd) adopted a Learning
Continuity Plan (LCP) that aims to ensure the safety and well-being of learners,
teachers, and personnel, and the continuity of learning.
A learning continuity plan seeks to ensure that students' learning progresses
even amidst disasters such as natural calamities, storms, fires, and pandemics. This
plan overcomes obstacles created by the disasters through innovative means of
teaching and learning, keeping students on track with their courses.
Although disruptive events can take many forms and many decisions will always
have to be made on-the-fly, a learning continuity plan provides a framework and
preparation to guide decisions, and it clearly indicates of who will make them. Any
workable plan starts with gathering support and creating a shared vision.
DepEd Order No. 12, 2020 provides the Adoption of the Basic Education
Learning Continuity Plan for SY 2020-2021 considering the COVID-19 Public Health
Emergency and DepEd Order No. 32, s. 2020, discusses the Guidelines on the
Engagement of Service of Learning Support Aides to Reinforce the Implementation
of the Basic Education Learning Continuity Plan in Time of COVID-19 Pandemic.
In our school before the school year started, the school head presented the
BLCP to the internal and external stakeholder for proper guidance and
establishments of goals.
Modular Learning modality is the mode of learning and guidelines of proper
distribution and retrieval of modules and students answer sheets are established.
Also, skeletal force is achieved to ensure of the personnel as well. The health
protocols are observed yet ensuring the services are quality and efficient.
School Disaster Risk Reduction Management

Schools are densely populated places that may have youths and small

children, who are among the most vulnerable groups in society. It has been proven

time and again that during disasters schools and school children are the most

affected. To reduce this vulnerability, particularly for schools, it is important to have

a School Disaster Management Plan. Schools, if better prepared for disasters, can

also play a lead role in the community in responding to disasters. Therefore, the

school, as an integral part of society, has the responsibility towards its immediate

locality for the safety of its members, just as the neighboring community is linked to

the school.

In our school, the posters and sign boards are posted in strategic places

together with the developmental plan, drills are conducted quarterly, Go bags are secured

for every students, integration of DRRM in the lesson is required, DRRM corner in every

classroom is mandatory, response team are trained, and the equipment are procured. The

DRRM manual is seriously observed since we cannot afford to risk the lives of our students

and employees.
LEAN Management

Nobody has the monopoly of knowledge. The subordinates learn from the
superior vice versa. Everybody in the organization has a special functions like the concept
that every parts of the human body is important whether small or big. The kind of life the
person have reflects how he value small or big details of him. It means there is a shared
responsibility towards the attainment of the goal. The five principle of Lean Management
are simple and understandable. As a manager I believe that finding value to everyone is
very important. As we try to identify the value of learnings that we are trying to impart to
our students we need to find value first to each one and the value of the problem that we
are trying to solve in school. Then, after finding value try to map that value and eliminate
those that are not essential. Also, create a flow by allowing teamwork and remove the
roadblock. Next, establish pull which means let your people learn the demand their
outputs. Optimize and capacitate their potential in order for them to deliver quality
services as well. Finally, though it seems that you are already experts in the field have a
space in your heart and mind that there is still room for continuous improvement because
so long we live there will always be a constant changes and that we need to adapt the
change and still able to
produce quality children.
Organizational Communication

Communication plays a vital role in any organization. Through

Communication all the members of the organization are guided towards the attainment of
goals. It is a fact that in the absence of communication misunderstanding will come in and
objectives are unmet.
In the Department of Education communication are handed down from the
central office down to the region-to the division-to the district and the school. The
structure is observed, however, since every stage has given also an autonomy to localized
programs and projects each stage has the power also to send communication. So long that
the communication establish a chain of respect.
Now since digital communication is important the communication budget
was also approved to pay the internet connections or telephone /cellphone bills.
In school, even students’ established organization followed a certain
conduct and protocol in communication. Before it reaches to the senses of every member
it earned already an approval of those persons in authority.
I must conclude that since communication is vital the communicator or the
communication itself must be clear and direct to serve its purpose. One concrete example
is the communication of BLCP to guide the students, parents, LGU, teachers and
community on how learning continue and what are the things to do to achieve the target
despite pandemic. Effective Organizational Communication may contribute to
organizational success in many ways. It builds employees morale, satisfaction and
engagement. Also, it helps employees understand terms and conditions of their
employment and drives their commitment and loyalty.

Decision Making
Since School Based Management started, the decision making is
decentralized at the school level. The school organizes the SGC School Governing Council in
order that the school can established a shared responsibility among stakeholders.
Collaboration, communication and connection are established.
Conflict Management
Conflict management is the skill set and concepts for understanding how to
prevent, manage, and resolve competing needs and interests without resorting to violence.
I have learned from my previous principal some techniques that other
principals and school administrators can use when confronting conflict between teachers,
including:
• Focus on the problem, not on the personalities. You're looking for a solution, not for
a culprit.
• Be courteous, but don't sugarcoat the problem. Describe the effect it's having on
others, especially students.
• Keep your conversations or decisions strictly confidential. You cannot control what
others say, but nothing should come from you.
• Rather than impose a resolution, look to the participants to come-up with one
together. This is their problem to resolve, and you are simply a mediator.
• Make it clear that you expect improvement and will monitor progress.
It is the administrative role of the principal to help resolve conflicts between
teachers. These situations can escalate to the point that they affect students and their
education, which is not what we want as educators. As-long-as you have the right rapport
with your teachers, you can ensure any conflict is dealt with in a timely and thorough
manner.