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 contain in Competency Frameworks in Philippines and
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 or she supervises instruction by observing teachers while
they teach, conducting post observation, conferences with individual teachers,
mentoring and coaching them, ensuring the 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 of learning. More often than not,
however, school heads spend more time soliciting funds for a flagpole, stage, a
classroom, pathwalk, waiting shed, etc. leaving no time left for instructional supervision.
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.

Analysis – Let’s Analyze

Answer the following questions:

1. Based on your list (in activity phase of this lesson) how does an administrative
leader differ from an instructional leader?

2. In your own opinion, which between the two leadership roles – administrative and
instructional – should be given more time by the school head? Why?

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. of 2010
on April 16, 2010.
National Competency-Based Standards for School Heads (NCBSSH)

Many teachers could be thinking and wondering why they are only the subject of
a national competency standards while their immediate superiors, the school heads are
not.  But its not actually the case for like the teachers who are considered as the heart
of the school system, school heads too will be under a national competency standards
as stated in DepEd Order No. 32, s. 2010, 

The NCBSSH is basically a self-appraisal tool accomplished by the School

Heads themselves. The School Heads are asked to complete a self -assessment
instrument where they identify the behaviors they have consistently demonstrated in
their role as a school head across the seven domains.

Guiding Principles in the Framing of the NCBSSH

The following are the principles which guided the framing of the NCBS-SH.

 Function - based. The competencies are based on school head functions as

stated in RA 9155, related laws and DepEd policies.
 Responsive. Competencies are applicable in any range of context: big or small
school, city or rural school, culturally divergent groups.
 Impartial. These are applicable to any school head regardless of position item,
gender, age, experience and other personal circumstances.
 Coherent. These are clear and logical.
 Valid. All performance indicators are research-and experience-based.

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.
Figure 2. The National Competency – Based Standards for School Heads

(Inclosure to DepEd Order No. 32, s. 2010)

 Table 8. The National Competency – Based Standards for School Heads

Domains and Competency Strands

DOMAINS Competency Strands
Domain 1 1.A.Developing & Communicating Vision,
School Leadership 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 & 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
Creating a Student Centered Learning expectations
Climate 3.B.Creating school environments focused
on the needs of the learner
Domain 4 4.A.Creating a Professional Learning
HR Management and Professional Community
Development 4.B. Recruitment & Hiring
4.C.Managing Performance of Teachers
and Staff
Domain 5 5.A. Parental Involvement
Parent Involvement and Community 5.B. External Community Partnership
Partnership
Domain 6 6. A. Managing School Operations
School Management and Operations 6.B. Fiscal Management
6.C.Use of Technology in the Management
of Operations
Domain 7 7.A. Professionalism
Personal and Professional Attributes and 7.B. Communication
Interpersonal Effectiveness 7.C. Interpersonal Sensitivity
7.D. Fairness, Honesty & Integrity
DOMAINS AND COMPETENCY STRANDS

Domain 1. School Leadership

1.A. Developing and Communicating Vision, Mission, Goals, and Objectives (VMGO)

 Expresses ownership and personal responses to the identified issues.

 Involves internal and external stakeholders in formulating and achieving school
vision, mission, goals and objectives.
 Expresses ownership and personal responses to the identified issues.
 Aligns goals and objectives with the school vision and mission to identified
issues.
 Gives personal response consistent with the school's vision.
 Communicates the school VMGO clearly.
 Explains the school vision to the general public.
 Revisits and ensures that school activities are aligned with the school VMGO.

1.B. Data-Based Strategic Planning

 Establishes BEIS/SIS and baseline data of all performance indicators/ involves

all internal and external stakeholders in developing SIP/AlP.
 Utilizes data, e.g, BEIS/SIS,SBM assessment, TSNA, and' strategic planning in
the development of SIP/AlP.
 Aligns the SlP/AIP with national, regional and local education policies and
thrusts.
 Communicates effectively SIP/AlP to internal and external stakeholders.

1.C. Problem Solving

 Resolves problems at the school level.

 Assists teachers and students to understand problems and identify possible
solutions.
 Analyzes causes of problems critically and objectively.
 Addresses the causes of the problem rather than the symptoms.

1.D. Building High Performance Teams

 Explores several approaches in handling problems.

 Demonstrate a proactive approach to problem solving.
 Involves stakeholders in meetings and deliberations for decision making.
 Sets high expectations and challenging goals.
 Provides opportunities for growth for growth and development of members as
team players.
  Defines roles and functions of each committee.
 Monitors and evaluates accomplishment of different committees/teams.
 Gives feedback on the team's performance using performance - based
assessment tool.
 Establishes a system for rewards and benefits for teachers and staff.

1.E. Coordinating With Others

 Collaborates with concerned staff on the planning and implementation of

programs and projects.
 Ensures proper allocation and utilization of resources (time, fiscal, human, IMS,
etc.)
 Provides feedback and updates to stakeholders on the status of progress and
completion of programs and projects.
 Mobilizes teachers/staff in sustaining a project.

1.F. Leading and Managing Change

 Maintains an open, positive and encouraging attitude toward change.

 Assists teachers in identifying strengths and growth areas through monitoring
and observation.
 Introduces innovations in the school program to achieve higher learning
outcomes.
 Monitors and evaluates the implementation of change programs included in
SIP/AlP.
 Observes and applies multi-tasking in giving assignments.
 Advocates and executes plans for changes including culture' change in the
workplace
 Empowers teachers and personnel to identify, initiate and manage changes.

Domain 2. Instructional Leadership

2.A. Assessment for Learning

 Manages the processes and procedures in monitoring student achievement

 Ensures utilization of a range of assessment processes to assess student
performance
 Assesses the effectiveness of curricular/co-curricular programs and / or
instructional strategies.
 Utilizes assessment results to improve learning.
 Creates & manages a school process to ensure student progress is conveyed to
students and parents/guardians, regularly.
 2.B.. Developing Programs and or Adopting Existing Programs

 Develops/adapts a research based school program.

 Assists in implementing an existing, coherent and responsive school-wide
curriculum
 Addresses decencies and sustains successes of current programs in
collaboration with teachers, and learners
 Develops a culture of functional literacy.

2. C. Implementing Programs for Instructional Improvement

 Manages the introduction of curriculum initiatives in line with DepEd policies (e.g.
BEC, Madrasah)
 Works with teachers in curriculum review.
 Enriches curricular offerings based on local needs.
 Manages curriculum innovation and enrichment with the use of technology.
 Organizes teams to champion instructional innovation programs toward curricular
responsiveness

2.D. Instructional Supervision

 Prepares and implements an instructional supervisory plan

 Conducts Instructional Supervision using appropriate strategy
 Evaluates lesson plans as well as classroom and learning management
 Provides in a collegial manner timely, accurate and specific feedback to teachers'
regarding their performance.
 Provides expert technical assistance and instructional support to teachers.

Domain 3. Creating a Student Centered Learning Climate

3. A. Setting high social and academic expectations

 Benchmarks school performance.

 Establishes and models high social and academic expectations for all
 Creates an engaging learning environment.
 Participates in the management of learner behavior within the school and other
school related activities done outside the school.
 Supports learners desire to pursue further learning
 Recognizes high performing learners and teachers and supportive parents and
other stakeholders

3.B. Creating school environments focused on the needs of the learner

  Creates and sustains a safe, orderly, nurturing and healthy, environment.
 Provides environment that promotes use of technology among learners and
teachers.

Domain 4. HR Management and Professional Development

4.A. Creating a Professional Learning Community

 Builds a community of learners among teachers

 Assesses and analyzes the needs and interests of teachers and other school
personnel,
 Ensures that the School Plan for Professional Development(SPPD) emerges
from the Individual Professional Plan for 'Development (IPPD) and other
identified needs of school personnel included in the SIP/AIP.
 Includes the SPPD in the SIP/AlP.
 Mentors and coaches employees and facilitates the induction of new ones
 Recognizes potential of staff and provides opportunities for professional
development
 Ensures that the objectives of the school development plan are supported with
resources for training and development programs.
 Prepares, implements, and monitors school-based INSET for all teaching staff
based on IPPD’s
 Monitors and evaluates school-based INSETs.

4.B. Recruitment and Hiring

 Utilizes the basic qualification standards and adheres to pertinent policies in

recruiting and hiring teachers/ staff
 Creates and trains School Selection and Promotion Committee and trains its
members.
 Recommends better ways and means to improve recruitment, hiring and
performance appraisal of teachers.
 4.C. Managing Performance of Teachers and Staff
 Assigns teachers and other personnel to their area of Competence.
 Assists teachers and staff in setting and resetting performance goals.
 Monitors and evaluates performance of teaching and nonteaching personnel vis-
a-vis targets.
 Delegates specific tasks to help manage the performance of teaching and non-
teaching personnel.
 Coaches deputized staff as needed on managing performance.
 Creates a functional school-based performance appraisal committee.
  Assists and monitors the development of IPPD of each teacher.

Domain 5. Parents Involvement and Community Partnership

5.A. Parental Involvement

 Establishes school and family partnerships that promote student peak

performance.
 Organizes programs that involve parents and other school stakeholders to
promote learning.
 Conducts dialogues, fora, training of teachers, learners and' parents on the
welfare and improves performance of learners.

5.B. External Community Partnership

 Promotes the image of the school through school summit, State of the School
Address (SOSA), cultural shows, learners' project exhibits, fairs, etc.
 Conducts dialogues and meetings with multi-stakeholders in crafting programs
and projects.
 Participates actively in community affairs.
 Establishes sustainable linkages / partnership with other sectors, agencies and
NGOs through MOA/ MOU or using Adopt-a-School Program policies.

Domain 6. SCHOOL MANAGEMENT AND OPERATION

6.A. Managing School Operations

 Manages the implementation, monitoring and review of the SIP/AlP and other
action plans.
 Establishes and maintains specific programs to meet needs of identified target
groups.
 Takes the lead in the design of a school physical plant facilities improvement
plan in consultation with an expert.
 Allocates/prioritizes funds for improvement and maintenance of school physical
facilities and equipments.
 Oversees school operations and care and use of school facilities according to set
guidelines.
 Institutionalizes best practices in managing and monitoring school operations
thereby creating a safe, secure and clean learning environment.
 Assigns/ hires appropriate support personnel to manage school operations.

6.B. Fiscal Management

  Prepares a financial management plan.
 Develops a-school budget which is consistent with SIP/AIP.
 Generates and mobilizes financial resources.
 Manages school resources in accordance with DepEd policies and accounting
and auditing rules and regulations and other pertinent guidelines.
 Accepts donations, gifts, bequests and grants in accordance with RA 9155.
 Manages a process for the registration, maintenance and replacement of school
assets and dispositions of non-reusable properties.
 Organizes a procurement committee and ensures that the official procurement
process is followed.
 Utilizes funds for approved school programs and projects as reflected in SIP/AlP.
 Monitors utilization, recording and reporting of funds
 Accounts for school fund.
 Prepares financial reports and submits / communicates the same to higher
education authorities and other education partners.

6.C. Use of Technology in the Management of Operations

 Applies Information Technology (IT) plans for online communication

 Uses IT to facilitate the operationalization of the school management system
(e.g. school information system, student tracking system, personnel information
system)
 Uses IT to access Teacher Support Materials (TSM), Learning support Materials
(LSM) and assessment tools in accordance with the guidelines.
 Shares with other school heads the school's experience in the use of new
technology.

DOMAIN 7. Personal and Professional Attributes and Interpersonal Effectiveness

7.A. Professionalism

 Manifests genuine enthusiasm and pride in the nobility of the teaching

profession.
 Observes and demonstrates desirable personal and professional (RA 6713 &
Code of Ethics RA 7836) behaviors like respect, honesty, dedication, patriotism
and genuine concern for others at all times.
 Maintains harmonious relations with superiors, colleagues, subordinates,
learners, parents and other stakeholders.
 Makes appointments, promotions and transfers on the bases of merit and needs
in the interest of the service.
  Maintains good reputation with respect to financial, matters such as the
settlement of his/her debts, loans and other financial affairs.
 Develops programs and projects for continuing personal and professional
development including moral recovery and values formation among teaching and
non-teaching personnel.

7.B. Communication

 Communicates effectively to staff and other stakeholders in both oral and written
forms.
 Listens to stakeholders' needs and concerns and responds appropriately in
consideration of the political, social, legal and cultural context.

7.C. Interpersonal Sensitivity

 Interacts appropriately with a variety of audiences.

 Demonstrates ability to empathize with others.

7.D. Fairness, Honesty and Integrity

 Observes Award System and a system of assistance for teachers staff to sustain
integrity, honesty and fairness in all school practices.
 Demonstrates integrity, honesty and fairness all his/her dealings and
transactions.
 Makes individuals accountable for their actions.
 With these standards, teachers would no longer envy their school heads as to
the volume of work and responsibility they are expected to perform.

This national competency standard too will ensure the continuing flow of dedicated and
passionate applicants to the school heads position and not those wishy washy types
whose primary and common agenda is to have higher pay, prestige, and easy work as
formerly perceived by many of a school head position.

Study Figure 2 side by side with the Table 8 on domains and strands. Notice that
there are competencies expected of school heads as instructional leaders and as
administrative leaders. Focuses 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 as teacher’s person – hood
which cannot detach from what a teacher says and does.

Competency Framework for Southeast Asian School Heads, 2014 Edition

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.

Competency Framework for Southeast Asian School Heads

In 2003, the Southeast Asian Ministers of Education Organization Regional

Center for Educational Innovation and Technology (SEAMEO INNOTECH)
developed the Competency Framework for Southeast Asian School Heads. The
competency framework was envisioned to provide a common foundation for defining
what skills and attributes are needed of school heads in order to effectively carry out
their roles, and lead their schools to excellence and success. Since then, the framework
had been used as basis for INNOTECH’s program offerings for school heads in the
region.

Ten years after, SEAMEO INNOTECH undertook the challenge of reviewing and
updating the competency framework to make sure that it remains responsive to the
changing contexts and needs of school heads as well as the communities they serve.
Accordingly, a consultative and participatory process that spanned nine months
(October 2012 and February to September 2013) and covered 9 countries (Brunei,
Cambodia, Indonesia, Lao PDR, Malaysia, Philippines, Singapore, Thailand, and
Vietnam) was undertaken. The process took into account views and responses of
agood number and mix of school heads and stakeholders composed of ministry of
education officials, teachers, students, parents, and education experts from all over the
region. The result is the Competency Framework for Southeast Asian School Heads
(2014 Edition) comprised of five competency domains, 16 general competencies, 42
enabling competencies, and 170 indicators.  The five general competencies were
ranked by the participants in terms of their importance, frequency of performance, and
amount of training school heads would need the most as follows:

(1) Strategic Thinking and Innovation

(2) Managerial Leadership
(3) Instructional Leadership
(4) Personal Excellence
(5) Stakeholder Engagement.
 The competency framework is intended to be a basis for the development of
SEAMEO INNOTECH’s capacity-building initiatives for Southeast Asian school heads. It
does not replace, but rather complements, existing regional and national standards.

Ministry of education officials may find the framework an important and useful
benchmark. School heads may find it useful in keeping themselves informed of the
competencies that they need in order to successfully perform their role as school heads
in Southeast Asia.

Figure 3. Competency Framework for Southeast Asian School Heads, 2014

Table 9. Competency Framework for Southeast Asian School Heads

Domain: STAKEHOLDER ENGAGEMENT (SE)

1. (SE) Promoting shared responsibility for 1.1. Build trust and lead teams /
school improvement communities for school improvement
1.2. Empower the community to work for
enhancement of school performance
2. (SE) Managing education alliances and 2.1. Communicate effectively with different
networks stakeholders
2.2. Facilitate school community
partnerships and activities
2.3. Promote consensus-building
2.4. Manage conflict and practice
negotiation skills