Roles and Com : (isaEs |) School Heads Petencies of Intended Learning Outcomes: Es 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. TCL ss 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 teachets 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 - Le improve schools, the more important concern is improvement . instruction as this has a direct bearing on learning, More a ea hot, however, school heads spend, more time soliciting in ‘caving flagpole, a stage, a classroom, pathwalk, waiting shed, etc. no time left for instructional supervision. 129 Scanned with CamScanner130 ship anizaional L020" gan" Kr CE ec i 91 Chapter 1, Section 5, E of ae oul \ is an administrative and an instru tates that the school heaq 55s leader. chool head does as an st a eet 1. List down 2 things that the an administrative ings as instructional leader and 2 thing’ es f school heads, with which role sc 2. Based on your observations 0 your answer, i Prove is the school head more occupied? ES 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? . In your opinion, which between administrative and instructional - by the school head? Why? the two leadership roles - should be given more time Eee Cy es Competencies for Schoo} Heads: The NCBSsy In the list of com competencies for bot leadership. Let's tak heads as contained School Heads (NCB; 16, 2010. : petencies exp th instructi © a look at *cted of school heads, there are onal leadershi ‘ads, there al the co; 'P and administrative in the National Competes expected of school SSH) issued inp, cy-Based Standards for *PEd Order 32, 2010 on April Scanned with CamScannerChapter 12 - Role: 1s and Compotencies of School Hoads 131 Domi + Seagate 1 Pt og 1 tata ora Doman? 1 Comareba wh ohn rersonseereortssonn, | | + teumpentingeg Coy ATTOUTES on | Trees - dnersin Ecomuncton reson Seve (CORE PRNCIPLE Fenes fowsy ne toe seo compet cme ee ieanaiaien conan Fodrgacessh SROOLNANAGEMENTAND sty arte aatecm dione Figure 2. The National Competency: (Inclosure to DepEd Order No. 32, s Table 8. The National Competency-Based Standards for Domains and Competency Strands opessonat DEVELOPMENT atng Peet ewrog ror + Retin and ng ars ‘eames on Sat sased Standards for School Heads stm ONAL LEADER + het Ue © bemsng Pag panorama Pes «tegen Tracts inerrant + inner Sapewen onan cnearve ast (enttncLEARNING + ateg gh atene pein + Genngedd nace Siclntemeare remerel 2010) School Heads DOMAINS ‘Competency Strands Domain 1 School Leadership 1.B. Data-based Stratet 4.C. Problem Solving 4,D. Building High Perf 4.£. Coordinating with 1.F. Leading & Managit TA Developing & Communicating Vi Objectives (VMGO) ion, Mission, Goals, and gio Planning formance Teams others ing Change Domain 2 2.A. Assessmer Instructional Leadership 2.D. Instructional Super 3A, Selting high social Domi 3 Creating a Student ti Centered Learning Climate leamer nt for Learning 2.B, Developing Programs 8 2.. Implementing Programs 3,B. Creating school environment Jor Adapting Existing Programs {or Instructional Improvement vision | & academic expe" is focuser jctations .d on the needs of the Scanned with CamScannersdership izational Leat ‘The Teacher and the Community, School Culture and Organiza ne 132 jing Community Domain 4 GA, Grealing @ Professional Learing C HR Management 4.B. Recruitment & Hiring and Professional Development d Staff 4.C, Managing Performance of Teachers an Domain 5 5.A. Parental Involvement i Earent Involvement and | 5.8, External Community Partnership Community Partnership Domain 6 6A. Managing School Operations Seno! Management and | 8, Fiscal Management : eretauens 6.C. Use of Technology in the Management of Operations Domain 7 Personal & Professional Attributes and Inte f | Effectiveness 7.D. Faimess, Honesty and integrity 7.A. Professionalism 7.B. Communication 7.C. Interpersonal Sensitivity Study Figure 2 side by side with the Table 7. on 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 ©, 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 id administrative leadership since ‘acher's personhood whi detach from what a teacher says and doce, Seacennot Scanned with CamScannerChapter 12 - Roles and Competencies of School Heads Competency Fra . Edition cy Framework for Southeast Asian School Heads, 2014 As : (ASE. ae oe {he Assocation of Southeast Asian Nations : lot . Serie ok at the competencies of school heads Fi igure 3. Competency Framework for Southeast Asian school Heads, 2014 Study Figure 3 and the Table 8 below: ist Asian School Heads ol community partnerships Table 9, Competency Framework for Southea [Bomain: Stakeholder Engagement (SE) 7. (SE) Promoting shared “71, Bulld rust and lead teams / communities for responsibilty for schoo! school improvement improvement 7.2. Empower the community to work for L enhancement of school performance 2, (SE) Managing education Za. Communicate effectively with different alliances and networks stakeholders 2.2, Facilitate schot and activities 7. Promote consensus-building 2.4, Manage confict and practice negotiation skills Scanned with CamScanner134 ‘The Teacher and the Community, Schoo! Culture and Organizational Leadership 3. (SE) Sustaining collaborative relationships with stakeholders 4, (ML) Managing school resources and systems 3.1. Support community-based programs and projects 3.2. Communicate school performance report to stakeholders 7.1. Manage financial resources 7.2. Manage learning environments 1.3, Manage systems and procedures 5. (ML) Managing staff performance 2.1, Manage school personnel requirements 2.2. Support professional development of staff 2.3, Recognize staff performance 6. (ML) Managing sustainable school programs and projects 3.1. Demonstrate program and project management skills 3.2. Promote school-based programs and projects that support sustainable development Domain: Instructional Leadership (IL) 4. (IL) Leading curriculum implementation and improvement 1.1. Manage curriculum implementation 1.2. Promote sensitivity of diversity and differentiated instruction 2. (IL) Creating a leamer centered environment 2.1, Promote leamer centered activities 2.2, Promote a healthy, safe, and inclusive learning environment 2.3. Promote a culture of peace and respect for diversity 3. (IL) Supervising and evaluating teachers’ performance 3.1. Apply appropriate models for supervision and evaluation 3.2. Nurture teacher leaders 4, (IL) Delivering planned learning outcomes 4.1, Promote team-based approaches to instructional leadership 4.2. Manage assessments to improve teaching and learning Domain: Personal Excellence (PE) 1. (PE) Managing personal i 1.1. Lead by example effectiveness 1.2. Demonstrate transparency and accountability 1.3, Practice a balanced healthy lifestyle 1.4, Take pride in one’s profession 2. (PE) Acting on challenges and possibilities 1.5, Deliver results 2.1. Manage prior 2.2. Exhibit decisiveness in addressing challenges 2.3, Exhibit an enterprising attitude Scanned with CamScannerChapter 12 — Roles and Competencies of School Heads 135 3. (PE) Pursuing continuous professional development 3.1. Take responsibility for lifelong learning 3.2 Advocate ASEAN values and perspectives " Domain: Stakeholder Engagement (SE) 1. (SE) Promoting shared responsibility for school improvement 1.1. Build trust and lead teams / communities for school improvement 1.2. Empower the community to work for enhancement of school performance (SE) Managing education alliances and networks 2.1. Communicate effectively with different stakeholders 2.2, Facilitate school community partnerships and activities 2.3. Promote consensus-building 72.4. Manage conflict and practice negotiation skills 3. (SE) Sustaining collaborative _ | 3.1. Support community-based programs and relationships with stakeholders projects 3.2. Communicate school performance report to stakeholders 4, (ML) Managing school Manage financial resources Tesources and systems 7.2. Manage learning environments 1.3. Manage systems and procedures 5. (ML) Managing staf 2.1. Manage school personnel requirements school programs and projects * performance 2.2. Support professional development of staff 2.3. Recognize staff performance 6. (ML) Managing sustainable __ | 3.1. Demonstrate program and project management skills 3.2, Promote school-based programs and projects that support sustainable development 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: curriculum implementation and 1) leading improvement; 2) creating @ learner centered environment: 3) supervising and evaluating teachers’ performan ce; and 4) delivering planned learning outcomes Scanned with CamScanner136 jadershiP tional Le ‘The Teacher and the Community, School Guture and Organize Administrative Leadership 4 innovation (Domaini), This includes strategic thinking 4” ‘@ managerial leadership Stakeholders! engagement (Domain 4) ane Me aomain, refer to (Domain 5). For the enabling competencies the Table above. |. (Domain 3), relates to Personal excellence, another Domain (Do! Whatever personal both instructional and administrative leadership: al effectiveness by improvement school heads have on their Laan isimennel Pursuing continuous professional development re 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 1A) aligns the School Improvement Plan/Annual Improvement Plan with national, regional and local education Policies and thrusts (Domain 1 B) communicates effectively stakeholders (Domain 1B) involves stakeholders in m decision - making (Domain 1D) provides feedback and u progress and completion SIP/AIP to internal and external eetings and deliberations for Pdates to stakeholders on the status of of programs and Projects creates and manages a schoo} Process to ensure student Progress ‘is conveyed to students and fail regularly (Domain 2 ¢) ee ea recognizes high perf supportive parents ang rming other gt learners ang te: ache id takeholders (Domain 3 nt main 3 A) Scanned with CamScannerChapter 12 - Roles and Compatencies of School Heads 437 + prepares financial reports and submits/communicates the same to higher education authorities and other education partners (Domain 6 B) + maintains harmonious and pleasant personal and_ official relations with superiors, colleagues, subordinates, learners parents and other stakeholders (Domain 7 A) : i « listens to stakeholders’ needs and concerns and responds appropriately in consideration of the political, social, legal and cultural context 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. compare the domains of the 1. By means of a Venn diagram, Competency Framework for NCBSSH and Southeast Asian School Heads. 2, What competencies for school NCBSSH and the Southeast As Heads? : 3. What is/are in the So 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? ameworks emphasize more administrative leadership? heads are common to the ian Competencies for School watheast Asian Competencies for School 5. Do the competencies for both fre on instructional leadership or Defend your answer. Scanned with CamScannerit ynizational Leadership an ‘The Teacher and the Community, School Culture and Oro} i leader. instructional ve i inistrative leader and an ins! . school head is an administrative le ractional leadership rship. An effective ince good. teaching in improved school * School heads tend to spend less time for inst compared to time devoted to administrative leader school head gives emphasis on school leadership sit and effective teachers are the most important factors i performance. The National Competency-Based Standards for School Hee TED and the Southeast Asian Competency Framework for School He: competencies expected of effective school, heads. Ta a eeu lu) 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- ‘He E- Scanned with CamScanner