Roles and Competencies of aL ||| School Heads 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. # A 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, pathwalk, waiting shed, etc. leaving no time left for instructional supervision.is 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. xe) 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? 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.131 SCHOOL LEADERSHIP + Deron & Conmancaieg ‘Youn Mon Goa ‘apse G0} + Dumond Stange Paring + Pio * Bug Hh etemance Tees Domain 7 tO persona aprorsssiona. | | + Lead and angi Chrge INSTRUCTIONAL LEADERSHIP “ATTREUTES and INTERPERSONAL sessneat oe Leameg EFFECTIVENESS npg Pregame oe Prcessenion dning Being ‘mpemenig Peer ines ‘CORE PRINCIPLE bacon Fanos Hoes and Supevson aay oo ats ae campeon comes scaribiin aa Domaine rowarg ze caer ‘nearing ASTUDENT Sco, MANAGEMENT AD eteaon ca Bey ‘ceNTERED LEARNING teratoma cunare + Mega ial Orton seen Seng st acon sect cogy ine (ang soc eromerts ot Operators feet on ent ama Domaine Pane VOLVENENT AND eer ae arenes s PROFESSIONAL DEVELOP rs ‘Graig «Pass eaming + Paonia nohement + Reavtnet on + Exlamal Communty + Moapon Perea Parrertip Tengen an Se Figure 2. The National (Inclosure to DepEd Order No. 32, s. 2010) Table 8. The National Compete Domains and Competency St DOMAINS Domain 1 School Leadership Competency-Based Standards for School Heads ncy-Based Standards for School Heads itrands: Competency Strands 1.A. Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO) 1.B. Data-based Strategic Planning 4.C. Problem Solving 4.D. Building High Performance Teams 1.E. Coordinating with others 1.F. Leading & Managing Change Domain 2 istructional Leadership Domain 3 Creating a Student tered Learning , Climate 2.A. Assessment for Learning 2.B. Developing Programs &/or Adapting Existing Programs 2.C. Implementing Programs for Instructional Improvement 2.D. Instructional Supervision 3A. Setting high social & academic expectations 3.B. Creating school environments focused on the needs of the leamerDomain 4 SCHOOL LEADERSHIP + Developing & Communicating \ision, Mission, Goals, and Objectives (VMGO) + Data-based Strategic Planning + Problem-Solving * Building High Performance Teams Domain 7 + Coordinating with Others Domain 2 FeRoual's RORESouaL + Leading and Managing Change INSTRUCTIONAL LEADERSHIP ees + Assessment for Leaming EFFECTIVENESS speeenesw Suni ot eee Adapting Existing Programs + Communication eevee ogra ee CORE PRINCIPLE Instructional Improvernent + Interpersonal Sensitivity ae Rencrane + Instructional Supervision Integrity ‘School heads are competent, committed ‘and accountable in Domain 3 Domain 6 am etree CREATING A STUDENT ‘SCHOOL MANAGEMENT AND education forall rough CENTERED LEARNING OPERATIONS, transformational CLIMATE + Managing Schoo! Operations leadership and high + Setting high social & academic + Fiscal Management degree of expectations * Use of technology in the professionalism * Creating school environments: Menegement of Operations focused on the needs of the Jeamer Domain 4 Domain 5 ren mentee BR MANAGEMENT AND COMMUNITY PARTNERSHIP Pe eee i + Creating a Professional Leaming ‘Commu * Parental involvement ‘ « ecuent nd Hing Extemal Community + Managing Performance of Partnership Teachers and Staff| 4,A. Creating a Professional ‘Learning Community Parent Involvement and Community Partnership Domain 4 ee eee 4.B. Recruitment & Hiring ee D ent jit ce of Teachers Development 4.C. Managing Performan Domain 5 5.A. Parental Involvement 5.B. External Community Partnership Domain 6 6A, Managing School Operations School Management and | 6.8. Fiscal Management * — 6.C. Use of Technology in the Management of Operations Domain 7 7.A. Professionalism Personal & Professional | 7.8. Communication Attributes and Eftectivenses 7.D. Faimess, Honesty and Integrity 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 studeni-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.133 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. Figure 3. Competency Framework for Southeast Asian school Heads, 2014 ea COMPETENCY FRAMEWORK. SOUTHEAST ASIAN ‘SCHOOL HEADS Study Figure 3 and the Table 8 below: Table 9. Competency Framework for Southeast Asian Schoo! Heads Domain: Stakeholder Engagement (SE) e 1. (SE) Promoting shared 1.1. Build trust and leac teams / communities for responsibility for school school improvement improvement 7.2. Empower the community to work for enhancement of school performance 2. (SE) Managing education 2.1. Communicate effectively with different alliances and networks stakeholders 2.2. Facilitate school community partnerships and activities 2.3. Promote consensus-building 2.4. Manage conflict and practice negotiation skillsFigure 3. Com ig petency Framework for Southeast Asian school Heads, 2014 a SS Penal ree3. (SE) Sustaining collaborative relationships with stakeholders ‘Support community-based programs and projects 3.2. Communisate school performance report to | stakeholders 3. 4, (ML) Managing school resources and systems 1.1, Manage financial resources 1.2. 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) 1. (IL) Leading curriculum implementation and improvement 1.1. Manage curriculum implementation 1.2. Promote sensitivity of diversity and differentiated instruction 2. (IL) Creating a learner centered environment 2.1, Promote learner 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 Domain: Personal Excellence (PE) 4.2. Manage assessments to improy ir and learning praye teaciing 1. (PE) Managing personal 1.1. Lead by example effectiveness 1.2, Demonstrate transparency and accountability 1.3. Practice a balanced healthy lifestyle 2. (PE) Acting on challenges and possibilities 1.4. Take pride in one’s profession 4.5. Deliver results 2.1. Manage priorities 2.2. Exhibit decisivenes: Sin i Tenens addressing 2.3. Exhibit an enterprising attitude bp3. (PE) Pursuing continuous professional development 1. Take responsibility for lifelong learning be 3.2 Advocate ASEAN values and perspectives Domain: Stakeholder Engagement 1. (SE) Promoting shared responsibility for school improvement 2. (SE) Managing education alliances and networks 3. (SE) Sustaining collaborative relationships with stakeholders. 4. (ML) Managing school Tesources and systems T (SE) 1.1. Build trust and lead teams / communities for school improvement 1.2. Empower the community to work for enhancement of school performance 2.1. Communicate effectively with different stakeholders 2.2. Facilitate school community partnerships and activities 2.3. Promote consensus-building 2.4. Manage conflict and practice negotiation skills 3.1. Support community-based programs and projects 3.2. Communicate school performance report to stakeholders 1.1. Manage financial resources 1.2. 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 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pecs ce Administrative Leadership ' This includes strategic thinking and innovation (Domain), 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. 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 SIP/AIP to internal and external stakeholders (Domain 1B) * involves stakeholders in meetings and deliberations for decision - making (Domain 1D) + 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 paren i regularly (Domain 2 C) oe oo * recognizes high performing learners and Hl te supportive parents and other stakeholders Domed aa “* 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) + 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. 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.|_| * 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. rTO) Pee ea la) 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.+ 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? 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? Geom 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 Il. Making informed decisions Ill. Leading change and innovation A. Land II C. Il and III B. I only D. I, I and Ill 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wo . 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 . How can a school head create a student-centered learning climate? I. Set high social and academic expectations Il. Prepare financial reports Ill. Create school environments focused on the learner A. Lonly C. I only B. I, Il and III D. I and II . Based on the NCBSSH, what are expected of the school head as a school leader? I. Developing and communicating vision, mission, goals, and objectives Il. Data-based strategic planning Ill. Building high-performing teams A. Land II C.1, and I B. Il and II D. I and III