FIVE-DAY SEMINAR-

WORKSHOP
ON THE NATIONAL
COMPETENCY-BASED
STANDARDS
FOR SCHOOL HEADS

Eduardo L. Lagos, Ed.D.

Chief Education Supervisor - SGOD
SDO Bayawan City
3-7 October 2016
Ecotech Center, Sudlon, Lahug, Cebu City

School Heads Academy for Professional Enhancement: A Regional Initiative

INTRODUCTORY

WELCOME
Domain 1: Strand 2:
Data-Based Strategic
Planning

School Heads Academy for Professional Enhancement: A Regional Initiative

 EFFECTIVE LEADERSHIP IS THE CORE OF
EVERY SUCCESSFUL SCHOOL

This domain emphasizes that effective school leaders collaborately create a

vision and establish a climate for teachers, non-teaching personnel and
learners to reach their highest level of achievement. They follow the
leadership framework of a transformational leadership which are owning, co-
owning, and co-creating. THEY USE DATA-BASE AND ANALYSIS OF
BEST PRACTICES IN EDUCATION, SOCIETY AND COUNTRY IN
ORDER TO BE RESPONSIVE AND PROACTIVE IN CHANGING
SCHOOLS TO PREPARE CHILDREN FOR THE FUTURE IN WHICH
THEY WILL LIVE.
(NCBSSH –Enclosure to DepEd Order No. 32, s. 2010

School Heads Academy for Professional Enhancement: A Regional Initiative

Learning Objectives (WBLS)

Learning to Think Learning to Intuit

Conceive  the idea that in Sense the valuable andeffect
strategic planning, a school head appreciation of  the better results of
must be pro-active, collaborative, strategic planning contents and
data based, successful planner essentials.
and implementer in the
attainment of goals of all schools
programs and projects.

Learning to Do Learning to Feel

Create a prioritization plan  of Be aware/feel  the importance of
priority improvements areas based need to acquire the skills (savvy) of
on sample data presented using the a data-driven strategic planning
rubric .   processes .

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 PRETEST
(SECOND PRACTICE)

School Heads Academy for Professional Enhancement: A Regional Initiative

PRE ACTIVITY

Instructions:
In the same groups created of five tribes, choose your Labaw (Chieftain),
the Tagsulat (Scribe), the Tigsayaw (Cheerleader)
( Tiglantaw (Bishop), Tag-uyat (Handler).

Each tribe is given a mystery box. In it, the instructions and the materials
are provided. Simultaneously, at the count of three, each tribe will perform
(PRO-ACTIVE) the given instructions in particulars.
Mystery box 1
Mystery box 2
Mystery box 3
Mystery box 4
Mystery box 5

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 COUNTDOWN
All are given a maximum of five minutes to discuss and decide their expected outputs.

Once finished, paste them properly and display on the wall.

Once displayed, the tribe will shout their yells to signal consummation of tasks given.
(Option: The tribe may include the word “success!”.)

Reporting. (Pure reading, no need of explanation)

Facilitator may acknowledge each tribe using this:

Tribe 1 – Ya-vado-vadooooo! Success!

Tribe 2 - Shhhhhhh, boom! Success!
Tribe 3 - Aaah, aaaah, Ahhhhh, success!
Tribe 4 - Powww. Wow, wow!, Success!
Tribe 5 – Tralala tralalala, tralalala, Success!

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Let’s try these!
Learning to Think (Tribe 1) Learning to intuit (Tribe 4)
How do you see the future of your How do you view the future of your
school in terms data-driven planning? school in terms data-driven planning?

Learning to Do (Tribe 2) Learning to feel (Tribe 3)

How do you see the future of your How do you feel the future of your
school in terms data-driven planning? school in terms data-driven planning?

Learning to be/Learning to communicate (tribe 5)

How would you communicate this activities to your
respective schools? Do you think it is relevant to
your roles and functions as a school head? Why?

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 ANALYSIS
Key words learned from Tribe 1 Key words learned from Tribe 4

Key words learned from Tribe 2 Key words learned from Tribe 3

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What is in strategic
planning?

Drive 1: PRO-ACTIVE. The landscape of

education is continually changing. In the
face of this change, school heads can either be totally
reactive – simply responding to the forces at work, or
pro-active – identifying forces at work both within the
school system and external to it and developing a
deliberate, well thought out plan for dealing with those
factors.

School Heads Academy for Professional Enhancement: A Regional Initiative

What can strategic planning do
as far as school and community
relation is concerned?

Drive 2: COLLABORATIVE. As a school

head, it is important for you, in concert
with other members of the planning
team to look into the future and anticipate
opportunities and roadblocks for preparing
students for success.

School Heads Academy for Professional Enhancement: A Regional Initiative

What is a strategy?

Drive 3: DATA-BASED. Data-driven

strategic planning assists schools heads with
collecting, analyzing data, presenting data,
and identifying opportunities for improvement
and further plan for action using the essential
data such as:

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Do you know these? (Survey Forms)

School Community Data Template

Child mapping Tool
Child-friendly school Survey
Child Protection Policy Implementation
checklist
Student-led School watching & Hazard
Mapping
Gap Analysis Template
Identifying Priority Improvement Areas
Planning Worksheet
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What is Monitoring &
Evaluation (Action Plan)

Drive 4: SUCCESSFUL PLANNING and

IMPLEMENTATION are factors essential to effective
governance. A school that is governed well results in the
effective delivery of basic education services. Effective
schools contributes to the attainment of key results areas
and contributes to the government’s long term goal of
inclusive growth and poverty reduction in the Philippines.
(DepEd Order No. 44, 2015)

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 Application

Problem/ Strategic Urgency Magnitude Feasibility Average Rank

Issue Importance

             

             

             

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 Application
5- Very high; Problem/ Strategic Urgenc Magnitu Feasibilit Average Rank
Issue Importanc y de y
4- High; e 5-1 5-1 5-1
3- 5-1
           
Moderate;
 Enrolmen
2- Low; t
           
1 -Very Low
NAT
Results 
           

Drop-out 
The interpretation:
Very High Priority (4.5-5:00),
High Priority (3.5 – 4.49); then
Moderate Priority (2.5-3.49),
Low Priority (1.5-2.49), then last
Very Low Priority (1.0-1.49

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 Concluding Activity

Why is there a need for a

Why is there a need for a school head to be results-
school head to be pro- oriented in order to
active planner? measure success?

Why is there a need for

a school head to be Why is there a need for
collaborative in a school head to be
planning? data-based in planning?

School Heads Academy for Professional Enhancement: A Regional Initiative

 If you don’t’ measure results,
You can’t tell success from failures.
 
If you can’t see success,
You can’t reward it.
 
If you can’t reward success,
You are probably rewarding failure.
 
If you can’t see success,
You can’t learn from it.
 
If you can’t recognize failures,
You can’t correct it.
 
If you can demonstrate results, you can win public support.
 
“Reinventing Government”. David Osborne Ted Gaebler

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 THANK YOU!

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 Ready. Set. Go.
11. Mr. Felipe Magsipoc, the Head Teacher III of Kalamtukan Elementary
School needed to see the data of the performance indicators of his school
to set his targets for the next school year 2016-2017 in order to establish a
baseline. What are the necessary steps he will do? (UNDERSTANDING)
I. Assess, Plan, & Act
II. Gather data, analyses, prioritize, implement PAPs, M & E
III. Gather data on access, quality, and governance
IV. Check the data, conduct meetings with stakeholders
A. I, II, III
B. II, III, IV
C. III, IV
D. I, II, III, IV

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12. Cogon Integrated School has a newly installed school head just
three months ago. The Superintendent informed him that the school
belongs to the lowest quadrant in terms of enrolment, drop-out, and
non-readers. Here is the data below, what should be the order of
priority? (ANALYSIS)
Performance Indicator SY 2013-14 SY 2014-2015 SY 2015-2016
Total Enrolment 120 115 113
Total No. of Drop-outs 10 15 20
Non-readers 10 10 9

A. Enrolment, drop-out, non-readers

B. Enrolment, non-readers, drop-out
C. Drop-out, non-readers, enrolment
D. Non-readers, enrolment, drop-out

School Heads Academy for Professional Enhancement: A Regional Initiative

13. Principal Gorgonio Maputo Tulala, together with Assistant
Principal Beatrice Quipot Trulili believes that in crafting a
data-based Enhanced School Improvement Plan needs to
involve all internal and external stakeholders in developing
SIP/AIP. These are all the data he needs to gather for
planning, EXCEPT?
 
A. Child Mapping Tool (Annex 1B)
B. Policy Protection Child Implementation Checklist (Annex 5C)
C. Child-Friendly School Survey (Annex 2A)
D. Student – led School Watching and Hazard Mapping
(Annex 2C)
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14. Who should be involved in
strategic planning for the school?
A. Students
B. School board, teachers, and parents
C. Community leaders
D. All of the above

School Heads Academy for Professional Enhancement: A Regional Initiative

15. The passionate Teacher in Charge of Upper Datung
Elementary School wanted to raise the level of standard of
practice in her school. However, she doesn’t have any existing
data which would help her plan out for appropriate steps. What
should be the first appropriate step in helping herself determine
the real problem?
 
A. Observe and follow the strategic planning steps in developing SIP/AIP
B. Research the level of School-based Management Standards
C. Look for the BEIS/SIS Data
D. Conduct TSNA

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16. Mrs. Kara Chichiburichi, the principal of Mahangin High
School needed complete file of data for proper utilization of
her school. These are all the available data on her table,
which one is the least needed?
A. Basic Education Information System (BEIS)/SIS-School
Information System
B. School-Based Management System (SBM) Assessment
C. List of possible stakeholders and donors from abroad
D. TSNA – Teachers and Schools Needs Analysis

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17. Suppose you are a school head, one of the skills in
management is to align the SIP/AIP with national, regional,
and local education thrusts and policies. Which explanation
below does NOT support the idea.
 
A. Be aware of the mandate given to you to perform in the
field.
B. Be choosy of the implementing policies from DepEd
C. Support your local policies and standards.
D. Always give priority to the local need.
 
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18. Mrs. Macaria Tamparo Zack, school head of Bolirocon Elementary
School had successfully identified priority improvement areas align the
AIP to national, regional, and local education thrusts and policies. A
local initiative in her Division was launched which was tagged as “GPAK-
Gulayan sa Palaisda-an Alay sa Kabataan”. How does it relate to the
national goals?
 
A. The GPAK is aligned to the government’s goal to inclusive growth.
B. The GPAK is aligned to the government’s goal to poverty
reduction.
C. The GPAK is an answer to environmental preservation
D. The GPAK is gardening and fishing for sustainable food.

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19. All the following are essential data which can be found in
the SIP/AIP which Principal Dina Mapakali Liso has to
successfully communicate to all stakeholders EXCEPT.
 
A. High drop-out rate of, low reading proficiency, enrolment
B. Low test scores, absenteeism of some pupils, lack of teachers
C. Private affairs, teacher – community scandals, easy loan
available
D. Dilapidated buildings, Lack school supplies, Soil erosion in
school site

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20. Mrs. Bettina El Salvador was assigned to the farthest school of the
division. The locality has no electricity, no signal and not even had a
communication via electronics. But she had successfully followed the steps
on strategic planning to come up with a School Improvement Plan. Despite
that, she had effectively communicate the SIP/AIP to all possible
stakeholders. Why is effective communication with the stakeholders
important?

A. All stakeholders are impacted by the same social and economic influences
B. Stakeholders respond to education sector if properly communicated
C. Diversity affects the community which means all are interconnected in many ways
D. All of the above

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 TIMES IS UP
CONGRATULATIONS

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BACK TO TOP

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