Roles and Competencies of

School Heads
ILO:
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
Southeast Asia.
As stipulated in Chapter 1, Section 5,
E of R.A. 9155:
The school head is an administrative
and an instructional leader.
As an instructional leader:

He/she supervises instruction by

observing teachers while they teach.
As an instructional leader:

Conducting post-observation
conferences with individual teachers.
As an instructional leader:

Mentoring and coaching the teachers.

As an instructional leader:

Ensuring that teachers have the

needed resources for teaching.
As an administrative leader:

Physical improvement of school and

fund sourcing.
As an administrative leader:

Improvement of instruction, as this

has a direct bearing on learning.
Competencies for School Heads: The
NCBSSH
 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
 Personal & Professional School Leadership Instructional
Attributes and Interpersonal
Effectiveness Leadership

Core Principle Creating A

School School heads are competent, Student
Management Centered
committed and accountable in Learning
And Operations providing access to quality and Climate
relevant education for all
through transformational
leadership and high degree of HR Management And
Parent Involvement and
Community Partnership professionalism Professionalism
Development
 Domains and Competency Strands

Domains Competency Strands

1.A. Developing & Communicating Vision, Mission, Goals,
and Objectives (VMGO)
1.B. Data-based Strategic Planning
Domain 1
1.C. Problem Solving
School
Leadership 1.D. Building High Performance Teams

1.E. Coordinating with Others

1.F. Leading & Managing Change

 Domains and Competency Strands

Domains Competency Strands

2.A. Assessment for Learning

Domain 2 2.B. Developing Programs &/or Adapting Existing Programs

Instructional
Leadership 2.C. Implementing Programs for Instructional Improvement

2.D. Instructional Supervision

 Domains and Competency Strands

Domains Competency Strands

3.A. Setting high social & academic expectations

Domain 3

Creating a
Student Centered
Learning Climate 3.B. Creating school environments focused on the needs of
the learner
 Domains and Competency Strands

Domains Competency Strands

4.A. Creating a Professional Learning Community

Domain 4

HR Management 4.B. Recruitment & Hiring

and Professional
Development

4.C. Managing Performance of Teachers and Staff

 Domains and Competency Strands

Domains Competency Strands

Domain 5 5.A. Parental Involvement

Parent
Involvement and
Community
Partnership 5.B. External Community Partnership
 Domains and Competency Strands

Domains Competency Strands

6.A. Managing School Operations

Domain 6

School 6.B. Fiscal Management

Management and
Operations

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

 Domains and Competency Strands

Domains Competency Strands

7.A. Professionalism
Domain 7

Personal & 7.B. Communication

Professional
Attributes and 7.C. Interpersonal Sensitivity
Interpersonal
Effectiveness
7.D. Fairness, Honesty, and Integrity
 Domain: Stakeholder Engagement (SE)

1.1. Build trust and lead teams/communities for school

improvement.
1. (SE) Promoting
shared
responsibility for
school
improvement
1.2. Empower the community to work for enhancement of
school performance.
 Domain: Stakeholder Engagement (SE)

2.1. Communicate effectively with different stakeholders

2.2. Facilitate school community partnerships and activities

2. (SE) Managing
education alliances
and networks
2.3. Promote consensus-building

2.4. Manage conflict and practice negotiation skills.

 Domain: Stakeholder Engagement (SE)

3.1. Support community-based programs and projects

3. (SE) Sustaining
collaborative
relationships with
stakeholders
3.2. Communicate school performance report to
stakeholders
 Domain: Stakeholder Engagement (SE)

1.1 Manage financial resources

4. (ML) Managing
School resources 1.2. Manage learning environments
and systems

1.3. Manage systems and procedures

 Domain: Stakeholder Engagement (SE)

2.1. Manage school personnel requirements

5. (ML) 2.2 Support professional development of staff

2.3. Recognize staff performance

 Domain: Stakeholder Engagement (SE)

3.1 Demonstrate program and project management skills

6. (ML) Managing
sustainable school
programs and
projects
3.2. Promote school-based programs and projects that
support sustainable development
 Domain: Instructional Leadership (IL)

1.1 Manage curriculum implementation

1. (IL) Leading
curriculum
implementation and
improvement
1.2. Promote sensitivity of diversity and differentiated
instruction
 Domain: Instructional Leadership (IL)

2.1. Promote learner centered activities

2. (IL) Creating a
2.2. Promote a healthy, safe, and inclusive learning
learner centered
environment.
environment

2.3 Promote a culture of peace and respect for diversity

 Domain: Instructional Leadership (IL)

3.1 Apply appropriate models of supervision and evaluation

3. (IL) Supervising
and evaluating
teacher’s
performance

3.2. Nurture teacher leaders

 Domain: Instructional Leadership (IL)

4.1 Promote team-based approaches to instructional

leadership

4. (IL) Delivering
planned learning
outcomes

4.2. Manage assessments to improve teaching and learning

 Domain: Personal Excellence (PE)

1.1 Lead by example

1.2. Demonstrate transparency and accountability

1. (PE) Managing
personal 1.3. Practice a balanced healthy lifestyle
effectiveness
1.4. Take pride in one’s profession

1.5. Deliver results

 Domain: Personal Excellence (PE)

2.1. Manage priorities

2. (PE) 2.2. Exhibit decisiveness in addressing challenges

2.3. Exhibit an enterprising attitude

 Domain: Personal Excellence (PE)

3.1. Take responsibility for lifelong learning

3. (PE) Pursuing
continuous
professional
development

3.2. Advocate ASEAN values and perspectives

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
4. Delivering planned learning outcomes
 Administrative Leadership
This includes:

Strategic thinking and innovation (D1)

Stakeholder’s engagement (D4)

and managerial leadership (D5)

 Administrative Leadership

Personal excellence, relates to both instructional

and administrative leadership.
 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

In the NCBSSH, several strands and indicators

point to this school and community partnership.
 School Head and the Community
The strands are as follows:

• Involves internal and external stakeholders in formulating

and achieving school vision, mission, goals and objectives
(Domain 1A)

• Explains the school vision to the general public (Domain 1A)

 School Head and the Community
The strands are as follows:

• Aligns the School Improvement Plan/Annual Improvement

Plan with national, regional and local education policies and
thrusts (Domain 1B)

• Communicates effectively SIP/AIP to internal and external

stakeholders (Domain 1B)
 School Head and the Community
The strands are as follows:

• 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
 School Head and the Community
The strands are as follows:

• Creates and manages a school process to ensure student

progress is converted to students and parents/guardians
regularly (Domain 2C)

• Recognizes high performing learners and teachers and

supportive parents and other stakeholders (Domain 3A)
 School Head and the Community
The strands are as follows:

• Prepares financial reports and submits/communications the

same to higher education authorities and other education
partners (Domain 6B)
 School Head and the Community
The strands are as follows:

• Maintains harmonious and pleasant personal and official

relations with superiors, colleagues, subordinates, learners,
parents and other stakeholders (Domain 7A)

• 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
3. Sustaining collaborative relationships with stakeholders