Module 12 Roles And Competencies Of School Heads PDF

Module 12 Roles and Competencies of School Heads As stipulated in 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 instr...

Module 12 Roles and Competencies of School Heads As stipulated in 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, path walk, waiting shed, etc. leaving no time left for instructional supervision. 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. Domains and Competency Strands DOMAINS Competency Strands Domain 1 1.A. Developing & Communicating Vision, Mission, Goals, and School Leadership Objectives (VMGO) 1.B. Data-based Strategic Planning 1.C. Problem Solving 1.D. Building High Performance Teams 1.E. Coordination 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 expectations Creating Student Centered 3.B. Creating school environments focused on the needs of the Learning Climate learner Domain 4 4.A. Creating a Professional Learning Community HR Management and 4.B. Recruitment and Hiring Professional Development 4.C. Managing Performance of Teachers and Staff Domain 5 5.A. Parental Involvement Parent Involvement and 5.B. External Community Partnership Community Partnership Domain 6 6.A. Managing School Operations School Management and 6.B. Fiscal Management Operations 6.C. Use of Technology in the Management of Operations Domain 7 7.A. Professionalism Personal & Professional 7.B. Communication Attributes and 7.C. Interpersonal Sensitivity Interpersonal Effectiveness 7.D. Fairness, Honesty and Integrity  Study the figure and the table 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 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 with a teacher’s personhood 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 to Southeast Asia. Competency Framework for Southeast Asian School Heads Domain: Stakeholder Engagement (SE) 1. (SE) Promoting shared 1.1. Build trust and lead teams/ communities for school responsibility for school improvement improvement 1.2. 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 3. (SE) Sustaining collaborative 3.1. Support community-based programs and projects relationships with 3.2. Communicate school performance report to stakeholders stakeholders 4. (ML) Managing school 1.1. Manage financial resources resources and systems 1.2. Manage learning environments 1.3. Manage systems and procedures 5. (ML) Managing staff 2.1. Manage school personnel requirements performance 2.2. Support professional development of staff 2.3. Recognize staff performance 6. (ML) Managing sustainable 3.1. Demonstrate program and project management school programs and skills projects 3.2. Promote school-based programs and projects that support sustainable development Domain: Instructional Leadership (IL) 1. (IL) Leading curriculum 1.1. Manage curriculum implementation implementation and 1.2. Promote sensitivity of diversity and improvement differentiated instruction 2. (IL) Creating a learner centered 2.1. Promote learner centered activities environment ` 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 3.1. Apply appropriate models for supervision teachers’ performance and evaluation 3.2. Nurture teacher leaders 4. (IL) Delivering planned learning 4.1. Promote team-based approaches to outcomes instructional leadership 4.2. Manage assessments to improve teaching and learning Domain: Personal Excellence (PE) 1. (PE) Managing personal 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 1.5. Deliver results 2. (PE) Acting on challenges and 2.1. Manage priorities possibilities 2.2. Exhibit decisiveness in addressing challenges 2.3. Exhibit an enterprising attitude 3. (PE) Pursuing continuous 3.1. Take responsibility for lifelong learning professional development 3.2. Advocate ASEAN values and perspectives Domain: Stakeholder Engagement (SE) 1. (SE) Promoting shared 1.1. Build trust and lead teams/communities for responsibility for school school improvement improvement 1.2. 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 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 resources 1.1. Manage financial resources and systems 1.2. Manage learning environments 1.3. Manage systems and procedures 5. (ML) Managing staff 2.1. Manage school personnel requirements performance 2.2. support professional development of staff 2.3. recognize staff performance 6. (ML) Managing sustainable 3.1. demonstrate program and project school programs and projects 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 learning outcomes. Administrative Leadership This includes strategic thinking and innovation (Domain1), stakeholders’ engagement (Domain 4) and managerial leadership (Domain 5). For the enabling competencies for each domain, refer to the table. 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 course. In the module about the school and community partnership, it emphasizes the 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 1A)  Explains the school vision to the general public (Domain 1 A)  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 1 B)  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 parents/guardians, regularly (Domain 2 C)  Recognizes high performing learners and teachers and supportive parents and other stakeholders (Domain 3 A)   Prepares financial reports and submits/communicates the same to higher education authorities and other education partners (Domain 6B)  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: promoting shared responsibility for school improvement; managing education alliances and networks; and sustaining collaborative relationships with stakeholders.