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Tuesday, May 10, 2011

National Competency-Based Standards for School Heads (NCBS- SH)

Many teachers could be thinking and wondering why they are only the subject of a national competency standards while their immediate superiors, the school heads are not.  But its not actually the case for like the teachers who are considered as the heart of the school system, school heads too will be under a national competency standards as stated in DepEd Order No. 32, s. 2010,

Guiding Principles in the Framing of the NCBS –SH

The following are the principles which guided the framing of the NCBS-SH.
  • Function - based. The competencies are based on school head functions as stated in RA 9155, related laws and DepEd policies.
  • Responsive. Competencies are applicable in any range of context: big or small school, city or rural school, culturally divergent groups.
  • Impartial. These are applicable to any school head regardless of position item, gender, age, experience and other personal circumstances.
  • Coherent. These are clear and logical.
  • Valid. All performance indicators are research-and experience-based.

CORE PRINCIPLE
School heads are competent, committed and accountable in providing access to quality and relevant education for all all through transformational leadership and high degree of professionalism.


DOMAINS AND COMPETENCY STRANDS

Domain 1.  School Leadership

     1.A. Developing and Communicating Vision, Mission, Goals, and Objectives (VMGO)
  • Expresses ownership and personal responses to the identified issues.
  • Involves internal and external stakeholders in formulating and achieving school vision, mission, goals and objectives.
  • Expresses ownership and personal responses to the identified issues.
  • Aligns goals and objectives with the school vision and mission to identified issues.
  • Gives personal response consistent with the school's vision.
  • Communicates the school VMGO clearly.
  • Explains the school vision to the general public.
  • Revisits and ensures that school activities are aligned with the school VMGO.
     1.B. Data-Based Strategic Planning
  • Establishes BEIS/SIS and baseline data of all performance indicators/ involves all internal and external stakeholders in developing SIP/AlP.
  • Utilizes data, e.g, BEIS/SIS,SBM assessment, TSNA, and' strategic planning in the development of SIP/AlP.
  • Aligns the SlP/AIP with national, regional and local education policies and thrusts.
  • Communicates effectively SIP/AlP to internal and external stakeholders.
     1.C. Problem Solving
  • Resolves problems at the school level.
  • Assists teachers and students to understand problems and identify possible solutions.
  • Analyzes causes of problems critically and objectively.
  • Addresses the causes of the problem rather than the symptoms.
     1.D. Building High Performance Teams
  • Explores several approaches in handling problems.
  • Demonstrate a proactive approach to problem solving.
  • Involves stakeholders in meetings and deliberations for decision making.
  • Sets high expectations and challenging goals.
  • Provides opportunities for growth for growth and development of members as team players.
  • Defines roles and functions of each committee.
  • Monitors and evaluates accomplishment of different committees/teams.
  • Gives feedback on the team's performance using performance - based assessment tool.
  • Establishes a system for rewards and benefits for teachers and staff.
     1.E.  Coordinating With Others
  • Collaborates with concerned staff on the planning and implementation of programs and projects.
  • Ensures proper allocation and utilization of resources (time, fiscal, human, IMS, etc.)
  • Provides feedback and updates to stakeholders on the status of progress and completion of programs and projects.
  • Mobilizes teachers/staff in sustaining a project.
     1.F.  Leading and Managing Change
  • Maintains an open, positive and encouraging attitude toward change.
  • Assists teachers in identifying strengths and growth areas through monitoring and observation.
  • Introduces innovations in the school program to achieve higher learning outcomes.
  • Monitors and evaluates the implementation of change programs included in SIP/AlP.
  • Observes and applies multi-tasking in giving assignments.
  • Advocates and executes plans for changes including culture' change in the workplace
  •  Empowers teachers and personnel to identify, initiate and manage changes.

Domain 2.  Instructional Leadership

     2.A. Assessment for Learning
  • Manages the processes and procedures in monitoring student achievement
  • Ensures utilization of a range of assessment processes to assess student performance
  • Assesses the effectiveness of curricular/co-curricular programs and / or instructional strategies.
  • Utilizes assessment results to improve learning.
  • Creates & manages a school process to ensure student progress is conveyed to students and parents/guardians, regularly.
     2.B.. Developing Programs and or Adopting Existing Programs
  • Develops/adapts a research based school program.
  • Assists in implementing an existing, coherent and responsive school-wide curriculum
  • Addresses d~ciencies and sustains successes of current programs in collaboration with teachers, and learners
  • Develops a culture of functional literacy.
     2. C. Implementing Programs for Instructional Improvement
  • Manages the introduction of curriculum initiatives in line with DepEd policies (e.g. BEC, Madrasah)
  • Works with teachers in curriculum review.
  • Enriches curricular offerings based on local needs.
  • Manages curriculum innovation and enrichment with the use of technology.
  • Organizes teams to champion instructional innovation programs toward curricular responsiveness
     2.D. Instructional Supervision
  • Prepares and implements an instructional supervisory plan
  • Conducts Instructional Supervision using appropriate strategy
  • Evaluates lesson plans as well as classroom and learning management
  • Provides in a collegial manner timely, accurate and specific feedback to teachers' regarding their performance.
  • Provides expert technical assistance and instructional support to teachers.

Domain 3.  Creating a Student Centered Learning Climate

     3. A. Setting high social and academic expectations
  • Benchmarks school performance.
  • Establishes and models high social and academic expectations for all
  • Creates an engaging learning environment.
  • Participates in the management of learner behavior within the school and other school related activities done outside the school.
  • Supports learners desire to pursue further learning
  • Recognizes high performing learners and teachers and supportive parents and other stakeholders
     3.B. Creating school environments focused on the needs of the learner
  • Creates and sustains a safe, orderly, nurturing and healthy, environment.
  • Provides environment that promotes use of technology among learners and teachers.

Domain 4.  HR Management and Professional Development

     4.A. Creating a Professional Learning Community
  • Builds a community of learners among teachers
  • Assesses and analyzes the needs and interests of teachers and other school personnel,
  • Ensures that the School Plan for Professional Development(SPPD) emerges from the Individual Professional Plan for 'Development (IPPD) and other identified needs of school personnel included in the SIP/AIP.
  • Includes the SPPD in the SIP/AlP.
  • Mentors and coaches employees and facilitates the induction of new ones
  • Recognizes potential of staff and provides opportunities for professional development
  • Ensures that the objectives of the school development plan are supported with resources for training and development programs.
  • Prepares, implements, and monitors school-based INSET for all teaching staff based on IPPD’s
  • Monitors and evaluates school-based INSETs.
     4.B. Recruitment and Hiring
  • Utilizes the basic qualification standards and adheres to pertinent policies in recruiting and hiring teachers/ staff
  • Creates and trains School Selection and Promotion Committee and trains its members.
  • Recommends better ways and means to improve recruitment, hiring and performance appraisal of teachers.
     4.C. Managing Performance of Teachers and Staff
  • Assigns teachers and other personnel to their area of Competence.
  • Assists teachers and staff in setting and resetting performance goals.
  • Monitors and evaluates performance of teaching and nonteaching personnel vis-a-vis targets.
  • Delegates specific tasks to help manage the performance of teaching and non-teaching personnel.
  • Coaches deputized staff as needed on managing performance.
  • Creates a functional school-based performance appraisal committee.
  • Assists and monitors the development of IPPD of each teacher.

Domain 5.  Parents Involvement and Community Partnership

     5.A. Parental Involvement
  • Establishes school and family partnerships that promote student peak performance.
  • Organizes programs that involve parents and other school stakeholders to promote learning.
  • Conducts dialogues, fora, training of teachers, learners and' parents on the welfare and improves performance of learners.
     5.B. External Community Partnership
  • Promotes the image of the school through school summit, State of the School Address (SOSA), cultural shows, learners' project exhibits, fairs, etc.
  • Conducts dialogues and meetings with multi-stakeholders in crafting programs and projects.
  • Participates actively in community affairs.
  • Establishes sustainable linkages / partnership with other sectors, agencies and NGOs through MOA/ MOU or using Adopt-a-School Program policies.

Domain 6.  SCHOOL MANAGEMENT AND OPERATION

     6.A. Managing School Operations
  • Manages the implementation, monitoring and review of the SIP/AlP and other action plans.
  • Establishes and maintains specific programs to meet needs of identified target groups.
  • Takes the lead in the design of a school physical plant facilities improvement plan in consultation with an expert.
  • Allocates/prioritizes funds for improvement and maintenance of school physical facilities and equipments.
  • Oversees school operations and care and use of school facilities according to set guidelines.
  • Institutionalizes best practices in managing and monitoring school operations thereby creating a safe, secure and clean learning environment.
  • Assigns/ hires appropriate support personnel to manage school operations.
     6.B.  Fiscal Management
  • Prepares a financial management plan.
  • Develops a-school budget which is consistent with SIP/AIP.
  • Generates and mobilizes financial resources.
  • Manages school resources in accordance with DepEd policies and accounting and auditing rules and regulations and other pertinent guidelines.
  • Accepts donations, gifts, bequests and grants in accordance with RA 9155.
  • Manages a process for the registration, maintenance and replacement of school assets and dispositions of non-reusable properties.
  • Organizes a procurement committee and ensures that the official procurement process is followed.
  • Utilizes funds for approved school programs and projects as reflected in SIP/AlP.
  • Monitors utilization, recording and reporting of funds
  • Accounts for school fund.
  • Prepares financial reports and submits / communicates the same to higher education authorities and other education partners.
     6.C. Use of Technology in the Management of Operations
  • Applies Information Technology (IT) plans for online communication
  • Uses IT to facilitate the operationalization of the school management system (e.g. school information system, student tracking system, personnel information system)
  • Uses IT to access Teacher Support Materials (TSM), Learning support Materials (LSM) and assessment tools in accordance with the guidelines.
  • Shares with other school heads the school's experience in the use of new technology.

DOMAIN 7.  Personal and Professional Attributes and Interpersonal Effectiveness

     7.A. Professionalism
  • Manifests genuine enthusiasm and pride in the nobility of the teaching profession.
  • Observes and demonstrates desirable personal and  professional (RA 6713 & Code of Ethics RA 7836) behaviors like respect, honesty, dedication, patriotism and genuine concern for others at all times.
  • Maintains harmonious relations with superiors, colleagues, subordinates, learners, parents and other stakeholders.
  • Makes appointments, promotions and transfers on the bases of merit and needs in the interest of the service.
  • Maintains good reputation with respect to financial, matters such as the settlement of his/her debts, loans and other financial affairs.
  • Develops programs and projects for continuing personal and professional development including moral recovery and values formation among teaching and non-teaching personnel.
     7.B. Communication
  • Communicates effectively to staff and other stakeholders in both oral and written forms.
  • Listens to stakeholders' needs and concerns and responds appropriately in consideration of the political, social, legal and cultural context.
     7.C.  Interpersonal Sensitivity
  • Interacts appropriately with a variety of audiences.
  • Demonstrates ability to empathize with others.
     7.D. Fairness, Honesty and Integrity
  • Observes Award System and a system of assistance for teachers staff to sustain integrity, honesty and fairness in all school practices.
  • Demonstrates integrity, honesty and fairness all his/her dealings and transactions.
  • Makes individuals accountable for their actions.
With these standards, teachers would no longer envy their school heads as to the volume of work and responsibility they are expected to perform.

This national competency standards too will ensure the continuing flow of dedicated and passionate applicants to the school heads position and not those wishy washy type whos primary and common agenda is to have higher pay, prestige, and easy work as formerly perceived by many of a school head position.

(This material is based on the attachment to a Division Memorandum No. 141, s. 2010 dated June 1, 2010 of the City Schools Division of Marikina as stumbled upon by The Learning Captain through google search.  Take note that, the presentation is identical with NCBTS and so it is expected that the process of rating is the same.)

5 comments:

jamestilyours said...
This comment has been removed by the author.
jamestilyours said...

strange.
'attachment to a division memo'...
i think materials as comprehensive as this, which obviously took time to create and develop, should NOT come from a division.
KINDLY find the deped order/memo from which this attachment was copied.
thanks.

The Learning Captain said...

Dear Sir James,

You are right. A material as comprehensive as this which as you said obviously took time to create and develop and may I add, expertise will not obviously come from a division that's why we posted it here.

It should have come from the top. We took and exerted time to search more but we found out none.

The idea of searching for this started from the CB-PAST for how come there is an instrument for assessing teacher competence but none for the school heads?

top@lessm.com said...

Principals wear different hats and carry the burden of multiple roles. We honor those who shape minds, those who catalyze positive change, and those who inspire people to become better members of our society.

We hope that you can be a part of our search for THE OUTSTANDING PRINCIPALS.

Support the first national search for The Outstanding Principals (TOP) and recognize the efforts of exemplary Filipino educators who have mentored excellent teachers, nurtured exceptional students, and have helped shape the community.

To know how to send in your nominations or become an event partner, contact: (02)433-9300, 0917-5009099, or top@lessm.com, www.lessm.com

Gilbert Forbes said...

Thank you so much top@less.com for your appreciation. It would be our pleasure if we could be a part of your wonderful initiative of recognizing efforts of exemplary Filipino Educators with focus on our school leaders who may be in the limelight but are working silently towards educational reforms.