Chapter 5 of the teacher and community school culture and organization leader.pptx

Chapter 5 GLOBAL issues that concern school and society

1. Roles and Competencies of School Heads CPE102 CHAPTER 12

2. Intended Learning Outcomes: At the end of this chapter you should be able to discuss the competencies expected of schools heads as contained in competency frameworks for Philippines and for Southeast Asia. 2

3. 5 Competencies for School Head In chapter 1, section 5, E of RA 9155 , the school head is an administrative and an instructional leader. Introduction National Competency-Based Standard for School Heads (NCBSSH) Issued in DepeD Order No.32, 2010 on April 16, 2010.

4. 5 School heads are competent, committed and accountable in providing access to quality and relevant education for all through transformational leadership and high degree of professionalism. Core Principle

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9. 5 As a member of the Association of Southeast Asian Nations (ASEAN), lets take a look at the competencies of school heads for southeast Asia. Competency Framework for Southeast Asian Schools Heads

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17. 5 As a member of the Association of Southeast Asian Nations (ASEAN), lets take a look at the competencies of school heads for southeast Asia. Competency Framework for Southeast Asian Schools Heads

18. 5 Leading curriculum implementation and improvement Creating a learner-centered environment Supervising and evaluating teachers’ performance Delivering planned learning outcomes The domain on Instructional Leadership encompasses 4 competencies:

19. 5 strategic thinking and innovation (domain 1) stakeholders’ engagement (domain 4) managerial leadership (domain 5) personal excellence (Domain 3) Administrative Leadership This includes:

20. 5 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) 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) involves stakeholders in meetings and deliberations for decision-making (Domain 1D) School Head and the Community In the NCBSSH, several strands and indicators point to this school and community partnership. The strands are as follows:

21. 5 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 2C) recognizes high performing learners and teachers and supportive parents and other stakeholders (Domain 3A) 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

22. 5 promoting shared responsibility for school improvement managing education alliances and networks, and sustaining collaborative relationships with stakeholders In the Southeast Asian Competency Framework, the following competencies strengthen school and community partnership.

23. Thank you for listening!