Group-6-Report-Reinventing-the-Principalship-and-21st-Century-Challenges-to.pptx

MAEM

1. Reinventing the Principalship and 21 st Century Challenges to the Schools Division Superintendency Presenter: CRIZANETH V. NAPALAN MELBA G. OLIDO

2. Developing/ empowering others to establish collective accountability for results The ability to develop and nurture effective relationships with colleagues and team members and to deal constructively with conflicts. The ability to develop subordinates’ competencies and enhance performance by planning effective development activities related to current and future jobs.

3. EFFECTIVE BEHAVIORS Identifies conflict early and manages/resolves them in a constructive manner INEFFECTIVE BEHAVIORS Fails to recognize, control and resolve conflict in a constructive and conclusive manner Fosters a familial environment in which people who are culturally diverse can work together cooperatively and effectively in achieving organizational goals Creates a structured and transactional working environment where cultural environment can limit cooperation and performance effectiveness resulting I lower achievement levels of organizational goals Considers and responds with concern and empathy to the needs and feelings of different people in different situation Manifests insensitivity to and trivializes the needs, insights and sentiments of different people in different circumstances Inspires and fosters team commitment, spirit, pride and trust, and motivates team members to accomplish group goals Fails to inspire or instill team commitment, spirit, pride, trust and to motivate team members in accomplishing group goals

4. EFFECTIVE BEHAVIORS Foster an inclusive workplace where diversity and individual differences are valued and leveraged to achieve the vision and mission of the organization INEFFECTIVE BEHAVIORS Unwilling to manage an inclusive culturally diverse workforce. Does not value cultural diversity and individual differences and leveraging them to achieve the organizational vision and mission. Develops the ability of others to perform and contribute to the organization by providing relevant feedback fails to evaluate, provide relevant feedback on, and enhance the capabilities of subordinates for improved performance and meaningful contributions to the organization Gives people latitude to make decisions based on their level and scope of responsibility shows low levels of trust for subordinates, limiting the ability and authority to make decisions based on their level and scope of accountability encourage individuals and groups to set their personal development goals consistent with organizational goals shows lack of interest in enabling subordinates to identify and align personal and organizational goals with measurable outcomes

5. EFFECTIVE BEHAVIORS Holds others accountable for achieving results related to their area of responsibility INEFFECTIVE BEHAVIORS Fails to establish a system and instill a sense of accountability which ensures results achieved through the exercise of functions clearly defined by scope level of authority Shows appreciation for efforts and celebrates achievements. fails to meaningfully appreciate and celebrate significant contributions and successful achievement realized through the efforts of individuals and groups

6. Linkaging and networking for productive partnership The ability to create and strengthen partnership that can provide information, resources, and leverage to the organization; to define and harness synergies across the organization and with external partners.

7. EFFECTIVE BEHAVIORS Develops networks and builds alliances to achieve common goals INEFFECTIVE BEHAVIORS Adopts an independent and unilateral approach to achieve set goals Collaborates with others to build strategic relationships and achieve common goals Avoid collaboration and working with others in working to achieve set goals Identifies and manages the internal and external politics that impact on the work of the organization Manifests difficulty in understanding and managing the political elements and dynamics in the internal and external environment affecting the organizations work performance Participates in cross-functional activities to achieve organizational objectives Avoids participation in cross-functional activities and subscribes to a “stand-alone” work program to achieve organizational objectives

8. EFFECTIVE BEHAVIORS Anticipates the requirements of strategic partners and mobilizes resources to respond to these needs INEFFECTIVE BEHAVIORS Ignores requirements of strategic partners and refrains from mobilizing resources to respond to their needs Defines objectives and strategies to meet partner requirements and organizational goals and objectives Fails to consider partner requirements as bases to define objectives and strategies aligned with organizational goals

9. Planning and organizing for greater impact The ability to establish a systematic course of action for one’s self and/ or others to achieve a specific goal

10. EFFECTIVE BEHAVIORS Translates objectives into workable activities by developing clear strategies that are consistent with clear goals INEFFECTIVE BEHAVIORS Formulates vague and incoherent strategies as bases of activities showing no direct relationship with no clear assurance to achieve goals Develops systems to organize workflow to ensure quality precision and timelines of outputs and outcomes Consistently relies on existing and in place work flows. Shows no effort to improve flows that will result in greater process efficiency and better quality, precision, timelines of outputs and outcomes Develops or uses systems to organize, keep track of, and manage information (e.g., “to do” list, appointment calendars, follow-up file systems) Refuses to rely on and consistently use systems and tools aimed at improving records management efficiency Works with others to set and communicate performance standards that are specific, measurable, realistic and timebound (SMART) Unilaterally formulates and disseminates performance standards without undergoing consultation, validation and agreement with employees

11. EFFECTIVE BEHAVIORS Formulates communication plan and feedback system INEFFECTIVE BEHAVIORS Ignores the importance of and fails to develop and install a communication plan and feedback

12. Driving performance for integrity and service The ability to produce and deliver quality outputs and achieve results with consistent regard for customer satisfaction while adhering to the highest ethical standards of public office

13. EFFECTIVE BEHAVIORS Set clear goals for the employees and the work unit INEFFECTIVE BEHAVIORS Incapable of defining and clarifying goals drawn from the organizations vision and aligned with its KRAs Demonstrates a systemic and efficient approach to work Fails to establish work process quality standards resulting in an unorganized, non-purposive and costly approach to work management Produces high- quality results and workable solutions that meet client needs Generates sub-standards/ low quality outputs having low impact/insignificant results without any useful benefits to or meaningful improvements in the clients quality of life Monitors own progress against objectives and takes any corrective actions necessary Fails to measure monitor and evaluate work performance against set standards and to define adopt appropriate remedial or alternative corrective measures as needed to safeguard integrity of work plan

14. EFFECTIVE BEHAVIORS Acts without being prompted and makes things happen; handle changes effectively INEFFECTIVE BEHAVIORS Assumes a reactive (“come what may” “wait and see”) position in situations requiring immediate and purposive discretionary action to achieve desired results in a complete, timely and effective, manner in response to actual problems

15. Competency consists of three dimensions: 1. Underpinning knowledge Bring to an activity through their knowledge and understanding 2. Underpinning Skills the ability to perform an activity 3.Underpinning Attitude Refers to the core personality characteristics underlying a persons capability to do an activity

16. PROFESSIONALISM FOR THE SDS

17. The challenge to the Schools Division Superintendency is a firm reminder for renewal and empowerment, aptly stated in the introduction to Megatrends 2000 ( Naisbitt ) to wit: Before us is the most important decade in the history of civilization, a period of stunning technological innovations, unprecedented economic opportunity, surprising political reform and great cultural rebirth. It will be a decade like none that has come before because it will culminate in the millennium, the year 2000. For centuries that monumental, symbolic date has stood for the future and what we shall make if it in a few short years that future will be here.

18. Empowerment makes school more effective places for learning because empowered people: use their insights and experience to make better decisions have the flexibility and support to try new approaches and custom-fit what they do to meet the needs of school and students learn and grow on the job work together to solve challenging problems. Empowerment creates “team spirit” among administrators, teachers, students and citizens believe that improved instruction is everyone’s responsibility appear challenged and committed

19. are open to change are confident of their ability to achieve-and help others achieve upgrade their knowledge, skills and effectiveness through professional development model positive, constructive behaviors for colleagues and students find personal satisfaction in their own success-and the success of others respect the worth of every individual

20. The SDS involvement in pre service education and training was issued in a joint Order of the DepEd and the Commission on Higher Education (CHED). The guidelines in the deployment of pre service teachers in authentic school settings include field study courses and practice teaching/ student internship, to wit: As key interdependent stakeholders in the development of future teachers, the Basic Education Schools shall provide the Teacher Education Institutions (TEIs) the authentic environment to implement the teacher education curriculum; the TEIs in turn provide schools with competent teachers steeped in both theory and practiced.

21. In collaboration with the TEIs and school principals, the SDS shall: forge a Memorandum of Agreement with TEIs on the deployment of pre service teachers review and subsequently approve requests for cooperating schools conduct orientation/ briefing on the field study and practice teaching with TEIs and cooperating schools monitor and evaluate the capacity and performance of cooperating schools allow the preservice students access to school information for research and instruction purposes

22. The authority, accountability and responsibility of the SDS encompasses the “supervision of the operation of all public and private elementary secondary and integrated schools, and learning centers; Ensuring compliance of equality standards for basic education programs and strengthen the role of division supervisors as subject specialists.” The challenge for continuing professionalism development on the city/ provincial levels is crucial considering the creation of many city schools divisions.

23. Republic Act No. 10522 entitled Enhanced Basic Education Act of 2013 (Sec. 7-C) mandates the Training of School Leadership: “Superintendents, Principals, Subject Area Coordinators, and other school leaders shall likewise undergo workshops and training to enhance their skills on their role as academic, administrative, and community leaders.” Henceforth, professional development programs shall be conducted regularly throughout the school year is the challenge to the SDS as leader for public and private basic education schools.

24. THANK YOU!!!