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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,
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.
1.A. Developing and Communicating Vision, Mission, Goals, and Objectives
(VMGO)
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.
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
3.B. Creating school environments focused on the needs of the learner
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.
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.
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.
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.
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.
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.)