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DepEd O R D E R No. 32, s.

2010

NATIONAL ADOPTION AND IMPLEMENTATION OF THE NATIONAL COMPETENCY-BASED STANDARDS FOR SCHOOL HEADS

To: Undersecretaries Assistant Secretaries Bureau Directors Directors of Services, Centers and Heads of Units Regional Directors Schools Division / City Superintendents Heads, Public Elementary and secondary Schools

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Pursuant to the Implementing Rules and Regulations of Republic Act No. 9155 and the operationalization of the Basic Education Sector Reform Agenda (BESRA), the National Competency-Based Standards for School Heads (NCBS-SH) is hereby adopted. The NCBS-SH defines the standards through the domains and strands which can be used as basis for the school heads decision making, actions and performance of their functions. In addition to fundamental direction provided by the set of standards, knowledge, skills and values are clarified through the indicators defined per strand on every domain.

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The NCBS-SH shall be used as basis for the preparation of a comprehensive training and development based on expected tasks that will be utilized to deliver supply-driven training programs to ensure efficiency, effectiveness and excellence of school heads job performance. It can also be used as basis for qualifying examination and other screening activities relative to selection and promotion of school heads and assistance to succession planning and development. Revision of performance appraisal shall also be based on the same document. The Regional Directors through the Training and Development Teams of the NEAP in the Region (NEAP-R) shall manage the distribution and orientation of the adoption of the NCBS-SH of the divisions within their jurisdiction. Monitoring and evaluation shall be conducted by the Quality Assurance and monitoring Evaluation and Accreditation (QA-ME-A) Team of the NEAP-R. Reporting of the orientation activities shall be done by the Regional Office to the Office of the Secretary through the BESRA Technical Coordinating Team (TCT). Immediate dissemination of and compliance with this Order is directed.

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NATIONAL COMPETENCY BASED STANDARDS FOR SCHOOL HEADS (NCBS-SH)

Guiding Principles in the Framing of the NCBS-SH The following are the principles which guided the framing of the NCBS-SH.

y y y y y

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 through transformational leadership and high degree of professionalism.

DOMAINS AND COMPETENCY STRANDS DOMAIN 1. SCHOOL LEADERSHIP 1.A. Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO) y

INDICATORS

Expresses ownership and personal responses to the identified issues. Involves internal and external stakeholders in formulating and achieving school vision, mission, goals and objectives.

Gives personal response consistent with the schools vision and mission to identified issues. Aligns goals and objectives with the school vision and mission. Communicate the school VMGO clearly Explains the school vision to the general public. Revisits and ensures that school activities are aligned with the school VMGO. Establishes BEIS/SIS and baseline data of all performance indicators.

y y y y 1.B. Data-based Strategic Planning y

DOMAINS AND COMPETENCY STRANDS y

INDICATORS Involves all internal and external stakeholders in developing SIP/AIP Utilizes data, e.g., BEIS/SIS, SBM assessment, TSNA, and strategic planning in the development of SIP/AIP

Aligns the SIP/AIP w/ national, regional and local education policies and thrusts. y 1.C. Problem Solving y y Communicates effectively SIP/AIP to internal and external stakeholders. Resolves problems at the school level Assists teachers and students to understand problems and identify possible solutions. Analyzes cause/s of problems critically and objectively Addresses the causes of the problem rather than the symptoms. 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 and development of members as team players. Defines roles and functions of each committee. Monitors and evaluates accomplishment of different committee/teams. Gives feedback on the teams performance using performance based assessment tool. Establishes a system for rewards and benefits for teachers and staff.

y y

y y 1.D. Building High Performance Teams y

y y

y y

DOMAINS AND COMPETENCY STRANDS 1.E. Coordinating with Others y

INDICATORS 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. 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/AIP 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.

y 1.F. Leading & Managing Change y

y y

DOMAIN 2: INSTRUCTIONAL LEADERSHIP 2.A. Assessment for Learning y .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.

y y

DOMAINS AND COMPETENCY STRANDS 2.B. Developing Programs &/or Adapting Existing Programs

INDICATORS y y Develops/adapts a research based school program. Assists in implementing an existing, coherent and responsive school-wide curriculum. Addresses deficiencies and sustains successes of current programs in collaboration with teachers and learners. Develops a culture of functional literacy. Manages the introduction of curriculum initiatives in line w/ 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. 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.

y 2.C. Implementing Programs for Instructional Improvement y

y y y

2.D. Instructional Supervision

y y y

DOMAIN 3: CREATING A STUDENT LEARNING ENVIRONMENT 3.A. Setting high social & academic expectations y y 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.

y y

y y

DOMAINS AND COMPETENCY STRANDS 3.B. Creating school environments focused on the needs of the learner y

INDICATORS 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 y y Builds a community of learners among teachers Assesses and analyzes the needs and interests to 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/AIP. 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. Prepare, implements and monitors school-based INSET for all teaching staff based on IPPDs. Monitors and evaluates school-based INSETs. 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 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--vis targets

y y

4.B. Recruitment & Hiring

y y

y 4.C. Managing Performance of Teachers and Staff y

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

y y

DOMAIN 5. PARENT INVOLVEMENT & COMMUNITY PARTNERSHIP 5. A. Parental Involvement y 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 on 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

y y

DOMAIN 6. SCHOOL MANAGEMENT IMPLEMENTATIONS 6.A. Managing School Operations y Manages the implementation, monitoring and review of the SIP/AIP 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 and facilities improvement plan in consultation with an expert/s Allocates/prioritizes funds for improvement and maintenance of school physical facilities and equipment Oversees school operations and care and use of school facilities according to set guidelines

DOMAINS AND COMPETENCY STRANDS y

INDICATORS

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

y y y y

Prepares a financial management plan Develops a school budget which is consistent wit 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/AIP 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

y y y

6.C. Use of Technology in the Management of Operatios

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

DOMAINS AND COMPETENCY STRANDS

INDICATORS

tracking system, personnel information system) y Uses IT to access Teacher Support Materials (TSM), Learning Support Materials (LSM) and assessment tools in accordance with the guidelines Shares with other schoolheads the schools experience in the use of new technology

DOMAIN 7. PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS 7.A. Professionalism y 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 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 y 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 Interacts appropriately with a variety of audiences Demonstrates ability to emphatize with others 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

7.C. Interpersonal Sensitivity

y y

7.D. Fairness, Honesty & Integrity

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