Functions of School

Administrators and
Supervisors
ARGIE BALASBAS MABAG
Discussant
S
 Functions of School Administrators

S The purpose of school management is to enable members of staff of the

school and the students to work together with the head-teacher of the
school as a team in order to achieve the desired goals and objectives of
the school. The school manager is the person responsible for
coordinating the activities of the school, using resources at his disposal in
such a way that the school’s objectives are achieved. He is essentially an
organizer and implementer of plans, policies and programs meant for
specific educational objectives. Jaiyeoba (2003), highlighted some of the
functions performed by school the manager (principal) as planning,
organizing, coordinating and directing.
S Planning: The school manager prepares a plan that will
embrace the subjects in the school curriculum, the number
of students, the number of classes, the number and
qualifications of teachers to teach the various subjects as
well as the instructional materials that will be required for
effective teaching. He request for personnel ahead of time
and ensures that the time-table for instructions is prepared
in such a way that clashes are avoided.
S Organizing: The school manager organizes both
the human and material resources. He organizes
the work in the school into units with each unit
manned by a specialist. He assigns tasks to the
administrative staff and also organizes
instructional materials that are necessary to
enhance student learning.
S Coordinating means the tasks of uniting and
correlating all activities of the school. The
school manager coordinates all activities of
the various units within the school. Since the
teachers are interdependent, it is the duty of
the Principal to coordinate their activities.
S Controlling is the means by which the manager
sees that things are done according to laid-down
rules and regulations. In the school, the manager
has to ensure that teachers perform their duties as
required, which can be done through effective
supervision, making corrections where necessary.
S Directing: The school manager is expected to
provide effective leadership. He accomplishes this
task by stimulating his staff to perform and
guiding them as to what to do. He also guides the
performance of the students, by telling them what
to do on a daily basis through announcements at
school assemblies.
 Major Functions of Supervisors

The purpose of instructional supervision in the school systems

according to Nnabuo (1996) are:
S To develop educational goals;
S To control and coordinate educational activities;
S To motivate teachers and other staff;
S To solve problems in educational organization;
S To develop teaching professionalism; and
S To evaluate or assess educational outcomes.
 Major Functions of Supervisors

SIn addition, instructional supervision is needed to

ensure that each individual teacher within the school
system had been performing the duties for which he
was scheduled and to improve the effectiveness of
teaching.
 Internal Supervision

S An example of effective internal supervision is clinical

supervision. This is a clinical approach to school supervision.
According to Goldhammer and Krajeweski (1969), clinical
supervision refers to a close observation, detailed face-to-face
interaction between the supervisor and the teacher with the aim
of binding the two in an intimate professional relationship.
Clinical supervision is often perceived as a model with certain
stages or cycle of phases.
 Internal Supervision

S In 1969, Goldhammer and his colleague, with the basic ideas they got
from Morris Cogan, specified a five stages or cycles of supervision. These
are:
a. Pre-observation conference;
b. Observation;
c. Analysis and strategy;
d. Supervision conference; and
e. Post conference.
 External Supervision

These are supervisors who are expected, as

their primary responsibility, to inspect schools
and work directly with teachers to improve the
quality of instruction in school.
 External Supervision

Types of External Supervision

External supervision can further be divided into four
main types namely:
i. Full inspection
ii. Follow-up inspection
iii. Partial inspection
iv. Recognition inspection / certification inspection
Administrative Functions of the DepEd
in the Elementary and Secondary Levels

S The Department of Education (DepEd) formulates,

implements, and coordinates policies, plans, programs and
projects in the areas of formal and non-formal basic
education. It supervises all elementary and secondary education
institutions, including alternative learning systems, both public
and private; and provides for the establishment and maintenance
of a complete, adequate, and integrated system of basic
education relevant to the goals of national development.
 Administrative Functions of the CHED
in Higher Education
Per Section 8 of R.A. 7722, the CHED has the following powers and
functions:
S Formulate and recommend development plans, policies ,priorities,
and programs on higher education;
S Formulate and recommend development plans, policies, priorities,
and programs on research;
S Recommend to the executive and legislative branches priorities and
grants on higher education and research;
S Set minimum standards for programs and institutions of higher
learning recommended by panels of experts in the field and
subject to public hearing, and enforced the same;
S Monitor and evaluate the performance of programs and
institutions of higher learning for appropriate incentives as well as
the imposition of sanctions such as, but not limited to, diminution
or withdrawal of subsidy, recommendation on the downgrading
or withdrawal of accreditation, program termination or school
course;
S Identify, support and develop potential centers of excellence
in program areas needed for the development of world-class
scholarship, nation building and national development;
S Recommend to the Department of Budget and Management
(DBM) the budgets of public institutions of higher learning as
well as general guidelines for the use of their income;
S Rationalize programs and institutions of higher learning and set
standards, policies and guidelines for the creation of new ones as well as
the conversion or elevation of schools to institutions of higher learning,
subject to budgetary limitations and the number of institutions of higher
learning in the province or region where creation, conversion or elevation
is sought to be made;
S Develop criteria for allocating additional resources such as research and
program development grants, scholarships, and the other similar
programs: Provided, that these shall not detract from the fiscal autonomy
already enjoyed by colleges and universities;
S Direct or redirect purposive research by institutions of higher
learning to meet the needs of agro-industrialization and
development;
S Devise and implement resource development schemes;

S Administer the Higher Education Development Fund, as

described in Section 10 of R.A. 7722, which will promote the
purposes of higher education;
S Review the charters of institutions of higher learning and state
universities and colleges including the chairmanship and
membership of their governing bodies and recommend
appropriate measures as basis for necessary action;
S Promulgate such rules and regulations and exercise such other
powers and functions as may be necessary to carry out
effectively the purpose and objectives of R.A. 7722.
 Leadership as an Administrative and
Supervisory Function

S Leadership
S The most patient influence, and at the same time, the
most dramatic activity in the field of school
administration, said Ayer (2015)
S It is a responsibility to a larger group rather than one
member of the group.
 Roles of a Leader as an
Administrator and Supervisor

S Constant expansion of professional knowledge

and skills.
S Stimulate, direct, guide, arouse thinking,
encourage questioning minds.
S Make sure the teacher teach and the students
learn.
 Definitional Characteristics of Democratic
Leadership in the Field of Educational
Administration and Supervision

S It is the kind of leadership that is consistent with the principles

of democratic school administration and supervision.
S In a democratic leadership, people are respected, workers
accept one another without suspicion or distrust.
S It ensures the making of cooperative or shared decision which
are generally lasting and more likely to be right than the
decision of any one person.
S There is a higher regard for the people and for facts.
People are more important than regulations,
responsibilities take precedence over rights, security
displaces fear.
S It draws efficiency from purposeful activity, wiser
planning, greater flexibility, and group discipline.
 Qualifications of a School
Administrator
S A school administrator needs to be a leader, organized
and committed to the job.
S A school administrator may be responsible for setting a
curriculum, organizing professional development,
creating master schedule, observing and mentoring
staff, as well as completing office or clerical tasks as
needed.
 Qualifications of a School
Administrator

S A school administrator is a leader, one who can

delegate as needed, but keeps things organized
and calm in the case of emergency.
S The administrator needs to be a leader,
disciplinarian, and leader.
 Qualifications of Education Supervisor II
(Higher Education)

Education: Master’s Degree relevant to the job

Training: 12 hours of relevant training in Management and
Supervision
Experience: 3 years in the position/s involving management
and supervision
 Qualifications of the College Dean or
Head (Higher Education)

Education: Master’s Degree relevant to the job

(preferably a holder of an earned
doctorate degree relevant to the job)
Experience: 5 years teaching experience and 3
years administrative experience
 Qualifications of the Department Chair,
Head or Coordinator (Higher Education)

Education: Master’s Degree relevant to the job

Experience: 5 years teaching experience

 Qualifications of Principal I

Modified Qualification Standards for Principal I, per Enclosure No. 1,

DepEd Order No. 39, s. 2007, issued June 15, 2007:
Education: Bachelor’s Degree in Education or Bachelor’s Degree
with 18 professional education units
Training: 40 hours of relevant training
Experience: HT for 1 year, or TIC for 2 years, or MT for 2 years, or
Teacher for 5 years, VS for the last 3 years
 Qualifications of Principal II

Modified Qualification Standards for Principal II, per Enclosure

No. 1, DepEd Order No. 39, s. 2007, issued June 15, 2007:
Education: Bachelor’s Degree in Education or Bachelor’s
Degree with 18 professional education units
Training: 40 hours of relevant training
Experience: 1 year as principal
 Qualifications of Assistant Secondary
School Principal (SHS)
Modified Qualification Standards for Assistant Secondary School Principal
per DepEd Order No. 19, s. 2016, DepEd Order No. 39, s. 2007:
Education: Bachelor’s Degree in Education or its equivalent with
a major and a minor, or Bachelor Degree in Arts and
Sciences with at least 18 units in professional
education
Training: 8 hours of relevant training
Experience: 2 years of relevant experience
S Strict Compliance with the passing of the Qualifying
Examination for Principalship for Appointment to Principal I
Position, as per DepEd Order No. 36, s. 2009, issued April
20, 2009
S It is emphasized that only those with experience of at least
five (5) years in the aggregate as Head Teacher, Teacher-In-
Charge, Master Teacher, and Teacher III are qualified to take
the PMAT/NQESH.
 Qualifications of Education Program
Supervisors
Qualification Standards for the Position of Education Program Supervisor,
per DepEd Order No. 117, s. 2010, issued December 13, 2010
Education: Master’s Degree in Education or other relevant Master’s
Degree with specific area of specialization
Experience: 2 years as Principal or Head Teacher or Master Teacher
Training: 8 hours of relevant training
Eligibility: RA 1080 (LET/PBET)
 Qualifications of School
Supervisors
Qualification Standards for the Position of Public School District
Supervisor, per DepEd Order No. 117, s. 2010, issued December 13, 2010
Education: Master’s Degree in Education or its equivalent
Experience: 2 years as Elementary School Principal III, or 4 years as
Elementary School Principal II
Training: 8 hours of relevant training
Eligibility: RA 1080 (LET/PBET)
 Qualification Standards for the position
Education Program Specialist II

per Enclosure A, DepEd Order No. 50, s. 2014

S Education: Bachelor’s degree in Education or its equivalent
S Experience: 2 years experience in education research, development,
implementation or other relevant experience
S Training: 4 hours of relevant training
S Eligibility: PBET/ LET/ Second Level Eligibility
 Qualification Standards for the position
Senior Education Program Specialist
per Enclosure A, DepEd Order No. 50, s. 2014
S Education: Bachelor’s degree in Education or its equivalent and
completion of academic requirements for Master’s
degree relevant to the job
S Experience: 2 years experience in education research, development,
implementation or other relevant experience
S Training: 8 hours of relevant training
S Eligibility: PBET/ LET/ Second Level Eligibility
 Qualification Standards for the position
Supervising Education Program Specialist

per Enclosure A, DepEd Order No. 50, s. 2014

S Education: Master’s Degree in Education or other relevant Master’s
Degree
S Experience: 3 years experience in education research, development,
implementation or other relevant experience
S Training: 16 hours of relevant training
S Eligibility: PBET/ LET/ Second Level Eligibility
 Qualification Standards for the position
Chief Education Program Specialist

per Enclosure A, DepEd Order No. 50, s. 2014

S Education: Master’s Degree in Education or other relevant
Master’s Degree
S Experience: 4 years experience in education research, development,
implementation or other relevant experience
S Training: 24 hours of relevant training
S Eligibility: PBET/ LET/ Second Level Eligibility
 Qualification Standards for the position
Chief Education Supervisor

per Enclosure A, DepEd Order No. 50, s. 2014

S Education: Master’s Degree in Education or other relevant Master’s
Degree
S Experience: 4 years experience in education research, development,
implementation or other relevant experience
S Training: 24 hours of relevant training
S Eligibility: PBET/ LET/ Second Level Eligibility
 Qualification Standards for the position
Schools Division Superintendent
per Enclosure A, DepEd Order No. 50, s. 2014
S Education: Master’s Degree in Education or its equivalent
S Experience: 5 years experience involving management and
supervision, 1 year as Assistant Schools Division
Superintendent
S Training: 32 hours of relevant training in management and
supervision
S Eligibility: Career Executive Service (CES)
 Qualification Standards for the position
Assistant Schools Division
Superintendent
per Enclosure A, DepEd Order No. 50, s. 2014
S Education: Master’s Degree in Education or its equivalent
S Experience: 5 years experience involving management and
supervision
S Training: 32 hours of relevant training in management and
supervision
S Eligibility: Career Executive Service (CES)
 Qualification Standards for the
position Head Teacher III
per Enclosure A, DepEd Order No. 39, s. 2007
S Education: Bachelor’s degree in Education, or Bachelor’s degree
with 18 professional education units with appropriate
field of specialization
S Experience: HT for 2 years, Teacher for 5 years
S Training: 24 hours of relevant training
S Eligibility: LET/PBET
 The Seniority Rule

S The two principal criteria for determining promotions are merit and seniority.
While the term merit more correctly applies to an individual’s record of
performance, it also is commonly used in references to abilities. In its broader
sense, merit can be said to refer to both past performance and ability; for it is
in this sense that merit is used as criterion for determining that an individual is
qualified to meet the requirements of a higher-level job. Evidence of merit may
be provided by performance ratings, personal history records, and scores on
job-relevant tests. Seniority refers to the length of service that an employee
has accumulated. While seniority lends itself to more objective measurement
than merit, its determination can create various problems.
 Merit System
S Merit system is a system by which entrance and
advancement in the civil service is based on merit and
fitness to be determined by competitive examinations and
other objective criteria. It is the guiding principle in the
selection, recruitment and promotion of the officers and
employees of the local government bureaucracy or in the
executive departments.
 Merit Promotion and Fitness
Principle
S The present policies on promotion are found in Rule VI of
the Omnibus Rules Implementing Book V of Executive
Order 292. The salient features of the Rule are as follows:
S 1.Whenever a position in the first level becomes vacant, the
employees in the department/agency who occupy positions
deemed to be next-in-rank to the vacancy, shall be
considered for promotion.
S 2.Whenever a position in the second level becomes vacant, the
employees in the entire bureaucracy who occupy next-in-rank
position, shall be considered for promotion.
S 3.The most qualified next-in-rank employee may be promoted
to the vacancy.
S 4.The appointing authority may appoint an individual who is
not next-in-rank but possess superior qualifications and
competence than the next-in-rank employee.
S 5. Next-in-rank position is defined as the one
which by the reason of the hierarchical
arrangement of position in the department or
agency or in the government, assumes the nearest
degree of relationship to a higher position as they
appear in the agency’s System of Ranking
Positions
S 6.When employees are on equal footing in
their qualifications, preference may be given
to the employee in the organizational unit
where the vacant position is, or for second
level positions, in the department or agency
where the vacancy is.
S 7. The factors used in determining degree of competence and
qualification of employees are the following:
S a. Performance – this is based on the last performance rating of
the employee. The performance rating should at least be Very
Satisfactory.
S b. Education and Trainings – these include educational
background and successful completion of training courses,
scholarships, training grants and others
S c. Experience and Outstanding Accomplishments – these include
occupational history, work experience and accomplishments worthy of
special commendation
S d. Physical Characteristics and Personality Traits – these refer to
physical fitness, attitude and personality traits of the individual which
must have a bearing on the position to be filled
S e. Potential – this considers the employee’s capability not only to perform
duties and assume the responsibilities of the position to be filled but also
those of higher positions that entail more responsibilities.
Common Point System (CHED)
under NBC Cycle 461
S Educational Qualification 85 points
Doctorate Degree 85
Master’s Degree 65
LLB and MD 65
Diploma above a bachelor’s degree 55
Bachelor’s Degree 44
3-year post secondary course 30
2 year post secondary course 25
Additional Master’s Degree 4
Additional Bachelor’s Degree 3
Common Point System (CHED)
under NBC Cycle 461
S Experience and Professional Services 25 points
1 year full-time academic service in HEI 1
1 year full time academic service in private inst. 0.75
1 year administrative designation 1.0-3.0
1 year full time industrial/agr teaching exp 0.5-1.5
1 year as cooperating teacher, Basic Ed Teacher 1.0-1.5
 Common Point System (CHED)
under NBC No. 461
S Professional Development Achievement and Honors 25 pts
Innovations, publications, creative works =<30
Expert services, training, prof training =<30
Membership in organizations =<10
Awards, recognitions 2-5
Community Outreach =<5
Professional Examinations =<10