Assessment of School Heads' Competency Mastery in Mabinay District 1

1. N C B S S H

2. A CASE STUDY ON THE LEVEL OF MASTERY OF THE COMPETENCIES OF SCHOOL HEADS OF MABINAY DISTRICT 1 Ieny A. Socorro Ph.D.Student,CPSU 2014-2015

3. Abstract An assessment on the level of mastery of the competencies covered in the NCBSSH was conducted for feed backing and mentoring purposes. Results showed that school heads of Mabinay District 1 are “experts” in terms of School- Community partnership. However, in terms of Instructional leadership majority are in the “apprentice” level which implies that they need to learn more to be able to function effectively as instructional leaders. Other competencies like creating child-centered climate, resource management and school leadership are displayed by the school heads in the level of a “practitioner”. Very few disclosed that they are novice in terms of instructional leadership yet they showed willingness and desire to grow professionally. Keywords: NCBSSH, experts, apprentice, practitioner, novice

4. Introduction According to Mike Schmoker in his book Results: The key to Continuous School Improvement, the combination of the three concepts constitute the foundation for positive improvement results: meaningful team work,clear goals and the regular collection and analysis of performance data. It is believed that school heads play a vital and crucial roles in achieving high school performance especially in academic. This study was conducted in the 13 schools of Mabinay District 1 with the aim of determining the level of mastery of the competencies contained in the NCBSSH. Findings of this study will be used to design and execute responsive training and professional development programs for school heads.

5. Domain 1 SCHOOL LEADERSHIP Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO) Data-based Strategic Planning Conflict management Building High Performance Teams Coordinating the Work of Others • Domain 7 • PERSONAL & PROFESSIONAL ATTRIBUTES and INTERPERSONAL EFFECTIVENESS • Professionalism • Communication • Interpersonal Sensitivity • Fairness and Integrity • Domain 2 • INSTRUCTIONAL LEADERSHIP • Assessment for Learning • Developing Programs &/or Adapting Existing Programs • ImplementingProgramsfor Instructional Improvement 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 Domain 3 CREATING A STUDENT CENTERED LEARNING CLIMATE Setting high social & academic expectations Creating school environments focused on the needs of the learner Domain 6 SCHOOL MANAGEMENT AND DAILY OPERATIONS Managing Daily Operations Fiscal Management Use of technology in the Management of Operations • Domain 4 • HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT • Creating a Professional Learning Community • Recruiting and Hiring • Instructional Supervision • Managing Performance of Teachers and Staff Domain 5 PARENT INVOLVEMENT AND COMMUNITY PARTNERSHIP Parental Involvement External Community Partnership

6. Domain 1: School Leadership • This domain emphasizes that effective school leaders collaboratively create and communicate clearly the VMGO with stakeholders, establish data based strategic plan(SIP/AIP),build high performance team, lead and manage change. • Domain 2: Instructional Leadership • This covers those actions in instructional leadership that include assessment for learning, development and implementation of curriculum initiatives, instructional supervision and technical assistance in order to ensure good teaching and high level of learning among pupils/students.

7. Domain 3: Creating a Student-Centered Learning • Climate • this requires that effective school leaders create engaging learning atmosphere, set high standards and create high expectations for learners at the same time recognize efforts of stakeholders. • Domain 4: HR Management and Professional • Development • this includes building a community of learners, assessment of strengths and needs of teachers, coaching and mentoring for the continuous growth and development

8. Domain 5: Parent Involvement and Community • Partnership • Effective school heads engage in shared decision making and establish strong school-community partnership to ensure increase of performance.This domain covers parent and other stakeholders’ involvement to raise learners’ performance and increase teachers’ productivity

9. Domain 6: School Management and Daily Operations covers the critical role school heads play in managing the financial resources of the school in the implementation and monitoring of PAPs as reflected in the school’s improvement (SIP) plan/annual implementation plan(AIP). This also includes skills on the use of ICT in the management of school operations.

10. Domain 7: Personal and Professional Attributes and Interpersonal Effectiveness. Effective school leaders are models of professionalism and ethical and moral leadership. This domain includes manifestations of genuine enthusiasm and pride in the nobility of the teaching profession, the ability to empathize others and interact with diverse personalities,

11. The NCBSSH-TDNA is basically a self appraisal tool to be accomplished by the School Heads themselves. The School Heads are asked to complete a self -assessment instrument where they identify the behaviors they have consistently demonstrated in their role as a school head across the seven domains. (DepEd Order No.32,s.2010)

12. The matrix used to describe the level of mastery of the above competencies are the following: • N=Novice (I can’t do it yet) • A=Apprentice ( I am learning how to do it) • P=Practitioner (I can do it but need to learn more and improve E= Expert ( I can do it very well)

13. RESULTS (13 SH)

14. Based on the data gathered the following are the top 3 strengths and top 5 weaknesses : • Strengths: 1.Developing & communicating VMGO ( Domain 1. A) 2. Data-Based Strategic Planning (Domain 1.B-C) 3. Prepares and implements instructional plan (Domain 2.D.1-5) • Weaknesses: 1. Building high performance team (Domain 1.D) 2. Instructional Leadership (Domain 2.A-C) 3. HR Management , Professional Development and Recruitment (Domain 4.A-B) 4.Use of technology in the management of operations(Domain 6-C) 5.Maintains good reputation with respect to financial matters (Domain 7.A.5-7)

15. Conclusions: 1.Majority of the school heads of Mabinay District 1 are in the “Practitioner”level in terms of Domains 1,3,4,6,7.This implies that they need to do more to improve. 2.In terms of instructional leadership majority of the SH are in the “apprentice” level which means that they are still learning to do it. 3.The school heads of Mabinay 1 are “experts” in terms of school-community partnership.

16. Recommendations: • 1. Skills on Instructional leadership should be given emphasis during INSET for SH • 2. Competencies on Community Partnership should be enhanced thru reward system • 3. Competencies under Domains 1,3,4,6,7 should be upgraded thru regular training and workshop • 4.Levels of mastery should be monitored/evaluated regularly for feed backing & mentoring purposes. • 5.Effects and overall impact of the level of mastery of SH should be identified to facilitate the attainment of desired goals • 6. Proposed Plan for personal and professional development should be designed and implemented before the beginning of the SY.

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