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SCHOOL LEADERSHIP
IN AN SBM ENVIRONMENT
Virgilio C. Boado, MA Ed. M
School Principal IV
PEQNHS
“Our success as school managers
depends on our positive attitude
towards change. We must be the
catalysts who will not only accept
changes and reforms, but also lead
and manage these changes..”
- Sec. Jesli A. Lapus
- Department of Education
SCHOOL LEADERSHIP IS…
Developing people ( internal and
external stakeholders)
Setting directions for the organization
(mission – vision) and;
Transforming the school into a more
effective organization that fosters
powerful teaching – learning for all
students.
10 PRINCIPLES OF SCHOOL LEADERSHIP
1. Know all aspects of your job.
2. Set accountable goals.
3. Ensure that jobs are understood, supervised and
accomplished.
4. Know your teachers and look after their welfare.
5. Keep every teacher informed.
6. Develop responsibility among your teachers and
students.
7. Set the example.
8. Take responsibility.
9. Make sound and timely decision
10. Develop teamwork.
Effective school leadership
propels schools to succeed
and fulfill their mandate to
serve the youth and the
nation.
THE SCHOOL HEAD AS AN EDUCATIONAL
LEADER
1. Setting the vision, mission, goals and objectives of
the school;
2. Creating an environment within the school that its
conducive to teaching and learning;
3. Implementing the school curriculum and being
accountable for higher learning outcomes;
4. Developing the school education program and
School Improvement Plan;
5. Offering educational programs, projects and
services which provide equitable opportunities for
all learners in the community;
THE SCHOOL HEAD AS AN EDUCATIONAL
LEADER
6. Introducing new and innovative modes of instruction to
achieve higher learning outcomes;
7. Administering and managing all personnel, physical
and fiscal resources of the school;
8. Recommending the staffing compliment of the school
based on its needs;
9. Encouraging staff development;
10. Establishing school and community networking and
active participation;
11. Accepting donation, gifts, bequests and grants for
upgrading and expanding competencies of school
facilitators, improving and expanding school facilities
and providing instructional materials and equipment.
ROLES, FUNCTIONS AND COMPETENCIES OF
SH’S
ROLES FUNCTIONS REQUIRED KSA’s
Visionary principal,
motivator, advocate
and planner
Lead in setting the
vision, mission and
the goals of the school
Change and future
orientation
Builder of networks
and support systems
Organize/expand
school community and
local gov’t networks
and groups that will
actively participate in
school improvement.
Networking,
organizing, social
mobilization, advocacy
ROLES FUNCTIONS REQUIRED KSA’s
Lead in developing and
implementing the SIP with
the participation of the
school staff and the
community
Development of
teamwork, building
consensus and skills in
negotiation and conflict
resolution
Lead in developing and
maintaining the School
MIS
Participatory planning
and administrative
management
Generation and use of
data and information as
the basis for planning
and management
ROLES FUNCTIONS REQUIRED KSA’s
Curriculum
developer
and
instructional
leader
Create a physical and
psychological climate
conducive to teaching and
learning
Development of collective
accountability for school
and student performance
Localize and implement
school curriculum
Designing of the
curriculum to address both
national goals, local needs
and aspirations
Encourage dev’t and use of
innovative instructional
methods focused on
improving learning
outcomes, increasing
access to basic
education, improving the
holding power of schools
and addressing specific
local problems.
Creation of an open
learning system based on
several resource materials
rather than on single
textbooks.
ROLES FUNCTIONS REQUIRED KSA’s
Participatory and
peer-based
instructional
supervision
Fiscal Resource
Manager
Admiinister and
manage all personnel,
physical and fiscal
resources of the
school
Fund management
Encourage and accept
donations, gifts,
bequests and grants
for educational
purposes and report
all such to the
appropriate offices
Serving as model for
transparency and
accountability esp. in
financial management.
LEVELS OF SCHOOL LEADERSHIP
 Level I (Standard) – refers to the basic qualities
of leadership that the SH should possess.
 Level II (Progressive) – intensifies the roles of
SH in mobilizing resources and maximizing
effort of the school to achieve desired learning
outcomes.
 Level III (Mature) – goes further by maximizing
efforts of the school and the
community/stakeholders to achieve higher
learning outcomes.
SBM DIMENSION:
SCHOOL LEADERSHIP
Level 1 (Standard) Level II
(Progressive)
Level III (Mature)
SH is designated SH performs greater
responsibilities in
school management
SH is fully accountable
to stakeholder for
school performance
SH is trained on
basic competencies
on instructional
leadership (NEAP)
SH exercises
instructional
leadership and
management
functions.
SH pursues
continuing
professional
development
SH significantly
influences student
learning outcomes
Level 1
(Standard)
Level II
(Progressive)
Level III
(Mature)
SH is trained on SBM
and LSB
responsibilities
SH as a
resource on
SBM (acting as
a mentor
/coach)
SH promotes/shares
SBM experiences.
SH creates critical mass
of SBM champions
SH initiates:
•Organizing
stakeholders
•Installing appropriate
SBM systems ( SIUP,
budgeting and resource
management, staffing,
performance
monitoring and
reporting, bookkeeping
functions)
SH cooperates
with
stakeholders
SH manages
SBM systems
SH devotes
more attention
to instructional
leadership and
supervision
SH ahs effective working
relationship with the LSB
and SGC.
SH innovates and
institutionalizes
continuous school
improvement process.
SH gives attention to
instructional leadership
and supervision.
THE CHALLENGE
 Recognize and actualize COLLECTIVE
RESPONSIBILITY for the total
development of learners, ensuring
participation of the school community.
 Full use of our skills in;
 COMMUNICATION
 COLLABORATION
 COMMUNITY BUUILDING
 Sa PAMAMAHALA, ang pagkilala sa
kasibulan ng pagiging isang MAHUSAY
at EPEKTIBONG PINUNO ay nakikita at
nasasalamin sa mga BAGONG SIBOL na
PINUNO na siyang kinalabasan ng
PAMAMAHALANG PAMPAARALAN.
 KASIYAHAN SA PAMUMUNO
(Satisfaction in Leadership)
 KATAPATAN SA PAGLILINGKOD
(Honesty in Service)
 TAGUMPAY SA PAMAMAHALA (Success
in Governance)
REFERENCES
 Basic Education Sector Reform Agenda (BESRA)
 Department of Education (DepEd)
 RA 9155

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Effective School leadership

  • 1. SCHOOL LEADERSHIP IN AN SBM ENVIRONMENT Virgilio C. Boado, MA Ed. M School Principal IV PEQNHS
  • 2. “Our success as school managers depends on our positive attitude towards change. We must be the catalysts who will not only accept changes and reforms, but also lead and manage these changes..” - Sec. Jesli A. Lapus - Department of Education
  • 3. SCHOOL LEADERSHIP IS… Developing people ( internal and external stakeholders) Setting directions for the organization (mission – vision) and; Transforming the school into a more effective organization that fosters powerful teaching – learning for all students.
  • 4. 10 PRINCIPLES OF SCHOOL LEADERSHIP 1. Know all aspects of your job. 2. Set accountable goals. 3. Ensure that jobs are understood, supervised and accomplished. 4. Know your teachers and look after their welfare. 5. Keep every teacher informed. 6. Develop responsibility among your teachers and students. 7. Set the example. 8. Take responsibility. 9. Make sound and timely decision 10. Develop teamwork.
  • 5. Effective school leadership propels schools to succeed and fulfill their mandate to serve the youth and the nation.
  • 6. THE SCHOOL HEAD AS AN EDUCATIONAL LEADER 1. Setting the vision, mission, goals and objectives of the school; 2. Creating an environment within the school that its conducive to teaching and learning; 3. Implementing the school curriculum and being accountable for higher learning outcomes; 4. Developing the school education program and School Improvement Plan; 5. Offering educational programs, projects and services which provide equitable opportunities for all learners in the community;
  • 7. THE SCHOOL HEAD AS AN EDUCATIONAL LEADER 6. Introducing new and innovative modes of instruction to achieve higher learning outcomes; 7. Administering and managing all personnel, physical and fiscal resources of the school; 8. Recommending the staffing compliment of the school based on its needs; 9. Encouraging staff development; 10. Establishing school and community networking and active participation; 11. Accepting donation, gifts, bequests and grants for upgrading and expanding competencies of school facilitators, improving and expanding school facilities and providing instructional materials and equipment.
  • 8. ROLES, FUNCTIONS AND COMPETENCIES OF SH’S ROLES FUNCTIONS REQUIRED KSA’s Visionary principal, motivator, advocate and planner Lead in setting the vision, mission and the goals of the school Change and future orientation Builder of networks and support systems Organize/expand school community and local gov’t networks and groups that will actively participate in school improvement. Networking, organizing, social mobilization, advocacy
  • 9. ROLES FUNCTIONS REQUIRED KSA’s Lead in developing and implementing the SIP with the participation of the school staff and the community Development of teamwork, building consensus and skills in negotiation and conflict resolution Lead in developing and maintaining the School MIS Participatory planning and administrative management Generation and use of data and information as the basis for planning and management
  • 10. ROLES FUNCTIONS REQUIRED KSA’s Curriculum developer and instructional leader Create a physical and psychological climate conducive to teaching and learning Development of collective accountability for school and student performance Localize and implement school curriculum Designing of the curriculum to address both national goals, local needs and aspirations Encourage dev’t and use of innovative instructional methods focused on improving learning outcomes, increasing access to basic education, improving the holding power of schools and addressing specific local problems. Creation of an open learning system based on several resource materials rather than on single textbooks.
  • 11. ROLES FUNCTIONS REQUIRED KSA’s Participatory and peer-based instructional supervision Fiscal Resource Manager Admiinister and manage all personnel, physical and fiscal resources of the school Fund management Encourage and accept donations, gifts, bequests and grants for educational purposes and report all such to the appropriate offices Serving as model for transparency and accountability esp. in financial management.
  • 12. LEVELS OF SCHOOL LEADERSHIP  Level I (Standard) – refers to the basic qualities of leadership that the SH should possess.  Level II (Progressive) – intensifies the roles of SH in mobilizing resources and maximizing effort of the school to achieve desired learning outcomes.  Level III (Mature) – goes further by maximizing efforts of the school and the community/stakeholders to achieve higher learning outcomes.
  • 13. SBM DIMENSION: SCHOOL LEADERSHIP Level 1 (Standard) Level II (Progressive) Level III (Mature) SH is designated SH performs greater responsibilities in school management SH is fully accountable to stakeholder for school performance SH is trained on basic competencies on instructional leadership (NEAP) SH exercises instructional leadership and management functions. SH pursues continuing professional development SH significantly influences student learning outcomes
  • 14. Level 1 (Standard) Level II (Progressive) Level III (Mature) SH is trained on SBM and LSB responsibilities SH as a resource on SBM (acting as a mentor /coach) SH promotes/shares SBM experiences. SH creates critical mass of SBM champions SH initiates: •Organizing stakeholders •Installing appropriate SBM systems ( SIUP, budgeting and resource management, staffing, performance monitoring and reporting, bookkeeping functions) SH cooperates with stakeholders SH manages SBM systems SH devotes more attention to instructional leadership and supervision SH ahs effective working relationship with the LSB and SGC. SH innovates and institutionalizes continuous school improvement process. SH gives attention to instructional leadership and supervision.
  • 15. THE CHALLENGE  Recognize and actualize COLLECTIVE RESPONSIBILITY for the total development of learners, ensuring participation of the school community.  Full use of our skills in;  COMMUNICATION  COLLABORATION  COMMUNITY BUUILDING
  • 16.  Sa PAMAMAHALA, ang pagkilala sa kasibulan ng pagiging isang MAHUSAY at EPEKTIBONG PINUNO ay nakikita at nasasalamin sa mga BAGONG SIBOL na PINUNO na siyang kinalabasan ng PAMAMAHALANG PAMPAARALAN.  KASIYAHAN SA PAMUMUNO (Satisfaction in Leadership)  KATAPATAN SA PAGLILINGKOD (Honesty in Service)  TAGUMPAY SA PAMAMAHALA (Success in Governance)
  • 17. REFERENCES  Basic Education Sector Reform Agenda (BESRA)  Department of Education (DepEd)  RA 9155

Notas del editor

  1. Greetings …..Our Department is pursuing a package of policy reforms for us school heads through the Basic Education Sector Reform Agenda (BESRA) that aims to:Empower us to lead our teachers and learners through reforms toward higher learning outcomes;-Bring resources, including funds down to the control of our schools in line with decentralization;- Strengthen partnership with communities as well as lovcal government units to invest time mone and effort in making our school a better place for learning, and;- Integrate school management and instructional reform fro greater achievement.Geared toward improving educational outcomes through an enabling policy, BESRA focuses on one key reform thrust which is the Schol-Based Management. This thrust carries the concepts and principales of School Leadership.
  2. Let me quote Sec. Jesli A. Lapus our former DepEd Secretary…
  3. School Leadership is the process of influencing and supporting others to work enthusiastically towards achieving school goals and objectives. It is determined by personal traits and skills that makes others want to follow the direction set and is anchored on principles which define the characteristics and behavior of school leaders.School Leadership is ……
  4. The principles of leadership are values that a leaders must adhere to in order to win the respect and trust of those whom we lead. The ten principles of school leadership are:
  5. The SH is expected to be the leaders and manager of the school, RA 9155 envisions the SH as both an instructional leader and an administrative manager. As lead implementer of SBM, the SH has the following responsibilities, as defined in section 7.E;
  6. Based on the specific provisions of the legal mandate, the table elaborates on the new roles and functions of SH’s in their practice of SBM, as well as the new knowledge, skills and attitudes which we need to develop as the leaders of our decentralized schools.
  7. The SH who generally comes from the ranks of teachers goes through a learning curve that must progress if we are to become an effectyive educational motivator and instructional leader.
  8. Let us see where are we…
  9. Today’s school environment has become more complex and diverse and all learners are expected to perform and achieve educational success.Educational leaders must therefore… Recognize and actualize collective responsibility for the total development of learners, ensuring participation of the school community.SH must give the highest value to the school vision shared with community and employ the full use of our skills in communication, collaboration and community building in order to achieve school goals.