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Effective School leadership

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Effective School leadership

  1. 1. SCHOOL LEADERSHIP IN AN SBM ENVIRONMENT Virgilio C. Boado, MA Ed. M School Principal IV PEQNHS
  2. 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. 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. 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. 5. Effective school leadership propels schools to succeed and fulfill their mandate to serve the youth and the nation.
  6. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 17. REFERENCES  Basic Education Sector Reform Agenda (BESRA)  Department of Education (DepEd)  RA 9155

Notas del editor

  • 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.
  • Let me quote Sec. Jesli A. Lapus our former DepEd Secretary…
  • 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 ……
  • 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:
  • 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;
  • 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.
  • 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.
  • Let us see where are we…
  • 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.

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