ncbs hs powerpoint latest 2015

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

EDEN P. MALABAG, Ph.D.Cagayan Valley

I

Foundation of the National Competency Based Standard for School Heads (NCBS-HS) Republic Act No. 9155 (through its

Implementing rules and Regulations). Basic Education Sector Reform Agenda

(BESRA), as a package of policy actions collected under five key reform thrusts (KRT), specifically:

KRT3-Desired learning outcomes enhanced by national learning strategies, multi-sector coordination, and quality assurance.

The key action to implement KRT 3 was the Adoption of the Quality Assurance and Accountability Framework (QAAF) to drive the decentralized operations of schools and divisions by ensuring that education standards and management systems are in place.

Guiding Principles in the Framing of the NCBS -SH

The following are the principles which guided the framing of the NCBS-SH. 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.

STANDARD – PROGRESSIVE – MATURE

NEAPJune252010

MONITORING & EVALUATION (Levels 1 – 5)

DepED

Vision

and

Mission

NCBS

- SHs

PROFESSIONAL DEVELOPMENT FRAMEWORK FOR SCHOOL HEADS

As a PERSONAs a PERSON

Professional Development Program Framework for Professional Development Program Framework for School HeadsSchool Heads

Professional Development Program Framework for Professional Development Program Framework for School HeadsSchool Heads

As a LEADERAs a LEADER As a MANAGERAs a MANAGER

2. Instructional Leadership

3. Creating a Learner-Friendly Environment

1. School Leadership

6. School Management and Daily Operations

4. Professional Development & Human Resource Management

5. Parent Involvement and Community Partnership

7. Personal Integrity and interpersonal Effectiveness

The NCBS-HS

Defines the standards through the domains and strands which can be used as basis for the schools heads decision making, actions, and performance of their functions;

Sets of standards, knowledge, skills, and values are clarified through the indicators defined per strand on every domain;

Shall be used as basis for the preparation of a comprehensive training and development;

Shall be used as basis for qualifying examination and other screening actitivies relative to selection and promotion of school heads;

Be used as basis for the revision of performance appraisal.

NCBS-SH directly conforms to the norms and values in Islam as elucidated and enlightened in the sacred Qur'an, specifically… …

Intellect or Knowledge (Al Aql)

The intellectual nature of man is made up of mind or intelligence or reasoning power. To this aspect Islam pays extraordinary attention and builds the intellectual structure of man on most sound foundations.

Self Interest vs unselfishness or selflessness

Expending all his effort and energy for the society he/she belongs to, such efforts of his/her would be rewarded by the Great Allah not only in this world but hereafter also.

Contentment“Excess and wastefulness lead to greed, and greed has three consequences:"

The First is dissatisfaction, it destroys endeavor and enthusiasm for work, and causes the dissatisfied person to complain instead of giving thanks.

The Second consequence of greed is disappointment and loss. The greedy person drives away what he wishes for, is found disagreeable, and is deprived of assistance and help. The greedy person is unsuccessful and suffers loss.

The Third consequence: Greed destroys sincerity and damages actions in regard to the hereafter.

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.

CORE PRINCIPLE

Domains and Competency Strands

Domain 1. School Leadership

Indicator

1.A. Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO)

Expresses ownership and personal responses to the identified issues

Involves internal and external stakeholders in formulating and achieving school vision, mission, goals and objectives

Aligns goals and objectives with the school vision and mission

Communicates the school VMGO clearly

Revisits and ensures that school activities are aligned with the school VMGO



Indicator

1.B. Data-based Strategic Planning

Establishes BEIS/SIS and baseline data of all performance 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

Communicates effectively SIP/AIP to internal and external stakeholders

Instructional leadership

As a SH, when YOU make a plan for the school , do you…

…plan it ALONE? …plan it with OTHERS?



Indicator

1.C. Problem Solving

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



Indicator

1.D. Building High Performance Teams

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 committees/teams

Gives feedback on the team’s performance using performance – based assessment tool

Establishes a system for rewards and benefits for teachers and staff



Indicator

1.E.

Coordinating with Others

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



Indicator

1.F. Leading & Managing Change

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


Domain 2. Instructional Leadership

Indicator

2.A. Assessment

for Learning

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

Assessment

Balanced (Is there an assessment done on what the learner gained in terms of content and skill?)

Assessment

Performance-based (Is the learner’s competence assessed while doing an activity or while equipment/instructional material is used?)



Indicator

2.B. Developing

Programs &/or adapting Existing Programs

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



Indicator

2.C.

Implementing Programs for Instructional Improvement

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

Content

(Does the content develop the learners holistically? Does it fit with the needs of the learners? Do they learn actual standards? )



Indicator

2.D. Instructional Supervision

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


Domain 3. Creating a Student –Centered Learning Climate

Indicator

3.A. Setting High Social Academic Expectations

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


Domain 3. Creating a Student-Centered Learning Climate

Indicator

3.B. Creating

School environments focused on the needs of the learner

Creates and sustains a safe, orderly, nurturing and healthy environment

Provides environment that promotes use of technology among learners and teachers


Domain 4. HR Mngt. & Professional Dev’t.

Indicator

4.A. Creating a Professional Learning Community

Builds a community of learners among teachers

Assesses and analyzes the needs and interests of 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

Prepares, implements, and monitors school-based INSET for all teaching staff based on IPPDs

Monitors and evaluates school-based INSETs


Domain 4. HR Management & Professional Dev’t.

Indicator

4.B. Recruitment

and Hiring 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


Domain 4. HR Management & Professional Dev’t.

Indicator

4.C.

Managing Performance of Teachers and Staff

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 non-teaching personnel vis-a-vis targets

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


Domain 5. Parent Involvement & Community Partnership

Indicator

5.A. Parental

Involvement 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


Domain 5. Parent Involvement & Community Partnership

Indicator

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 in 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

Domains and Competency Strands Domain 6. School Management and Operations

Indicator

6.A.

Managing

School Operations

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

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


Domain 6. School Mngt. & Operations

Indicator

6.B. Fiscal

Management

Prepares a financial management plan

Develops a school budget which is consistent with 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


Domain 6. School Management and Operations

Indicator

6.C. Use of

Technology in the Management of Operations

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 tracking system, personnel information system)

Uses IT to access Teacher Support Materials (TSM), Learning support Materials (LSM) and assessment tools in accordance with the guidelines

Shares with other school heads the school’s experience in the use of new technology


Domain 7. Personal & Professional Attributes & Interpersonal

Indicator

7.A. Professio

nalism

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 harmonious relations with superiors, colleagues, subordinates, learners, parents and other stakeholders

Makes appointments, promotions and transfers on the bases of merit and needs in the interest of the service

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



Indicator

7.B. Communic

ation

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



Indicator

7.C.

Interpersonal Sensitivity

Interacts appropriately with a variety of audiences

Demonstrates ability to empathize with others



Indicator

7.D.

Fairness, Honesty and Integrity

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

Summary of the New Roles, Functions & Competencies of School Heads in SBM

Roles Functions Knowledge/Skills/

Attitudes Required

1) Visionary, principal motivator, advocate and planner

2) Builder of networks and support systems

• Lead in setting the mission, vision and goals of the school

• Organize/expand the school , community and local government networks and groups who will actively participate in school improvement

• Lead in developing and implementing the School Improvement Plan (SIP) with the participation of the school constituency and the community

• Lead in developing and maintaining the School MIS

• Change and future orientation

• Networking, organizing, social mobilization, advocacy

• Development of team work, building consensus, and skills in negotiation and conflict resolution

• Participatory planning and administrative management

• Generation and use of data and information as the basis for planning and management



Attitudes Required

3. Curriculum developer and instructional leader

• Create a physical and psychological climate conducive to teaching and learning

• Localize and implement school curriculum

• Encourage development and use of innovative instructional methods and alternative delivery modes (ADMs) focused on improvement of learning outcomes , increasing access to basic education, improving the holding power of schools , and addressing specific local problems

• Development of collective accountability for school and student both national goals

• Designing of the curriculum to address both national goals and local needs and aspirations

• Creation of an open learning system based on several resource materials rather than on single textbooks

• Participatory and peer-based instructional supervision



Attitudes Required

4) Personnel Manager

• Recommend personnel appointments to the Schools Division Superintendent from a pool of qualified applicants selected for eligibility by the division

• Plan and implement a continuing staff development program based on an on-going needs analysis

• Proper staffing; identifying and improving personnel capacities through a capacity-building program for staff

• Leadership by example



Attitudes Required

5) Fiscal Resource Manager

• Administer and manage all personnel, physical and fiscal resources of the school

• Encourage and accept donations, gifts, bequests and grants for educational purposes and report all such donations to the appropriate offices

• Fund management

• Serving as model for transparency and accountability especially in financial management

We want you to introduce CHANGE to make a DIFFERENCE though this may often be coupled with RESISTANCE.

We want you to make a DECISION; to accept this CHANGE; and face UNCERTAINTY to finish what we are starting.

CHECK UP TIME

1. The following are the basic duties of a School Head except one. a. Provides leadership in the development and implementation of all

educational programs; b. Coordinates all services for the wholesome growth and development

of parents, supervisors and principals; c. Prepares, consolidates and submits all reports of the school to the

PSDS d. Promotes the efficiency of teaching and learning in all classes

through in-service trainings, observations, visits, etc.

2.Teacher X has been in the service for ten (10) years. She has a daughter who is graduating in college at the end of the school year. Teacher X is very proficient and effective in the discharge of her duties as a teacher. When graduation day of her daughter finally came, she approaches you as the Principal, expressing her intention to avail of Graduation leave, as School Head what will be your action on the leave application of Teacher X?a.Just receive her application for leave and ignore it.b.Inform Teacher X that she cannot go on leave because there are several activities in school where her services are very indispensable.c.Advise her that she cannot avail of the leave due to the absence of service credits available to her credit.d.Inform her that she is not eligible to avail of graduation leave

3.Grievance is defined as-a.Workable procedure for determining or providing the best way to remedy the specific cause due to dissatisfaction among co-workers that are believed to be wrong.b.Steps undertaken by the agency to resolve conflict and issues in office;c.Conflict resolution that is essential in a bureaucracy to resolve conflicts in office without going into legal actiond.Refer to expressed dissatisfactions that arise from the working conditions, relationships or status among co-workers that are believed to be wrong, unfair, ignored or dropped without due consideration.

4.An official/employee is considered to have a pending administrative case if:a.If a complainant has filed a formal complaint before the office of the Disciplining Authorityb.If the Disciplining Authority is convinced based on his personal conviction that the person complained of is guilty as charged.c.When the Disciplining Authority has already filed a formal charged.When the Disciplining Authority has conducted a Fact-Finding investigation.

5.Teacher WXYZ applied for personal leave of absence for ninety (90) days so that she can visit her American husband in L.A. Having able to gainfully employ in the U.S., upon the expiration of her leave, she did not return to the Philippines, more so, on her duty as a teacher. She has been absent for 31 calendar days and still she refused to report back to her work. If you were the Principal of Teacher wxyz, what actions will you undertake?a.Recommend for her dismissal considering that she has been absent for more than thirty days?b.Email her and remind her that her leave of absence has long been overduec.Call her and give her an ultimatum that if she will not return immediately, she will be dropped from the rollsd.Report the matter to the SDS so that the latter may be informed and take the necessary legal action.

6. ABC is a secondary school teacher. However, after the lapse of several years in the service and after her last delivery of her fifth child, she acted strangely and seemed to be mentally disturbed. D, a parent of one of her students came to your office and filed an oral complaint against ABC for being mentally unfit and prayed that she will be discharged from the service. As her school head how will you respond to the oral complaint of D?a.Call the attention of ABC and talk to her in private inside your office?b.Validate the allegations of D and if found to be true, report it in writing to the SDS with recommendations.c.Call ABC and D, and conduct a Grievance between the two of themd.Send a letter to ABC and require her written explanation regarding the allegations of D.

7.Mr Sun, a principal, whose appointment is non-station specific has been reassigned to a quiet remote school within the Division. He objects to his reassignment claiming that the said reassignment was actually a transfer in violation of his rights to security of tenure and that there was no prior consultation in violation of his rights under R.A. 6740 or the Magna Carta for Public School Teachers. He now comes to you for an advise, how will you handle the situation?a.He is right in his contention and I will support his claim that his transfer was illegal.b.Though non-station specific, he can always be reassigned because the SDS exercises wide latitude of discretion in the deployment of school headsc.Even if his appointment is station-specific he can still be reassigned but not t0 exceed six months provided it is with consentd.He can be reassigned even without his consent, provided the reassignment was done not in bad faith or to discriminate him and in the exigency of the service.

8.Which step does not belong in an effective decision-making process?

A.Define the problem B. Demand compliance without sufficient explanation C. List options D. Develop possible solutions

A leader must choose issues carefully, set attainable objectives, develop workable solutions and enlist the support of those involved in and affected by the change. Whatever decision-making process is used, an effective leader always considers the reason for the change, how people will be affected and the probable consequences of the action. A sound, logical, well-defined decision-making process leads to effective problem solving. Following are suggested steps to finding a sensible solution to most any problem:Define the problem Gather relevant facts List options Develop solutions and consider the pros and cons of each Select the most viable solution(s) Explain the choice(s) to those affected Implement Follow-up to determine effectiveness Make adjustments, if necessary

9.Professional development for teachers should:

A. Include most current methods, message and media B. Be fun and enjoyable C. Be completed in a short amount of time D. Be developed by the Board of Education

Answer: A Professional development is a continuous learning process that helps teachers connect theory and practice to student achievement. Teachers are exposed to the most current information about subject content and instructional techniques. The result is better real world learning opportunities for students presented by teachers schooled in the most current methods, message and media.

Effective professional development should:Broaden and deepen the knowledge and understanding of a particular subject Always be based on verifiable research Introduce new methods of engaging students' interest and attention Provide tools to assess student understanding Recognize accepted standards and reflect current curriculum Be intellectually stimulating Allow adequate time, offer continuing support and provide the necessary resources to integrate new ideas and concepts into the classroom Be created by teachers with input from experts in the particular discipline Be presented in different formats that reflect various learning styles Have the support of the School Board and district and school administrators

10. Why should technology be incorporated into the learning environment?

A.It is fun for the students

B.. It is an integral and powerful part of today's world

C.. Students love to use a computer D. It is the newest trend

10. Answer: B

Technology is a powerful tool for expanding instructional approaches and enriching the learning experience. It is an integral part of today's world and schools have a duty to instruct students not only in how to use technology, but explain the benefits and risks as well. The North Central Regional Educational Laboratory believes that "Technology is transforming society and schools do not have a choice as to whether they will incorporate technology, but rather how well they use it to enhance learning." The key to successfully integrating technology in the educational environment is creating a realistic plan based on existing learning and teaching styles and the expectations of the users. The users should be involved in developing the plan so issues are addressed before purchases are made. It is important teachers are trained in use and encouraged to adapt the technology to their unique teaching styles. It is critical that after the technology is in place, on-site assistance is readily available. If operational issues can't be addressed quickly, teachers will stop using the technology and return to familiar methods.

Answer Key :

1.B2.B3.D4.A5.c/b6.A7.d/b8.B9.A10.B

11. What character traits of a leader is indicated by the statement, “May I extend my appreciation of your innovative SBM practices that contribute to the overall success of the Department to improve basic education.a.Appreciativeb.Low ego needs c.Team player d.High interpersonal relations

12 Engaging education stakeholders to address educational issues refers to _________.a.Meeting the parents and others stakeholders to raise funds to special school projectsb.Presenting information on school performance indicators, sharing with them the vision of the school headc.Seeking the approval and support of stakeholders to school projects that address priority issues d.Asking in whatever way what stakeholders want as regards concerns considered important and urgent

13. A positive motivation Philosophy and practice should improve productivity, quality and service in an organization. Motivation therefore, helps people to achieve the following, except________________a.Build people capability and self-esteemb.Achieve organizational goalsc.Gain positive organizational perspective d.Create power play attitude

14.Reflective thinking is very essential in decision making. What kind of multiple intelligence should a School Head develop as a decision maker?a.Intrapersonal Intelligenceb.Interpersonal Intelligencec.Visual-spatiald.Reflective intelligence

15Which fund source is utilized for the construction of school building?a.Capital outlayb.Maintenance and other Operating Expenses (MOOE) c.Personnel outlayd.Special Education Fund ( SEF)

16. Which of this is not a factor to be considered in determining the approved budget of contract?a.Inflation rateb.Cost of market price of the product or servicec.Necessary incidental expenses and cost of inspectiond.Availability of funds for the project

17.The teacher pupil ratio is 1:45. Using the rainbow spectrum scheme, what is the color of your school?1.Red2.Yellow3.Orange4.Sky blue

17.The teacher pupil ratio is 1:45. Using the rainbow spectrum scheme, what is the color of your school?1.Red2.Yellow3.Orange4.Sky blue

Current Teacher Deployment Color Coding Scheme

25.00 29.9930.00 34.9935.00 39.9940.00 44.9945.00 49.99

Based on STR

No Plantilla Tchrs

Less than 25

50 & above

Color CodesExisting

Based on STR of 45

16.00 19.9920.00 24.9925.00 29.9930.00 34.9935.00 39.99

Color Codes

Less than 16and TCR of 5:3

No Plantilla Tchrs40 & above

Revised

18. A Principal was able to generate saving from personnel services. He used the money for buying computers and chairs without the approval of the Department Budget and Management. What administrative offenses can the Principal be changed of?a.Juggling of fundsb.Realignment of fundsc.Technical Malversationd.Graft and Corruption

19.A Central School has these performance indicators for 2 consecutive years.Drop Out Rate – 5.65%NAT – 35.65%Based on the above data, how will you create a “family partnership” with the community to improve the two given performance indicatorsA.Call for a PTA emergency meetingB.Involve the external stakeholders and seek their support on how to improve the school performance C.Create strong partnership among Ngo’sD.Convene all people in the community to help the school

20 Which of the following is the best indicator of high level of collaboration and cooperation between and among the Parents Teachers Association? a.Support and time collaboration are determined and allocated by the PTAb.Internal and external members of the school and community are recruited and provided a variety volunteer activities c.Internal and External stakeholder work together even in the implementation of community projectsd.Programs and on-going communication using variety of means

Answer Key:

11.A12. B13. D14. D15. D/ A16. A/B17 A18 A19 B20 A/B

21Aling Lucing is your school canteen manager and president of the PTA. As a school head, one of your functions is to check the food that your pupils are eating. Which of the following actions will you consider to motivate Aling Lucing to sell clean and nutritious food?a.Ask Aling Lucing to stop selling fish balls because it is not good for the health of the pupilsb.Inform Aling Lucing that she is not supposed to sell such kind of food because it is not permitted by the barangay council c.Call the attention of Aling Lucing and tell her to change the food items that she is selling to the pupilsd.Invite Aling Lucing to sell her product at the school canteen and ask for a % commission to be part of school programs and projects

22.Which of these is the least effective way of communicating the vision-mission statement of the school?a.Forming committees to develop and/or revise the vision-mission statementb.Sharing vision-mission statements development among stakeholdersc.Making the school constituents memorize the vision-mission statementd.Aligning activities, programs and projects to the

23.Mr. Marion was a school clerk in one public school. He has maintained good interpersonal relationship, but, lately the school head noticed that the number of mistakes Mr. Marion committed has been increasingly over the years. If you were the school head, what appropriate action will you take?

a.Scold him for the many mistakes committed b.Discuss the problem with himc.Agree on the plan of action to address the problemd.Recommend him for transfer to another school

24. School heads shall have authority, accountability and responsibility, except:a.Monitoring the curriculumb.Developing the school improvement planc.Introducing innovative modes of instructiond.Disciplining teacher and personnel

25.The Governor who has been very supportive to school, request to use a part of school site for an LGU project. He sent to your office the Memorandum of Agreement (MOA) prepared by his team, even without consulting you as principal, what will you do?a.Do not act on the request but post objection verballyb.Sign MOA on behalf of the Department of Educationc.Return the MOA to the office of the Governor with your written objectiond.Endorse the MOA to the office of Supt. for appropriate action

26 Which management function is concerned with establishing the internal organization structure?a.Planningb.Organizingc.Directingd.Leading

27.The MOOE of your school is just enough to pay utility. Given the need to improve the instructional competence of your teachers, how will you utilize your budget to respond to this need?a.Change the bills to the SEF and utilize budget for staff developmentb.Ask contributions from the parents to pay utility billsc.Utilize canteen funds to finance staff development activities d.Require teachers to attend training on their own expense

28.You are assigned to school where tardiness of teachers is a problem. As principal, how will you approach and solve the situation?a.Maintain an attendance logbook and biometrics to monitor teacher’s attendanceb.Record the accumulated time of tardiness and deduct the corresponding amount from their salaryc.Conduct a dialogue with teachers to know the causes of the problemd.Record their tardiness and recommend disciplinary action

29. Mary Ann is a very timid child. She is withdrawn and does not mingle with her classmates. She doesn’t have a friend with her classmates. One day a couple who stood as her guardian came to a homeroom meeting. The woman was pretty and had a striking personality, while the man was rather old but personable. After the meeting, the couple remained for a while to ask about Ann’s performance in school. Rom the conversation, you found out that Ann was not the biological child and the couple were just live-in partners. As professional teacher, what will you do with the information you got and why? a. Tell other parents about it.b. Keep in confidence the information gathered.c. Treat Mary Ann as unwanted child.d. Explain to the whole class the condition of Mary Ann.

30.Towards the end of school year, the mother of one of the candidates for honors visits you to ask about her child’s chance of graduating with honors. She brings a basket of fruits in season for you. What should you do and why?a. Reject the basket of fruits and tell her you have enough at home.b. Accept the fruits and assure the mother that the daughter will be an honor pupil.c. Reject the offer and explain that you might be accused of bribery.d. Explain the chance of the daughter objectively and graciously accept the offer.

Answer Key :21. C22. A/C23. C/B24 D25 D27 A28 C29 B30 D

31. How can a teacher act as a positive role model for learners? a. Create a stress-free environment. b. Come to school on or before official time. c. Set appropriate learning goals. d. Employ varied assessment techniques.

32. Which of the following indicators will enhance a conducive learning environment atmosphere? a. Maintain proper grooming and appearance. b. Suit learning experience to different kind of learners. c. Provide safe, clean and stress free environment. d. Use tools for assessing authentic learning

33.How can a teacher establish linkages with the community? a. Keep abreast with recent development in education b. Interpret and use assessment results. c. Deliver accurate content knowledge. d. Participate in related community activities.

34.What domain focuses on the regular monitoring and feed backing on the use of assessment strategies? a. Curriculum b.Community Linkages c. Planning, Assessing and Reportingd.Social Regard for Learning


Indicator

1.D. Building High Performance Teams

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 committees/teams

Gives feedback on the team’s performance using performance – based assessment tool

Establishes a system for rewards and benefits for teachers and staff

35.How can you help your school harness support of the community people? a. Involving them in various school activities b. Attending community meetings c. Sending them invitation signed by the Barangay Chairman. d. Serving them food during meetings.

36.The school as social institution can be best understood if ______________a. students are regarded as its only output b.Education is considered as its only function c.Seen as the arena for across cultural conflict and transactiond.Learner development as its main responsibility

37.By advocating Brigada Eskwela in your community, which of the following functions are you performing?a. legal counsel b. person in authority c. facilitator of knowledged. agent of change

38.Which of the following situation should be given priority when teachers seeking transfer to another station which is in due need of additional teacher?a.Observance of R.A 8190 or Localization Lawb.PO 603, Child and Youth Welfare Code c. Rank number, prevails

d.The teacher is in poor health condition

38.Which of the following situation should be given priority when teachers seeking transfer to another station which is in due need of additional teacher?a.Observance of R.A 8190 or Localization Lawb.PO 603, Child and Youth Welfare Code c. Rank number, prevails

d.The teacher is in poor health condition

39. You are a newly assigned School Head in the school where all master teachers are assigned in the intermediate classes as subject teachers. At the end of the school year, you found out that nearly 20% of the grade 1 pupils are slow readers because they are handled by newly-hired teachers. As Principal, what will you consider in assigning teacher in grade one next school year?a.Length of service and latest promotionb.Teachers instructional competencec.Certificate of unit earned in graduate studies d.Seminars attended in the division a regional level

40.You are assigned in school where low achievement in NAT is evident. What will you do to improve the achievement of your school?a.Involve all teachers and parents in planning learning activitiesb.Include both co-curricular contests in your plansc.Conduct Saturday classesd.Request construction for additional classroom

Answer Key:31. B32.C33.D34. C35. A36.D37.D38.A 39.B40.A

41.Which is not a mode of school site acquisition?a.Purchaseb.Donationc.Barterd.Expropriation

42.Which is the first step in intensive guided supervision?a.Identification of skill improvement areas by T/Sb.Development of a detailed plan of improvementc.Guided implementationd.Teaching/observation

Clinical SupervisionClinical SupervisionThe The steps steps (roles) in the process are:(roles) in the process are:1. 1. Pre-Observation StagePre-Observation StageEstablishing the relationship between the T and the Establishing the relationship between the T and the Planning of the lessonPlanning of the lessonPlanning of the observation/ teachingPlanning of the observation/ teaching2. Observation/Actual Teaching2. Observation/Actual Teaching

3. Post-Observation3. Post-ObservationAnalysis of the teaching-learning process by both Analysis of the teaching-learning process by both the T and the Sthe T and the SPlanning the conferencePlanning the conferenceConferenceConferenceRenewed planningRenewed planning

43.Which of these is NOT a purpose of using questions in coaching?a.Define the boundaries of the coach worldviewb.Assist the coach to explore available realities c.Unlock more informationd.Encourage more perceptions

44 Which of the following shall be given the highest priority if all the teacher applicants possess the same QS?a.The best and the brightest applicant b.The applicant who has served as a substitute teacherc.The bonafide resident of barangay, municipality city or province where the vacancy is located.d.The applicant possessing the highest point in academic preparation

45.Which of the following is considered an important determining factor in the disposal of unserviceable property?a.The property can be re-used and utilized for other purposesb.The property can no longer be repaired or reconditionedc.The maintenance and repair cost for the property is more than the benefits that will be derived d.The property has become obsolete or outmoded because of changes in technology

46.Why most School Heads encourage the organization of School Government?

a.To provide student with a first-hand experience in school management and leadership

b.To encourage student to exercise democratic procedure and to assist teachers in campus activities.

c.To provide student with learning opportunity and first hand experience in leading and exercise democratic procedure

d.To enable student to participate in the demand process of school government

Article III Declaration of Principles and Objectives Sec. 1 The SSG of (name of school) shall promote mutual understanding through social, civic, intellectual, recreational, and scientific programs and activities.

Sec. 2 The SSG shall have the following objectives:

a. Develop love of God and country, moral character, personal descipline, leadership and efficiency among its members.b. Train members for effective and efficient leadership.c. Help the students develop self-confidence.d. Promote unity among leaders and the student body.e. Maintain school aspirations to promote quality education and academic excellence.f. Serve and protect students’ rights and welfare.g. Represent the studentry in the policy making body of the school concerning students’ welfare.

http://ssg-constitution.blogspot.com/2008/05/article-iii-declaration-of-principles.html

47.You receive a memorandum from the SDS that one of your teachers has fake Professional License. The teacher has been teaching for two years with regular appointment. What action will you take?

a. Ask the teacher to resign before she/he dismissed by the DepEd

b. Ask the teacher to explain to the SDS how she/he got the license and submit the explanation to the PRC

c. Ask the teacher to hire a legal counsel to defend her/him in PRC

d. Ask the teacher to submit the original license and recommend to the PRC for verification with the Board Professional Teachers, PRC

48.The school Principal is mandated to be accountable for higher learning outcomes and implement curricular and co-curricular activities. As internal stakeholders the pupil/student sets personal targets for learning with the parents and teachers. What key principle of performance accountability guides the learners action on learning targets?a.Ownership focusb.Performance focusc.Client focusd.Transparency focus

49.Your school got 45% MPS in the NAT of the previous year, as Principal, which sequence of task a will you undertake that influence performance?a.Test Analysis, Materials Development, Parents Education, Researchb.Materials Development, Change of Teaching Assignment, Test Analysisc.Test Analysis, HR Inventory, Teacher Training, Materials Developmentd.Parent Education, teacher Development, Materials Development, Test Analysis

50 What will be your action if all the teachers tell you that only 50% PTA are attending homeroom meetings? a.Identify the causes of failure to attend and plan with the teachers and the PTA Officialsb.Meet the parents by yourself alone and explain to them the school initiativesc.Meet the Barangay Officials and community leaders and ask for their assistance d.Meet the PTA officials and request them to take the necessary action

Answer key 41-50

41. C42.D43A44 C45 C46 C47. D48.B49.C50.A

51 As a School Head, what should be your priorities in creating a conducive learning environment?a.Teacher development and co-curricular programs b.Classroom structuring and teacher development programsc.Classroom structuring and parents education d.Parent’s education and material resources

How will you make the students safety-conscious?a.Install fire alarm bell in every buildingb.Requires teachers to conduct fire and earthquake drill regularlyc.Request parents to replace all broken sockets in the classroomd.Penalize students who are absent during fire and earthquake drills

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