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.

A CASE STUDY ON THE LEVEL OF MASTERY OF THE COMPETENCIES OF SCHOOL HEADS OF MABINAY DISTRICT 1

Ieny A. SocorroPh.D.Student,CPSU2014-2015

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 leadershipmajority are in the apprentice level which implies that they need to learn moreto be able to function effectively as instructional leaders. Other competencies like creating child-centered climate, resource managementand 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

Introduction

According to Mike Schmoker in his book Results: The key to Continuous School Improvement, the combination of the three concepts constitute thefoundation for positive improvement results: meaningful team work,clear goalsand 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 responsivetraining and professional development programs for school heads.

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.

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

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

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 schools improvement (SIP) plan/annual implementation plan(AIP). This also includes skills on the use of ICT in the management of school operations.

Domain 7: Personal and Professional Attributes and Interpersonal Effectiveness.

Effective school leaders are models ofprofessionalism and ethical and moralleadership. This domain includes manifestations ofgenuine enthusiasm and pride in the nobility of theteaching profession, the ability to empathize others and interact with diverse personalities,

The NCBSSH-TDNA is basically a selfappraisal tool to be accomplished by theSchool Heads themselves. The School Heads are asked to complete aself -assessment instrument where theyidentify the behaviors they haveconsistently demonstrated in their role as aschool head across the seven domains. (DepEd Order No.32,s.2010)

The matrix used to describe the level of mastery of the above competencies are the following:N=Novice (I cant 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)

RESULTS (13 SH)

Novice ( N)Apprentice (A)Practitioner(P)Expert (E)Level with highest # D-1 0 5 6 2 PD-2 3 5 3 2 AD-3 0 3 8 2 PD-4 2 2 7 2 PD-5 0 0 6 7 ED-6 0 4 7 2 PD-7 0 3 8 2 P

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)

Conclusions: 1.Majority of the school heads of Mabinay District 1 are in the Practitionerlevel 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.

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.

THANK YOU