REVIEW

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Organizational Leadership

 Works towards what is best for individual members and what is best for the organization as a
group at the same time.

 Does not sacrifice the individual members for the sake of the people nor sacrifice the welfare of
the group for the sake of individual members. Both individual and group are necessary.

 Is also an attitude and a work ethic that empowers and individual in any role to lead from the
top, middle, or bottom of an organization.

Managers v leaders

School head must be both a leader and a manager

A school head leads the school and community to formulate the vision, mission, goals, and school
improvement plan. This is a leadership function. S/He sees to it that this plan gets well implemented on
time and so ensures that the resources needed are there, the persons to do the job are qualified and
available. This is a management functions. It is best that a school leader is both a leader and a manager.

Types of Skills Demanded of LEADERS

 1. Refers to any type of process or technique like sending e-mail, preparing a power point
presentation.

2. Is the ability to work effectively with people and to build teamwork. This is also referred to as
people skills or soft skills.

3. Is the ability to think in terms of models, frameworks and broad relationship such as long-range
plans.

Behavior styles in Situational Leadership

- Selling: This style involves more back-and-forth between leaders and followers. Leaders
"sell" their ideas and message to get group members to buy into the process.
- Telling: In this leadership style, the leader tells people what to do and how to do it.
- Participating: In this approach, the leader offers less direction and allows members of the
group to take a more active role in coming up with ideas and making decisions.
- Delegating: This style is characterized by a less involved, hands-off approach to
leadership. Group members tend to make most of the decisions and take most of the
responsibility for what happens.

Servant leadership
Seeks to involve others in decision making, is strongly based in ethical and caring behavior
and enhances the growth of workers while improving the caring and quality of
organizational life.

Transformational Leadership
Makes positive changes in the organization by collaboratively developing new vision for
the organization and mobilizing members to work towards that vision.

Sustaining change
Following advices from MORATO of Bayan ABS-CBN (2011):
1. Seek the support of the stakeholders
2. Get people involved early and often
3. Plan a communications campaign to sell the innovation
4. Ensure that the innovation is understood by all
5. Consider timing and phasing
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The School Head in School-Based Management (SBM)

The Local Governance Code of 1991 (RA 7160) provided for a more responsive local government
structure through a system of decentralization where local governments are given more power,
authority, responsibilities and resources. Likewise with the introduction of School-Based Management
in Philippine schools, schools are given more power to direct their affairs with the learning and
development of learners as ultimate goal. This topic, you are expected to learn the rewards and
challenges in implementing SBM especially on the part of the school head.

Example of matrix

SCHOOL-BASED MANAGEMENT (SBM)

• Is a decentralized management initiative by developing power or authority to school heads,

teachers, parents and students.

• Is a strategy to improve education by transferring significant decision-making authority from the

DepEd Central Office, regional offices, division offices to individual schools.

• Provides principals, teachers, students, and parents greater control over the education process
by giving them responsibility for decisions about the budget, personnel and the curriculum.
Through the involvement of teachers, parents, and other community members in these key
decisions, SBM can create more effective learning environments for children.

ADVANTAGES OF SBM

• Allow competent individuals in the schools to make decisions that will improve learning;
 • Give the entire school community a voice in key decisions;

• Focus accountability for decisions;

• Lead to greater creativity in the design of programs;

• Redirect resources to support the goals developed in each school;

• Lead to realistic budgeting as parents and teachers become more aware of the school’s financial
status, spending limitations and the cost of its programs and;

• Improve morale of teachers and nurture new leadership at all levels.

CONDITIONS FOR THE SUCCESS OF SBM

• Teachers, school heads must be given the opportunity to make choices. They must actively
participate in school improvement planning.

• The involvement of parents and teachers must be strongly encouraged and highly welcomed.

• Stakeholders must participate in the development of a School Improvement Plan. They must
have a say on resource allocation to meet specific needs.

• Higher authorities must actively encourage thoughtful experimentation and innovation in an

atmosphere where mistakes are viewed as learning experiences. They must be willing to share
their authority with the academic and the larger community.

• Teachers must develop reflection, problem solving.

PHILIPPINE ACCREDITATION SYSTEM FOR BASIC EDUCATION (PASBE)

• The institutionalization of SBM was strengthened with the introduction of the Philippine
Accreditation System for basic Education (PASBE) which launched through DepEd Order No.
64, s. 2012. Accreditation is a process of self-evaluation and peer review to ensure the quality
standards agreed upon by the stakeholders are understood, implemented, maintained, and
enhanced and enhanced for continuous improvement of learner outcomes (DepEd DO 20,
s.2013)

• The agreed upon standards of quality or effective schools are grounded on four principles of A
Child – and - Community Centered Education Systems (ACCESs), namely: (1) principle of
collective leadership (2) principle of community-based learning (3) principle of accountability
for performance and results and (4) principle of convergence to harness resources for
education.

FACTORS THAT CONTRIBUTE TO SCHOOL EFFECTIVENESS

 1. Human Factors - these include a dynamic school head, highly selected competent and
committed teachers, highly motivated pupils with high expectations, and a supportive
community.
2. Non-human factors process - These refer to clear and shared vision-mission (focus), high
expectations/ ambitious standards, emphasis on accountability, aligned curriculum instruction
and assessment with state/ DepEd standards, efficiency or optimal utilization of resources and
facilities, collaboration and communication, focused professional development, and global and
future orientation.

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School Culture

The term "school culture" refers to the beliefs, perceptions, relationships, attitudes, and written and
unwritten rules that shape and influence every aspect of how a school operates, but it also includes
more concrete issues like student physical and emotional safety, classroom and public space order, and
the degree to which a school embraces and celebrates racial, ethnic, linguistic, and cultural diversity.
School Climate

The term "school climate" refers to the school’s effects on students, including teaching practices,
diversity and the relationships among administrators, teachers, parents and students. It is an overall feel
of a school, including the physical, emotional and social aspects.

Collegiality

- The school atmosphere is friendly.

- Responsibility and authority are shared by everyone.

- You can be yourself, you do have not to put your best foot forward just to impress others.

- The school head does not throw his/her weight and does not make his/her authority felt by
his/her colleagues.

Experimentation

- Welcome mistakes as an art of the learning process.

- Referring to his 10,000 failed attempts, Edison said: “I have not failed. I’ve just found 10,000
ways that don’t work.”

Expectations

- One’s level of achievement is lower than one’s level of aspiration. So set high expectations for
high achievement.

Trust and Confidence

- Students, teachers, school heads, and parents relate well and work well when relationships are
built on trust and confidence.

- In fact, honest and open communication is possible only when there is trust and con confidence
in each other in the school community.

- You can share your inner thoughts when you’re confident that you won’t be ostracized when
you do.

Tangible Support

- Everyone in the school community gets concrete support for the good that they do.
 - Support comes not just in words but in action.

- Example: The school head sees to it that LCDs in the classroom are functioning.

Reaching out to the knowledge base

- Teachers care to grow professionally to update themselves on content knowledge and

pedagogy, the first domain in the Professional Standards for Teachers.

Recognition and Appreciation

- Words of appreciation and recognition make the classroom climate highly favorable.

- “You are not made less when you praise others. Instead, you become magnanimous . So do
not be stingy with your sincere praise.”

Caring, Celebration, Humor

- Kids do not care what you know until they know that you care. They do not listen to the teacher
when the teacher does not care.

- Many students, especially those who struggle, do not receive nearly enough positive feedback in
the classroom or in their personal lives.

Involvement in decision making

- Involving others who are concerned with decisions to be made enhances the sense of
ownership. They also feel important.

Protection of what is important

- What schools consider as important must form part of their tradition and so must be protected
by all means.

- Cleanliness, Health, and nutrition:

• CLAYGO

• No soft drinks and junk foods

Honest and Open Communication

- No one gets ostracized for speaking up his mind.

- The atmosphere is such that everyone is encouraged to speak his mind without fear of being
ostracized.

- The agreement in every discussion is “agree to disagree.”

Note: di ko sinali ang norms ng steacher at student kasi baka di mag labas

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School Policies and Their Function

Roles and Competencies of School Heads

Schools must have policies for them to realize their vision and mission. These policies are a reflection of
the values of the people who created them. Whatever policies are formulated must redound to the
improved teaching-learning of learners which is the very reason of the existence of schools.

Importance of Policies

• Schools' policy on the grading system is important for everyone concerned to know how grades
are computed. Both students and parents know how grades are derived objectively. Percentage
weights for each component are clear.

• Teachers are guided in their assessment practices. The grading policy ensures objective
assessment practice. Without the grading policy, grading may become highly subjective.

Role - is a function assumed or part played by a person or thing in a particular situation.

Competencies - the ability to do something successfully or efficiently.

School Head - is the staff member of a school with the greatest responsibility for the management of
the school.

As stipulated in Chapter 1, Section 5, E of RA 9155 the school head is an administrative and an

instructional leader.

InstructionalLeader.

-He or she supervise instruction

Administrative Leader
 -concerns of physical improvement and fund sourcing.

What is NCBSSH?

DepEd Order 32, s. 2010 defines it:

• as a list of competency standards which can be used as basis for the school heads’ decision
making, actions and performances of their functions.

• is used as basis for the preparation of a comprehensive training and development based on
expected tasks that will be utilized to deliver training programs to ensure efficiency,
effectiveness, and excellence of school heads’ job performance.
Competency Framework for Southeast Asian School Heads (2014)
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LEADERSHIP STYLES

AUTOCRATIC LEADERSHIP

- -Centralized decision-making.
- -Leader dictates task and expectation.
- -Focus on effiency and control.

CONSULTATIVE LEADERSHIP

- Leaders seek input from their team members before making decisions.
- -Members feel valued and empowered.
- Decisions are made collaboratively, but the leader retains final authority.

DEMOCRATIC LEADERSHIP

- Leaders encourage participation and teamwork.

- Decisions are made through consensus or voting.

- Leaders act as facilitators and guides.

LAISSEZ FAIRE
- -High autonomy: Team members have a large degree of freedom to work independently
and choose their methods.
- -Trust in employees: Leaders believe in the abilities and judgment of their team members.
- Minimal supervision: leaders delegate tasks and responsibilities with little oversight.