1. N C B S S H

2. 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

3. 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 leadership majority are in the “apprentice” level which implies that they need to learn more to be able to function effectively as instructional leaders. Other competencies like creating child-centered climate, resource management and 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

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

5. CORE PRINCIPLE Domain 6 Domain 1 SCHOOL LEADERSHIP Domain 7
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
Domain 1
SCHOOL LEADERSHIP
Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO)
Data-based Strategic Planning
Conflict management
Building High Performance Teams
Coordinating the Work of Others
Domain 7
PERSONAL & PROFESSIONAL ATTRIBUTES and INTERPERSONAL EFFECTIVENESS
Professionalism
Communication
Interpersonal Sensitivity
Fairness and Integrity
Domain 2
INSTRUCTIONAL LEADERSHIP
Assessment for Learning
Developing Programs &/or Adapting Existing Programs
Implementing Programs for Instructional Improvement
Domain 3
CREATING A STUDENT CENTERED LEARNING CLIMATE
Setting high social & academic expectations
Creating school environments focused on the needs of the learner
Domain 6
SCHOOL MANAGEMENT AND DAILY OPERATIONS
Managing Daily Operations
Fiscal Management
Use of technology in the Management of Operations
Domain 4
HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT
Creating a Professional Learning Community
Recruiting and Hiring
Instructional Supervision
Managing Performance of Teachers and Staff
Domain 5
PARENT INVOLVEMENT AND COMMUNITY PARTNERSHIP
Parental Involvement
External Community Partnership

6. 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.

7. 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

8. 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

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

10. Domain 7: Personal and Professional Attributes and Interpersonal Effectiveness.
Effective school leaders are models of
professionalism and ethical and moral
leadership. This domain includes manifestations of
genuine enthusiasm and pride in the nobility of the
teaching profession, the ability to empathize others and
interact with diverse personalities,

11. The NCBSSH-TDNA is basically a self
appraisal tool to be accomplished by the
School Heads themselves.
The School Heads are asked to complete a
self -assessment instrument where they
identify the behaviors they have
consistently demonstrated in their role as a
school head across the seven domains. (DepEd Order No.32,s.2010)

12. The matrix used to describe the level of mastery of the above competencies are the following:
N=Novice (I can’t 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)

13. RESULTS (13 SH) Novice ( N) Apprentice (A) Practitioner(P) Expert (E)
Level with highest #
D-1 5 6 2 P
D-2 3 A
D-3 8
D-4 7
D-5 E
D-6 4
D-7

14. Based on the data gathered the following are the top 3 strengths and top 5 weaknesses :
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)

15. Conclusions:
1.Majority of the school heads of Mabinay District 1 are in the “Practitioner”level 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.

16. 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.

17. THANK YOU