National Competency - Based Standards for School Heads (NCBS-SH)

          The Department of Education in 2012 through the Basic Education Sector Reform Agenda (BESRA) developed the NCBS-HS as the common standard for all school heads. the development was guided by the following basic principles.
       
          1. Function - Based. The competencies are based on school head functions as stated in R.A 9155, related laws and DepEd policies.

          2. Responsive. Competencies are applicable in any range of context or small school, city or rural school, culturally divergent
                                                      group.

3. coherent. These are clear and logical.

4. Valid. All performance indicators are research and experienced based.

CORE PRINCIPLE 

            School heads are competent, committed and accountable in providing access tro quality and relevant education for all through transformational leadership and high degree of professionalism.

NCBS-HS Domains and description 

Domain 1           School Leadership

Domain 2           Instructional Leadership 

Domain 3           Creating Student -Centered Learning Climate 

Domain 4           HR Management and Professionalism Development 

Domain 5           Parent Involvement and Community Partnership 

Domain 6           School Management and Operations 

Domain 7           Personal and Professional Attributes and Interpersonal Effectiveness 

Domain 2 Instructional Leadership 

competencies 

1. Assessment for learning / Indicators 

•  Manages the processes and procedure in monitoring student achievement 
• Ensure utilization of a range of assessment processes to assess student performance 
• Assess the effectiveness of curricular/co-curricular programs and/or instructional strategies 
• utilizes assessment results to improve learning.
• Creates and manage a school process to ensure students' progress is conveyed to students and parents/guardians 

2. Developing and Using Programs/Adopting Existing Programs 

• Develop/adopts research based and school programs 
• Assists in implementing an existing coherent and responsive school wide curriculum 
• Addresses deficiencies and sustain successes of current programs in collaboration with teachers and learners. 
• Develop culture of functional literacy. 

3. Implementing programs for Instructional Improvement 

• Manages the introduction of curriculum initiatives in line with DepEd policies (e.g. BEC, Madrasah) 
• works with teachers in curriculum review 
• Enriches curricular offerings based on local needs 
• Manages curriculum innovations and enrichment with the use of technology
• Organizes teams to champion instructional innovation programs towards curricular responsiveness. 

4. 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 assisstance and instructional support to teachers. 

For more reviewer for Qualifying Exam for School Heads email me at coolteacher28@gmail.com 

Reviewer for Qualifying Exam for Principals

Reviewer for Licensure for Teachers

          The Department of Education in 2012 through the Basic Education Sector Reform Agenda (BESRA) developed the NCBS-HS as the common standard for all school heads. the development was guided by the following basic principles.
         
          1. Function - Based. The competencies are based on school head functions as stated in R.A 9155, related laws and DepEd policies.

          2. Responsive. Competencies are applicable in any range of context or small school, city or rural school, culturally divergent
                                                      group.

3. coherent. These are clear and logical.

4. Valid. All performance indicators are research and experienced based.

CORE PRINCIPLE 

            School heads are competent, committed and accountable in providing access tro quality and relevant education for all through transformational leadership and high degree of professionalism.

NCBS-HS Domains and description 

Domain 1           School Leadership

Domain 2           Instructional Leadership 

Domain 3           Creating Student -Centered Learning Climate 

Domain 4           HR Management and Professionalism Development 

Domain 5           Parent Involvement and Community Partnership 

Domain 6           School Management and Operations 

Domain 7           Personal and Professional Attributes and Interpersonal Effectiveness 

Domain 2 Instructional Leadership 

competencies 

1. Assessment for learning / Indicators 

•  Manages the processes and procedure in monitoring student achievement 
• Ensure utilization of a range of assessment processes to assess student performance 
• Assess the effectiveness of curricular/co-curricular programs and/or instructional strategies 
• utilizes assessment results to improve learning.
• Creates and manage a school process to ensure students' progress is conveyed to students and parents/guardians 

2. Developing and Using Programs/Adopting Existing Programs 

• Develop/adopts research based and school programs 
• Assists in implementing an existing coherent and responsive school wide curriculum 
• Addresses deficiencies and sustain successes of current programs in collaboration with teachers and learners. 
• Develop culture of functional literacy. 

3. Implementing programs for Instructional Improvement 

• Manages the introduction of curriculum initiatives in line with DepEd policies (e.g. BEC, Madrasah) 
• works with teachers in curriculum review 
• Enriches curricular offerings based on local needs 
• Manages curriculum innovations and enrichment with the use of technology
• Organizes teams to champion instructional innovation programs towards curricular responsiveness. 

4. 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 assisstance and instructional support to teachers. 

For more reviewer for Qualifying Exam for School Heads email me at coolteacher28@gmail.com 

Reviewer for Qualifying Exam for Principals

TEACHER'S WORK: Qualifying Exam for School Heads 2018

TEACHER'S WORK: Qualifying Exam for School Heads 2018: Research-Based Practices of Effective Schools 1. The school head is a dynamic leader who      a. Demonstrates personal improvement and   ...

Qualifying Exam for School Heads 2018

Research-Based Practices of Effective Schools

1. The school head is a dynamic leader who
     a. Demonstrates personal improvement and
          Encourages staff development;
     b. Has the ability to connect with people and
          Pursue teamwork;
     c. Assumes responsibility for action to achieve
          The school's mission; and
     d. Creates an environment of empowerment
          Or sharing his/her powers with others.

2. The school has a strong community partner
Ship. The parents and community are engaged in making decisions and various activities for the benefit and welfare of their children in the planning and implementation of the school improvement plant and Annual Improvement Plan.

3. The school has a clear mission and high expectation for pupils and teachers. Clear and explicit school vision, mission, goals and targets are shared by teachers and students. Consequently, there are high expectation for all pupils and teachers who are given adequate instructional supervision through classroom observation by the school head.

4. The school ensures optimal utilization of resources and provides facilities for increasing academic achievement. Adequate facilities like library or learning resource center, science center, conference hall and othersfor increasing personnel and pupil productivity are offered by the school. The school also ensures the effective utilization of these facilities to expand access to learning.

5. The school practices meaningful assessment and reporting of pupil progress. In order to come up with information-based and data- driven decision, the schools use assessment results for placement, and for diagnostic and summative puroses. Meetings with parents are held after every grading period to discuss pupil progress and development.

6. The school has a strong sense of responsibility. The school head, teachet and community stakeholder assume responsibility for school improvement and students outcomes.

Sample Questions:
1. The move in schools is toward transformational leadership. Which characterizes transformational leadership?
     I.   Empowers those who participate in the
           process
     II.  Intrisically motivates people to improve
           their practice
     III. Help staff develop and maintain a colla-
           borative, professional school culture.
           a. I and II
           b. I and III
           c. II and III
           d. I, II and III

2. If your management theory is Theory x, you will tend to be ________ in practice?
a. democratic
b. laissez faire
c. autocratic
d. consultative

3. If your management theory is Theory y, you believe your followers _______.
I.  are dependable
II. can be trusted
III. are self-motivatef
             a. I, II and III
             b. II and III
             c. I and II
             d. I and III

4. What comes along with School-Based Management?
I.    Decentralized decision -making
II.   Distribution of responsibilities
III.  Schools reflecting local priorities and values
IV.  Complete autonomy of schools and communities.
               a. I and II
               b. I, II and III
               c. II and III
               d. I, II, III and IV

5. Which explain ACCESS principle on leadership and governance?
I.    Solo leadership of school head
II.   Leadership provides school direction to
       make education relevant and responsive to
       community context
III.  A network of leadership
IV.   Building and nourishing sustainable
        partnership
                  a. II, III, IV
                  b. I, III, IV
                  c. I, II and III
                  d. I, II, IV

Reference: Becoming a 21st Century Educational
                     Leader Avelina T. Llagas, Ed.D.
                                   Brenda B. Corpuz, Ph.D.
                                   Purita P. Bilbao, Ed. D.

For more sample email at coolteacher28@gmail.com