NATIONAL

COMPETENCY
BASED STANDARDS
EDEN P. MALABAG, Ph.D.
FOR SCHOOL
HEADS
Cagayan Valley
(NCBS-SH)
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.
Valid.

These are clear and logical.

All performance indicators are

research-and experience-based.

PROFESSIONAL DEVELOPMENT FRAMEWORK FOR

SCHOOL HEADS

DepED

N
C
B
S
- SHs

Vision
and
Mission

STANDARD PROGRESSIVE
MATURE

MONITORING & EVALUATION (Levels 1 5)

NEAPJune25201
0

Professional
ProfessionalDevelopment
DevelopmentProgram
ProgramFramework
Frameworkfor
for
School
SchoolHeads
Heads
As a LEADER
1.

2.

3.

School Leadership

As a MANAGER
4.

Instructional
Leadership
Creating a LearnerFriendly Environment

5.

6.

Professional Development
& Human Resource
Management
Parent Involvement and
Community Partnership
School Management
and Daily Operations

As a PERSON
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.

CORE
PRINCIPLE
School heads are
competent,
committed and
accountable in
providing access to
quality and relevant
education for all
through
transformational
leadership and high

Domains and Competency Strands

Domain 1.
School

Indicator

Leadership
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

Revisits

the school VMGO clearly

and ensures that school activities are

aligned with the school VMGO

Domains and Competency Strands

Domain 1.
School

Indicator

Leadership
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

Instructional leadership

As a SH, when YOU make a plan for

the school , do you

plan it ALONE?

plan it with OTHERS?

Domains and Competency Strands

Domain 1.
School

Indicator

Leadership
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

problems

several approaches in handling

Domains and Competency Strands

Domain 1.
School

Indicator

Leadership
1.D. Building
High
Performanc
e 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 teams performance

using performance based assessment tool

Domains and Competency Strands

Domain 1.
School

Indicator

Leadership
1.E.
Coordinatin
g 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

Domains and Competency Strands

Domain 1.
School

Indicator

Leadership
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

Domains and Competency Strands

Domain 2.
Instructional
Leadership
2.A. Assessment
for Learning

Indicator

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/cocurricular programs and / or instructional

strategies
Utilizes

assessment results to improve

learning
Creates

& manages a school process to

ensure student progress is conveyed to

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

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

Domains and Competency Strands

Domain 2.
Instructional
Leadership

Indicator

Develops/adapts a research based school

2.B. Developing
program
Programs &/or
adapting
Assists in implementing an existing,
coherent and responsive school-wide
Existing
curriculum
Programs
Addresses

deficiencies and sustains

successes of current programs in
collaboration with teachers. and learners
Develops

a culture of functional literacy

Domains and Competency Strands

Domain 2.
Instructional
Leadership

Indicator

Manages

2.C.
Implementing
Programs for
Instructional
Improvement

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? )

Domains and Competency Strands

Domain 2.
Instructional
Leadership

Indicator

2.D. Instructional Prepares and implements an instructional

supervisory plan
Supervision
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

Domains and Competency Strands

Domain 3.
Creating a
Student
Centered
Learning Climate
3.A. Setting High
Social
Academic
Expectations

Indicator

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

Domains and Competency Strands

Domain 3.
Creating a
Student-Centered
Learning Climate

Indicator

3.B. Creating
Creates and sustains a safe, orderly,
School
nurturing and healthy environment
environments
focused on
Provides environment that promotes use
of technology among learners and
the needs of
teachers
the learner

Domains and Competency Strands

Domain 4. HR
Mngt. &
Professional
Devt.
4.A. Creating
a
Professio
nal
Learning
Communit
y

Indicator

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

Domains and Competency Strands

Domain 4. HR
Management &
Professional Devt.
4.B. Recruitment
and Hiring

Indicator

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

Domains and Competency Strands

Domain 4.
HR
Management
&
Professional
Devt.

Indicator

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

4.C.
Managin
g
Performa
nce of
Teachers
and Staff

Domains and Competency Strands

Domain 5. Parent
Involvement &
Community
Partnership
5.A. Parental
Involvement

Indicator

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

Domains and Competency Strands

Domain 5. Parent
Involvement &
Community
Partnership
5.B. External
Community
Partnership

Indicator

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
Establishes

actively in community affairs

sustainable linkages /
partnership with other sectors, agencies
and NGOs through MOA/ MOU or using

Domains and Competency Strands

Domain 6.
School
Management
and
Operations

Indicator

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,

6.A.
Managi
ng
School
Operati
ons

Domains and Competency Strands

Domain 6.
School Mngt.
& Operations

Indicator

6.B. Fiscal
Manage
ment

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

Domains and Competency Strands

Domain 6.
School
Management
and
Operations
6.C. Use of
Technol
ogy in
the
Manage
ment
of
Operati
ons

Indicator

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

Domains and Competency Strands

Domain
7.
Personal
&
Professio
nal
Attributes
&
Interpers
onal

Indicator

Manifests genuine enthusiasm and pride in the nobility of the

teaching profession

7.A.
Professio
nali
sm

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

Domains and Competency Strands

Domain 7.
Personal &
Professiona
l Attributes
&
Interperson
al
7.B.
Communic
ation

Indicator

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

Domains and Competency Strands

Domain 7.
Personal &
Professional
Attributes &
Interpersonal

Indicator

7.C.
Interpersona Interacts appropriately with a
variety of audiences
l Sensitivity
Demonstrates

ability to
empathize with others

Domains and Competency Strands

Domain 7.
Personal &
Profession
al
Attributes
&
Interperso
nal

Indicator

Observes Award System and a system of

7.D.
Fairne assistance for teachers staff to sustain integrity,
honesty and fairness in all school practices
ss,
Hones Demonstrates integrity, honesty and fairness all
ty and his/her dealings and transactions
Integr

Summary of the New Roles, Functions &

Competencies of School Heads in SBM
Roles

Functions

Visionary, Lead in setting the mission,

principal
vision and goals of the school
motivator,
Organize/expand the school ,
advocate
and
community and local
planner
government networks and
groups who will actively
2) Builder of
participate in school
networks
improvement
and
Lead in developing and
support
systems
implementing the School
Improvement Plan (SIP) with
the participation of the school
constituency and the
community
1)

Lead in developing and

Knowledge/Skills/Attit
udes Required
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

Summary of the New Roles, Functions &

Competencies of School Heads in SBM
Roles
3.

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

Curriculu
m
developer
and
instruction Localize and implement
al leader
school curriculum

Knowledge/Skills/Attit
udes Required
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

Encourage development and

use of innovative instructional
methods and alternative
Creation of an open
delivery modes (ADMs)
learning system based on
focused on improvement of
several resource materials
learning outcomes ,
rather than on single
increasing access to basic
textbooks
education, improving the
holding power of schools ,
Participatory and peerand addressing specific local
based instructional

Summary of the New Roles, Functions &

Competencies of School Heads in SBM
Roles
4)

Functions

Personnel Recommend personnel

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

Knowledge/Skills/Attit
udes Required
Proper staffing; identifying
and improving personnel
capacities through a
capacity-building program
for staff
Leadership by example

Plan and implement a

continuing staff development
program based on an ongoing needs analysis

Summary of the New Roles, Functions &

Competencies of School Heads in SBM
Roles
5)

Fiscal
Resource
Manager

Functions
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

Knowledge/Skills/Attit
udes Required
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

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

3.Grievance is defined asa.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 action
d.Refer to expressed dissatisfactions that arise
from the working conditions, relationships or
status among co-workers that are believed to be

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 Authority
b.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

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 overdue
c.Call her and give her an ultimatum that if she will not
return immediately, she will be dropped from the rolls
d.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

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 heads
c.Even if his appointment is station-specific he can still be
reassigned but not t0 exceed six months provided it is with
consent
d.He can be reassigned even without his consent, provided
the reassignment was done not in bad faith or to discriminate

8.Which step does not belong in an effective decisionmaking 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.B
2.B
3.D
4.A
5.c/b
6.A
7.d/b
8.B
9.A
10.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.Appreciative
b.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 projects
b.Presenting information on school performance
indicators, sharing with them the vision of the school
head
c.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-esteem
b.Achieve organizational goals
c.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 Intelligence
b.Interpersonal Intelligence
c.Visual-spatial
d.Reflective intelligence

15Which fund source is utilized

for the construction of school
building?
a.Capital outlay
b.Maintenance and other
Operating Expenses (MOOE)
c.Personnel outlay
d.Special Education Fund ( SEF)

16. Which of this is not a factor to be

considered in determining the approved
budget of contract?
a.Inflation rate
b.Cost of market price of the product or
service
c.Necessary incidental expenses and cost
of inspection
d.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.Red
2.Yellow
3.Orange
4.Sky blue

Current Teacher
Deployment Color
Coding Scheme

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 funds
b.Realignment of funds
c.Technical Malversation
d.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 indicators
A.Call for a PTA emergency meeting
B.Involve the external stakeholders
and seek their support on how to
improve the school performance
C.Create strong partnership among
Ngos

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 PTA
b.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 projects
d.Programs and on-going communication using
variety of means

Answer Key:
11.A
12. B
13. D
14. D
15. D/ A
16. A/B
17 A
18 A
19 B
20 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 pupils
b.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 pupils
d.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 statement
b.Sharing vision-mission statements
development among stakeholders
c.Making the school constituents memorize
the vision-mission statement
d.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 him
c.Agree on the plan of action to address the problem
d.Recommend him for transfer to another school

24. School heads shall have authority,

accountability and responsibility,
except:
a.Monitoring the curriculum
b.Developing the school
improvement plan
c.Introducing innovative modes of
instruction
d.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 verbally
b.Sign MOA on behalf of the Department of
Education
c.Return the MOA to the office of the Governor with
your written objection
d.Endorse the MOA to the office of Supt. for
appropriate action

26 Which management function

is concerned with establishing the
internal organization structure?
a.Planning
b.Organizing
c.Directing
d.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 development
b.Ask contributions from the parents to pay utility
bills
c.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 teachers attendance
b.Record the accumulated time of tardiness
and deduct the corresponding amount from
their salary
c.Conduct a dialogue with teachers to know
the causes of the problem
d.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 doesnt 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 Anns
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 childs 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. C
22. A/C
23. C/B
24 D
25 D
27 A
28 C
29 B
30 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 Reporting
d.Social Regard for Learning

Domain 1.
School

Indicator

Leadership
1.D. Building
High
Performanc
e 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 teams 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 transaction
d.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 knowledge
d. 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
Law
b.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 promotion
b.Teachers instructional competence
c.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 activities
b.Include both co-curricular contests in
your plans
c.Conduct Saturday classes
d.Request construction for additional
classroom

Answer Key:
31. B
32.C
33.D
34. C
35. A
36.D
37.D
38.A
39.B
40.A

41.Which is not a mode

of school site
acquisition?
a.Purchase
b.Donation
c.Barter
d.Expropriation

42.Which is the first step in

intensive guided supervision?
a.Identification of skill
improvement areas by T/S
b.Development of a detailed plan
of improvement
c.Guided implementation
d.Teaching/observation

Clinical Supervision
The steps (roles) in the process are:
1. Pre-Observation Stage
Establishing the relationship between the T and the
Planning of the lesson
Planning of the observation/ teaching
2. Observation/Actual Teaching
3. Post-Observation
Analysis of the teaching-learning process by both
the T and the S

Planning the conference

Conference

Renewed planning

43.Which of these is NOT a

purpose of using questions in
coaching?
a.Define the boundaries of the
coach worldview
b.Assist the coach to explore
available realities
c.Unlock more information
d.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 teacher
c.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 purposes
b.The property can no longer be repaired or
reconditioned
c.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.

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 focus
b.Performance focus
c.Client focus
d.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, Research
b.Materials Development, Change of Teaching
Assignment, Test Analysis
c.Test Analysis, HR Inventory, Teacher Training,
Materials Development
d.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 Officials
b.Meet the parents by yourself alone and
explain to them the school initiatives
c.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. C
42.D
43A
44 C
45 C
46 C
47. D
48.B
49.C
50.A

51 As a School Head, what should be

your priorities in creating a conducive
learning environment?
a.Teacher development and cocurricular programs
b.Classroom structuring and teacher
development programs
c.Classroom structuring and parents
education
d.Parents education and material resources

How will you make the students safetyconscious?

a.Install fire alarm bell in every building
b.Requires teachers to conduct fire and
earthquake drill regularly
c.Request parents to replace all broken
sockets in the classroom
d.Penalize students who are absent during
fire and earthquake drills