123 competency domain of a school Head

Monitor the attendance of students from rural areas and report to the school head for further action.

Write a formal letter to local government officials requesting funding for school buses without involving the community.

Suggest modifying the school schedule to make it more flexible for students coming from far-flung areas.

Propose a carpooling system where parents and teachers can volunteer their vehicles and create a schedule to ensure students from affected areas can attend school regularly

Conduct a strategic planning workshop that includes representatives from teachers, students, parents, local government, and community organizations, with DepEd guidance on vision-mission formulation. 

Facilitate a discussion with teachers and parents to suggest revisions to the vision-mission and later consult the community for inputs. 

Update the vision-mission in consultation with school staff, as they are most familiar with the school’s needs and submit it for community endorsement. 

Revise the vision-mission, presenting it to stakeholders for their acceptance afterward. 

Collaborate with teachers to prepare a funding proposal for submission to the local government without prior stakeholder discussions. 

Solicit donations from external sponsors and announce the project to stakeholders once the plan is finalized. 

Discuss the issue with the Parent-Teacher Association (PTA) and seek their help in implementing a solution while informing other stakeholders. 

Form a joint committee with teachers, parents, and local government representatives to identify issues and pool resources for infrastructure improvement. 

Task the guidance counselor and homeroom advisers to identify at-risk students and design interventions internally. 

Partner with the local government to provide financial assistance to affected families, then present the plan to the school community. 

Initiate a school-based feeding program and encourage teachers to monitor the attendance of at-risk students. 

Hold a meeting with teachers, parents, and barangay officials to design an intervention program, such as scholarship drives or feeding programs. 

Task the School Governing Council (SGC) to draft the statements based on existing DepEd templates and present them for community validation. 

 draft updated statements based on the school head’s understanding of the school’s context, then share them for feedback in a general assembly. 

Organize a strategic planning workshop that involves teachers, students, parents, local leaders, and NGOs to collaboratively assess community challenges and co-create the new vision and mission.

Facilitate focused group discussions among teachers and parents to draft the revised statements, then present these to local leaders and NGOs for feedback. 

Update the AIP to include environmental projects developed by the Science Department, focusing on learner-centered activities that promote sustainability. 

Direct teachers to include lessons on environmental stewardship in their subjects and organize a school-wide tree-planting activity during Environment Month. 

Collaborate with teachers, parents, and local government officials to revise the AIP, integrating projects such as tree planting drives, environmental awareness campaigns, and classroom programs on sustainability. 

Encourage individual departments to propose environmental initiatives for inclusion in the AIP, emphasizing the connection to the school’s new mission. 

Organize an orientation program for teachers, parents, and community leaders where the VMGO is explained in detail, followed by distributing printed copies for their reference. 

Develop a communication strategy that includes translating the VMGO into the local dialect, integrating it into classroom instruction, presenting it during assemblies, and engaging stakeholders in discussions about its relevance to the school’s programs. 

Include the VMGO in the agenda of all school activities and meetings, encouraging teachers to explain its importance to students and parents during these events. 

Post the VMGO prominently around the campus and on social media platforms, with a request for teachers to include it in their discussions during homeroom periods. 

Publish the vision in the school’s newsletter and social media channels, accompanied by an article explaining its meaning, and ask homeroom advisers to discuss it during parent-teacher conferences. 

Conduct a town hall meeting with parents, local government officials, and other stakeholders to explain the vision, using relatable examples like how school programs promote sustainable livelihoods and prepare students for global opportunities. Distribute translated and simplified versions of the vision statement in local dialects and create community-led discussions to foster understanding. 

Organize a school open house where the vision is prominently displayed, and teachers are trained to explain its meaning during guided tours. Include visual aids and testimonials from alumni to illustrate how the vision is being achieved. 

 Host a community seminar where the vision is presented alongside a slideshow explaining key terms and their relevance to student success. Teachers and student leaders are tasked with answering stakeholder questions. 

C. Require each department to align their planned activities with the VMGO and submit their proposals to the School Governing Council (SGC) for approval. The school head will monitor and provide feedback. 

D. Present the school VMGO during a general assembly, emphasizing the importance of aligning activities. Department heads are instructed to ensure future activities reflect the school’s mission and vision. 

Conduct a workshop for teachers and staff on interpreting the VMGO and require departments to submit action plans showing how their activities align with the goals. Include stakeholders in periodic reviews of the activities. 

Establish a VMGO review committee composed of teachers, parents, and student leaders to evaluate all existing and proposed activities. The committee ensures that each activity has a clear link to the VMGO and presents their findings during a school-wide meeting. Future activities are approved only if they align with the VMGO. 

Create a school policy requiring teachers to maintain updated class records and periodically submit data to the administrative office. Include the results in the annual School Improvement Plan (SIP) review. 

Form a data management team composed of teachers and administrative staff to oversee the implementation of E-BEIS/SIS. Provide training on data encoding, ensure compliance with DepEd Order No. 39, s. 2012 (E-BEIS guidelines), and conduct a school-wide orientation to explain the importance of data-driven decision-making. Require baseline data to be collected, encoded, and validated within the first three months of implementation. 

Assign department heads to oversee the collection of baseline data, which is submitted to a centralized school database. Convene a meeting to present the system’s significance and monitor its initial implementation through monthly reports. (85%)

Organize a capacity-building workshop on E-BEIS and SIS for key school personnel, and assign a dedicated ICT coordinator to oversee data encoding and reporting. Collaborate with the School Governing Council (SGC) to ensure stakeholder involvement in reviewing data outputs and setting performance targets. 

Survey all internal stakeholders (teachers, students) to gather input on the school’s strengths and weaknesses, and use this data to draft the SIP/AIP. A separate meeting is held with external stakeholders to discuss their priorities. Afterward, the school head reviews the data and finalizes the plan with input from the SGC. The final SIP/AIP is sent via email to stakeholders for feedback. 

Organize a town hall meeting for parents and community leaders to discuss the school’s needs and challenges. Simultaneously, conduct department meetings with teachers and staff to develop action plans. Afterward, the school head consolidates the plans and presents them to the SGC for approval. Key stakeholders are updated on the plan during the school’s monthly meetings. 

Conduct an internal consultation with teachers and staff, who will draft the SIP/AIP based on their collective understanding of the school’s needs. The school head then shares the plan with parents and local community leaders for their feedback, integrating their comments into the final plan. The completed SIP/AIP is then approved by the SGC and communicated to stakeholders. 

Convene a series of workshops and focus group discussions with all internal stakeholders (teachers, students, and staff) and external stakeholders (parents, local government officials, and community leaders). Use these sessions to gather feedback, identify challenges, and brainstorm solutions. The school head ensures that the feedback is incorporated into the SIP/AIP, which is then presented to the School Governing Council (SGC) for final approval. The plan is communicated through multiple channels, including school assemblies and community meetings, to ensure transparency and broad support. 

Review the data from E-BEIS/SIS, SBM assessment, and TSNA to create a set of priority areas for school improvement. Hold a meeting with the school leadership team to develop the SIP/AIP based on these priorities. Afterward, the school head presents the plan to the SGC for final approval and uses the data for annual review purposes to measure the progress of the plan’s implementation. 

Use data from E-BEIS/SIS, SBM assessment, and TSNA to highlight general trends in student performance and teacher development. Based on this, develop broad goals for the SIP/AIP, focusing on general improvements in academic achievement and staff capacity. The school head incorporates stakeholder input during a feedback session but does not actively engage them in the initial data analysis or planning process. The data is reviewed annually to make adjustments to the plan. 

Analyze the E-BEIS/SIS and SBM assessment data to determine the school’s current performance. Develop the SIP/AIP by incorporating recommendations from department heads and teachers about specific academic areas that need improvement. The school head integrates this information into the plan but does not use the TSNA or other external data sources. The plan is reviewed periodically by the SGC to assess implementation. 

Analyze data from the E-BEIS/SIS, SBM assessment, and TSNA to identify key areas of improvement, such as teacher professional development, student attendance, and academic achievement. Based on this analysis, engage stakeholders in workshops to collaboratively define the goals, strategies, and resources needed. Ensure that the findings are integrated into the SIP/AIP, and present the draft to the School Governing Council (SGC) for review and approval. The school head then uses the data to track progress on an ongoing basis, making necessary adjustments to the plan each semester. 

The school head should thoroughly review the national education policies, DepEd Region VI priorities, and local government education thrusts to identify key areas that align with the school’s current needs. After identifying these areas, the school head should engage with stakeholders, including teachers, parents, students, and community leaders, to ensure their priorities are incorporated into the SIP/AIP. The plan should emphasize improving STEM education, increasing community involvement, and enhancing access to ICT. The final SIP/AIP is presented to the School Governing Council (SGC) for approval, and its implementation is regularly monitored with progress reports shared with internal and external stakeholders. 

B. The school head should review the national education policies and DepEd Region VI thrusts, then work closely with the teaching staff to develop an SIP/AIP focused on improving basic education outcomes. While aligning the plan with regional and national goals, the school head should rely on the school leadership team to finalize the plan and share it with stakeholders through meetings and announcements. The school head ensures regular monitoring but focuses primarily on national goals, leaving local priorities as secondary considerations. 

The school head should align the SIP/AIP with the national education policies by focusing on literacy and inclusive education goals. The plan is shared with internal stakeholders for feedback, and a few community meetings are held to involve external stakeholders. The school head integrates suggestions from stakeholders but does not prioritize regional or local education policies beyond basic alignment. The SIP/AIP is periodically reviewed to ensure general alignment with national goals but lacks an in-depth focus on local and regional thrusts. 

The school head should review national policies and gather input from teachers and parents about general educational needs. Afterward, the school head drafts the SIP/AIP, focusing on improving student performance and basic infrastructure, aligning it mainly with national objectives. While regional and local policies are considered, they are not given as much weight as the national thrusts. The school head shares the plan with the SGC, and implementation is done with minimal adjustments during the year. 

The school head holds a meeting with the school leadership team to review the SIP/AIP, and then a brief assembly is conducted for all staff and teachers. The school head relies on bulletin boards and school newsletters to communicate the SIP/AIP to external stakeholders. While the school head answers questions during the assembly, there are no follow-up discussions or channels for continuous feedback. Updates on the plan are sent out on a quarterly basis and focus mainly on internal progress, with minimal communication with external stakeholders. 

 The school head organizes a series of formal meetings with internal and external stakeholders, including a school-wide forum for teachers, parents, students, and community leaders. During these meetings, the school head presents a detailed breakdown of the SIP/AIP, explaining how each component aligns with the school’s vision and mission. The school head ensures that stakeholders have the opportunity to provide feedback, ask questions, and offer suggestions. Additionally, the school head uses various communication channels, such as printed materials, emails, social media, and community radio to reach external stakeholders. The school head provides regular updates on the progress of the plan and organizes follow-up meetings to ensure continuous collaboration. 

The school head organizes a community gathering where the SIP/AIP is presented in a simplified format, emphasizing the key goals related to student performance and community involvement. Teachers and staff are given a separate meeting where more technical details are discussed. The school head distributes printed versions of the SIP/AIP to all stakeholders and asks for written feedback. Updates are shared via bulletin boards in the school and newsletters sent to parents. The communication process is largely one-way, with limited interaction between stakeholders. 

The school head prepares a presentation outlining the key components of the SIP/AIP and conducts a school-wide assembly for teachers and staff. External stakeholders, such as local government officials and business partners, are invited to attend a separate session where the SIP/AIP is presented. The school head uses printed materials and emails to share the SIP/AIP with the broader community. Stakeholders are encouraged to submit feedback through a designated online platform. While regular updates are provided, the focus is on keeping internal stakeholders engaged, with external communication being less frequent. 

The school head prioritizes the creation of a discipline policy that focuses on strict enforcement of school rules. The school head organizes a few meetings with teachers and parents but does not seek to actively involve students or other community members. The focus is on enforcing discipline through punitive measures rather than preventive measures like counseling. Parent involvement is minimal, and there are no follow-up evaluations or assessments conducted to measure the effectiveness of the new policies. The school head uses a one-time review of the situation but does not regularly update stakeholders on the progress. 

The school head decides to implement the teaching workshops for Math and Science improvement, focusing on training teachers to adopt new teaching methods. However, the school head only conducts a few isolated parent meetings and does not develop a structured program for parent involvement. In terms of student discipline, the school head introduces a new set of rules but does not conduct follow-up monitoring or provide training for teachers on how to implement these rules effectively. The school head relies on occasional feedback from teachers and parents but does not systematically track progress. 

The school head organizes a task force comprising teachers, parents, students, and community leaders to create a comprehensive action plan for improving the quality of education, increasing parental involvement, and enforcing discipline. The school head also ensures that the plan aligns with DepEd's K-12 curriculum guidelines, Student Discipline Guidelines (DepEd Order No. 49, s. 2012), and School-Based Management (SBM) principles. The school head implements regular monitoring and evaluation of the action plan and uses data-driven approaches (such as assessment results and parental feedback) to adjust strategies accordingly. Additionally, the school head seeks the support of local government units (LGUs) and community organizations to provide resources and expertise. 

The school head creates an ad hoc committee composed of teachers and a few parent representatives to review the issues and recommend solutions. The committee focuses on the improvement of Math and Science teaching by organizing teacher workshops and the establishment of a parent-teacher conference schedule. However, the school head does not fully integrate the input of students or the broader community in this process. The action plan is primarily based on teachers' inputs, with less focus on monitoring and evaluation. Regular updates on the plan’s progress are shared during parent-teacher conferences.