Teachers rarely use formative assessments. What should the principal do first?

Conduct a workshop on formative assessment with follow-up coaching and exemplars.

Encourage teachers to try new assessment tools at their own discretion.

Require weekly reports on formative assessment results for all classes.

Provide a memo reminding teachers to use formative tests regularly.

Students often fail to manage time during major exams. What leadership action will address this issue?

Organize a time-management workshop for learners with reinforcement in class activities.

Advise teachers to shorten lessons before exams for review.

Extend examination time for all classes to lessen pressure.

Reduce the number of exam questions to make completion easier.

One teacher consistently uses lecture-only methods. How can the principal support improvement?

Provide demonstration teaching and co-planning sessions on interactive strategies.

Conduct regular observations and share written reminders on varied techniques.

Require the teacher to observe peer classes without guided reflection.

Assign the teacher to attend an external seminar on innovative practices.

Learners show limited participation in group work tasks. What should the school head prioritize?

Train teachers on designing collaborative learning activities with clear roles.

Mandate fixed group sizes to ensure fairness in all activities.

Encourage teachers to increase graded group projects across subjects.

Ask teachers to minimize group work to avoid discipline concerns.

A teacher struggles to complete lessons within the allotted time. What principal support is most effective?

Coach the teacher on pacing and efficient classroom transitions.

Require the teacher to follow the pacing guide strictly without adjustments.

Advise the teacher to reduce lesson content to meet the schedule.

Encourage the teacher to extend classes beyond the time limit.

Teachers frequently request additional classroom materials. How should the principal respond?

Review inventory and implement a transparent resource allocation system.

Request teachers to bring their own materials to lessen school expenses.

Provide materials based on first-come, first-served requests.

Limit resource requests to subjects with the lowest supply cost.

There are frequent power interruptions affecting ICT integration. What should the principal do?

Coordinate with local government for reliable power and provide alternative teaching tools.

Advise teachers to minimize ICT use until power issues are resolved.

Request teachers to adjust lessons to non-digital formats permanently.

Provide students with printed materials for all ICT lessons.

Some teachers struggle to submit reports on time. What leadership strategy should the principal employ?

Clarify timelines and provide digital tools for easier report submission.

Assign additional administrative support staff to assist teachers.

Set a penalty system for habitual late submissions.

Require written explanation for every late submission.

Learners from low-income families struggle to attend school regularly. What is the best intervention?

Implement a feeding and incentive program in coordination with stakeholders.

Send warning letters to families with frequent absences.

Organize additional after-class sessions for absent learners.

Require parents to sign daily attendance commitments.

During a typhoon warning, the school must ensure safety and learning continuity. What should the principal do?

Activate the school’s emergency preparedness and learning continuity plan.

Send students home without informing local authorities.

Suspend all activities and wait for regional office instructions.

Ask teachers to decide individually how to handle their classes.

Some teachers are unaware of DepEd procurement guidelines. What should the school head do?

Conduct an orientation on procurement rules and documentation procedures.

Let teachers learn procurement rules through experience.

Delegate all procurement-related tasks to the school bookkeeper.

Submit procurement requirements directly to SDO without internal review.

The school experiences delays in MOOE liquidation. What action should be taken?

Provide training on financial recording and reporting procedures for staff.

Delay submission until all receipts are complete regardless of timeline.

Assign liquidation tasks to available teachers for faster processing.

Transfer liquidation responsibility solely to the disbursing officer.

Parents complain about inconsistent grading practices. What should the principal do?

Conduct calibration sessions to standardize grading practices among teachers.

Require teachers to submit grading rubrics to the principal’s office for approval.

Allow teachers to maintain individual grading criteria for flexibility.

Remind teachers to double-check their grade computations before submission.

Teachers report that learners lack motivation to participate in school programs. What leadership approach is most effective?

Establish recognition programs that highlight learner achievements and contributions.

Ask teachers to integrate program participation as part of class performance.

Implement a stricter attendance policy during school events.

Assign class advisers to track participation and report weekly.

Community members express concern over school cleanliness. What should the principal do?

Organize a regular clean-up drive involving teachers, students, and parents.

Hire additional janitors through school funds if available.

Coordinate only with the LGU for sanitation inspection and action.

Require teachers to assign cleanliness monitors in each classroom.

The principal wants to strengthen disaster preparedness. What should be prioritized?

Conduct regular drills and update the school disaster risk reduction plan.

Display emergency guidelines visibly in every classroom.

Schedule an annual seminar for teachers about safety rules.

Create a disaster committee composed only of senior teachers.

Teachers report that some classrooms lack ventilation. What is the best course of action?

Request repair and maintenance support from the LGU or SDO engineering unit.

Advise teachers to open windows and use improvised fans.

Allow class transfers to shaded areas during peak hours.

Purchase electric fans using teacher contributions.

School reports show poor maintenance of ICT equipment. What should the principal do?

Implement a preventive maintenance schedule and assign accountable personnel.

Replace damaged units immediately using school savings.

Request external donations to replace all outdated equipment.

Allow ICT coordinators to handle all repairs independently.

The school canteen records irregular sales and expenses. What should the principal do first?

Conduct an internal audit and review compliance with canteen financial guidelines.

Request canteen reports quarterly instead of monthly.

Change the canteen supplier to improve food quality.

Allow the canteen manager to explain verbally during a meeting.

Frequent tardiness among staff affects office efficiency. What is the most effective measure?

Implement a recognition and reminder system based on punctuality records.

Install a biometrics system to strictly monitor attendance.

Issue warning letters to all personnel involved in tardiness.

Require daily submission of time-in and time-out logs to the office.

Teachers are not using the newly developed lesson exemplars. What leadership move should be taken?

Conduct a session demonstrating how exemplars can be adapted to lessons.

Evaluate teacher compliance before any orientation is held.

Mandate immediate use of the exemplars without discussion.

Send the materials via email and ask teachers to read independently.

The school has received new computer units. What is the best leadership action to ensure effective utilization?

Orient teachers on computer use and schedule integration sessions.

Allow only ICT teachers to use the new equipment for classes.

Distribute computers equally without training or monitoring.

Store the computers until additional software becomes available.

The principal observes uneven workload distribution among teachers. What is the best solution?

Review class assignments and adjust based on teacher load and expertise.

Keep assignments unchanged to avoid complaints.

Request teachers to handle additional tasks voluntarily.

Rotate workloads every quarter regardless of specialization.

The school head wants to ensure energy conservation. What practical strategy should be implemented?

Create a school-wide energy management plan with student participation.

Remind teachers to switch off lights after class sessions.

Install motion sensors in all classrooms if funds allow.

Include energy-saving reminders during flag ceremonies.

A group of teachers proposes a new reading project. What should the principal do?

Evaluate the proposal and integrate it into the school improvement plan if feasible.

Delay the approval until the next planning cycle.

Allow the group to implement immediately without alignment.

Forward the proposal directly to the SDO without school deliberation.

DOMAIN 2-B | Quizalize

DOMAIN 2: MANAGING SCHOOL OPERATION AND RESOURCES 46-85 by erich garcia

SDO BULACAN - Domain 2 (6 Strands)

PPSSH Domain 2: Managing School Operations and Resources (25 items)

PART II PPSSH Domain 2: Managing School Operations and Resources (25 items)

PART 1A PPSSH Domain 2: Managing School Operations and Resources (25 items)

Domain 4.2 Apply understanding of how professional reflection and learning can be used to improve practice

Domain 4.2 Professional Reflection and learning

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