THE SCHOOL HEAD AS STRATEGIC LEADER: SETTING THE SCHOOL MISSION, GOALS AND OBJECTIVES

Presented by:

Lupe U. Lubuguin

Strategic Planning Model

MISSION STATEMENT
Derived from vision statements Stated clearly and briefly. It defines the primary focus of the organization. Can be used as guiding tool for the officials, teachers, staff, students and the other stakeholders.

MISSION STATEMENT
Help them make decisions and know what course of action to take States what the ultimate outputs of the organization are and how they can be developed or produced

FORMULATION OF MISSION STATEMENT

Four primary questions to answer: What function(s) does the organization perform? For whom does the organization go about filling this function? How does the organization go about filling this function? Why does the organization exist?

CRITICAL FOR EVALUATING MISSION STATEMENTS

Clear and understandable to all personnel, including rank-and-file employees.

Brief enough for most people to keep it in mind, i.e. less than 100 words. Clearly specifies what business the organizational is in.

Should reflect the distinctive competence of the organization. Should serve as a template and be the means by which officials and others in the organization make decisions.

Should be achievable; realistic enough for the organization members to buy into it. Wording should help it serve as an energy source and rallying point for the organization.

Sample Vision Statement

SEAMEO INNOTECH as Southeast Asias preferred education solution provider by 2010

SEAMEO INNOTECHs Mission Statement

To facilitate teaching and learning through innovative and technologybased research and training solutions in order to fully develop the potentials of the people in Southeast Asia.

Sample Vision Statement of a Schools Division

Division X as the Premier Division in Region IV-A by 2015

Sample Mission Statement

To support the DepEd purpose of fostering quality education for all by providing high quality instruction to all learners in child-friendly environment.

SAMPLE INDICATORS OF MISSION ACCOMPLISHMENT

High percentage of participation in office/school programs; Low number/percentage of those dropping out from such programs; High percentage (high of those) passing relevant examinations; High percentage of graduates getting admitted to the next level of education ladder; Significant number of students, teachers & staff receiving honors/awards from local/ national organizations:

Positive attitudes being manifested by students, teachers and other stakeholders towards the office/school, its officials and its programs; Positive feedback on the office/school policies, plans, programs, services & its graduates from stakeholders, customers & the general public; An office climate that makes the office/school clients and all others who come in contact with it feel being welcome, respected, and served accordingly.

Strategic Planning Model

Establishing Strategic Goals

Derived from the vision and mission statements Guidelines that indicate in detail what is to be achieved at some point in the future Derived from the organizations role(s) related to the mega (societal), macro (division), and micro (district/office/school) environments The whats to be done that will lead to the achievement of the vision and mission

(Formulating Strategic Goals towards a Vision)

VISION: Division X as the premiere Division in Region IV-A by 2015

SAMPLE STRATEGIC GOALS

Availability of highly competent and committed DO officers , school officials, teachers and support staff
All year-round education programs and services responsive to the needs of staff and students Support mechanisms that will ensure full and active participation of students and staff

SAMPLE STRATEGIC GOALS

Availability of quality learning materials when needed Adequate and student-friendly school facilities and equipment Strong support from parents, community & other stakeholders (Functional SGCs) Sound financial and human resource management

Strategic Planning Model

SWOT Analysis
S trengths (within the institution) W eaknesses (within the institution)

O pportunities (from the external environment)

T hreats (from the external environment)

Areas in the Internal Environment that may be looked into to identify the Organizations strengths and weaknesses:

Leadership & Management Staff Capability Infrastructure & Facilities Curriculum/Programs Learning Materials Organizational Culture Financial Capability Internal Stakeholders and Linkages

Areas in the Internal Environment that may be looked into to identify opportunities and threats that may affect the organization:

Socio-Economic Political Technological Government Policies Peace & Order Religious/Spiritual Societys Expectations External Stakeholders

THE S-W-O-T MATRIX

THE S-W-O-T MATRIX

(GENERATION OF STRATEGIC OPTIONS)

Tactical Planning Model

(Formulating Specific Objectives for Strategic Goal)

Strategic Goal: Availability of highly competent and committed DO officers, school officials, teachers and support staff SAMPLE OF SPECIFIC OBJECTIVES a) By mid-July 201_, the staff development needs of school officials, teachers and support staff shall have been determined and prioritized. b) By mid-August 201_, an all year-round staff development program for school officials, teachers and support staff based on their needs shall have been drawn up. c) By December 201_, at least 50% of the target program clients (school officials, teachers and support staff) shall have participated in appropriate staff development programs and their performance monitored and evaluated. d) By March 201_, all school officials, teachers and support staff shall have been equipped with the desired competencies and have developed strong commitment to quality improvement.

(Formulating Strategic Option to Achieve Objectives)

Strategic Option: Design & Implement Staff Development Program based on Needs

Project Title: Needs-Based Staff Development Program Project Components: a) Organizing Staff Development Team b) Assessment of staff development needs c) Design of staff development programs based on needs d) Implementation of staff development programs e) Monitoring and evaluation

Project Activities
a) Organizing Staff Development Team -Planning by the Staff Development Team b) Assessment of staff development needs Drafting to staff dev. needs assessment (SDNA) instruments (NCBTS-TSNA may be used for teachers; TDNASH-Training & Dev. Needs Assessment for School Heads) Tryout of draft SDNA instrument Finalization of SDNA instrument Production of copies of SDNA instruments Administration of survey of SD needs Data analysis & prioritization of needs

Project Activities
c) Design of staff development program based on needs - Design of programs based on staff needs (IPPD, SPPD, DEDP) - Preparation of logistic for the different programs d) Implementation of Staff Dev. Program - Briefing of target Staff Dev. Participants - Staggered implementation of Staff Dev. Programs - Introduction of corrective measures

Project Activities
e) Monitoring & Evaluation - Monitoring & data gathering - Progress assessment & evaluation - Providing periodic feedback to Staff Dev. Team & Mgmt. - Summative evaluation - Preparation of reports

Identifying Performance Indicators and Means of Verification

Identifying Performance Indicators and Means of Verification

a)

By mid-July 201_, the staff development needs of school officials, teachers and support staff shall have been determined and prioritized

Performance Indicators

List of desired competencies of staff Vs Staff Dev. Needs Assessment (SDNA) or TSNA & TDNASH results
List of competency gaps; List of priority needs Means of Verification: Analysis of Staff Dev Needs Assessment (SDNA) or TSNA & TDNASH records

Identifying Performance Indicators and Means of Verification

b) By mid-August 201_, an all year-round staff development program for school officials, teachers and support staff based on their needs shall have been drawn up. Performance Indicators

List of Priority Staff Dev Needs Vs Design of Staff Dev. Program

Means of Verification:

Assessment of Design of Staff Dev Program

Comparison of competencies included in program design with list of priority Staff Dev Needs

Identifying Performance Indicators and Means of Verification

c) By December 201_, at least 50% of the target program clients (school officials, teachers and support staff) shall have participated in appropriate staff development programs and their performance monitored and evaluated. Performance Indicators; Pre-staff Dev Program performance of Staff Vs Post-Staff Dev Program performance of staff No./Percentage of Staff Dev Prog participants Vs No. of target staff for Staff Dev Prog Means of Verification: Examination of Staff Dev. Prog records of implementation Monitoring for project activities thru Gantt Chart of project Activities

Identifying Performance Indicators and Means of Verification

d) By March 201_, all school officials, teachers and support staff shall have been equipped with the desired competencies and have developed strong commitment to quality improvement. Performance Indicators; No./Percentage of Staff Dev Prog participants Vs No. of target staff for Staff Dev. Prog Performance feedback from superiors, teachers, learners, parents, other stakeholders, general public

Means of Verification:
Examination of Staff Dev Prog. Record of Implementation Review of feedback records

Quality is not a destination but a journey

Be better than you think you can be!

-Hoyle, John R. in Leadership and Futuring Making Visions Happen (1995)

In the end, it is important to remember that we cannot become what we need to be, by remaining what we are.
-Max de Pree in Leadership is an Art (1989 p.100)

MARAMING SALAMAT PO!