1 2 3A. Leadership and GovernanceA network of leadership that providesthe vision and direction to the educationsystem making it relevant andresponsive to the contexts of diversecommunities.1. There is in place a mechanism that In place is a mechanism The VMG is used The mechanism empowers the allows for the development of a that allows for the collaboratively by the community to lead not only shared vision, mission, and development of VMG by school and community as in the development of the goals(VMG) which reflects the the school and community guide in initiating VMG but in makingprograms aspirations and thrusts of the members. programs. guided by community community. aspirations and thrusts.2. The organization’s vision, direction, The school, vision, The school vision, The school vision, direction and aspirations are periodically direction, and aspirations direction, and aspirations and aspirations are reviewed revisited and adjusted by the learning are in place but there’s no are reviewed and adjusted regularly to adjust and make managers, learning facilitators, and plan yet on how to keep sometimes to respond to them responsive to community stakeholders to respond them responsive to conditions and emerging conditions and emerging to the community’s conditions and changes in the needs. needs. emerging needs. environment.3. Stakeholders actively participate, Dialogues and consensus Dialogues and consensus Dialogues and consensus are through dialogue and/or consensus- are seldom used in are often used in always used in formulating building, in formulating relevant formulating school policies formulating school policies school policies and policies and guidelines in conducting and regulations. and regulations. regulations. regular review and updating of community initiatives.
1. The organizational structure for Community stakeholders Participation of community 2. Participation of community education governance promotes participate in school stakeholders in school stakeholders in school ownership of goals and members activities as needed, in activities is volunteered and activities is spontaneous, assumed particular roles and accordance with roles and guided by partnership voluntary, and responsibilities to carry out initiatives. responsibilities they have agreements. collaborative. agreed upon.5. The community facilitates the The education plan (i.e. The education plan (i.e. SIP) The education plan (i.e. SIP) is development of an education plan SIP) is prepared by the is prepared by the school prepared as integral part of based on its vision, direction, and school stakeholders and is stakeholderswith invited the Community aspirations. a separate process from members of the community Development Plan with the the community in support of school vision community as initiator and development planning and aspirations. leaders.6. The governance practices facilitate There is a feedback system There is a feedback system There is a community regular information and feedback that informs stakeholders that informs stakeholders accepted feedback system sharing on the progress of the on gaps between desired on gaps between desired that facilitates collaborative education development program. and actual SBM practices. outcomes and actual SBM decision-making. practices and guides decision making with the community.7. Decisions are consistently based on Decision-making is Decision-making is not only Decision-making is not only valued and respected information participatory and information-based and information-based and sources and processes that adhere to information-based collective, but also a result collective and a result of vision, direction, and aspirations of of discussion. discussion. It is also guided the community. by VMG of the school community.
5. Stakeholders demonstrate initiative, Stakeholders perform their Stakeholders build effective Stakeholders exercise and openness, and build effective assigned tasks to relationships and work in initiate appropriate relationships to contribute to the contribute to the teams to contribute to the leadership roles to attain attainment of the organization’s attainment of school VMG. attainment of VMG. VMG. vision, mission, and goals.6. There is in place a development In place is a long-range Leadership roles of school Individual teachers and program to enhance leadership program to develop department heads, subject community stakeholders, competencies of stakeholders to face leadership competencies leaders are delegated now assessing leadership in their emerging opportunities and of stakeholders with and then, by rotation to areas of specification to challenges. leadership potentials. train and develop potential enhance achievement of leaders. shared VMG.B. Curriculum and LearningThe learning systems collaborativelydeveloped and continuously improved,anchored on the community andlearners’ contextsand aspirations. 1. The implemented curriculum is Curriculum is consistent Curriculum is consistent Curriculum is consistent with rights-based, inclusive, culturally with national standards. with national standards national standards, fully and developmentally appropriate and successful attempts to contextualized to local needs to the needs and interests of the adapt to local community and accepted by community learners and community, life are evident. stakeholders, on the basis of localized for relevance to the the adopted VMG. community life, consistent to the vision, mission, and goals, and oriented towards individual and community well-being.
1. The learning systems are regularly School-based monitoring School-based monitoring Community accepted and collaboratively monitored by system of learning is in system of learning is in monitoring system of the community using appropriate place and results shared place and results are learning is in place, practiced tools to ensure the holistic growth with stakeholders. usedby the community to regularly, and used for and development of the learners inform decision-making. collaborative decision- and the community. making by stakeholders.2. Appropriate assessment tools for School School assessment School assessment processes teaching and learning are determinedassessment processes are shared with in place are accepted by the continuously reviewed and processes andresults are the community community, practiced improved, and assessment results shared with stakeholders. stakeholders and results regularly, and used for are contextualized to the learner used to guide decision- collaborative decision- and local situation, and the making by school/learning making. attainment of relevant life skills. community and stakeholders.3. The community actively The school mobilizes There are existing efforts There are models and participates in developing and community resources to to work with the practices of developing good mentoring the learners’ support learning. community to strengthen citizenship awareness and practice of good their role in learning and and assumption of civic citizenship and shares in the mentoring learners. rolesand responsibilities attainment of individual and exemplified in the collective competencies. community, supported by the relationship of the community and the school/learning community.
1. Methods and resources are Compliance to standard Use of appropriate pedagogy Pedagogy, context of learner and community-friendly, curriculum innovations and locally available learning, and resources used enjoyable, safe, inclusive, with minor impact resources are employed to for learning are locally and accessible, and aimed at promote effective and collaboratively developed, developing self-directed learners. relevant learning processes compliant to to encourage responsibility national,standards and result for learning. in self-directed learners.2. Learning environment, methods, Basic inputs/resources to Basic inputs, appropriate Alignment of learning and resources are accessible and support effective learning technologies and expertise environment, choice promote effective learning and are met. are organized to support methods and resources for are appropriate to the learners’ effective learning learning are evident in the ecology, history, community processes and supportive of worldview, values, and spirituality. context-specific, sensitive and responsive educational delivery3. Learning managers and facilitators Stakeholders are aware of Stakeholders begin to Learning environments, (teachers, administrators, and child/ learner-centered, practice child/learner methods and resources community members) nurture rights-based, and inclusive centered principles of arecommunity driven, values and environments that are principles of education. education in the design of inclusive, and adherent to protective of all children, inclusive support to education. child’s rights and protection of all children, and demonstrate requirements. behaviors consistent to the organization’s vision, mission, and goals.
1. Learners are equipped with Learners accomplish Learners demonstrate Learners demonstratehigh essential knowledge, skills, and minimum proficiency progressive improvements level of attainment of values to assume responsibility levels in all aspects of the beyond the minimum level desired competencies and and accountability for their own desired competencies. of attainment of life skills. learning. competencies.C. Accountability and ContinuousImprovementA clear, transparent, inclusive,andresponsive accountability system isin place, collaboratively developed bycommunity stakeholders, whichmonitors expected and actualperformance, continually addresses thegaps, and ensures a venue for feedbackand redress. 1. Roles and responsibilities of There is an active party The stakeholders are Shared and participatory accountable person/s and that initiates clarification engaged in clarifying and processes of collective body/ies are clearly of the roles defining their specific roles determiningroles, definedand agreed upon by andresponsibilities in and responsibilities. responsibilities, and community stakeholders. educationdelivery. accountabilities of stakeholders in managing andsupporting education. 2. Achievement of goals is Performance A community-level A community-accepted recognized based on a accountability is accountability system is performance accountability, collaboratively developed practiced at the school evolving from the school- recognition and incentive performance accountability level. led initiatives. system is being practiced. system; gaps are addressed through appropriate action.
1. Learners are equipped with Learners accomplish Learners demonstrate Learners demonstratehigh essential knowledge, skills, and minimum proficiency progressive improvements level of attainment of values to assume responsibility levels in all aspects of the beyond the minimum level desired competencies and and accountability for their own desired competencies. of attainment of life skills. learning. competencies.C. Accountability and ContinuousImprovementA clear, transparent, inclusive,andresponsive accountability system isin place, collaboratively developed bycommunity stakeholders, whichmonitors expected and actualperformance, continually addresses thegaps, and ensures a venue for feedbackand redress. 1. Roles and responsibilities of There is an active party The stakeholders are Shared and participatory accountable person/s and that initiates clarification engaged in clarifying and processes of collective body/ies are clearly of the roles defining their specific roles determiningroles, definedand agreed upon by andresponsibilities in and responsibilities. responsibilities, and community stakeholders. educationdelivery. accountabilities of stakeholders in managing andsupporting education. 2. Achievement of goals is Performance A community-level A community-accepted recognized based on a accountability is accountability system is performance accountability, collaboratively developed practiced at the school evolving from the school- recognition and incentive performance accountability level. led initiatives. system is being practiced. system; gaps are addressed through appropriate action. 3. The accountability system that is Community stakeholders Community stakeholders A community- accepted owned by the community is are invited to participate contribute to the accountability system continuously enhanced to ensure in setting up an development of an effects continuous that management structures and accountability system for accountability system improvement in the
1. The accountability system that is Community stakeholders Community stakeholders A community- accepted owned by the community is are invited to participate contribute to the accountability system continuously enhanced to ensure in setting up an development of an effects continuous that management structures and accountability system for accountability system improvement in the mechanisms are responsive to the school-based coversboth school-based management of learning. emerging learning needs and management processes, andcommunity-wide demands of the community. structures and managementof education. mechanisms.2. Accountability assessment criteria The school, with Stakeholders are engaged Stakeholders continuously and tools, feedback mechanisms, theparticipation of in the development and and collaboratively review and information collection and stakeholders, articulates operation of an and enhance accountability validation techniques and an accountability appropriate accountability systems’ processes, processes are inclusive and assessment framework assessment system. mechanisms and tools. collaboratively developed and with basic components, agreed upon. (PROCESS) including implementation guidelines.3. Participatory assessment of School initiated periodic Collaborative conduct of School-community- performance is done regularly performance assessments performance assessment developed performance with the community. Assessment which involve informs planning, plan assessment is practiced and results and lessons learned serve participation of adjustments and is the basis for improving as basis for feedback, technical stakeholders. requirements for technical monitoring and evaluation assistance, recognition and plan assistance. systems, provision of adjustment. technical assistance, recognition and refinement of plans.
D. Management of ResourcesResources are collectively andjudiciously mobilized and managed withtransparency, effectiveness, andefficiency. 1. Regular resource inventory is Stakeholders are aware Resource inventory Resource inventories are collaboratively undertaken by that a regular resource ischaracterized by systemically developed and learning managers, learning inventory is available and regularity, increased stakeholders are engaged in facilitators, and community is used as the basis for participation by a collaborative process to stakeholders as basis for resource resource allocation and stakeholders, and make decisions on resource allocation and mobilization. mobilization. communicated to the allocation and mobilization. community as the basis for resource allocation and mobilization. 2. There is a regular dialogue for Stakeholders are invited Stakeholders regularly Stakeholders collaborate to planning and resource to participate in the engaged in the planning ensure timely and need- programming, that is accessible development of and resource programming based planning and and inclusive, to continuously educational plan with and actively participate in resource programming and engage stakeholders and support resource programming the implementation of the support continuous the implementation of community and participate in the education plan. implementation of the education plans. implementation. education plan. 3. There is in place a community- Stakeholders support Stakeholders are engaged Stakeholders sustain the developed resource management judicious, appropriate, and share expertise in the implementation and system that drives appropriate and effective use of collaborative development improvement of a behaviors of the stakeholders to resources. of resource management collaboratively developed, ensure judicious, appropriate, and system. periodically adjusted, and effective use of resources. constituent focused resource management system.
1. Regular monitoring, evaluation, Stakeholders are invited Stakeholders Stakeholders are engaged, and reporting processes of to participate in the collaboratively participate accountable and resource management are development and in the development and implementing a collaboratively developed and implementation of implementation of collaboratively developed jointly implemented by the monitoring, evaluation, monitoring, evaluation, system of monitoring, learning managers, facilitators, and reporting processes and reporting processes on evaluation and reporting for and community stakeholders. on resource management. resource management. resource management.2. There is a system thatmanages An engagement Stakeholders support a An established system of the network and linkages that procedure to identify and system of partnership for partnership is managed and strengthen and sustain utilize partnerships with improving resource sustained by the partnerships for improving stakeholders for management. stakeholders for continuous resource management. improving resource improvement of resource management is evident. management.
PART V. SCORING INSTRUCTIONS 1. The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim of school (improved learning outcomes and school operations); Leadership and Governance - 30% Curriculum and Learning – 30% Accountability and Continuous Improvement – 25% Management of Resources – 15% 2. Each principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation, Discussion),summarize the evidences, and arrive at a consensus, what rating to give to each indicator; 3. Rate the items by checking the appropriate boxes. These are the points earned by the school for the specific indicator. The rating scale is: 0 - No evidence 1 - Evidence indicates early or preliminary stages of implementation 2 - Evidence indicates planned practices and procedures are fully implemented 3 - Evidence indicates practices and procedure satisfy quality standards 4. Assemble the Rubrics rated by the respondents; edit them for errors like double entries or incomplete responses; 5. Count the number of check marks in each indicator and record in the appropriate box in the summary table for the area / standard rated; 6. Multiply the number of check marks in each column by the points (1-3); 7. Get the average rating for each principle by dividing the total score by the number of indicators of the principle; 8. Record the average ratings for the principle in the Summary Table for the computation of the General Average; 9. Multiply the rating for each principle by its percentage weight to get the weighted average rating;
1. The level of practice will be computed based on the criteria below: 60% based on improvement of learning outcomes; – 10% increment: 25 points – 20% increment: 50 points – 50% increment: 100 points 40% according to the validated practices using DOD – 0.00 - 0.50: 25 points – 0.51 – 1.50: 50 points – 1.51 – 2.50: 75 points – 2.51 – 3.00: 100 points 2. The resulting score will be interpreted as: Level III: 150-200 points Level II: 149-100 points Level I: 99 and belowPART VI. DESCRIPTION OF SBM LEVEL OF PRACTICE The resulting levels are described as follows: Level I: BEGINNING -Establishing and developing structures and mechanisms with acceptable level and extent of community participation and impact on learning outcomes. Level II: DEVELOPING - Introducing and sustaining continuous improvement process that integrates wider community participation and improve significantly performance and learning outcomes. Level III: ADVANCED (ACCREDITED) - Ensuring the production of intended outputs/outcomes and meeting all standards of a system fully integrated in the local community and is self-renewing and self-sustaining.