School Strategy How to Meet Goals and Challenges.pptx

School Strategy : How to
Meet Goals and
Challenges

Objectives
At the end of the discussion, the participants are expected to:
• Determine the goals and challenges in DepEd as well as effective strategies to
enhance the delivery of quality basic education,
• Recognize the crucial role of School-based Management in carrying out the
principle of shared governance in schools as one strategy, and
• Realize that a functional School Governance Council is an important element in
implementing SBM.
1

2
School Strategy : How to Meet Goals and Challenges

Major Challenges identified in Basic
Education Sector Analysis (BESA)
Access and Efficiency
• Improvements in participation in all levels of education was
notable but reaching universal participation require targeted
intervention.
• Access gaps particularly on out-of-school children and youth
remains to be an area of concern
• Lack of data on the disadvantage/ marginalized learners.
3

Quality
• Low proficiency of learners in reading and numeracy skills
• Inadequate coverage of 21st century skills in curriculum is affecting test
performance result
• Girls outperforming boys in attendance and learning proficiency
Governance
• Need to strengthen complementarity between public and private schools and
strengthen support to private sectors
• Limited vertical and horizontal integration in program management at the different
levels of DepEd (CO, RO, SDO, Schools)
• Limited capacity of DepEd field units on contextualization of programs and
strategies including quality assurance, technical assistance, education planning,
monitoring and evaluation, and program management
• Inadequate government spending in Education
4

Priority Development Areas
1. Pivoting to quality, ensuring that all learners attain learning standards
in every key stage in the K to 12 program.
2. Expanding access to education for groups in situations of
disadvantage to ensure inclusive and equitable quality service
delivery.
3. Strengthening the promotion of the over-all well-being of learners in
a positive learning environment where learners exercise their rights
and experience joy.
4. Modernizing basic education governance that empowers learners to
be resilient and acquire life skills.
5

Key strategic priorities
Address the immediate impacts of COVID-19 pandemic on
learning and participation
Enhance policies and strategies in improving early reading and
numeracy skills in the first key stage
Improve access to quality and learner-centered, learning
environment and spaces
Strengthen policies and mechanisms for providing access to
quality and relevant basic learning opportunities for OOSC and
OSY.
Provide an inclusive, effective, culturally responsive, gender-
sensitive and safe learning space to respond to the situations of
disadvantage.
School Strategy : How to Meet Goals and Challenges 6

 Improve learners and personnel resilience from all forms of natural
and human-induced hazards.
 Integrate children’s rights and responsibilities and duty bearer’s
obligations in the design of DepEd programs and projects.
 Enhance strategic human resource management for continuing
professional development and opportunities.
 Co-create learning spaces for the future by looking at the broader
learning ecosystem beyond the confines of physical classrooms
 Strengthen Public and private collaboration and work more
collaboratively under a dynamic and responsive complementarity
framework.
 Modernize education management systems and processes for
efficient service delivery
The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 7

Governance of Basic Education
Act of 2001 (RA 9155)
Source: Harvard Kennedy School.ASH Center for Democratic Governance and Innovation.17September2018. https://www.innovations.harvard.edu/
democratic-consultation. 8
Every unit in the education bureaucracy is responsible and
accountable in continuously improving learning outcomes.
Democratic consultation shall be observed in
the decision-making process.
Democratic consultation increases transparency in
decision-making and helps prevent decisions that go
against the interests of majority of citizens.

RA 9155
Shared Governance
wherein participatory decision-making driven by
active engagement of school stakeholders is
strengthened.

Feedback mechanisms shall be established at all
levels.
Shared Governance
Communication channels shall strengthen and
facilitate flow of information and expand linkages
with NGAs, LGUs, and NGOs for effective
governance.

School-Based
Management (SBM)
 face of shared governance in schools
 embodies a participative approach in decision-
making through decentralization
Shared Governance

School-Based
Management (SBM)
Further devolves
governance of education
to schools
Expands community
participation and
involvement
Empowers school teams
and personnel
Makes delivery of
education services more
responsive, efficient, and
effective

The Stakeholders play an important
role in making SBM successful.

14
World Bank Group assessed the
implementation of SBM in the Philippines
and one of its recommendations to further
strengthen SBM is to provide training on
the schools stakeholders on their roles and
responsibilities to enable them in fully
supporting the schools in implementing
SBM in all aspects most especially in
developing and implementing better SIPs.
2016

15
2017
In the School Monitoring that
BHROD-SED conducted, it
revealed that Stakeholder
Engagement is the topmost need
of the school heads that were
interviewed in terms of
partnership.

SYMBIOTIC RELATIONSHIP
school community

17
How do we strengthen this
relationship?

The
SGC Policy
Implementing Guidelines on the Establishment
of School Governance Council (SGC)
18
Prepared by the
Bureau of Human Resource and Organizational Development -School Effectiveness Division

19
How does SGC strengthen
School-based Management?

FUNCTIONS
What Is the SGC?
Functions of an Effective and Efficient SGC

School Governance Council
Two Main Functions
Structure for
Shared Governance
Feedback
Mechanism

SGC
[ collective and consultative body for school policies and strategic directions ]
as a structure for
shared governance
SGC provides policy
recommendations
and inputs
school committees,
associations, organizations
Internal and external
stakeholders

SGC
[ collective and consultative body for school policies and strategic directions ]
as a structure for
shared governance
democratic process
of consultation
school’s internal
and external stakeholders
decision-making
[ towards improving access to
learning opportunities and
learning outcomes ]

SGC
[ an avenue where stakeholder engagement is strengthened
through discussion of strategic directions and addressing concerns]
as a platform for
feedback mechanism
SGC engages school
internal and
external stakeholders
Establishes feedback system
through discussions, open
forums, etc.
Devises and identifies
strategies to improve the
quality of basic education
services and school
performance

School Governance Council
OVERALL COORDINATING BODY
of different school committees to
 synergize
 harmonize
 put together
their work to ensure
alignment and achievement of goals

SDRRM
School Disaster Risk Reduction and Management
 Ensures that the SDRRM plan is included in the
SIP
 Ensures that school stakeholders are informed
and consulted of the SDRRM plan
PTA
Parent-Teacher Association
 Engages organizations like PTA or Alumni
Association to support the school and ensures that
PTA's programs and projects are aligned with the
SIP/AIP and are consulted and communicated to
stakeholders
 Attends and participates in PTA conferences,
stakeholder convergence, and SOSA and prepares
and updates and concerns that need to be discussed
during these activities
SPT
School Planning Team
 Works collaboratively with the SPT to devise
relevant PAPs and initiatives in fulfilling its role of
developing and implementing SIP and AIP
 Communicates to SPT and project teams the
learners' and stakeholders' feedback and satisfaction
during SPT meetings
CPC
Child Protection Committee
 Works collaboratively with CPC in ensuring that
PAPs and interventions involving children are in the
best interest of the child.
• Recommends ways of improving the quality of
basic education services and
school performance to the school management
and SPT, and its means of respecting, protecting,
fulfilling, and promoting children’s rights
in education.
SGC
IS A STRUCTURE FOR SHARED GOVERNANCE AND FEEDBACK MECHANISM THAT WORKS COLLABORATIVELY WITH VARIOUS
SCHOOL COMMITTEES to ensure that the priorities of these committees are anchored on SIP and school priorities.
As represented by
the School Head
collective and
consultative body
SGC as an overall coordinating body

SCHOOL GOVERNANCE COUNCIL | UPDATES
improve access to learning opportunities and learning
outcomes in a gender-responsive, non-discriminatory,
and inclusive physical and social learning environment
venue for stakeholders and the school
SCHOOL GOVERNANCE COUNCIL | DRAFT POLICY | 2021
[
Guidelines
and
Procedures
]
SCHOOL GOVERNANCE COUNCIL

Functions of the SGC
as a Structure for Shared Governance
[
Guidelines
and
Procedures
]
1.
SERVES AS AN ADVISORY
AND CONSULTATIVE BODY
for school policies and strategic
directions
2.
COORDINATES CONCERNS
OF THE DIFFERENT
SCHOOL COMMITTEES
AND ORGANIZATIONS
to synchronize programs, projects,
and activities in the school
3.
SERVES AS THE OVERALL
COORDINATING BODY
that will synergize, harmonize, and
bring together the work of the
different school committees,
including but not limited to SPT,
DRRM committee, Child Protection
Committee, SPG/SSG, Faculty Club,
Non-teaching Association
4.
SERVES AS A
PLATFORM TO CULTIVATE
THE SPIRIT OF BAYANIHAN
among stakeholders to support the
school and encourage active
participation of the stakeholders in
the decision-making process of the
school and the implementation of
DepEd policies and programs while
promoting equal opportunity for all
regardless of age, gender, disability,
marital status, ethnicity, and religious
beliefs

Functionality Indicators
SGC as a Structure for Shared Governance
Members are informed of and exercise
their roles and responsibilities
in the council
Establishes position as a consultative
body in developing policies
Conducts regular meetings
to discuss matters on SIP, AIP, etc.
Organizes and attends meetings with
different school committees and
organizations to ensure alignment of
work
Coordinates with SH the concerns of
different school committees and
organizations to synchronize PAPs in school
Partakes in stakeholder-
initiated programs and activities
Recommends policies and programs
to the LSB to strengthen support of and
relationship with the LGU.
Involves the different sectors to
ensure inclusive representation
of stakeholders in the council

Main Function
a. serve as an advisory and consultative body for school policies and strategic directions.
Functionality Indicators MOVs
1. has members who are informed of and given the opportunity to exercise
their roles and responsibilities in the council;
2. establishes position as a consultative body in developing school policies;
3. conducts regular SGC meetings as prescribed herein to discuss matters
concerning SIP, AIP, and other DepEd programs, projects, and activities
 Roles and Responsibilities
signed by the council
members
 Minutes of the meeting
 Resolution of the meeting
 Organizational chart where
SGC is reflected as part of
the SPT
 Induction of officers

Main Function
b. serve as the overall coordinating body that will synergize, harmonize, and bring together the work
of the different school committees, including but not limited to SPT, DRRM committee, Child
Protection Committee, SPG/SSG, Faculty Club, Non-teaching Association
4. organizes meetings with and attends meetings by different school committees
and organizations to ensure alignment of work;
 Agenda-setting
 School organizational
structure
 Output from the school
calendar of activities
 Accomplished activities in
their SGC calendar of
activities

Main Function
c. coordinate concerns of the different school committees and organizations to synchronize
programs, projects, and activities in the school
5. coordinates with the school head the concerns of the different school
committees and organizations to synchronize programs, projects, and activities
in the school;
 Documentation
 Output from the school
calendar of activities

Main Function
d. serve as a platform to cultivate the spirit of bayanihan among stakeholders to support the school
and encourage active participation of the stakeholders in the decision-making process of the school
and the implementation of DepEd policies and programs while promoting equal opportunity for all
regardless of age, gender, disability, marital status, ethnicity, and religious beliefs.
6. partakes in the conduct of needs-based and appropriate stakeholder-
initiated programs and activities i.e. Brigada Eskwela, Gulayan Sa Paaralan, etc.;
7. recommends policies and programs to the LSB to strengthen support of
and relationship with the LGU; and
8. involves the different sectors to ensure inclusive representation of
stakeholders in the council.
 Documentation of
programs and activities
 Impact/success of

Functions of the SGC
as a Feedback Mechanism
[
Guidelines
and
Procedures
]
2.
ASSISTS THE SCHOOL
IN ENSURING
TRANSPARENCY IN
ITS OPERATIONS
AND PERFORMANCE
3.
RECOMMEND WAYS OF
IMPROVING THE QUALITY
OF BASIC EDUCATION AND
SCHOOL PERFORMANCE
1.
HELPS THE SCHOOL
IMPROVE AND SUSTAIN ITS
FEEDBACK SYSTEM
by strengthening practices that
promote stakeholder participation
specifically school programs and
resources management
to the school management and
school planning team (SPT), and its
means of respecting, protecting,
fulfilling, and promoting children’s
rights in education.

SGC as a Feedback Mechanism
Participates in school General
Assemblies and other stakeholder
engagement activities
Organizes discussions and forums
that engage stakeholders
Assists the school in communicating
information to the school stakeholders
Suggests ways of improving quality
of SIP, AIP, and other DepEd PAPs.

Main Function
a. help the school improve and sustain its feedback system by strengthening practices that promote
stakeholder participation
1. participates in school general assemblies, PTA conferences, stakeholder
convergence, SOSA, and other stakeholder engagement activities and initiatives
2. organizes discussions and forums that invite and inspire stakeholder to
engage and participate
 Resolutions made

Main Function
b. assist the school in ensuring transparency in its operations and performance, specifically
school programs and resources management.
3. assists the school in communicating information to the school stakeholders
through the SRC, transparency board, etc.; and
 Quarterly progress report
 Project monitoring reports
 Assessment of SIP/AIP
 Documentation of SMEA
 School Report Card
 Transparency board
 Liquidation report
 Minutes of the meeting/s

Main Function
c. recommend ways of improving the quality of basic education services and school performance to
the school management and school planning team (SPT), and its means of respecting, protecting,
fulfilling, and promoting children’s rights in education.
4. suggests ways of improving the quality of SIP, AIP, and other DepEd programs,
projects, and activities.
 SIP and AIP
meetings held

STRUCTURE
Who Are Involved?
The Role of the School and Its Community

Composition of SGC Members
Internal Stakeholders
representatives from the student government,
PTA, faculty club or its equivalent, other school
organizations / committees / associations
External Stakeholders
reputable members of the community, and
representatives of community organizations duly
recognized by government authorities
from stakeholders to SGC members

Selection of SGC Members
The 4 ex-officio members
determine the total number of members
✔ Must be an odd number
✔ Includes the Designated Co-Chairperson
7 – 15 members
The 4 ex-officio members are composed of the Designated Co-
Chairperson and representatives from the student government,
PTA, and faculty club or its equivalent.
The Designated Co-Chairperson is be a school
representative chosen by the School Head,
based on leadership competencies.

4 Ex-officio
Members
Rest of the
Council Members
Complete
SGC Membership
Designated co-chairperson and
representatives from the student
government, PTA, and faculty club
or its equivalent
other school organizations / committees,
reputable members of the community,
and representatives of community
organizations duly recognized
by government authorities
7 – 15 members
including the 3 SGC Officers
(Designated Co-Chairperson, Elected Co-
Chairperson, and Secretary)
Selection of SGC Members
Additional members may be allowed should the SGC find it necessary based on the context of the school.
The additional membership shall be decided upon by the SGC collectively.

SGC Members have
been identified
Election of
SGC Officers
Elected Co-Chairperson
and Secretary
Setting Up the SGC

SGC Structure
School Principal
IMPORTANT
 Voting Members: 7 – 15 members
including the 3 SGC Officers (Designated Co-
Chairperson, Elected Co-Chairperson, and Secretary)
 Non-Voting Members: Additional members
Designated
Co-Chairperson
Elected
Co-Chairperson
Elected
Secretary
Other
Council Members
Voting
Council
Members
Non-Voting
Council
Members
In the SGC Policy,
shared governance
and shared leadership
are strengthened by devolving power
to school stakeholders by providing
them spaces to lead.

Roles and Responsibilities
of SGC Members

 lead the SGC to ensure that all decisions, directions, and initiatives of the council are aligned
with and responsive to the school’s needs, priorities, and context.
 lead the SGC members during meetings and acts as liaison between the members and the
school head; signs all communications; represents the SGC in his/her official capacity as Co-
Chairperson on occasions, events, and affairs where representation is needed .
Co-Chairpersons
(Designated and Elected)

Delineating the Co-Chairpersons
 a school representative designated by the school
head based on leadership competencies
 call and preside meetings of the SGC, in the
absence of the elected co-chairperson
 selected from the external stakeholders within the
council through voting
 call and preside meetings of the SGC
Designated Co-Chairperson Elected Co-Chairperson

 does admin tasks and data and information management of the council.
Secretary
(Elected)

§ Participate in, promote, and support SGC activities
§ Raise concerns and needs of learners and other stakeholders
§ Facilitate the engagement and linkages of other stakeholders
Council Members
(Voting and Non-Voting)

Delineating the Council Members
composed of the seven (7) to fifteen (15),
including the four (4) ex-officio members, selected
representatives of the school's internal and
external organizations represent their organization
in the council
attend meetings of the SGC and cast a vote
on matters that need consensus decision;
composed of the (a) former SGC members
who wish to extend their membership and
have active membership status in
the organizations they previously represented in
the council, and the (b) additional council
members who are collectively selected by the
incumbent, voting SGC members
may attend meetings of the SGC but cannot cast a
vote on matters that need consensus decision
may serve as resource persons/speakers during
discussions that may involve their expertise
Voting Council Members Non-Voting Council Member

IMPLEMENTATION
How Does the SGC Work?
Operationalization and Limitations of the SGC

Decision-Making Process
For the approval of the School Principal/Head
School Head decides on
the proposal and/or
recommendation of the
SGC
SGC members consult
stakeholders and discuss
concerns
SGC members decide and
recommend to the School
Head

Operations – Budget
Resource Mobilization and Fundraising
SGC
as a DepEd organization,
the SGC shall be guided by DepEd policies
 DepEd Partnership Framework Manual
 DO 24 s. 2016
Guidelines on Accepting Donations and on Processing
Applications for the Availment of Tax Incentives by Private Donor
Partners Supporting K to 12
 DO 82 s. 2011
Guidelines on Recording All Donated Properties

Resource Mobilization and Fundraising
As a collective and consultative body,
the SGC is not authorized to raise funds for its operations
It may tap associations or organizations under it
to lead resource mobilization like the PTA and/or Alumni Associations.
It may avail grants from donors
provided that the availment of grants and disbursement of funds are in accordance with
the existing policies on partnership and donations (e.g. DO 24, s. 2016, DO 40, s. 2015,
among others).

Transparency / Auditing
Budget for meetings and other SGC activities shall be
charged to the school operating budget or other local
funds such as school MOOE or Canteen Funds. Expenses
of SGC shall be subject to regular accounting and auditing
rules and regulations.

Tenure
of All SGC Members
All voting SGC members shall hold office for a
maximum of three (3) School Years
and will stay for a capacity until the selection of
new members and election of new officers.
SY
To ensure continuity, it is important and has been repeatedly emphasized in the draft policy that the SIP, a 3-
year roadmap of the school shall be the basis of SGC's programs, projects, and activities. With this, all voting
SGC members, including the officers (Designated Co-Chairperson, Elected Co-Chairperson, and Secretary), shall
hold office for a maximum of three (3) school years. After their terms as council members and officers, voting
SGC members may continue to be a part of the council and participate in the council's activities as non-voting
members to ensure continuity in the implementation of SIP.

Removal from Office
Grounds for Removal
Misrepresentation of
the SGC
Solicitation of
financial resources
Acts that go against the
interest of the school and
learners
Gross negligence
Commits and / or
supports unlawful
acts
Acts on discrimination and
gender violence
Fostering disunity in
the school
Abuse of authority

Removal from Office
Due Process
Before a decision is made
The removal from SGC of any member shall
only be implemented after the accused
member has been accorded with
due process.

Removal from Office
Due Process
 The decision for removal from SGC shall be executed immediately.
 The said member shall be suspended from being an SGC member for six (6) years.
 The SGOD-SDO shall maintain a list of SGC members who have been disqualified for ready
reference of schools.
If the member is found guilty
 May file an appeal to the SDS within fifteen days (15) from receipt of the decision.
 SGOD-SDO shall be the focal office and provide support to the SDS through a report (with
findings and recommendations)
 SDS shall render the decision on the appeal. The decision of the SDS shall be final.
What else can the guilty party do

GOAL
What Does the SGC Want to Achieve?
Objectives of the SGC

DECENTRALIZATION
INVITE INVOLVE INFLUENCE
the larger school community to actively partake in building
The SGC empowers school stakeholders through
by providing them the opportunity to
EFFECTIVE SCHOOLS

62
Current Framework Proposed Framework
As of March 2022
Series 2012
SBM Framework

63
Vision, Mission, and Core
Values
(DO 36, s. 2013)
“Maka-Diyos, Maka-tao,
Makakalikasan at
Makabansa”
K-12 Basic Education
Program
(DO 21, s. 2019)
“Overall Goal of K-12:
Holistically developed
Filipino with 21st century
skills”
Philippine Professional
Standards for Teachers
(DO 42, s. 2017)
“holistic learners who are
steeped in values, equipped
with 21st century skills”
Philippine Professional
Standards for School
Heads (DO 24, s. 2020)
“holistic learners who are
steeped in values,
equipped with 21st century
skills”

64
Proposed Framework
SBM Dimensions
Leadership and Governance; Accountability
and Continuous Improvement
 Leadership
 Governance and Accountability
Curriculum and Instruction
 Curriculum and Instruction
 Learning Environment
Management of Resources
 Human Resource and Team Development
 Finance and Resource Management and
Mobilization

65
Leadership
School personnel and stakeholders are empowered and actively engaged in taking
on appropriate leadership roles and responsibilities to continuously improve the
school for better learning outcomes
Governance & Accountability
School and the community come together to take responsibility in ensuring
participation, transparency, and accountability, as well as implementation of a
plan to continuously improve the delivery of basic education services,
organizational health, and performance

66
Human Resource & Team Development
School personnel collaborate to continuously improve individual capabilities and
team capacity to create an environment that will yield to high performance
Finance and Resource Management and Mobilization
School judiciously manages and mobilizes resources to support school programs,
projects, and activities that contribute to the improvement of learning outcomes

67
Curriculum & Instruction
School personnel and stakeholders work collaboratively for the enhancement of
learning standards to continually build a relevant and inclusive learning
community and to achieve improved learning outcomes
Learning Environment
School and the community work collaboratively to ensure equitable access to a
learner-centered, motivating, healthy, safe, secure, inclusive, resilient, and
enabling learning environment

68
Comparison Between the Current and the Proposed
DO 83, S. 2012 DRAFT SBM POLICY
Supported by SIP and
stakeholder engagement
D-O-D process validates level of practice
Conceptual framework
leads to extrinsic rewarding
(Accreditation)
Conceptual framework
leads to intrinsic rewarding
(Continuous improvement)
Has 4 Dimensions Has 6 Dimensions
Without standardized Means of Verification With standardized Means of Verification
based on existing DepEd policies and
school processes

69
Comparison Between the Current and the Proposed
DO 83, S. 2012 DRAFT SBM POLICY
3 SBM Levels of Practice 4 SBM Levels of Practice
Highest level of practice
emphasizes individual success
(Accreditation)
Highest level of practice emphasizes
community of schools success (Bayanihan)
Implementation arrangements
based on old structure
Implementation arrangements
based on Rationalization Plan
Level of Practice = 60% improved learning
outcomes; 40% validated practices
Level of Practice = 100% verified
continuous school improvement practices
and processes

71
SBM Level 1
Indicative Culture of Continuous Improvement (CCI)
The school shows understanding of the standards and ideas of
continuous improvement.
Stakeholders have minimal stakes and participation on school
improvement initiatives. They individually recognize their stakes in the
school and community.
Efforts to improve are limited to some SBM Dimensions.

72
SBM Level 2
Illustrative Culture of Continuous Improvement (CCI)
This is the minimum required SBM Level of Practice for all schools.
The school shows knowledge and demonstrates understanding of the SBM standards
across all Dimensions and these translate to effective practices and efficient processes.
Stakeholders extend sufficient support to schools in the achievement of improvement
goals, yet their engagement is compliance-based. They have a clear and collective
understanding of their stakes in the school and community which result in the
achievement of the minimum level of SBM practice.
Efforts to continuously improve are evident in all SBM Dimensions.

73
SBM Level 3
Demonstrative Culture of Continuous Improvement (CCI)
The school shows knowledge and demonstrates understanding of the SBM standards across
all Dimensions and these translate to sustained implementation of effective practices and
efficient processes.
Stakeholder participation has become an integral part of the school operations. It is
dynamic and proactive, which also makes it sustainable. They have a clear understanding
of their collective stakes and accept ownership of responsibility and accountability toward
continuous improvement. Stakeholder engagement activities result in a mutually beneficial
relationship between the school and its community.
Efforts to continuously improve are evident in all SBM Dimensions and radiates to its
community.

74
SBM Level 4
Distinguished Culture of Continuous Improvement (CCI)
Distinguished schools sustain and intensify their implementation of effective practices and
efficient processes. However, they are further distinguished from other levels of practice by
their evident display of the Bayanihan Spirit. This means that a school is able to effectively
influence other community of schools to cultivate cooperation.
The dynamic and proactive participation of stakeholders is sustained and intensified. Their
understanding of collective stakes transcends the immediate school-community and is
expressed as an extended involvement to support other community of schools.
Efforts to continuously improve extend to other community of schools.

SBM Self-assessment process
75

76
Integrate results of school self-assessment in the
SIP/AIP
Calendar: Aligned with the preliminary activities
of SIP
Implement adjusted SIP/AIP for continuous
improvement of practices
and processes guided by the
self-assessment tool
Calendar: Q1-Q4 of the Current School Year
Undergo self-assessment
Calendar: A week prior to
school opening
***Undergo another self-assessment
at end of SY
*Provision of TA for continuous improvement can be given anytime during
the SY, but can also be strategically done during the school MEPA
**Accomplishment of MOVs is achieved throughout the SY
Self-improve

Achieving Strategic Goals
 DEDP
 SIP
 AIP
 BELCP
 WFP
 PPMT
 SMEA
 SRC
• Learning Outcomes

At the end of the story, it is
between you and GOD.
Salamat ed sikayo!

School Strategy How to Meet Goals and Challenges.pptx

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