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Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
;
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
.
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
1                             2                                3
A. Leadership and Governance
A network of leadership that provides
the vision and direction to the education
system making it relevant and
responsive to the contexts of diverse
communities.
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 Learning
The learning systems collaboratively
developed and continuously improved,
anchored on the community and
learners’ 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
                                                                                                           delivery
3. 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 Continuous
Improvement
A clear, transparent, inclusive,
andresponsive accountability system is
in place, collaboratively developed by
community stakeholders, which
monitors expected and actual
performance, continually addresses the
gaps, and ensures a venue for feedback
and 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 Continuous
Improvement
A clear, transparent, inclusive,
andresponsive accountability system is
in place, collaboratively developed by
community stakeholders, which
monitors expected and actual
performance, continually addresses the
gaps, and ensures a venue for feedback
and 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 Resources
Resources are collectively and
judiciously mobilized and managed with
transparency, effectiveness, and
efficiency.
    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.
Revised School-Based 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 below


PART 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.
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management
Revised School-Based Management

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Revised School-Based Management

  • 8. ;
  • 13. .
  • 21. 1 2 3 A. Leadership and Governance A network of leadership that provides the vision and direction to the education system making it relevant and responsive to the contexts of diverse communities. 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.
  • 22. 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.
  • 23. 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 Learning The learning systems collaboratively developed and continuously improved, anchored on the community and learners’ 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.
  • 24. 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.
  • 25. 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 delivery 3. 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.
  • 26. 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 Continuous Improvement A clear, transparent, inclusive, andresponsive accountability system is in place, collaboratively developed by community stakeholders, which monitors expected and actual performance, continually addresses the gaps, and ensures a venue for feedback and 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.
  • 27. 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 Continuous Improvement A clear, transparent, inclusive, andresponsive accountability system is in place, collaboratively developed by community stakeholders, which monitors expected and actual performance, continually addresses the gaps, and ensures a venue for feedback and 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
  • 28. 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.
  • 29. D. Management of Resources Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency. 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.
  • 30. 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.
  • 32. 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;
  • 33. 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 below PART 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.