SBM-Presentation-3-HUMAN RESOURCE AND TEAM DEVELOPMENT.pptx

Dimension 3: HUMAN RESOURCE AND TEAM
DEVELOPMENT

Dimension 3: HUMAN RESOURCE AND TEAM
DEVELOPMENT
School personnel collaborate to continuously improve
individual capabilities and team capacity to create an
environment that will yield to high performance.

Dimension 3: HUMAN RESOURCE AND TEAM DEVELOPMENT
Standard 1:
The school promotes collaboration and harmonious
relationship among its personnel
LEVEL 1 Means of Verifications (MOVs)
The school
demonstrates
understanding on
the importance of
collaboration and
harmonious
relationship.
List of activities that promote
collaboration and harmonious
relationship (i.e. regular conduct
of teachers meetings/PTA
meetings, SLACs, Learners’/Club
meeting, stakeholders’ forum, etc)

Standard 1:
The school
demonstrates
understanding on
the importance of
collaboration and
harmonious
relationship.
CPD on the conduct of
teachers’ meeting, PTA
Meeting, Learners/Club
meeting
Adoption of Client’s
satisfaction survey

5
Source: Memorandum DM-PHROD-2021-0165
Re: Implementation of the Standardized Citizen/Client Satisfaction Survey
(CCSS) Form in the Department of Education

Standard 1:
The school, with its
stakeholders,
designs and
conducts
activities that
promote
collaboration and
harmonious
relationship.
Stakeholders initiated PTA meetings,
Stakeholders’ forum with CPD
Minutes stating the collaboration with
stakeholders to resolve existing issues
 Participation of stakeholders in the
grievance committee

Standard 1:
The school fosters
collaboration and
harmonious
relationship with
other schools through
the conduct of
individual and team
development
activities
Sustained best practices in promoting
collaboration and harmonious relationship
Copy of best practices
CPD on Benchmarking by other schools of best
practices on collaboration and harmonious
relationship
Certificate of Recognition to any school
personnel as resource speaker in sharing best
practices on harmonious relationship

Standard 2:
The school provides a mechanism to help improve individual
and team performance
The school identifies
individual and team
performance targets
based on
performance
management system
and school plan.
CPD on the implementation of the
four phases of RPMS
 (Planning, Coaching and
Monitoring, Performance Review,
Reward)

Standard 2:
The school conducts
activities to explain
and analyze
individuals and teams
in relation to the
performance
management system
and school plan.
Crafted and approved
IPCRF/OPCRF
Gather and analyze information in
the Performance Monitoring and
Coaching Form (PMCF)
Copy of field PMCF

Standard 2:
The school creates a
monitoring system to
check if individual and
team performance
targets are met based
on the performance
management system
and school plan.
Performance review
Areas for improvement of every school
personnel and organizational
performance gaps
Filled Performance monitoring and
coaching report
Validation of IPCRF/ OPCRF rating

Standard 2:
The school
institutionalizes a
system that provide
interventions to address
personnel and
organization needs to
further enhance
performance of
individuals and teams in
a community of schools.
Best practices/interventions on addressing school
personnel and organizational performance gaps
CPD on Benchmarking activity conducted by other
schools
Certificate of Recognition to any school personnel as
resource speaker in sharing best practices on
professional development
Certificate of Recognition as implementer of Best
Practices
Improved performance based on OPCR of other
schools as a result of benchmarking from the model
school

Standard 3:
The school recognizes outstanding individual and team performance,
exemplary behavior, and needs-based innovations, and initiatives
The school
acknowledges
outstanding
individual and team
performance,
exemplary behavior,
need-based
innovations, and
initiatives during
school events
Innovations
List of rewards and recognition related
activities with CPD
School guidelines/ criteria in the Search
for Outstanding
employee/Learners/Stakeholders

Standard 3:
The school conducts
recognition ceremonies
using existing guidelines
for selecting individuals
and teams with
outstanding
performance, exemplary
behavior, need-based
innovations, and
initiatives evaluated by
the PMT
Innovations fully implemented with
CPD
CPD on the search for outstanding
employee/learners/stakeholders
ACR on Awards and Recognition

Standard 3:
The school mobilizes the
PMT and learners in
selecting and recognizing
individuals and teams with
outstanding performance,
exemplary behavior,
needs-based innovations,
and initiatives based on
established guidelines
Result of innovation implementation noted by the
Division Research Coordinator
Validation of nominees
Memo with the list of nominees
Conduct of school awarding ceremony
School memo/bulletin containing the list of
awardees

Standard 3:
The school shares
information and effective
practices about a system of
rewards and recognition
that are discussed and
deliberated by a
community of schools to
nurture a culture of
meritocracy and to sustain
outstanding performance
Sharing of innovations/best practices on rewards
and recognition
CPD on benchmarking/sharing of best practices to
other school
resource speaker in sharing best practices on
Certificate of Recognition as implementer of Best
Practices

Standard 4:
The school cultivates, nurtures, and ensures personal growth,
professional enhancement, and team development
documents, and
recommends individual
and teams for personal
growth, professional
enhancement, and team
development based on
competency standards
Learning and Development Needs
Assessment (LDNA)Needs Assessment
Result/ESAT
School Professional Development Plan
(SPDP)/LAC plan
Individual Professional Development Plan
(IPDP)

Standard 4:
The school creates a functional
L & D, TA and career
advancement team which will
provide and conduct needs-
based interventions and
develop opportunities for
individual and teams for
personal growth, professional
enhancement, and team
development based on
competency standards
Creation of L & D, TA and Career advancement Team
List of team members and its TOR
Presentation of quarterly accomplishments on
professional development during the conduct of
SMEA
Conduct of Bi monthly school LAC
Crafting and implementation of Job Embedded
Learning (JEL) Contract

Standard 4:
The school with its stakeholders
creates a functional L & D, TA
and career advancement
system which will provide and
conduct needs-based
interventions and develop
opportunities for individuals
and teams for personal growth,
professional enhancement, and
team development based on
competency standards.
Intervention Plan/Proposal showing the
participation of stakeholders
Interventions on the issues and concerns
related to the Professional Development
among school personnel
Result of intervention
JEL monitoring report
Coaching Form/JEL Advisee Form

Standard 4:
The school nurtures a culture of
continuous personal,
professional, and team
excellence that influences the
practices of other schools
through a functional school
talent management system
which tracks, monitors and
evaluates efficiency and
effectiveness of the L & D, TA
and career advancement
system for sustainability based
on competency standards
Sustained best practices related to
Copy of best practices
CPD on Benchmarking by other schools of best
practices on professional development
Certificate of Recognition to any school
personnel as resource speaker in sharing best
practices on professional development
List of teachers with CPDAS (PRC and NEAP)

Standard 5:
The school ensures a work environment that promotes individual and
team health and well-being
The school
assesses the
health and well-
being needs of
individuals and
teams
Health and wellness
Profiling of personnel and learners
Consolidated learners’ nutritional
status profile
Form 86 (Personnel health profile)

Standard 5:
The school
provides
interventions
based on health
and well-being
needs of
individuals and
teams
Health and Wellness related
activities conducted embedded in
SIP/AIP
Program Documentation Report
Referral of personnel with medical
or health concerns
Wellness Plan and Program

Standard 5:
The school, with its
stakeholders ensures
the sustainable
implementation of
customized school
health and well-being
program for
individuals and teams
Documents of Partnership on Health and
wellness related activities for employees and
learners
MOA
DPDS generated report
Health and wellness activities funded by GAD
budget
Feeding activity

Standard 5:
The school promotes a
wider health and well-
being program to be
collectively developed,
adopted, practiced,
enhanced and sustained
by a community of
schools.
Best practices on Health and wellness for employees
and learners benchmarked by other school
CPD on benchmarking by other schools of best
practices on sustainable implementation of
customized school health and well-being programs
for individuals and teams
a resource speaker in sharing best practices on
sustainable implementation of customized school
health and well-being programs for individuals and
teams

Standard 6:
The school creates a system of succession, exit, onboarding, and
turnover of teaching and non-teaching staff
and scrutinizes eligible
teaching and non-
teaching staff for
retirement, promotion,
and transfer based on
existing policies
Profile of teaching and non-teaching
personnel for retirement, promotion,
reclassification and transfer purposes noted by
HRMO
Updated School 201 File

Standard 6:
and scrutinizes eligible
teaching and non-
teaching staff for
and transfer based on
existing policies
CPD of documents on the conduct of validation
of teachers’ pertinent documents and
qualification standards for promotion, transfer,
reclassification, and retirement based on
existing standards and guidelines

Standard 6:
The school with its
stakeholders, develops a
system on succession
and exit of eligible
teaching and non-
teaching staff for
and transfer which is
consistent with existing
policies
School recommendation on school promotion,
transfer, reclassification, filling up of substitute
and permanent positions, and retirement

Standard 6:
The school collaborates
within a community of
schools through the
collective sharing of
information on the results of
the M & E of a system of
succession and exit for
school personnel to allow
effective practices to thrive
among them.
Posting/announcement of vacant
positions from the SDO in three
conspicuous places
HR bulletin/updates

SBM-Presentation-3-HUMAN RESOURCE AND TEAM DEVELOPMENT.pptx

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