The document provides guidelines for establishing functional School Governance Councils (SGC) in accordance with DepEd Order No. 026, s. 2022. It outlines the legal basis for SGCs, their main functions of shared governance and feedback, and indicators of functionality. It also presents an SGC Functionality Assessment Tool to help assess SGC performance based on compliance with functionality indicators and submission of minimum required evidence. Implementation strategies include orienting schools on the tool, conducting assessments, analyzing results, and providing support to strengthen SGC functionality.
This document outlines the revised framework for School-Based Management (SBM) in the Philippines. It discusses laws and policies that decentralized the education system and empowered schools and communities. The key reforms included improving teaching, learning strategies, quality assurance, and SBM. The revised SBM framework aims to make the child the center of education and involve diverse stakeholders and communities. It established a new conceptual framework called ACCESS that focuses on rights-based education, community stewardship, leadership and governance, community-based learning, accountability, and converging resources. The revised assessment process for SBM involves schools conducting self-assessments using four principles, then external validation by regional or division teams using a documentary, observation, discussion method to
The document provides guidance on assessing the functionality of School Governance Councils (SGC) using a new assessment tool. It outlines the process where schools will first complete a self-assessment using the tool, then results will be analyzed at each governance level to identify priority areas for support. The tool measures SGC functionality based on indicators of operating as a shared governance structure and feedback mechanism. Schools must meet minimum standards in 10 of 12 indicators, including all primary sub-indicators, to be considered functional. Assessment results will be used to strategize assistance from regional and division offices to help schools strengthen their SGCs.
The document provides guidelines for establishing School Governance Councils (SGC) in schools. It discusses the rationale for developing the SGC policy to strengthen shared governance. It describes the functions of SGCs as structures for shared governance and feedback mechanisms. It outlines the composition of SGC members which includes internal and external stakeholders. It details the roles and responsibilities of SGC members including Co-Chairpersons, Secretary, and council members. It discusses how SGCs are to be operationalized and their decision-making processes, as well as budgeting, resource mobilization, and fundraising. The overall purpose is to achieve improved access to learning opportunities and outcomes through participatory governance.
Here are my responses to your questions:
1. Teacher Abby's practice of keeping a notebook that contains her plans for the day's lesson is helpful in instructional planning because it allows her to systematically prepare, develop, evaluate and manage the instructional process. By writing down her plans, she can ensure her lessons are properly sequenced and aligned with the learning competencies and standards. It also helps her stay organized.
2. Yes, the plans written down by Teacher Abby are logically sequenced. She begins by referring to the curriculum guide and learner's material to establish context. She then fills out the DLL and sequences activities like reviews, questions, integration of a previous lesson, reading time and assessment.
3. If I
1. The division office prepares the assessment team and orients stakeholders on the process.
2. At the school level, the team conducts courtesy calls, scrutinizes data, observes, interviews stakeholders, and discusses findings.
3. The team derives a consensus on the school's SBM level of practice and provides suggestions in a positive manner during an exit conference.
Common do's included providing suggestions to boost morale, honest but friendly communication to encourage openness, and maintaining professionalism and confidentiality. Common don'ts were to avoid confrontational interviews that intimidate personnel and instead focus
The document outlines guidelines for establishing School Governance Councils (SGC) in public schools in the Philippines according to DepEd Order No. 26, s. 2022. It discusses the legal basis, policy statement, structure, roles and responsibilities of SGC officers and members. The main points are:
- SGCs will serve as overarching consultative and coordinating bodies for all school committees and organizations to strengthen participatory decision making.
- The two general functions of SGCs are to serve as a structure for shared governance of school plans and programs, and to serve as a feedback mechanism to improve school performance.
- SGCs will be composed of the school head, parents,
1. The Department of Education in the Philippines issued interim guidelines for assessment and grading in light of distance learning during the COVID-19 pandemic. The guidelines emphasize formative over summative assessment and flexibility in assessment methods. They also provide guidance on conducting remote assessment, providing feedback, and determining grades.
2. Key points of the guidelines include prioritizing formative assessment to inform teaching and support student growth, designing various assessment methods suitable for distance learning, and establishing clear roles and responsibilities for teachers, students, and parents in the assessment process. Feedback and remediation are emphasized to benefit learning.
3. Grading seeks to balance leniency due to pandemic challenges with integrity of assessment. Performance tasks and written
This document provides a manual on assessing school-based management practices in the Philippines. It introduces a framework for school-based management with dimensions on school leadership, stakeholder participation, and school improvement processes. It then provides a matrix that defines three levels (standard, progressive, and mature) of practice for each dimension. The standard level focuses on basic compliance, while progressive intensifies efforts and mature maximizes community involvement to achieve higher learning outcomes. The manual aims to help schools evaluate their management practices to identify strengths and areas for growth to continually improve education quality.
This document outlines the revised framework for School-Based Management (SBM) in the Philippines. It discusses laws and policies that decentralized the education system and empowered schools and communities. The key reforms included improving teaching, learning strategies, quality assurance, and SBM. The revised SBM framework aims to make the child the center of education and involve diverse stakeholders and communities. It established a new conceptual framework called ACCESS that focuses on rights-based education, community stewardship, leadership and governance, community-based learning, accountability, and converging resources. The revised assessment process for SBM involves schools conducting self-assessments using four principles, then external validation by regional or division teams using a documentary, observation, discussion method to
The document provides guidance on assessing the functionality of School Governance Councils (SGC) using a new assessment tool. It outlines the process where schools will first complete a self-assessment using the tool, then results will be analyzed at each governance level to identify priority areas for support. The tool measures SGC functionality based on indicators of operating as a shared governance structure and feedback mechanism. Schools must meet minimum standards in 10 of 12 indicators, including all primary sub-indicators, to be considered functional. Assessment results will be used to strategize assistance from regional and division offices to help schools strengthen their SGCs.
The document provides guidelines for establishing School Governance Councils (SGC) in schools. It discusses the rationale for developing the SGC policy to strengthen shared governance. It describes the functions of SGCs as structures for shared governance and feedback mechanisms. It outlines the composition of SGC members which includes internal and external stakeholders. It details the roles and responsibilities of SGC members including Co-Chairpersons, Secretary, and council members. It discusses how SGCs are to be operationalized and their decision-making processes, as well as budgeting, resource mobilization, and fundraising. The overall purpose is to achieve improved access to learning opportunities and outcomes through participatory governance.
Here are my responses to your questions:
1. Teacher Abby's practice of keeping a notebook that contains her plans for the day's lesson is helpful in instructional planning because it allows her to systematically prepare, develop, evaluate and manage the instructional process. By writing down her plans, she can ensure her lessons are properly sequenced and aligned with the learning competencies and standards. It also helps her stay organized.
2. Yes, the plans written down by Teacher Abby are logically sequenced. She begins by referring to the curriculum guide and learner's material to establish context. She then fills out the DLL and sequences activities like reviews, questions, integration of a previous lesson, reading time and assessment.
3. If I
1. The division office prepares the assessment team and orients stakeholders on the process.
2. At the school level, the team conducts courtesy calls, scrutinizes data, observes, interviews stakeholders, and discusses findings.
3. The team derives a consensus on the school's SBM level of practice and provides suggestions in a positive manner during an exit conference.
Common do's included providing suggestions to boost morale, honest but friendly communication to encourage openness, and maintaining professionalism and confidentiality. Common don'ts were to avoid confrontational interviews that intimidate personnel and instead focus
The document outlines guidelines for establishing School Governance Councils (SGC) in public schools in the Philippines according to DepEd Order No. 26, s. 2022. It discusses the legal basis, policy statement, structure, roles and responsibilities of SGC officers and members. The main points are:
- SGCs will serve as overarching consultative and coordinating bodies for all school committees and organizations to strengthen participatory decision making.
- The two general functions of SGCs are to serve as a structure for shared governance of school plans and programs, and to serve as a feedback mechanism to improve school performance.
- SGCs will be composed of the school head, parents,
1. The Department of Education in the Philippines issued interim guidelines for assessment and grading in light of distance learning during the COVID-19 pandemic. The guidelines emphasize formative over summative assessment and flexibility in assessment methods. They also provide guidance on conducting remote assessment, providing feedback, and determining grades.
2. Key points of the guidelines include prioritizing formative assessment to inform teaching and support student growth, designing various assessment methods suitable for distance learning, and establishing clear roles and responsibilities for teachers, students, and parents in the assessment process. Feedback and remediation are emphasized to benefit learning.
3. Grading seeks to balance leniency due to pandemic challenges with integrity of assessment. Performance tasks and written
This document provides a manual on assessing school-based management practices in the Philippines. It introduces a framework for school-based management with dimensions on school leadership, stakeholder participation, and school improvement processes. It then provides a matrix that defines three levels (standard, progressive, and mature) of practice for each dimension. The standard level focuses on basic compliance, while progressive intensifies efforts and mature maximizes community involvement to achieve higher learning outcomes. The manual aims to help schools evaluate their management practices to identify strengths and areas for growth to continually improve education quality.
The guidance program has 3 main goals: 1) To develop self-directed students who can cope with problems from school and family during the pandemic. 2) To help students explore their abilities and interests to achieve self-understanding and actualization through counseling. 3) To help students develop physically, socially, psychologically, and spiritually.
The program consists of orientation, individual inventories, counseling, placement and career services, testing, and a homeroom guidance program. It aims to inform students of rules and their rights, identify guidance services, gather student data, assist students, and assess learning. Homeroom guidance includes developing a program, training advisers, orienting parents, and monitoring implementation. The program also
This document contains forms related to instructional supervision of a Filipino teacher, Mary Grace D. Bagtas. The pre-observation form provides information about the planned class such as date, subject, objectives, and areas the teacher wants support in. It also describes the class that will be observed. The observation form documents what the teacher and students did in the lesson related to discussing haiku and tanaga poetry forms. The post-observation form indicates that students gained knowledge of these forms and skills in creating their own examples. It describes how the teacher and students worked to achieve the objectives through examples and student work, and seeks assistance to improve future lessons.
1. The document outlines the performance standards and requirements for teachers at Malibud National High School for the school year 2021-2022.
2. It provides 17 performance standards that teachers must meet, including applying knowledge within and across subjects, establishing safe learning environments, and adapting teaching strategies for diverse learners.
3. For each standard, it lists the types of evidence teachers can provide to demonstrate they meet the standard, such as classroom observations, lesson plans, assessment data analysis, and program evaluations. Teachers must submit evidence from their teaching practice for review.
The Homerroom PTA accomplished several goals in the 2016-2017 school year. They held monthly meetings where over 75% of parents attended to discuss school programs and projects. Parents actively participated in feeding programs, tutoring programs, and school beautification projects. The PTA was also able to purchase a new LED television for classroom use and support a recycling project. However, some parents lacked coordination and support of their children's development. Moving forward, the PTA aims to continue successful programs, better plan initiatives, and encourage more stakeholder support and participation.
This development plan outlines the strengths, needs, and action plan for a school from SY 2020-2021. The plan focuses on improving teachers' functional competencies like using ICT, delivering strategies for learners with special needs, participating in professional networks, and building relationships with parents. It also aims to develop core behaviors like teamwork, innovation, and service orientation. The timeline is from October 2020 to June 2021. Resources needed include competent speakers, internet connection, laptops, and the involvement of head teachers. The goals are to enhance teachers' skills through training seminars, learning action cell sessions, mentoring, and strengthening parent-teacher partnerships.
This document provides guidelines for preparing and checking school forms according to Department of Education Orders. It outlines the process for identifying learners, encoding data in the Learner Information System, preparing forms like the SF1, SF4, SF5, and SF10. It describes validating enrollment counts and grades against LIS data. It also discusses sampling classes for checking, preparing checking reports, and summarizing the goals of DO 11, 2018 which aims to ensure accurate data in LIS is the single source of truth.
This accomplishment report from Palavilla Integrated School documents their progress in enrolling learners and updating learner information in the Learner Information System from January to August of the 2022-2023 school year. Key accomplishments include establishing accurate learner registries, ensuring teacher data updates, monitoring enrolment encoding, assisting teachers with learner profile updates, preparing required school forms, addressing pending learner issues, assisting with learner modality tagging, and preparing end-of-school-year data submissions. The report is signed by Teacher I Liezl S. Durano and Teacher In-Charge Elearnie L. Cabasog.
This document is the annual Gender and Development (GAD) plan and budget for the Las Piñas National High School-Gatchalian Annex for fiscal year 2017. It allocates a total budget of 49,800 pesos to address three key issues:
1) Celebrating Women's Month to promote women's rights and role in development with activities like a school program and contest allocated 5,000 pesos.
2) Increasing student and teacher awareness of GAD concepts, issues, laws through a gender sensitivity seminar and workshop allocated 20,000 pesos.
3) Strengthening the GAD Focal Point System's capacity in gender mainstreaming and planning through training allocated 10,000
This document outlines an in-service training for teachers from March 15-19, 2021 on localizing and indigenizing intervention materials for least mastered competencies. It defines localization as relating learning content to local information and materials, and indigenization as enhancing curriculum competencies in relation to the learners' socio-cultural context. Examples are given of how to localize and indigenize specific math and science competencies using local community references. Least mastered competencies are defined as those not mastered by over half the class, not taught, or too difficult for learners. Teachers are tasked with identifying the least mastered competencies from the second quarter.
This module focuses on managing classroom structure to engage learners in meaningful activities. Key concepts include classroom structure, which refers to the physical set-up of the learning environment, and classroom activities, which are tasks intended to meet lesson objectives. These can include discovery learning activities that require learners to use past knowledge to discover new information, and hands-on activities that involve physical manipulation of objects. The module will provide illustrations of practice that show how to manage classroom structure based on activities and structure. It aims to help teachers establish well-managed routines and procedures to ensure a child-friendly, safe and motivating learning environment.
This document outlines the curriculum development system (CDS) process. It defines curriculum and discusses the macro and micro levels. A CDS is described as a customized, coherent program to continually improve curriculum and instruction. It discusses the parts (learning content, experiences, outcomes), whole (curriculum), and function (learning outcomes) of curriculum as a system. The stages of the CDS process are conceptualizing, contextualizing, operationalizing, and institutionalizing phases. The goal is to develop a unified, continuous, accountable, and high-quality curriculum through a collaborative team effort.
This document contains a teacher's portfolio submission for their annual performance review. It includes documentation and ratings for 9 objectives across 3 key result areas (KRAs). For each objective, the teacher provides the required means of verification such as lesson plans, activity sheets, classroom observation forms and notes. The ratings indicate the teacher met all 9 objectives by applying knowledge of content, using research-based teaching methods, maintaining an engaging learning environment, and differentiating instruction for diverse learners.
This document outlines the development plan of Alviola Village Integrated Secondary School-Annex. It identifies the school's strengths and areas for development based on the RPMS-PPST objectives. The plan aims to enhance teachers' content knowledge, pedagogy, and ICT skills through webinars and applying knowledge gained. It also focuses on developing different teaching strategies and selecting appropriate teaching resources including ICT. Relationship building with parents and the community is emphasized to facilitate involvement in education. The plan additionally targets improving core behavioral competencies like self-management, professionalism, and developing a professional image. Assistance from school heads and colleagues is included to provide feedback and critiques. The timeline is year-round and resources like local
The document outlines an upcoming capacity building workshop that aims to support implementation of the SGC Policy and provide technical assistance on administering the SGC Functionality Assessment Tool. It details the workshop's objective, program flow, schedule, and content which will cover the context of SGCs, how to generate reports from the assessment tool, discussing accomplishments and challenges, and developing an action plan. The document also provides background information on SGCs, their structure, functionality indicators, and roles of members to help participants understand SGCs.
1. The document is an accomplishment report from the Division of City Schools of San Carlos City, Pangasinan for the months of June and July 2016. It outlines key result areas, strategies, success indicators, timelines and those responsible for quality management, assessment, technical assistance to schools and ICT literacy training.
2. Activities included monitoring school implementation of programs like Brigada Eskwela and Oplan Balik Eskwela, organizing task forces for national and regional assessments, preparing lists of room examiners, and conducting an ICT literacy training workshop.
3. The report provides details on orientations held, exams administered, criteria developed and budgets allocated to complete monitoring and evaluation activities over
The document describes a framework for education governance and management with community participation. It outlines principles for leadership and governance, curriculum and learning, accountability and continuous improvement, and management of resources. For each principle, it provides descriptors of implementation levels from initial to ideal.
The framework aims to establish education systems that are community-led and responsive to local needs through collaborative development and review of vision, curriculum, accountability measures, and resource management. It promotes regular stakeholder participation in decision-making and continuous improvement based on assessment results.
The document summarizes a monitoring and evaluation report from Naga Central Elementary School. It includes sections on curriculum implementation, education resources, physical facilities, and concerns. Some key findings are that classrooms are adequately equipped but some need repairs, most competencies are being taught but some students still lack mastery, and the biggest issues are a lack of teachers and high dropout rates due to financial problems.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
The document provides guidelines for assessing the functionality of School Governance Councils (SGC) using an online assessment tool. It outlines the implementation plan which includes orienting schools on the tool, having schools complete it to establish a baseline, validating the data, and using results to identify priority areas of support. The tool measures SGC functionality based on indicators of shared governance and feedback mechanisms. It is intended to help governance levels provide targeted assistance to strengthen SGC operations in schools.
This document provides guidelines for establishing functional School Governance Councils (SGC) in accordance with DepEd Order No. 026, s. 2022. It outlines the rationale for SGCs, their main functions of shared governance and feedback, and indicators of functionality. It also presents an implementation plan, assessment tool, and process for collecting data on SGCs to identify priority areas for support from different governance levels. The goal is to establish SGCs that fulfill their roles as structures for participatory decision-making and avenues for stakeholder engagement in improving education quality.
The guidance program has 3 main goals: 1) To develop self-directed students who can cope with problems from school and family during the pandemic. 2) To help students explore their abilities and interests to achieve self-understanding and actualization through counseling. 3) To help students develop physically, socially, psychologically, and spiritually.
The program consists of orientation, individual inventories, counseling, placement and career services, testing, and a homeroom guidance program. It aims to inform students of rules and their rights, identify guidance services, gather student data, assist students, and assess learning. Homeroom guidance includes developing a program, training advisers, orienting parents, and monitoring implementation. The program also
This document contains forms related to instructional supervision of a Filipino teacher, Mary Grace D. Bagtas. The pre-observation form provides information about the planned class such as date, subject, objectives, and areas the teacher wants support in. It also describes the class that will be observed. The observation form documents what the teacher and students did in the lesson related to discussing haiku and tanaga poetry forms. The post-observation form indicates that students gained knowledge of these forms and skills in creating their own examples. It describes how the teacher and students worked to achieve the objectives through examples and student work, and seeks assistance to improve future lessons.
1. The document outlines the performance standards and requirements for teachers at Malibud National High School for the school year 2021-2022.
2. It provides 17 performance standards that teachers must meet, including applying knowledge within and across subjects, establishing safe learning environments, and adapting teaching strategies for diverse learners.
3. For each standard, it lists the types of evidence teachers can provide to demonstrate they meet the standard, such as classroom observations, lesson plans, assessment data analysis, and program evaluations. Teachers must submit evidence from their teaching practice for review.
The Homerroom PTA accomplished several goals in the 2016-2017 school year. They held monthly meetings where over 75% of parents attended to discuss school programs and projects. Parents actively participated in feeding programs, tutoring programs, and school beautification projects. The PTA was also able to purchase a new LED television for classroom use and support a recycling project. However, some parents lacked coordination and support of their children's development. Moving forward, the PTA aims to continue successful programs, better plan initiatives, and encourage more stakeholder support and participation.
This development plan outlines the strengths, needs, and action plan for a school from SY 2020-2021. The plan focuses on improving teachers' functional competencies like using ICT, delivering strategies for learners with special needs, participating in professional networks, and building relationships with parents. It also aims to develop core behaviors like teamwork, innovation, and service orientation. The timeline is from October 2020 to June 2021. Resources needed include competent speakers, internet connection, laptops, and the involvement of head teachers. The goals are to enhance teachers' skills through training seminars, learning action cell sessions, mentoring, and strengthening parent-teacher partnerships.
This document provides guidelines for preparing and checking school forms according to Department of Education Orders. It outlines the process for identifying learners, encoding data in the Learner Information System, preparing forms like the SF1, SF4, SF5, and SF10. It describes validating enrollment counts and grades against LIS data. It also discusses sampling classes for checking, preparing checking reports, and summarizing the goals of DO 11, 2018 which aims to ensure accurate data in LIS is the single source of truth.
This accomplishment report from Palavilla Integrated School documents their progress in enrolling learners and updating learner information in the Learner Information System from January to August of the 2022-2023 school year. Key accomplishments include establishing accurate learner registries, ensuring teacher data updates, monitoring enrolment encoding, assisting teachers with learner profile updates, preparing required school forms, addressing pending learner issues, assisting with learner modality tagging, and preparing end-of-school-year data submissions. The report is signed by Teacher I Liezl S. Durano and Teacher In-Charge Elearnie L. Cabasog.
This document is the annual Gender and Development (GAD) plan and budget for the Las Piñas National High School-Gatchalian Annex for fiscal year 2017. It allocates a total budget of 49,800 pesos to address three key issues:
1) Celebrating Women's Month to promote women's rights and role in development with activities like a school program and contest allocated 5,000 pesos.
2) Increasing student and teacher awareness of GAD concepts, issues, laws through a gender sensitivity seminar and workshop allocated 20,000 pesos.
3) Strengthening the GAD Focal Point System's capacity in gender mainstreaming and planning through training allocated 10,000
This document outlines an in-service training for teachers from March 15-19, 2021 on localizing and indigenizing intervention materials for least mastered competencies. It defines localization as relating learning content to local information and materials, and indigenization as enhancing curriculum competencies in relation to the learners' socio-cultural context. Examples are given of how to localize and indigenize specific math and science competencies using local community references. Least mastered competencies are defined as those not mastered by over half the class, not taught, or too difficult for learners. Teachers are tasked with identifying the least mastered competencies from the second quarter.
This module focuses on managing classroom structure to engage learners in meaningful activities. Key concepts include classroom structure, which refers to the physical set-up of the learning environment, and classroom activities, which are tasks intended to meet lesson objectives. These can include discovery learning activities that require learners to use past knowledge to discover new information, and hands-on activities that involve physical manipulation of objects. The module will provide illustrations of practice that show how to manage classroom structure based on activities and structure. It aims to help teachers establish well-managed routines and procedures to ensure a child-friendly, safe and motivating learning environment.
This document outlines the curriculum development system (CDS) process. It defines curriculum and discusses the macro and micro levels. A CDS is described as a customized, coherent program to continually improve curriculum and instruction. It discusses the parts (learning content, experiences, outcomes), whole (curriculum), and function (learning outcomes) of curriculum as a system. The stages of the CDS process are conceptualizing, contextualizing, operationalizing, and institutionalizing phases. The goal is to develop a unified, continuous, accountable, and high-quality curriculum through a collaborative team effort.
This document contains a teacher's portfolio submission for their annual performance review. It includes documentation and ratings for 9 objectives across 3 key result areas (KRAs). For each objective, the teacher provides the required means of verification such as lesson plans, activity sheets, classroom observation forms and notes. The ratings indicate the teacher met all 9 objectives by applying knowledge of content, using research-based teaching methods, maintaining an engaging learning environment, and differentiating instruction for diverse learners.
This document outlines the development plan of Alviola Village Integrated Secondary School-Annex. It identifies the school's strengths and areas for development based on the RPMS-PPST objectives. The plan aims to enhance teachers' content knowledge, pedagogy, and ICT skills through webinars and applying knowledge gained. It also focuses on developing different teaching strategies and selecting appropriate teaching resources including ICT. Relationship building with parents and the community is emphasized to facilitate involvement in education. The plan additionally targets improving core behavioral competencies like self-management, professionalism, and developing a professional image. Assistance from school heads and colleagues is included to provide feedback and critiques. The timeline is year-round and resources like local
The document outlines an upcoming capacity building workshop that aims to support implementation of the SGC Policy and provide technical assistance on administering the SGC Functionality Assessment Tool. It details the workshop's objective, program flow, schedule, and content which will cover the context of SGCs, how to generate reports from the assessment tool, discussing accomplishments and challenges, and developing an action plan. The document also provides background information on SGCs, their structure, functionality indicators, and roles of members to help participants understand SGCs.
1. The document is an accomplishment report from the Division of City Schools of San Carlos City, Pangasinan for the months of June and July 2016. It outlines key result areas, strategies, success indicators, timelines and those responsible for quality management, assessment, technical assistance to schools and ICT literacy training.
2. Activities included monitoring school implementation of programs like Brigada Eskwela and Oplan Balik Eskwela, organizing task forces for national and regional assessments, preparing lists of room examiners, and conducting an ICT literacy training workshop.
3. The report provides details on orientations held, exams administered, criteria developed and budgets allocated to complete monitoring and evaluation activities over
The document describes a framework for education governance and management with community participation. It outlines principles for leadership and governance, curriculum and learning, accountability and continuous improvement, and management of resources. For each principle, it provides descriptors of implementation levels from initial to ideal.
The framework aims to establish education systems that are community-led and responsive to local needs through collaborative development and review of vision, curriculum, accountability measures, and resource management. It promotes regular stakeholder participation in decision-making and continuous improvement based on assessment results.
The document summarizes a monitoring and evaluation report from Naga Central Elementary School. It includes sections on curriculum implementation, education resources, physical facilities, and concerns. Some key findings are that classrooms are adequately equipped but some need repairs, most competencies are being taught but some students still lack mastery, and the biggest issues are a lack of teachers and high dropout rates due to financial problems.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
The document provides guidelines for assessing the functionality of School Governance Councils (SGC) using an online assessment tool. It outlines the implementation plan which includes orienting schools on the tool, having schools complete it to establish a baseline, validating the data, and using results to identify priority areas of support. The tool measures SGC functionality based on indicators of shared governance and feedback mechanisms. It is intended to help governance levels provide targeted assistance to strengthen SGC operations in schools.
This document provides guidelines for establishing functional School Governance Councils (SGC) in accordance with DepEd Order No. 026, s. 2022. It outlines the rationale for SGCs, their main functions of shared governance and feedback, and indicators of functionality. It also presents an implementation plan, assessment tool, and process for collecting data on SGCs to identify priority areas for support from different governance levels. The goal is to establish SGCs that fulfill their roles as structures for participatory decision-making and avenues for stakeholder engagement in improving education quality.
The document describes a training session on utilizing a revised School-Based Management (SBM) assessment tool. It discusses the key objectives and contents of the session, which include understanding the characteristics of the revised tool, identifying its parts and scoring instructions, and practicing how to use it to rate a school's SBM level of practice. The document then provides details on the components, usage, and scoring of the revised SBM assessment tool, which is designed to be collaborative, evidence-based, and help schools improve their SBM. It outlines the tool's principles, indicators, rating scale, and process for determining a school's SBM level.
COSO Deep Dive - Using BlackLine to Manage Your COSO FrameworkBlackLine
COSO recommends the transition to the revised framework be completed by December 15, 2014. Is your organization ready?
In our previous session Clearing Up the COSO Confusion: How to Adopt the New Framework, we discussed the broad scope of the new COSO Framework and how it may apply to your current internal control system. In this upcoming session, we will provide a preview of how to use the COSO template to document and manage controls. This will enable financial leaders, like you, to break through common implementation difficulties to achieve and sustain a fully functioning and auditable internal controls framework.
In this deep dive session, you will learn:
- Powerful ways to utilize BlackLine’s Task Management Module to help manage your internal controls framework
- Practical implementation examples facilitated through directed case studies and activities
- Key steps to be taken to ensure all relevant issues have been considered and appropriate changes have been implemented in the framework
- Best practices for organizations to establish and accelerate the implementation of the new framework
Amalia Aquino continuous improvement and accountabilityAmieAquino2
This document discusses dimensions of school-based management systems, including continuous improvement, accountability, curriculum and instruction, and the scope of accountability and continuous improvement. It provides details on assessing school-based management practices to determine the level of implementation, identify areas for improvement, and enhance support systems. The assessment tool contains indicators for six dimensions, including leadership and governance, curriculum and learning, and accountability and continuous improvement. Schools use the tool to self-assess and develop action plans to improve learning outcomes and school operations.
1. The document outlines the process for collecting and validating data from the functionality assessment tool for School Governing Councils (SGCs).
2. It describes the roles of the Central Office, Regional Offices, Schools Division Offices, and schools in completing the tool and validating the data.
3. Data will be collected via a Google Form, validated at each governance level, and consolidated into summary reports to identify areas for strengthening SGC functionality.
The Institute of Certified Public Accountants of Kenya (ICPAK) has established a quality assurance review system that was piloted in 2004 and officially launched in 2006. ICPAK oversees the system through its Registration & Quality Assurance Committee and conducts risk-based reviews of firms and partners, prioritizing public interest entity audits. ICPAK has also developed resources like an audit manual, model audit file, practice guidance notes, and discounted audit software to help firms, especially small and medium practices, comply with auditing standards. ICPAK provides training workshops and self-assessment checklists to promote standards compliance and continues working to improve its quality assurance review system in line with international standards.
The document discusses results-based management (RBM) and its use as a tool in the public sector. RBM focuses on outcomes and results rather than activities and inputs. It entails using logical frameworks and monitoring and evaluation to track progress towards objectives. The key aspects of RBM include agreeing on outcomes to monitor, selecting performance indicators, setting baselines and targets, ongoing monitoring, using evaluations to support the system, reporting findings, applying lessons learned, and sustaining the RBM system long-term. A 10-step model is presented for designing an RBM system focused on outcomes.
DPE 405_School-Based Management - Villa, Christine Ann Mary M..pptxArjamesGregorio1
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1. DepEd Order
No. 026, s. 2022
IMPLEMENTING GUIDELINES
ON THE ESTABLISHMENT
OF SCHOOL GOVERNANCE COUNCIL
2. REVIEW
The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 3
• What legal basis is anchored on the Governance
of Basic Education Act of 2001?
• What is considered the face of shared
governance at the school level?
• What are the two main functions of the SGC?
3. FUNCTIONALITY INDICATORS
How do we know SGCs are functional?
Indicators exhibited by a functional SGC
The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 11
4. The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 12
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
5. The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 13
Functionality Indicators
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.
6. IMPLEMENTATION PLAN
How do we ensure a functional SGC in schools?
Strategies in implementing a functional SGC
The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 14
7. The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 15
Interventions of CO, ROs, and SDOs
How we can support our Schools
ASSESS •
ANALYZE •
STRATEGIZE •
ESTABLISH •
SUPPORT •
Upon the schools’ establishment of their SGCs following
the guidelines in the Policy (DO 26, s. 2022), their SGCs’
functionality shall be assessed using the SGC Functionality
Assessment Tool.
CO shall then analyze results of the assessment. These
results shall be the bases for the formulation of strategies
that the CO, ROs, and SDOs will employ to provide support
to the schools in establishing functional SGCs.
FUNCTIONAL SGCs
8. 2022 2023
• Orientation on the SGC
Tool
• Provide materials on SGC
(Slides and Orientation
Guide)
• Baseline Survey using the
tool
• Identify Priority Areas
using data from the
survey
• Stakeholder Engagement
Workshop
• Continuous Provision of
Technical Assistance
• Advocacy Materials
STRATEGIES
16
9. SGC Functionality
Assessment Tool
How do we assess SGCs functionality?
Indicators of a functional SGC
The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 17
10. 18
Objectives
▪ support the implementation of DO 26 s. 2022 by assessing SGC’s
functionality using the indicators provided in the mentioned policy;
and
▪ identify priority areas that may need support and assistance from
different governance levels.
The SGC Functionality Assessment Tool intends to:
11. 19
SGC Functionality Assessment Tool Components
Main Purpose
Structure for Shared
Governance
2
Feedback
Mechanism
B.
Functions
3
A.
Minimum
MOVs
Functionality Indicators
8
Primary
Sub-Indicators
6
Additional
Sub-Indicators
11
Other
MOVs
Minimum
MOVs
Other
MOVs
Functions
3
Minimum
MOVs
Functionality Indicators
4
Primary
Sub-Indicators
1
Additional
Sub-Indicators
1
Other
MOVs
Minimum
MOVs
Other
MOVs
12. 20
Main
Purposes
Divided into two main purposes based on DO 26, s. 2022:
(1) Structure for Shared Governance
(2) Feedback Mechanism
Functionality
Indicators
The functionality indicators are anchored in the main purposes of the
SGC and are found in Section VII of DO 26, s. 2022. In this Tool, these
indicators are grouped according to the functions per purpose.
Functionality
Sub-
indicators
The functionality sub-indicators are the identified specific activities
that shall enable the achievement of their respective functionality
indicator.
SGC Functionality Assessment Tool Components
13. 21
Primary Sub-
indicators
These are the required sub-indicators that the SGC shall achieve in
order to qualify as functional.
Other Sub-
indicators
These are the sub-indicators that the SGC may comply with if
applicable.
Minimum
MOVs
MOVs are the required evidences for each Functionality Indicator
which shall be submitted in the Google Forms version of the Tool and
must be prepared by the school in case the SDO or CO conducts field
validation. The MOVs are indicated per Functionality Indicator and are
pre-determined to help the schools and the validators
Additional
MOVs
MOVs that the school may provide if applicable.
SGC Functionality Assessment Tool Components
14. The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 22
Main
Purpose
SGC
Function
Functionalit
y Indicator
Other Sub-
Indicator
Primary
Sub-
Indicator
Minimum
MOVs
Additional
MOVs
15. 23
GENERAL PURPOSES
OF SGC
FUNCTIONALITY INDICATORS
PRIMARY SUB-
INDICATORS
OTHER SUB-
INDICATORS
Structure
for Shared
Governance
8
Functionality Indicators
6 11
Feedback
Mechanism
4
Functionality Indicators
1 1
12 7 12
SGC Functionality Assessment Tool
16. 24
DETERMINING A FUNCTIONAL SGC THROUGH THE
TOOL
For an SGC to be considered functional, the Council must be able to comply with at least
10 out of the 12 (at least 80%) Functionality Indicators based on the minimum
MOVs submitted. Thus, at a minimum, a functional SGC complies with the following
requirements:
1. The Functionality Indicators without sub-indicators are observed (Yes to the
Functionality Indicators without sub-indicators).
2. The Primary Sub-Indicators, under Functionality Indicators with sub-indicators, are
observed (Yes to the Primary Sub-Indicators).
3. The Minimum MOVs are submitted.
The Other Sub-Indicators are also recommended to be attained to further strengthen
the SGC’s functionality. Further, Additional MOVs may be submitted when available to
showcase its advanced practices.
17. The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 25
Brief Background
0090
18. The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 26
General Instructions
19. The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 27
School Profile
20. The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 28
Instructions How to Accomplish the Tool
21. The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 29
Functionality
Indicator
Primary Sub-
Indicator
Additional MOVs
Minimum MOVs
Other Sub-Indicator
22. The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 30
No Sub-Indicator
29. Secondary Schools with Functional
SGCs
Indahag NHS Bulua NHS
East Gusa NHS Tignapoloan NHS
Cadayonan IS Mambuaya NHS
CDONHS – SHS Tuburan NHS
Bayanga NHS
37
30. Process Flow
of Data Collection
How do we ensure a functional SGC in schools?
Strategies in implementing a functional SGC
The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 38
31. 39
1 2 3 4 5 6
DISSEMINATE ACCOMPLISH VALIDATE DOWNLOAD FORWARD SUBMIT
the Google Forms
version of the SGC
Functionality
Assessment Tool
the SGC
Functionality
Assessment Tool
accuracy of data
submitted by ALL
schools through the
MOVs uploaded by
schools. School
Visits may be
conducted if
necessary.
accuracy of data
submitted through
school visit to
SELECTED SCHOOLS
based on the results
of sampling
ACCURATE
(based on the results
of the validation)
INACCURATE
the validated
baseline data
the validated
baseline data to RO
using Enclosure No.
3 – SDO Summary
of Validated Data
the consolidated
baseline data to CO
for analysis using
Enclosure No. 4 –
RO Summary of
Validated Data
CO Schools SDOs CO
RECTIFY
SDOs ROs
errors in the data
submitted by the
schools
SDOs
DATA COLLECTION PROCESS FLOW
32. 40
1 2 3 4 5 6
DISSEMINATE ACCOMPLISH VALIDATE DOWNLOAD FORWARD SUBMIT
the Google Forms
version of the SGC
Functionality
Assessment Tool
the SGC
Functionality
Assessment Tool
accuracy of data
submitted by ALL
schools through the
MOVs uploaded by
schools. School
Visits may be
conducted if
necessary.
accuracy of data
submitted through
school visit to
SELECTED SCHOOLS
based on the results
of sampling
ACCURATE
(based on the results
of the validation)
INACCURATE
the validated
baseline data
the validated
baseline data to RO
the consolidated
baseline data to CO
for analysis
CO Schools SDOs CO
RECTIFY
SDOs ROs
UPON VALIDATION OF DATA | by the SDOs
(OCTOBER 14 –NOVEMBER 24,2022)
Findings: The data has no error and the SGCs were able to submit and present
MOVs during validation
Action: The SDOs download the data and proceed to the next step.
errors in the data
submitted by the
schools
SDOs
DATA COLLECTION PROCESS FLOW
33. 41
1 2 3 4 5 6
DISSEMINATE ACCOMPLISH VALIDATE DOWNLOAD FORWARD SUBMIT
the Google Forms
version of the SGC
Functionality
Assessment Tool
the SGC
Functionality
Assessment Tool
accuracy of data
submitted by ALL
schools through the
MOVs uploaded by
schools. School
Visits may be
conducted if
necessary.
accuracy of data
submitted through
school visit to
SELECTED SCHOOLS
based on the results
of sampling
ACCURATE
(based on the results
of the validation)
INACCURATE
the validated
baseline data
the validated
baseline data to RO
the consolidated
baseline data to CO
for analysis
CO Schools SDOs CO
RECTIFY
SDOs ROs
UPON VALIDATION OF DATA | by the SDOs
(OCTOBER 14 –NOVEMBER 24,2022)
Findings: The SGCs were unable to present or submit the necessary MOVs or
submitted incorrect MOVs.
Action: The SDOs double-check the data submitted by the schools .
The SDOs shall use this information to provide technical assistance to the schools to help them
establish functional SGCs before the rollout of the Endline survey.
errors in the data
submitted by the
schools
SDOs
DATA COLLECTION PROCESS FLOW
34. The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 42
Central Office
35. The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 43
Regional Office
36. The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 44
Schools Division Office
37. The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 45
Public Secondary Schools
38. Roles and Responsibilities
How do we ensure a functional SGC in schools?
Strategies in implementing a functional SGC
The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 46
39. ROLES &
RESPONSIBILITIES |
DATA COLLECTION
The SDOs shall inform the schools to accomplish the SGC
Functionality Assessment Tool using the Google Forms link
provided.
The SDOs shall create a composite team who shall validate and
verify the data submitted by the SGCs. The team shall be
composed of the following:
The SGC Policy | Implementing Guidelines on the Establishment of School
Governance Council (SGC) 47
Chair Assistant Schools Division
Superintendent
Members 3-5 members including the SDO
School-Based Management
Coordinator
*IF DEEMED NECESSARY, SDO MAY ADD MEMBERS.
40. ROLES &
RESPONSIBILITIES |
DATA COLLECTION
•The RO shall share the link of the Google Forms version of the
SGC Functionality Assessment Tool with their respective SDOs.
•The RO shall create a composite team who shall validate the
data and verify the results submitted by the SDOs using Enclosure
No. 3 – SDO Summary of Validated Data. The team shall be
composed of the following:
The SGC Policy | Implementing Guidelines on the Establishment of School
Governance Council (SGC) 48
Chair Assistant Regional Director
Members 3-5 members including the Regional
School-Based Management
Coordinator
*IF DEEMED NECESSARY, RO MAY ADD MEMBERS.
41. FAQs
The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 49
42. 50
Who shall accomplish the Google
Forms version of the SGC Tool?
All Public Elementary and Secondary Schools. This includes
Integrated schools with JHS and/or SHS.
43. 51
What if an annex school (secondary
school) has its own SGC? Do they
have to answer separately?
YES. If the annex school has a separate SGC, it should still
answer. In case the annex school has the same School ID
with its mother school, kindly indicate “annex school” in
their school name.
44. 52
Does the school need to achieve all
indicators before they can start
answering the tool?
NO. The SGC Functionality Assessment Tool intends to identify
priority areas that may need support and assistance from different
governance levels. The data that will be gathered will be used as
input in determining strategies to help the SGCs in schools
improve. However, the goal is for ALL schools to have functional
SGC
45. 53
Do we really need to answer the tool
using Google Forms?
Yes. You have to answer the tool using Google Forms for easy
consolidation of data. In the event that the schools encounter
difficulty in accessing the Google Forms version of the tool due to
weak internet connectivity, they may temporarily answer it using
pen and paper and seek assistance from the SDO in uploading
their answers using Google Forms.
46. 54
Do we need to comply the Other
Sub-Indicators?
ONLY the Primary Sub-Indicators are required to be achieved in
order for the SGC to be considered functional. However,
achievement of the Other Sub-Indicators is very much welcome. It
means that the schools are already advanced in terms of SGC
implementation.
47. 55
Does the SDO Composite Team
need to visit all schools in order to
validate the data?
NO. The SDO Composite Team shall validate the data using the
MOVs uploaded in the Google Forms. However, they may conduct
school visit if found necessary.
48. Schedule of Activities
The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 56
SCHEDULE PERSONS RESPONSIBLE
March 7,
2023
Conduct of Division SGC Orientation
for Elementary and Secondary
School Heads
Action Planning
SGOD Chief
PSDS
SBM Coordinator
SocMob Coordinator
School Heads
March to
April 2023
Conduct of SGC Functionality
Assessment
SGC Composite Team
SGOD Chief
SBM Coordinator
SocMob Coordinator
PSDS
School Heads
May 2023 Consolidation of the SGC
Functionality Assessment Results
SGC Composite Team
SBM Coordinator
SocMob Coordinator
49. Schedule of Activities
The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 57
SCHEDULE PERSONS RESPONSIBLE
June 2023 Submission of Consolidated SGC
Functionality Assessment Results,
Issues and Concerns in the
Implementation
SDO Composite Team
SBM Coordinator
Social Mobilization Coordinator
July 2023
and onwards
Full Implementation of Functional
School Governance Council in all
schools
School Heads
PSDS
SBM Coordinator
SocMob Coordinator
SGOD Chief
50. WORKSHOP 1
SGC Functionality Assessment
Tool
INTERNET CONNECTION PASSWORD: herbie53
Link to the SGC tool
https://bit.ly/3XZixNP
58
51. Thank you!
The SGC Policy | Implementing Guidelines on the Establishment of School Governance Council (SGC) 59