SBM - PASBE SUGGESTED ARTIFACTS ` PRINCIPLE I - LEADERSHIP AND GOVERNANCE
A network of leadership and governance guides the education system to achieve its shared vision, mission and goals making them responsive and relevant to the context of diverse e INDICATORS 1. In place is a development Development plan guided by the school's vision, The development plan is evolved through the shared plan (e.g.SIP) developed mission and goal (VMG) is developed through the leadership of the school and the community collaboratively by the leadership of the school and the participation of some stakeholders. stakeholders of the school and invited community stakeholders. the community. 1 Invitation/Call Slip to Stakeholders for SIP Prep. MOVs in Level 1 2 Attendance of Stakeholders for School Development Planning or SIP Preparation 3 List of Officers organized (SGC, PTA Board, PTA)
SGC/PTA Initiated Meetings
4 Minutes of Meeting wit Stakeholders for School Development Planning or SIP Preparation
Documents of programs initiated by the stakeholders
5 Preparation and Crafting of SIP with Community Partners
Advocacy meetings conducted with the participation of SGC/PTA
6 SGC/PTA/School's Resolutions for School Development
Completion Report and adoption of the SIP
Minutes of Meetings with Stakeholders
7 SGC/PTA/Schools Action Plans for School Development 8 Training Designs/Proposals for Programs and Projects for School Development 2. The development plan (e.g.SIP) is regularly reviewed by the school community to keep it responsive and relevant to emerging needs, challenges and opportunities
The school leads the regular review and improvement of the development plan.
The school and community stakeholders working as full partners, lead the continual review and improvement of the development plan.
1 VMG is found in SIP
MOVs in Level 1
2 Documentation on School-Based revisiting of SIP
Invitation/Call Slip to Stakeholders for SIP Revisiting
3
Minutes and attendance sheets of SIP Revisiting conducted with external stakeholders
and opportunities
4
Documentation of SIP Revisiting with the community stakeholders
5 3. The school is organized by a clear structure and work arrangements that promote shared leadership and governance and define the roles and responsibilities of stockholders.
The school defines the organizational structure, and the roles and responsibilities of stakeholders.
The school and community collaboratively define the structure and the roles and responsibilities of stakeholders.
1 MOA as to responsibilities of stakeholders
MOVs of Level 1
2 Attendance Sheet of Stakeholders Participation
Copy of Partnership Agreement
3 25% of Participation of PTA, SGC, SSG to different activities 4
Attendance Sheet of Internal and External Stakeholders' Volunteer Services Completion Report of Activities participated by Internal and External stakeholders Volunteer Activities initited by the school with the external stakeholders 50% of Participation of PTA, SGC, SSG to different activities
5
4. A leadership network A network has been collaboratively established and is facilitates communication continuously improved by the school community. between and among school and community leaders for informed 1 Flowchart of the school's feedback system decision making and solving of school-community wide2 Minutes of feedback sessions learning problems
The network actively provides stakeholders information for making decisions and solving learning and administrative problems. MOVs in Level 1 Report of Comparative Performance to Stakeholders
3 Minutes/resolutions of meetings of clubs, PTA, SGC, COP.
Conduct of SOSA
4
Attendance Sheet during SOSA
5
Files of Unnumbered Office Orders/Memos disseminated to Internal and External Stakeholders
6 7 8
9 10 5. A long term program is in operation that addresses the training and development needs of school and community leaders
Developing structures are in place and analysis of the competency and development needs of leaders is conducted; result is used to develop a long term training and development program.
Leaders undertake training modes that are convenient to them (on-line, off-line, modular, group or homebased) and which do not disrupt their regular functions. Leaders monitor and evaluate their own learning progress.
1 Constitution and By-laws of PTA, SGC and SSG.
MOVs in Level 1
2 Conduct of the PTA Day
Commitment Plan of PTA, SGC and SSG and other Stakeholders Evaluation forms for Adminstration and Staff, Teachers, Students, Parents
3 4
Mentoring Plan, Mentoring Implemantation and Evaluation of Results
5 6 7
PRINCIPLE 2 - CURRICULUM AND INSTRUCTION The curriculum learning systems anchored on the community and learners context and aspirations are collaboratively developed and continuously improved. INDICATORS 1. The curriculum provides for the development needs of all types of learners of the school community.
All types of learners of the school community are identified, their learning curve assessed; appropriate programs with its support materials for each type of learner is developed.
1 Pupils'/Students' Handbook and documents of its orientation
Programs are fully implemented and closely monitored to address performance discrepancies, benchmark best practices, coach low performers, mentor potential leaders, reward high achievement, and maintain environment that makes learning meaningful and enjoyable.
MOVs in Level 1
2 CFSS
Participation of Parents in School Activities (Attendance/Pics/
3 Students' Tracking System (Presence of Students' Progress Charts, MPS per subject areas, etc.)
BSP/GSP Participation Documents
4 Designation of Coordinatorship
Well-defined Career Guidance Programs
5
Gallery of Students's Best Projects/Outputs
2. The implemented curriculum is localized to make it more meaningful to the learners and applicable to life in the community.
Local beliefs, norms, values, traditions, folklores, current events, and existing technologies are documented and used to develop a lasting curriculum. Localization guidelines are agreed to by school community and teachers are properly oriented.
The localized curriculum is implemented and monitored closely to ensure that it makes learning more meaningful and pleasurable, produces desired learning outcomes, and directly improves community life. Ineffective approaches are replaced and innovative ones are developed.
1 Implementationof the ff: SPED Classes ( fast learners, physical impaired), Ips, K-12 , TVE, etc. 2 Utilization of Assessment tools , materials, of all types of learners (Student's Learning Style Inventory,
MOVs in Level 1
3 Competencies of subject area (PELC,PSSLC, Teaching Guides) 4
Class Observations/Supervisions Records with Post Conferencing Documents Displays/Postings of Wins/Awards in Different Academic and Non Academic-related Competitions
5
Functional Laboratories
6
Fuctional Clinic with updated reports of its initiated activities
7
Functional Learning Resource Centers/Literacy Centers
8
Functional Library with updated records and reports
9
Performance Indicators Posted,Documented within the Offices/Department
Organized Classroom Structuring
3. A representative group of school and community stakeholders develop the methods and materials for developing creative thinking and problem solving.
10
SREA (Elementary)
11
ORPT (Secondary)
12
Updated Students' Profile
13
Results and Interventions of different programs and projects that increase academic achievement
14
Accomplishment and Completion Reports of every programs and activities in school A representative team of school and community stakeholders assess content and methods used in teaching, creative, critical thinking and problem solving. Assessment results are used as guide to develop materials.
1 School Learning/Literacy Center 2 Display of different customs, songs, dances, all groups of Philippine people (mini-museum, exhibit rooms, etc.)
MOVs in Level 1 Visitors Logbook
3 Lesson Plans Integrating different customs and traditions (culture-based lesson plans)
Benchmarking Activities
4 5
Educational Trip/Lakbay Aral Documents Immersion Activities (Adopt-a-community Programs, etc.) Project Proposals on Curriculum and Instruction Improvement A & E , ALS Programs Success stories/Testemonies for A & E, and ALS graduates
6 7 8 4. The learning systems are regularly and collaboratively monitored by the community using appropriate tools to ensure the holistic growth and development of the learners and the community.
Learning materials and approaches to reinforce strengths and address deficiencies are developed and tested for applicability in school, family and community.
A school-based monitoring and learning system is conducted regularly and cooperatively; and feedback is shared with stakeholders. 1 Monitoring Checklist accomplished of of the following:
The school-based monitoring and learning systems generate feedback that is used for making decisions that enhance the total development of learners. MOVs in Level 1
monitored by the community using appropriate tools to ensure the holistic growth and development of the learners and the community.
School Governing Council
Utilization of SIM, notebooks, assignment notebooks, TBAY, FWOW (documents, progress report, pictures, feedbacks, etc.)
Parents-Teachers Association
School Planning Team Teachers The system uses a tool that monitors the holistic development of learners. 1 Other monitoring tools designed for Academic (localized monitoring and inventory tools)
5. Appropriate assessment tools The assessment tools are reviewed by the school and for teaching and learning are assessment results are shared with school continuously reviewed and stakeholders. improved, and assessment results are contextualized to the learner and local situation 1 School Report Card and the attainment of relevant 2 Updated Anecdotal Records life skills. 3 Class Records
A committee takes care of the continuous improvement of the tool. Functional Committee that takes charge of developing a feedback mechanism, revisiting the mechanism for improvement. (list of members of the team, documents, reports and action plans) The assessment tools are reviewed by the school community and results are shared with community stakeholders.
MOVs in Level 1 Documents showing records of students are presented to stakeholders Documents showing that class records are inspected by school head or personnel incharge for checking
4 TOS,Questionnaire
Records showing that TOS and Questionnaire are cheked and validated by Academic Head
5 Report Cards
Report Cards bear signature of parents
6 Old Assessment tool shared with stakeholders
Acceptance of Old assessment tool
6. Learning managers and facilitators (teachers, administrators and community members) nurture values and environments that are protective of all children and demonstrate behaviors consistent to the organization's vision, mission and goals.
Stakeholders are aware of child/learner-centered, rights-based, and inclusive principles of education.
Stakeholders begin to practice childl/learner-centered principles of education in a design of support to education.
1 SIP 2 CFSS Orientation and Assessment
MOVs in Level 1 Documentation on Anecdotal Records
3 Child Protection Policy Orientation
Logbook of Parents during classroom
4 Sustainable GAD / VAWC Program
Parents' Handbook
5 Structured MRF ( Material Recovery Facility) 6 Tree Planting Activities initiated by the school
School's LRMDS Functional Committee for Construction, Validation and Evaluation of Learning Materials
7 Sustainable GPP (Gulayan sa Paaralan Program) 8 Functional SDRRMC ( School Disaster & Risk Reduction Management Committee) 9 Earthquake/Fire Drill/Emergency Drill Reports 10 Visibility of School Signages Learning managers and facilitators conduct activities aimed to increase stakeholders awareness and commitment to fundamental rights of children and the basic principle of educating them.
1 Orientation on GAD and VAWC to parents
Learning managers and facilitators apply the principle in designing learning materials
Documentation on the use of the constructed learning materials
2 Orientation of Child Protection Policy 3 Commitment of Parents as to what has been oriented to them to support their children and the school 7. Methods and resources are learner and community-friendly, enjoyable, safe, inclusive, accessible and aimed at developing self-directed learners. Learners are equipped with essential knowledge, skills and values to assume responsibility and accountability
Practices, tools and materials for developing selfdirected learners are highly observable in school, but not in the home or in the community.
Practices, tools and materials for developing selfdirected learners are beginning to emerge in the homes and in the community.
7. Methods and resources are learner and community-friendly, enjoyable, safe, inclusive, accessible and aimed at developing self-directed learners. Learners are equipped with essential knowledge, skills and values to assume responsibility and accountability for their own learning.
1 Students' Handbook 2 CFSS Tool 3 Students' Progress Tracking System
MOVs in Level 1 Participation of Students in all activities Career Guidance Symposium
4 Students' Responsibility Chart 5 Designation of Coordinatorship Learning programs and designs are developed to produce learners who are responsible and accountable for their learning.
Students' Output
1 Documentation on the implementation of the tools for students' performance assessment (diagnostic assessments, reading assessments, etc.)
Documents on the maximum participation of students in all activities
2 Checklist on the accomplishment of students outputs
Documents on the help extended by teachers and parents to their students
The program is collaboratively implemented and monitored by teachers and parents to ensure that it produces desired learners.
3 Responsilbility tracking results
PRINCIPLE 3 - ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT
A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed by the school community, which monitors performance and acts appropriately o INDICATORS 1. Roles and responsibilities of There is an active party that initiates clarification of The stakeholders are engaged in clarifying and accountable person/s and the roles and responsibilities in education delivery. defining their specific roles and responsibilities. collective body/ies are clearly defined and agreed upon by the community stakeholders 1 Organized PTA / SGC MOVs in Level 1 2 Pledge of Commitments Barangay Resolutions specifying support to education 3 Minutes of Meetings/Parent's Assembly 4 Attendance during Parents Assembly 5 Invitation Letters to Parents for Attendance to Assembly 6 SGC/PTA Technical Working Group in conducting their initiated activities
Involvement of stakeholders in School's Intervention Plan for School Development Minutes in the conduct of SIP/AIP Revisit and Re-entry of Activities Minutes on the Orientation of the different stakeholders on their roles and responsibilities (LGU/Private Sectors/NGOs/etc.)
2. Achievement of goals is recognized based on a collaboratively developed performance accountability system; gaps are addressed through appropriate action.
7 List of Stakeholders Performance accountability is practiced at the school level.
A community level accountability system is evelving from school-led initiatives.
1 Information dessimination of school's performance and involvement of stakeholders in the formulation of workplan, intervention plan, and evaluation tool (memo/flyers/infomediary/etc.)
MOVs in Level 1
2
Narrative Report of school performance and involvement of stakeholders in the formulation of workplan, intervention plan, and evaluation tool
3
Documents showing involvement of stakeholders in the implementation of the plan
4
Documents showing involvement of stakeholders in the activities taken to achieve the plan
5
Schedule of activities (localized school's schedule of activities), list of parents and beneficiaries involved
3. The accountability system is The school articulates the accountability assessment owned by the community and is framework with basic components, including continuously enhanced to implementation guidelines to the stakeholders. ensure that management structures and mechanisms are 1 Notice or invitation to meetings relevant to responsive to the emerging accountability concerns learning needs and demands of 2 Committees organized in setting up an Accountability the community. System (e.g. Committee on Accounting/Auditing/Finance/Education/Community Linkages/Resource Mobilization/etc.)) 3 Report on the briefing and orientation of the transparency board 4
Stakeholders are engaged in the development and operation of an appropriate accountability assessment system. MOVs in Level 1 Minutes and attendance of committee meetings in the development of accountability system anchored on legal basis. Documents of the developed accountability system signed by the community stakeholders
4. Accountability assessment criteria and tools, feedback mechanisms, and information collection and validation techniques and processes are inclusive and collaboratively developed and agreed upon.
The school with the participation of stakeholders, articulates an accountability assessment framework with basic components, including implementation guidelines. 1 Committees organized involving community stakeholders in articulating an accountability assessment reports , or 2 Orientation on transparency and accountability conducted 3 Document showing accountability system on the following: Implementation of SIP/AIP
Stakeholders are engaged in the development and operation of an appropriate accountability assessment system. MOVs in Level 1
Implementation Guidelines on Transparency and Accountability
Tracking of teachers' performance Tracking of students' performance 5. Participatory assessment of performance is done regularly with the community. Assessment results and lessons learned serve as basis for feedback, technical assistance, recognition and plan adjustment.
School initiates periodic performance assessments with the participation of stakeholders.
Collaborative conduct of performance assessment informs planning, plan adjustments and requirements for technical assistance
1 Minutes and Attendance of Quarterly Parents' and Teachers' Conference 2
MOVs in Level 1
3
Minutes and Attendance of Planning and Assessment
4
Implementation of Action Plans with the involvement of community stakeholders
Minutes and Attendance on COP/LAC with community stakeholders
5 6
PRINCIPLE 4 - MANAGEMENT OF RESOURCES Resources are collectively and judiciously mobilized and manage with transparency, effectiveness and efficiency. INDICATORS
1. Regular resource inventory is collaboratively undertaken by learning managers, learning facilitators, and community stakeholders as basis for resource allocation and mobilization.
Stakeholders are aware that a regular resource inventory is available and is used as the basis for resource allocation and mobilization.
1 Inventory of facilities 2 Updated reports of all resources both human and material 3 Sustainable IGP with records/reports/accomplishments
MOVs in Level 1 PTA Funds with reports and liquidations
4 Functional Canteen adhering to DepEd mandates (with updated reports/records)
Financial Statements on the utilization of MCP/APP and SEF (LGU)
2. A regular dialogue for Stakeholders are invited to participate in the planning and resource development of an educational plan in resource programming, that is accessible programming, and in the implementation of the and inclusive, continuously educational plan. engage stakeholders and 1 Invitation letter to stakeholders to participate in support implementation of resource programming and crafting of the School community education plans. Educational Plan 2 School Educational Plan on Resource Programming and Implementation with the involvement of external stakeholders 3 3. In place is a communitydeveloped resource management system that drives appropriate behaviors of the stakeholders to ensure judicious, appropriate, and effective use of resources.
Resource inventory is characterized by regularity, increased participation of stakeholders, and communicated to the community as the basis for resource allocation and mobilization.
Financial Statements and/or utilization of budget reflected to SIP/AIP
Stakeholders are regularly engaged in the planning and resource programming, and in the implementation of the education plan. MOVs in Level 1
Invitation letter for attendance of school to barangay sessions and municipal sessions Periodic evaluation of all resources
Stakeholders support judicious, appropriate, and effective use of resources.
1 MOA or pledges and record of donations 2 Turn over and acceptance documents 3 List of donations received with pictorials
Stakeholders are engaged and share expertise in the collaborative development of resource management system. MOVs in Level 1 List of donors Financial Reports of all funds solicited and donated
4. Regular monitoring, evaluation, and reporting processes of resource management are collaboratively developed and implemented by the learning managers, facilitators, and community stakeholders.
5. There is a system that manages the network and linkages which strengthen and sustain partnerships for improving resource management.
Stakeholders are invited to participate in the development and implementation of monitoring, evaluation, and reporting processes on resource management.
Stakeholders collaboratively participate in the development and implementation of monitoring, evaluation, and reporting processes on resource management.
1 Monitoring and Evaluation Tool on Programs and Projects implemented from generated resources
MOVs in Level 1
2
Quarterly conduct of monitoring, evaluation and reporting of results based on generated resources An engagement procedure to identify and utilize partnerships with stakeholders for improving resource management is evident.
Stakeholders support a system of partnership for improving resource management.
Annual Recognition activity for stakeholders' support
MOVs in Level 1 System of Resource Mobilization Institutionalized (Resource Mobilization Team with Action Plans and Activity Designs)
Prepared by: ___________________________________ SBM Coordinator Noted:
_____________________________ Secondary School Princ
ponsive and relevant to the context of diverse environments. The development plan is enhanced with the community performing the leadership roles, and the school providing technical support. MOVs in Level 1 & 2 Records of Stakeholder's meeting supporting the VMG of the school Program of Works prepared by the PTA /SGC for their initiated Programs and Projects Accomplishment Report of Programs and Projects initiated or in partnership with stakeholders SIP/AIP submitted to other stakeholders, to LGU for inclusion in the Community Development Plan. Copy of LGU's plan and other stakeholders proposals in line with School's program and projects. Deeds of Donation and Acceptance.
The community stakeholders lead the regular review and improvement process; the school stakeholders facilitate the process. MOVs in Levels 1 & 2 Meetings initiated by external stakeholders for SIP revisiting Minutes and Attendance Sheets of Annual and Regular SIP Review and Revisiting
Copy of the Revisited AIP. Re-entry Plan Guided by an agreed organizational structure, the community stakeholders lead in defining the organizational structure and the roles and responsibilities; school provides technical support. MOVs of Levels 1 & 2 School Organigram with Stakeholders involvement Action Plan of Stakeholders Minutes of SGC Meetings Actual Project Implemented with documents 75% of Participation of PTA, SGC, SSG to different activities The network allows easy exchange and access to information sources beyond the school community. MOVs in Levels 1 & 2 Records of feedbacks provided by stakeholders Action Plan crafted by the school to respond to feedbacks. Programs and projects, intervention activities as result of feedback. Functional SGC / PTA Office
Monthly regular meetings (PTA/Faculty) Learners' Progress Report,LMP,Evaluation Result Training of Parents relevat to their needs
Numbered Office Orders /Memos disseminated to Internal and External Stakeholders Handbook for Students, Teachers and Staff. Leaders assume responsibility for their own training and development.School community leaders working individually or in groups, coach and mentor one anothert to achieve their VMG. MOVs in Levels 1 & 2 Solicitation Letters for programs and Projects initiated by PTA/External Stakeholders Participation in Civic Activities Teachers' and School Heads Development Program Supervisory Plan Educational Tour or Field Trip Documents Benchmarking Documentation
ly developed and continuously improved. The educational needs of all types of learners are being met as shown by continuous improvement on learning outcomes and products of learning. Teachers' as well as students' performance is motivated by intrinsic rather than extrinsic rewards. The school's differentiated programs is frequently benchmarked by other schools. MOVs in Levels 1 & 2
Documents of Pupils'/Students'/ Teachers' Participation in Community Celebration (Programs & Attendance) Participation of Parents/LGU and other stakeholders in school activities (Attendance Sheets and Copy of Programs) Periodic Reports/Accomplishment Reports of the activities conducted. Tracking of Successful Alumni Best practices in localizing the curriculum are mainstreamed and benchmarked by other schools. There is marked increase in number of projects that uses the community as learning laboratory, and the school as an agent of change for improvement of the community. MOVs of Levels 1 & 2 Utilization TSNA, NCBTS, IPPD, SPPD
List of Trainings attended with proofs of participation List of Trainings conducted with documents
Updated Teachers' portfolio Nutritional Status (Reports, tacking documents and activities conducted related to issues of nutrition) Sustainable Feeding Programs Functional and Sustainable Alernative Delivery Mode, SDORP Awards System (Praise Committee with Guidelines and Screening Procedures, documents of awardees with their qualifications as a recipient of the award, etc.
Accomplishment Reports of all programs and activities in school
Materials and approaches are being used in school, in the family and in the community to develop critical, creative thinking and problem solving community of learners and are producing desired results. MOVs in Levels 1 & 2 Best Practices Documents (New methods, techiques, strtegies, materials and activities in instruction that improves students academic performance Passers of A & E and ALS Program
The monitoring system is accepted and regularly used for collective decision making.
MOVs in Level 1 & 2
Parents/Stakeholders are used as resource speakers in the school (training designs, matrix, copy of programs, pictures) Mapping of community resources used as learning resources (Documents and consolidated results of feedbacks from the community based on monitoring and evaluation process) Monitoring report/ checklist both quantitative and qualitative. The monitoring tool has been improved to provide both quantitative and qualitative data. Improved Monitoring tool/mechanism includes quantitative and qualitative. (new monitoring tool based from series of revisions)
School assessment results are used to develop learning programs that are suited to the community, and customized to each learner's context , results of which are used for collaborative decision-making. MOVs in Level 1 & 2 Utilization of Results based on monitoring assessments. Programs for Problems & Solutions (Interventions)
Reading Program utilizing parents and other stakeholders Records showing comments and feedback of parents on Students' report cards
Learning environments, methods and resources are community-driven, inclusive and adherent to child's rights and protection requirement.
MOVs in Level 1 & 2 COP Documents (Minutes, Memos, etc) Accomplishment Reports of CFSS Programs and CPP Plans and Activities Documents of Regular Meetings of different committees assigned in every school and community activities
Learnig managers and facilitators observe learners' rights from designing the curriculum to structuring the whole learning environment.
Evidence of Learning materials designed aligns Gender sensitivity and No discrimination.
There is continuous exchange of information, sharing of expertise and materials among schools, home and community for the development of self-directed learners.
MOVs in Level 1 & 2 Alumni-initiated Projects in the School Moral Recovery / Values Formation Programs Retreat / Recollection Activities The program is mainstreamed but continuously improved to make relevant to emergent demands. Documents on Program revisit based from feedbacks of results
Revised sustainable program shows relevance to present need
monitors performance and acts appropriately on gaps and gains. Shared and participatory processes are used in determining roles, responsibilities, and accountabilities of stakeholders in managing and supporting education. MOVs in Level 1 & 2 Organizational Chart or Directory of SBM/SGC/PTA Officials Presence of Citizen's Charter Involvement of stakeholders in Awards and Recognition
A community-accepted performance accountability, recognition and incentive system is being practiced. MOVs in Level 1 & 2
Posting of tarpaulins or congratulatory messages as success indicators of the school.
Giving awards to outstanding stakeholders (internal or external stakeholders) Participation of stakeholders in the evaluation on the impact of the activity/s
School Community Stakeholders contnuously and collaboratively review and enhance accountability systems, processes, mechanisms and tools. MOVs in Level 1 & 2 Copy of accountability system that the external/community stakeholders accepted/received
Accomplishment report on the implementation of the accountability system Sustanability plan of the accepted accountability system.
Stakeholders continuously and collaboratively review and enhance accountability systems and processes, mechanisms and tools. MOVs in Level 1 & 2
Documents on Findings on the Accountability Systems, Mechanisms and Tools
School-community developed performance assessment is practiced and is the basis for improving monitoring and evaluation systems, providing technical assistance, and recognizing and refining plans. MOVs in Level 1 & 2 Schedule of Monitoring and Evaluation of activities with school and community stakeholders Commitment Plan from Community stakeholders as to their Technical Assistance Implemented System for Incentives and Awards Documents of Best Practices on accountability systems and continous improvement Re-Evaluation and plan adjustments with the internal and external stakeholders
ness and efficiency.
Resource inventories are systematically developed and stakeholders are engaged in a collaborative process to make decisions on resource allocation and mobilization. MOVs in Level 1 & 2 Minutes of Presentation and Reports of Resource Inventory Pictorials
Stakeholders collaborate to ensure timely and needbased planning and resource programming and support continuous implementation of the education plan. MOVs in Level 1 & 2
Stakeholders resolutions to allocate possible facilities and financial assistance
Stakeholders sustain the implementation and improvement of collaboratively developed, periodically adjusted, and constituent-focused resource management system. MOVs in Level 1 & 2 Official receipts and liquidition documents
Stakeholders are engaged, held accountable and implement a collaboratively developed system of monitoring, evaluation and reporting for resource management. MOVs in Level 1 & 2
Quarterly Control Tool in the Programs and Projects Implemented An established system of partnership is managed and sustained by stakeholders for continuous improvement of resource management. MOVs in Level 1 & 2 Functional SGC and PTA
Annual pulse survey on the perception of CFSS of the stakeholders on the efficiency and the effectiveness of the school in its implementation phase (Consolidated Evaluation Result)
______________________________________ Secondary School Principal I
