Revised Assessment Tool Sbm v3n6k
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REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL (November 27, 2012)
Part I: Introduction The Revised School-Based Management (SBM) Assessment tool is guided by the four principles of ACCESs (A Child-and Community-Centered Education System). The Indicators of SBM practice are con ideals of an ACCESs school system. The unit of analysis is the school system which are classified as developing, maturing and advanced (accredited level). The SBM practice is ascertained by the exist mechanisms,processes and practices in all indicators. A team of practitioners and experts from the district, division, region and central office validates the self-study/assessment before a level of SBM practic school on the advanced level may apply for accreditation. The highest level, the "advanced," is a candidacy for accreditation
Part II: Basic School/Learning Center (LC) Information: School/Learning Center: Region/Division: Name of School Head/LC Head: Address:
Part III: Instruction to the s: Please indicate using a check mark the extent of SBM practice for each indicator listed below (numbered) based on the validation team's consensual agreements after systematic D-O-D (Document Ana
Discussion). On the other hand, for indicators with no evidence just indicate zero. Part IV: Rating Scale: 0- No evidence 1- Evidence indiates developing structures and mechanisms are in place to demonstrate ACCESs 2- Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs 3- Evidence indicates practices and procedure satisfy quality standards
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 environments. A. Indicators 1. In place is a Development Plan (e.g. SIP) developed collaboratively by the stakeholders of the school and community.
The development plan guided by the school's vision, mission and goal (VMG) is developed through the leadership of the school and the participation of some invited community stakeholders.
P
The development plan is evolved through the shared leadership of the school and the community stakeholders.
The development plan is enhanced with the community performing the leadership roles, and the school providing technical .
The school leads the regular review and improvement of the development plan.
P
The school and community stakeholders working as full partners, lead the continual review and improvement of the development plan.
The community stakeholders lead the regular review and improvement process; the school stakeholders facilitate the process.
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.
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 the stakeholders.
P
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.
Guided by an agreed organizational structure, the community stakeholders lead in defining the organizational structure and the roles and responsibilities; school provides technical and istrative .
4.
A leadership network facilitates communication between and among school and community leaders for informed decision-making and solving of schoolcommunity widelearning problems.
P
A network has been collaboratively established and is continuously improved by the school community.
The network actively provides stakeholders information for making decisions and solving learning and istrative problems.
The network allows easy exchange and access to information sources beyond the school community.
5.
A long term program is in operation that addresses the training and development needs of school and community leaders.
P
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.
Leaders assume responsibility for their own training and development. School community leaders working individually or in groups, coach and mentor one another to achieve their VMG.
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.
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 Schools' differentiated program is frequently benchmarked by other schools.
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.
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.
TOTAL NO. OF CHECKMARKS B. CURRICULUM AND INSTRUCTION The curriculum learning systems anchored on the community and learners' contexts and aspirations are collaboratively developed and continuously improved.
1. The curriculum provides for the development needs of all types of learners in the school community
2.
The implemented curriculum is localized to make it more meaningful to the learners and applicable to life in the community
All types of learners of the school community are identified, their learning curves assessed; appropriate programs with its materials for each type of learner is developed.
P
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.
P
3.
A representative group of school and community stakeholders develop the methods and materials for developing creative thinking and and problem solving.
P
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.
P
Apprropriate assessment tools for teaching and learning are continuously reviewed and improved, and assessment results are contextualized to the learner and local situation and the attainment of relevant life skills.
P
5.
A representative team of school and community stakeholders assess content and methods used in teaching creative, critical thinking and problem solving. Assesment results are used as guide to develop materials. A school-based monitoring and learning system is conducted regularly and cooperatively; and is shared with stakeholders.
Learning materials and approaches to reinforce strengths and address deficiencies are developed and tested for applicability on school, family and community.
Materials and approaches are being used in school, in the family and in community to develop critical thinking and problem solving community of learners and are producing desired results.
The school-based monitoring and learning systems generate that is used for making decisions that enhance the total development of learners.
The monitoring system is accepted and regularly used for collective decision making.
The system uses a tool that monitors the holistic development of learners. The assessment tools are reviewed by the school and assessment results are shared with school's stakeholders.
A committee take care of the continuous improvement of the tool. The assessment tools are reviewed by the school community and results are shared with community stakeholders.
The monitoring tool has been improved to provide both quantitative and qualitative data. School assessment results are used to develop learning programs that are suited to community and customized to each learners' context, results of which are used for collaborative decision-making.
6.
7.
Learning managers and facilitators (teachers, s and community ) nurture values and environments that are protective of all children and demonstrate behaviors consistent to the organization's vision, mission and goals
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 ability for their own learning. TOTAL NO. OF CHECKMARKS
P
Stakeholders are aware of child/learner-centered rights-based, and inclusive principles of education.
Stakeholders begin to practice child/learnercentered principles of education in the design of to education.
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. Practices, tools and materials for developing self-directed learners are highly observable in school, but not in the home or in the community.
Learning managers and facilitators apply the principles in deg learning materials.
Learning programs are designed and developed to produce learners who are responsible and able for their learning.
P
Practices, tools, and materials for developing self-directed learners are beginning to emerge in the homes and in the community. The program is collaboratively implemented and monitored by teachers and parents to ensure that it produces desired learners.
Learning environments, methods and resources are community driven, inclusive and adherent to child's rights and protection requirements. Learning managers and facilitators observe leaners' rights from deg the curriculum to structuring the whole learning environment.
There is continuous exchange of information, sharing of expertise and materials among the schools, home and community for the development of selfdirected learners. The program is mainstreamed but continuously improve to make relevant to emergent demands.
C. ABILITY AND CONTINUOUS IMPROVEMENT A clear, transparent, inclusive, and responsive ability system is in place, collaboratively developed by the school community, which monitors performance and acts appropriately on gaps and gains. 1. Roles and responsibilities There is an active party The stakeholders are of able person/s that initiates clarification engaged in clarifying and collective body/ies of the roles and and defining their are clearly defined and responsibilities in specific roles and agreed upon by education delivery. responsibilities. community stakeholders. 2.
3.
4.
Achievement of goals is recognized based on a collaboratively developed performance ability system; gaps are addressed through appropriate action. The ability system is owned by the community and is continuously enhanced to ensure that management structures and mechanisms are responsive to the emerging learning needs and demands of the community. ability assessment criteria and tools, mechanismsm and information collection and validation techniques and processes are inclusive and collaboratively developed and agreed
Performance ability is practiced at the school level.
A community-level ability system is evolving from school-led initiatives.
P
P
Shared and participatory processes are used in determining roles, responsibilities, and abilities of stakeholders in managing and ing education. A community-accepted performance ability, recognition and incentive system is being practiced.
The school articulates the ability assessment framework with basic components, including implementation guidelines to the stakeholders.
P
Stakeholders are engaged in the development and operation of an appropriate ability assessment system.
School community stakeholders continuously and collaboratively review and enhance ability systems' processes, mechanisms and tools.
The school, with the participation of stakeholders, articulates an ability assessment framework with basic components, including implementation guidelines
P
Stakeholders are engaged in the development and operation of an appropriate ability assessment system.
Stakeholders continuously and collaboratively review and enhance ability systems; processes, mechanisms and tools.
5.
Participatory assessment of performance is done regularly with the community. Assessment results and lessons learned serve as basis for , technical assistance, recognition and plan adjustment. TOTAL NO. OF CHECKMARKS
P
School initiates periodic performance assessments with the participation of stakeholders.
Collaboratively conduct of performance assessment informs planning, plan adjustments and requirements for technical assistance
School-communitydeveloped performance assessment is practiced and is the basis for improving monitoring and evaluation systems, providing technical assistance, and recognizing and refining plans.
Resource inventory is characterized by regularity, increased participation of stakeholders, and communicated to the community as the basis for resource allocation and mobilization.
Resource inventories are systematically developed and stakeholders are engaged in a collaborative process to make decisions on resource allocation and mobilization.
Stakeholders are regularly engaged in the planning and resource programming, and in the implementation of the education plan.
Stakeholders collaborate to ensure timely and needbased planning and resource programming and continuous implementation of the education plan.
D. MANAGEMENT OF RESOURCES Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.
1.
Regular resource inventory is collaboratively undertaken by learning managers, learning facilitators, and community stakeholders as basis for resouece allocation and mobilization
2.
A regular dialogue for planning and resource programming, that is accessible and inclusive, continuously engage stakeholders and implementation of community education plans.
P
Stakeholders are aware that a regular resource inventory is available and is used as the basis for resource allocation and mobilization.
Stakeholders are invited to participate in the development of an educational plan in resource programming, and in the implementation of the educational plan.
P
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.
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 strength and sustain partnerships for improving resource management.
Stakeholders judicious, appropriate, and effective use of resources.
P
P
Stakeholders are invited to participate in the development and implementation of monitoring, evaluation, and reporting processes on resource management.
An engagement procedure to identify and utilize partnerships with stakeholders for improving resource management is evident.
P
Stakeholders are engaged and share expertise in the collaborative development of resource management system.
Stakeholders sustain the implementation and improvement of a colaboratively developed, periodically adjusted, and constituent-focused resource management system.
Stakeholders collaboratively participate in the development and implementation of monitoring, evaluation, and reporting processes on resource management.
Stakeholders are engaged, held able and implement a collaboratively developed system of monitoring, evaluation and reporting for resource management.
Stakeholders a system of partnerships for improving resource management.
An established system of partnership is managed and sustained by the stakeholders for continuous improvement of resource management.
PART V. SCORING INSTRUCTIONS 1 The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim of school (improved learning outcomes and school operations); •Leadership and Governance - 30% •Curicculum and Learning - 30% •ability and Continuous Improvement - 25% •Management of Resources - 15% 2 Each principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation, Discussion), the evidence is summarized, anda consensual rating is arrived at . . What rating each indicator; 3 Rate the items by checking the appropriate boxes. These are the points earned by the school for the specific indicator. The rating scale is: 0 - No evidence 1 - Evidence indicates early or preliminary stages of implementation 2 - Evidence indicates planned practices and procedures are fully implemented 3 - Evidence indicates practices and procedures satisfy quality standards 4. Assemble the Rubrics rated by the respondents; edit them for errors like double entries or incomplete responses; 5. Count the number of check marks in each indicator and record in the appropriate box inside the summary table for the use area/ standard rated; 6. Multiply the number of chek marks in each column by the points (1-3); 7. Get the average rating for each principle by dividing the total score by the number of indicators of the principle; 8. Record the average ratings for the principle in the Summary Table for the computation of the General Average; 9. Multiply the rating for each principle by its percentage weight to get the weighted average rating; 10.To get the total rating for the four principles, get the sum of all the weighted ratings. The value derived is the school rating based on DOD; 11.The level of practice will be computed based on the criteria below: • 60% based on improvement of learning outcomes; • 40% according to the validated practices using DOD 12.The resulting score will be interpreted as: PART VI. DESCRIPTION OF SBM LEVEL OF PRACTICE The resulting levels are described as follows: 0.5 - 1.4 - Developing 1.5 - 2.4 - Maturing 2.5 - 3.5 - Advanced LEVEL I: DEVELOPING - developing structures and mechanisms with acceptable level and extent of community participation and impact on learning outcomes. LEVEL II: MATURING - Introducing and sustaining continuous improvement process that integrates wider community participation and significantly improve performance and learning outcomes.
LEVEL III: ADVANCED (ACCREDITED) - Ensuring the production of intended outputs/outcomes and meeting all standards of a system fully integrated in the local community and is self-renewing and self- su
ASED MANAGEMENT ASSESSMENT TOOL (November 27, 2012)
ACCESs (A Child-and Community-Centered Education System). The Indicators of SBM practice are contextualized on the as developing, maturing and advanced (accredited level). The SBM practice is ascertained by the existence of structured strict, division, region and central office validates the self-study/assessment before a level of SBM practice is established. A idacy for accreditation
mbered) based on the validation team's consensual agreements after systematic D-O-D (Document Analysis-Observation-
The development plan community performing the leadership roles, and the school providing technical
The community stakeholders lead the regular review and improvement process; the school stakeholders
organizational structure, defining the organizational structure and the roles and responsibilities; school provides technical and istrative . The network allows easy exchange and access to information sources beyond the school community.
responsibility for their community leaders working individually or in groups, coach and mentor one
The educational needs of all types of learners are being met as shown by continuous improvement on learning outcomes and
students' performance is
rewards. The Schools' differentiated program is frequently benchmarked
Best practices in localizing
benchmarked by other There is marked increase in number of projects that uses the community as and the school as an agent of change for improvement
Materials and approaches are being used in school, community to develop problem solving community of learners and are producing
The monitoring system is accepted and regularly used for collective decision
The monitoring tool has been improved to provide
School assessment results learning programs that are suited to community each learners' context, results of which are used
Learning environments, methods and resources are community driven, inclusive and adherent protection requirements. Learning managers and
deg the curriculum to structuring the whole
exchange of information, sharing of expertise and
Shared and participatory processes are used in
stakeholders in managing and ing education. A community-accepted performance ability, recognition and incentive system is being practiced.
School community stakeholders continuously and collaboratively review and enhance ability mechanisms and tools.
Stakeholders continuously and collaboratively review and enhance ability mechanisms and tools.
developed performance assessment is practiced
and evaluation systems, assistance, and recognizing
Resource inventories are systematically developed engaged in a collaborative process to make decisions on resource allocation and
Stakeholders collaborate to ensure timely and needresource programming and implementation of the
Stakeholders sustain the
colaboratively developed, periodically adjusted, and resource management
Stakeholders are engaged, implement a collaboratively monitoring, evaluation and reporting for resource
An established system of partnership is managed stakeholders for continuous improvement of resource
bservation, Discussion), the evidence is summarized, anda consensual rating is arrived at . . What rating would one give to
ider community participation and significantly improve performance and learning outcomes.
meeting all standards of a system fully integrated in the local community and is self-renewing and self- sustaining.
Indicators
Principles I - VALIDATED SBM PRACTICE 1. Leadership & Governance 1.1 Rating
1.2
1.3
TOTAL
1.4
1.5
(Indicate 0,1,2, or 3)
2. Curriculum and Instruction 2.1 2.2 2.3 2.4.a 2.4.b 2.5 2.6.a 2.6.b 2.7.a 2.7.b Rating (Indicate 0,1,2, or 3)
3. ability and Continuous Improvement 3.1 3.2 3.3 Rating
3.4
3.5
4.4
4.5
(Indicate 0,1,2, or 3)
4. Management of Resources 4.1 Rating
4.2
4.3
(Indicate 0,1,2, or 3)
TOTAL OF W.A
II - LEARNING OUTCOME
NAT RESULT Previous SY Current SY
Validated SBM Practice (Total of WAR x 0. Increase/ Decrease (Current SY - Prev. SY)
LEARNING OUTCOME Increase/Decrease in decimal
GRAND TOTAL Description SBM Level of Practice
0.5 - 1.4 - Developing 1.5 - 2.4 Maturing 2.5 - 3.5 Advanced
Indicators
Principles I - VALIDATED SBM PRACTICE 1. Leadership & Governance 1.1 Rating
1.2
1.3
TOTAL
1.4
1.5
(Indicate 0,1,2, or 3)
2. Curriculum and Instruction 2.1 2.2 2.3 2.4.a 2.4.b 2.5 2.6.a 2.6.b 2.7.a 2.7.b Rating (Indicate 0,1,2, or 3)
3. ability and Continuous Improvement 3.1 3.2 3.3 Rating
3.4
3.5
4.4
4.5
(Indicate 0,1,2, or 3)
4. Management of Resources 4.1 Rating
4.2
4.3
(Indicate 0,1,2, or 3)
TOTAL OF W.A
II - LEARNING OUTCOME
NAT RESULT Previous SY Current SY
Validated SBM Practice (Total of WAR x 0. Increase/ Decrease (Current SY - Prev. SY)
LEARNING OUTCOME Increase/Decrease in decimal
GRAND TOTALof Description SBM Level Practice 0.5 - 1.4 - Developing 1.5 - 2.4 Maturing 2.5 - 3.5 Advanced
Average Rating
%
Weighted Average Rating (WAR)
.30
.30
.25
.15 TOTAL OF W.A.R
Total of WAR x 0.4)
x0.6
AND TOTAL SBM Level of ctice
Average Rating
%
.30
.30
.25
.15 TOTAL OF W.A.R
Total of WAR x 0.4)
AND TOTALof BM Level
x0.6
Weighted Average Rating (WAR)
Part I: Introduction The Revised School-Based Management (SBM) Assessment tool is guided by the four principles of ACCESs (A Child-and Community-Centered Education System). The Indicators of SBM practice are con ideals of an ACCESs school system. The unit of analysis is the school system which are classified as developing, maturing and advanced (accredited level). The SBM practice is ascertained by the exist mechanisms,processes and practices in all indicators. A team of practitioners and experts from the district, division, region and central office validates the self-study/assessment before a level of SBM practic school on the advanced level may apply for accreditation. The highest level, the "advanced," is a candidacy for accreditation
Part II: Basic School/Learning Center (LC) Information: School/Learning Center: Region/Division: Name of School Head/LC Head: Address:
Part III: Instruction to the s: Please indicate using a check mark the extent of SBM practice for each indicator listed below (numbered) based on the validation team's consensual agreements after systematic D-O-D (Document Ana
Discussion). On the other hand, for indicators with no evidence just indicate zero. Part IV: Rating Scale: 0- No evidence 1- Evidence indiates developing structures and mechanisms are in place to demonstrate ACCESs 2- Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs 3- Evidence indicates practices and procedure satisfy quality standards
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 environments. A. Indicators 1. In place is a Development Plan (e.g. SIP) developed collaboratively by the stakeholders of the school and community.
The development plan guided by the school's vision, mission and goal (VMG) is developed through the leadership of the school and the participation of some invited community stakeholders.
P
The development plan is evolved through the shared leadership of the school and the community stakeholders.
The development plan is enhanced with the community performing the leadership roles, and the school providing technical .
The school leads the regular review and improvement of the development plan.
P
The school and community stakeholders working as full partners, lead the continual review and improvement of the development plan.
The community stakeholders lead the regular review and improvement process; the school stakeholders facilitate the process.
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.
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 the stakeholders.
P
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.
Guided by an agreed organizational structure, the community stakeholders lead in defining the organizational structure and the roles and responsibilities; school provides technical and istrative .
4.
A leadership network facilitates communication between and among school and community leaders for informed decision-making and solving of schoolcommunity widelearning problems.
P
A network has been collaboratively established and is continuously improved by the school community.
The network actively provides stakeholders information for making decisions and solving learning and istrative problems.
The network allows easy exchange and access to information sources beyond the school community.
5.
A long term program is in operation that addresses the training and development needs of school and community leaders.
P
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.
Leaders assume responsibility for their own training and development. School community leaders working individually or in groups, coach and mentor one another to achieve their VMG.
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.
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 Schools' differentiated program is frequently benchmarked by other schools.
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.
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.
TOTAL NO. OF CHECKMARKS B. CURRICULUM AND INSTRUCTION The curriculum learning systems anchored on the community and learners' contexts and aspirations are collaboratively developed and continuously improved.
1. The curriculum provides for the development needs of all types of learners in the school community
2.
The implemented curriculum is localized to make it more meaningful to the learners and applicable to life in the community
All types of learners of the school community are identified, their learning curves assessed; appropriate programs with its materials for each type of learner is developed.
P
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.
P
3.
A representative group of school and community stakeholders develop the methods and materials for developing creative thinking and and problem solving.
P
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.
P
Apprropriate assessment tools for teaching and learning are continuously reviewed and improved, and assessment results are contextualized to the learner and local situation and the attainment of relevant life skills.
P
5.
A representative team of school and community stakeholders assess content and methods used in teaching creative, critical thinking and problem solving. Assesment results are used as guide to develop materials. A school-based monitoring and learning system is conducted regularly and cooperatively; and is shared with stakeholders.
Learning materials and approaches to reinforce strengths and address deficiencies are developed and tested for applicability on school, family and community.
Materials and approaches are being used in school, in the family and in community to develop critical thinking and problem solving community of learners and are producing desired results.
The school-based monitoring and learning systems generate that is used for making decisions that enhance the total development of learners.
The monitoring system is accepted and regularly used for collective decision making.
The system uses a tool that monitors the holistic development of learners. The assessment tools are reviewed by the school and assessment results are shared with school's stakeholders.
A committee take care of the continuous improvement of the tool. The assessment tools are reviewed by the school community and results are shared with community stakeholders.
The monitoring tool has been improved to provide both quantitative and qualitative data. School assessment results are used to develop learning programs that are suited to community and customized to each learners' context, results of which are used for collaborative decision-making.
6.
7.
Learning managers and facilitators (teachers, s and community ) nurture values and environments that are protective of all children and demonstrate behaviors consistent to the organization's vision, mission and goals
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 ability for their own learning. TOTAL NO. OF CHECKMARKS
P
Stakeholders are aware of child/learner-centered rights-based, and inclusive principles of education.
Stakeholders begin to practice child/learnercentered principles of education in the design of to education.
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. Practices, tools and materials for developing self-directed learners are highly observable in school, but not in the home or in the community.
Learning managers and facilitators apply the principles in deg learning materials.
Learning programs are designed and developed to produce learners who are responsible and able for their learning.
P
Practices, tools, and materials for developing self-directed learners are beginning to emerge in the homes and in the community. The program is collaboratively implemented and monitored by teachers and parents to ensure that it produces desired learners.
Learning environments, methods and resources are community driven, inclusive and adherent to child's rights and protection requirements. Learning managers and facilitators observe leaners' rights from deg the curriculum to structuring the whole learning environment.
There is continuous exchange of information, sharing of expertise and materials among the schools, home and community for the development of selfdirected learners. The program is mainstreamed but continuously improve to make relevant to emergent demands.
C. ABILITY AND CONTINUOUS IMPROVEMENT A clear, transparent, inclusive, and responsive ability system is in place, collaboratively developed by the school community, which monitors performance and acts appropriately on gaps and gains. 1. Roles and responsibilities There is an active party The stakeholders are of able person/s that initiates clarification engaged in clarifying and collective body/ies of the roles and and defining their are clearly defined and responsibilities in specific roles and agreed upon by education delivery. responsibilities. community stakeholders. 2.
3.
4.
Achievement of goals is recognized based on a collaboratively developed performance ability system; gaps are addressed through appropriate action. The ability system is owned by the community and is continuously enhanced to ensure that management structures and mechanisms are responsive to the emerging learning needs and demands of the community. ability assessment criteria and tools, mechanismsm and information collection and validation techniques and processes are inclusive and collaboratively developed and agreed
Performance ability is practiced at the school level.
A community-level ability system is evolving from school-led initiatives.
P
P
Shared and participatory processes are used in determining roles, responsibilities, and abilities of stakeholders in managing and ing education. A community-accepted performance ability, recognition and incentive system is being practiced.
The school articulates the ability assessment framework with basic components, including implementation guidelines to the stakeholders.
P
Stakeholders are engaged in the development and operation of an appropriate ability assessment system.
School community stakeholders continuously and collaboratively review and enhance ability systems' processes, mechanisms and tools.
The school, with the participation of stakeholders, articulates an ability assessment framework with basic components, including implementation guidelines
P
Stakeholders are engaged in the development and operation of an appropriate ability assessment system.
Stakeholders continuously and collaboratively review and enhance ability systems; processes, mechanisms and tools.
5.
Participatory assessment of performance is done regularly with the community. Assessment results and lessons learned serve as basis for , technical assistance, recognition and plan adjustment. TOTAL NO. OF CHECKMARKS
P
School initiates periodic performance assessments with the participation of stakeholders.
Collaboratively conduct of performance assessment informs planning, plan adjustments and requirements for technical assistance
School-communitydeveloped performance assessment is practiced and is the basis for improving monitoring and evaluation systems, providing technical assistance, and recognizing and refining plans.
Resource inventory is characterized by regularity, increased participation of stakeholders, and communicated to the community as the basis for resource allocation and mobilization.
Resource inventories are systematically developed and stakeholders are engaged in a collaborative process to make decisions on resource allocation and mobilization.
Stakeholders are regularly engaged in the planning and resource programming, and in the implementation of the education plan.
Stakeholders collaborate to ensure timely and needbased planning and resource programming and continuous implementation of the education plan.
D. MANAGEMENT OF RESOURCES Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.
1.
Regular resource inventory is collaboratively undertaken by learning managers, learning facilitators, and community stakeholders as basis for resouece allocation and mobilization
2.
A regular dialogue for planning and resource programming, that is accessible and inclusive, continuously engage stakeholders and implementation of community education plans.
P
Stakeholders are aware that a regular resource inventory is available and is used as the basis for resource allocation and mobilization.
Stakeholders are invited to participate in the development of an educational plan in resource programming, and in the implementation of the educational plan.
P
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.
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 strength and sustain partnerships for improving resource management.
Stakeholders judicious, appropriate, and effective use of resources.
P
P
Stakeholders are invited to participate in the development and implementation of monitoring, evaluation, and reporting processes on resource management.
An engagement procedure to identify and utilize partnerships with stakeholders for improving resource management is evident.
P
Stakeholders are engaged and share expertise in the collaborative development of resource management system.
Stakeholders sustain the implementation and improvement of a colaboratively developed, periodically adjusted, and constituent-focused resource management system.
Stakeholders collaboratively participate in the development and implementation of monitoring, evaluation, and reporting processes on resource management.
Stakeholders are engaged, held able and implement a collaboratively developed system of monitoring, evaluation and reporting for resource management.
Stakeholders a system of partnerships for improving resource management.
An established system of partnership is managed and sustained by the stakeholders for continuous improvement of resource management.
PART V. SCORING INSTRUCTIONS 1 The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim of school (improved learning outcomes and school operations); •Leadership and Governance - 30% •Curicculum and Learning - 30% •ability and Continuous Improvement - 25% •Management of Resources - 15% 2 Each principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation, Discussion), the evidence is summarized, anda consensual rating is arrived at . . What rating each indicator; 3 Rate the items by checking the appropriate boxes. These are the points earned by the school for the specific indicator. The rating scale is: 0 - No evidence 1 - Evidence indicates early or preliminary stages of implementation 2 - Evidence indicates planned practices and procedures are fully implemented 3 - Evidence indicates practices and procedures satisfy quality standards 4. Assemble the Rubrics rated by the respondents; edit them for errors like double entries or incomplete responses; 5. Count the number of check marks in each indicator and record in the appropriate box inside the summary table for the use area/ standard rated; 6. Multiply the number of chek marks in each column by the points (1-3); 7. Get the average rating for each principle by dividing the total score by the number of indicators of the principle; 8. Record the average ratings for the principle in the Summary Table for the computation of the General Average; 9. Multiply the rating for each principle by its percentage weight to get the weighted average rating; 10.To get the total rating for the four principles, get the sum of all the weighted ratings. The value derived is the school rating based on DOD; 11.The level of practice will be computed based on the criteria below: • 60% based on improvement of learning outcomes; • 40% according to the validated practices using DOD 12.The resulting score will be interpreted as: PART VI. DESCRIPTION OF SBM LEVEL OF PRACTICE The resulting levels are described as follows: 0.5 - 1.4 - Developing 1.5 - 2.4 - Maturing 2.5 - 3.5 - Advanced LEVEL I: DEVELOPING - developing structures and mechanisms with acceptable level and extent of community participation and impact on learning outcomes. LEVEL II: MATURING - Introducing and sustaining continuous improvement process that integrates wider community participation and significantly improve performance and learning outcomes.
LEVEL III: ADVANCED (ACCREDITED) - Ensuring the production of intended outputs/outcomes and meeting all standards of a system fully integrated in the local community and is self-renewing and self- su
ASED MANAGEMENT ASSESSMENT TOOL (November 27, 2012)
ACCESs (A Child-and Community-Centered Education System). The Indicators of SBM practice are contextualized on the as developing, maturing and advanced (accredited level). The SBM practice is ascertained by the existence of structured strict, division, region and central office validates the self-study/assessment before a level of SBM practice is established. A idacy for accreditation
mbered) based on the validation team's consensual agreements after systematic D-O-D (Document Analysis-Observation-
The development plan community performing the leadership roles, and the school providing technical
The community stakeholders lead the regular review and improvement process; the school stakeholders
organizational structure, defining the organizational structure and the roles and responsibilities; school provides technical and istrative . The network allows easy exchange and access to information sources beyond the school community.
responsibility for their community leaders working individually or in groups, coach and mentor one
The educational needs of all types of learners are being met as shown by continuous improvement on learning outcomes and
students' performance is
rewards. The Schools' differentiated program is frequently benchmarked
Best practices in localizing
benchmarked by other There is marked increase in number of projects that uses the community as and the school as an agent of change for improvement
Materials and approaches are being used in school, community to develop problem solving community of learners and are producing
The monitoring system is accepted and regularly used for collective decision
The monitoring tool has been improved to provide
School assessment results learning programs that are suited to community each learners' context, results of which are used
Learning environments, methods and resources are community driven, inclusive and adherent protection requirements. Learning managers and
deg the curriculum to structuring the whole
exchange of information, sharing of expertise and
Shared and participatory processes are used in
stakeholders in managing and ing education. A community-accepted performance ability, recognition and incentive system is being practiced.
School community stakeholders continuously and collaboratively review and enhance ability mechanisms and tools.
Stakeholders continuously and collaboratively review and enhance ability mechanisms and tools.
developed performance assessment is practiced
and evaluation systems, assistance, and recognizing
Resource inventories are systematically developed engaged in a collaborative process to make decisions on resource allocation and
Stakeholders collaborate to ensure timely and needresource programming and implementation of the
Stakeholders sustain the
colaboratively developed, periodically adjusted, and resource management
Stakeholders are engaged, implement a collaboratively monitoring, evaluation and reporting for resource
An established system of partnership is managed stakeholders for continuous improvement of resource
bservation, Discussion), the evidence is summarized, anda consensual rating is arrived at . . What rating would one give to
ider community participation and significantly improve performance and learning outcomes.
meeting all standards of a system fully integrated in the local community and is self-renewing and self- sustaining.
Indicators
Principles I - VALIDATED SBM PRACTICE 1. Leadership & Governance 1.1 Rating
1.2
1.3
TOTAL
1.4
1.5
(Indicate 0,1,2, or 3)
2. Curriculum and Instruction 2.1 2.2 2.3 2.4.a 2.4.b 2.5 2.6.a 2.6.b 2.7.a 2.7.b Rating (Indicate 0,1,2, or 3)
3. ability and Continuous Improvement 3.1 3.2 3.3 Rating
3.4
3.5
4.4
4.5
(Indicate 0,1,2, or 3)
4. Management of Resources 4.1 Rating
4.2
4.3
(Indicate 0,1,2, or 3)
TOTAL OF W.A
II - LEARNING OUTCOME
NAT RESULT Previous SY Current SY
Validated SBM Practice (Total of WAR x 0. Increase/ Decrease (Current SY - Prev. SY)
LEARNING OUTCOME Increase/Decrease in decimal
GRAND TOTAL Description SBM Level of Practice
0.5 - 1.4 - Developing 1.5 - 2.4 Maturing 2.5 - 3.5 Advanced
Indicators
Principles I - VALIDATED SBM PRACTICE 1. Leadership & Governance 1.1 Rating
1.2
1.3
TOTAL
1.4
1.5
(Indicate 0,1,2, or 3)
2. Curriculum and Instruction 2.1 2.2 2.3 2.4.a 2.4.b 2.5 2.6.a 2.6.b 2.7.a 2.7.b Rating (Indicate 0,1,2, or 3)
3. ability and Continuous Improvement 3.1 3.2 3.3 Rating
3.4
3.5
4.4
4.5
(Indicate 0,1,2, or 3)
4. Management of Resources 4.1 Rating
4.2
4.3
(Indicate 0,1,2, or 3)
TOTAL OF W.A
II - LEARNING OUTCOME
NAT RESULT Previous SY Current SY
Validated SBM Practice (Total of WAR x 0. Increase/ Decrease (Current SY - Prev. SY)
LEARNING OUTCOME Increase/Decrease in decimal
GRAND TOTALof Description SBM Level Practice 0.5 - 1.4 - Developing 1.5 - 2.4 Maturing 2.5 - 3.5 Advanced
Average Rating
%
Weighted Average Rating (WAR)
.30
.30
.25
.15 TOTAL OF W.A.R
Total of WAR x 0.4)
x0.6
AND TOTAL SBM Level of ctice
Average Rating
%
.30
.30
.25
.15 TOTAL OF W.A.R
Total of WAR x 0.4)
AND TOTALof BM Level
x0.6
Weighted Average Rating (WAR)
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