Sie sind auf Seite 1von 24

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

Minutes and attendance sheets of SIP Revisiting


conducted with external stakeholders

and opportunities

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

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

Attendance Sheet during SOSA

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

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

Functional Laboratories

Fuctional Clinic with updated reports of its initiated


activities

Functional Learning Resource Centers/Literacy Centers

Functional Library with updated records and reports

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

Narrative Report of school performance and


involvement of stakeholders in the formulation of
workplan, intervention plan, and evaluation tool

Documents showing involvement of stakeholders in


the implementation of the plan

Documents showing involvement of stakeholders in


the activities taken to achieve the plan

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

Minutes and Attendance of Planning and Assessment

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

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