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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 contextualized on the
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 existence of structured
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 practice is established.
A 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: SOUTHERN DAVAO ELEM. SCHOOL
Region/Division: XI / PANABO CITY DIVISION
Name of School Head/LC Head: MRS. LUZMINDA L. DULAY
Address: PUROK 4, SOUTHERN DAVAO, PANABO CITY
Part III: Instruction to the Users:
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 Analysis-Observation-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, miss
goals making them responsive and relevant to the context of diverse environments.
A. Indicators
1.1.In place is a The development plan The development plan is
Development Plan guided by the school's evolved through the
(e.g. SIP) developed vision, mission and goal shared leadership of the
collaboratively by the (VMG) is developed school and the community
stakeholders of the through the leadership stakeholders.
school and community. of the school and the
participation of some
invited community
stakeholders.
2. The development plan The school leads the The school and community
(e.g. SIP) is regularly regular review and stakeholders working as
reviewed by the improvement of the full partners, lead the
school community to development plan. continual review and
keep it responsive and improvement of the
relevant to emerging development plan.
needs, challenges and
opportunities.
3. The school is organized The school defines the The school and community
by a clear structure and organizational structure, collaboratively define the
work arrangements that and the roles and structure and the roles
promote shared responsibilities of and responsibilities of
leadership and stakeholders. stakeholders.
governance and define
the roles and
responsibilities of the
stakeholders.
4. A leadership network A network has been The network actively
facilitates communication collaboratively provides stakeholders
between and among established and is information for making
school and community continuously improved decisions and solving
leaders for informed by the school learning and
decision-making and community. administrative problems.
solving of school-
community wide-
learning problems.
5. A long term program Developing structures Leaders undertake training
is in operation that are in place and analysis modes that are convenient
addresses the training of the competency and to them (on-line, off-line,
and development development needs of modular, group, or home-
needs of school and leaders is conducted; based) and which do not
community leaders. result is used to develop disrupt their regular
a long-term training and functions. Leaders monitor
development program. and evaluate their own
learning progress.
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 All types of learners of Programs are fully
provides for the the school community implemented and closely
development needs of are identified, their monitored to address
all types of learners learning curves performance discrepancies,
in the school community assessed; appropriate benchmark best practices,
programs with its coach low performers,
support materials for mentor potential leaders,
each type of learner reward high achievement,
is developed. and maintain environment
that makes learning,
meaningful and enjoyable.
D. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.
zed on the
developing,
structured
strict,
s established.
a candidacy for
red) based
Guided by an agreed
organizational structure,
the community
stakeholders lead in
defining the organizational
structure and the roles and
responsibilities; school
provides technical and
administrative support.
The network allows easy
exchange and access to
information sources beyond
the school community.
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.
7
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.
Learning environments,
methods and resources
are community driven,
inclusive and adherent
to child's rights and
protection requirements.
The program is
mainstreamed but
continuously improve
to make relevant to
emergent demands.
15
tively developed
d gains.
Shared and participatory
processes are used in
determining roles,
responsibilities, and
accountabilities of
stakeholders in managing
and supporting education.
A community-accepted
performance accountability,
recognition and incentive
system is being practiced.
Stakeholders continuously
and collaboratively review
and enhance accountability
systems; processes,
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.
and efficiency.
Stakeholders collaborate to
ensure timely and need-
based planning and
resource programming and
support continuous
implementation of the
education plan.
An established system of
partnership is managed
and sustained by the
stakeholders for continuous
improvement of resource
management.
to the aim of
rvation, Discussion),
o each indicator;
he specific indicator.
ete responses;
mmary table for
the principle;
ral Average;
community
wider community
meeting all
Principles Indicators TOTAL
.30
1.4 0.42
.15
1.2 0.18
TOTAL OF W.A.R 1.48
ated SBM Practice
AND TOTALof
BM Level
1.48
Developing