DEPARTMENT OF EDUCATION REGION III Doc Code

Matalino St. D.M. Government Center, Maimpis, Version No. Rev. No

City of San Fernando (P) 1 01
INPUT ASSESSMENT ON SENIOR HIGH SCHOOL PARTNERSHIP
DepED Order No. 40, s. 2015

This assessment tool should be accomplished by SDO/ RO Senior High School Focal Person/s for both
Public and Private Schools
Objective: To assess inputs to SHS building partnerships in aligning the needs with the available
resources from the private sector, non-government organizations and government
agencies.
DIVISION: ____________________________ DISTRICT: _______________________________________
SCHOOL: _____________________________ SCHOOL ADDRESS: :_____________________________
SCHOOL ID: __________________________ CATEGORY: ____________________________________
SCHOOL HEAD: _______________________ CONTACT NO.: _________________________________
Direction: Tick the appropriate box that corresponds to the observations and available evidences.

Specific Domain
Domain: Diagnosis and Planning MOVs
Indicators

a. Team 1. Recruits and develops a strong leadership team

1. Works solo with little or no support from colleagues

2. Enlists one two like- minded colleagues to provide
advice and support
3. Recruits and develops a leadership team with a
balance of skills
4. Recruits a strong leadership team and develop s its
skills and commitment to a high level

b. Diagnosis 2. Involves the stakeholders in comprehensive diagnosis

using Strengths- Weaknesses-Opportunities-Threats (SWOT)
technique and other appropriate techniques.

1. Is unable to gather much information on the school’s

strong and weak points
2. Makes a quick assessment of school’s strengths and
weaknesses
3. Carefully assesses the school’s strength and areas for
development
4. Involves stakeholders in a comprehensive diagnosis of
the school’s strengths and weaknesses

c. Gap 3. Challenges teachers and staff by presenting current

student data and DepED Vision vis-a-vis Situational Analysis
Made

1. Bemoans students’ low achievement and shows

fatalism in bringing about significant change
2. Presents data with a vision or a vision without data
3. Motivates colleagues by comparing current student
achievement with rigorous expectations
4. Challenges colleagues by presenting the gap
between current student data and a vision for
partnerships success

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d. Mission 4. Internalizes DepED Mission to the teachers and staff
relative to K to 12 Program and SHS’ partnership-building
efforts to achieve its goals

1. Do not share a mission statement

2. Distributes a standardized mission statement (DepED
Mission and SHS Partnerships Goals) that few
colleagues remember
3. Produces a memorable, clear, result-oriented mission
statement (DepED Mission and SHS Partnerships Goals)
that known by all staff and teachers
4. Wins staff and teachers for a clear and inspiring, result-
oriented mission statement (DepED Mission and SHS
Partnerships Goals)

e. Target 5. Achieves concrete realization of goals via DepED Vision

and SHS’ partnership-building efforts with the support of
teachers and staff and other stakeholders
1. Takes one year at a time and does not provide
achievement target
2. Expresses confidence that student achievement will
improve each year through hard work
3. Builds teachers and staff support for a 3-4-year student
achievement target
4. Gets a strong teachers and staff commitment on a
bold, ambitious 3-4 year student achievement target

f. Theory 6. Conducts research relative to SHS’ growth and

development vis-a-vis identified issues and concerns
affecting its smooth implementation
1. Says that hard work improves achievement-but shows
doubt that progress can be made
2. Accepts colleagues’ current notions how student
achievement is improved
3. Researches and writes a convincing theory of action
in SHS partnership undertakings in improving student
achievement
4. Wins staff ownership for a strong research-based
theory in SHS partnership undertakings for improving
achievement

g. Strategy 7. Collaboratively creates a clear comprehensive and result-

oriented SHS’ plan with annual goals included in their AIP
and focused on building partnership engagement

1. Recycles the previous year’s cumbersome, non-

accountable strategic plan
2. Writes a long, difficult, non-accountable strategic plan
3. Gets input and writes a comprehensive, measurable
strategic plan for the current year
4. Collaboratively crafts a lean, comprehensive, results-
oriented strategic plan with annual goals (AIP)

h. Support 8. Fosters a sense of urgency and commitment among

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 stakeholders in promoting sustainable partnerships and
forges strong link and cooperation with them to achieve its
annual goals

1. Gets the necessary signatures for the annual plan, but

there is little ownership and support
2. Presents the annual plan to stakeholders and asks
them for support
3. Builds ownership and support among stakeholders for
achieving annual goals
4. Fosters a sense of urgency and responsibility among all
stakeholders for achieving annual goals

h. Enlisting 9. Nurtures the partnership based on monitoring and utilizes

it to encourage more supports and wins resistant teachers
and staff who fear change and or harbor low expectations

1. Is discouraged and immobilized by teachers and staff

resistance,
2. Presents the annual plan to stakeholders and asks
them to support them
3. Manages resistance, low expectations,
4. Masterfully wins over resistant teachers and staff who
feared change and/or harbored long expectations

j. Revision 10. Constantly tracks progress and uses it as basis for

improvement to meet SHS’ goals pursuant to DO No. 40, s.
2015

1. Is too caught up with daily crises to focus on emerging

data
2. Occasionally focuses on key data points and prods
colleagues to improves
3. Periodically measures progress, listens to feedback,
and revises the strategic plan
4. Regularly tracks projects, gives and take feedback,
and continuously improves performance

Total Score: _______________________

Descriptive Rating: ________________

10-15 – Did not meet the Standard

16-25 – Improvement Necessary
26-35 – Effective
36-40 – Highly Effective

MONITOR RESPONDENT

DESIGNATION/OFFICE DESIGNATION

DATE DATE