Republic of the Philippines

Department of Education
Region VIII, Eastern Visayas
DIVISION OFMAASIN CITY
District of Maasin II
IBARRA NATIONAL HIGH SCHOOL
Ibarra, Maasin City

PRINCIPLE 1:
LEADERSHIP AND GOVERNANCE
Indicators 1:
In place is a Development Plan (e.g. SIP) developed collaboratively by the
stakeholders of the school and community.
Level 1: 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.
 Approved/Accepted SIP/Development Plan with the following documents letter of invitation
of the school to some community stakeholders reformulation of SIP/Development Plan.
 ACR with pictorials.
 Any other documents proving that SIP was developed through the leadership of the school
and participated in by some community stakeholders.

Level 2: The development plan is evolved through the shared leadership of the school
and community stakeholders.
 Approved/Accepted SIP/Development Plan with the following documents:
 MOA/MOU by the school and community stakeholders (as parties) reformulation of SIP/
Development Plan.
 Program of activities and minutes of workshop or ACR.
 Any other documents proving that SIP was developed through the shared leadership of the
school and the community.

Level 3: The development plan is enhanced with the community performing the
stakeholders roles and the school providing technical support.
 Approved/Accepted SIP/Development Plan with the following documents:
 Invitation of the stakeholders to other stakeholders and the school for the enhancement of
the SIP/Development Plan.
 Program of activities and minutes of workshop or ACR.
 Any other documents proving that there was enhancement of SIP/Development Plan and
such activity was led by the community and technical assistance was provided by the school.

IN-CHARGE:
 Republic of the Philippines
Department of Education
Region VIII, Eastern Visayas
DIVISION OFMAASIN CITY
District of Maasin II
IBARRA NATIONAL HIGH SCHOOL
Ibarra, Maasin City

PRINCIPLE 1:
LEADERSHIP AND GOVERNANCE
Indicators 2:
In place is a Development Plan (e.g. SIP) is regularly reviewed by the school
community to keep it up responsive and relevant to emerging neeeds,
challenges and opportunities.
Level 1: The school leads the regular review and improvement of the development plan.
 Improved/ Adjusted SIP/Development Plan with the following documents letter of invitation of
the school to the stakeholders re:Review and Improvement of SIP/Development Plan.
 ACR with pictorials.
 Any other documents proving that Development Plan as reviewed and improved through the
leadership of the school.

Level 2: The school and community stakeholders working as full partners, lead the
continual review and improvement of the development plan.
 Improved/ Adjusted SIP/Development Plan with the following documents:
 MOA/MOU by the school and community stakeholders (as parties) re:partnering for
continual review and improvement of the Development Plan.
 Program of activities and minutes of workshop or ACR.
 Any other documents proving that the school and the community stakeholders worked as full
partners which led to the continual review and improvement of the development plan.

Level 3: The community stakeholders lead the regular review and improvement process;
the school stakeholders facilitate the process.
 Improved/ Adjusted SIP/Development Plan with the following documents:
 Invitation of community stakeholders re: regular review and improvement of the
Development Plan.
 Program of activities and minutes of workshop or ACR.
 Any other documents proving that the community stakeholders led to the regular review and
improvement process and the school facilitated the process.
 Republic of the Philippines
Department of Education
Region VIII, Eastern Visayas
DIVISION OFMAASIN CITY
District of Maasin II
IBARRA NATIONAL HIGH SCHOOL
Ibarra, Maasin City

PRINCIPLE 1:
LEADERSHIP AND GOVERNANCE
Indicators 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.
Level 1: The school defines the organizational structure, and the roles and
responsibilities of stakeholders
 School developed organizational structures with TORs/ identified roles and responsibilities
of the stakeholders.

Level 2: The school and community collaboratively define the structure and the roles and
responsibilities of stakeholders.
 Organizational structures with TORs/ identified roles and responsibilities bearing names of
community and school stakeholders as part of the definition and formulation of the
organizational structure.

Level 3: 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.
 Minutes of Meetings.
 Resolutions/ MOA/ MOUs.
 Programs / Matrices/Pictorials (reflecting names of community and school stakeholders
leading/ initiating the formation of organizational structure with defined roles and
responsibilities)
 Republic of the Philippines
Department of Education
Region VIII, Eastern Visayas
DIVISION OFMAASIN CITY
District of Maasin II
IBARRA NATIONAL HIGH SCHOOL
Ibarra, Maasin City

PRINCIPLE 1:
LEADERSHIP AND GOVERNANCE
Indicators 4:
A leadership network facilitates communication between and among school
and community leaders for informed decision-making and solving of
school-community wide-learning problems.
Level 1: A network has been collaboratively established and is continuously improved by
the school community.
 Principals report on the progress of SIP/AIP implementation.
 Transparency board suggestion box.
 Log sheets/ log books or any information network (MIS/SISs, etc.) established functionally in
school.

Level 2: The network actively provides stakeholders information for making decision and
solving learning and administrative problems.
 SIP/AIP implementation plan and progress on SIP implementation, reported to the Brgy.
Officials or Municipal Executives reflecting easy disclosure of information about decisions to
learning and administrative problems.

Level 3: The network allows easy exchange and access to information sources beyond
the school community.
 Year End School Accomplishment Report Cards widely disseminated to stakeholders.
 School Paper showing Year End SARCs widely disseminated to stakeholders
 Online accounts or any functional operational school communication program chowing regular and
easy access to school information.
 Republic of the Philippines
Department of Education
Region VIII, Eastern Visayas
DIVISION OFMAASIN CITY
District of Maasin II
IBARRA NATIONAL HIGH SCHOOL
Ibarra, Maasin City

PRINCIPLE 1:
LEADERSHIP AND GOVERNANCE
Indicators 5:
A long term program is in operation that addresses the training and
development needs of school and community leaders.
Level 1: 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.
 -NCBSSH TDNA Results
 IPPD/SPPD
 Professional Development Profile of teachers/non-teaching personnel
 Any document which would prove that there is likewise a program for community
stakeholders.

Level 2: Leaders undertake training modes that are convenient to them (online, offline,
modular, group, or home-based) and which do not disrupt their regular functions.
Leaders monitor and evaluate their own learning process.
 Training Design and ACR/PTS/on-going Professional Training and Development Program
with self-assessment and upgrading scheme and shared by teachers and community
leaders.
 And any other supporting documents.

Level 3: Leaders assume responsibility for their own training and development. School
community leaders working individually in groups, coach and mentor one another to
achieve their VMG.
 ACR on Training and Development Activities
 Implementation Plans
 Barangay/ Municipal Resolutions (reflecting school T&D initiated/led by the school community
leaders with Job Embedded Learning)
 And any other supporting documents.