CONTEXTUALIZED SCHOOL BASED

MANAGEMENT [SBM]-ASSESSMENT
PROCESS AND TOOL [APAT]
LEADERSHIP AND
GOVERNANCE
 General Description
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 environment
 INDICATOR #1 The development plan guided by the school’s vision , mission goals (VMG) is
developed through the leadership of the school and participation of some
invited community stakeholders.

In Place is a
Development Plan
(e.g. SIP) developed Evidences:
collaboratively by the The school is considered in Level 1 if the following evidences are present
through the leadership of the school and in participation of some invited
stakeholders of school community stakeholders;
and community.
1. A copy of accepted SIP School for the current planning period is
available.

RATING 2. A received copy of the letter of invitation sent to identified participants

in the crafting of SIP such as the school head and team, school planning
team, project teams, and support staff, with at least three community

1
stakeholders is available.
3. A received copy of the designation papers of the school planning team,
project teams, and support staff is available.
4. Attendance sheet and minutes of the orientation meeting with
photos/videos are available
 INDICATOR #1 The development plan is evolved through the shared
leadership of the school and community stakeholders
In Place is a
Development Plan
(e.g. SIP) developed
Evidences:
Level 2:The school is considered in Level 2 if all the artifacts in level 1 are met and
collaboratively by the with the following additional evidences present through a shared leadership of the
stakeholders of school school and in participation of some invited community stakeholders
and community. 5. An approved program proposal and training matrix is
available.

RATING 6. A copy of a memorandum on the conduct of crafting the

SIP is available.

2 7. Attendance sheet showing presence of community

stakeholders throughout the duration of the SIP crafting
period is available.
 INDICATOR #1 The development plan is enhanced with the community
performing the leadership roles, and the school providing
technical support
In Place is a
Development Plan
(e.g. SIP) developed
collaboratively by the Evidences:
Level 3: The school is considered in Level 3 if all the artifacts in levels 1 and
stakeholders of school 2 are met and has the following additional evidences present as a result of
efforts where the community performs the leadership role and the school
and community. providing technical support;

8. Narrative report with photos/videos indicating or

RATING showing stakeholders’ leadership role in the
crafting of the SIP is available.

3
INDICATOR #2 The school leads the regular review and improvement
The Development of development plan
Plan (e.g. SIP) is
regularly reviewed
by the school
community to keep Evidences:
it responsive and Level 1:The school is considered in Level 1 if the following
relevant to evidences are present through the leadership of the school
emerging needs, in reviewing and improvement of the development Plan;
challenges and
opportunities 1. Mid-year and year-end Project Monitoring Reports are
available.

RATING 2. An evaluation summary identifying needs for AIP

adjustment is available.
1 3. List of SIP Monitoring Team
 INDICATOR #2 The school and community stakeholders working as full
The Development partners, lead the continual review and improvement of
Plan (e.g. SIP) is the development plan
regularly reviewed
by the school
community to keep Evidences:
it responsive and
relevant to Level 2: The school is considered in Level 2 if the level 1 evidences are met
and additional evidences are present through full partnership of the
emerging needs, school and stakeholders in reviewing and improvement of the
challenges and development Plan;
opportunities
4. A copy of approved program proposal and activity matrix
are available.
RATING 5. The memorandum, invitation, attendance sheet, and
narrative report with photos/videos on the actual review of
2 AIP are available.
6. A Copy of the adjusted AIP with attached original AIP is
available.
INDICATOR #2 The community stakeholders lead the regular review and
improvement process; the school stakeholders facilitate the
The Development process.
Plan (e.g. SIP) is
regularly reviewed
by the school
community to keep
it responsive and
Evidences:
relevant to Level 3: The school is considered in Level 3 if the following evidences are
emerging needs, present through the regular stakeholder’s review and improvement of the
development Plan and the school providing technical support;
challenges and
opportunities 7. Copy of submitted and received adjusted
AIP
RATING
8. Narrative report with photos/videos on
3 the annual review of AIP with attached
school calendar.
 INDICATOR #3 The school defines the organizational structure, and the
The school is roles and responsibilities of the stakeholders
organized by a clear
structure and work
arrangements that
promote shared
leadership and
Evidences:
Level 1: The school is considered in Level 1 if the following
governance and evidences are present;
define the roles and
`
responsibilities of the 1. A short list of identified school partners is available.
stakeholders. 2. A copy of the school’s organizational chart is
present.
RATING 3. Designation papers of internal stakeholders with
detailed roles and responsibilities and signed with
1 conformity
 INDICATOR #3 The school and community collaboratively define the
The school is structure and the roles and responsibilities of
organized by a clear stakeholders
structure and work
arrangements that
promote shared Evidences:
leadership and Level 2:The school is considered in Level 2 if all the artifacts in level I are met
governance and and the following evidences are present through a collaborative effort in
defining the structure and the roles and responsibilities of stakeholders;
define the roles and
responsibilities of the 4. Memorandum, invitation letter, attendance sheet, minutes of the
meeting with photos/videos in defining roles and responsibilities of
stakeholders. internal and external stakeholders

5. Designation papers of external stakeholders with detailed roles and

RATING responsibilities signed with conformity.

2 6. A copy of accepted SIP School for the current planning period is

available.
 INDICATOR #3 Guided by the agreed organizational structure, the
community stakeholders lead in defining the organizational
The school is structure and the roles and responsibilities; school provides
organized by a clear the technical assistance
structure and work
arrangements that
promote shared Evidences:
leadership and Level 3: The school is considered in Level 3 if all the evidences in levels I and 2
governance and are met and the following additional evidences are present through a
community led effort in defining the structure and the roles and
define the roles and responsibilities of stakeholders;
responsibilities of the 6. Memorandum, invitation letter, attendance sheet, minutes of the
stakeholders. meeting with photos/videos on the presentation of internal and
external stakeholders’ roles and responsibilities in an assembly.

RATING 7. Revised designation papers (if applicable) based on the result of

the assembly with attached original copy of designation paper(s).

3
INDICATOR #4 A network has been collaboratively established
A leadership network and is continuously improved by the school
facilitates community
communication
between and among
school and
community leaders
for informed
Evidences:
decision-making and Level 1: The school is considered in Level 1 if the
solving of school following evidences are present;
community wide
learning problems. 1. Directory of school and community leaders with
their respective updated contact information is
RATING available.
2. Copy of hotlines/contact numbers at least of the
1 following government offices – barangay LGU, PNP,
BFP, DSWD, RHU- is posted visibly.
INDICATOR #4 The network actively provides stakeholders information for
making decisions and solving learning and administrative
A leadership network problems
facilitates
communication
between and among Evidences:
school and
Level 2: The school is considered in Level 2 if all the evidences in level 1 are
community leaders present with following additional evidences:
for informed
decision-making and 3. Copy of Pledge of commitment indicating school and community leaders’
solving of school support in making decisions and/or solving school problems is available.
community wide 4. Any of the following reports is available:
learning problems. • Incident Report
• Spot report
• Intake sheets
RATING • Referrals

2 5. Invitation letters, attendance sheets, minutes of the meeting with

photos/videos or other related documents of leaders’ discussing school
problem/s and proposing solution/s are available.
INDICATOR #4 The network allows easy exchange and access to
A leadership network information sources beyond the school community.
facilitates
communication
between and among Evidences:
school and
community leaders Level 2: The school is considered in Level 2 if all the evidences in level 1are
present with following additional evidences:
for informed
decision-making and 6. Copy of Memorandum of Agreement/Understanding
solving of school entered between the school and identified community
community wide leaders/members addressing a particular school problem is
learning problems. available.
7. Accomplishment report on how a particular problem was
solved by the school and the identified community
RATING leaders/members is available.

3 8. Testimonials (in any form) from persons involved are

available
INDICATOR #5 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.
A long-term program
is in operation that
addresses the training Evidences:
and development Level 1: The school is considered in Level 1 if the
needs of school and following evidences are present;
community leaders
1. Learning and Development Needs Analysis Form
RATING • IPCRF/OPCRF for school leaders

1 2. Learning & Development Needs Analysis Summary

3. Action Plan based on L & D Needs Analysis
Summary
4. Inclusion of training plans in the AIP/PPMP
INDICATOR #5 Leaders undertaken training modes that are convenient to
them (on-line, off-line, modular, group or home-based) and
which do not disrupt their regular functions. Leaders
A long-term program monitor and evaluate their own learning process.
is in operation that
addresses the training
and development Evidences:
needs of school and Level 2: The school is considered in Level 2 if all the evidences in
community leaders level 1 are met with the following additional evidences;
5. Approved training proposals
RATING 6. Memorandum, invitation, attendance on trainings
conducted
2 7. School Training Plan designed for community leaders
8. Narrative, accomplishment report with photos/videos
9. Training evaluation report
INDICATOR #5 Leaders assume responsibility for their own training and
development. School community leaders working
individually or in groups, coach and mentor one another to
A long-term program achieve their VMG.
is in operation that
addresses the training
and development
needs of school and Evidences:
Level 3: The school is considered in Level 3 if all the
community leaders evidences in levels 1 and 2 are met with the additional
evidences;
RATING 10. Inclusion of at least one training and
development plan for school and community
3 leaders in the SIP
Good luck!