2. 2
Principle 1: Leadership and Governance
Indicator
The development plan
guided by the school’s
vision, mission and goal is
developed through the
leadership of the school
and participation of the
invited community
stakeholders.
The development plan is
evolved through the shared
leadership of the school
and the community
stakeholders.
The development plan is
enhanced with the
community performing the
leadership roles, and the
school providing technical
support.
1. In place is a
Development
Plan developed
collaboratively
by the
stakeholders of
the school and
community.
(Main Indicator)
Level 1 Level 2 Level 3
1. Approved Enhanced SIP
2. Approved AIP
3. Approved SLCP
3. 3
Principle 1: Leadership and Governance
Indicator
The development plan guided
by the school’s vision, mission
and goal is developed through
the leadership of the school and
participation of the invited
community stakeholders.
The development plan is evolved
through the shared leadership of
the school and the community
stakeholders.
The development plan is enhanced
with the community performing the
leadership roles, and the school
providing technical support.
1. In place is a
Development Plan
developed
collaboratively by
the stakeholders of
the school and
community. (Main
Indicator)
Level 1 Level 2 Level 3
4. Copy of a Memorandum on
the conduct of crafting the SIP
5. A received copy of the
invitation letter sent to the
community stakeholders.
6. Documentation/Minutes of
the meetings showing the
school taking the leadership role
with the presence of community
stakeholders in the crafting of
the development plan
4. Copy of a Memorandum on
the conduct of crafting the SIP
5. A received copy of the
invitation letter sent to the
community stakeholders.
6. Documentation/Minutes of the
meetings with photos showing
the presence of the school and
community stakeholders sharing
the leadership role in the crafting
of the development plan
4. A Received copy of letter of
intent from the stakeholders to
enhance the SIP.
5. Documentation/Minutes of the
meetings with photos and videos
showing the community
stakeholders taking the leadership
role in enhancing the SIP while the
school providing technical support.
4. 4
Principle 1: Leadership and Governance
Indicator
The school leads the
regular review and
improvement of the
developmental plan.
The school and community
stakeholders working as
full partners leads the
continual review and
improvement of the
developmental plan.
The community stakeholders
lead the regular review and
improvement process; the
school stakeholders facilitate
the process.
2. The
developmental
plan (e.g. SIP) is
regularly reviewed
by the school
community to
keep it responsive
and relevant to
emerging needs,
challenges
and
opportunities.
Level 1 Level 2 Level 3
1. Memorandum to the School Planning Team to
conduct mid -year and year-end review of ESIP, AIP,
and SLCP
2. Summary of findings, recommendations and
suggested SIP, AIP, and SLCP adjustments to improve
the plans.
3. Mid-year and year-end project monitoring report
5. 5
Principle 1: Leadership and Governance
Indicator
The school leads the
regular review and
improvement of the
developmental plan.
The school and community
stakeholders working as
full partners leads the
continual review and
improvement of the
developmental plan.
The community stakeholders
lead the regular review and
improvement process; the
school stakeholders facilitate
the process.
2. The
developmental plan
(e.g. SIP) is regularly
reviewed by the
school community
to keep it responsive
and relevant to
emerging needs,
challenges
and opportunities.
Level 1 Level 2 Level 3
4. Copy of ESIP, AIP, and SLCP reviewed by the SPT with evidence of
adjustments
5. Received copy of invitation
letter sent to the stakeholders to
review the developmental plans.
6. Documentation/Minutes of
the meetings with pictures
showing school and community
stakeholders working as full
partners leads the continual
review and improvement of the
developmental plan.
5. Received copy of the letter of
intent from the stakeholders to
review the developmental plans.
6. Documentation with pictures
and videos showing the
stakeholders as the lead facilitators
in reviewing and improving the
ESIP, AIP, and LCP
6. 6
Principle 1: Leadership and Governance
Indicator
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
Guided by an agreed organizational
structure, the community
stakeholders lead in defining the
organization structure and the roles
and responsibilities; the school
provides technical and
administrative support.
3. The school
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 Level 2 Level 3
1. Approved copy of the school existing organizational structures is present:
- School Governing Council (SGC)
- Parents-Teachers Association (PTA)
- School-Community Planning Team (SPT)
- Project Team
- Child Protection Policy Board/Team
- School COVID Task Force
7. 7
Principle 1: Leadership and Governance
Indicator
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
Guided by an agreed organizational
structure, the community stakeholders lead
in defining the organization structure and
the roles and responsibilities; the school
provides technical and administrative
support.
3. The school
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 Level 2 Level 3
2. A copy of the different
roles and responsibilities
of the officers of the
organizations crafted by
the school and duly
conformed by its officers.
3. Minutes of meetings
with pictures showing the
school as the lead in
defining the organization
structure and their roles
and responsibilities.
2. A copy of the different
roles and responsibilities
of the officers of the
organizations crafted by
the school and duly
conformed by its officers.
3. Minutes of meetings
with pictures showing the
collaboration between the
school and community in
defining the structure and
the roles and
responsibilities of
stakeholders.
2. A copy of the different roles
and responsibilities of the
officers of the organizations
crafted by the community
stakeholder with the support of
the school and duly conformed
by its officers.
3. Minutes of meetings with
pictures and videos showing the
community stakeholders' lead in
defining the organization
structure and the roles and
responsibilities while the school
provides technical and
administrative support.
8. 8
Principle 1: Leadership and Governance
Indicator
A network has been
collaboratively established and is
continuously improved by the
school community.
The network actively provides
stakeholders information for
making decisions and solving
learning and administrative
problems.
The network allows easy exchange
and access to information sources
beyond the school community.
4. A
leadership network
facilitates
communication
between and among
school and
community leaders
for informed
decision-making and
solving of school-
community wired-
learning problems.
Level 1 Level 2 Level 3
1. A copy of the Electronic School Report Card for the last three
school years
2. Updated Transparency and Accountability Board is displayed
in a conspicuous place
3. Copy of reports displayed in Transparency and Accountability
Board is available at the office of the Principal
4. Updated directory of school leaders with contact information
5. Emergency Hotlines is displayed in a conspicuous place with
file copy at the office of the Principal
6. An updated compilation of student and family contact details
9. 9
Principle 1: Leadership and Governance
Indicator
A network has been collaboratively
established and is continuously
improved by the school
community.
The network actively provides
stakeholders information for
making decisions and solving
learning and administrative
problems.
The network allows easy exchange
and access to information sources
beyond the school community.
4. A leader-
ship network
facilitates
communication
between and among
school and
community leaders
for informed
decision-making and
solving of school-
community wired-
learning problems.
Level 1 Level 2 Level 3
7. Received
invitation letter,
minutes of meetings
with photos, and
other related
documents of
school leaders
discussing school
problems and
solutions.
7. Received invitation
letter, minutes of meetings
with photos and videos,
and other related
documents of school
leaders discussing school
problems and solutions.
8. Copy of Memorandum
of Agreement /
Understanding between
and among the school and
community leaders
addressing a particular
school problem.
10. 10
Principle 1: Leadership and Governance
Indicator
Developing structures are
in place and analysis of
the competency and
development needs of
leaders is conducted; the
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 home-
based) and which do not
disrupt their regular
functions. Leaders monitor
and evaluate their learning
progress.
Leaders assume
responsibility for their
training and development.
School community leaders
working individually or in
groups, coach and mentor
one another to achieve their
VMG.
5. A long-
term program is
in operation
that addresses
the training and
development
needs of school
and community
leaders.
Level 1 Level 2 Level 3
1. Training Needs Assessment (TNA) tool is available
2. Training Needs Assessment report is available
3. Approved Staff Professional Development Plan based
on the TNA is available
11. 11
Principle 1: Leadership and Governance
Indicator
Developing structures are in place
and analysis of the competency
and development needs of leaders
is conducted; the 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
home-based) and which do not
disrupt their regular functions.
Leaders monitor and evaluate
their learning progress.
Leaders assume responsibility for
their training and development.
School community leaders working
individually or in groups, coach and
mentor one another to achieve their
VMG.
5. A long-
term program is in
operation that
addresses the
training and
development needs
of school and
community leaders.
Level 1 Level 2 Level 3
4. Complete Staff Work on the
conducted training, capacity
building, SLAC, INSET, and
others with participation and
involvement of stakeholders.
5. Training completion
reports with photos are
available.
6. M&E reports on the
conducted training, capacity
building, SLAC, INSET, and
others are available.
4.Approved Stakeholders
Development Plan based on the TNA
is available.
5.Complete Staff Work of the
conducted training, capacity
building, SLAC, INSET, and others
with participation and involvement of
stakeholders.
6. Training completion reports with
photos and videos showing the
school and stakeholders lead their
training and development
M&E reports on the conducted
training, capacity building, SLAC,
INSET, and others are available.
Thank you very much sir Angel. At the very outset a pleasant morning to everyone. May I directly proceed to the discussion of Principle I , the Leadership and Governance. We opted to adopt the main indicators and the specific indicators for each level of SBM Practice in the template of the 40% part of the assessment tool .
The first indicator of the Principle I, enunciated as: ( Read the main Indicator ) and the indicators for the 3 levels, for level 1 (read the indicator ) for level 2 indicator (read in the screen) and for level 3 indicator (read in the screen.) There are 3 MOVs ask for level 1 such as ; (read in the screen). The document written in a red color shall not be considered MOV for this year’s assessment of SBM practice because the implementation of this document does not fall on the years covered of this assessment.
MOVs for level 1 is almost the same with the MOVs for levels 2 and 3 . But categorically they differ in its idea as if we are going to look on its significant bearing on the indicator. For example the emphasis of the MOVs for level 1 is, THE SCHOOL IS TAKING THE LEADERSHIP ROLE, in conformity to what is ask on the indicator. On level 2 the emphasis is on the partnership role of the school and the stakeholders in the formulation of development plans. While on level 3 the emphasis is, The LEADERSHIP ROLE OF THE STAKEHOLDERS, in the crafting and enhancement of the development plans.
May I proceed to the indicator NO.2 of Principle I.(Read the main and specific indicators indicators). The 3 MOVs for level 1 are also the documents and report required for levels 2 and 3.
No. 4 MOV for level 2 is asked also in level 3. The NO. 5 and No. 6 MOVs for level 2 are documents showing that the school and the community stakeholders are working as partners in the review and improvement of the development plans. While the MOVs for level 3 are showing that the stakeholders are taking the lead on the regular review and improvement process of the development plans.
We are now on indicator NO.3 of Principle 1. There are 7 MOVs ask in level 1 such as : (READ IN TH SCREEN ) which is also required for levels 2 and 3 the approved copy of the existing organizational structures in the school.
The No2 MOV for level 1 which a copy of the roles and responsibilities of the officers of the organizations in the school is the same MOV asked for levels 2 and 3. In level 1, the school is the one that crafted the roles and responsibilities of the officers of the school organizations, while in level 2 crafting of the roles and responsibilities of the officers of the organizations was collaboratively done by the school and the stakeholders. In level 3 the stakeholders take the lead in the crafting of the roles and responsibilities of the officers of the school organizations. The No. 3 MOV for level 1 is showing that the school takes the lead in defining the roles and responsibilities of the stakeholders . In No. 2 MOV is showing that the school and the community are collaboratively in defining the structure and the roles and responsibilities of the stakeholders. The No. 3 MOV is showing that the community stakeholders' lead in defining the organization structure and the roles and responsibilities while the school provides technical and administrative support.
This time may I proceed to the NO. 4 indicator (READ THE MAIN AND SPECIFIC INDICATORS). There are 6 MOVs asked for level 1 which is also the required documents, filed and posted copy of reports and correspondence that the school should have these network that actively provides the school and the community an access to information for making decisions and solving of learning and administrative problems.
No.7 MOV for level 2 is asked also in level 3, but there is a difference in weight in the documents asked in level 3 . In the same vein, level of progression is evident in level 3.
The last indicator of PRINCIPLE 1 is articulated as: (READ THE MAIN AND SPECIFIC INDICATORS). There are 3 MOVs for level 1 such as ( READ IN THE SCREEN). These documents are also required for levels 2 and 3 for it has significant bearing/ relevance on the indicators for levels 1, 2 and 3.
MOVs for levels 2 are also required for level 3 .The difference can be gleaned in the weight of the evidence as proof for the notable accomplishments or practices in the conduct of trainings as one of the responsibilities of the school community leaders which is evident on NO. 5 MOV for level 3..
Soo….in this time it ends my discussion for PRINCIPLE 1 . Thank you for bearing with me.
