Revised School-based Management Assessment Tool

REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL (November 27, 2012) DepEd Order No.83,s.2012 embodied the IMPLEMENTING GUIDELINES ON THE REVISED SCHOOL-BASED MANAGEMENT(SBM)FRAMEWORK, ASSESSMENT PROCESS AND TOOL(APAT).This assessment tool underscores the four guiding principles of ACCESs (A Child-and Community-Centered Education Systems):(1).Principle of collective leadership(2).Principle of community-based learning(3).Principle of accountability for performance and results and (4).Principle of convergence to harness resources for education.

Parts I: Introduction The Revised School-Based Management (SBM) Assessment tool is guided by the four principles of ACCESs ( A Child- and Community –Centered Education Systems).The Indicators of SBM practice are contextualized on the ideals of an ACCESs school system. The unit of analysis is the school system which is 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: __________________________________________________________________________ Region/Division: __________________________________________________________________________ Name of School Head/LC Head: ____________________________________________________________________ Address:_______________________________________________________________________________________ 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 indicates developing structures and mechanism 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 procedures satisfy quality standards. I. LEADERSHIP AND GOVERNANCE 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 environments. A. Indicators 1. In place is a Development The development plan The development plan is The development plan is Plan (e.g. SIP) developed guided by the school’s vision, evolved through the shared enhanced with the community collaboratively by the mission and goal (VMG) is leadership of the school and performing the leadership stakeholders of the school and developed through the community stakeholders. roles, and the school providing community. leadership of the school and technical support. the participation of some invited community stakeholders. 2. The development plan (e.g. The school leads the regular The school community The community SIP) is regularly reviewed by review and improvement of stakeholders working as full stakeholders lead the regular the school community to keep the development plan. partners lead the continual review and improvement it responsive and relevant to review and improvement of process: the school emerging needs, challenges the development plan. stakeholders facilitate the and opportunities. process. 3. The school is organized by a The school defines the The school and Guided by an agreed clear structure and work organizational structure and community collaboratively organizational structure, the arrangements that promote the roles and responsibilities define the structure and the community stakeholders lead shared leadership and of stakeholders. roles and responsibilities of in defining the organizational governance and define the stakeholders. structure and the roles and roles and responsibilities of responsibilities: school the stakeholders. provides technical and administrative support.

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. 5. A long term program is in operation that addresses the training and development needs of school and community leaders.

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.

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.

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 own learning progress.

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.

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 provides for All types of learners of the Programs are fully The educational needs of the development needs of all school community are implemented and closely all types of learners are being types of learners in the school identified, their learning curves monitored to address met as shown by continuous community. assessed; appropriate performance discrepancies, improvement on learning programs with its support benchmark best practices, outcomes and products of materials for each type of coach low performers mentor learning. Teachers’ as well as learner is developed. potential leader, reward high students’ performance is achievement and maintain motivated by intrinsic rather environment that makes than extrinsic rewards. The learning, meaningful and schools’ differentiated enjoyable. program is frequently benchmarked by other schools. 2. The implemented Local beliefs, norms, The localized curriculum is Best practices in localizing curriculum is localized to values, traditions, folklores, implemented and monitored the curriculum are make it more meaningful to current events, and existing closely to ensure that it makes mainstreamed and the learners and applicable to technologies are documented learning more meaningful and benchmarked by other life in the community. and used to develop a lasting pleasurable, produces desired schools. curriculum. Localization learning outcomes, and directly There is marked increase in guidelines are agreed to by improves community life. number of projects that uses school community and Ineffective approaches are the community as learning teachers are properly oriented. replaced and innovative ones laboratory, and the school as are developed. an agent of change for improvement of the community. 3. A representative group of A representative team of Learning materials and Materials and approaches school and community school and community approaches to reinforce are being used in school, in stakeholders develop the stakeholders assess content strengths and address the family and in community methods and materials for and methods used in teaching deficiencies are developed and to develop critical thinking developing creative thinking creative, critical thinking and tested for applicability on scroll and problem solving and problem solving. problem solving. Assessment family and community. community of learners and results are used as guide to are producing desired results. develop materials. 5. Appropriate assessment The assessment tools are The assessment tools are School assessment results tools for teaching and learning reviewed by the school and reviewed by the school are used to develop learning are continuously reviewed assessment results are shared community and results are programs that are suited to and improved, and with school’s stakeholders. shared with community community and customized to

assessment results are contextualized to the learner and local situation and the attainment of relevant life skills. 6. Learning managers and facilitators (Teachers, administrators and community members) nurture values and environments that are protective of all children and demonstrate behaviors consistent to the organization’s vision, mission and goals.

7. Methods and resources are learner and communityfriendly, enjoyable, safe, inclusive, and accessible and aimed at developing selfdirected learners. Learners are equipped with essential knowledge, skills and values to assume responsibility accountability for their own learning.

stakeholders.

each learner’s context, results of which are used for collaborative decision-making.

Stakeholders are aware of child/learner-centered rightsbased, and inclusive principles of education.

Stakeholders begin to practice child/learner-centered principles of education in the design of support to education.

Learning environments, methods and resources are community driven,inclusive and adherent to childs rights and protection requirements.

Learning managers and facilitators conduct activities aimed to increase stakeholder’s awareness and commitment to fundamental rights of children and the basic principle of educating them. Practices , tools and materials for developing selfdirected learners are highly observable in school, but not in the home or in the community.

Learning managers and facilitators apply the principles in designing learning materials.

Learning managers and facilitators observe learners; rights from designing the curriculum to structuring the whole learning environment.

Practices, tools and materials for developing selfdirected learners are beginning to emerge in the homes and in the community.

Learning programs are designed and developed to produce learners who are responsible and accountable for their learning.

The program is collaboratively implemented and monitored by teachers and parents to ensure that it produces desired leaners.

There is continous exchange of information, sharing of expertise and materials among the schools ,home and community for the development of self-directed learners. The program is mainstreamed but continuously improves to make relevant to emergent demands.

TOTAL NO. OF CHECKMARKS. C. ACCOUNTABILITY AND CONTINOUS IMPROVEMENT A clear, transparent, inclusive, and responsive accountability system is in place , collaboratively developed by the school community, which monitors performance and acts appropriately on gaps and gains. 1. Roles and responsibilities of There is an active party The stakeholders are Shared and participatory accountable person/s and that initiates clarification of engaged in clarifying and processes are used in collective body/ies are clearly the roles and responsibilities in defined their specific roles and determining roles, defined and agreed upon by education delivery. responsibilities. responsibilities and community stakeholders. accountabilities of stakeholders in managing and supporting education. 2. Achievement of goals is Performance A community-level A community-accepted recognized based on a accountability is practiced at accountability system is performance accountability, collaboratively developed the school level. evolving from school-led recognition and incentive performance accountability initiatives. system Is being practiced. system; gaps are addressed through appropriate action. 3. The accountability system is The school articulates the Stakeholders are engaged School community owned by the community and accountability assessment in the development and stakeholders continuously and is continuously enhanced to framework with basic operation of an appropriate collaboratively review and ensure that management components, including accountability assessment enhance accountability structures and mechanism are implementation guidelines to system. systems’ processes, responsive to the emerging the stakeholders. mechanism and tools. learning needs and demands of the community. 4. Accountability assessment The school, with the Stakeholders are engaged Stakeholders continously criteria and tools feedback participation of stakeholders, in the development and and collaboratively review and

mechanism and information collection and validation techniques are processes are inclusive and collaboratively developed and agreed.

articulates an accountability assessment framework with basic components , including implementation guidelines.

operation of an appropriate accountability assessment system.

enhance accountability systems;processes;mechanism and tools.

5. Participatory assessment of performance is done regularly with the community. Assessment results and lessons learned serve as basis for feedback, technical assistance, recognition and plan adjustment. TOTAL NO. OF CHECKMARKS

School initiates periodic performance assessment with the participation of stakeholders.

Collaboratively conduct of performance assesment informs planning, plan adjustments and requirements for technical assistance.

School-Communitydeveloped performance assessment is practiced and is the basis for improving monitoring and evaluation systems, providing technical assisstance, and recognizing and refining plans.

D. MANAGEMENT OF RESOURCES Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency. 1. Regular resource inventory Stakeholders are aware that a Resource inventory is Resource inventories are is collaboratively undertaken regular resource inventory is characterized by regularity, systematically developed and by learning managers, learning available and is used as the increased participation of stakeholders are engaged in a facilitators, and community bais for resource allocation stakeholders, and collaborative process to make stakeholders as basis for and mobilization. communicated to the decisions on resource resource allocation and community as the basis for allocation and mobilization. mobilization. resource allocation and mobilization. 2. A regular dialogue for Stakeholders are invited Stakeholders are regularly Stakeholders collaborate planning and resource to participate in the engaged in the planning and to ensure timely and needprogramming, that is development of an resource programming, and in based planning and resource accessible and inclusive, educational plan in resource the implementation of the programming and support continuously engage programming, and in the educational plan. continuous implementation of stakeholders and support implementation of the the educational plan. implementation of community educational plan. education. 3. In place is a communityStakeholders support Stakeholders are engaged Stakeholders sustain the developed resource judicious, appropriate and and share expertise in the implementation and management system that effective use of resources. collaborative development of improvement of a drives appropriate behaviors resource management system. collaboratively developed, of the stakeholders to ensure periodically adjusted, and judicious, appropriate, and constituent-focused resource effective use of management system. 4. Regular monitoring Stakeholders are invited Stakeholders collaboratively Stakeholders are engaged evaluation, and reporting to participate in the participate in the development held accountable and process of resource development and and implementation of implement a collaboratively management are implementation of monitoring, monitoring, evaluation and developed system of collaboratively developed and evaluation, and reporting reporting processes on monitoring, evaluation and implemented by the learning processes on resource resource management. reporting for resource managers, facilitators and management. management. PART V. SCORING INSTRUCTIONS 1. The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim of school(improved learning outcomes and school operations);  Leadership and Governance – 30%  Curriculum and learning- 30%  Accountability and Continuous Improvement – 25%  Management of Resources -15% 2. Each principle has several indicators. Based on the results of D-O-D (Document Analysis, Observation, Discussion), the evidence is summarized and consensual rating is arrived at ….What rating would one give to each indicator;

3. Rate the items by checking the appropriate boxes. These are the points earned by the school for the specific indicator. The rating scale is: 0- No evidence 1- Evidence indicates early or preliminary stages of implementation 2- Evidence indicates planned practices and procedures satisfy quality standards 3- Evidence indicates practices and procedures satisfy quality standards 4. Assemble the Rubrics rated by the respondents ; edit them for errors like double entries or incomplete responses; 5. Count the number of check marks in each indicator and record in the appropriate box inside the summary table for the use area/standard rated; 6. Multiply the number of check marks in each column by the points(1-3) 7. Get the average rating for each principle by dividing the total score by the number of indicators of the principle; 8. Record the average ratings for the principle in the Summary Table for the computation of the General average. 9. Multiply the rating for each principle by its percentage weight to get weighted average rating. 10. To get the total rating for the four principle, get the sum of all the weighted ratings. The value derived is the school rating based on DOD; 11. The level of practice will be computed based on the criteria below:  60% based on improvement of learning outcomes;  40% according to the validated practices using DOD 12. The resulting score will be interpreted as: PART VI. DESCRIPTION OF SBM LEVEL OF PRACTICE The resulting levels are described as follows: 0.5-1.4- Developing 1.5-2.4- Maturing 2.5-3.5- Advanced LEVEL I. DEVELOPING- developing structures and mechanism with acceptable level and extent of community participation and impact on learning outcomes. LEVEL II.MATURING – introducing and sustaining continuous improvement process that integrates wider community participation and significantly improve performance and learning outcomes. LEVEL III. ADVANCED (ACCREDITED)-Ensuring the production of intended outputs/outcomes and meeting all standards of a system fully integrated in the local community and is self-renewing and self-sustaining.