Professional Documents
Culture Documents
Best SBM Implementer (Elementary)
Best SBM Implementer (Elementary)
@Wmant ofenilodtton
- CALABARZON
DIVISION OF BATANGAS
Region lV
1. Realization of DO #36, s. 2013, One DepEd Vision, Mission and Core Values {One DepEd VMV) as guide in
developing and implementing the SIP
4. Active involvement of students, parents, and the community in planning, implementing, and evaluating
the achievement of One DepED VMV
5. Clear and structured shared decision making with define roles and responsibilities of stakeholders
5. Utilization of the SBM-APAT to monitor decentralization of school management
7. Existing school programs and projects for training students on effective leadership
8. lnvolvement of students in school governance
9. lnvolvement of students in assessing performance of school staff
10. Techniques used in designing the school organizational chart
11. Methods used in distrihution of teaching loads, specialassessment
12. Schooi head's leadership governance sfule as perceived by staff
13. Voluntary services rendered by the staff beyond office hours
14. Financial and material support the school head gets from the stakeholders, particularly from the
LGUs.
Artifacts
1. DepEd Order No. 35, s. 2013
2. Places where One DepEd VMV are displayed
3. The School lmprovement Plan
2. Utilization of students needs assessment results for making instructional, remedial, and enhancement
programs
3. Learning systems regularly monitored using appropriate tools
4. Provision for individual differences
5. lntegration of subject matter across discipline, grade/year levels
6. Team building practices
7. Use of action research to discover new knowledge and reconstruct old ones
8. Methods of instructional Ieadership being used
9. Implementation of the Dropout Reduction Program
10. Researehes on teaching-learning innsvations
11. Utilization of Student Portfolio to track learning progress
12. Kinds of assessment techniques used
13. Active involvement in class activities because students enjoy learning
14. Using a variety of assessment in evaluating student program.
15. On-going analyiis and use of test result$ to imprpve student learning.
15. On-going parent-teacher dialogues on how to improve learning outcomes.
17. Providing training on how to identify learning gaps and how to address them.
18. Using class progress charts to track down least-mastered competence.
19. Utilization of assessment results to improve learning
20. Discussing students' report cards with parents.
Artifacts
1. Student Portfolio
2. Staff and Student Handbooks
3. Lesson Plans
1. Clear & defined roles and responsibilities of accountable person/staff a3signed to tasks and they are
qualified to perform
2. Staff training and development plans are aligned and responsive to learners' needs.
3. Transparency and judicious use of school MOOE/canteen funds
4. Local community actively involved in various school committees
5. Holding of education summit, meetings, assemblies
5. Feedback mechanism, information collection and validation techniques
7. lnformation communication technology used to support instructional and management programs
8. Transparency Board located in conspicuous place
Artifacts
1. Records of School MOOE and Liquidation Report
2. Records of financial transactions/donations
3. Crises rnanagement plan
4. Canteen Report
5. Special education program of activities
5. PTCA records of annual programs and projects with corresponding audited financial report
7. School building and facilities built by LGUs & NGOs in last 2 years
8. Pledges of Comrnitment from Stakeholders
Artifacts
1. BEIS
2. Report on BrigadaEskwela
3. Nutritional Status report
4, Sehool Feeding Program
5. School heads' and staff's professional development plans
6. School influencing surrounding schools to perform well
7. Performance lndicators
8. Records of best practices institutionalized/shared to neighboring school
SCORING INSTRUCTIONS:
1. The four (4) principles were assigned percentage weights for the school operation according to the
validated practices (a0%) with corresponding points below:
0.0 - 0.50 = 25 pts.
0.51 - 1.50 = 50 pts.
1.51 - 2.50 = 75 pts.
2.51 - 3.00 = 100 pts.
*Each principle has several indicators. Based on the results of the D-O-D (Document Analysis,
Observation, Discussion), the evidence is summarized.
2. Based on lmproved Learning Outcomes {60%1, National Achievement Test for the last 2 years, SY 20122013 and SY 2013-2014 with corresponding points below:
10% inoernent = 25 pts.
20% increment = 50 pts.
50% increment = 100 pts.
1. Leaderchip and Governance
STANDARD: The school provides leadership that inspires and empowers for high achievement and
governance that fosters commitment, participatipn, informed-decision making, and shared accountability;
and continuously improves its communication system and relationships with and among stakeholders, based
on mutual respect, understanding, and a common concern for ,irnproved learning outcomes and school
services.
lndicators 0 1 2 3 Evidence
1.1. Has in placed advisory/governing body composed of stakeholder representatives that: makes policies and
formulate plans to guide school operations in order to meet standards and ensure compliance with educational laws
and policies; recognizes the executive prerogatives of the school head; and provides oversight information and advice
1.2. Shares decision making at various levels of the school organization
1.3. Provides rich and varied opportunities for stakeholders, particularly the parents, to lead/initiate activities towards
improving
lea
rner outcomes
Total:
Weighted Mean:
weiehted Pereentage:
2. Curriculum and Learning
STANDARD: The school implements a research and experienced-based curriculum that meets national
requirements; responds to local needs and expectations of its stakeholders, uses innovative instructional
strategies to facilitate achievement for all learners; and implements a comprehensive assessment system,
based on clearly stated learning expectations and utilizes the assessment results to improve student
performance and school effectiveness.
lndicators 0 1 2 3 Evidence
2,1. Provides curricular programs that address the felt needs or individual differences of the learners and the
development needs of the community
2.2. Establishes articulation between and among curricular programs in different subjects at all levels to enhance
integrative learning
2.3. Makes the curriculum flexible so that it can readily respond to emergent needs, challenges, and opportunities, and
adapt to local cultural conditions
2.4 lnitiates learning programs based on clearly stated learner outcomes and encourages experimentation and risktaking in providing solutions to teaching problems
2.5. Uses a system whereby learners manage their own learning and assumes personal responsibility and accountability
for learner outcomes
2.6. Benchmarks best practices in school and those in otherschoolsto improve learning
lndicators 0 1 2 3 Evidence
L.9. Conducts a general assembly at the start of the school year to orient stakeholders on school targets and programs
and at the end of the school year, to appraise results and make necessary adjustments
1.10. Culminates achievement through quarterly or end of the year exhibits of learners' best products and
performances
1.11. Conducts teacher-parent meetings, at the end of each quarter and school year, to appraise and improve learner
pro8ress
1.12. Renders a progress report to parents/community at least twice a year (at end of semester and school year) and
plans with them to accelerate progress
1.13. Conducts aggressive recruitment and early registration in January of each school year, giving special attention to
learners with special needs and those at-risk of not going to school, and providing early interventions to those at-risk of
dropping out
lndicators
O 1 2 3 Evidence
2.7. Employs best teaching practices to develop skills: critical and creative thinking and problem solving, informed
Total:
Weighted Mean:
Weighted Percentage:
lndicators A 1 2 3 Evldence
1.1. Aligns annual and long-term improvement plans to DepEd vision, mission, and purpose
1.2. Uses vision, mission, and purpose as standards in evaluating school programs
1.3. Has in place functionalteams with clearly defined terms of reference
1.4. Maintains and upgrades its lnformation and Communication
System so that it can provide the necessary information for the stakeholders
1.5. Has School Professional Development Plan for continuing professional education for teachers and other personnel
1.6. Provides training and development programs on competencies that advance the school vision and purpose in
support of the school improvement plan
1.7. Manifests judicious use of MOOE/canteen funds
1.8. lnvolves stakeholders in various programs and activities
1.9. Holds summit, meetings and assemblies for stakeholders to gather data, disseminate information and engage them
for continuous improvement
1.10. Regularly informs external stakeholders through formal or informal communication channels, about progress of
school-community programs as well as status of student performance
1.11. Adopts feedback mechanisms, data collections and validation techniques for the purpose of transparency
Total:
Weighted Mean:
Weighted Percentage:
4. Management of Resources
STANDARD: The school provides the resources necessary to implement the curriculum and the school
improvement Blan, The resourges are managed lvith effieieney and transpareney. The imprsvement of
learning outcomes is given priority in allocation of resources.
lndicators 0 1 2 3 Evidence
4.1. Observes accounting and auditing rules and regulations in managing school resources
4.2. Allocates adequate resources to programs and activities that have direct impact on learner outcomes
4.3. Proteets instructional time from being used for non-instructional activities
4.4, Regular:ly upgrades and expands its blended multi-media materials, equipment and facilities and uses them
4.5. Offers (functional) student welfare services {canteen, medical, dental, counseling, career/vocational guidance) that
meet sta keholders' expectations
4.7. Maintains physical facilities, materials and equipment to provide an environment that is, safe, healthful, orderly
and conducive to learning
4.8. Orients new staff (teaching and non-teaching) to school policies, standards and programs
4.9. Has in place & system of helping teachers identify and respond appropriately to their performance needs and
challenges
Total:
Weighted Mean:
Weighted Percentage: