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  • 2015-Dm No. 1002 - Second Round Regional Field Technical Assistance Composite Team Monitoring

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    2015-Dm No. 1002- Second Round Regional Field Technical Assistance Composite Team Monitoring

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    3 views8 pages

    2015-Dm No. 1002 - Second Round Regional Field Technical Assistance Composite Team Monitoring

    Uploaded by

    Raymund
    M&E

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    Republika ng Pilipinas KAGAWARAN NG EDUKASYON Rehiyon Xi Sangay ng Lungsod ng Davao Lungsod ng Davao ‘iv:000.863-958, TEL Nos. 224:3274/224.0100/224:3274/227 4726 221-0059/222 1672/213-8587/228 98581775 3600 Sn, e rsa ‘eu depeddevnoty oh Divisign Memorandum vo LOB. sors To : All Elementary and Secondary Principals SUBIECT Second Round Regional Field Technical Assistance Composite Team Monitoring coe OCT 14 5 The Regionel Field Technical Assistance Composite Team (RFTACT) will conduct a second round monitoring of programs and projects and provide technical assistance to school-based management implementation on November 4-6, 2015. ‘The regional team will select at least two (2) districts and 2 secondary schools to focus on for this second round of monitoring. Schools are reminded to submit immediately to the Division Office attention: School Governance ‘and Operations Division (SGOD} the Revised School-Based Management Assessment Tool (see attached tool) on October 20, 2015. For information and compliance. Fostan RETACTmonitoring/iO33-15, ident, Incharge of the Division REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL (November 27, 2012) Pant introduction The Revised School-Based Management (SBM) Assessment fool is guided by the four prinlples of ACCESS (A Child-and Communty-Centered Education System), The Indicators of SBM practice are contextualized on the Ideals of an ACCESs school systern. The unit of analysis is the school system which are classified as developing, Jmaturing and advanced (accredited level). The SEM practice is ascertained ty the ex\stence of structured Imechanisms processes and practices in all indicators, A team of practitioners and experts from the distict vision, region and central office vaidates the sel-study/assessment uefore 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 art i Basic School Learning Canter (LC) Information? ‘Schoolt_earning Center: Regonibivision Name of Schoo! Head'LC Head lAdcress. Parti Instruction to the Users: Please incicate using a check mark the extent of SBM practice for each indicator sted below (numbered) based 'on the validation team's consensual agreemants after systematic O--D (Casument Aralysis-Ooservation-Diseussion), (On tne other hand, for indicators with no evidence just indcate zero. Part iV: Rating Scale: JO- Ne evidence 1 Evidence indietes developing structures and mechanisms 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 procedure satisty quality standards |L_LEADERSHIP AND GOVERNANCE [A network of leadership and governance guides the education system fo achieve its shared vision, mission and |goals making them responsive and relevant to the context of diverse environments. A. indicators 1. Inplaceis a [ithe development pian [_|The development pianis JL] The development plan Development Plan guided by te schoo's, evolved through the is enhanced mth the (29. SIP) developed vision, mission and goal | sharedleadersmip ofthe | community performing the colaboratvely bythe (WMG) is developed schooland he community | leadership oes, and the stakeholders ofthe through the leadership stakeholders ‘school proving technical school and community at the schoo! andthe support paricpaton of some invited community stakeholders. 2. The development pian [[]The schoolieads the [__]The school and community [|The commuriy slaxeholders (@9. SIP) is reguarty regiar review and stakeholders workng as. | — lead he reger review and reviewed by he improverent ofthe fullparines, lead the improvement process schoo! community to development pian contrual review and the schoo! stakeholders Keep Itresponsive and improvement of the fecitate the process relevant to emerging development plan needs, chalenges and opportunites a [5 The school is organized [[_] he school detines the _|[_] The schoo! and community] Guided by an agreea bya clear stuctire and |~ organzatonel stuctre, | colaboratvely define tne | organizational stuctse, work arrangements that | and the roles and structure and the roles ‘he commrunty promote shered responsiites of andresponsibifes of stakeholders lead in leacership and stakeholders stekeholsers.

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