I.
Leadership and Governance
Indicators
LEVEL 1
1. In Place is a The development plan guided by the
Development Plan school’s Vision, Mission and Goal (VMG) is
(e.g.SIP) developed developed through the leadership of the
collaboratively by
school and the participation of some invited
the stakeholders of
school and community stakeholders.
community.
1. A copy of a memorandum on the
conduct of crafting the SIP is available.
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 stakeholders is available.
3. A received copy of the designation
papers of the school planning team,
project teams, and support staff is
available.
4. Documentation/Minutes of the
orientation meeting with
photos/videos are available.
LEVEL 2 LEVEL 3
The development plan is The development plan is
evolved through the shared enhanced with the community
leadership of the school and the performing the leadership roles, ad
community stakeholders. the school providing technical
support.
6. Attendance sheet showing 10. A copy of approved and
presence of community accepted SIP by SDS for the
stakeholders throughout the current planning period is
duration of the SIP crafting available with a rating of
period is available. “Exceeds Expectation “ in
s. terms of quality.
7. Terms of reference
indicating stakeholders’
leadership role in the
crafting of the SIP.
8. Documentation Report
showing the actual
preparation of the SIP
process and formulation of
SIP documents.
9. A copy of approved SIP by
SDS for the current planning
period is available.
 5. Draft development guide formulated
in consultation with community
stakeholders.

2.The Development The school leads the regular review and The school community The community stakeholder’s
Plan (e.g. SIP) is improvement of the development plan. stakeholders working as full lead the regular review and
regularly reviewed by partners, lead the continual review improvement process: the school
the school community
and improvement of development stakeholders facilitate the process.
to keep it responsive
and relevant to plan.
emerging needs,
challenges and 1. Memorandum, invitation, attendance
opportunities 6. A Copy of the revised 7. Documentations with pictures
sheet showing the review of AIP are showing the stakeholders as
SIP/AIP incorporating the
available. the lead facilitators in the
comments and suggestions
2. List of SIP Monitoring Team reviewing and improving the
and recommendations
Development Plan (e.g SIP)
3. A copy of approved guidelines and
activity matrix for reviewing SIP

4. A summary of findings ,
recommendations and suggested AIP
adjustment to improve the plan.

5. Mid-year and year-end Project

Monitoring Reports are available.
3. The school is The school defines the organizational The school and community Guided by an agreed
organized by a clear structure, and the roles and responsibilities of collaboratively define the structure organizational structure the
structure and work stakeholders. and the roles and responsibilities of community stakeholders lead in
arrangements that
stakeholders. defining organizational structure
promote shared
leadership and and the roles and responsibilities;
governance and define
the roles and school provides technical and
responsibilities of the administrative support.
stakeholders. 1. A copy of the school’s organizational 3. Document/s showing that
chart is present. school stakeholders are 4. Document/s like logbook,
collaborating with the attendance sheet showing
2. A copy of the different roles and schools. that the school stakeholders
responsibilities of both internal and are assisting the school in
external stakeholders. promoting shared leadership.
5. TA plan for the community
stakeholders.
4. A leadership A network has been collaboratively The network actively provides The network allows easy
network facilitates established and is continuously improved by stakeholders information for exchange and access beyond the
communication the school community. making decisions and solving school community.
between and among
learning and administrative
school and community
leaders for informed problem.
decision-making and
solving of school 1. Directory of school and community 4. Availability of any of the 6. Copy of Memorandum of
community wide leaders with their names and updated following reports; Agreement/Understanding
learning problems. contact information such as; e-mail, a. Incident Report entered /forged between the
cellphone number are available. b. Spot report school and identified
2. List of LGUs, NGAs, NGOs, Alumni and c. Intake sheets community leaders/members
other partners for the last 5 years with d. Referrals addressing a particular school
previous engagement problem is available.
5. Invitation letters,
attendance sheets, minutes 7. List of completed programs
3. Copy of Pledge of commitment of the meeting with and projects implemented in
indicating school and community photos/videos or other collaboration with the
leaders’ support in making decisions related documents of community stakeholders.
and/or solving school problems is leaders’ discussing school
available problem/s and proposing
solution/s are available.
5. A long-term Developing the structures are in place Leaders undertake training Leaders assume responsibility
program is in and analysis of the competency and modes that are convenient to them for their own training and
operation that development needs of leaders is conducted; ( on-line, off-line, modular, group, development. School Community
addresses the
result is used to develop a long –term training or home based} and which do not leaders working individually or in
training and
development needs and development program. disrupt the regular functions, groups, coach, and mentor one
of school and leaders monitor and evaluate their another to achieve their VMG
community leaders own learning progress.

1. Learning and Development Needs 6. Training Report 8. Showing document/s

Report of the school and community 7. Monitoring and evaluation implementing Communities of
leaders. report on the conduct of the Practice (COP) involving school
2. Capacity Building Program Plan based trainings/ TA community leaders.
on the identified L&D needs
3. Implementation Plan showing the
budget source (GAA or from the
stakeholders)
4. Training Plan for community leaders
including the funding source
5. Inclusion of training plans in the
AIP/PPMP