SCHOOL-BASED MANAGEMENT LEVEL OF PRACTICE

As of MARCH 2021

Name of School School School Name of CP/ Self-Assessment (6) Self- SBM REMARKS
(1) ID District School Tel. Rating Level of
(2) (3) Head No. Based on Practice
(4) (5) RO Tool (8)
(7)

Leadership Curriculum & Accountability Management of

& Govern- Instruction & Continuous Resources
ance (6.2) Improvement (6.4)
(6.1) (6.3)
.592 .605 .574 .486 2.257 MATURIN
G
 CONSOLIDATED FEEDBACK ON THE SCHOOL-BASED MANANAGEMENT
SBM Principle WEAKNESSES
Criterion 2: The developmental plan (e.g. ESIP)
which must be regularly reviewed by the school
community to keep it responsive and relevant to
P1-Leadership & emerging needs, challenges and opportunities
Governance has only 13% result. This indicates that school
stakeholders are way behind facilitating the
process of leading the regular review of ESIP.
Criterion 5: Appropriate assessment tools for
teaching and learning are continuously reviewed
and improved, and assessment results are
contextualized to the learner and local situation
and the attainment of relevant life skills which has
43%. This indicates that a liitle lower than half of
P2-Curriculum & all the public schools are making use of the
Instruction assessment results to develop learning
programs that are suited to the community and
cutomized to each learner's context.
STRENGTHS
Criterion 4: A leadership network facilitates
communication between and among the school and
the community leaders for informed decision-making
and solving of school-community wired-learning
problems has 69.3%. This indicates that the network
of most schools allows easy exchange and access
to information sources beyond the school
community.
Criterion 1: The curriculum provides for the
development needs of all types of learners in the
school community which has 68.2%. This indicates
that the educational needs of all types of learners are
being met as shown by continuous improvement on
learing outcomes and products of learning. Teache's
as well as students performance is motivated by
intrinsic and extrinsic rewards. The schools
differentiated programs is frequently benchmarked by
other schools through the Kapehan sa Distrito.
TECHNICAL ASSISTANCE PROVIDED BY DFTATs
The Division Field Technical Assistance Team helps
schools in providing network through the Information and
Communication Technololgy Officer of the Schools
Division Office and the Focal Person of Social
Mobilization and Networking. Stakeholders are being
called to participate during convergence or through
meeting and orientation on what are the responsibilities
of each and everyone of them.
The DFTATs gives clear template and the process how
the items in each number will be completed. The school
heads are instructed to self-assess themselves first to
come up with those aspects they could not understand.
Most of them ask about the Intrinsic Reward and the
Extrinsic Reward. We told them that Intrinsic Reward
are those within their academic subjects, while extrinsic
rewards are those outside the academic subjects hence
these are the extra curricular activities. They also ask
what to be put in the items, Others which is almost
present in every end of the criterion. We told them that
whatsoever related to the criterion and indicators stated
above each item will be the basis for the documents
other than those already specified within the rows.
 SBM Principle WEAKNESSES
Criterion 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
P3-Accountability
which has 30%. This indicates that only 3 out of
& Continuous
10 public schools have practiced school-
Improvement
community developed performance assessment
that is practiced and is the basis for improving
monitoring and evaluation systems, providing
technical assistance, recognizing and refining
plans.
Criterion 4: Regular monitoring, evaluation, and
reporting process of resource management are
collaboratively developed and implemented by the
learning managers, facilitators, and community
stakeholders which has 30%. This indicates that
P4-Management
only 3 out of 10 public schools have stakeholders
of Resources
who are engaged, held accountable and
implemented a collaboratively developed system
of monitoring, evaluation and reporting for
resource management.
STRENGTHS
Criterion 1: Roles and responsibilities of accountable
person/s and collective body/ies are clearly define
and agreed upon by community members which has
61.4%. This indicates that most schools have shared
and participatory processes which are used in
determining roles, responsibilities, and
accountabilities of stakeholders in managing and
supporting education. Furthermore the stakeholders
are engaged in clarifying and defining their specific
roles and responsibilities.
Criterion 2: A regular dialogue for planning and
resource programming, that is accessible and
inclusive, continuously engage stakeholders and
support implementation of community education
plans which has 55%. This indicates that many
schools have stakeholders who collaborated to
ensure timely and need-based planning and resource
programming that support continuous
implementation of the educational plan.
TECHNICAL ASSISTANCE PROVIDED BY DFTATs
The DFTATs helps the school heads in determining the
roles and responsibilities of the internal and external
stakeholders. These were discussed during the Local
Stakeholders Convergence done last September 17,
2019. Accomplishments of Programs, Projects, and
Activities (PPAs) must be done right away. After Activity
Report (AAR) follows at once when the PPA is done.
The School Head must give awards in the form of
Certificate of Recognition to the stakeholders. The
Schools Division Office also gives recognition to the
Most Notable Stakeholders for their initiative in making
the schools an award winning recipient.
The DFTATs clearly stated what are those items to be
checked with this principle, and any querry regarding
those items that are not understandable are being
answered to make the school heads aware and sure of
what to do. Most parts of this principle are very easy to
prepare unless the school heads have done with them.
Among them are the Adopt-A-School Program (ASP),
Brigada Eskwela (BE), School Disaster Risk Reduction
Management Council Accomplishments, School Based
Feeding Program (SBFP), and organizing Parents
Teachers Association (PTA).