NOVEMBER 18, 2021

DAY 1 WEBINAR (SHS QUALITY ASSURANCE)

QUALITY
Definition – the standard of something as measured against other things of a similar kind (expected
common characteristics) – relate to SHS operation
The degree of excellence (characteristics beyond the common characteristics - unique) of something
The distinctive attribute (characteristics beyond the common characteristics – unique) or characteristics
possessed by someone or something
Distinctive characteristic – beyond the expected common characteristics (EXCELLENCE
STANDARDS)
 The DOER (the school) who made a distinct choice for the purpose
o The SHS

Excellence Standards -> the minimum standards that ALL SHSs must comply with
 Vision – declaration of WHO YOUR SHS is
 Mission – Articulate WHAT YOUR SHS does as it claims WHO it is
 Goals – Informs WHERE YOUR SHS goes to do WHAT it ought to do as it claims WHO
it is

- Presupposes that the MINIMUM STANDARDS are FULLY COMPLIED with

All of these MUST BE Quality ASSURED by your SHS

ASSURANCE
Definition – A positive declaration intended to give confidence (to stakeholders, learners, parents, school)
A promise (where you faithful to that PROMISE in your services to your learners)
Then, QUALITY ASSURANCE is…

- Part of the SHS Management that is centered to providing confidence that quality management
requirements are fulfilled
- Involves a systematic process to determine if such quality requirements are met

Quality means distinctive characteristics which is beyond the EXPECTED COMMON

CHARACTERISTICS of a SHS, as defined by the SHS itself based on its distinct choice for a
purpose -> expected distinct characteristics (operating in the context of Vision, Mission and Goals)

QUALITY ASSURANCE PROCESS – involves a systematic process to determine if such quality

requirements are met
PLAN -> DO -> CHECK -> ACTION
Plan – Quality Goals and Procedures (what to check? When to check? Who checks? How to check?)
Who checks? – Internal Quality Assurers (IQA – internal quality assurance – team of quality assurers
coming from our school)

- External Quality Assurers (External Quality Assurance – team of quality assurers outside of our
school)
Do – Conduct the Quality Procedures
Check – Review the Procedures (know what specific plan of actions we are going to frame)
Act – Outcomes Towards Continuous Improvement

Methods of Quality Assurance (QA) – (regularly check with our operations)

 IQA (internal quality assurance) – quality assurance process carried out by internal members of an
institution or organization
 EQA (External Quality Assurance) – a process of ensuring that assessment and IQA activities have
been conducted in a consistent, safe and fair manner
NOTES: IQA comes first then EQA

INTERNAL QUALITY ASSURANCE – quality assurance process carried out by internal members of
an institution or organization
PLAN - Quality Goals and Procedures (what to check? When to check? Who checks? How to
check?)
DO - Conduct the Quality Procedures (what to check? When to check? Who checks? How to check?)
CHECK - Review the Procedures (what to check? When to check? Who checks? How to check?)
ACT - Outcomes Towards Continuous Improvement (what to check? When to check? Who checks?
How to check?)

 Can lead to School Improvement Plan (SIP)

A is never one-time process
Is synonymous with continual improvements
Data and insights gathered by internal assurers must be used to bring improvements in the
operation to adept the evolving quality requirements
REFERENCES:
1. Compliance with the MINIMUM Standards
2. Fidelity with the EXCELLENCE Standards
SELF-ASSESSMENT based on STANDARDS -> PLANNING for IMPROVEMENTS
SESSION 2 (10:45 AM-12:00 PM)
QUALITY – school-defined distinctive characteristics based on its distinct choice for a purpose
(EXCELLENCE STANDARDS)
PRE-REQUISITE -> full compliance with the MINIMUM standards
SYSTEMATIC PROCESS, which aims to determine if the standards are met (QUALITY
ASSURANCE)
Makes a categorical declaration supported by documentary evidence that it has achieved the MINIMUM
standards set by the government to all SHSs
Assesses whether it has fulfilled its institutional …. CONTINUE LATER

SOURCES OF MINIMUM STANDARDS

1a. DepEd Order 021 S. 2019 – Policy Guidelines on the K to 12 Basic Education Program

K to 12 Basic Education
Responds to national and global needs and demands through its mission to strengthen the values of
the Filipino people, develop a strong sense of nationalism, develop productive citizens who contribute
to the building a just, and humane society, ensure environmental sustainability, and cultivate global
partnerships for development (p.6)

 Is a holistically developed Filipino who has built foundations for learning throughout life
(p.6) – ex. Passing in an entrance exam is one of manifestation provide the formation of
holistic students

(If a student exit in your school, then you are accountable to his/her learning which should be
holistic learning)
 Has the necessary physical, cognitive, socio-emotional, and moral preparations so s/he can
determine his own purpose for learning in consideration of current and emerging needs of
his/her immediate, local, national and global communities (p.8)
 Is equipped with information, media and technology skills, learning and innovation skills, life
and career skills, and communication skills necessary to tackle the challenges in the 21 st
century…. CONTINUE LATER
1a.1 INFORMATION, MEDIA AND TECHNOLOGY SKILLS
 Sub-skills: visual and information literacies, media literacy, basic, scientific, economic
and technological literacies, multicultural literacy, and global awareness
 Opportunities: allow learners to navigate the fluid and dynamic environment of
knowledge creation and acquisition
 Subjects (used as platforms for integration of the skills): Technology and Livelihood
Education (TLE), Science, Mathematics, Araling Panlipunan, MAPEH, and Languages
1a.2 LEARNING AND INNOVATION SKILLS
  Sub-skills: Include among others creativity and curiosity, critical thinking, problem-
solving, adaptability, managing complexity and self-direction, and sound reasoning skills
 Opportunities: acquisition of theses skills help learners resolve daily issues and
challenges be it academic, personal, and social, etc.
 Subjects (used as platforms for integration of the skills): honed in all subject areas and
across grade levels
1a.3 COMMUNICATION SKILLS
 Sub-skills: teaming, collaboration, interpersonal skills, and interactive communication
are parts and parcels of the 21st century learning
 Opportunities: enable learners adapt to present and future challenges and opportunities
 Subjects (used as platforms for integration of the skills): integrated in al learning
areas, which are gradually developed through the learning competencies and performance
standards
1a.4 LIFE AND CAREER SKILLS
 Sub-skills: Flexibility and adaptability, initiative and self-direction, social and cross-
cultural skills, productivity, accountability, leadership and responsibility
 Opportunities: empowers learners to make informed decisions, thereby giving them the
leverage to significantly contribute to the development of society
 Subjects (used as platforms for integration of the skills): integrated in all learning
areas, which are gradually developed through the learning competencies and performance
standards

2a. CHED Memorandum Order 20 S. 2013 – GEC: Holistic Understanding, Intellectual and Civic
Competencies
College Readiness Standards
 Expect K to 12 education to connect the individual student with local, national and global
communities, concerns, and challenges (p.19)
 Keener ability to conceptualize, reflect, analyze and create solutions in a collaborative ways and
ability to connect developments and appreciate nuances beyond tailored responses to
longstanding problems that metamorphose over time into new and possibly more injurious forms
(p.17)
 Broadens the student’s horizon for understanding humanity, life and the world today in all their
diversity and complexity (p.17)
 GE (General Education) Curriculum

2b. Concretely, K to 12 graduates should be able to:

1. Produce all forms of texts (e.g., written, oral, visual, digital) based on: (COMMUNICATION
SKILLS)
 Solid grounding on Philippine experience and culture;
 An understanding of the self, community, and nation;
 Competency in formulating ideas/arguments logically, scientifically and creatively; and
  Clear appreciation of one’s responsibility as a citizen of a multicultural Philippines and
diverse world.
2. Systematically apply knowledge, understanding, theory and skills for the development of the self,
local and global communities using prior learning, inquiry and experimentation; (THINKING
SKILLS)
3. Work comfortably with relevant technologies and develop adaptations and innovations for
significant use in local and global communities; (TECHNOLOGY SKILLS)
4. Communicate with local and global communities with proficiency, orally in writing, and through
new technologies of communication; and (COMMUNICATION AND TECHNOLOGY
SKILLS)
5. Interact meaningfully in a social setting and contribute to the fulfillment of individual and shared
goals respecting the fundamental humanity of all persons and diversity of groups and
communities (PROBLEM SOLVING SKILLS)
Is a holistically developed Filipino who has built foundations for learning throughout life
(has the necessary physical, cognitive, socio-emotional, and moral preparation so s/he can determines
his own purpose for learning in consideration of current and emerging needs of his/her immediate,
local, national, and global communities)

Is quipped with information, media and technology skills, learning and innovation skills, life and
career skills, and communication skills necessary to tackle the challenges and take advantage of the
opportunities of the 21st century

Allow learners to navigate the fluid and dynamic environment of knowledge creation and acquisition
Help learners resolve daily issues and challenges be it academic, personal, social, etc.
Empower learners to make informed decisions, thereby giving them the leverage to significantly
contribute to development of society
Enable learners adapt to present and future challenges and opportunities

Ppre HEd Skills

Communication
Technology
Thinking
Communication and Technology
Problem Solving

School Philosophy & VMGO

Administration and Governance
Institutional Planning and Development
Instructional Leadership
Curriculum, Assessment and Instruction
Work Immersion & Culminating Activity
Faculty
Physical Plant Instructional Support Facilities
Academic Support and Student Development Services
School Budget and Finances
(BASIS OF THE MINIMUM STANDARDS) TO FULLY COMPLY WITH BY ALL SHSs while
operating within the direction of the EXCELLENCE STANDARDS

Must be monitored and assessed regularly

IQA (Self-Assessment Tool)

Results, Findings and Analysis in implementing the process using the assessment tool will lead
towards SCHOOL IMPROVEMENT PLAN

MORNING SESSION DONE