SBM Leadership and Governance

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
DISTRICT OF CUENCA
EMMANUEL ELEMENTARY SCHOOL
Emmanuel, Cuenca, Batangas
Leadership and Governance

Indicator: 1. In place is a Development Plan developed collaboratively by the stakeholders of the school and
community.
LEVEL 1 Person In-Charge / Concern Remarks
 School Community Profile
 Minutes of the Meeting in the crafting
of SIP
 Attendance Sheets
 Photo Documentation
 Draft SIP with annexes
 Project Proposals
 Advocacy materials but not limited to
Poster / tarpaulin / flyers
 Info Board
 Proposed PPAs on matters of school
governance and operations initiated by
the schools and stakeholders
 Approved SIP / AIP
 Approved Project Proposals
 Terms of Reference for SMEA
 Approved Monitoring Tool

 Accomplishment Report of the
Implemented PPAs
 Quarterly SMEA Report
 Annual Plan (PTA, SGC, but not limited
to)
 Letter requests of external organization
in support to information dissemination
on SIP
 Narrative / Accomplishment Reports:

DISTRICT OF CUENCA
- Education Summit
- SOSA
- Symposium
 Request letter of stakeholders to
implement matters of school
governance and operations
 Records of Stakeholders initiated PPAs
 SGC minutes of the meeting

 Documentation of the School Best
Practices shared to other school
 Logbook or Record of activities

Indicator: 2. The development plan is regularly reviewed by the school community to keep it responsive and
relevant to emerging needs, challenges and opportunities
 Report of SIP/AIP review
 PPAs Monitoring Report

 Open line communication through
Social Media, School Webpage, flyers,
SRC
 Enhanced SIP/AIP
 PPAs Monitoring Report

 Narrative Report on VMVs and school
aspiration advocacy
 Letters for benchmarking
 Awards and Recognition certificates

 Report of AIP review: 100%
accomplished with identified value
added outputs
 Logbook of benchmarking activities
from other schools
DISTRICT OF CUENCA
 Narrative Report on the schools’ best

practices which are benchmarked /
adopted
 Accomplishment Report

Indicator: 3. The school is organized by a clear structure and work arrangements that promote shared
leadership and governance and define the roles and responsibilities of the stakeholders
 Letter of invitation to the community
stakeholders
 Copy of the school memo on the
conduct of activity for internal
stakeholders
 List of Organizational Structure and
their roles and responsibilities
 SGC
 PTA
 SPG
 Etc.
 Approved SIP / AIP
 Approved Project Proposal (PTA, SGC,
SPG/SSG)
 Narrative Report on School
Implemented PPAs in varied forms
(general assembly, open line
communication)
 Updated and accurate Transparency
Board

 Quarterly SMEA
DISTRICT OF CUENCA
 Report and action taken based on the

SMEA feedback
 Identified best practices on
transparency and accountability were
shared to other school
 Certification of sharing of best practices

Indicator: 4. A leadership network facilities communication between and among school and community
leaders for informed decision-making and solving of school community wide learning problems
 Organizational Chart with position
 Personnel’s profile
 Feedback forms/ Suggestion box / open
line communication
 Approved M & E Tools
 Organized M & E Team with TOR
 Designation Order with terms of
Reference
 Consolidation and Analysis of the
evaluation results from feedback and M
and E results with proposed solutions /
interventions
 Minutes of the meeting (discussing
feedbacks/results and proposed
solutions)
 Progress monitoring report on the
implemented solutions/intervention
 Documented processes of feedback and
monitoring mechanism
 Certification of sharing of best practices
on feedback and monitoring mechanism
Indicator: 5. A long-term program is in operation that addresses the training and development needs of
school and community leaders
DISTRICT OF CUENCA

 Training Needs Assessment
 IPCRF
 OPCRF
 NCBTS / TSNA Results

 Individual Plan for Professional
Development (IPPD)
 School Plan for Professional
Development (SPPD)
 Learning and Development Package
Accomplished by:
_________________________________________
Name / Designation
Checked by:
DIANA ROSE G. FONTELO

Chairman
SBM – Leadership and Governance
Verified by:
MARIA CRISTINA H. RAMOS

SBM Focal Person
Noted:
EDITH G. SORIANO
Principal I
Curriculum and Instruction
Indicator: 1. The curriculum provides for the development needs of all types of learners in the school
community
DISTRICT OF CUENCA

 Learning Competencies
 Legal basis on curriculum and
instruction
 Documented teaching learning activities
and resources provided
 Conduct of meeting on LRMDS
 DLLs / DLPs
 List of Intervention Programs
 Sample Learners’ Portfolio
 Sample self-directed materials

 School-based monitoring tool on
learning outcomes
 Reading assessment report
 Copy of curriculum guide
 Budget of Work
 LR
 Teachers’ Portfolio
 Checked Daily lesson log
 Evaluated Instructional materials

 Documented teaching learning activities
provided
 Utilization of learning resources
materials
 DLLs / DLPs of accomplished COTs
 Contextualized intervention programs
 Contextualized modules
 School-based monitoring results on
learning outcomes
 Class observation reports and post
DISTRICT OF CUENCA
observation
 No. of contextualized produced
materials
 Documentation of the conduct of
writeshops for learning materials and
training for updating teacher
competencies on curriculum and
pedagogy
 Improved teaching learning activities
and resources that results to sustained
improvement
 Assessment tool / feedback of pupils,
teachers and parents
 Accomplishment Reports
 Record of continuous and shared
practices in the community to improve
teaching and learning activities
 District Learning Action Cell / visual
aids / LMS exchange program
 LAC sessions focused on T-L
 No. of Teachers trained in INSET

 Documented partnerships on improving
T-L activities and resources (MOU)
shared practices

Indicator: 2. The implemented curriculum is localized to make it more meaningful to the learners and
applicable to life in this community
DISTRICT OF CUENCA
 Evaluation report of learning materials

 Inventory of available learning
resources / inventory of needs-based
learning resources
 Feedback on the available learning
resources
 Records of utilization of available
learning resources
 Inventory of learning materials
 Identified school projects / intervention
per subject
 Needs assessment for the teaching and
learning outcomes
 Contextualized Learning materials
 Performance level of learners
 Resources gaps analysis
 Utilization report
 Strategic intervention materials
concerning least mastered skills
 Compilation of localized curriculum
 Updated inventory of LMs with analysis
and interpretation of data
 Project proposal on intervention
material used
 Least learned skills or competencies by
grading period

 List of interventions and innovations
implemented
 Action research on pedagogy and
content / Action researches conducted
DISTRICT OF CUENCA
focused on T-L process

 Best practices on the development and
implementation of innovative needs-
based learning resources
 Accomplishment Report
 Certification of sharing / adoption of
best practices
 Documentation of sharing best
practices through benchmarking /
adoption
 Shared information on the localized
materials with other community
stakeholders
 Parental involvement in the production
of innovative needs-based learning
resources
 Awards and recognition system
 Documentation of the adoption of bet
practices in developing needs-based
learning resources

Indicator: 3. A representative group of school and community stakeholders develop the methods and
materials for developing creative thinking and problem solving
 Learners’ performance profile
 List of intervention or implemented
program for learner’s needs
 Teaching learning support systems /
PPAs implemented
 Copy of professional development plan
 Implementation report on teaching and
learning support system
 List of 4Ps Beneficiaries
 Anecdotal records
 Copy of performance outputs of

DISTRICT OF CUENCA
learners
 Intervention plan
 List of Dropping outs
 Report of family mapping
 SPED and ALS Program
 Teachers’ Portfolio
 ISWP Files
 PPAs on curriculum and instruction
 Technical Assistance Report

 Monitoring Tools in the conduct of
innovations / interventions
 Evaluation and monitoring results basis
for action research
 Appropriate teaching learning support
system
 Results of monitoring the use of crafted
instructional materials
 Implementation report on teaching
 Development needs plan of diverse
learners
 Reports on classroom teaching and
learning evaluation
 Attendance during school activities
 Progress, Monitoring report of learning
outcomes
 Analysis of Test Results
 LAC Session focused on teaching
learning process
 Consultative meetings
 COT files focused on grouping pattern
 RPMS
DISTRICT OF CUENCA
 Copy of school action plan per learning

area
 Year-end reports
 Minutes of the meeting regarding
collaboration with stakeholders on
innovative teaching and learning
 MOA of stakeholders
 Consolidated report on the teaching-
 Documentation of the
intervention/innovation conducted
 Continuously improved teaching
learning support system through
collaboration
 Certification of sharing / adoption of
best practices
 Feedback report mechanism
 Immersion
 School initiative exchange program
 CI projects
 K to 3 T-L Materials
 LAC Session focused on diversity of
learners
 COT files
 Report on CIP
 Action Research
 Mentoring and Coaching Program

 Documented partnership activities on
improving teaching learning support
system
 School-based M&E
 Action research on reported results and
interventions
DISTRICT OF CUENCA

Indicator: 4. The learning systems are regularly and collaboratively monitored by the community using
appropriate tools to ensure the holistic growth and development of the learners and the community
 MPS monitoring
 Performance rating of Learners
 Observation tools and rating of teachers
 Grading system
 Assessment Tools / strategies
implemented
 Conduct of INSET on differentiated
strategies
 (PRIMALS) documentation
 Assessment reports
 Quarterly assessment test
 Printed copy of PHIL-IRI Results
 Copy of remedial support program
 Needs Assessment survey
 Records of test results and other forms
of assessment
 Reading Assessment
 Learning outcomes/ assessment results
 M&E Tools

 Daily Lesson with Differentiated
instruction
 Rubrics for Differentiated Instructions
 Localized Instructional Materials
 Localized DLP
 Sample differentiated quarter

DISTRICT OF CUENCA
assessment test strategies

 Portfolio assessment in all learning
areas
 Records on intervention on the findings
of test results and other forms of
assessment
 Availability of Test materials and
assessment tools
 Copy of approved Action Plan per
subject areas
 Registry of alternative differentiated
assessment strategies
 Remedial intervention programs
 Posting of assessment schedules
 Action plan on reported LOA results

 Revised or developed assessment
strategies for differentiated instruction
 Action Research
 Innovative assessment system on
differentiated strategies is sustained,
shared and continuously enhanced
 Learning materials are shared/used and
implemented by the different grade
levels
 Certification of sharing/adoption of best
practices
 Innovations on assessment system
 Conduct innovation and action research

 Record of involvement of parents in the
development of school policies and
procedures
 Evidences of networking with
stakeholders
 Assessment progress report
 M & E Tools
DISTRICT OF CUENCA
 Award and Recognition

 Documented partnership activities on
improving assessment system design

Indicator: 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 attainment of
relevant skills
 Performance Rating of learners
 Summative
 Formative
 Observation Tools
 Assessment Tools
 Quarterly Assessment Test
 MPS
 Needs Assessment
 Reading Assessment
 PHIL-IRI
 EGRA
 EGMA
 Rubrics for differentiated instruction
 Differentiated quarterly assessment test
strategies
 Portfolio assessment in all learning
areas
 Records on intervention on the findings
of test results and other forms of
assessment
 Copy of approved action plan per
DISTRICT OF CUENCA
subject areas
 Registry of alternative differentiated
assessment strategies
 Intervention programs
 Revised or developed assessment
strategies for differentiated instruction
 Action Research
 Innovative Assessment system on
differentiated strategies is sustained,
shared and continuously enhanced
 Learning materials are shared/used and
implemented by the different grade
levels
 Certification of sharing/adoption of best
practices
 Innovations on assessment system
 Conduct innovation and action research

 Record of involvement of parents in the
development of school policies and
procedures
 Assessment progress report
 Partnership activities on improving
assessment system design

Indicator: 6. Learning managers and facilitators (Teachers, administrators and Community members)
nurture values and environments that are protective at all children and demonstrate behaviors consistent to
the organization’s vision, mission and goals
 Posted signage on safety, security
 Posted Memorandum of policies and
procedures on safety, child-friendly and
security
 Displayed of Crises Management Plan
DISTRICT OF CUENCA
(DRRM) and Organizational Chart of

SDRRM Teams
 Posted Emergency Directory
 Student Handbook which includes:
 Proper Conduct, Discipline and
Infractions
 Guidelines on School Safe, secure
and Child-friendly environment
 Legal basis of DRRM
 Child Protection Policy
 File or copy of accomplishment report
of the implementation of policies and
procedures on Disaster Preparedness,
Child Protection Policy and the like.
 Photo/Video Documentation of the
Crises/ Disaster Management Activities
 Reports of Guidance Office Advocacy on
Child Protection
 Benchmarking documentation of other
schools on the conduct of SDRRM practices
 Action Research
 Feedback from internal and external
stakeholders
 Awards / Recognition / Certification of
sharing / adoption of best practices
Indicator: 7. Methods and resources are learner and community – friendly, enjoyable, safe, inclusive,
accessible and aimed at developing self-directed learners. Learners are equipped with essential knowledge,
skills and values to assume responsibility for their own learning.
 List of diverse learners with special
needs (i.e. Ips, SPED and ALS)
 Draft of Equal opportunity Policy for out
of school youth, SPED, IPS
 Posting of Citizens Charter
DISTRICT OF CUENCA
 Documentation/Reports of learning
environment policies and procedures
implementation
 Narrative Report / Photo
Documentation of Inclusive Ed
Programs
 Copy of Policies and procedures on
learning environment that promote
Inclusive Education i.e (ALS, SPED, Ips)
 Copy of Policies and procedures
implemented i.e Equal Opportunity
Policy
 Continuous Monitoring and Evaluation
Report
 Stakeholders’ Quarterly Feedback
 Review of the Advocacy awareness
program
Accomplished by:
_________________________________________
Name / Designation
Checked by:
TERESITA M. JAEN
Chairman
SBM – Curriculum and Instruction
Verified by:
MARIA CRISTINA H. RAMOS

SBM Focal Person
Noted:
EDITH G. SORIANO
Principal I
DISTRICT OF CUENCA

SBM Leadership and Governance

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Republic of the Philippines

Leadership and Governance

 Draft SIP with annexes

 Approved Project Proposals

 Terms of Reference for SMEA

 Approved Monitoring Tool

 Narrative / Accomplishment Reports:

 SGC minutes of the meeting

Leadership and Governance

 PPAs Monitoring Report

 PPAs Monitoring Report

 Awards and Recognition certificates

 Narrative Report on the schools’ best

Leadership and Governance

LEVEL 3 Person In-Charge / Concern Remarks

 Report and action taken based on the

Leadership and Governance

LEVEL 1 Person In-Charge / Concern Remarks

 NCBTS / TSNA Results

DIANA ROSE G. FONTELO

MARIA CRISTINA H. RAMOS

LEVEL 1 Person In-Charge / Concern Remarks

 List of Intervention Programs

 Sample Learners’ Portfolio

 Sample self-directed materials

 Copy of curriculum guide

 Evaluated Instructional materials

 Contextualized intervention programs

 No. of Teachers trained in INSET

Curriculum and Instruction

 Evaluation report of learning materials

 Performance level of learners

 Resources gaps analysis

LEVEL 3 Person In-Charge / Concern Remarks

focused on T-L process

Curriculum and Instruction

 Copy of performance outputs of

 List of Dropping outs

 Report of family mapping

 SPED and ALS Program

 PPAs on curriculum and instruction

 Technical Assistance Report

 COT files focused on grouping pattern

 Copy of school action plan per learning

 School initiative exchange program

 Mentoring and Coaching Program

Curriculum and Instruction

LEVEL 2 Person In-Charge / Concern Remarks

 Localized Instructional Materials

 Sample differentiated quarter

assessment test strategies

 Posting of assessment schedules

 Action plan on reported LOA results

 Conduct innovation and action research

 Award and Recognition

Curriculum and Instruction

 Quarterly Assessment Test

 Conduct innovation and action research

Curriculum and Instruction

(DRRM) and Organizational Chart of

MARIA CRISTINA H. RAMOS

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