LEADERSHIP AND

GOVERNANCE
 R1
LEVEL 1
The development plan guided by the
In place is a school’s vision, mission, and goal (VMG) is
development developed through the leadership of the
school and the participation of some invited
plan (e.g. SIP) community stakeholders.
developed
collaboratively EVIDENCE:
by the
✔ Communication letter from the Principal to:
stakeholders
❑ SPT Team
of the school ❑ GPTCA
and ❑ Brgy. 75, 76, 77 Brgy. Chairman
❑ Brgy. 75, 76, 77 Committee on Education
community Chairman
 R1
LEVEL 2
The development plan is evolved through
In place is a the shared leadership of the school and
development community stakeholders.

plan (e.g. SIP) EVIDENCE:

developed
collaboratively ✔ Communication letter from the Principal to:
❑ GPTCA Officers
by the ❑ Brgy. 75 Chairman and Committee on
stakeholders Education
of the school ❑ Brgy. 76 Chairman and Committee on
Education
and ❑ Brgy. 77 Chairman and Committee on
community Education
 R1
LEVEL 3
The development plan is enhanced with
In place is a the community performing the leadership
development roles and the school providing technical
support
plan (e.g. SIP)
developed EVIDENCE:

collaboratively ✔ Communication letter from the Barangay 77

by the Chairman where the school is located to:
❑ Brgy. Chairman of Brgy. 75, 76, 77
stakeholders
❑ GPTCA Vice-President
of the school ❑ Committee on Education of Brgy. 75, 76,
and 77
❑ Faculty Club President
community ❑ Child Protection Committee Chairman
❑ SPGO President
 The
development
plan (e.g. SIP) LEVEL 1
The school leads the regular review and
is regularly
improvement of the development plan
reviewed by the
school
community to
keep it up EVIDENCE:
responsive and ✔ Communication letter from the Principal to:
relevant to the ❑ STT Team
emerging ❑ Brgy. Chairman of Brgy. 75, 76, & 77
needs, ❑ SPGO Adviser
challenges, and ❑ EBEIS Coordinator
❑ EMIS Coordinator
opportunities
 The
development
plan (e.g. SIP) LEVEL 2
The school and community stakeholders
is regularly
working as full partners, lead the continual
reviewed by the review and improvement of the
school developmental plan
community to
EVIDENCE:
keep it up
responsive and ✔ Communication letter from the Principal to:
❑ Brgy. Chairman of Brgy. 75, 76, & 77
relevant to the ❑ Memorandum of Agreement in the Continual Review
of SIP
emerging ❑ SDRRM Coordinator
needs, ❑ Office Memorandum to
▪ Teachers’ Club President
challenges, and ▪ SPGO President
opportunities ▪ ACR
▪ Attendance
▪ Pictures
▪ Minutes
 The
development
plan (e.g. SIP) LEVEL 3
The community stakeholders lead the
is regularly
regular review and improvement process;
reviewed by the the school stakeholders facilitate the
school process
community to
EVIDENCE:
keep it up
responsive and ✔ Communication letter from the Principal to:
❑ Brgy. 75, 76, 77 Committee on Education
relevant to the Chairman
emerging ❑ GPTCA President
needs, ❑ SPGO President
✔ Activity Completion Report
challenges, and ✔ Minutes
opportunities ✔ Attendance
✔ Program
✔ Pictures
INDICATOR 3 LEVEL 1
The school defines the organizational
The school is structure, and the roles and responsibilities of
organized by a stakeholder
structure and work
arrangements that EVIDENCE:
promote shared
✔ Organizational structures
leadership and
❑ Faculty Club
governance and ❑ School Planning Team
define the roles ❑ School Governing Council
and ❑ School Grievance Team
responsibilities of ❑ Project Team
the stakeholders ❑ GPTCA
❑ SDRRM
INDICATOR 3 LEVEL 2
The school and community
The school is collaboratively define the structure and rolse
organized by a and responsibilities of stakeholder
structure and work
arrangements that EVIDENCE:
promote shared
✔ Organizational structures bearing the
leadership and
names and the Term of Reference
governance and ❑ Faculty Club
define the roles ❑ School Planning Team
and ❑ School Governing Council
responsibilities of ❑ School Grievance Team
the stakeholders ❑ Project Team
❑ GPTCA
❑ SDRRM
INDICATOR 3 LEVEL 3
Guided by an agreed organizational
The school is structure, the community stakeholders lead
organized by a in defining the organizational structure and
structure and work roles and responsibilities; school provides
technical and administrative support
arrangements that
promote shared EVIDENCE:
leadership and
✔ Organizational structures bearing the names and the
governance and Term of Reference
define the roles ❑ Faculty Club
❑ School Planning Team
and ❑ School Governing Council
responsibilities of ❑ School Grievance Team
❑ Project Team
the stakeholders ❑ GPTCA
❑ SDRRM
INDICATOR 4
LEVEL 1
A leadership A network has been collaboratively
network facilities established and is continuously imporved by
communication school community
between and
among school and EVIDENCE:
community leaders
for informed ✔ Principal’s Report on the Progress of SIP/AIP
decision-making Implementation
and solving of ✔ Program of Activities
✔ Pictures
school-community
✔ Transparency Board & Suggestion Box
wide learning ✔ Issues found in the suggestion box
problems ✔ Log Sheets & Log Book
INDICATOR 4
LEVEL 2
A leadership A network actively provides stakeholders
network facilities information for making decisions and solving
communication learning administrative problems
between and
among school and EVIDENCE:
community leaders
for informed ✔ Communication from the principal to the 3
decision-making Brgy. Chairmen and 3 Committee on
and solving of Education Chairmen on easy disclosure of
information
school-community
✔ ACR, Minutes, Attendance, pictures
wide learning ✔ Supplemental Annual Implementation Plan
problems ✔ School Report Card
INDICATOR 4
LEVEL 3
A leadership A network allow easy exchange and
network facilities access to information sources beyond the
communication school community
between and
among school and EVIDENCE:
community leaders ✔ School Paper (AN BAHANDI)
for informed ✔ Distribution List of Newsletter to students and
decision-making stakeholders of DAPBMES
and solving of ✔ Dissemination of SRC to Brgy. Officials
school-community internal and external stakeholders
✔ Evidences of Circulation
wide learning
✔ Online accounts of internal & external
problems stakeholders
INDICATOR
LEVEL 1
5 Developing structures are in place and
analysis of the competency and
A long term development needs of leaders is
conducted; result is used to develop a long
program is in term training and development program
operation that
addresses the EVIDENCE:
training and
✔ Consolidated interpretation by domain &
development strand (NCBTS)
needs of school ✔ SF7-School Personnel Assignment List and
and community Basic Profile
✔ School-based Ranking of Teachers
leaders ✔ SPPD Schools Plan for Professional
Development
INDICATOR
LEVEL 2
5 Leaders undertake training modes that
are convenient to them (online, offline,
A long term modular, group or home-based) and which
do not disrupt their regular functions, leaders
program is in monitor and evaluate their own learning
operation that process.
addresses the EVIDENCE:
training and
✔ Communication letter asking permission for
development a training proposal
needs of school ✔ INSET Proposal
and community ✔ Budgetary Requirements for School-based
INSET
leaders ✔ Matrix, attendance, ACR
✔ Pictures
INDICATOR
LEVEL 3
5 Leaders assume responsibility for their own
training and development. School community
leaders working individually or in groups, coach, and
A long term mentor one another to achieve their VMG.
program is in EVIDENCE:

operation that ✔ ACR on Leadership Training & Development Activities of

DAPBMES SPGO Officers
addresses the ✔ ACR on Resolution Requesting DAPBMESSPGO Officers for
Leadership Training
training and ✔ Communication Letters to SPGO Officers & Advisers; and
development GPTCA Officers
✔ Training and Development Program
needs of school ✔ Leadership & Development Implementation Plan of SPGO
Officers
and community ✔ Joint Resolution of Brgy. Council % GPTA Requesting
DAPBMES SPGO for Assistance for young community
leaders leaders
✔ Attendance, Matrix, Attendance on Leadership Training
✔ Certificates