School-Based

Management
Principle 1
Leadership & Governance
Indicators 3-5
MA. EDNA A. CALADES
Here starts the
District Head
lesson! Burauen East District
 3
The school is organized by
a clear structure and work
arrangements that promote
shared leadership & governance
and define the roles and
responsibilities of the
stakeholders.
Indicator 3 Level 1

Evidence:

School developed
Organizational Structures
with TORs/Identified roles
and responsibilities of
school Stakeholders.
Cont.
The school and community
collaboratively define the
structure and the roles and
responsibilities of
stakeholders.
 Evidence:

Organizational Structures
w/ TORs/Identified
Roles and Responsibilities
bearing names of community &
school stakeholders as part of the
definition & formulation of the
organizational structure
Organizational Structure

Name of the Stakeholder

Position

Terms and Reference

Roles and Responsibilities
Guided by an agreed organizational
structure, the community
stakeholders lead in defining the
organizational structure and the
roles and responsibilities, school
provides technical and
administrative support.
Evidence

 Minutes of Meetings
 Resolutions/MOAs/MOUs
 Programs/Matrices/Pictorials(
reflecting names of community
and school stakeholders
leading /initiating the formation
of organizational structure with
defined roles and
responsibilities)
 4
A leadership network
facilitates communication
between and among school
and community leaders for
informed decision –making
and solving of school –
community wide-learning
problems.
A network has been
collaboratively
established and is
continuously
improved by the
school community .
Evidence:

 Principals Report on the

progress of SIP/AIP
Implementation
 Transparency Board
 Suggestions Box
 Log sheets/log books or any
information network
established functionally in
school.
Quarter 1

Quarter 2

Quarter 3
Quarter 4
Pictures during the conduct of SOSA Attendance during the conduct of SOSA
 The network actively
provides stakeholders
information for making
decisions and solving
learning
and administrative
problems.
Evidence:

 SIP/AIP Implementation
plan and progress on SIP
implementation reported to
the Brgy. Officials or
Municipal Executives
reflecting easy disclosure or
information about decisions
to learning.
Quarter 1

Quarter 2

Quarter 3
Quarter 4
The network allows easy
exchange and access to
information to sources
beyond the school
community.
Evidence:

 Year End School

Accomplishment Report
 School Paper showing Year End
SARCs widely disseminated to
the stakeholders
 On line accounts or any
functional /Operational school
communication program
showing regular and easy
access to school information.
Facebook

EBEIS

LIS
 5
A long term program is in
operation that addresses
the training and
development needs of
school and community
leaders.
 Developing structures
are in place and analysis
of the competency and
development needs of
leaders is conducted;
result is used to develop
a long term training and
development program
What I know

What you need

to know
Leaders undertake training
modes that are convenient
to them (on-line, off-line,
modular, group, or
home-based) and which
do not disrupt their regular
functions.
Leaders monitor and
evaluate their own learning
process
Evidence:

 School-Based Training
based on needs
 Training Design
 ACR
 Attendance Sheet
List of Training/SLAC attended
by teachers based on needs:
What I know

What you need

to know
 Leaders assume responsibility
for their own training
and development. School
Community leaders working
Individually, working in groups,
coach and mentor one
another to achieve their VMG.
Evidence:

 ACR on Training and

Development Activities
 Implementation Plans
for mentoring &
Coaching
 Mentoring and coaching
Schedule
What I know

What you need

to know
What I know

What you need

to know
Learn everything you
can, anytime you can,
from anyone you can,
there will always come a
time when you will be Thank
grateful you did.
Sarah Caldwell