Republic of the Philippines

Department of Education
Schools Division of Cebu
District of compostela

3RD Quarter District SMEA REPORT

SY 2022-2023
Areas of Concern CIGP/s Cause of Occurrence DO Response/Unit Office

1. School Based Management

1.1 Instructional Leadership (coaching,  Availability of  Limited access to  School MOOE &
mentoring, observing classes, leading LAC Instructional printers other relevant
sessions, development and reproduction of IMs) Materials  Some printers are stakeholders
not functioning well
1.2 Administrative Leadership (Tardiness,  Lack of teaching  Unexpected  School’s Office/
absences, ERF concerns, premiums, and non-teaching increase of learner’s District and
emoluments, appointments, service record, personnel population Division Office
retirement, hiring of personnel, loading of  Loading of  Ancillaries of
subjects) teachers per grade teachers
level
1.3 Curriculum Instruction and Assessment  Assessment  Learner’s  School/ Principal’s
(competency management, learning resources, results are not competence is low. Office
assessment of learning delivery, critical reliable.  Teachers are
content)  Not all distracted by other
competencies are unrelated teaching
taught. reports

1.4 Human Resource and Team Development  Lack of teaching  Limited item for  School/ Principal’s
(trainings, hiring of personnel, inset, ancillary personnel Teaching Personnel Office
services)  Ancillary is not  Teachers are
divided equally overloaded
 1.5 Finance and Resource Management and  Resource  Less update of  SPTA
Mobilization (PTA, Canteen, Authorized Mobilization Donations from the Officers/School
Contributions, School MOOE, Donations)  Scarcity of funds PTA Head
to meet the needs
of the school.

1.6 Learning Environment (school plant, crucial  Repair of  Non-durable fence  SPTA
resources, repair works, rest rooms, perimeter fence  It gets defective Officers/School
laboratories, hand washing facilities, internet  Repair of other after some time use Head
connections) rest rooms

1.7 Government and Accountability (GAD,  No Exit gate.  Only entrance-exit  School
MOOE, PTA, SGC, SSG/SPG, School Plant,  Few safety ways Office/School Head
School Properties, School Club and signages can be  Not given attention
Organizations, Health and Sanitation, utilities, seen inside the
feeding program, PAPs) school
2. School Performance Indicators (emphasis  Low Numeracy rate  Poor Performance pf  School Office/School
on enrolment, promotional rate, failures, in the early grades the learners Head / Teachers
LARDOs, numeracy, reading proficiency)
3. Unresolved CIGPs during SMEA   

4. Best Practices (SBM practices related to any domain, PAPs, forging stakeholders, any activity to support quality instruction and improvement of school
plant).
 Monthly Tagbo
 Quarterly SMEA with the presence of internal and external stakeholders
 Active participation of Outstanding Program Implementer (OPI) evaluation.

Prepared by
DANILO C. DENIEGA Jr. Noted:
Teacher OMEGA MONISIT SOL EdD
Public Schools District Supervisor