SBM CHECKLIST ON

LEADERSHIP AND GOVERNANCE

DR. NICOLASA SALAS – CAMAYA
PSDS
 Session Objectives
At the end of the session, the participants will be able to:
• Describe the different indicators under the principle of Leadership
and Governance;
• Identify the evidences on the principle of Leadership and
Governance;
• Demonstrate the DOD process on the principle of Leadership and
Governance; and
• Assess the school processes, evidences and tools used under the
principle of Leadership and Governance.
 ACTIVITY – Where Do I begin ?
Indicators Evidences

1.In place is a Development Plan (e.g. SIP)

developed collaboratively by the
stakeholders of the school and
community
2.The development plan (e.g. SIP) is
regularly reviewed by the school
community to keep it responsive and
relevant to emerging needs, challenges
and opportunities
 ACTIVITY – Where Do I begin?
Indicators Evidences

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
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.
 ACTIVITY – Where Do I begin ?
Indicators Evidences

5. Long term program is

in operation that
addresses the training
and development needs
of school and
community leaders
LEADERSHIP AND GOVERNANCE
A network of Leadership and
Governance guides the educational system
to achieves its shared vision, mission and
goals making them responsive and relevant
to the context of diverse environment. It is
also about nourishing sustainable
partnerships to harness education goals and
resources
 Leadership and Governance
SBM Indicator SBM Scoring Evidence

In place is a (1) The Approved/Accepted SIP/Development

Development development plan plan with the following documents
Plan (e.g. SIP) by the school’s  Letter of Invitation of the school to
developed vision, mission some community stakeholders
collaboratively and goal (VMG) is re: formulation of SIP/Dev’t Plan
by the developed through  ACR with pictorials
stakeholders of the leadership of Or Any other documents proving
the school and the school and the that SIP was developed through
community participation of the leadership of the school and
some invited such was participated in by some
community community stakeholders
stakeholders.
 Leadership and Governance
SBM Indicator SBM Scoring Evidence

In place is a (2) The Approved/Accepted SIP/Dev’t Plan

Development development with the following documents
Plan (e.g. SIP) plan is • MOA/MOU by the school and
developed evolved community stakeholders (as parties)
collaboratively through the re: formulation of SIP/Dev’t Plan
by the shared • Program of activities and minutes of
stakeholders leadership of workshop or ACR (with pictorials)
of the school the school • Or any other documents proving
and and the that SIP/Dev’t Plan was developed
community community through the shared leadership of the
stakeholders. school and the community
 Leadership and Governance
SBM Indicator SBM Scoring Evidence

In place is a (3) The Approved /Accepted SIP & Enhanced Dev’t

Developmen development Plan with the following documents:
t Plan (e.g. plan is enhanced • Invitation of the stakeholders to other
SIP) with the stakeholders and the school for the
developed community enhancement of the SIP/Dev’t Plan
collaborativ performing the • Program of activities, minutes of
ely by the leadership roles workshop & ACR (with pictorials)
stakeholders and the school Or Any other document proving that
of the providing there was enhancement of SIP/Dev’t Plan
school and technical & such activity was led by the community
community support & technical assistance was provided by
the school
 Leadership and Governance
SBM Indicator SBM Scoring Evidence

The development (1) The Improved /Adjusted SIP/Dev’t Plan

plan (e.g. SIP) is school leads with the following
regularly reviewed the regular • Letter of invitation of the school
by the school review and to the stakeholders re: Review &
community to keep improveme Improvement of the Dev’t Plan
it responsive and nt of the ACR (with pictorials)
relevant to developmen Or Any other documents
emerging needs, t plan. (printed/electronic) proving that
challenges and the Dev’t Plan as reviewed and
opportunities improved through the leadership of
the school
 Leadership and Governance
SBM Indicator SBM Scoring Evidence
The (2) The school and Improved /Adjusted SIP/Dev’t Plan with the
development community following:
plan (e.g. SIP) is stakeholders  MOA/MOU by the school & the
regularly working as full community stakeholders (as parties) re:
reviewed by the partners, lead the Partnering for continual review &
school continual review improvement of the Dev’t Plan
community to and improvement  ACR (with pictorials)
keep it of the Or any other documents
responsive and development (printed/electronic) proving that the
relevant to plan. school and the community stakeholders
emerging needs, worked as full partners which led to the
challenges and continual review & improvement of the
opportunities Dev’t Plan
 Leadership and Governance
SBM Indicator SBM Scoring Evidence

The development (3) The Improved /Adjusted SIP/Dev’t Plan

plan (e.g. SIP) is community with the following:
regularly stakeholders • Invitation of community
reviewed by the lead the regular stakeholders re: regular review &
school review and improvement of the Dev’t Plan
community to improvement • ACR (with pictorials)
keep it process; the Or any other document
responsive and school (printed/electronic) proving that the
relevant to stakeholders community stakeholders led to the
emerging needs, facilitate the regular review & improvement
challenges and process. process & the school facilitated the
opportunities process
 Leadership and Governance
SBM Indicator SBM Scoring Evidence
 School developed Organizational Structures with
The school is (1) The TORs/ identified roles and responsibilities of
organized by a school school stakeholders.
clear structure defines the  School Memo; letter of invitation; Designation
letter/Appointment signed by the School Head; -
and work organization Minutes of Meetings, ACR
arrangements al structure, Resolutions/MOAs/MOUs;
Programs/Matrices/Pictorials; School
that promote and the Organizational structure chart with TORs &
shared leadership roles and identified roles, responsibilities/functions of
and governance responsibilit personnel; Organized stakeholders, Gen.
Homeroom PTA; Alumni; SGC; SPG; SBM Working
and define the ies of Committee; DRMM; MOOE TWG; Faculty Club;
roles and stakeholders Orientation on roles & responsibilities of
stakeholders; Attendance; Records of Simple
responsibilities of . mgmt.. tasks delegated
the stakeholders
 Leadership and Governance
SBM Indicator SBM Scoring Evidence

The school is (2) The school and • Organizational

organized by a clear community structures w/
structure and work collaboratively TORs/identified roles
arrangements that define the and responsibilities
promote shared structure and the bearing names of
leadership and roles and community and school
governance and responsibilities of stakeholders as part of
define the roles and stakeholders the definition and
responsibilities of the formulation of the
stakeholders organizational
structure
 Leadership and Governance
SBM Indicator SBM Scoring Evidence
The school is (2) The school and • Organizational structures w/
organized by a community collaboratively TORs/identified roles and responsibilities
clear define the structure and bearing names of community and school
structure and the roles and stakeholders as part of the definition
work responsibilities of and formulation of the organizational
arrangements stakeholders structure
that promote (3) Guided by an agreed Any of the ff:
shared organizational structure, Minutes of Meetings
leadership and the community Resolutions/MOAs/MOUs
governance stakeholders lead in Programs/Matrices/Pictorials
and define the defining the organizational (Reflecting names of community and
roles and structure and the roles and school stakeholders leading/initiating
responsibilitie responsibilities; school the formation of organizational
s of the provides technical and structure with defined roles and
stakeholders administrative support responsibilities)
 Leadership and Governance
SBM Indicator SBM Scoring Evidence
A leadership network (1) A network has Any of the ff:
facilitates been collaboratively Principals Report on the Progress of
communication established and is SIP/AIP Implementation.
between and among continuously  Transparency board; suggestion
school and improved by the box; log sheets/log books; or any
community leaders school community information network (MIS/SIS/s,
for informed etc.) established functionally in
decision-making and school.
solving of school-  Level 1 Indicators. The school
community wide – leads the regular review of the
learning problems. development plan
 Leadership and Governance
SBM Indicator SBM Scoring Evidence
A leadership (2) The network  SIP/AIP Implementation Plan and
network facilitates actively provides progress on SIP implementation,
communication stakeholders reported to the Brgy. Officials or
between and information for Municipal Executives reflecting easy
among school and making decisions disclosure of information about
community leaders and solving learning decisions to learning and
for informed and administrative administrative problems.
decision-making problems.  Level 2 Indicators. The school
and solving of community stakeholders working as
school-community full partners lead the continual
wide – learning review and improvement of the
problems. development plan
 Leadership and Governance
SBM Indicator SBM Scoring Evidence

A leadership network (3) The network Any of the ff:

facilitates allows easy  Year End School Accomplishment
communication exchange and Report Cards widely
between and among access to disseminated to stakeholders.
school and information  School Paper showing Year End
community leaders sources beyond SARCs widely disseminated to
for informed the school stakeholders
decision-making and community.  Level 3 Indicators. The
solving of school- community stakeholders lead the
community wide – regular review and improvement
learning problems. process the stakeholders
facilitate the process
 LEVEL 1 LEVEL 2 LEVEL 3
SY 2015-2016 SY 2016-2017 SY 2015- SY 2016- SY 2015- SY 2016-
Evidence: Evidence: 2016 2017 2016 2017
Any of the Any of the Evidence: Evidence: Evidence: Evidence:
following following: -SIP/AIP SIP/AIP Any of the Any of the
-Principal reports -Principal Implementat Implementa FF: ff:
on the progress Reports on ion Plan and tion Plan -Year End -Year End
of SIP/AIP the progress -Progress on and School School
Implementation of SIP/AIP SIP -PROGRESS Accomplishm Accomplish
-SMEA and MGE Implementati implementat ON sip ent ment
Report
on ion IMPLEMENT Report Cards Report
-Learners output
-Bulletin -Quarterly ATION, widely Cards
signed by parents
Board per meetings -Quarterly disseminated widely
(displayed in the
subject area with the meetings to disseminate
Bulletin board
per subject area to display stakeholders with the stakeholders d to
learners stakeholder stakeholder
output signed s s.
by parents
 LEVEL 1 LEVEL 2 LEVEL 3
SY 2015-2016 SY 2016-2017 SY 2015-2016 SY 2016-2017 SY 2015-2016 SY 2016-2017
Evidence: Evidence: Evidence: Evidence: Evidence: Evidence:
-Teachers and -Teachers and -Reported -Reported School - School
Learners Portfolio learners Portfolio quarterly the quarterly the communication communication
-Year round and -Year Round and Data on Level 1 Data on Level 1 program showing program
Monthly Schedule monthly Schedule Indicators to the indicators to regular and easy showing
using the reduced using the reduced Brgy. Officials or the Brgy. access to school regular and
Friday class Friday class Municipal Officials or information easy access to
-Supervisory Plan -Supervisory Plan Executives Municipal -on line school
-Records of -Report on reflecting easy Executives accounts/School information
Teacher/Class evaluation of disclosure of reflecting easy Websites/ -On line
observation teacher information disclosure of -Bulletin Board accounts/Schoo
-Technical Assistance performance about decisions information -School l Websites/
Plan to learning and about decisions Letters/Invitatio -Bulletin Board
-Report on evaluation administrative to learning and ns/Brochures/Ne -School
of teacher problems. administrative wsletter Letters/Invitati
performance Other problems. Other ons/Brochures/
Observations: Observations: Newsletter
Other
Observations:
 LEVEL 1 LEVEL 2 LEVEL 3
SY 2015-2016 SY 2016-2017
Evidence: Evidence:
Established the following teacher performance
-Bulletin board Established the following
-Suggestion Box functionally in the school:
-Log sheets/log books or -Bulletin Board
- Records of evaluation -Suggestion Box
or positive feedback on -Log sheets/log books or
level of satisfaction from -Records of evaluation or
stakeholders regarding positive feedback on level of
efficiency of school system satisfaction from
-any information network stakeholders regarding
(MS/SIS/s etc) efficiency of school system
-any information network
Other observation (MIS/SIS/s etc.)

Other observations:
 Leadership and Governance
SBM Indicator SBM Scoring Evidence
Long term (1) Developing Any of the ff:
program is in structures are in  NCBTS-NCBSSH TDNA Result
operation that place and analysis  IPPD/SPPD
addresses the of the competency  Professional Development Profile of teachers/ non
training and and development teaching personnel
development needs of leaders is  Any document which would prove that there is likewise a
needs of school conducted; results program for community stakeholders
and community is used to develop
leaders long-term training TNA; Training and development road map for at least three
and development years
program. Development plan for training; Project Proposal (objective/s
Resources (human, financial, etc); Training matrix; School
Memorandum; Implementation; List of participants;
Attendance Sheets; Photos, etc.; Monitoring and
Evaluation; Results of M & E
-Narrative Report; Next Step Plan; Feedbacking; Triangulation
of data
 Leadership and Governance
SBM Indicator SBM Scoring Evidence

Long term (2) Leaders undertake  Training Design &

program is in training modes that ACR/PTS/on-going
operation are convenient to Professional Training and
that them (0n-line,off- Development Program with
addresses the line,modular,group or self assessment and
training and home-based) and upgrading scheme and
development which do not disrupt shared by teachers and
needs of their regular community leaders
school and functions. Leaders
community monitor and evaluate
leaders their own learning
progress
 Leadership and Governance
SBM Indicator SBM Scoring Evidence

Long term (3) Leaders assume Any of the ff:

program is in responsibility for their ACR on Training
operation that own training and and Development
addresses the development. School Activities
training and community leaders Implementation
development working individually Plans
needs of school or in groups, coach Barangay/Municipal
and community and mentor one Resolutions
leaders another to achieve
their WMG.
 APPLICATION
• Group yourselves with 18 members.
• Simulate the D-O-D process
Documentary Analysis Observation Discussion

Analysis the Reconcile the data The discussion should capture the critical
documents gathered with the incidences (issues and challenges) of the
documentary analysis and observation
under the processes on how they and to be able to come up with the
principle of were able to come up with decision to reconcile the two process to
Leadership and the data through make recommendation for the school
Governance observation and interviews head on how to improve his/her SBM
(documentary analysis = level of Practice
process evidence)