DOÑA JUANA ACTUB LLUCH MEMORIAL CENTRAL SCHOOL

Pala – o, Iligan City

REVISED SCHOOL-BASED MANAGEMENT (SBM) ASSESSMENT TOOL

DOCUMENT – ANALYSIS, OBSERVATION AND DISCUSSION (DOD)

EVALUATION SHEET
Rating: 0-No evidence 1-Evidence indicates preliminary stage 2-Evidence indicates planned practices and procedures are fully implemented
3-Evidence indicates practices and procedures satisfy quality standards
PRINCIPLE I – LEADERSHIP AND GOVERNANCE (30%)
INDICATORS
STANDARDS 1 2 3 ARTIFACTS RATING REMARKS
1.In place is a Development The development The development The development  Copies of Vision, Mission, Goals
Plan (e.g SIP) developed plan guided by the plan evolved through plan is enhanced with and Core Values
collaboratively by the school’s vision, the shared leadership the community  SIP Original signed by the
stakeholders of the school and mission, and goal of the school and the performing the PTA/SGC representative
community. (VMG) is developed community leadership roles and  Revised SIP signed by the
through the leadership stakeholders. the school providing PTA/SGC representative
of the school and the technical support.  List of School Planning Team
participation of some organized
invited community  Revised SIP and included in the
stakeholders. Barangay Development plan
2.The development plan (e.g. The school leads the The school and The community  Approved AIP, SOB, APP, PPMP
SIP) is regularly reviewed by regular review and community stakeholders lead the  Revision Committee for SIP and
the school community to keep improvement of the stakeholders working regular review and AIP
it responsive and relevant to development plan. as full partners, lead improvement process:  Copies of invitation letters for the
emerging needs, challenges the continual review the school stakeholders stakeholders
and opportunities. and improvement of facilitate the process.  Copies of letter of confirmation
the development from the stakeholders
plan.  Minutes of the meeting during
planning revision
 Attendance sheets of the meetings
accomplished or during
revision/planning.
3.The school is organized by a The school defines The school and Guided by an agreed  Attendance sheets,
clear structure and work the organizational community organizational Minutes/Narrative Reports of the
arrangement that promote structure, and the roles collaboratively define structure, the orientation to capacitate the
shared leadership and and responsibilities of the structure and the community members of SGC/PTA/SPG/etc
governance and define the stakeholders. roles and stakeholders lead in of its roles and functions
roles and responsibilities of the responsibilities of defining the  List of the officials of
stakeholders. stakeholders. organizational SGC/GPTA/SPG/ Teaching Force
structure and the roles Organization different School
and responsibilities: Clubs, Barangay Council, School
school provides Planning Team (SIP & AIP
technical and Revision) with their
administrative corresponding roles.
support.  Resolutions crafted made by the
PTA and joint resolutions of PTA
and Barangay Council
 Personnel Handbook/SF 5
 School Manual/DepEd Manual
 Compilation of DepEd Orders,
Advisories, and Memoranda
(Division, Local, Non-DepEd,
Regional and National)
 Organizational Chart
 Office Orders/Job Orders
 Copies of Notice of Meetings
 Copies of Letter of Invitation
 Narrative Report of the Planning
Sessions conducted
 Progress Report of the SIP
4. A leadership network A network has been The network The network allows  List of created committees for the
facilitates communication collaboratively actively provides easy exchange and 4 components of SIP with a clear
between and among school and established and is stakeholders access to information definition of roles and functions of
community leaders for continuously information for sources beyond the its members
informed decision-making and improved by the school making decision and school community.  Compilation of communication for
solving of school-community community. solving learning and request of approval to conduct
wide learning problems. administrative meeting
problems.  School Report Card (BESRA)
 School Publication Paper that
published school performance

5. A long term program is in
operation that addresses the
training and development
needs of school and community
leaders.
Developing Leaders undertake
structures are in place training modes that
and analysis of the are convenient to
competency and them (on-line, off-
development needs of line, modular, group
leaders is conducted: or home-based) and
result is used to which do not disrupt
develop a long-term their regular
training and functions. Leaders
development program. monitor and evaluate
indicators, NAT results
(comparative) SIP
 School Governing Council
attendance sheets, resolutions, list
of activities and pictures
 PTA General Assembly attendance
sheets, minutes, pictures
 Homeroom Meetings attendance
sheets, minutes, resolutions,
pictures
 Copies of Deed of donations
 Copies of Certificates of
Recognition given to the
stakeholders
 List of different organizational
structures in school (parents,
teachers, and learners)
 List of donated properties
 Teachers Profile
 Copy of Magna Carta for Teachers
 Annual Accomplishment Reports
 Copies of RPMS-IPCRF of
Teachers Performance
 Copies of Certificates of
Recognition and awards received
by the school
Leaders assume  TSNA Results of Teachers
responsibility for their (individual and combined
own training and summary)
development. School  INSET Proposal
community leaders  SLAC Proposal
working individually  Compilation of IPPD
or in groups, coach and  Class Program
mentor one another to  Report on Training Needs of
achieve their VMG. Teachers
 Minutes of Consultative Assembly
 their own learning  Proposal on the Re-orientation of
progress. SGC and PTA Officers on their
roles and functions
 Proposal on the Orientation of
SCG, PTA, Barangay Council and
parents on the Child Rights and
Child Protection Policy
 Reports of the gains of the project
implemented
 List of Teachers graduating in
graduate school studies with
permit
 Compilation of post-training
reports with certificates
 Compilation of narrative reports
of school-based seminar trainings

Assessed/Evaluated by:

MARULYN A. CANTIVEROS, CPA CELSO AFABLE

Division Accountant Division Administrative Officer V

ROBERTO L. DECHOS JR., PhD MYRA AMBALONG, PhD

Division SBM Coordinator Division M & E

JOSE S. BAGUNAS ______________________

Public Schools District Supervisor Education Program Supervisor

JULIET S. TIMBANG, EdD HENRY ABUEVA

Chief, SGOD OIC Chief, CID

Noted:

EMMALINDA E. DUHAYLUNGSOD, PhD., CESO V

Schools Division Superintendent