Assessment Of School-Based Management Practices
A Manual on theAssessment of School-BasedManagement PracticesRepublic of the PhilippinesDepartment of EducationSchool-Based Management, Technical Working GroupBasic Education Sector Reform Agenda (BESRA)DepED Complex, Meralco Avenue, Pasig City 16002009
BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
Table of ContentsForewordPagesiv -vDepED MemorandumviI. Introduction1II. Purposes of SBM Assessment2III. Assessment Framework of SBM Practice2IV. School Based Management System3V. Matrix of SBM Dimensions by Scale of Practice4VI. Administration of SBM Practices Assessment15VII. Responsibilities of the School Head in the Assessment19VIII. The Focused Group Discussion (FGD)11A. Template 1: The Scoring Template24B. Template 2: SBM Practices Assessment Result28C. Template 3: Division Work Plan30IX. Assessment Tool33BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
ForewordThe Department of Education has stepped up its efforts to decentralize education management – astrategy that is expected to improve the Department’s operating efficiency and upgrade education quality.We are now accelerating the implementation of School-Based Management (SBM), a key component ofBasic Education Sector Reform Agenda or BESRA. With SBM, the school as key provider of education, will beequipped to empower its key officials to make informed and localized decisions based on their unique needstoward improving our educational system.This Manual on Assessment of School-Based Management Practices has been produced as a tool to helpeducators manage and run our schools efficiently and effectively. It highlights the strategic importance ofeducating our children and other stakeholders in participating in educational activities. This emphasis willmake the task of our school heads and teachers easier, as the community will be one with them in their effortsto improve the school.The content of this Manual has been developed and prepared with the participation of education specialistswho have practical and diverse experiences in their field. The concepts have been pilot-tested in severalprojects such as the Third Elementary Education Project (TEEP), the Secondary Education Development andImprovement Project (SEDIP), Basic Education Assistance for Mindanao (BEAM) and Strengthening theImplementation of Basic Education in the Visayas (STRIVE). The projects have created tremendous positiveivBASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
changes and improvement in the schools. After being tried out in project sites, the concepts were furthervalidated by school heads in remote schools. I can say with full confidence that these concepts have beentried, tested and passed strict scrutiny.In implementing SBM, the Department is doing all it can to create an environment where all the peopleinvolved commit to make change happen under a decentralized setup. This change is ultimately gearedtowards the school children’s enjoyment of their right to quality education and other equally important rightssuch as the right to be safe and healthy, to be protected from harm and abuse, to play and to have leisure, toexpress their views freely, and to participate in decision-making according to their evolving capacities.For this new setup to succeed, our principals and teachers need to develop their people skills and managerialcapabilities. They have to be empowered to be catalysts for change in our schools.Let me encourage you to understand well the Manual and own its concepts and principles. Be empowered tostrengthen partnerships, engage education stakeholders and produce graduates who are fully equipped forthe 21st century.JESLI A. LAPUSSecretaryDepartment of EducationvBASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
September 11 2009DepED MEMORANDUMNo. 386, s. 2009UTILIZATION OF MANUALS RELEVANT TO SCHOOL-BASED MANAGEMENTTo:UndersecretariesAssistant SecretariesBureau DirectorsRegional DirectorsSchools Division/City SuperintendentsHead, Public Elementary and Secondary SchoolsIn addition to the four (4) Primers on School-Based Management cited in DepED Order No. 37, s. 2009, the Technical Working Group (TWG)on School-Based Management (SBM) developed the following three (3) Manuals in support of its institutionalization:Manual on Assessment of SBM Practice. Presents the SBM Framework, the six (6) Dimensions of the SBM AssessmentInstrument and the next-steps after the conduct of assessment. It enables the school to determine its level of SBM practice andthe technical assistance it needs from support offices;Manual on School Governing Council. Provides schools with the basic information on the organization and operationalization ofSchool Governing Councils; andManual on School Improvement Planning. Discusses in detail the “why”, the “what”, the “who”, the “when”, and the “how” of schoolimprovement planning. It is intended to help schools craft and implement, monitor and evaluate the same (SIPs) and (AIPs).These Manuals are being printed and will be distributed to schools, DepED Offices and stakeholders when these are ready.Schools are urged to utilize these materials for their guidance in their practice of SBM.Immediate and wide dissemination of this Memorandum is desired.Reference:DepED Order: No.37, s. 2009Allotment: 1- (D.O. 50-97)To be indicated in the Perpetual Indexunder the following subjects:JESLI A. viBASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
I. IntroductionTo achieve the Education for All (EFA) objectives by 2015, the Department of Education ispursuing policy reforms under the Basic Education Sector Reform Agenda (BESRA). Key ReformThrust 1 (KRT1) of BESRA is School-Based Management (SBM). SBM underscores the empowermentof key stakeholders in school communities to enable them to actively participate in the continuousimprovement of schools towards the attainment of higher pupil/student learning outcomes.A decision as to where and into what aspect of school management and processes a school and itsstakeholders may start to build upon, as prescribed in the SBM Scale of Practice, makes assessmentimperative. Assessment is also important to determine the directions of improvements to attain themature level of SBM practice. For this reason, the Assessment Tool for SBM Practices was developed.The tool is based on the “Framework and Standards for Effective School-Based ManagementPractice Towards Improved Learning Outcomes” carried out by the Department of Education.Specifically, the tool is evidence-based and provides a baseline for those who are just starting a culture ofSBM or for those schools progressing toward the next level of SBM practice. Awareness of the currentstatus of the school serves as a sound basis for the establishment of a plan of action to address certaingaps or challenges.The basic concepts on the assessment tool as well as its administration are contained in thisManual. This Manual serves as a guide to the key players in the school in assessing their SBM1BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
practices as well as in identifying their needs for technical support that ought to be given by theDepartment of Education in various administrative levels.It should be noted that this instrument is NOT an evaluation of the performance of the schoolhead but an assessment of SBM practices.II. Purposes of SBM Practices AssessmentSBM assessment aims to: determine the level of the SBM practices of the school;provide the school a sound basis on which to establish its plan of action;improve the SBM support systems through interventions that the school and otheradministrative levels of the Department may introduce; anddetermine the effectiveness of SBM practices in the delivery of basic education services.III. Assessment Framework of SBM PracticesThe Framework identifies and explains the elements, logical structure and interrelationship of units thatcomprise a system. Geared towards the improvement of education outcomes, the SBM framework describesthe system for: a) securing adequate inputs and managing them efficiently and effectively; b) establishing anddeveloping structures and mechanisms that are helpful in achieving desired goals and objectives; c)introducing and sustaining a continuous improvement process; and d) ensuring that every school produces theintended outputs that lead to the attainment of better education outcomes.2BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
Management ofSCHOOL resources classroominstruction studentachievement3BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
IV. Matrix of SBM Dimensions by Scale of PracticeTo ensure that SBM works toward improved learning outcomes, which is the ultimate goal of schoolbased management, a three-Scale of Practice has been devised.Level I (Standard)-Level II (Progressive) Level III (Mature)-refers to compliance of a school with the minimum requirementsfor securing and managing inputs, establishing appropriatestructures and mechanisms, and improving processes that affectinstruction and student achievement in order to produce thedesired levels of outputs that lead to improved learning outcomes.intensifies mobilization of resources and maximizes efforts of theschool to achieve desired learning outcomes.goes further by maximizing efforts of the school and thecommunity/stakeholders to achieve higher learning outcomes.Specifics of the scale of practice by dimension are shown in the next pages.4BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
Table 1. Matrix of SBM Dimensions by Scale of PracticeSBMDimension1. SchoolLevel I(Standard)Level II(Progressive)Level III(Mature) SH is designated.SH performs greater responsibility andaccountability in school management.SH is fully accountable to stakeholders forschool performance. SH is trained on basiccompetencies on instructionalleadership (e.g., NationalEducators Academy of thePhilippines (NEAP) ‐SMILE). SH exercises instructional leadershipand management functions. SH pursues continuing professionaldevelopment.SH significantly influences studentlearning outcomes and student holisticdevelopment.SH is trained on SBM and LocalSchool Board (LSB)responsibilities. SH as a resource on SBM (e.g., acts asmentor/coach). SH promotes/shares SBM experiencesand leading practices to other schools. SH creates critical mass of SBMchampions.SH initiates: SH co‐operates with organizedstakeholders. SH manages SBM systems.SH has effective working relationshipwith LSB & School Governing Council(SGC). SH innovates and institutionalizescontinuous school improvementprocess. SH acts as fund manager and devotesmore attention to instructionalleadership and supervision.Leadership organizing stakeholders.installing appropriate SBMsystems (e.g., schoolimprovement planning,budgeting and resourcemanagement, staffing,performance monitoring and SH performs fund managementduties (e.g. accounting /bookkeeping functions. SH is relieved of accounting /bookkeeping functions and devotesmore attention to instructionalleadership and supervision.5BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
Matrix of SBM Dimensions by Scale of PracticeLevel I(Standard)SBM Dimension2. nts,students) Level II(Progressive)Students are made aware of theirrights and responsibilities asprimary stakeholders. Teachers are trained oncurriculum, content, andpedagogy.Level III(Mature)Students exercise their rights andfulfills their responsibilities asprimary stakeholders. Students share in school leadership andmanagement. Students are held accountable for theirperformance. Teachers improve teachingeffectiveness. Teachers are co‐leaders / co‐managersof schools. Teachers mentor peers. Teachers pursue continuingprofessional development.Teachers hold themselves accountablefor student performance. Parents assume responsibilities aspartners in the learning process. Parents co‐manage and co‐monitorlearning process. Parents are also held accountable forthe performance, achievement andwell‐being of their children. Students, teachers, and parentsare adequately oriented on SBM. Students, teachers, and parentssupport SBM. Students, teachers, and parentschampion SBM. Students, teachers, and parentsunderstand their respective rolesand responsibilities on SBM; andare organized for participation inSBM processes. Organized stakeholders introduceand co‐implement programssupporting school‐wideimprovement process. Organized stakeholders pro‐activelyengage themselves in schoolgovernance and continuous school‐wide improvement process.6BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
Matrix of SBM Dimensions by Scale of PracticeSBM Dimension3. ExternalStakeholders’Participation(alumni, parents ofalumni, localleaders, retiredteachers, youthleaders/SangguniangKabataan)Level I (Standard)Level II (Progressive)Level III (Mature) External stakeholders areorganized and made aware oftheir rights and responsibilities aseducation stakeholders. Organized external stakeholdersexercise their rights andresponsibilities as educationstakeholders. Organized stakeholders engagethemselves in school governance andschool‐wide improvement process. Local government stakeholdersare oriented into a functional LSB(e.g., school building andfacilities, extension classes, andsports development). Local government stakeholders areenabled (thru capacitydevelopment interventions onresource planning andmanagement) for an expanded LSBfunctions (e.g., supporteducational subsidies, InstructionalMaterials and Textbooks (IMTEX),teachers, school personnel,students’ welfare anddevelopment). Local government stakeholders arefully enabled to institutionalizeexpanded LSB functions thru multi‐yearsupplemental lump‐sum budgetallocation for SBM (e.g., PS, MOEE, CO). Community leaders / People’sOrganizations (Pos) / Non‐Government Organizations(NGOs) are oriented, organized,and mobilized to support SBM(e.g. school communitypartnerships at least within theclassroom or selectedinterventions like Adopt‐a‐School program). Community leaders / POs / NGOsare enabled (through capacitydevelopment interventionsresource and programmingplanning and management) forexpanded and school‐wide support(e.g. Every Child A ReaderProgram, institutionalizedremedial class support, health andnutrition). Community leaders / POs / NGOs arefully enabled to provideinstitutionalized support community‐wide programs to continuouslyimprove learning outcomes (includingALS) and to promote children’s welfare.7BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
External stakeholders understandtheir respective roles andresponsibilities on SBM; and areorganized for participation in SBMprocesses. Organized external stakeholderssupport implementation of school‐wide improvement process whichfocuses on children’s learning anddevelopment.8 Organized stakeholders introduce andco‐implement programs supportingthe school‐wide improvement processwhich focuses on children’s learningand development. Organized stakeholders championSBM. Organized stakeholders help create acommunity environment thatsupports children’s enjoyment of theirright to quality education and otherrights (right to express themselvesfreely).BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
Matrix of SBM Dimensions by Scale of PracticeSBM Dimension4. SchoolImprovementProcessLevel I (Standard)Level II (Progressive)Level III (Mature) School conducts assessment ofSBM practice using assessmenttool . School conducts periodicassessment of SBM practiceusing assessment tool. School institutionalized assessmentof SBM practice using assessmenttool. SGC is organized. SGC supports continuous schoolimprovement process. SGC demands and championscontinuous school improvementprocess. SGC members are oriented andtrained on SBM and schoolgovernance. They are madeaware of their duties andresponsibilities. SGC members are performing SGC members are held accountablefor school performance.SIP/AIP needs and priorities aresystematically identified(through situation analysis withinthe context of existing conditions,circumstances and availableresources ). School does participatory and SIP/AIP formulation andimplementation involve full andsustained engagement ofstakeholders.SIP/AIP emphasizes improvementof educational outcomes thatinclude holistic development ofchildren. SIP/AIP surpasses National /Regional / Divisional performancestandards; Division/ Region / Nationalplans and programs are based onSIPs/AIPs. their respective duties andresponsibilities.knowledge‐based SIP/AIPdevelopment andimplementation that areresponsive to community needsand performance feedback.SIP/AIP meets Divisional/Regional / Nationalperformance standards onlearning outcomes.9BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
Stakeholders are informed,consulted, and engaged in SIP/AIP formulation, implementation,and monitoring and evaluation. Stakeholders are informed,consulted, and engaged in SIP/AIP formulation,implementation, andmonitoring and evaluation andare satisfied with schoolperformance. Stakeholders are informed,consulted, and engaged in SIP/AIPformulation, implementation, andmonitoring and evaluation and arejointly accountable for schoolperformance. SIP/AIP implementation isregularly tracked and reportedwith necessary correctivemeasures undertaken. SIP/AIP implementation isbenchmarked (with leadingpractices) and undertakesinnovations and improvements. SIP/AIP implementation is gearedtowards achieving exemplaryperformance and institutionalizedbenchmarking and continuousimprovement processes. Best practices are identified,documented and shared amongpeers. Best practices are replicated. Best practices are institutionalized.10BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
Matrix of SBM Dimensions by Scale of PracticeLevel I(Standard)SBM l II(Progressive)Level III(Mature) Resources and funds (MOOE) arelinked to SIP/AIP targets andallocated to meet minimumeducational cost requirements(e.g., per capita per student). Resources and funds areaugmented with LSB andcommunity contributions andallocated to meet desirededucational outcomes. Resources and funds aresustained by LGU and communitypartners through supplementalbudget and community equity. A system of incentives andrewards (and positive disciplinefor underperformance) based onperformance contract (betweenSGC and DepED) is piloted topromote school improvementprocess and children’swell‐being. A system of incentives andrewards (and positive disciplinefor underperformance) based onperformance contract (betweenSGC and DepEd) is establishedwith DepEd and stakeholdersupport to sustain schoolimprovement process and chil‐dren’s well‐being. A system of incentives andrewards (and positive disciplinefor underperformance) based onperformance contract (betweenSGC and DepEd) isinstitutionalized with DepEd andstakeholder support to sustainschool improvement process andchildren’s well‐being. A system of technical assistance(policy support, institutionalstrengthening, and training) isinstalled for continuous schoolimprovement process andchildren’s well‐being. A system of technical assistance(policy support, institutionalstrengthening, and training) isstrengthened for continuousschool improvement process andchildren’s well‐being. A system of technical assistance(policy support, institutionalstrengthening, and training) isoptimized for continuous schoolimprovement process andchildren’s well‐being.11BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
Matrix of SBM Dimensions by Scale of PracticeSBM Dimension5. School‐BasedResourcesLevel I (Standard)Level II (Progressive)Level III (Mature) Annual School Budget (ASB)(e.g., DepED MOOE) isaligned with SIP/AIP. Annual School Budget (DepED MOOE SEF community contributions) isaligned with SIP/AIP. Annual School Budget (DepED MOOE SEF community contribution andLGU supplemental budget grants/loans) is aligned with SIP/AIP. School manages andcontrols funds/ resourceswith Division Officeassistance (review and ap‐ School manages and controls funds/resources with Division Officetechnical guidance. School fully manages and controlsfunds/ resources. ASB is executed inaccordance with guidelines. ASB is executed with efficiency andcost effectiveness. ASB is executed with best practicesand innovations resulting inimproved school performance. ASB results in attainment oftargets and desiredoutcomes. ASB results surpassed targets anddesired outcomes. ASB results in sustained excellentperformance. School is properly informedof MOOE allocation / MOOEis published and drilled downto schools in cash. School MOOE allocation isaugmented with LSB and communitycontributions to meet desirededucational outcomes. School budget is sustained andinstitutionalized by LGU andcommunity partners throughsupplemental budget and communityequity. School undertakes school‐based procurement withDivision Office assistance. School undertakes school‐basedprocurement withDivision Office guidance. School undertakes own school‐based procurement including IMTEX,furniture, and equipment, SchoolBuilding Program (SBP) subject toDepED‐wide guidelines.12BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
SBM DimensionLevel I (Standard)Level II (Progressive)Level III (Mature) DepED representative to theLSB is knowledgeable of SIPpriorities. DepED representatives to the LSBensure that SEF budget prioritiessupport SIP/AIP and reflect increasednumber of educational resources(e.g. classrooms, textbooks, teacheritems, equipment, teachers/schoolpersonnel welfare). DepED representatives to the LSBmonitor and influence SEF forsustained support to SIP/AIP. MOOE funds made availableto the school are recorded,optimally utilized, reported &accounted for. All resources and funds madeavailable to the school are recorded,optimally utilized, reported andaccounted for. All resources and funds madeavailable to the school are recorded,optimally utilized, reported andaccounted for.13BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
Matrix of SBM Dimensions by Scale of PracticeLevel I(Standard)SBM Dimension6. School Perform‐ance Account‐ability(performance ismonitored, vali‐dated, evaluatedand reported)Level II(Progressive)Level III(Mature) School introduces transparencyand accountability mechanisms. School exercises transparencyand accountability in carrying outits functions. School is fully transparent andaccountable. Monitoring and Evaluation (M/E) Performance and results‐basedM/E system is fully operationaland utilized in planning. Stakeholders and school jointlydevelop and implementmulti‐sectoral andmulti‐dimensional M/E systemwith innovations.system is installed andoperational (e.g. data andreports are used in continuingimprovement). Major stakeholders (SGC, PTCAs,Schools Division Superintendent,Regional Office, LSB) areinformed and participate in M/ Eand reporting. All stakeholders fully participatein M/ E and reporting activities. Stakeholders hold themselvesaccountable for schoolperformance. Quarterly school performance(student and teacherperformance) is monitored andevaluated by SGC. Quarterly and annual schoolperformance (e.g. SRC) aremonitored and evaluated bycommunity stakeholders. School performance ispresented, published andvalidated through communitysatisfaction surveys. Improvements in learningoutcomes by Grade/Year levelare monitored and evaluated byhomeroom and tracked perstudent/subject. Improvements in learningoutcomes by Grade/Year levelare monitored and evaluated onschool‐wide basis. Improvements in learningoutcomes are tracked for bench‐marking with other SBM schools.14BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
Administration of the SBM Practices AssessmentThe tool on pages 39-70 contains indicators regarding the six (6) dimensions of SBM Practicesshown in Table 2. Each indicator has required pieces of evidence of the level of SBM practices. EachSBM dimension is to be responded to by a different group of school stakeholders who arrive at agroup answer through a consensus.The Table on page 20 provides the list of SBM dimensions and the intended respondents for eachdimension.The administration of the “SBM Assessment Instrument” is divided into 3 stages:Stage1: The Orientation of School Head/s;Stage 2: Responding to the Instrument by the School Stakeholders; andStage 3: Focused Group Discussion.Instructions are provided in three parts, one for each stage. Topics are presented following theflow of the administration of the assessment instrument. The processes the school head must undergo inthe conduct of the assessment are found in the succeeding pages.15BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
Table 2: Dimensions of SBMSBM DimensionRespondentsSBM 1. School LeadershipSchool headAssistant to the school head / head teacher/s / Grade chair / Department headSBM 2. Internal StakeholdersParent association representativeTeacher association chairHead of student council / organizationSBM 3. External StakeholdersParent association representativeLGU/Barangay chair / representativeSGC chair/representativeChair of any other active groups involved in the school (e.g. NGOs, alumni associationSBM 4. School ImprovementProcessSchool headParent association representativeTeacher association chairHead of student councilBM 5. School-Based ResourcesSchool headPerson in charge of school funds(e.g. school budget officer/supply officer)SGC chair/representativePTA chair/representativeLGU/Barangay chair/representativeSBM 6. School PerformanceAccountabilitySchool headParent association representativeTeacher association chairHead of student councilSGC chair/representativeLGU/Barangay chair/representative16BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
STAGE 1:School Head’s OrientationThis stage is initiated and managed at the division level to equip the school head with the skill on howto administer the assessment.Objectives: This stage aims to ensure that school heads:1. understand SBM, particularly the dimensions, levels and practices;2. appreciate the intent of the SBM assessment;3. understand all the terms used in the instrument;4. learn the process of administering the instrument;5. know the scoring process as well as determine the level of SBM practice of the school;and6. know the manner of reporting the results to the division office.STAGE 2:Responding to the Instrument by the School StakeholdersPHASE 1: Orientation of School Stakeholders as RespondentsThe orientation focuses on the SBM Assessment, its context, objectives and procedure. Theschool head takes the lead role in orienting the stakeholders who shall serve as respondents tothe assessment. Respondents must be thoroughly oriented on the concepts of SBM, the purposeof the assessment as well as the process that they will undergo in the assessment. It should alsobe an opportunity to advocate the objectives of SBM to the school stakeholders to help thembecome aware of their roles in the governance of the school.17BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
PHASE 2:Actual InventoryThis phase is the time for the various respondent groups to collect pieces of evidence andrespond to the instrument for each indicator. This process of evidence collection andinventory may take more than one day. It must be clear to the respondents what evidence arebeing asked for. It is highly recommended that the respondents be allowed sufficient time toperform the inventory. Emphasize the need to collect the concrete proof required for eachindicator.In this phase, the respondents are on their own in performing an inventory of the requiredevidence and accomplishing the instrument. It is quite important for the school head toallow them to access specific school documents that are reflected in the instrument. In someinstances, the respondents may opt to do some interviews to validate their results.Policies on Evidence1. Evidence must be presented to the stakeholders before a check mark is placed on theappropriate box.2. Evidence/s must be the one being asked for.3. No evidence, no check mark even if the school has been doing it.18BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
PHASE 3: Summarizing the Stakeholders’ ResponsesThis is a session on summarizing the results of the inventory with the stakeholders for eachdimension. A Focused Group Discussion (FGD) is suggested to discuss experiences in the process ofthe assessment: the search for the pieces of evidence, the identification and verification of the piecesof evidence and how the instruments were used and responded to. The FGD also aims to reach aconsensus on the different responses made by the respondents on the different dimensions and todetermine the specific help/assistance the school needs to be fully prepared to move to the next levelof SBM Practice.Responsibilities of the School Head in the Assessment1.2.3.4.5.6.Read, review and understand the instrument.Invite stakeholders listed on page 20 to serve as respondents to the assessment tool found on pages37 to 70.Orient school stakeholders on the assessment.Lead in the inventory of evidence and prepare all the evidence required for the assessment.Set a date with school stakeholders for the assessment that includes inventory of evidences.Conduct focused group discussion.Sample Script of the Orientation to the Stakeholders for the School Heada.The Department of Education is requesting schools to conduct an assessment on SchoolBased Management (SBM) practices in all schools nationwide. This is through the auspicesof the Basic Education Sector Reform Agenda (BESRA).19BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
b.c.d.e.f.g.h.An instrument has been prepared for the assessment. (Refer to pp. 39-70) Respondents areschool stakeholders, representatives of the students, teachers, LGU, PTCA and other activeindividuals in the school.The instrument has indicators found on the top of the Table of each page. Below theindicators are pieces of evidence that are required. The box provided for o
Assessment of School-Based Management Practices A Manual on the Republic of the Philippines Department of Education . DepED Memorandum vi I. Introduction 1 II. Purposes of SBM Assessment 2 III. Assessment Framework of SBM Practice 2 IV. School Based Management System 3 .File Size: 1MBPage Count: 74Explore furtherA Comprehensive Guide to School-Based Management (SBM .www.teacherph.comRevised School-Based Management - SlideSharewww.slideshare.netBest Practices on School-Based Management (SBM) - TeacherPHwww.teacherph.comDO 45, s. 2015 – Guidelines on School-Based Management .www.deped.gov.phLevels of Participation of the School Stakeholders to the .files.eric.ed.govRecommended to you b
assessment. In addition, several other educational assessment terms are defined: diagnostic assessment, curriculum-embedded assessment, universal screening assessment, and progress-monitoring assessment. I. FORMATIVE ASSESSMENT . The FAST SCASS definition of formative assessment developed in 2006 is “Formative assessment is a process used
schools to continuously improve through school-based management. That is, management framework must look into what suits the needs of the pupils and the community. Thus, DepEd rolled out School-Based Management officially to all public schools in 2012. The implementation, as well as the impact of School-Based Management on management, remains a
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review and understand your assessment without the need to file a complaint with the Assessment Review Board. For more information, see reverse and visit calgary.ca/assessment. Use the above roll number and access code to view additional assessment information by logging into Assessment Search at calgary.ca/assessment. 445,000
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