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Parts I: Introduction
The Revised School-Based Management (SBM) Assessment tool is guided by the four principles of ACCESs (
A Child- and Community Centered Education Systems).The Indicators of SBM practice are contextualized
on the ideals of an ACCESs school system. The unit of analysis is the school system which is classified as
developing, maturing and advanced (accredited level). The SBM practice is ascertained by the
existence of structured mechanisms, processes and practices in all indicators. A team of practitioners and
experts from the district, division, region, and central office validates the self-study /assessment before a
level of SBM practice is established. A school on the advanced level may apply for accreditation. The
highest level, the advanced is a candidacy for accreditation.
Part II. Basic School/Learning Center (LC) Information
School/Learning Center: __________________________________________________________________________
Region/Division: __________________________________________________________________________
Name of School Head/LC Head: ____________________________________________________________________
Address:_______________________________________________________________________________________
Part III: Instruction to the Users:
Please indicate using a check mark the extent of SBM practice for each indicator listed
below( numbered)based on the validation teams consensual agreements after systematic D-O-D
( Document Analysis-Observation-Discussion).
On the other hand, for indicators with no evidence just indicate zero.
Part IV. Rating Scale:
0- No evidence
1- Evidence indicates developing structures and mechanism are in place to demonstrate ACCESs
2-Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs
3- Evidence indicates practices and procedures satisfy quality standards.
I. LEADERSHIP AND GOVERNANCE
A network of leadership and governance guides the education system to achieve its shared
vision, mission and goals making them responsive and relevant to the context of diverse
environments.
A. Indicators
1. In place is a The development The development The development
Development Plan (e.g. plan guided by the plan is evolved through plan is enhanced with
SIP) developed schools vision, mission the shared leadership of the community
collaboratively by the and goal (VMG) is the school and performing the
stakeholders of the developed through the community leadership roles, and the
school and community. leadership of the school stakeholders. school providing
and the participation of technical support.
some invited community
stakeholders.
2. The development plan The school leads the The school The community
(e.g. SIP) is regularly regular review and community stakeholders stakeholders lead the
reviewed by the school improvement of the working as full partners regular review and
community to keep it development plan. lead the continual improvement process:
responsive and relevant review and improvement the school stakeholders
to emerging needs, of the development facilitate the process.
challenges and plan.
opportunities.
3. The school is The school defines The school and Guided by an
organized by a clear the organizational community agreed organizational
structure and work structure and the roles collaboratively define structure, the
arrangements that and responsibilities of the structure and the community stakeholders
promote shared stakeholders. roles and responsibilities lead in defining the
leadership and of stakeholders. organizational structure
governance and define and the roles and
the roles and responsibilities: school
responsibilities of the provides technical and
stakeholders. administrative support.
4. A leadership network A network has been The network The network allows
facilitates collaboratively actively provides easy exchange and
communication between established and is stakeholders information access to information
and among school and continuously improved for making decisions sources beyond the
community leaders for by the school and solving learning and school community.
informed decision- community. administrative problems.
making and solving of
school-community wide-
learning problems.
5. A long term program is Developing Leaders undertake Leaders assume
in operation that structures are in place training modes that are responsibility for their
addresses the training and analysis of the convenient to them (on- own training and
and development needs competency and line, off-line, modular, development. School
of school and community development needs of group or home based) community leaders
leaders. leaders is conducted; and which do not disrupt working individually or
result is used to develop their regular functions. in groups, coach and
a long term training and Leaders monitor and mentor one another to
development program. evaluate their own achieve their VMG.
learning progress.
TOTAL NO. OF
CHECKMARKS
D. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency,
effectiveness and efficiency.
1. Regular resource Stakeholders are aware Resource inventory is Resource
inventory is that a regular resource characterized by inventories are
collaboratively inventory is available regularity, increased systematically
undertaken by learning and is used as the bais participation of developed and
managers, learning for resource allocation stakeholders, and stakeholders are
facilitators, and and mobilization. communicated to the engaged in a
community stakeholders community as the basis collaborative process to
as basis for resource for resource allocation make decisions on
allocation and and mobilization. resource allocation and
mobilization. mobilization.
2. A regular dialogue for Stakeholders are Stakeholders are Stakeholders
planning and resource invited to participate in regularly engaged in the collaborate to ensure
programming, that is the development of an planning and resource timely and need-based
accessible and inclusive, educational plan in programming, and in the planning and resource
continuously engage resource programming, implementation of the programming and
stakeholders and and in the educational plan. support continuous
support implementation implementation of the implementation of the
of community education. educational plan. educational plan.
3. In place is a Stakeholders support Stakeholders are Stakeholders sustain
community-developed judicious, appropriate engaged and share the implementation and
resource management and effective use of expertise in the improvement of a
system that drives resources. collaborative collaboratively
appropriate behaviors of development of resource developed, periodically
the stakeholders to management system. adjusted, and
ensure judicious, constituent-focused
appropriate, and resource management
effective use of system.
4. Regular monitoring Stakeholders are Stakeholders Stakeholders are
evaluation, and invited to participate in collaboratively engaged held
reporting process of the development and participate in the accountable and
resource management implementation of development and implement a
are collaboratively monitoring, evaluation, implementation of collaboratively
developed and and reporting processes monitoring, evaluation developed system of
implemented by the on resource and reporting processes monitoring, evaluation
learning managers, management. on resource and reporting for
facilitators and management. resource management.
PART V. SCORING INSTRUCTIONS
1. The four (4) principles were assigned percentage weights on the basis of their relative importance to the
aim of school(improved learning outcomes and school operations);
Leadership and Governance 30%
Curriculum and learning- 30%
Accountability and Continuous Improvement 25%
Management of Resources -15%
2. Each principle has several indicators. Based on the results of D-O-D (Document Analysis, Observation,
Discussion), the evidence is summarized and consensual rating is arrived at .What rating would one give
to each indicator;
3. Rate the items by checking the appropriate boxes. These are the points earned by the school for the
specific indicator.
The rating scale is:
0- No evidence
1- Evidence indicates early or preliminary stages of implementation
2- Evidence indicates planned practices and procedures satisfy quality standards
3- Evidence indicates practices and procedures satisfy quality standards
4. Assemble the Rubrics rated by the respondents ; edit them for errors like double entries or incomplete
responses;
5. Count the number of check marks in each indicator and record in the appropriate box inside the
summary table for the use area/standard rated;
6. Multiply the number of check marks in each column by the points(1-3)
7. Get the average rating for each principle by dividing the total score by the number of indicators of the
principle;
8. Record the average ratings for the principle in the Summary Table for the computation of the General
average.
9. Multiply the rating for each principle by its percentage weight to get weighted average rating.
10. To get the total rating for the four principle, get the sum of all the weighted ratings. The value derived
is the school rating based on DOD;
11. The level of practice will be computed based on the criteria below:
60% based on improvement of learning outcomes;
40% according to the validated practices using DOD
12. The resulting score will be interpreted as:
PART VI. DESCRIPTION OF SBM LEVEL OF PRACTICE
The resulting levels are described as follows:
0.5-1.4- Developing
1.5-2.4- Maturing
2.5-3.5- Advanced
LEVEL I. DEVELOPING- developing structures and mechanism with acceptable level and extent of
community participation and impact on learning outcomes.
LEVEL II.MATURING introducing and sustaining continuous improvement process that integrates wider
community participation and significantly improve performance and learning outcomes.
LEVEL III. ADVANCED (ACCREDITED)-Ensuring the production of intended outputs/outcomes and
meeting all standards of a system fully integrated in the local community and is self-renewing and self-
sustaining.