III.

ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

The Revised School-Based Management (SBM) Assessment Tool is

guided by the four principles of ACCESs (A Child-and Community-Centered
Education System). The indicators of SBM practice is contextualized on the
ideals of an ACCESs school system. The unit of analysis in the school
systems which are 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.

One of the four principles of ACCESs (A Child-and Community-

Centered Education System) is its Accountability and Continuous
Improvement which defined as a clear, transparent, inclusive, and
responsive accountability system is in place, collaboratively developed by
the school community, which monitors performance and acts
appropriately on gaps and gains.

It is divided into five indicators. Indicator one includes its roles and
responsibilities of accountable person/s and collective body/ies are clearly
defined and agreed upon by community stakeholders. The second
indicator includes achievement of goals which is recognized based on a
collaboratively developed performance accountability system; gaps are
addressed through appropriate action. The accountability system is owned
by the community and is continuously enhanced to ensure that
management structures and mechanisms are responsive to the emerging
learning needs and demands of the community which is the main purpose
of indicator three while the accountability assessment criteria and tools,
feedback mechanism and information collection and validation techniques
and processes are inclusive and collaboratively developed and agreed is
under the indicator four. Lastly, indicator five includes the participatory
assessment of performance which is done regularly with the community.
Assessment results and lessons learned serve as basis for feedback,
technical assistance, recognition and plan adjustment. These five
indicators are subdivided into three parts which includes its roles and
functions of each indicator. The CI team of San Juan Elementary is also
divided into teams and each team has its own roles to accomplish the
School Based Management which is guided and in lined with the ACCESs
(A Child-and Community-Centered Education System).
As stated in the latter part, Accountability and Continuous
Improvement which defined as a clear, transparent, inclusive, and
responsive accountability system is in place, collaboratively developed by
the school community, which monitors performance and acts
appropriately on gaps and gains. Roles and responsibilities of accountable
person/s and collective body/ies are clearly defined and agreed upon by
community stakeholders. School has its greatest role in building and
shaping one’s individuality together with the stakeholders. The school
head together with the teaching force, staff and non-teaching force of San
Juan Elementary School work hard and feel determined to address the
need in arise. They planned on how they can contribute to the
development and progress of the school institution. So with that, they
conducted programs and activities that will help in shaping pupils’ growth
and development in terms of academic and non-academic field and
practices that is inclined and fit to their needs.

There is an active party that

initiates clarification of the roles and responsibilities in education delivery.
San Juan ES has an organized team that defines the roles and
responsibilities in the school community like the PTA, School Finance Team,
SIP Team and the like. Stakeholders are engaged in clarifying and defining
their specific roles and responsibilities. San Juan ES conducted quarterly
meeting with the parents so as to address the needs and improvement of
the school community and their children as well. Shared and participatory
processes are used in determining roles, responsibilities and
accountabilities of stakeholders in managing and supporting education.
“Meeting with parents”

“Stakeholders”
 Achievement of goals is recognized based on a collaboratively
developed performance accountability system; gaps are addressed
through appropriate action. Performance accountability is practiced at the
school level. The school head of the said school held an election for the
Parent-Teacher Association or the PTA for the School Year 2018-2019. The
organized PTA initiated project that will help in the ultimate improvement
of the school community. The collected funds are used to build structures
and projects to help in shaping the convenience of every person in the
school locality. With the help of organized elected PTA, the school provided
a waiting area and waiting shed for those parents/guardians for them to
provide an alternative shelter during lunch break and dismissal time. A
community level accountability system is evolving from school initiatives.
Through those cited activities, a community accepted performance
accountability, recognition and incentive system is being practiced.

“Brigada Eskwela 2018

The accountability system

that is owned by the community is
continuously enhanced to ensure
that management structures and
mechanisms are responsive to the
emerging learning needs and
demands of the community. The
school articulates the
accountability assessment
framework with basic components,
including implementation
guidelines to the stakeholders.
During Brigada Eskwela 2018,
stakeholders were actively
participated to offer their help in
their own ways. Some of them
donated materials that could be
used in maintaining school
cleanliness and orderliness and donating materials that could be used for
teaching purposes. Other parents donated plants as part of the school’s
advocacy for a greener and well manage environment. Through their
combined efforts, San Juan ES were able to participate in the said activity
conducted by the school and as part of the program of the Department of
Education. Truly, stakeholders are engaged in the development and
operation of an appropriate accountability assessment system.

School community stakeholders continuously and collaboratively

review and enhance accountability system processes, mechanisms and
tools. The school head together with the teaching force of San Juan ES
conducted meetings to ensure that the accountability assessment criteria
and tools, feedback mechanisms, and information collection and validation
techniques and processes are inclusive and collaboratively developed and
agreed upon. As part of the institution they also play an important role in
the accountability and continuous improvement of the school. They shared
knowledge and information that could be used as a tool to impart
knowledge and skills to their pupils. They conducted school learning action
cell on “Capacity building on SBM processes and tools with contextualized
means of verification, school learning action cell on “Training on design,
development, and evaluation of learning resources held on December 01,
2019 at San Juan Elementary School.
 As part of the school community, San Juan teaching force ensures
that they can contribute to the development of the institution with all the
means they can do. Participatory assessment of performance is done
regularly with the community. School-community developed performance
as assessment is practiced as the basis for improving monitoring and
evaluation systems, providing technical assistance, and recognizing and
refining plans. Pupils’ performance is not based only in an academic
excellence but also with non-academic or the so called extra-curricular
activities. As part of the school project, many pupils were actively and
lively joined in the school band. These newly discovered individuals of the
school institution actively perform in the school programs/activities and
they continuously aspire to develop their talent in music.
School initiates periodic performance assessment with the
participation of stakeholders. With all activities and programs cited above,
it mirrors of how important the role of everyone in providing good future to
the children of the next generation. As part of growing community,
everyone inside and outside of the institution plays an important role in
the accountability and continuous improvement of the school.

IV. Management of Resources

“A key to achieving success is to assemble a strong and stable

management team.” – Vivek Wadhwa

Everyone’s dream is to achieve a high quality education despite of

poverty. To make this happen, active participation and involvement is
required to all the stakeholders who will assemble to build a team with
good management of resources in their community.
Brigada Eskwela

The Department of Education (DepEd) geared the opening of classes

towards to safe, orderly and conducive to learning schools through its
Brigada Eskwela 2019.

The Division of Bulacan encourages all the stakeholders to be part

in preparing public school facilities for the opening of classes. This
reminds the whole community, the parents and other stakeholders about
the essential role they need to play in making a safe and sound learning
environment for the learners during the yearly implementation of school
maintenance week

Brigada Eskwela 2019

During the National Schools Maintenance Week, the preparation of

San Juan Elementary School took its part to set and to make the school
environmentally sustainable by gaining a total of _______ volunteers. All
the stakeholders participated and contributed their time, effort, and
resources during the Brigada Eskwela to make the school facilities ready
for the learners’ use in the month of June.
Brigada Eskwela consisted of activities that truly exhibit the spirit of
shared community. The combined efforts of private individuals and
neighboring schools in the district spiced the helping attitude of everybody
and generated Php 10, 000.00 worth of resources.

Earthquake Drills
Anchored with the Brigada Eskwela’s theme, San Juan Elementary School
advocated and conducted Disaster Risk Reduction Management Program
such as earthquake drills. Upon thorough evaluation, this best practice of
the school on Disaster Risk Reduction Management was acknowledged
and adopted by the DepEd Division of Bulacan.

Every class was instructed to secure First Aid Box in case of

emergency. Pupils were also trained to take part in simultaneous ‘duck,
cover and hold’ which were followed by evacuation to gauge the
capabilities and importance of the plans and systems of preparedness and
response to earthquake.

Using the #BidaAngHanda, the school’s participation continued.

They posted and uploaded their photos and video in social media as one of
the supporters of the program especially the Philvocs continues to give
advisories that anytime a 7.2 magnitude earthquake could happen in
some parts of Luzon because of the movement of the West Valley Fault’
(WVF) that also transcends in Bulacan.

Feeding Program

To address the starvation among school children, the Barangay allotted

time, effort, and money to feed the recipients in San Juan Elementary
School as there are children who were identified as below normal or
malnourished from Kindergarten until Grade 6. They were given porridge,
prizes in games and candies afterwards. This program was successfully
done through the effort of the barangay officials who aim to improve
children’s health and education.

Canteen Projects

One of the benefits provided by the canteen is to offer safe and

healthy foods. More than that, canteen extends its purpose. It is to share
its funds in repairing and making the school better.
Canteen funds were used for the repainting of the school gate,
construction of extension roof on the gate and mural painting in the walls
of the school building. The office of the principal was secured by steel
grills on door and window. Inside of it, the San Juan Teaching Force DTR’s
holder was organized and enhanced into aluminum glass. Even the
Canteen’s storage of foods improved, from plastic tray to aluminum glass.

Donation of Electric Fan and cleaning materials from Stakeholder

 Clean and proper ventilation of classroom is conducive for learning.
Mrs. Renelyn A. Interino she believes that sharing is one of the loveliest
values of a person. She donated electric fan for the grade two pupils. Also
the TAU GAMMA Phils. donated one electric fan to kindergarten pupils.
Other stakeholder also donated cleaning materilas.

Distribution of School supplies for kinder.

Barangay continuous support and partnership still reached the San

Juan Elementary School as one of the recipient. Thru the barangay staffs,
the notebooks given to kindergarten pupils by the Barangay Officials
headed by the barangay captain, Hon. Nora G. Sarmiento. The
Kindergarten adviser assisted and helped in distributing the notebooks.

General PTA Meeting

 To build a nation is to build an organization. Likewise, to the
relationship between the school and the stakeholders, it should be good,
transparent and well-communicated to each other. In the first month of the
school year, every quarter and before the school year ends, General PTA
Meeting is conducted to relay, to clarify, to announce, to discuss, and to
suggest things on how the two will work together as one family who will
build and improve the school’s facilities.

Following are the PTA’s involvement in school activities, programs

and projects done through their support and active participation:

Elected students and parents together with the teachers of San Juan
Elementary School pledged their promise to be good, responsible and
productive officers. The funds raised in the program were used to buy
drums for the students’ practices in launching drum and lyre in the school
PTA Projects
 Waiting area and shed for the parents and for the students during
rainy season, sunny season and lunch break. The convenience it gave is
the reason to give better accommodation for the stakeholders.

Through the tireless support and continuous assistance of every

stakeholders of the school, their immense contributions provided a great
change in beautifying the school and make it more conducive for learning.
The absolute effort of every individual could possibly create a great impact
to the success of everyone.

SUSTAINABILITY AND FUTURE DIRECTIONS

These are the

challenges of every
school. SBM offers a
strategy for transforming
the school so that all
learners achieved at high
level, but it will succeed
only if all members of a
school collaborate to
make it happen.
In this guide, we
have laid the guidelines
for establishing an
effective approach to
school based
management that is
centered on those closet
to learners-teachers,
families and other
community members.

The future very much rests on how current and future leader are
being prepared both inside and outside the classroom. It is about
increasing changing world what learners need now and in the future will
continue to shift. The skills they gained, and their abilities to use those
skill is what the school moves forward.
San Juan Elementary School as a non-central school gained and harvested
the fruit of their time, effort, hard work, and teamwork with their winning
coaches as they guide and lit up the fire for the future hopes of the
community.

Following are the contest and awards won by the students, teachers
and coaches triumphantly.

2018 District Schools Press Conference in English and Filipino

3RD OVERALL CHAMPION

st
1 Feature Writing (Filipino)... Irish C. Amper
nd
2 Feature Writing (Filipino).. Melody S. Mendez
6th Editorial Writing….. Hazel P. Galvez
6th Feature Writing (English).. Rona Lorin P. Del Rosario
4th Photojournalism……. Abigael P. Carolino
3rd Cartooning (Filipino)…. Raiza G. Garbosa
th
6 Cartooning (English)…. Mike P. Marquez
4th Cartooning (English)…….. Madelene P. Dela Cruz

CONCLUSION & RECCOMENDATIONS

Every education institution in the world has its own share of

problems that need to be addressed. The importance of education in
national development can be underestimated.

Therefore, the implementation of SBM also results in “increased

efficiency and innovation in the delivery of education, reduced education
bureaucracy, increased responsiveness of schools to the needs of local
communities, strengthened accountability and increased engagement
with, and financial support for, schools” (Montreal Economic Institute,
2007).

SBM, as a governance framework of the DepEd, offers an

opportunity to imp rove the quality of basic education. Virtually, the DepEd
together with the other reform minded leaders and organizations are
challenged to document and measure the milestones in the grassroots –
schools, a task it pursues vigorously.

SBM should, therefore, touch into every fabric of the DepEd and be
embraced by key actors as well as the other stakeholders of education to
make it successful. Many factors have to be considered in implementing
SBM after the passage of a law or memo regarding its effect.