`

Fortunato F. Halili National Agricultural School

Magasawang-Sapa Annex

L. Barcial St. Mag-Asawang Sapa, Sta Maria Bulacan

I. LEADERSHIP
& GOVERNANCE
 Fortunato F. Halili National Agricultural School
Magasawang-Sapa Annex

L. Barcial St. Mag-Asawang Sapa, Sta Maria Bulacan

III.
ACCOUNTABILITY
& CONTINUOUS
IMPROVEMENT
 Fortunato F. Halili National Agricultural School
Magasawang-Sapa Annex

L. Barcial St. Mag-Asawang Sapa, Sta Maria Bulacan

IV. MANAGEMENT
OF RESOURCES
 A.1

In place is a
Development Plan (e.g.
SIP) Level 1
developed
collaboratively by the
stakeholders
The developmentof the
plan
school
guidedand community
by the school’s
vision, mission and goal
(VMG) is developed
through the leadership
of the school and the
participation of some
invited community
stakeholders
 `

Consultative assemblies
held in formulating
school development
plan guided by Vision,
Level
Mission and2Goals

The development plan is

evolved through the
shared leadership of the
SGC, Kist of SPG,
school and the PTA
Officers, Teachers’ Club,
community stakeholders
 Level 3

The development plan is

enhanced with the
community performing
the leadership roles and
the school providing
technical support
 E-SIP, Memos, School
Community Programs
and Projects,
Documentation projects
implemented by
A.2
schools.

The development plan

(e.g. SIP) is regularly
Level 1
reviewed by the school
community to keep
The school leads theit
responsive and relevant
regular review and
to emerging needs,
improvement of the
challenges and
development plan.
opportunities
 Level 2

The school and

community stakeholders
working as full partners
lead the continual
review and
improvement of the
development plan.
Documentation of
program reports,
findings, revisions
made.
 Level 3

The community
stakeholders lead the
regular review and
improvement process;
the school stakeholders
facilitate the process.
 Accomplishment
reports, success rate of
implementation,
partnership project of
school and community
 A.3

The school is organized

Level
by a clear 1
structure and
work arrangement that
promote shared
The school defines the
leadership and
organizational structure,
governance and define
and the roles
the roles and and
responsibilities
responsibilities of of
the
stakeholders
stakeholders.
Organizational structure
with roles,
responsibilities of all
concerns, memo and
signatures of 2
Level concern
(*PTA, School Governing
Council, Local
The school and
Government Units
community
Organizational Charts)
collaboratively define
the structure and the
roles and
responsibilities of
stakeholders.
 Minutes of meeting
regarding duties and
function
 School Organizational
Chart with functional
and responsibilities of
personnel
A.4 (all
organizational chart,
school and community)
Leadership network
Additional roles of the
facilitates
concern
communication between
and among school and
the community leaders
for informed decision-
making and solving of
school-community-wide-
learning problems
 Level 1

A network has been

collaboratively
established and is
continuously improved
by the school
community.
 Conflict
Resolution/Grievance
committee
 Level 2

The network actively

provides stakeholders
information for making
decisions and solving
learning and
administrative
problems.
Child Protection Policy,
Student Handbook
 Level 3

The network allows easy

exchange and access to
information sources
beyond the school
community.
Transparency Board/
School Bulletin Board,
DepEd Orders/ School
Memo Issuances
 A.5

A long-term program is
in operation that
addresses the training
and development needs
of school and
community leaders.
 Level 1

Developing structure
are in place and
analysis of the
competency and
development needs of
leaders is conducted;
results is used to
develop a long-term
training and
development program.
TSNA, Individual Plan for
professional Growth,
INSET Plans and
programs
 Level 2

Leaders undertake
learning modes that are
convenient to them (on-
line, off-line, modular,
group, or home-based)
and which do not
disrupt their regular
functions. Leaders
monitor and evaluate
their own learning
progress
 Training attended,
teachers learning
progress evaluation
 Level 3

Leaders assume
responsibility for their
own training and
development. School
community leaders
working individually or
in groups, coach and
mentor one another to
achieve their VMG
Intervention Program:
SLAC
INSET
SGD
TIP
MODULE RESULT
RPMS