Welcome to the…

CB ON QMS-M & E FOR THE MEMBERS OF

THE REGION & DIVISION QUALITY
MANAGEMENT TEAMS
March 26-27, 2018
Rhodora V. Sison
Chief-QAD
DepEd Region VIII
 SHARE M.E.!
• Share M&E practices/activities that are
existing in your division/region
• Write on the meta cards the common
M&E practices/activities
• Post the meta cards on the designated
area
ACTIVITY 1
Reflecting on Why and
What
1. Group yourselves by Region / SDO
2. Assign:
 Group facilitator to handle the discussion
 Rapporteur to explain the group work in
plenary
3. Discuss the questions and answer each
posted question based on the common
response of the group
4. Write your response on the Manila paper
 size of font: 2 inches please
 REFLECTION QUESTIONS
Q.1. WHY DO WE . . .
Q.2. WHAT DO WE . . .
Monitoring?
Monitoring?
Evaluation?
Evaluation?
Quality Assure?
Quality Assure?
Reminder:
 Make your writing about 2-inch
high so it can be read from afar
 Be thorough with your thinking
 Work for 45 minutes.
ACTIVITY 2
Current Understanding
 GROUP ACTIVITY 2: CONCEPTS
1. Group yourselves by 10 – 12, having a mix different
SDOs. The Region should all be in one group
2. Assign:
 Group facilitator to handle the discussion
 Rapporteur to explain the group work in plenary
3. Think of your own SDO answer (or in the case of the
Region, individual answers)
4. Share with the big group your SDO (individual)
responses.
5. Come-up with a big group answer based on the
common response of the group
6. Write your response on the Manila paper
 ACTIVITY 2: QUESTIONS
1. What is your idea of:
? Monitoring
? Evaluation
? Quality Assurance
2. What is the difference amongst –
Quality Assurance / Monitoring /
Evaluation
3. Which should you think first – (and
why?)
Monitoring or Evaluation?
 PRESENTATION FORMAT
Responses
For us the SDOs, we think: Monitoring is ___________
Evaluation means ____________
Quality Assurance is _____________
The Key difference amongst QA,  ?
M, and E are:  ??
 ???
In terms of planning for M&E, we
should think first of . . .

Reminder:
 Make your writing about 2-inch high so it can be
read from afar
 Be thorough with your group thinking
 Work for 45 minutes.
SHARING TIME
Session 1:
* Preparing for Installation of the
Quality Management System (QMS)
* Understanding Quality Assurance
Framework
(QA Model, Objectives and Legal
Bases)
Objectives of the Session:
At the end of the session, the participants
must be able to do the ff.:
1. Explain the legal bases of QAF and the
objectives of QAF;
2. Describe the three major phases of the
Quality Management Model; and
3. Adhere to the importance of having a
framework for instituting QUALITY in the
Department
 WHY THE NEED FOR QMS IN DEPED?
Legal Bases
1. Administrative Order No. 161, s. 2006,
Section 1. “ Institutionalizing Quality
Management System in Government”. All
government services and GOCCs are
hereby enjoined to establish an ISO-aligned
QMS to be recognized for demonstrated
conformity of such quality management
system to applicable Philippine national
Standards. This shall be achieved thru the
implementation of government-wide Quality
management program.
 WHY THE NEED FOR QMS IN DEPED?
2. Administrative Order No. 161, s.
2006, Section 2 - Objectives of the
Government Quality
Management Program:
a. Promote and enhance public
sector performance thru the
adoption of ISO-9001:2000-
aligned QMS in all government
agencies
 WHY THE NEED FOR QMS IN DEPED?
b. Develop an institutional
infrastructure that shall provide
certification comparable to
international
c. Recognize customer-driven
government organizations that
have demonstrated alignment to
international standards for other
agencies to emulate
 WHY THE NEED FOR QMS IN DEPED?
3. Administrative Order No. 161,
s. 2006 was amended through
Executive Order No. 605, s.
2007: “ Institutionalizing the
Structure, Mechanisms and
Standards to Implement
Quality Management
Program”.
Said issuances….
 direct all government agencies to
implement & institutionalize a national
quality management system as a strategy
to Promote transparency & accountability in
governance;
 Provide a framework for assessing quality
system performance;
 Establish public service quality standards;
 Recognize quality excellence among the
government organizations.
 DEPED ORDER # 43, S. 2010: CREATION OF THE
QMTS
• The QMS Modeling process focuses on SBM as the
core element and quality planning as the core process
at the school up to the national level. Thus, QMTs
shall be organized at various governance levels of
DepEd to do the ff:
a. setting-up of the QMS
b. Capacitate QMTs
c. Mainstream the QMS at all DepEd units (Quality
planning, quality assurance and Quality Control
2. DepEd Order No 118, s 2010- Adoption
of the New BESRA Implementation
Arrangement
KRT 4: Quality Assurance and
Accountability and Monitoring and
Evaluation
DepED Order 44 s. 2010
“Adoption of KRT 3: Quality Assurance
and Accountability Framework”
Institutionalization of the Quality
Management System in DepED
DepEd Order ____ s. 2013
“ Rationalization Program”
Unnumbered Memo: Compendium of
DepEd Office Functions and Job
Description signed by Usec Mateo
dated January 21, 2018
WHAT ARE THE PREPARATIONS THAT NEED TO
BE DONE TO INSTALL QMS?

There is a need to understand Quality

Assurance Framework (QAF)
There is a need to understand Quality
Management System (QMS)
There is a need to be familiar with the
areas for Quality Assurance by Level
WHAT IS A QUALITY ASSURANCE
FRAMEWORK (QAF)?
It is a roadmap or guide for building a
culture of quality in the Department in all
aspects
It is based on a quality management model.
It has its objectives.
It adheres to a set of premises and salient
features.
The national QAF as a roadmap for building
a culture of quality is conceptually
derived from Quality Management (QM)
as a management approach.
It is considered as a “method for ensuring
that all activities necessary to design,
develop and implement a product or
service are effective and efficient with
respect to the system and its
performance”.
Quality as suggested must be embedded in
three major phases of development:
 Focused on setting Application of planned, Monitoring specific
quality objectives and systematic quality results to determine
necessary processes activities to ensure that whether they comply with
that will ensure all processes employed relevant quality standards
achievement of quality will meet requirements and identify ways to
objectives and standards eliminate unsatisfactory
results
 OBJECTIVES OF THE QAF
As a tool and roadmap for quality
assurance, the QAF has the following
objectives:
1. Highlights the strategic importance of
schools in providing quality education to
learners.
2. Strengthens support of the division and
region to schools and community learning
centers.
3. Defines the system boundaries
between the DepEd units.
4. Facilitates the documentation and
propagation of best and effective
practices.
5. Ensures education standards and
management systems at all levels are in
place
6. Instills a continuous improvement in
the education system.
7. Facilitates decision-making and
problem solving.
SIX SALIENT FEATURES OF THE QAF
1. Functional literacy as an overall goal
2. learners’ Outcomes
3. Schools as the Core Units of Quality
Assurance
4. Management Levels
5. Process Approach
6. Continuing Improvement
Functional literacy as an
overall goal
OVERALL GOAL OF DEPED

The Framework aims at bringing

all its learners to a level of
functionality that will enable
them to make life choices by the
time they finish Basic Education
– whether to pursue higher
education or be part of the
Country’s labor/work force.

FUNCTIONAL LITERACY FOR ALL

Learners’ Outcomes
Learners are equipped
with the desired
learning competencies
to attend higher
education or get
employment to become
productive citizens.
Schools as the Core
Units of Quality
Assurance
SBM is the vehicle through which QUALITY can
be attained in schools.

The key role of schools in quality

assurance. The framework gives
importance to SBM as the vehicle
through which quality can be
attained in schools. The SBM
principles which serve as the
implementation standards are
closely aligned to quality
principles.
Management Levels
 DepEd as an organization can be
transformed into a cohesive unit with
Management levels in DepEd
all its governance levels
systematically linked together in
take a
terms of clearly defined roles and
functions to bring about
quality
in education
Central
Office

Region

Division

Schools
Process Approach
 Defining the
activities to Defining
the needed
undertake
Establishing resources,
measures of information and
success competences

Identifying,
Establishing reducing, and
objectives and controlling the
outputs risks
Establishing Determinin
whether objectives Finding g how
remain relevant to better ways performance
the needs of the of achieving will be
stakeholders objectives and measured
STAKEHOLDER improving
SATISFACTION efficiency
 ARE YOU
HAPPY?

YES NO
CHANGE
SOMETHING

DO YOU
WANT TO
YES BE HAPPY?

KEEP DOING
WHATEVER
YOU’RE
DOING
 Quality
Assurance Functional Literacy for All
Framework (QAF)
Access Retention Completion Achievement

Learners
Processes & Accountabilities

Curr. & Teacher Admin & Learning

School & Instruction Leadership
Culture
Facilitator Environment
Learning
Center Correlates: Outputs, Processes, Inputs
District
Learner Educational Learning
Level Educational
Development Standards Outcome
Division Planning
Setting Monitoring
Level
Regional
Level Policy Regulatory Human, Physical Research &
Formulation Function & Fiscal Resource Development
Central Dev’t and Mgt.
Level
The framework aims at bringing all
its learner to a level of functionality
that will enable them to make life
choices by the time they finish
basic education—whether to
pursue higher education or to be
part of the country’s labor/work
force.
 SESSION 2:
UNDERSTANDING QUALITY
MANAGEMENT SYSTEM
(QMS) AS AN
OPERATIONAL
MECHANISM
OBJECTIVES
 Q1 Q2 Q3
What were the What Who ensured
major tasks in instruments did the smooth
conducting the you use to get conduct of the
training information training
program ? about the program ?
activity?
What word can you give
to label the answers of
Q1?
How about in Q2? In Q3?
Q1 - processes
Q2 - tools
Q3 - Structures
Why is it significant
to have these
processes, tools &
Structures?
A training program is an
example of an operation.
 For an operation to be of
quality, it has to have
processes & tools and people
who will manage the operation.
 This is what we mean by having
a Quality Management System
(QMS).
 M
examines,
E  produce better
ensures and
C learner outcomes
H Systematically embeds quality
QMS A and in the systems,
continuously processes, and
 deliver better
N technical and
I outcomes management
S
services
M
 Processes
Elements
of Tools
QMS

Structures
QMS as a system, specifies the:
 Processes to be applied by the
organization at various levels insure:
the development of quality education plans,
efficient and effective implementation of
their projects and programs; and
quality of outcomes against standard
performance measures
QMS as a system, specifies the:
 M&E tools that assist the quality
management teams to
systematically and objectively
undertake the quality assurance
processes to arrive at timely and
relevant information for decision
making.
QMS as a system, specifies the:

 Structures represented by
the Quality Management Teams
(QMTs) who will manage the QA
Operations
Internal

External
TWO FORMS OF EXTERNAL QA
1.Within the organization

Division
• School Head
• Division quality assures
the TEACHERS
quality AND LEARNERS
assures
SCHOOLS
Region School
SESSION 3:

CORE AREAS FOR QUALITY

ASSURANCE M&E MECHANISMS BY
QA PURPOSE
 Session Objectives
Identify the core areas for Quality
Assurance

Differentiate among outcomes,

outputs, core processes, and inputs
 Session Objectives
Determine the QA-M&E tools that are already
available for use by the Region, Division or
School
Commit to use QA-M&E mechanism and tools
to ensure quality planning, quality
implementation, and quality evaluation of
programs and projects
The Region, Division, and School need the
INPUTS so that PROCESSES can be done.
PROCESSES should be done to be able to INPUT
deliver the outputs/services. Delivered
outputs/services lead to the attainment of
outcomes.
 INPUT
are the resources (e.g.
PROCESS
human, financial, physical,
areneeded
etc.) the activities
so thatthatcorethe
OUTPUT
Region,can Division, and
processes be performed
by
areeach
School
OUTCOME level.
the basic services
perform or
to be
accountabilities
areable to deliverofeach
the improvements theexpected
Region,
from theDivision, and and
Region, Division,
outputs/accountabilities.
School
School that need
in order to be the
to achieve
delivered
DepEd goal in of
order to attain
Functional
outcomes.
Literacy for All.
Core Areas for Quality
Assurance.
OUTC Improved capacity of the divisions to provide assistance to schools for
OME the improvement of learning outcomes
OUTPUT Education Policy Localization of the Quality Assurance Technic Learning Resource
S Planning Developmen Curriculum al Management and
t Assistan Development
ce
CORE 1. DEDP review & 1. Policy 1. Development of 1. Regional 1. TA 1.Assessment &
PROCES appraisal review localized teaching / Monitoring, Needs evaluation of LRs
SES learning strategies & Evaluation & Assessm
materials Adjustment (MEA) ent
2. REDP 2.Policy 2. Monitoring 2. Curriculum 2. TA 2.Development/
development Formulation implementation of Evaluation Planningredevelopment,
programs for Acquisition &
Indigenous Peoples Production of LRs
3. Advocacy and 3. Policy 3. Monitoring 3. Regulatory, 3. TA 3. Storage &
Start-up for REDP implementati implementation of Establishment and Impleme Maintenance
implementation on alternative learning Accreditation of ntation
systems Schools
4. REDP 4. Developing use of Monitor the 4. TA 4. Publication &
Implementation mother tongue for nationally funded Evaluati delivery of learning
multilingual education on resources
PnP implemtd in RO
5. Managing
EMIS/ Unified
Information
System
INPUT MOOE
RESOUR Technical Personnel
CES Support Personnel
Organizational Structure
National Policies
OUTCOME Improved capacity of schools for School-based
Management implementation
OUTPUT/ Education Management of Technical Assistance Monitoring &
ACCOUNTABIL Planning Curriculum Evaluation
ITIES
Implementation
(SERVICES)
CORE 1.DEDP 1. Supervision of 1. Assessing needs of 1. Appraisal of SIP
PROCESSES Development curricular & co- the school heads
curricular programming
of schools
2. DEDP 2. Supervision of 2. Designing the TA 2. Conducting Initial
Implementati school’s assessment Agenda/ Plan Gains & Results
on program (formative & Evaluation of SIP
summative)

3. Managing 3. Monitoring school- 3. Implementing the 3. Monitoring SBM

EMIS of the initiated interventions to TA Plan Assessment
division improve teaching-
learning process
4. Providing access to 4. Monitoring, 4. Conducting M and
learning resources Evaluation and E of DEDP
Adjustment of the TA Implementation
Plan implementation
INPUT MOOE
(RESOURCE Technical Personnel
S NEEDED) Support Personnel
Manuals / Guidebook
OUTCOME  Improved learners performance
 Improved teachers/facilitators teaching-learning competencies
OUTPUT/
Implementation of
ACCOUNT School Leadership &
Basic Education Monitoring & Evaluation Staff Development
ABILITIES Management
(SERVICES) curriculum
CORE 1. Development of Managing 1. Monitoring & 1. Needs
PROCESSES a school enrolment evaluation of SIP/AIP Assessment of
improvement implementation Teachers
plan(SIP)
2. Advocacy and 2. Implementing BE Monitoring & evaluation 2. Preparing
Implementation of curriculum of school School Plan for
SIP performance Professional
indicators Development
3. Strengthening 3. Implementing 3. Communicating M&E 3. Instructional
school-community school initiated results to school supervision of
partnership interventions and stakeholders teachers
drop-out reduction
programs
4.Resource 4. Managing the School
generation and Information System
utilization
INPUT MOOE
(RESOURCES School Head
NEEDED) Teaching staff
Non-teaching staff
Curriculum
SESSION 4:
ORGANIZING QUALITY
MANAGEMENT TEAMS
(SUGGESTED COMPOSITION OF
THE QMTS BY LEVEL)
 TERMS OF
REFERENCE
 Suggested Composition of Quality
Management Teams by Level

 Region – Regional Quality

Management Team (RQMT)
 Division – Division Quality Management
Team (DQMT)
District Quality Management
Team (DsQMT)
 School – School Quality Management
Team (SQMT)
REGION QUALITY MANAGEMENT
TEAM

Chair - Regional Director (RD)

Co-Chair - Asst. Regional Director
(ARD)
Members (Regular)
QAD as M & E Team
Regional eBEIS Coordinator
DIVISION QUALITY MANAGEMENT
TEAM

Chair - Schools Division

Superintendent (SDS)
 Co-Chair - Asst. Schools Division
Superintendent (ASDS)
Division M&E Members
DIVISION QUALITY MANAGEMENT TEAM
 Division M & E Members
 Chief SGOD
 Chief CID
 M & E Coordinator/SEPS
 Education Supervisor SGOD
 Education Supervisor CID
 Planning Officer/SEPS P&R
 PSDSs by Cluster
 Information Technology Officer (ITO)
DISTRICT QUALITY MANAGEMENT
TEAM

Chair - PDSD/In- charge of the District

Co-Chair – Central Principal
Members:
School Heads
District Planning Officer
ICT Teacher
 SCHOOL QUALITY MANAGEMENT
TEAM
BIG SCHOOLS
Chair - School Head
Co-Chair - M & E Coordinator
Members:
SPT Rep (GPTA President/LGU)
Department Heads/Teachers
ICT Teacher
SCHOOL QUALITY MANAGEMENT
TEAM
SMALL SCHOOLS

Chair - School Head

Co-Chair - M & E Teacher Coordinator
Member:
GPTA President
TERMS OF REFERENCE
OF QMTS BY LEVEL
REGIONAL LEVEL
Regional Quality Management
Team (RQMT)
 Function of the Chair
Manages the regional QA-M&E System
following the set goals and directions of
the region
Coordinates the development of
strategic QA-M&E Plan of the
various units based on QA priorities
of the region
 Function of the Chair
Leads in the installation of units for the
continuous operations of the QA system
to ensure compliance to standards and
processes in the region
Reviews and finalizes
recommendations from QA-M&E
unit for the improvement of
regional projects and programs
 Function of the Co-Chair
Manages the functions, operations
and performance of Quality
Management teams to determine
the efficiency & effectiveness of
delivery and for accountability.
Monitors the operation of QA-
M&E in the regional office and
divisions to assure the quality of
processes to be employed
 Responsibilities of the Co-Chair
Provides efficient technical support to
organized QA-M&E team of regional units and
division for improved performance of their roles
and responsibilities
Provides feedback on the monitoring and
evaluation results to concerned entities to
recommend appropriate interventions.
Submits recommendations from M&E reports
to RD
Interacts with RD, Regional Div. Chiefs,
Planning Officer, SDS, and Stakeholders
Function of the Members
•A. QAD Team
Ensure the implementation of
national and regional standards
in all processes, outputs and
outcomes of the region and
divisions
Provide technical
assistance to divisions on the
implementation of national
& regional standards for the
improvement of division
performance
Review QA M & E Tools to
ensure validity and reliability.
 Validate and integrate
findings of all M & E Results
in the region
Ensure that the operation/
establishment of
public/private schools is
based on standards set.
 Responsibilities of the Members
A. QAD Team
 Ensure that the operation/establishment of
public/private schools is based on
standards set.
 Conduct accreditation of public,
vocational/technical, private schools and
CLC, e.g. Project Sterling, PAASCU, APPES.
 Implement Reward, Recognition and
Incentive System
 Submits regional M&E reports to Co-Chair,
PPRD & FTAD
•Function of the Regional eBEIS
Coordinator
Manages and maintains the
Regional Unified Information
System
 Responsibilities of the Regional
eBEIS Coordinator
Uploads monitoring and
evaluation data to the Unified
Information System for the use of
planning, policy, and research and
other functional units in the region.
TERMS OF REFERENCE
OF QMTS BY LEVEL
DIVISION LEVEL
•Functions of the Chair
Manages the division QA - M and E
system
Ensures compliance to quality
standards for basic education
programs in the division
•Responsibilities of the Chair
Establishes the DQMT following
guidelines set
Manages the operation of the
Division QA M & E system
Acts on the recommendations
from M & E reports
Submits quarterly Division QA M &
E report to the region
Submits division annual
accomplishment report to the
region and division stakeholders
Interacts with Region and
Division Stakeholders, ASDS,
Division M & E team
•Co-Chair
Function:
 Co-manages the division QA M & E
system

Responsibilities:
•Co-Chair
Responsibilities:
 Takes the lead in the preparation of
appropriate instruments and tools for
M&E
 Reviews findings and
recommendations submitted by
the Division M&E team
 Communicates the reviewed M and E
report to the SDS for appropriate
action
•Co-Chair
Responsibilities:
 Takes the lead in the preparation of
TA Plans based on findings and
recommendations of division M&E
reports Submit reviewed findings and
recommendations to the SDS for
appropriate action
 Interacts with SDS and D M&E team
Division Quality Management Team
•(A) Function of the Division M&E Team
 Assures the conduct of quality
planning and implementation of
Technical Assistance to schools and
strengthening of SBM implementation
such as:
• SIP Appraisal
• Curriculum Implementation
Function of the Division M&E Team
 Assures the conduct of quality planning
and implementation of Technical
Assistance to schools and
strengthening of SBM implementation
such as:
• Instructional Supervision
conducted by SHs to teachers
• Technical Assistance provided by
SHs to Teachers
• HRM processes
Responsibilities of the Division M&E
Team
 Develops the M and E instruments and
tools for use by the division and sub-M&E
teams
 Generates quantitative information from
the SIS for preparing M&E reports
 Consolidates and analyzes the M and E
reports submitted by the Division Sub M
and E team (quantitative and
qualitative)
Responsibilities of the Division M&E Team
 Conducts process check to validate
information received from the division sub
team
 Coordinates development of TA plans
together with other resource persons based
on M&E reports from the division sub-M&E
teams
 Drafts recommendations based on M&E
reports
Responsibilities of the Division M&E
Team
 Communicate findings and
recommendations to ASDS
 Interacts with ASDS and the Sub-
division M&E teams
B. District M&E Team
Function:
 Ensures quality implementation of
TA to schools and strengthening
of SBM
Responsibilities of the District M&E
Team
 Monitor the QMT of schools
 Conduct process check on the
implementation of the following in the
schools included in their district:
• SIP appraisal
• Curriculum Implementation
Learning Resource Materials utilization
• Resource generation and
mobilization
• School and community
partnership
• Fund utilization
Responsibilities of the District
M&E Team
 Conduct process check on the
implementation of the following in the
schools included in their district:
• Instructional Supervision
conducted by SHs to teachers
• Technical Assistance provided
by SHs to schools
• School-based training programs
Responsibilities of the District
M&E Team
 Gather and consolidate monthly and
quarterly M and E reports from SQMT
 Prepare quarterly M and E reports
based on the consolidated SQMT
reports and the reports from the
process check conducted by the Div
Sub M & E team
 Provide the schools copy of the report
Responsibilities of the District M&E
Team
 Facilitate the AIP Review and Adjustment in
Schools
 Submit division sub level M and E report to
the Division M and E Team
 Interacts with Division M&E Team and SHs of
the sub-division concerned
TERMS OF REFERENCE
OF QMTS BY LEVEL
SCHOOL LEVEL
School Quality Management
Team
Functions of the Chair
 Manages the QMS in the school
 Ensures implementation and
advancement of SBM practice
 Makes decisions pertinent to
improving quality outcomes in the
school
Responsibilities of the Chair
 Orients school stakeholders on how to
operationalize the QA system
 Designates the members of the School
QMT
 Designs monitoring and feedback
system (e.g. flow of reports and
feedback, reporting schedules,
monitoring and feedback forms);
Responsibilities of the Chair
 Convenes School QMT regularly to
discuss M & E concerns together with
implementation team
 Communicates the learners' progress
to intended stakeholders
 Submits quarterly accomplishment
report to SDS and school stakeholders
 Interacts with SDS and school internal
and external stakeholders
Function of the Co-Chair

 Monitors and evaluates regularly

the implementation of school
improvement plan
Responsibilities of the Co-Chair
 Conducts monitoring process
during plan implementation
 Analyses and interprets M&E data
 Evaluates results of SIP
implementation which will be
made as basis for planning
interventions and other plan
adjustments
Responsibilities of the Co-Chair
 Prepares regular M&E reports and
submit to SH
 Provides M&E data analysis and
interpretation to SH and Project
teams
 Interacts with SH and other
members of the SQMT
•A) SPT Representative
(Parent/LGU Rep)
 Function
Monitors the implementation of
SIP
 Responsibility:
Updates M & E plan during SIP
revisit
(B)Department Chairs/Teachers
•Function:
 Manages M&E of learning outcomes
•Responsibilities:
 Tracks/Monitors school and learner
performance
 Recommends to the SH actions to improve
learner achievement
 Submits quarterly consolidated learners
performance report to School Head and
School M&E Team
 Interacts with School M&E Coordinator and
teachers and department chairs
(B) Department Chairs/Teachers
C) ICT Coordinator /Computer
Teacher
 Function:
 Manages School Information System (SIS)
 Responsibilities:
 Gathers, records, organizes, stores data, and
ensures that school records are complete
and up to date
 Interacts with School M&E coordinator and
Department Chairs