DR. NICOLASA SALAS – CAMAYA PSDS SESSION OBJECTIVES At the end of the session, the participants will be able to: • Describe the different indicators under the principle of leadership and governance; • Identify the evidences on the principle of leadership and governance; • Demonstrate the DOD process on the principle of leadership and governance; and • Assess the school processes, evidences and tools used under the principle of leadership and governance. ACTIVITY – Where do i begin ? INDICATORS EVIDENCES 1. The curriculum provides for the development needs of all types of learners in the school community. 2. The implemented curriculum is localized to make it more meaningful to the learners and applicable to life in the community. 3. A representative group of school and community stakeholders develop the methods and materials for developing creative thinking & problem solving 4. The learning systems are regularly and collaboratively monitored by the community using appropriate tools to ensure the holistic growth and development of the learners and the community ACTIVITY – Where do i begin ? INDICATORS EVIDENCES 4. Appropriate assessment tools for teaching and learning are continuously reviewed and improved, and assessment results are contextualized to the learners and local situation and the attainment of relevant life skills. 5. The learning managers and facilitators (teachers, administrators and community members) nurture values and environments that are protective of all children and demonstrate behaviors consistent to the organization’ vision, mission and goals. 6. Methods and resources are learner and community – friendly, enjoyable, safe, inclusive, accessible and aimed at developing self-directed learners. Learners are equipped with essential knowledge, skills and values to assume responsibility and accountability for their own learning. CURRICULUM AND INSTRUCTION The learning systems collaboratively developed and continuously improved, anchored on the community and learners’ contexts and aspirations CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES
The curriculum (1) All types of Established Assessment System with
provides for the learners of the results (Phil-IRI, numeracy test, development school community Multiple Intelligences Assessment needs of all are identified, Result, Academic Performance Chart, types of their learning etc.) learners in the curves assessed; Learners’ profile ( student tracking school appropriate system) community. programs with its Support Materials (IM’s, Competency support materials Based Budget of Lessons, Lesson for each type of Exemplars) learners is Any Program/Project to address developed. learning deficits/ performance discrepancies e.g. RRE/ Reading CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES
The (2) Programs are fully School Supervisory Plan
curriculum implemented and closely (monthly) provides for monitored to address Monthly Supervisory Report the performance discrepancies, Any Program/Project to address development benchmark best practices, performance discrepancies/ needs of all coach low performers, deficits/gaps e.g. RRE, School types of mentor potential leaders, Remedial Program learners in reward high achievement / Reading Program/ ADMs the school and maintain environment Implementation Report community. that makes learning ACR/Narrative Report of INSETs meaningful and enjoyable. conducted CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES
The curriculum (3) The education needs of Improved learning
provides for the all types of learners are outcomes (Achievement development being met as shown by Rate, Promotion Rate, needs of all types continuous improvement on Failure Rate) of learners in the learning outcomes and Log Book/Record Sheet/ school products of learning. showing names of community. Teachers’ as well as students’ visitors benchmarked performance is motivated by school’s initiated intrinsic rather than extrinsic programs/projects rewards. The Schools’ School’s Best Practices differentiated programs is Accomplishment Report frequently benchmarked by CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES The (1) Local beliefs, Copies of contextualized/localized implemented norms, values, IMs/supplementary LMs curriculum is traditions, folklores, -Supervisory report on contextualized IMs localized to current events and -List of contextualized LCs make it more technologies are -Copies of contextualized LPs/logs showing the use meaningful to documented and of community as a learning laboratory the learners used to develop a -Records of schools that benchmarked the best and lasting curriculum, practices applicable to localization -Copies of contextualized CGs per Las life in the guidelines are -List of trainings conducted on community. agreed to by school localization/contextualization of materials community and Compilation of local literature teachers are Sample Lessons showing its utilization properly oriented. Lesson Plans showing the integration of local literature ACR on the crafting of localized curriculum CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES
The (2) The localized curriculum is M & E/Supervisory Report
implemented implemented and monitored on localized curriculum curriculum is closely to ensure that it makes Adjusted localized localized to learning more meaningful and curriculum make it more pleasurable, produces desired Sample performance meaningful to learning outcomes and directly outputs that could be the learners improves community life. utilized to improve and Ineffective approaches are community life (e.g. solid applicable to replaced and innovative ones waste management, tree life in the are developed. planting/ linis bayan community. activity, etc.) CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES
The (3) Best practices in Log Book/Record Sheet showing
implemented localizing the curriculum names of visitors who curriculum is are mainstreamed and benchmarked good or best localized to benchmarked by other practices of school’s localized make it more schools. There is marked curriculum meaningful increase in number of Accomplishment Report on the to the projects that uses the School’s Best Practices in learners and community as learning Localizing the Curriculum applicable to laboratory, and the Any document/s of school’s life in the school as an agent of initiated project that uses the community. change for improvement community as a learning of the community. laboratory (e.g. school-community livelihood projects) CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES
A representative (1) A representative Minutes of meeting or any
group of school team of school and document as MOV that the and community community content and method used in stakeholders stakeholders assess teaching were assessed by any develop the content and methods of the ff. team: methods and used in teaching • PTA materials for creative, critical • School Governing Council developing thinking and problem (SGC) creative thinking solving. Assessment • School Planning Team & problem results are used as (SPT) solving guide to develop • School M & E Team (SMET) CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES
A representative (2) Learning materials Developed/reproduced/ procured
group of school and approaches to learning materials that could be and community reinforce strengths used to reinforce strengths and stakeholders and address address weaknesses applicable develop the deficiencies are in the school, home and methods and developed and tested community (e.g. individualized materials for for applicability on learning modules for students, developing school, family and home study manuals for parents creative thinking & community. and community learning centers) problem solving CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES
A (3) Materials and Any of the following:
representative approaches are being Activity Completion Report or group of school used in school, in the any report re: school initiated and community family and in community activity participated in by the stakeholders to develop critical, community utilizing the develop the creative thinking and school’s learning resources methods and problem solving (human & materials) with materials for community of learners positive impact to the developing and producing desired community creative results. Write-up or any document of thinking & an existing problem solving functional/operational CURRICULUM AND INSTRUCTION General: -Copies of contextualized/localized 1. SIP/AIP IMs/supplementary LMs 2. PAPs -Supervisory report on contextualized IMs -List of contextualized LCs Specific: -Copies of contextualized LPs/logs showing the 1. Student Assessment tools use of community as a learning laboratory 2. Formative/Summative Tests -Records of schools that benchmarked the best 3. Individual Progress Report Cards practices 4. School Forms -Copies of contextualized CGs per Las 5. Report on Project PIPO -List of trainings conducted on a. Attendance localization/contextualization of materials b. Minutes of Meeting -Numbers of contextualized materials c. Pictures/Videos (Documentation) d. Agreement /Resolution 6. Sample IMs for each learning area CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES The learning (1)A school-based Procedure on the conduct of Monitoring systems are monitoring and Evaluation & Adjustment (SMEA) regularly and learning system is Terms of Reference (TORs) of school’s M & E collaboratively conducted regularly team (SMET) monitored by the and cooperatively; SIP/AIP-based Monitoring & Evaluation community using and feedback is instrument /tool appropriate tools shared with the Schedule on the conduct of SMEA to ensure the stakeholders -School Monitoring & Evaluation Adjustment holistic growth (1) The system uses a (SMEA) System and development tool that monitors the -Feedback mechanism such as suggestion of the learners holistic development of box, text brigade, forums, assembly meeting and the learners -Improved M&E tool such as survey & community analysis, SMEA result duly spproved by SH -Monitoring schedule and meetings of Stakeholders CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES
The learning (2) The school-based Feedback mechanism for a
systems are monitoring and learning well-informed decision regularly and systems generate making (e.g. suggestion box, collaboratively feedback that is used for text brigade, forums monitored by the making decisions that /assembly) community using enhance the total Minutes of meeting of the M appropriate tools to development of the & E team before the conduct ensure the holistic learners of School Monitoring, growth and (2) A committee take Evaluation & Adjustment development of the care of the continuous (SMEA) learners and the improvement of the tool. Record of M & E related community activities conducted CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES
The learning (3) The monitoring Result on the regular conduct
systems are system is accepted and of School Monitoring regularly and regularly used for Evaluation and Adjustment collaboratively collective decision (SMEA) monitored by the making. Updated/improved M & E community using (3) The monitoring tool Tool designed by the School appropriate tools to has been improved to M & E Team duly approved ensure the holistic provide both quantitative by the School Head/ SGC growth and and qualitative development of the learners and the community CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES
Appropriate (1)The Competency based Test materials
assessment tools for assessment duly checked/ approved by the teaching and learning tools are School Head (e.g. Table of are continuously reviewed by Specifications, Periodical Test reviewed and the school Questions, Test/ Item Analysis, Item improved, and and Bank, other test materials, etc.) assessment results are assessment ACR on the conduct of activity contextualized to the results are relative to sharing of assessment learners and local shared with results with school’s stakeholders situation and the school’s (e.g. quarterly issuance of attainment of relevant stakeholders. Pupil/Student Report Card, issuance life skills of NAT and NCAE results to parents CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES
Appropriate assessment (2) The Structure in charge of
tools for teaching and assessment the review and learning are tools are improvement of continuously reviewed reviewed by the assessment tools ( list and improved, and school and TOR) assessment results are community and Minutes of contextualized to the results are meeting/ACR/ on: learners and local shared with - review of situation and the community assessment tools attainment of relevant stakeholders. participated by life skills stakeholders CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES
Appropriate (3) School assessment Any document of a
assessment tools for results are used to functional/operational teaching and learning develop learning community based initiated are continuously programs that are programs and/ or projects reviewed and suited to community (e.g. Community Learning improved, and and customized to each Centers) conceptualized to assessment results learners’ context, results address the learning deficits/ are contextualized to of which are used for discrepancies of the learners the learners and local collaborative decision based from the school situation and the making. assessment results attainment of relevant life skills CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES Appropriate (1)The Schools M&E team (SMET) assessment tools assessment -SIP/AIP-based Monitoring & Evaluation Instrument Tool for teaching and tools are -Schedule on the conduct of SMEA learning are reviewed The assessment tools are reviewed by the school and assessment results are shared with schools stakeholders. continuously by the Evidence: reviewed and school and -Competency based Test materials duly checked/approved by improved, and assessment the School Head (e.g. Table of Specifications, Periodical Test assessment results results are Questions, Test Item Analysis, Item Bank, other test materials, are contextualized shared with etc.) to the learners and school’s -ACR on the conduct of activity relative to sharing of local situation and stakeholder assessment results with schools stakeholders (e.g. quarterly the attainment of s. issuance of Pupil/Student Report Card, issuance of NAT and relevant life skills NCAE results to parents -Item analysis per learning area CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES Appropriate assessment (2) The assessment Minutes of meeting of the M&E team tools for teaching and tools are reviewed before the conduct of School Monitoring, learning are by the school Evaluation and Adjustment (SMEA) continuously reviewed community and Record of M&E related activities conducted and improved, and results are shared The assessment tools are reviewed by the assessment results are with community school community and results are shared contextualized to the stakeholders. with community stakeholders. learners and local Evidence: situation and the -Structure in charge of the review and attainment of relevant improvement of the assessment tools (list life skills and TOR) -Minutes of meeting /ACR/on: -review of assessment tools participated by stakeholders CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES
Appropriate (3) School School Assessment results are used to
assessment tools assessment results develop learning programs that are suited to for teaching and are used to community, and customized to each learner’s learning are develop learning context, results of which are used for continuously programs that are collaborative decision-making reviewed and suited to Evidence: improved, and community and Any document of a functional/operational assessment results customized to each community based initiated programs and/or are contextualized learners’ context, projects (e.g. Community Learning Centers) to the learners and results of which conceptualized to address the learning local situation and are used for deficits/discrepancies of the learners based the attainment of collaborative from the school assessment results. relevant life skills decision making. Community initiated program CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES The learning managers (1)Stakeholders are aware List of Children’s Rights and and facilitators of child/learner-centered, Responsibilities (in Filipino or (teachers, rights-based, and vernacular) strategically administrators and inclusive principles of placed/posted in a very community members) education. conspicuous place nurture values and (1) Learning managers and School policies which spell out the environments that are the facilitators conduct rights of children protective of all activities aimed to increase ACR/ Minutes of Meeting on the children and stakeholders awareness conduct of activity relevant to demonstrate behaviors and commitment to learner-centered, right-based, and consistent to the fundamental; rights of inclusive principles of education organization’ vision, children and the basic /A Child & Community-Centered mission and goals. principle of educating them Education Systems (ACCESs CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES Methods and resources (1)Practices. Tools and Learning Competency Directory (LCD) are learner and materials for per subject posted in the classroom (it community – friendly, developing self is anchored on the budget of lesson enjoyable, safe, directed learners are per subject which reflects the inclusive, accessible highly observable in competencies covered in every and aimed at school, but not in the grading period, date of delivery, developing self- home or in the topics to be discussed, activities/ directed learners. community. exercises to be used, book title and Learners are equipped page number) with essential Learner’s PORTFOLIO knowledge, skills and RUBRICS developed by the learners values to assume Any document of a functional school responsibility and program to produce learners who are accountability for their accountable for their learning e.g. CURRICULUM AND INSTRUCTION SBM INDICATOR SBM SCORING EVIDENCES Methods and resources (1)Learning Gender and Development are learner and programs are Learners Progress Report & Assessment community – friendly, designed and Minutes of FGD on Learning enjoyable, safe, inclusive, developed to Competencies accessible and aimed at produce Portfolio/Materials/IMS/Modules/SLK developing self-directed learners who Learning Comnpetency learners. Learners are are Directory/Budgeted Lesson per subject equipped with essential responsible per quarter knowledge, skills and and Parent-Teacher Conference values to assume accountable Recognition Program per quarter responsibility and for their Bulletin Board accountability for their learning. Awardings/Recognizing of learners own learning. Rubrics for Assessment developed by learners APPLICATION Light, Camera, Action 1. Group yourselves with 18 members. 2. Assign a leader and rapporteur. 3. Simulate the D-O-D Process
Document Analysis Observation Discussion
Analyze the documents on the 1. What will you observe to verify if the process on The discussion should capture the critical incidences curriculum instruction using the 4 how they obtained the data were followed? RACS 2. What will you observe to verify that the (issues and challenges) of the documentary analysis assessment tools were used by the stakeholders in and observation and to be able to come up with the the monitoring and evaluation? decision to reconcile the two process to make 3. What will you observe to verify that the recommendation for the school head on how to Programs, Projects and Activities were implemented or not? improve his/her SBM level of Practice 4. What other measures will you employ to verify the data collected? PROCESS OBSERVERS • Observe the DOD Process. • Capture the critical incidences in every stage of the DOD Process • Write down the critical incidences that we need to focus on for improvement • Present the critical incidents for discussion.