LEADERSHIP

AGENT: School heads, teachers, parents,

learners, and other stakeholders
ACTION: are empowered and actively engaged
in taking on appropriate leadership roles
RESULT: to continuously improve the school
and learning environment to promote learning
LEADERSHIP IDEAL SCENARIO

School heads, teachers, parents,

learners, and other stakeholders are
empowered and actively engaged in
taking on appropriate leadership roles
to continuously improve the school
and learning environment to promote
learning
 SCHOOL AND LEARNER LEVEL STANDARDS AND RUBRICS
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
The school engages a The school consults The school collaborates The school sustains Stakeholders sustain
multi-stakeholder internal and/or with internal and collaboration with collaboration and
body in the external stakeholders external stakeholders internal and external initiate needs
identification of in identifying needs in identifying needs stakeholders in identification and
needs and strategies and strategies and strategies identifying needs and strategy formulation
strategies for continuous school
improvement

SCHOOL Stakeholders SIP planned PAPs SOC. MOV  Continuous

MOVs meeting Creation of ACTIVITIES Improvement
Committee on SIP/ Committees to Stakeholders Summit such as :
PIAs implement the PAPs MOU/MOA LGU commitment to
School Educational sustain
Summit. Documentation of the
Certificate of
Institutional Award
 SCHOOL AND LEARNER LEVEL STANDARDS AND RUBRICS
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
The school engages a The SPG/SSG shares The SPG/SSG prepares The SPG/SSG guides The SPG/SSG shares
multi-stakeholder suggestions in the project proposals for other student bodies in the best practices of
body in the formulation of a incorporation in the preparing project the school in the
identification of strategic plan strategic plan proposals for formulation of the
needs and strategies incorporation in the strategic plan
strategic plan

LEARNERS SGC Minutes OF Formulate Discussion of Come up with

MOVs MEETING suggestion to the common concern s & Project/Program
Re: Identifying felt sch. on their felt recommendation Proposal for possible
needs needs Proposed plans & support from
project
target stakeholders
 SCHOOL AND LEARNER LEVEL STANDARDS AND RUBRICS
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
The school designs a The school designs a The school designs a The school reviews, The school has an
needs and evidence- strategic plan aligned needs-based strategic adjusts, and enhances effective/functional
based strategic plan with the VMGs plan aligned with the a needs-based strategic plan modeled
VMGs strategic plan aligned and adopted by other
with the VMGs schools

SCHOOL  SIP step 2 Process  SIP STEP 3, Process  SIP STEP 4  Communicating the
 Identify CORE  Determine the sch. Formulating the 3 SIP its PAPs
MOVs
VALUES of the Goals & Obj.. year AIP
school
 Aligning school VMC
to the DepEd VMC
 SCHOOL AND LEARNER LEVEL STANDARDS AND RUBRICS
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
The school designs a The SPG/SSG shares The SPG/SSG prepares The SPG/SSG guides The SPG/SSG shares
needs and evidence- suggestions in the project proposals for other student bodies in the best practices of
based strategic plan formulation of a incorporation in the preparing project the school in the
strategic plan strategic plan proposals for formulation of the
incorporation in the strategic plan
strategic plan

 Learners suggestion  Learners suggestion  Learners suggestion  Learners suggestion

LEARNERS on the CORE values on the CORE values on the PIA of the on the CORE values
MOVs of the sch. of the sch. sch. of the sch.
 SCHOOL AND LEARNER LEVEL STANDARDS AND RUBRICS
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHE
PROFICIENT D
The school leads in School initiates the School leads in the School allows/ School’s
the implementation of implementation of implementation of empowers its institutionalized
any development any development any development stakeholders to innovation is
plan in collaboration plan with the plan in collaboration implement PAPs in replicated and
with all concerned involvement of some with all stakeholders. support to the contextualized
stakeholders. of its concerned attainment of the by other schools.
stakeholders. objectives.
SIP STEP 7 Creation of sch. Com. Stakeholder support to The project is
SCHOOL
Communicating the to implement PAPs identified PAPs Benchmarked by
MOVs school plans to the with the external MOU/MOA others schools &
stakeholders stakeholders Barangay Resolution logbook of visitors
Education Summit to support the Endorsement by the
Selling of the SRC to school higher office
the stakeholders PTA Resolution
supporting the
school project
Documentation
 SCHOOL AND LEARNER LEVEL STANDARDS AND RUBRICS
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
The school has a School informs its School establishes a School communicates School
mechanism to stakeholders using an new mechanism to its stakeholders a institutionalizes
communicate established means to communicate timely information the mechanism for
timely information to of communication in timely information with the aid of timely
the stakeholders their area in the to its stakeholders. advance technology communication.
about its PAPs school. e.g. social media, SMS,
implementation. etc.

SCHOOL SIP STEP 5 SMEA Conference Creation of Social School Website

Formulation of the outputs Media account of the School Facebook
MOVs monitoring & DsMEA Conference school Page
evaluation plan Outpus Group Chat
Parent-Teachers CIGPs School Paper
quarterly Texting
meeting/conference
 SCHOOL AND LEARNER LEVEL STANDARDS AND RUBRICS
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
The learners Learners support the Learners lead in the Learners are allowed Learners advocate
participate in the implementation of implementation of by the school to initiate the best practices in
implementation of activities found in activities found in and implement PAPs in the PAPs
any development the development the development support to the implementation.
plan requiring their plan with the plan with the attainment of the
active involvement. involvement of their involvement of all objectives.
officers. officers and
members.

LEARNERS List of Committees • Activity Design Monitoring Report • Activity Completion

MOVs highlighting SSGs • Project Proposal Report
involvement on the • Identified
implementation of promising
the School PAPs practices for
sustainability
 SCHOOL AND LEARNER LEVEL STANDARDS AND RUBRICS
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
The learners Learners inform their Learners establish a School communicates Learners
participate in members using the mechanism to to its members a institutionalize
communicating timely available means of communicate timely information the mechanism for
information to their communication in their timely information with the aid of timely
members. area. to their advance technology communication.
members. e.g. social media, SMS,
etc.
LEARNERS SSG/SPG Bulletin Creation of Text brigade School
MOVs Board account in the (screenshots) Administration
social media Email ad. recognize in their
Minutes of the group chat (DOD)
Regular SSG Active Group Chat
Meetings, Clubs
and other Orgs
 SCHOOL AND LEARNER LEVEL STANDARDS AND RUBRICS
Level 1: BEGINNING Level 2: Level 3: Level 4:
STANDARD PROFIIENT HIGHLY DISTINGUISHE
PROFICIENT D
The school School assesses the School develops their School introduces School
establishes an effectiveness of school own internal innovations (e.g. use institutionalizes the
internal mechanism leadership based on the assessment tool of contextualized/ innovations in
(school initiated requirement of DepEd mechanism to assess indigenous way of assessing school
assessment) on (OPCRF, NCDSSH) leadership assessment) in effectiveness that
assessing the school effectiveness assessing school are adopted and
leadership leadership contextualized by
effectiveness effectiveness other schools

SCHOOL Organized Committee to • Crafted localized • School Orientation • Result of the

assess the school rubrics for internal on the Rubrics assessment
MOVs leadership effectiveness assessment on • Attendance conducted re:
Designation of school leadership • Minutes CIGPs
Committee Members effectiveness • Documentation
with roles & • School Rubrics
Responsibilities
 SCHOOL AND LEARNER LEVEL STANDARDS AND RUBRICS
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
The school The school utilizes The school practices The school conducts The school
demonstrates the an available tool in feedback-giving and action research based institutionalizes the best
culture of gathering feedback technical assistance on the result of practices in giving
feedback-giving in compliance to giving feedback and feedback and provision
and provision of DepEd technical assistance of technical assistance
technical assistance requirements for benchmarking

SCHOOL SMEA TOOLS on SMEA CIGPs Hard Copy of the Regular Feed backing
CIGPs resolved in the school Action Research on Activity and provision
MOVs CSC Suggestion IPCRF Coaching & the CIGPs of TA at least once a
Box Monitoring Form and Implementation of month or as needed
Corrective Action relative forms in the the Research Minutes
Preventive Action provision of TA Proposal for Attendance
(CAPA) School LAC Minutes Development Plan Agreement
Focus Group Notes/Annecdotes
Discussion Minutes TA Plan of the SH
 SCHOOL AND LEARNER LEVEL STANDARDS AND RUBRICS
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
The learners Learners inform their Learners establish a School communicates Learners
participate in members using the mechanism to to its members a institutionalize
communicating timely available means of communicate timely information the mechanism for
information to their communication in their timely information with the aid of timely
members. area. to their advance technology communication.
members. e.g. social media, SMS,
etc.
LEARNERS SSG/SPG Bulletin Creation of Text brigade School
MOVs Board account in the (screenshots) Administration
social media Email ad. recognize in their
Minutes of the group chat (DOD)
Regular SSG Active Group Chat
Meetings, Clubs
and other Orgs
CURRICULUM, INSTRUCTION, & ASSESSMENT

AGENT: School leaders, teachers, staff,

learners and other stakeholders
ACTION: work collaboratively for the
enhancement of learning standards
RESULT: to continually build a relevant
and inclusive learning community
CURRICULUM, INSTRUCTION, & ASSESSMENT
IDEAL SCENARIO

School leaders, teachers, staff,

learners, and other stakeholders
work collaboratively for the
enhancement of learning standards
to continually build a relevant and
inclusive learning community.
SUB-THEME: Implementation/(Management and Delivery)

The curriculum provides for the development needs of all

types of learners in the school community.
The school plans and manages appropriate teaching and
learning process in respect to cultural diversity and
differences.
 School Level -learning facilitators
 Learner Level -learner challenges
 CURRICULUM, INSTRUCTION, & ASSESSMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
The learners The learners fairly The learners produce The learners produce The learners produce
produce outputs produce outputs outputs as required by outputs and provide outputs and
required by the as required by the the curriculum insights for self- demonstrate capacity
curriculum curriculum standards standards directed learning for self-directed
standards as MOVs: MOVs: beyond the curriculum learning beyond the
evidence of an standards curriculum standards
interactive and MOVs: MOVs:
dynamic teaching-
learning process
 74% MPS below  75%-79% MPS  80%-84% MPS  85% and above MPS
MOVs Periodic test result Periodic Test Result Periodic Test Result Periodic Test Result
 Participation in the  Division Level- Top 7  Regional Level-  National Level-Top 3
academic contest in Top 5
the division level
 CURRICULUM, INSTRUCTION, & ASSESSMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
The school provides The school partially The school fully The school establishes The school practices
developmentally implements the implements a mechanism to continuous improvement
appropriate learning desired developmentally effectively implement methodology to sustain
opportunities for developmentally appropriate developmentally implementation of
diverse learners to appropriate programs and appropriate programs developmentally
promote holistic programs and activities based on and activities based on appropriate programs and
inclusive education. activities based on learners profile learners profile activities based on learners
learners profile profile

 Observation Notes Implementation  Progress Report on  Sustainability plan

MOVs
using the COT on different different intervention
 Learners interventions
Monitoring Form
 Learning style
 SIP (Voice of the
Learners
SUB-THEME: Assessment = (Content Standards + Performance)
The school :
 Identifies, designs and implements differentiated
assessment strategies for effective teaching-learning
process.
 monitors, evaluates and provides feedback to improve
the learning progress and learners achievement.
 communicates to stakeholders the learner’s needs,
progress and achievement based on assessment results.
 CURRICULUM, INSTRUCTION, & ASSESSMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
Learners recognize Learners assess Learners recognize Learners collaborate Learners manage their
their own strengths strengths and their own strengths with teacher in dealing own strengths and
and weaknesses for weaknesses and weaknesses for with their own weaknesses and
self improvement self improvement strengths and possible sharing of
weaknesses their learning
experiences

 Results of ECCD,  Consolidated COT  Principal’s Note or  Principal’s Note or

MOVs MFAT, EGRA, Phil _ on Assessment COT highlighting COT highlighting on
IRI/ORV, EGRA, process learners’ learners’
EGMA, ELNA, NAT collaboration independent (group)
activity
 Diagnostic Test/Pre-
test
 CURRICULUM, INSTRUCTION, & ASSESSMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
The school assesses The school conducts The school conducts The school conducts The school sustains
the teaching- assessment of assessment and assessment and effective intervention
learning process and teaching-learning provides necessary employs effective which led to improved
provides necessary process intervention to intervention learning outcome for
intervention to improve learning which led to improved possible adaption
improve learning outcome learning outcome
outcome

MOVs  Report on the  Action plan or  Progress Monitoring  Sustainability Plan

number of failures intervention Results of on the Effective
per subject area programs Intervention Intervention
across grade level Program Programs
 Report on the Root
causes of failures
SUB-THEME: Innovation

The implemented curriculum is contextualized to

make it more meaningful to the learners and
applicable to life in the community.
Sustains proven and effective practices that
promotes life-long learners.
 CURRICULUM, INSTRUCTION, & ASSESSMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
The school The school responds to The school implements The school sustains The school shares effective
implements existing culture and tradition contextualization with proven and effective practices to the wider
contextualizatio through culturally stakeholders to make practices to make professional learning
n with appropriate teaching-learning learning more learning more communities to make
stakeholders. process meaningful and meaningful and learning more meaningful
applicable to life in the applicable to life in and applicable to life in the
community. the community community

 List of the identified  Making of big Reproduction of  Uploaded/Shared the

MOVs beliefs, culture and
traditions
 Documents on the
community initiated
activities
 Invitation letters to
local artists/folks
books on local quality assured quality assured
stories, beliefs and contextualized contextualized IMs in
traditions IMs the LRMDS Portal
 Integration and  Documents supported
utilization on that the school has
contextualized IMs been benchmarked
 CURRICULUM, INSTRUCTION, & ASSESSMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
The learners co- The learners participate The learners co- The learners apply The learners serve as
design the in the contextualization design the KSAs through resource persons on
contextualization of of existing curriculum contextualization of contextualized practices, culture,
existing curriculum standards existing curriculum curriculum and traditions
standards. standards

MOVs  Attendance in the Copy of the Records on the Documentations

planning stage developed utilization of on tapping learners
 Certificate contextualized IMs contextualized IMs as resource person

 Documentations/Pic
torial
 LEARNING ENVIRONMENT
AGENT: School managers, teachers, staff,
learners, community and other stakeholders
ACTION: work collaboratively to ensure
equitable access to a learner-centered,
motivating, healthy, safe, secured, inclusive,
resilient and enabling learning environment
RESULT: for the holistic development of
diverse learners towards 21st century learning
 LEARNING ENVIRONMENT

School leaders, teachers, staff,

learners, and other stakeholders
work collaboratively for the
enhancement of learning standards
to continually build a relevant and
inclusive learning community.
 LEARNING ENVIRONMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
School School shows awareness of School establishes School contextualizes School institutionalizes
establishes a policies, guidelines and safe, secured and policies, guidelines and school level research in
safe, secured procedures on safe, secured equitable learning procedures for safe, contextualizing policies,
and equitable and equitable learning environment through secured and equitable guidelines and procedures
learning environment consistent learning environment on safe, secured and
environment implementation of based on school level equitable learning
policies, guidelines action research environment
and procedures

 School Memo, Minutes  Accomplishment  School  Assessment &

MOVs of Meetings; Reports of the Manual/Handbook Recommendation on
 Attendance in the school School DRRM  Action Research on the the contextualized
DRRM Awareness Plan; contextualized policies, policy;
Program;  Documentation on guidelines and  Recipient of the
 DRRM Plan; the conduct of procedures “Gawad Kalasag”
 Composition of school earthquake and Award
DRRM Team fire drills;
 LEARNING ENVIRONMENT
Level 1: Level 2: PROFIIENT Level 3: Level 4:
STANDARD BEGINNING HIGHLY DISTINGUISHE
PROFICIENT D
School School demonstrates School implements policies, School exhibits School advocates and
advocates understanding of guidelines, and procedures on effective practices to facilitates the use of
mutually learning environment learning environment that foster learning effective practices to
respectful that advocates fairness, advocates fairness, respect and care environment that foster learning
learning respect and care to to encourage learning advocates fairness, environment that
environment encourage learning respect and care to supports fairness,
encourage learning respect and care to
encourage learning
 Child-Friendly School  Classroom Anecdotal Records;  Report on the  Sustainability Plan
MOVs Survey (CFSS);  Classroom Observation for Resolution of  Compilation of
 Signages/Posters on Teachers Conflict at the School Best Practices on a
Anti-bullying/school  Implementation Level; child-friendly
zone of peace; Report/Accomplishment of CFSS;  Anti-bullying Report; motivating
 Composition of Child  Documents pertaining to  Intervention environment
Protection orientation on Child Protection Programs Conducted
Committee; Policy; on
 Localized Child  Guidance Program Plan SARDOs/LARDOs
Protection Policy issues
 LEARNING ENVIRONMENT
Level 1: Level 2: PROFIIENT Level 3: Level 4:
STANDARD BEGINNING HIGHLY DISTINGUISHED
PROFICIENT
School ensures School demonstrates School manages efficiently the School exhibits efficient School applies a wide
efficient understanding of available physical and/or management of range of strategies to
management of efficient management virtual learning structures physical and/or virtual sustain the efficient
physical and/or of physical and virtual learning structures management of the
virtual learning learning structures through improvements physical and/or
structures virtual learning
structures
MOVs  Report of orientation  Log book of the utilization;  Quarterly inventory  Sustainability of the
conducted relevant to  Schedule of usage of virtual of crucial resources; Implemented
efficient management learning structures;  Program of Works; Innovative
of physical and/or  Policy on the use of physical  Reports of Updating Programs;
virtual learning and/or virtual learning and Upgrading of  Adopt-a-School
structures; structures; Virtual Learning Program Report
 Documentation  Class Program Structures;
(pictures, attendance  Documentation of the  Statement of Support
sheet) existence of policy and (MOA, MOU, DoD)
signages
 LEARNING ENVIRONMENT
Level 1: Level 2: PROFIIENT Level 3: Level 4:
STANDARD BEGINNING HIGHLY DISTINGUISHED
PROFICIENT
School provides School demonstrates School maintains a supportive School establishes a School utilizes wide
support for knowledge of a learning environment that feedback mechanism range of strategies in
learner supportive learning nurtures and inspires learner through M&E in sustaining a
participation environment that participation sustaining a supportive supportive learning
nurtures and inspires learning environment environment that
learner participation that nurtures and nurtures and inspires
inspires learner learner participation
participation

MOVs  Minutes of Meeting,  WINS documents,  Reports on Action  Reports on Best

 Calendar of Activities;  Suggestion Box Taken on Feedback Practices in
 Organization of  Updated Transparency Board  (Suggestion Box), Sustaining
school clubs;  Monthly Accomplishment of  Records of Supportive Learning
 School exhibit (ex. PAPs Implementation Environment
Showcasing  SMEA Report  Continuous
Performance of the  School LAC Report Improvement (CI)
Learners, gallery walk) Progress Report
 LEARNING ENVIRONMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
School ensures a School demonstrates knowledge School implements School uses validated School institutionalizes
learning of policies, procedures, and policies, procedures, and data/research-based PAPs to sustain learning
environment guidelines on learning environment guidelines that foster innovations in ensuring environment that fosters
that fosters that fosters health, nutrition and health, nutrition and well- the implementation of health, nutrition and well-
health, nutrition well-being of learners and school being of learners and policies, procedures, and being of learners and
and well-being personnel school personnel guidelines that foster school personnel
of learners and health, nutrition and well-
school personnel being of learners and
school personnel
 School policies, procedures, and  WinS documents;  Action research based  Reports on Best Practices
MOVs guidelines on learning environment  Progress Monitoring on the data gathered; in Sustaining Supportive
 Minutes of the Meeting, Report on the  Regular Medical & Learning Environment
 National Drug Education Program implementation of the Dental Check-up of which fosters health,
(NDEP); health & nutrition Learners in school; nutrition and well-being of
 Nutritional Status Report; program/projects in learners and school
 School-based Feeding Program school personnel
Report  Report on Gulayan sa
Paaralan
 LEARNING ENVIRONMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
School School manifests awareness of School implements School contextualizes School
establishes policies, structures, systems, policies, structures, PAPs, and acquires institutionalizes PAPs
mechanisms protocols, and practices in the systems, protocols, equipment in the to sustain resilient
for a resilient implementation of DRRM. and practices in the implementation of the learning environment.
learning implementation of DRRM.
environment. DRRM.

MOVs  Documentation on the orientation of

DRRM policies
 DRRM Implementation
Plan; pictures;
 PAPs on DRRM
Records of
 Sustainability Plan on
DRRM partners

 a.DO 66,s. 2017  Inventory of school contextualized equipment  and linkages
 b. EO 66 and other DepEd policies Buildings, Classrooms used in DRRM;  Application and echo
related to DRRM; and equipment  Capability Building seminar;
 Organized school DRRM structure;  -Teachers Profile Training of SDRRM  Training of Trainers
 School Memo on Planning/Consultative  -Learners Profile Team;
Meeting;  Site Development Plan  Placement of Hazard
 Attendance; (Profile Forms and Map at classroom and
 Minutes of the meeting Risk Assessment Inventory Forms) school areas visible by all;
(Vulnerables)  Location’s Map  Research based
 Approved Designation of School DRRM innovations
Coordinator from SDS/School Head
 LEARNING ENVIRONMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
School School demonstrates understanding of School establishes School regularly School sustains
establishes the policies and guidelines on partnership/s with the conducts joint efforts proactive community
partnership with community partnership in creating an community in creating an with the community in partnership in creating
the community enabling learning environment enabling learning creating an enabling an enabling learning
in creating an environment learning environment. environment.
enabling
learning
environment.

MOVs  School Policy  MOA, MOU  Accomplishment

 Minutes of the meeting, Reports  Sustainability Plan on
 Attendance of participants  SOSA the different
 List of Stakeholders programs & projects
 LEARNING ENVIRONMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
Learners Learners show awareness of policies, Learners engage in the Learners actively Learners lead and
participate in guidelines and procedures on safe, implementation of participate in the empower peers in
establishing a secured and equitable learning policies, guidelines and contextualization of establishing safe, secured
safe, secured environment procedures on safe, policies, guidelines and and equitable learning
and equitable secured and equitable procedures for safe, environment
learning learning environment secured and equitable
environment. learning environment
through providing
feedback/inputs
MOVs  School Memo, Minutes of  Documentation  School Manual/  SSG/ SPG to
Meetings; and Handbook spearhead
 List existing school clubs; accomplishment information drive on
 SSG/ SPG advocacy on anti- reports relevant to anti-bullying, drug
bullying law and proper waste implementation of education program
segregation; a safe, secured and and waste
 Establishment of NDEP Corner equitable learning segregation (e.g.
environment symposium, forum)
 LEARNING ENVIRONMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY PROFICIENT DISTINGUISHED

Learners Learners demonstrate Learners participate in Learners engage in the Learners take the lead
participate in understanding of learning implementing policies, crafting/enhancing and in advocating and
advocating a environment that guidelines, and monitoring school level facilitating the use of
mutually advocates fairness, respect procedures on learning policies, guidelines and effective practices to
respectful and care to encourage environment that effective practices that foster foster learning
learning learning advocates fairness, learning environment that environment that
environment. respect and care to advocates fairness, respect advocates fairness,
encourage learning and care to encourage respect and care to
learning encourage learning

MOVs  Child-Friendly School  Implementation  Report on the Resolution of  Sustainability Plan

Survey (CFSS); Report/Accomplishme Conflict at the School Level;  Compilation of Best
 Posters/signages on nt of CFSS;  Anti-bullying Report Practices on
Anti-bullying/school  Documents pertaining  Anecdotal Records  Principal to Teacher
zone of peace to orientation on Child or vice versa,
Protection Policy Teacher to Teacher,
Teacher to Learner,
Principal to Principal
 LEARNING ENVIRONMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY PROFICIENT DISTINGUISHED

Learners Learners demonstrate Learners contribute in Learners initiate dialogues Learners take the lead
participate in understanding of their the efficient management and consultations between the roles in identified
the efficient roles and participation in of physical and/or virtual school administration and strategies for sustained
management the management of learning structures studentry in the improvement improvement of
of physical physical and virtual through active of the management of efficient and effective
and/or virtual learning structures involvement in physical and/or virtual management of
learning consultations learning structures physical and/or virtual
structures learning structures

MOVs  Awareness of DO 47, s.  Log book of the  Minutes of the Meetings/  Sustainability Plan,
2014; utilization,  consultation; pictures;  Accomplishment
 Documentation on  Schedule of Usage of  Suggestion box Report,
SPG/SSG led activities; virtual learning  Statement of
 Attendance on: a. the structures; Support (MOA,
participatory crafting of  students’ exhibits; MOU, DoD))
SIP  display of students’
 b. SMEA conference achievement
and other school
activities;
 LEARNING ENVIRONMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY PROFICIENT DISTINGUISHED

Learners Learners express Learners maximize the Learners provide assistance to Learners contribute in the
maximize the understanding of how available opportunities their peers on proper usage of continuous identification
opportunities a nurturing and provided by the school and actual contribution in the of strategies on meaningful
provided for a inspiring environment for a meaningful and feedback mechanism for the and relevant learning
meaningful supports meaningful relevant learning improvement of provisions for opportunities that would
learning learning meaningful learning sustain and expand a
nurturing and inspiring
learning environment

MOVs  List of student-led  Documentation on  Reports on peer coaching;  Reports on Best Practices
activities based on participation in school  Suggestion Box in Sustaining Supportive
DO # 25, s. 2018 activities co-initiated Learning Environment
by learners; such as school garden and
 Reports on the greening program;
utilization of IMs;  Quarterly awarding of
 WinS documents; performing
 Accomplishment clubs/organizations/indiv
reports iduals
 LEARNING ENVIRONMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
Learners take part Learners demonstrate knowledge Learners follow rules Learners use Learners sustain a
in ensuring a on policies, procedures, and and guidelines to foster available information way of life that fosters
learning guidelines on learning a way of life that to suggest on health, nutrition and
environment that environment that fosters health, supports health, innovative practices well-being within the
fosters health, nutrition and well-being of nutrition and well-being that ensures a way of school; Learners
nutrition and learners life that fosters become advocates of
well-being health, nutrition and the way of life to other
well-being among schools
peers
MOVs  Students participation on  WinS documents  List of innovative  Indorsement from
Zumba/wellness, sports, red cross (e.g.toothbrushing, health-related PSDS to serve as
youth volunteers and other health- handwashing, school activities/ resource person or
related programs in school; availability of health  programs to advocate the
 Functional school feeding kits, solid waste health initiated
program; management); program to other
 Gulayan sa paaralan;  adherence to school schools;
 Regular medical and dental check- canteen rules and  Sustainability plan
up guidelines
 LEARNING ENVIRONMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
Learners engage Learners manifest awareness of Learners take part in the Learners collaborate Learners take a
in establishing policies, structures, systems, implementation of in contextualizing proactive role in
mechanisms for protocols, and practices in the policies, structures, PAPs, and support in ensuring a resilient
a resilient implementation of DRRM. systems, protocols, and the maintenance of learning environment.
learning practices in the equipment in the
environment. implementation of implementation of
DRRM. the DRRM.

 Designating a school student/s  Documentation on  Documentation of  Certificates of

MOVs focal person/s for DRRM ; leading the school PAPs in school participation/recogni
 DRRM Implementation Plan; hazard-mapping DRRM with the tion on community
activity/ DRRM collaboration of involvement activities
activities LGUs, community (e.g. red cross, tree
stakeholders and planting, coastal
other agencies clean-up)
 LEARNING ENVIRONMENT
Level 1: Level 2: Level 3: Level 4: DISTINGUISHED
STANDARD BEGINNING PROFIIENT HIGHLY
PROFICIENT
Learners through Learners through Learners through Learners through Learners through various
various various organizations various organizations various organizations take the lead in
organizations demonstrate awareness participate in organizations establishing community partners to
participate on the importance of establishing establish create an enabling learning
establishing community partnership partnership/s with partnership/s environment.
partnership with the in creating enabling community as guided with community
community in learning environment by the school in as guided by the
creating an enabling creating enabling school in creating
learning learning environment. enabling learning
environment. environment.

MOVs  Attendance/  Attendance/pictures  MOA, MOU  Activity Design

 Participation on various during the conduct of  Accomplishment Reports of student-
awareness activity the community related led activities
programs (e.g. Drug activities (Oplan linis,  Letter of invitations to stakeholders
Awareness Program, clean & green drive, crafted by learners ( ex. inviting
Environment Advocacy coastal clean-up) resource speaker in a health-related
Program)  Accomplishment symposium)
Reports
FINANCE & RESOURCE MANAGEMENT
& MOBILIZATION
AGENT: School managers, teachers, staff,
learners, community and other stakeholders
ACTION: work collaboratively to ensure
equitable access to a learner-centered,
motivating, healthy, safe, secured, inclusive,
resilient and enabling learning environment
RESULT: for the holistic development of
diverse learners towards 21st century learning
SUB-THEMES:

 Fiscal Planning and Budgeting

 Procurement
 Disbursement
 Asset Management
 Physical and Financial Reporting
 Resource Mobilization
FINANCE & RESOURCE MANAGEMENT & MOBILIZATION
IDEAL SCENARIO

The school judiciously manages

and mobilizes resources to support
school programs, projects, and
activities that holistically contribute
to the improvement of learning
outcome.
 Fiscal Planning and Budgeting

- The school ensures that all programmed

projects and activities are funded as reflected
in the approved school plan
- The school is able to respond to new
opportunities as reflected in the adjusted
plan.
 FINANCE & RESOURCE MANAGEMENT& MOBILIZATION
Level 1: Level 2: PROFIIENT Level 3: Level 4:
FISCAL PLANNING
& BUDGETING

STANDARD BEGINNING HIGHLY DISTINGUISHED

PROFICIENT
1. The school The school identifies The school identifies projects, The school is creative The school sustains
ensures that all projects, activities and activities and fund requirement and innovative in implementation of the
programmed fund requirement as relevant to address Priority resource generation. resource mobilization to
projects and reflected in the school’s Improvement Areas of the address MOOE funding
activities are plan school as reflected in the school gaps.
funded as plan
reflected in the
school’s plan
 AIP/SIP/APP/PPM  List of PIAs with  List of  Accomplished at least 5
MOVs P/WFP corresponding partners/linkages identified Priority
 List of identified projects/program/activities with donations used Improvement
PIAs planned to answer the PIA to address/fund the Areas/Activities of the
 Minutes of the  Copy of the Resolution from identified school
Meeting including PTA and other stakeholders' projects/programs/ac  Memorandum of
stakeholders organization indicating the tivities to answer the Agreement
participation project PIA posted in bulletin /Memorandum of
boards Understanding
 FINANCE & RESOURCE MANAGEMENT& MOBILIZATION
Level 1: Level 2: PROFIIENT Level 3: Level 4:
FISCAL PLANNING
& BUDGETING

STANDARD BEGINNING HIGHLY DISTINGUISHED

PROFICIENT
The school is The school is able to The school is able to develop The school is able to The school is able to
able to respond prepare project and submit adjusted plan for sustain level of cascade level of practice
to new proposals. new resources practice in managing in managing new
opportunities as new opportunities. opportunities to other
reflected in the schools.
adjusted plan.

MOVs  Project Proposals  Minutes of the SMEA
with Program of indicating the CIGPs
addressing the PIAs identified during the
stipulated in the operationalization of the plan
SIP/AIP *SWOT analysis
*Action Plan to address the
gap
 List of possible new  Records of
partners for Benchmarking done by
sustainable operation other schools
of the projects/ *Sharing of best practice
programs during Mancom, SLAC
*Monthly/Quarterly *Leader School's School-
meeting with to-School Partnership
stakeholders Program portfolio
(SMEA/SOSA/etc.)
 Procurement

- The school ensures that all

procurement activities are
within the approved plan and
budget
 FINANCE & RESOURCE MANAGEMENT& MOBILIZATION
Level 1: Level 2: PROFIIENT Level 3: Level 4:
PROCUREMENT

STANDARD BEGINNING HIGHLY DISTINGUISHED

PROFICIENT
The school The school adheres to The school ensures that all The school adopts The school shares
ensures that all the procurement procurement activities are effective practices for effective procurement
procurement process as required by within the approved plan and timely delivery of practices for timely
activities are law. budget goods and services. delivery of goods and
within the services.
approved plan
and budget

MOVs  Creation of School  SIP/SOB/AIP/WFP  Inspection &  Showcase of effective

BAC  Updated Transparency Board Acceptance Reports procurement practices
 Minutes of the  Supporting Liquidation  Delivery Receipts during Education
Procurement Documents  Request & Issue Slip Summit
Committe Meetings  Transparency Chart/Board  Inventory Custodian
Slip
 Award on Timely
Liquidation
 Disbursement

- The school ensures that funds

are disbursed in accordance with
accounting and auditing rules and
regulations.
 FINANCE & RESOURCE MANAGEMENT& MOBILIZATION
DISBURSTMENT
Level 1: Level 2: PROFIIENT Level 3: Level 4:
STANDARD BEGINNING HIGHLY DISTINGUISHED
PROFICIENT
The school The school utilizes at The school ensures maximum The school The school receives
ensures that least 90% of school utilization of funds. consistently maximizes recognition for its
funds are funds with minor utilization of funds for consistent maximum
disbursed in compliance/ findings 3 years (within SIP utilization of school
accordance with with accounting and cycle). funds.
accounting and auditing rules and
auditing rules regulations
and regulations.

MOVs  Monthly MOOE  Cashbook/Cash Journal  100% utilization of  Certificate of

Liquidation file  Ledger the School MOOE Institutional Award for
 Monthly MOOE Liquidation based on Best in Financial
file SIP/AIP/PPMP/ Management
 0 fund balance remaining per APP
reglamentary period
 Asset Management

- The school ensures that assets

are properly managed and fully
utilized for conducive learning
environment.
 FINANCE & RESOURCE MANAGEMENT& MOBILIZATION
ASSET MANAGEMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED
PROFICIENT
The school ensures The school complies with The school ensures that The school ensures The school customizes
that assets are asset management policy. assets are properly that assets are the processes responsive to
properly managed managed and fully utilized consistently the unique needs of school.
and fully utilized for for conducive learning managed and fully
conducive learning environment. utilized for conducive
environment. learning environment
for 3 years (SIP
cycle).
 Official designation of  Supply Officer's record of  Records of school  Income-generating
MOVs school property custodian recipients inventory of projects and other
 Record of lot ownership  Request Issue Slip(RIS) assets for the last activities to obtain assets
documents  Property Custodian's 3 years and other unique school
 Inventory of the school  Borrowers Log Book needs
facilities & equipments  Stock record
 Labelling of school  Compilation of
properties Inspection and
Acceptance Report
Physical and Financial Reporting

- The school generates

accurate and timely reports
accessible to all
stakeholders.
 FINANCE & RESOURCE MANAGEMENT& MOBILIZATION
ASSET MANAGEMENT
Level 1: Level 2: PROFIIENT Level 3: Level 4:
STANDARD BEGINNING HIGHLY DISTINGUISHED
PROFICIENT
The school The school submits The school generates The school uses the The school regularly uses
generates reports as required. accurate and timely reports reports as feedback the reports as feedback
accurate and accessible to all stakeholders mechanism to improve mechanism to address
timely reports service delivery. immediate needs.
accessible to all
stakeholders
MOVs  Updated  Financial Reports during  Provision of  Minutes on the conduct
Transparency Board SMEA Conferences / Suggestion Box of emergency
on MOOE ,canteen, General Assembly/Other  Corrective conferences to address
PTA ,School Paper & School Summits Action/Preventive schools' immediate needs
other local funds  School Report card created, Action (CAPA) Plan  Creation of School
 Monthly/Quarterly presented and received by created from CIGPs Quick Response
Liquidation Report stakeholders and Suggestions from Committee
 Physical-Financial the Suggestion Box  Updated Progress report
Report reflected by the M&E School
during the MEA Coordinator indicating
status of addressed needs
Resource Mobilization

- The school has an effective

mobilization system for
efficient management of
resources.
 FINANCE & RESOURCE MANAGEMENT& MOBILIZATION
Level 1: Level 2: Level 3: Level 4:
RESOURCE MANAGEMENT

STANDARD BEGINNING PROFIIENT HIGHLY DISTINGUISHED

PROFICIENT
The school has The school establishes The school operates an The school enhances the The school sustains and shares
an effective a mobilization system effective mobilization mobilization system its culture of excellence on
mobilization system mobilization system.
system for
efficient
management of
resources.

MOVs *Creation of School *School record's of active *List of prospective donors *Sustainability Plan on Resource
Resource Mobilization stakeholdres/donors over and above the regular Mobilization
Committee *Records of adopt-a- donors *Awardee on Financial
*School Report Card school partners with *Reward system for Management for the last 3 years
indicating needs to be corresponding donations Teachers with highest *Records of Best Practices Shared
addressed *Receiving copy of SRC generated resources *Awards received on Brigada
*Work and Financial Plan Eskwela/ Adopt-A-School, and
reflecting the budget to be others *Participation
sponsored by the in exhibits of best practices
stakeholder
GOVERNANCE AND ACCOUNTABILITY
AGENT: School managers, teachers, staff,
learners, community and other stakeholders
ACTION: work collaboratively to ensure
equitable access to a learner-centered,
motivating, healthy, safe, secured, inclusive,
resilient and enabling learning environment
RESULT: for the holistic development of
diverse learners towards 21st century learning
GOVERNANCE AND ACCOUNTABILITY
IDEAL SCENARIO
School leads the process of stakeholder engagement
to ensure that the school improves its delivery of
relevant, responsive, inclusive, and quality basic
education services.
School and community stakeholders constructively
work together to monitor and evaluate school
performance to identify effective practices that
improve learning outcomes.
 GOVERNANCE AND ACCOUNTABILITY
STANDAR Level 1: Level 2: Level 3: Level 4: DISTINGUISHED
D BEGINNING PROFICIENT HIGHLY PROFICIENT

The school The school The school engages The school has engaged The school has consistently
ensures engages all key stakeholders more than 5 sectoral sustained participation of the
participation stakeholders in in school stakeholders using creative stakeholders through the creative
of school governance. governance. platforms. platforms which have been
stakeholders (learners, teacher, (establishes contextualized and replicated by
PTA, LGU, alumni participation of 5 other schools.
below 5) partners in school)
*check SIP
 List of Stakeholders at  List of stakeholders (5  List of stakeholders (more than 5  List of stakeholders (More than 5
MOVs least ( 5 sectoral stakeholders) stakeholders) stakeholders)
stakeholders)  MOU/MOA  Activities spearheaded by the  Activities spearheaded by the stakeholders
 Attendance sheets  Participation of stakeholders (MOU, Program)
during the engagement stakeholders in crafting  Participation of stakeholders in  Participation of stakeholders in crafting of
 Invitation letter and of SIP (vision sharing) crafting of SIP SIP
program during the & other school  Education Forum/Summit  Education Forum/Summit (attendance sheet
orientation activities (attendance sheet & activity & activity design)
design)  Programs and Projects are replicated in other
schools (letter, benchmarking report)
 GOVERNANCE AND ACCOUNTABILITY
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY PROFICIENT DISTINGUISHED

The school and The school The school The school conducts M&E The school conducts M&E with
community adopts/adapts, adopts/adapts, and with all key stakeholders, all key stakeholders, collectively
stakeholders and conducts conducts M&E collectively addresses addresses issues, and
monitor and M&E with its with all key issues, and disseminates disseminates reports based on
evaluate school stakeholders. stakeholders, reports based on the the information gathered and
PAPs *The school collectively information gathered and resolutions reached through
conducts self- addresses issues resolutions reached innovative mechanisms that have
assessment raised to improve through innovative been contextualized and
learning outcomes mechanisms to improve replicated by other schools to
learning outcomes improve learning outcomes.
 1. Adapted  1. Adapted  1. Adapted framework of M&  1. Adapted framework of M& E
framework of M& framework of M& E E (DRRM, CPADAO and (DRRM, CPADAO and other related
MOVs E (DRRM, (DRRM, CPADAO other related stakeholders stakeholders initiated)
CPADAO and and other related initiated)  2. School M & E structure
other related stakeholders  2. School M & E structure  3. Attendance during the orientation
stakeholders initiated) program on the conduct of M &E
initiated) with the stakeholders
 GOVERNANCE AND ACCOUNTABILITY
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY PROFICIENT DISTINGUISHED

 School M & E  Attendance  Attendance during the  Documentation during the

structure during the orientation program on the presentation of M & E tools
 Attendance during orientation conduct of M &E with the to the stakeholders
the orientation program on the stakeholders  Attendance of the
program on the conduct of M  List of identified key stakeholders during the M& E
conduct of M &E &E with the stakeholders, list of identified Conference
with the stakeholders goals agreed by the  Records on supports extended
stakeholders stakeholders by the stakeholders

 Documentation  Documentation  Documentation during the  Lobby/ Social Mobilization of the

MOVs during the during the presentation of M & E tools to School Report Card (SRC) to the
presentation of M & presentation of the stakeholders target stakeholders
E tools to the M & E tools to  Attendance of the stakeholders  Recommendation from the higher
stakeholders the stakeholders during the M& E Conference office for benchmarking.
 Attendance of
the stakeholders
during the M& E
Conference
 GOVERNANCE AND ACCOUNTABILITY
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY PROFICIENT DISTINGUISHED

 Records on  Records on supports  Attendance of the stakeholders

supports extended extended by the during the M&E Conference
by the stakeholders stakeholders  Records on Technical assistance
 (Selected PAPs  Lobby/ Social extended by the stakeholders
being shared the Mobilization of the School  Classroom observation Reports
external Report Card (SRC) to the
stakeholders) target stakeholders

 Records on  Records on supports  Attendance of the stakeholders

MOVs supports extended extended by the during the M&E Conference
by the stakeholders stakeholders  Records on Technical assistance
 (Selected PAPs  Lobby/ Social extended by the stakeholders
being shared the Mobilization of the School  Classroom observation Reports
external Report Card (SRC) to the
stakeholders) target stakeholders
 GOVERNANCE AND ACCOUNTABILITY
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY PROFICIENT DISTINGUISHED

 Classroom observation  Approved work plan by the SDO

Reports
 Minutes of sessions, agenda
and attendance highlighting
on Access, Quality and
Governance.
with action taken, remarks signed by
the SDS for the utilization of school
and district offices.
 Record of the utilization of ICT in
the development of comprehensive
M & E system

 Improved Organizational
Structure in place (Activity
Report)
MOVs  List of issues raised and
resolved ( work plan, action
taken, remarks)
 GOVERNANCE AND ACCOUNTABILITY
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY DISTINGUISHED
PROFICIENT
The school and The student body The student body The student body The student body through the
community actively actively engages in participates in the creative platforms which have
stakeholders participate in M&E of PAPs and dissemination of the been contextualized and
monitor and M&E of PAPs. participates in the reports detailing replicated by other schools to
evaluate school deliberation to information gathered and improve learning outcomes.
PAPs address the issues resolution reached.
raised.
 List of Committees in the M  List of Committees in the M & E of  List of Committees in the M & E of  List of Committees in the M & E of Program and
MOVs & E of Program and Projects Program and Projects (with the Program and Projects (with the Projects (with the participation of Student Body)
(with the participation of participation of Student Body) participation of Student Body)  Attendance sheet that shows Participation of the
Student Body)  Attendance sheet that shows  Attendance sheet that shows student body during the orientation programs
 Attendance sheet that Participation of the student body Participation of the student body during  Activities conducted of the student body relative to
shows Participation of the during the orientation programs the orientation programs the dissemination of school policies and regulations
student body during the  Activities conducted of the  Activities conducted of the student body  Minutes of the meetings that is highlighting on
orientation programs student body relative to the relative to the dissemination of school Addressing issues raised
 Activities conducted of the dissemination of school policies policies and regulations  Attendance during the quarterly M & E Activities
student body relative to the and regulations  Minutes of the meetings that is acting as co-facilitator in the implementation of M & E
dissemination of school  Minutes of the meetings that is highlighting on Addressing issues raised System
policies and regulations highlighting on Addressing issues  Attendance during the quarterly M & E  Development of student programs and projects
raised Activities acting as co-facilitator in the initiated by the student body (Project Design, Work
implementation of M & E System Plan.)
 GOVERNANCE AND ACCOUNTABILITY
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY DISTINGUISHED
PROFICIENT
The school, in The school, in The school, in The school, in The school, in partnership
partnership with the partnership with partnership with its partnership with the with the stakeholders,
stakeholders, its stakeholders, stakeholders, stakeholders, develops regularly reviews and
provides a inclusive, adopts/adapts a provides an enabling and implements evaluates the system to
caring, and mechanism system that creates preventive measures for ensure its continuous
protective learning promoting safety an inclusive, caring, learners that cut across effectiveness and
environment. of all learners. and protective the school and responsiveness and shares it
learning community. with other schools.
environment.
 School Policies  Student Manual  Attendance of participation  Quarterly monitoring and
MOVs  Classroom safety  PTA General Assembly during the Barangay Council evaluation activity reports of the
policies (Program, minutes) Meeting/Sessions programs (minutes, findings etc. )
 Signage for safety  Attendance Sheets  Approved letter of request  School Manual Reviewed and
 Hotline numbers  MOA/MOU notarized (barangay, city) relative to updated regularly (date being
 Evacuation map  Any equivalent disaster updated)
posted in the document  Documentation on the  Records on Benchmarking
classrooms activity/items conducted with (pictures, visitor’s logbook)
 Organized SDRRMC the participation of the
external stakeholders
 GOVERNANCE AND ACCOUNTABILITY
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY PROFICIENT DISTINGUISHED

The school, in The learners are The learners are The learners are consulted The learners are involved in
partnership with made aware of actively involved and contributes to the the review and evaluation of
the stakeholders, their rights, as well and contributes to creation of preventive the protective and
provides a as their roles and the system that measures that cut across the preventive systems and to
inclusive, caring, responsibilities, ensures an school and community; and ensure their effectiveness
and protective with respect to the inclusive, caring, are able to come up with and responsiveness and
learning mechanisms that and protective ideas and initiatives that shares it with other schools.
environment. ensure their safety learning enhance the safety
environment. mechanisms set in place by
the school.
 Student-Led Hazard Mapping  Student-Led Hazard mapping  Minutes and attendance of the consultative  Attendance of students during the assessment
MOVs  Minutes and attendance of  Student activities report meeting on activity relative to DRRM and safety.
meetings (drills, lectures, (program/project design)  Program design, approved project proposal.  Pictures, MOA of the benchmarking practices.
symposium)  Record of student volunteers  Document on student’s  Endorsement from the higher office to SDRRM
 School-Child friendly survey relative to safety and health involvement/orientation the evacuation coordinator
 School-Based Child protection (logbook) procedure in school (pictures)
policy  Attendance during the meeting
highlighting on safety of the
students.
 GOVERNANCE AND ACCOUNTABILITY

Level 1: Level 2: Level 3: Level 4:

STANDARD BEGINNING PROFICIENT HIGHLY PROFICIENT DISTINGUISHED

The school has The school The school The school enhances a The school sustains and
a system on establishes a operationalizes a system on networking, shares a system and its
networking, system on system on networking, linkaging, and feedback network to other schools
linkaging, and networking, linkaging, and through stakeholder’s
feedback with linkaging, and feedback with convergence for continuous
stakeholders feedback with stakeholders for the improvement of PAPs
for the stakeholders for the implementation of
implementatio implementation of PAPs
n of PAPs PAPs
MOVs  Representation during the
barangay session (Notice of
 Representation during the barangay
session (Notice of Meeting, Letter,
 Representation during the barangay session
(Notice of Meeting, Letter, Appearance,
 Representation during the barangay session
(Notice of Meeting, Letter, Appearance,
Meeting,Letter, Appearance, Appearance, Minutes) Minutes) Minutes)
Minutes)  Approved project proposals/  Approved project proposals/ activity design  Approved project proposals/ activity design
activity design  Updating/dissemination of the information  Updating/dissemination of the information
 Updating/dissemination of the  School bulletin  School bulletin
information  Suggestion box  Suggestion box
 School bulletin  Transparency board  Transparency board
 Suggestion box  Status report of the PAPs implemented  Status report of the PAPs implemented
 Transparency board  Endorsement for benchmarking
 GOVERNANCE AND ACCOUNTABILITY

Level 1: Level 2: Level 3: Level 4:

STANDARD BEGINNING PROFICIENT HIGHLY DISTINGUISHED
PROFICIENT
The school, in The school, in The school, in The school, in The school, in collaboration
collaboration with collaboration with collaboration with collaboration with the with the community,
the community, the community, the community, community, hones the provides learners
guarantees the prepares calendar identifies prospective learners’ knowledge and opportunity to do peer-
participation of of activities to learners per activity skills in various coaching to develop co-
learners in curricular encourage in the calendar curricular and non- learners’ knowledge and
and non-curricular learners’ curricular activities and skills.
activities. participation. introduce
reward/incentive
MOVs system.
 School Calendar  List of Prospective  Certificate of Learners’  Picture/ Attendance of
of Activities Learners per Participation/recognitio peer-coaching to develop
noted by the activity in the n during trainings of co-learners knowledge and
PTA, and school calendar of curricular and non- skills
Student Body. activities. curricular activities .
HUMAN RESOURCE & TEAM DEVELOPMENT

AGENT: School head, teaching and non-teaching

staff
ACTION: collaborate
RESULT: to continuously improve the individual
capability and team capacity and to create
an environment that will yield to high
performance.
HUMAN RESOURCE & TEAM DEVELOPMENT
IDEAL SCENARIO

School head, teachers, and non-teaching

staff collaborate to continuously improve
the individual capability and team
capacity to create an environment that
will yield to high performance.
HUMAN RESOURCE & TEAM DEVELOPMENT
SCHOOL LEVEL STANDARD
1. The school provides measures to help improve the
performance of its employees
2. The school recognizes personnel outstanding
performance, exemplary behavior, and innovations
3. The school cultivates the personal growth & professional
development of teachers and staff
4. The school ensures its personnel career advancement
5. The school ensures holistic wellness needs of its
personnel
6. The school creates a collaborative and harmonious
relationship among its personnel and other stakeholders
 HUMAN RESOURCE & TEAM DEVELOPMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY DISTINGUISHED
PROFICIENT
The school Identifies and Conducts activities Creates a monitoring Institutionalizes a cohesive
Provides develops to explain and system, through the system/mechanism that provides
measures to personnel analyze the school performance appropriate interventions
help improve performance performance of management team addressing identified needs of
the performance targets based personnel vis a vis (PMT), to check if personnel as indicated in their
of its personnel on RPMS, SIP, the RPMS, SIP, and personnel development plans
and AIP AIP performance targets
are met based on
RPMS, SIP, and AIP
MOVs > OPCRF,
> IPCRF,
 Orientation, minutes of
the meeting,
 Peer evaluation
 Summarized description
 Agreement
 Teachers
> SIP, and AIP  budget/project proposal,  Monitoring tool, Manual/Handbook
aligned  WFP  flowchart of the system, Re: Duties and Responsibilities
 attendance,  crafted measures, Rights & Privileges, Claims & Sanctions based on
 Memo,  work plan, DepEd Orders & CSC Law
 Documentation  Memorandum  Functional Committees: Grievance ,Learning
 Complete RPMS, SIP,  Designation & Development & Promotions
and AIP documents with (School PMT)
analysis and
interpretation
 HUMAN RESOURCE & TEAM DEVELOPMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY DISTINGUISHED
PROFICIENT
The school Identifies and Conducts activities Creates a monitoring Institutionalizes a cohesive
provides develops to explain and system, through the system/mechanism that provides
measures to personnel analyze the school performance appropriate interventions
help performance performance of management team addressing identified needs of
improve the targets based on personnel vis a vis (PMT), to check if personnel as indicated in their
performanc RPMS, SIP, and the RPMS, SIP, and personnel development plans
e of its AIP AIP performance targets
personnel are met based on
RPMS, SIP, and AIP
MOVs  FGD of the school  Complete RPMS, SIP, and AIP
PMT(teachers, documents with analysis and
learners and other interpretation
 FGD of the school PMT(teachers,
stakeholders)
learners and other stakeholders)
specifically on specifically on checking personnel
checking personnel performance
performance  Development plan
 HUMAN RESOURCE & TEAM DEVELOPMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY DISTINGUISHED
PROFICIENT
The school Acknowledges Conducts Mobilizes school Establishes a system of rewards
recognizes outstanding recognition PMT and learners in and recognition through PMT
personnel performance, ceremonies using selecting and wherein awardees are
outstanding exemplary guidelines for recognizing personnel recommended for higher awards
performance, behavior, selecting personnel with outstanding and other professional
exemplary innovations, and with outstanding performance, development opportunities
behavior, initiatives during performance, exemplary behavior,
innovations, school events exemplary behavior, innovations, and
and innovations, and initiatives based on
initiatives initiatives established guidelines
MOVs  List of  Yearly Awarding &  Special awards to  Recommendation of school
nominees Recognition personnel with candidate to Division wide/region
 Criteria for (School Level) promising wide/national search including
Awards innovations and Metrobank Search for Outstanding
 Memorandum initiatives Teacher
 Selection
Committee
 HUMAN RESOURCE & TEAM DEVELOPMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY DISTINGUISHED
PROFICIENT
The school Identifies/docum Conducts Creates a school L&D Tracks efficiency and effectiveness
nurtures the ents needed professional System based on the of the L&D system and uses data
Personal professional development IDPs and CPD to improve system
growth & development interventions based requirements. - Percentage of employees
professional intervention on the IDPs provided w/ L&D intervention
Development based on the - Budget Utilization (INSET,
of teacher and Individual LAC)
staff Development - Employee performance after
Plans (IDP) L&D intervention
 Data based tracking  INSET Training Matrix  Training Design  Teachers Profile & School Performance in a
MOVs board & Proposal  Session Guides & Training dashboard
 Philippine  Certificate of Training Matrix (Quadrant)
Professional  Transcript of Records  School Based L & D Team  IPCRF
Standard for  CPD  IPPD, Coaching and  Liquidation Report
Teachers (PPST)  IPPD, Coaching and Mentoring Form, SLAC  Accomplishment Report
 Individual Mentoring Form Report,  Record on High MPS on Student
Professional Plan for  School LAC Report  Consolidated CPD Performances
Development(IPPD) requirements
 HUMAN RESOURCE & TEAM DEVELOPMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY DISTINGUISHED
PROFICIENT
The school Identifies/docum Conducts Creates a school L&D Tracks efficiency and effectiveness
nurtures the ents needed professional System based on the of the L&D system and uses data
Personal professional development IDPs and CPD to improve system
growth & development interventions based requirements. - Percentage of employees
professional intervention on the IDPs provided w/ L&D intervention
Development based on the - Budget Utilization (INSET,
of teacher and Individual LAC)
staff Development - Employee performance after
Plans (IDP) L&D intervention
MOVs  IPPD, Coaching and Mentoring
Form, SLAC Report,
 Established Team to update the
school L&D system
 Consolidated CPD requirements
 HUMAN RESOURCE & TEAM DEVELOPMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY DISTINGUISHED
PROFICIENT
The school Identifies/docum Conducts Creates a school L&D Tracks efficiency and effectiveness
nurtures the ents needed professional System based on the of the L&D system and uses data
Personal professional development IDPs and CPD to improve system
growth & development interventions based requirements. - Percentage of employees
professional intervention on the IDPs provided w/ L&D intervention
Development based on the - Budget Utilization (INSET,
of teacher and Individual LAC)
staff Development - Employee performance after
Plans (IDP) L&D intervention
 Conducting Monitoring and Evaluation
MOVs of the provided L&D system and
interprets data for further improvement
 Percentage of employees provided w/
L&D intervention
-Budget Utilization (INSET, LAC)
-Employee performance after L&D
intervention
 HUMAN RESOURCE & TEAM DEVELOPMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY DISTINGUISHED
PROFICIENT
The school Identifies/docum Conducts Creates a school L&D Tracks efficiency and effectiveness
nurtures the ents needed professional System based on the of the L&D system and uses data
Personal professional development IDPs and CPD to improve system
growth & development interventions based requirements. - Percentage of employees
professional intervention on the IDPs provided w/ L&D intervention
Development based on the - Budget Utilization (INSET,
of teacher and Individual LAC)
staff Development - Employee performance after
Plans (IDP) L&D intervention
MOVs For small schools, SDO NEAP to provide framework on
will provide L&D school L&D
support

NEAP to provide
framework on school
L&D
 HUMAN RESOURCE & TEAM DEVELOPMENT
Level 1:
STANDARD BEGINNING
The school Identifies personnel that
ensures its is due for promotion/re-
personnel class and facilitates
required documents for
career
promotion based on
advancement RPMS and PPST
MOVs  List of teachers with
/without trainings attended
 Service Records
 Performance Ratings
 Tracking of Teachers EQ
 Screening of Teachers
 Letter of Recommendation
to enroll for Graduate
Studies
Level 2:
PROFICIENT
Provides development
opportunities for
identified pool of talents
 Certificate of Participation/
Appearance
 Updated Service Records
 IPCRF Satisfactory Rating
 Certificate of Units earned
for Masters Degree at least
18 units
 Conducts appropriate
capacity building activities,
trainings and workshop for
the identified pool of talents
Level 3:
HIGHLY
PROFICIENT
Creates committees that
handle/assist school
personnel for career
advancement
 Certificate of Recognition
as Division
Trainor/Facilitator
 IPCRF VS Rating
 Earned 36 units or CAR in
Master’s Degree
 Transcript of Records
 Committee to update and
track personnel for career
advancement
 *Technical assistance
report
Level 4:
DISTINGUISHED
Establishes a school talent
management system
 Certificate of Recognition as regional
Trainor/facilitator
 IPCRF of Outstanding Performance
 Graduated Master’s or Doctoral Degree
 Diploma
 Transcript of Records
 Committee to update and track
personnel for career advancement
 *Technical assistance report
 *Self assessment tool to support the
committee for personnel tracking
 HUMAN RESOURCE & TEAM DEVELOPMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY DISTINGUISHED
PROFICIENT
The school Identifies personnel Provides development Creates committees that Establishes a school talent management
ensures its that is due for opportunities for handle/assist school system
personnel promotion/re-class identified pool of personnel for career
and facilitates talents advancement
career
required documents
advancement for promotion
based on RPMS
and PPST
 Seminar/meetings
with the identified
personnel discussing
MOVs the required
documents for
promotion using on
RPMS and PPST
based on
promotions and
reclassification
guidelines
 HUMAN RESOURCE & TEAM DEVELOPMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY DISTINGUISHED
PROFICIENT
The school Assesses the Provides Implements a health Establishes the sustainability of
ensures a work health and well- interventions based and well-being the health and well-being program
environment being needs of on health and well- program for school through partnerships and linkages
that promotes school personnel being needs of personnel
personnel school personnel
health and
well-being
 School Health  Zumba Fitness Program   Annual Physical Check – up 100%
MOVs Clearance Identified
Regular Zumba Fitness
Program in the School compliance
 Physical Check up  Symposium on Wellness  Regular Physical Check up  Zumba/Wellness Fitness Exercise
 School Plan for  Health and Wellness  Values Formation
Wellness Activities Program Plan  Recollection
Implementation Report  Established health services linkages
 Schedule of activities
 Training Proposal/Matrix
 Pictures documentation
 Attendance Sheets
 Letter Requests
 Sustainability report (MOA of partners and
linkages) of the health programs conducted
 HUMAN RESOURCE & TEAM DEVELOPMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY DISTINGUISHED
PROFICIENT
The school Identifies and Conducts Develops program to Establishes a system, in collaboration with
creates a documents issues interventions to create harmonious stakeholders, that strengthens and sustains
collaborative and concerns, and resolve issues and relationships among school the harmonious relationship among school
and harmonious opportunities to concerns/strengthen personnel and stakeholders personnel
working build a relationships of
relationship among its harmonious school personnel *define system
personnel and working
other stakeholders relationship
 .Attendance  Intervention/griev  Budget/Training  MOA
Sheet ance report Proposal  Proposal
MOVs  Minutes (teacher to teacher)  Attendance Sheet  Minutes of Meeting
 Pictorials  Pictures
 Attendance
 Report of the  Report on programs
identified conducted relevant to  Records of Results and pictorials
issues and working relationship  M&E system to track stakeholders
concern between personnel and and school personnel relationship
relevant to stakeholders (training
working package)
relationship
 HUMAN RESOURCE & TEAM DEVELOPMENT
Level 1: Level 2: Level 3: Level 4:
STANDARD BEGINNING PROFICIENT HIGHLY DISTINGUISHED
PROFICIENT
The school Identifies and Conducts Develops program to Establishes a system, in collaboration with
creates a documents issues interventions to create harmonious stakeholders, that strengthens and sustains
collaborative and concerns, and resolve issues and relationships among school the harmonious relationship among school
and harmonious opportunities to concerns/strengthen personnel and stakeholders personnel
working build a relationships of
relationship among its harmonious school personnel *define system
personnel and working
other stakeholders relationship

MOVs  Conflict resolution report (process

included and agreement of parties
involve in the issue)