schools division of candon city … · environment; t - teachers’ upskilling and reskilling; and...

Republic of the Philippines

Department of Education

SCHOOLS DIVISION OF CANDON CITY

Nat’l Highway, Brgy. San Isidro, Candon City, Ilocos Sur (077) 644-0411 [email protected] www.depedcandoncity.com

04 MAR 2020 DIVISION MEMORANDUM

No. 072 , s. 2020

INTENSIFYING INSTRUCTIONAL SUPERVISION AND ADMINISTRATION OF K TO 12 BASIC EDUCATION PROGRAM

To: Assistant Schools Division Superintendent Chief Education Supervisors Education Program Supervisors Section and Unit Heads (SDO Proper) Schoolheads (Public Elementary & Secondary Schools) All Others Concerned 1. In response to the biggest lingering challenge on quality of basic education in the country, particularly on the students’ learning outcomes, the Department of Education launched the advocacy Sama-sama sa PagSulong ng EduKalidad wherein the Schools Division Office (SDO) of Candon City commits its full implementation.

2. Sulong EduKalidad has core components anchored on the letters KITE which means, K - K to 12 Curriculum Review and Update; I - Improving the Learning Environment; T - Teachers’ Upskilling and Reskilling; and E - Engaging Stakeholders for Support and Collaboration.

3. Similarly, the advocacy on Happy Schools Movement (HSM) with its four pillars namely: Responsible Leadership, Relevant Instruction, Conducive Learning Environment and Good Governance are also integrated to complement the rational shift of SDO of Candon City to focus on improving internal systems and processes

such as intensifying curriculum and instructional supervision together with enhancing school management/operations through Strategic, Technology-assisted, Accountable, Transparent and Ethical (STATE) governance in order to further improve the delivery of basic education services.

4. Guided by these strategic directions, the Education Program Supervisors (EPS), Senior Education Program Specialists (SEPS), Heads of Unit/Section (HUS) and other SDO personnel shall be sent or assigned to various schools to assist in the planning, implementing and assessing priority Programs, Projects and Activities (PPAs) that are identified in the Division Education Development Plan (DEDP), School Improvement Plans (SIP), Annual Implementation Plans (AIP), Office Performance Contract and Review Form (OPCRF) and Individual Performance Commitment Review Form (IPCRF) of Teaching and Non-Teaching personnel. They shall consequently conduct appropriate monitoring, evaluation, documentation and reporting of emerging needs, concerns, progress and adjustments. Details of their area assignment are contained in Enclosure 1.

mailto:[email protected]

http://www.depedcandoncity.com/





5. The pilot run will be March to August, 2020. From September to December 2020, there will be a special regrouping to try out the collaborative interface of the monitoring teams and the dynamism of continuous improvement initiatives. Consequently, the area assignment details of the SDO Personnel in the ensuing year

shall be rotated every six months or two quarters. However, in case of extreme emerging circumstances and as need arises, such area assignment may still be regrouped or adjusted accordingly. Details of the modified area assignment, if any, shall be issued in a separate memorandum in due time.

6. The area assignment, however, does not preclude or prohibit any EPS or SEPS or Heads of Unit/Section or other Specialists to visit any other school anytime in order to provide the needed Technical Assistance (TA) specially in cases where there is a direct request of or invitation from the concerned School Head (SH) or there are agreements based on consultation and or collaboration between and among the assigned and concerned SDO personnel, or upon the specific directives of their immediate superiors namely: Schools Division Superintendent (SDS)/Assistant Schools Division Superintendent (ASDS)/Chief Education Supervisors (CES) or upon consideration of highly specialized TA based on academic, subject/area assignment, special inclination and expertise or during emergencies and critical situations where their leadership/services are most needed, carrying and embodying the full trust, confidence and integrity being the alter-ego of the SDS in the field offices.

7. Monitoring and or visit of SDO personnel shall not cost any financial amount from schools, nor disrupt usual school operations nor cause psychological stress between and among schoolheads, teaching and non-teaching personnel including the officers of the School Governing Council (SGC) and or other parents in the vicinity but shall sustain the implementation of the policy on ‘time on task’ and the advocacy of HSM where they contribute to maintaining conducive learning environment and schools as zones of peace.

8. To facilitate the monitoring and evaluation of instructional delivery and administrative support through the PPAs in the schools, the enhanced Administrative and Supervisory Action Plan (ASAP) and Report on Evaluation of Accomplishments and Performance (REAP) are hereby introduced for adoption and implementation. These documents shall be prepared monthly by all schools in coordination with the School Planning Team (SPT) and collaboration with the Schools Division Office for better cooperation and provision of needed TA.

9. At the level of the SDO, monitoring EPS/SEPS/HUS shall also be required to prepare monthly Technical Assistance Plan (TAP) based on the consolidated Problems, Arising Needs, Issues and Concerns (PANIC) as reflected in the ASAP and REAP of the schools. They shall integrate also other duties and responsibilities inherent to their position and specialization or assignments. Such plans shall be presented to the Chief Education Supervisors (CES) for their consolidation, appraisal and strategic actions.







10. The CES having the widest perspective of the consolidated problems, arising needs, issues and concerns shall then prepare an overall strategic plan known as the Team Intervention Plan (TIP) where a team of EPS/SEPS/HUS may be deployed to provide TA based on the DEDP, SDO Situation Analysis Report and the prevailing

concerns emanating from the consolidated TAPs of the EPS/SEPS and other monitoring personnel. The TIP will guide CES in leading the unit’s engagement. This strategic plan shall be presented to the ASDS for recommendation and SDS for approval. It will then serve in monitoring targets and accomplishments stated in the DEDP, AIP, Career Executive Service Performance Evaluation System - Performance Commitment and Review Form (CESPES-PCRF) and the RPMS - OPCRF - Office of the SDS.

11. At the end of every month, the EPS/SEPS and other personnel involved in monitoring and providing TA shall prepare a Supervisory Technical Assistance Report (STAR) while the CES shall prepare Strategic-Operations, Observations, Lessons-Learned, Accomplishments and Recommendations (SOLAR) that will be compiled as Summary of Educational Engagements and Delivery (SEED). The SEEDs will serve as milestones or legacy of the division and shall constitute the major highlights in the Division Annual Accomplishment Report.

12. These monthly planning, monitoring & evaluation tools with sample templates found in Enclosure No. 2, contain key indicators to enhance/evaluate that are based on the core quality components of KITE including the problems, arising needs, issues and concerns that pose a gap between aspirations and reality, the corresponding strategies, processes, resources, the tentative time frame and measurable output and outcome.

13. Guidelines in the filling out and utilization of the said templates are discussed in Enclosure No. 3, while references such as KITE menu and articulated duties and responsibilities of personnel being aligned in their respective Key Result Areas are reflected in Enclosure 4.

14. Pertinent provisions in previous division Memoranda that are similar or analogous with the contents and intent of this memorandum are hereby modified while those that are inconsistent are likewise repealed accordingly. 15. Immediate and wide dissemination of and compliance to this memorandum is desired.

ANSELMO R. ALUDINO

Schools Division Superintendent







Encl.: Enclosure 1. Area Assignment of SDO Personnel & email address

Enclosure 2. Samples of Filled-Up ASAP, TAP, TIP, and REAP, STAR, SOLAR Forms Enclosure 3. Guidelines in Filling Up the ASAP and REAP and other M&E Forms Enclosure 4. Key Result Areas of Personnel with Duties and Responsibilities (RPMS) Enclosure 5. Sample of Predetermined KITEs Components, Strategies and Measurable Outcomes

References: DO 52, s.2015 RAT Plan in the DepEd EO366, DO 45, s.2015 (SIP) RPMS Manual and Compendium, PPST/ NCB-SH, SBM M&E Tool, DepEd Primer/ Press Releases DO 2, s.2008 Responsibilities of PSDS Relative to CSCA PAPs DM 172, s.2019 1st Natl ME Conference To be included in the Perpetual Index under the following subjects: OFFICIALS

CURRICULUM DATA SCHOOLS

CDG/Intensifying Instructional Supervision and Administration of K to 12 Basic Educ. Program 004/ March 2, 2020



(Enclosure No. 1 to DepEd Memorandum No. 072, s. 2020)

MONITORING SCHOOLS OF EDUCATION PROGRAM SUPERVISORS AND SENIOR

EDUCATION PROGRAM SPECIALISTS

MONITORING EPS/SEPS AND EMAIL ADDRESS

SCHOOLS

1 PACITA BASABAS [email protected]

Amguid Elementary School (5)

Sto. Tomas Elementary School (8)

Sto. Tomas National High School (JHS 27, SHS 9)

Bugnay Elementary School (7)

2 ARTHUR MICHAEL LOMITENG [email protected]

Allangigan Elementary School (9)

Cubcubbuot Elementary School (9)

Parioc Elementary School (8)

Parioc East Elementary School (8)

3 ANNA LISSA AQUINO [email protected]

Patpata Elementary School (15)

Ayudante Elementary School (9)

Candon City Information Technology NHS (JHS 17, SHS 8)

Calaoa-an Elementary School (9)

4 NORMA MANZANO [email protected]

Calongbuyan Elementary School (18)

Oaig Daya Elementary School (8)

Paypayad Elementary School (17)

5 MARIA ELENA ALTIS [email protected] REY MANZANO [email protected]

Candon South Central School (42)

Bagani Elementary School (13)

6 ALBERT GAMOSO [email protected]

Ubbog Elementary School (8)

Bagani Tocgo Elementary School (5)

Candon North Central School (17)

7 TERESITA MANZANO [email protected]

Tamurong Elementary School (9)

Filomeno G. Gagarin Elementary

School (9)

Dr. Ricardo Gacula Memorial NHS (JHS 23, SHS 10)

8 ALEXANDER M. RAZO [email protected]

Bagar Elementary School (11)

Balingaoan Elementary School (9)

Caterman Elementary School (8)

9 EDGARDO PESCADOR [email protected]

Salvador Elementary School (8)

Tablac Elementary School (14)

Langlangca Elementary School (9)

10 JUN CORTEZ

[email protected] Darapidap Elementary School (16)

Candon City High School (JHS 13, SHS 10)

Talogtog Elementary School (11)

11 FLORECITA RAZO [email protected]

Candon National High School ( JHS 124, SHS 39)

(Enclosure No. 2 to Division Memorandum No. 072, s. 2020)

Sample Administrative and Supervisory Action Plan (of ASAP) for the Month of _________________

Key Indicators To Enhance (KITE)

Problems Arising, Needs, Issues and Concerns

Strategies, Processes, Activities and Resources

Measurable Outcomes/ Observable Outputs

Time Frame

K to 12 Curriculum Updating & Relevant Instruction

Poor indigenization and contextualization approaches of five teachers; (AP =3, Science =2)

Modelling, Demo teaching and coaching

5 Indigenization initiatives are documented and rated

Week 1 (5 days)

Improving the Learning Environment

Poor lighting facility and ventilation of four classrooms Flooded and open mini-reading park

Procurement using MOOE with P10,000 budget Repair of 2 electric fans @ P1,000 Landscaping with backfill support @P5,000

Electrical supplies purchased and installed, fans restored Convenient classroom/ mini-park

Week 2 (3 days) (2 days)

Teachers Skills and Competency Upgrading

Two teachers lack training on pedagogy (Art of Questioning)

Observation, referral, consultation with EPS, send to training

Two confident teachers are happily applying new techniques

Week 2 (3 days)

Engaging Stakeholders for Good Governance

Only three sponsors supported Brigada Eskwela for three days

Networking, advocacy and social mobilization to generate additional fund support

10 partners sharing an aggregate of P30,000

Week 3 (4 days)

Prepared by: Concurred with: School Head/ SPT Representative (initials) EPS/SEPS/HUS

Sample Report on Evaluation of Accomplishment and Performance (REAP)

for the Month of _________________

Key Indicators To Evaluate

(KITE)

Problems Arising, Needs, Issues and

Concerns

Strategies, Processes, Activities

and Resources

Measurable Outcomes/

Observable Outputs

Actual Accomplishment

Remarks/ Comments

K to 12 Curriculum Updating & Relevant Instruction

Poor indigenization and contextualization approaches of five teachers; (AP =3, Science =2) (see menu)

Observation and Modelling, Demo teaching and coaching

5 Indigenization initiatives are documented and rated

4 approaches creatively done and recorded

Mr. Dela Cencia is completing his approach in Science 5


Poor lighting facility and ventilation of four classrooms Flooded and open mini-reading park (see menu)

Procurement using MOOE with P10,000 budget Repair of 2 electric fans @ P1,000 Landscaping with backfill support @P5,000

Electrical supplies purchased and installed, electric fans restored Convenient reading park

All identified electrical supplies was purchased at 3rd week; 2 electric fans repaired Landscaping =85% done

P800 savings due to free repair but with snacks


Two teachers lack training on pedagogy (Art of Questioning)

Observation, referral, consultation with EPS, send to training

Two confident teachers are happily applying new techniques

P3,000 each training fee and per diem


Only three sponsors supported Brigada Eskwela for three days

Networking, advocacy and social mobilization to generate additional fund support

10 partners sharing an aggregate of P30,000

LGU donated 15K supplies; reflected in DPDS

Prepared by: Attested by: School Head/SPT Representative (initials) EPS/SEPS/HUS

Technical Assistance Plan (TAP) for the Month of __________________


Problems Arising, Needs, Issues and Concerns

Strategy, Technology, Resources, Innovation, Know-how,

Encouragement

Measurable Outputs/ Outcome Aspired

Time Frame

K

I

T

E

Prepared by: Concurred with/Approved by: EPS/SEPS/HUS Chief Education Supervisor

Supervisory Technical Assistance Report (STAR)

for the Month of __________________


(KITE)

Problems Arising, Needs, Issues and

Concerns

Strategy, Technology, Resources,

Innovation, Know-how, Encouragement

Measurable Outcomes/

Observable Outputs


Remarks/ Comments

K

I

T

E

Prepared by: Attested/Approved by: EPS/SEPS/HUS Chief Education Supervisor

TEAM Intervention Plan (TIP) for the Month of __________________ (Quarter) _____


Problems Arising, Needs, Issues and Concerns (Situational Analysis)

Team Interventions and Processes

(Programs, Projects, Activities)

Measurable Outputs/ (Q, E, T)

Time Frame

K (CID)

I (CID/SGOD)

T (CID/SGOD)

E (SGOD)

Marginal Notes/ Other Matters: ________________________________________________________________________________

________________________________________________________________________________ ________________________________________________________________________________

Prepared by: Concurred with/Recommended by: Chief Education Supervisor Assistant Schools Division Superintendent

Approved by:

Schools Division Superintendent

Strategic Operation, Observations, Lessons-learned, Accomplishment and Recommendations (SOLAR)

for the Month __________________ (Quarter) _____


(KITE)

Problems Arising, Needs, Issues/

Concerns (Situational

Analysis)

Strategic Operations/ (Programs, Projects,

Activities)

Observable Outputs ( Q, E, T )


( Q, E, T )

Lessons Learned Hindering/ Facilitating

K (CID)

I (CID/SGOD)

T (CID/SGOD)

E (SGOD)

Recommendations: ________________________________________________________________________________

________________________________________________________________________________ ________________________________________________________________________________

Prepared by: Attested by: Chief Education Supervisor Assistant Schools Division Superintendent

Approved by: Schools Division Superintendent


Descriptions and Guidelines in Filling Up the ASAP/REAP and other M&E Forms

1. The Administrative and Supervisory Action Plan (ASAP) form is an enhanced

Planning, Reinventing, Implementing, Monitoring and Evaluation (PRIME) tool that breaks down the goals and objectives of the SIP/AIP into doable programs, projects and activities of the school in a period of one month. This is prepared by the Schoolhead in coordination with the School Planning Team and further collaborated with the Schools Division Office through the EPS/SEPS/HUS concerned a week before the implementation month.

2. The Report on Evaluation of Accomplishments and Performance (REAP) shall be prepared by the Schoolhead a week after the implementation month and shall be attested by the EPS/SEPS/HUS and noted by the CES to determine significant gains or improvements as well as other value added accomplishments in the delivery of basic education services as reflected in the ASAP.

3. The ASAP and REAP Forms primarily contain the core components of Sulong Edukalidad and the pillars of Happy Schools Movement which serves as the key indicators to enhance/evaluate including emerging problems, arising needs, issues and concerns, and as well as alarming gaps with their corresponding strategies, processes, resources needed, measurable outcomes, time frame, actual accomplishments and comments or remarks.

4. As soon as the ASAP has been prepared and agreed upon by the School and Division Office, soft copies of the plan shall be emailed/submitted electronically to the assigned SDO Personnel, copy furnished the office of CID and SGOD for their consolidation, analysis, appreciation and preparation of appropriate technical assistance. As means of verification (MOV) for future M&E initiatives, there shall be at least two hardcopies of the ASAP bearing the signatures of the SH/SPT Representative and the assigned SDO Personnel wherein one copy will be kept by Schoolhead or retained at the School Records Section, and the other copy to be compiled by the SDO personnel which in turn be consolidated and presented to the Chief of Divisions for further collaboration, summary appraisal, analysis and intervention.

5. The EPS/SEPS/HUS shall compile and consolidate the hardcopies of the REAP forms and prepare STAR with comments, suggestions, and recommendations. The consolidated REAPs of schools in the form of the STAR shall be submitted to the Chief of Divisions for approval. The CID/SGOD CESs while in possession of the e-copies of REAPs and STARs shall prepare a summary of observations, lessons-learned, and accomplishment report capturing their respective Key Result Areas (KRA) and submit the same to the ASDS for review, attestation and recommendation to the SDS for approval.

6. Both the ASAP and REAP forms have almost similar parts: Column 1 lists the key indicators to enhance/evaluate; Column 2 refers to the gaps consisting of problems, arising needs, issues and concerns; Column 3 defines the strategies/processes/ activities and resources necessary to narrow the gaps; Column 4 indicates the measurable outputs/outcomes; Column 5 sets the tentative and semi-flexible time frame (weekly or daily).

7. In the case of the REAP, Column 5 (Time Frame) is substituted with the Actual Accomplishment and another column, Column 6 provides for Remarks/Comments. The Remarks/Comments column describes the observations, feedback, comments, suggestions, value-added inputs or outcomes and other factors that facilitated or hindered the implementation.

8. In the preparation of the TAP by the EPS/SEPS/HUS, there are five columns namely: KITE components, PANIC, Strategy, Technology, Resources, Innovation, Know-How, Engagement/Empowerment (STRIKE), Measurable Outcome and Time Frame. The items under PANIC are clustered similar, analogous or segmented concerns that may be directly attended, addressed or carried out by the EPS/SEPS/HUS or through collaboration and referral with other SDO personnel, stakeholder or agency concerned. It also includes targets or concerns based on the RPMS compendium of duties and responsibilities of their positions which they consider as deemed necessary for inclusion during the period or implementation month. (ex. Arts, Journalism, Sports, Math Olympiad, Research Initiatives, etc.)

9. The STAR form follows the TAP format having six columns with the inclusion of actual accomplishment and more detailed remarks and comments.

10. The TIP primarily considers the analysis of quarterly report on Summary of Learners Performance (SLP), significant/emerging gaps from PANIC. It also includes objectives or PPAs that are lifted from the OPCR/IPCR of CES with quantitative and qualitative rubrics for rating outputs and outcomes. The time frame may be extended to a quarter considering the diversity of plans emanating from the needs of the schools. Concerns and gaps with corresponding interventions are categorized by instructional/ delivery levels (Kinder, Elementary/Junior HS/Senior HS).

11. For the CID-TIP, it covers the primary concerns on learners’ performance as affected by curriculum contextualization, instructional supervision, psychological learning environment, learning resources management, learning assessment/ recording/reporting and instructional research.

12. For the SGOD-TIP, targets for support to operations and governance are clustered into physical learning environment, teachers training and HRD, partnerships and linkages, SBM level of practice, Health and Nutrition, disaster preparedness and resiliency, youth formation, other support services, school effectiveness and good governance researches, etc.

13. The SOLAR follows the TIP format with significant indicators such as Strategic Operations, Observable Outputs, Actual Accomplishment with corresponding ratings for Efficiency, Quality and Timeliness. An important element is the Lessons-learned column where remarks about hindering and facilitating factors are listed. Some components may also include the objectives and targets listed in the RPMS-IPCRF of the CES.

14. The last component of the SOLAR is the recommendations of the CES for crafting L&D proposal, endorsement, referral, collaboration, adoption, replication and advocacy.

15. Samples of the predetermined KITEs components, strategies and measurable outcomes are listed in Enclosure 5.

(Enclosure 4 to Division Memorandum No. 072, s. 2020)

Alignment of Key Result Areas of Personnel with Duties and Responsibilities (RPMS)

How do we align our KRA with ‘Quality’ KITE?

AREA K I T E

SDG # 4 / (2030) Phil Development

Plan

Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All Phil. Dev’t. Plan 2017-2022- “AMBISYON NATIN 2040 (Every Filipino to Enjoy Matatag, Panatag at Maginhawang Buhay) DEPED vision 2030 -

DepEd Vision

QUALITY Graduate with 21st Century Skills: RESPONSIBLE FILIPINO CITIZEN (Happy, Smart and Well Rounded)

Filipinos who passionately love their country and whose competencies and values enable them to realize their full potential and contribute meaningfully to building the nation

Sulong EduKalidad K to 12 Curriculum

Updating Improving Learning

Environment Teachers' Competency

Upgrading Engaging Stakeholders

for Support

DepEd Mission

To protect & promote the right of every Filipino to QUALITY, equitable, culture-based, & complete basic education where:

Students learn in a child-friendly, gender-sensitive,

safe, and motivating environment

Administrators and staff, as stewards of the

institution, ensure an enabling and supportive environment for effective

learning to happen

Teachers facilitate learning and constantly nurture every learner

Family, community, and other stakeholders are actively engaged and

share responsibility for developing life-long

learners

SDS/ASDS KRA

Strategic Management and Operations (DEDP/ AIP) Consolidated SIP/AIP/ OPCRF -OSDS

Curriculum and Instructional Development

Resource and Finance Management

Human Resources Development

Partnerships and Linkages

School Heads KRA

School Leadership, Management and Operations (SIP/AIP)

Instructional Leadership Learning Environment and Learning Support

Human Resource Management

Parents Involvement and Community Partnership

SH OPCRF Means of Verification

Contextualized Learning Materials and Instructional Delivery

Records Keeping, Progress Reporting

Zero Drop Out

Assessment of Learning Delivery

Procurement of Supplies and Materials

Improvement of physical structures and facilities Development

Feeding Program/ Health & Nutrition

Canteen, SIGA, WINS, DRRM

Provision of Technical Assistance

Needs & Strengths Assessment

LAC/ PLS Sessions/ Faculty Meetings

Cross Posting, Added Assignments

Coaching and Mentoring

Brigada Eskwela Movement

School Governing Councils Meetings

PTA Consultations and Assemblies

Stakeholders Summit & Recognition

Other Events, Disaster Drills/

Culture

TEACHERS PPST Domains

1. Content Knowledge and Pedagogy

4. Curriculum Planning

2. Learning Environment 3. Diversity of Learners

5. Assessment and Reporting

7. Personal Growth and Professional Development

6. Community Linkages and Professional Engagement

RPMS KRA for SDS

KRA Duties and Responsibilities Objectives

Strategic

Planning

Develops and implements the Division Education

Development Plan (DEDP)

Developed and implemented the DEDP

Plans and manages the effective and efficient performance

of all personnel, physical and fiscal resources of the

division including professional staff development

Planned the effective and efficient performance in the

Division

Resource &

Finance

Management

Monitors the utilization of funds provided by the national

government and the local government unit to school and

learning centers

Monitored the proper utilization of funds

Managed the physical and fiscal resources

Curriculum and

Instruction

Ensures compliance of quality standards for basic

education programs and for this purpose strengthening

the role of division supervisors as subject area specialists

Ensured compliance with quality standards for basic

education programs

Promotes awareness of and adherence by all schools and

learning centers to the policies, rules & regulation of

DepEd

Encouraged adherence of schools to accreditation

standards

Supervises the operations of all public and private

elementary, secondary and integrated schools and

learning centers

Supervised the operations of public and private schools

in the division

Human

Resource

Development

and

Management

Hires, places and evaluates all division supervisors and

school district supervisors as well as all employees in the

division, both teaching and non-teaching personnel

including school heads except for the Asst. Schools

Division Superintendent

Hired, placed and evaluated teaching and non-teaching

employees

Managed the performance of personnel

Managed professional development

Has the disciplinary authority only over the non-teaching

personnel under his jurisdiction

Effected disciplinary authority over non-teaching

personnel

Special

Tasks/Other

Assignments

Performs such other functions as may be assigned by the

Secretary and/or Regional Director

Responded to legal concerns and issues of the division

Recommended priorities for SEF allocations

Approved proposed researches and studies

Established linkage with stakeholders

Evaluated and indorsed applications for establishment of

new schools, separation of annexes, integration of schools

Implemented DepEd memoranda and orders

RPMS KRA for School Head


Instructional

Leadership

Improved NAT performance and acceptable GPA Accounted for learning outcomes of schools and centers viz-

a-viz goals and targets

Performed instructional supervision to achieve learning

outcomes

Learning

Environment

Safe and child friendly learning and school

environment

Provided safe and child friendly learning and school

environment for students/learners

Human

Resource

Management

and

Development

Technical Assistance

HR Plan

Teachers Needs and Development Plan

Functional school human resource information system

100% of the teachers’ performance ratings are

validated and approved

Prompt and needs-based recommendation for filling up

of vacant and teaching positions

Maximized teachers’ positive influence on learning outcomes

Created a school-based professional learning community

Provided technical assistance to teachers on matters

pertaining to enhancement of classroom management, skills

and instructional competence and to non-teaching personnel

for support services within the RPMS cycle

Parents’

Involvement

and Community

Partnership

Stakeholders partnership and mobilization plan (PTA

sponsored projects/events)

attendance of parents in general PTA meetings

initiatives/projects where school and community

collaborate per year

Established school and family and community partnership

for school performance

Increased parents’ participation in school-related activity

Strengthened school-community partnership

School

Leadership,

Management

and Operations

SIP/AIP

Validated and approved School Improvement Plan (1

for 3 school years)

Updated/adjusted Annual Implementation Plan (1 for

every school year)

100% liquidation of MOOE cash advances

Accomplishment of the programs and projects as

reflected in the SIP

Ensured effective and efficient management of school

operations

Enhanced school improvement planning practices

Improved school performance indicators

RPMS KRA for Head Teacher


SBM Plan Supports School-Based Management (SBM) Planned and organized SBM by April of every school year

Assisted in the formulation and implementation of the SBM

within target date

School

Curriculum

Monitoring and

Evaluation Plan

Assists in the development and implementation of

School Improvement Plan (SIP) along with the Annual

Improvement Plan (AIP)

Monitored teachers

Evaluated the teaching-learning process based on results

School Resource

Management

Ensures adherence to DepEd Orders and other

issuances

Monitored the maximum use of resource materials

Coordinated with stakeholders in the acquisition of learning

materials, resources and equipment within target date

Effected judiciously the use of school facilities and supply

materials within the rating period

Human Resource

Management

Assists in maintaining the school BEIS Conducted School-Based INSET based on Training and

Support Needs Analysis

Increased teacher performance at the end of every semester

Special Tasks/

Assignment

Assists in reporting learning outcomes to parents and

other stakeholders through the School Report Card

Established support and cooperation of all stakeholders

Identified qualified teachers for promotion at the end of

school year

Assists in implementing programs of the school

Assists in working for possible accreditation Duties and Responsibilities of Head Teacher (continued)

Monitors the teaching-learning process Monitors teachers and master teachers

Evaluates learning outcomes Recommends staffing requirements and assists in the

selection and hiring of teachers

Recommends changes in policies affecting curriculum

and instruction

Conducts department-based training as a result of training

needs analysis

Implements innovations and alternative delivery

schemes

Evaluate performance of teachers

Localizes/indigenizes curriculum Promotes harmonious working relationship among teachers

Prepares specific budget and accounts for funds

received

Promotes the corporate image of the Department of

Education

Maximizes the use of textbooks, references and other

instructional materials

Recommends promotion of teaching and non-teaching

personnel

Ensures proper use and maintenance of school

facilities, equipment, textbooks and

supplies/materials

Establishes and ensures support and cooperation of

stakeholders

Coordinates with stakeholders on resource generation

and mobilization

Provides technical assistance in school-related grievances

and assists in enforcing school safety procedures and

policies

Motivates and supports teachers to attain peak

performance through awards, recognition and

incentives

Proposes plans and implements SB INSET

Prepares and submits monthly supervisory/accomplishment

report

RPMS KRA for Education Program Supervisors


Division Plans

Preparation,

Monitoring and

Evaluation

Formulates plans and policies relative to assigned

area of instruction

Formulated the Division Education Development Plan

(DEDP) in his/her assigned learning area within target date

(for recommendation to the SDS)

Instructional

Supervision and

Monitoring and

Evaluation

Supervises, coordinates and evaluates

projects/programs and activities

Performed regular instructional supervision including

monitoring and evaluation within the target date

Development and

Evaluation of

Instructional

Materials

Prepares and evaluates plans concerning the assigned

area

Initiated development and evaluation of instructional

materials

In-Service

Trainings (INSET)

Provides leadership in the effective use of

techniques/strategies in his assigned area of

instruction

Initiated and implemented In-Service Trainings (INSET)

within the target date

Research,

Evaluation and

Teaching

Innovations

Develops and administers tests in pursuance of

desired programs/outcomes to improve instruction in

schools

Conducted research and evaluation for teaching innovations

within target date

Test

Development and

Administration

Monitors classroom instruction and gives feedback for

improvement

Developed and administered tests to learners for evaluation

and base reference within target dates

School and Other

Report

Preparation

Initiates and coordinates in-service trainings in

assigned field and serves as consultant or resource

person in those activities

Supervised preparation of reports on school visits, annual

report, publication of circulars, bulletins, memoranda and

others for the information and guidance of all concerned

within the period specified by the rules

Supervises the aspects of assigned instructional

programs

Prepares memos, bulletins, handbooks and reports on

his assigned area

Duties and Responsibilities of EPS (continued)

Assists in the implementation of laws, policies, plans,

programs, rules and regulations pertaining to

curriculum, staff and school facilities development in

the region, divisions and schools

Assists in the implementation of SIP and AIPs in schools

Assists in the preparation, implementation and

evaluation of plans, projects/programs and activities

on curriculum development, improvement of teaching

techniques and strategies and school facilities

development in public and private schools

Provides technical assistance (field technical assistance) to

school heads on instructional supervision and teachers on

lesson planning

Provides guidelines on matters pertaining to

curriculum, staff and school facilities development to

division personnel

Conducts researches and studies and utilizes results to

improve instruction in specific learning areas

Participates in meetings as needed

RPMS KRA for District Supervisors


Planning, Organizing

and Networking

Analyzes and interprets education indicators Provided assistance in preparing School Improvement Plan

and Learning Centers Improvement Plan within target date

Analyzed and interpreted education indicators within target

date

Conducted action research on academic and non-academic

factors affecting learning progress and achievement within

target date

Curriculum

Implementation and

Evaluation

Conducts action researches on academic and

non-academic factors affecting learning progress

and achievement

Visited and monitored schools for curricular supervision on

target dates

Provided technical assistance to school heads in matters of

instructional supervision such as classroom observation

techniques, management of facilities and resource

mobilization when solicited within target date

Assisted and served as resource person and facilitator

during INSETs within the rating period

Monitored implementation of ALS programs within target

date

Human Resource

Development and

Management

Visits and monitors schools for curricular

supervision

Evaluated performance of ALS district coordinators within

target date (as delegated by SDS)

Special Tasks/Other

Assignments

Provides technical assistance to school heads on

matters of instructional supervision, when

solicited

Assisted school heads in self-management, decision-making

and utilization and development of school resources, when

solicited

Served as learning area supervisor at DO, if

assigned/designated

Assists and serves as resource person and

facilitator in INSET

Monitors implementation of ALS programs Duties and Responsibilities (continued)

Evaluates performance of ALS district

coordinators as delegated by SDS

Serves as learning area supervisor at DO, if

assigned/designated

Assists school heads in self-management, school-based

decision-making and to utilization and development of

school resources when solicited

RPMS KRA for Master Teachers


Professional Growth and Development

Attends professional meetings, in-service trainings and

related activities for self-growth and advancement.

Conducted at least an action research related to school or classroom concerns/ problems during the year Participated in seminars, workshops, trainings within a year (division, regional or national) Received (division, regional or national) awards/ recognitions within a year Served as demonstration teacher

Instructional Competence

Prepares daily logs and visual aids related to the

lesson .

Handled teaching loads every year Achieved at least 75% of the students’ performance at the end of the school year Attained 100% of the required learning competencies for the students in every quarter Increased NAT performance by 10%

Instructional Supervision

Conducts remedial episodes classes for slow learners Observed 100% of the teachers every quarter Conducted at least 3 mentoring/coaching activities with teachers quarterly Evaluated teachers’ performance twice a year.

Updates parents on children’s progress and problems

through dialogues, conferences and PTA meetings

Assists the guidance counselor in handling students

with problems

Duties and Responsibilities of Master Teacher II-III

Gets involved in community and civic-organization

activities.

Takes active participation in the planning and implementation

of training programs in school, district and division levels

Maintains harmonious relationships with superiors,

students, local and public officials and co-teachers.

Initiates improvement in instructional programs

Observes proper decorum Leads in the preparation of instructional materials

Conducts echo seminars for co-teachers. Introduces innovative teaching approaches and strategies

Mentors co-teachers in content and skills difficulties Serves as demonstration teacher, facilitator or resource person

at the school level

Helps in the proper and accurate

dissemination/implementation of school policies.

Performs regular class monitoring using process observation

tools

Assists principals in instructional monitoring of

teachers.

Assists the school selection committee in the evaluation of

credentials when hiring or promoting teachers

Guides co-teachers in the performance of duties and

responsibilities

Represents the school in conferences or events as delegated by

the school head

Leads in the preparation and enrichment of

curriculum; leads in the discussion of professional

ideas, problems, issues and concerns

Conducts post conferences with teachers for feedback on

teaching-learning process

Initiates projects and programs that will enhance the

curriculum and its delivery

Participates actively in school strategic planning process

involving internal and external stakeholders

Makes the needed instructional materials available to

teachers and students

Carries regular teaching loads for the assigned grade/subject

Assists school heads in class monitoring Conducts at least one action research every year

Conducts in-depth studies or action researches on

instructional problems

Takes charge of the school reading recovery program, remedial

and/or enrichment program

Coordinates with the grade chairman in disseminating

information about school problems, awards, promotion

Teaches/Takes over the class if the assigned teacher is absent;

works beyond official time

Conducts demonstration teaching, sharing effective

techniques or strategies and helps identify potential

demonstration teachers

Enriches the curriculum of his/her field of specialization

Monitors the maintenance of discipline between and

among teachers and learners

Serves as OIC of the school in the absence of the school head

Assists in designing capacity development programs for

teachers

Functions as head/coordinator of the department in the

absence of an Head Teacher/Department Head

Serves as trainer in school-based INSET Consolidates and interprets competency assessment results

Evaluates teacher-made tests and interpret results Designs and validates training programs for teachers

Checks regularly lesson plans of teachers in the

assigned grade/subject area

Checks, improves and prepares sample lesson plans for the

assigned grade/subject area

Carries regular teaching load for the grade/subject

area

Interprets test results and utilizes them for improvement of

instruction

Serves as a demonstration teacher Helps identify potential demonstration teachers

Provides technical assistance to teachers to improve

their competencies

Gives demonstration to new/striving teachers

Job Descriptions of SDO Personnel involved in Supervision CURRICULUM IMPLEMENTATION DIVISION Chief Education Supervisor

To provide strategic and technical inputs towards the full implementation of the articulated basic education curriculum, enforcing curriculum standards, localization and indigenization of the articulated curriculum to suit the conditions and context of the locality and ensuring access to quality and varied learning resources.

To direct and manage the work of the CID team that will help manage curriculum implementation in the schools division and provide technical assistance to the schools in line with the curriculum and learning management.

Public Schools District Supervisor

To provide schools and learning centers in a district with relevant and timely service through: o the conduct of instructional supervision o provision of technical assistance in school management and curriculum implementation o establishing a conducive physical environment for learners and school workers o sustaining strong and harmonious partnerships and collaboration among stakeholders in order to improve access to and delivery

of quality basic education. Education Program Supervisor

To provide technical support in the full implementation of the articulated basic education curriculum for a subject area and the development of learning resource materials to suit the conditions and context of the locality.

To provide technical assistance to the Schools in the curriculum implementation, instructional supervision and learning materials development and quality assurance. (When part of LR Design and Development Team, may be assigned as Instructional Design and Development Coordinator)

EPS-LRMDS

To supervise the development, production and distribution of all types of learning resources (printed, digital, multimedia, etc.) for use in the schools division so as to increase access to varied quality learning resources by intended users (i.e. teaching and learning resources and professional development materials)

To improve the delivery of the basic education curriculum.

To provide technical assistance to the schools in the set-up, management, operations and maintenance of their Learning Resource Centers.

Education Program Specialist in ALS (EPSA)

To provide basic education services to out-of-school children, youth and adults by assisting the PSDS in coordinating activities on ALS programs & projects; instructional supervision; monitoring & evaluation and provision of technical assistance to ALS Learning Facilitators (Mobile Teachers, DALSCs, Literacy Volunteers, Instructional Managers, Facilitators) at the District level.

SCHOOL GOVERNANCE AND OPERATIONS DIVISION

School Governance and Operations Division (SGOD) makes sure that SDO has the capacity to constantly improve and be strategic in managing teaching and learning environment. Its purpose is to support and capacitate schools and learning centers in ensuring a conducive learning environment and in compliance to quality standards of Governance and Operations.

SGOD ensures effective and efficient delivery of education services from the schools and learning centers. Also, it assures that teaching and non-teaching personnel at the SDO are competent in performing their respective duties and functions.

It puts premium on support services management, planning and research, community level linkages and partnerships, human resource development, and quality assurance.

Accountability: 1. To provide strategic direction and technical inputs to the management of the schools division towards effective and efficient

governance and operation of the schools and learning centers and in being accountable for its organizational effectiveness. 2. To lead and manage the work of the team that will help ensure that Schools Division have the resources, technical assistance and

are able to implement sustainable programs and projects to help schools establish and manage conducive learning environment and ensure learner readiness to learn.

Functions and Responsibilities of School Governance and Operations Division

To capacitate schools and learning centers in the delivery of education program services

To strengthen the management of schools and learning centers in terms of process delivery

To support the maintenance of a conducive learning environment

To implement and manage learner support services such as youth development programs, school health and nutrition, Senior High School (SHS) voucher

To lead in the crafting of the Division Education Development Plan (DEDP) and assist the schools in the preparation of the School Improvement Plan (SIP), the Annual Improvement Plan (AIP) and the Annual Procurement Plan (APP)

To generate and disseminate timely, accurate, and relevant basic education statistics

To prepare the Division research agenda based on Basic Education Research Fund (BERF) standard and oversee its implementation

To conduct orientation to School Heads and focal persons on Schools’ Local and International Partnerships

To identify potential partners/donors for specific programs and projects

To expand/sustain and institutionalize partnerships and linkages with stakeholders

To accept donations (e.g. equipment, tools) from program/project partners for proper utilization

To manage the capacity building programs for teaching and nonteaching personnel including DRRM

To train teaching and nonteaching personnel on skills and competencies enhancement

To establish and manage rewards and recognition system

To serve as Secretariat to ensure completeness and initial validation of documents pertinent to application in the operation/establishment/ conversion of both public and private schools

To ensure access to adequate, disaster resilient and safe buildings and ground facilities according to the prescribed standards

To quality assure learning and development programs

To ensure the continuous improvement of schools and learning centers thru School-Based Management (SBM)

To manage and implement the Quality Management System (QMS)

To develop Monitoring and Evaluation (M&E) tools for the utilization and implementation of projects

To conduct M&E of the projects and programs

To analyze M&E result for appropriate intervention


Sample of Predetermined KITEs Components, Strategies and Measurable Outcomes

K to 12 Curriculum Updating & Relevant

Instruction




Contextualized LM & TG

SIM for Diff- Instruction

Test Construction & Admin

ICT Integration in Lessons

Values Integration, Appreciation

Extra & Co-Curricular Activities

Educational Research Utilization

Reading Level & Initiatives

Open Learning Resources

Flexible Learning Options

Alternative Delivery Mode

Alternative Learning System

Individualized Education Plan

Immersion/On-the Job Training

NAT, ELLNA, PEPT, Periodic Test

Common Supplies and Materials

Physical Structure/Classroom

Physical Site, Parks, Kiosk, Garden

Library, Reading Center,

Clinic, Canteen, Wash Area, Toilet

Vegetable/Agri-business laboratory

Science Laboratory and Equipment

Solid Waste Management Facility

ICT Equipment and Facilities

Safety and Security/DRRM Gadget

Common Repair Tools Equipment

TLE/HE/TechVoc Facilities

Assistive Devices for PWD

Sports Facilities & Equipment

Nutrition and Feeding Activity

Medicines, Hygiene & First Aid Kits

Classroom Discipline Management

Content and Pedagogy/Andragogy

Learning Action Cell Session

Disaster Preparedness & Resiliency

Test Analysis and Interpretation

Progress Record Keeping/Reporting

Financial Literacy & Management

Health and Wellness Mental Health

Career Progression/Prof Dev’t

Use of Technology/ICT in Teaching

Organizational Fitness/HR Concern

Teaching Reading, Numeracy

Remedial Teaching and Coping Up

Conducting Action Research

Coaching and Mentoring, TA for MT

Cooperative Teaching and PLC

Continuous Improvement Project

Cultural Affairs/Engagement

Community Participation

Resource Generation and IGP

School Planning/SIP/AIP M&E

School Report Card Dissemination

Advocacy and Social Mobilization

Child Mapping, Enrolment Monitor

Assistance to Econ-Poor Learners

Searches, Awards and Recognition

Stakeholder and Partners Database

EBEIS Management.

Health and Nutrition Concerns

Networking and Reaching Out

Parenting Parents/PG Initiatives

Dash-Board/Transparency Board

schools division of candon city … · environment; t - teachers’ upskilling and reskilling; and...

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