The document describes a framework for education governance and management with community participation. It outlines principles for leadership and governance, curriculum and learning, accountability and continuous improvement, and management of resources. For each principle, it provides descriptors of implementation levels from initial to ideal. The framework aims to establish education systems that are community-led and responsive to local needs through collaborative development and review of vision, curriculum, accountability measures, and resource management. It promotes regular stakeholder participation in decision-making and continuous improvement based on assessment results.

8. ;

13. .

21. 1 2 3
A. Leadership and Governance
A network of leadership that provides
the vision and direction to the education
system making it relevant and
responsive to the contexts of diverse
communities.
1. There is in place a mechanism that In place is a mechanism The VMG is used The mechanism empowers the
allows for the development of a that allows for the collaboratively by the community to lead not only
shared vision, mission, and development of VMG by school and community as in the development of the
goals(VMG) which reflects the the school and community guide in initiating VMG but in makingprograms
aspirations and thrusts of the members. programs. guided by community
community. aspirations and thrusts.
2. The organization’s vision, direction, The school, vision, The school vision, The school vision, direction
and aspirations are periodically direction, and aspirations direction, and aspirations and aspirations are reviewed
revisited and adjusted by the learning are in place but there’s no are reviewed and adjusted regularly to adjust and make
managers, learning facilitators, and plan yet on how to keep sometimes to respond to them responsive to
community stakeholders to respond them responsive to conditions and emerging conditions and emerging
to the community’s conditions and changes in the needs. needs.
emerging needs. environment.
3. Stakeholders actively participate, Dialogues and consensus Dialogues and consensus Dialogues and consensus are
through dialogue and/or consensus- are seldom used in are often used in always used in formulating
building, in formulating relevant formulating school policies formulating school policies school policies and
policies and guidelines in conducting and regulations. and regulations. regulations.
regular review and updating of
community initiatives.

22. 1. The organizational structure for Community stakeholders Participation of community 2. Participation of community
education governance promotes participate in school stakeholders in school stakeholders in school
ownership of goals and members activities as needed, in activities is volunteered and activities is spontaneous,
assumed particular roles and accordance with roles and guided by partnership voluntary, and
responsibilities to carry out initiatives. responsibilities they have agreements. collaborative.
agreed upon.
5. The community facilitates the The education plan (i.e. The education plan (i.e. SIP) The education plan (i.e. SIP) is
development of an education plan SIP) is prepared by the is prepared by the school prepared as integral part of
based on its vision, direction, and school stakeholders and is stakeholderswith invited the Community
aspirations. a separate process from members of the community Development Plan with the
the community in support of school vision community as initiator and
development planning and aspirations. leaders.
6. The governance practices facilitate There is a feedback system There is a feedback system There is a community
regular information and feedback that informs stakeholders that informs stakeholders accepted feedback system
sharing on the progress of the on gaps between desired on gaps between desired that facilitates collaborative
education development program. and actual SBM practices. outcomes and actual SBM decision-making.
practices and guides
decision making with the
community.
7. Decisions are consistently based on Decision-making is Decision-making is not only Decision-making is not only
valued and respected information participatory and information-based and information-based and
sources and processes that adhere to information-based collective, but also a result collective and a result of
vision, direction, and aspirations of of discussion. discussion. It is also guided
the community. by VMG of the school
community.

23. 5. Stakeholders demonstrate initiative, Stakeholders perform their Stakeholders build effective Stakeholders exercise and
openness, and build effective assigned tasks to relationships and work in initiate appropriate
relationships to contribute to the contribute to the teams to contribute to the leadership roles to attain
attainment of the organization’s attainment of school VMG. attainment of VMG. VMG.
vision, mission, and goals.
6. There is in place a development In place is a long-range Leadership roles of school Individual teachers and
program to enhance leadership program to develop department heads, subject community stakeholders,
competencies of stakeholders to face leadership competencies leaders are delegated now assessing leadership in their
emerging opportunities and of stakeholders with and then, by rotation to areas of specification to
challenges. leadership potentials. train and develop potential enhance achievement of
leaders. shared VMG.
B. Curriculum and Learning
The learning systems collaboratively
developed and continuously improved,
anchored on the community and
learners’ contextsand aspirations.
1. The implemented curriculum is Curriculum is consistent Curriculum is consistent Curriculum is consistent with
rights-based, inclusive, culturally with national standards. with national standards national standards, fully
and developmentally appropriate and successful attempts to contextualized to local needs
to the needs and interests of the adapt to local community and accepted by community
learners and community, life are evident. stakeholders, on the basis of
localized for relevance to the the adopted VMG.
community life, consistent to the
vision, mission, and goals, and
oriented towards individual and
community well-being.

24. 1. The learning systems are regularly School-based monitoring School-based monitoring Community accepted
and collaboratively monitored by system of learning is in system of learning is in monitoring system of
the community using appropriate place and results shared place and results are learning is in place, practiced
tools to ensure the holistic growth with stakeholders. usedby the community to regularly, and used for
and development of the learners inform decision-making. collaborative decision-
and the community. making by stakeholders.
2. Appropriate assessment tools for School School assessment School assessment processes
teaching and learning are determinedassessment processes are shared with in place are accepted by the
continuously reviewed and processes andresults are the community community, practiced
improved, and assessment results shared with stakeholders. stakeholders and results regularly, and used for
are contextualized to the learner used to guide decision- collaborative decision-
and local situation, and the making by school/learning making.
attainment of relevant life skills. community and
stakeholders.
3. The community actively The school mobilizes There are existing efforts There are models and
participates in developing and community resources to to work with the practices of developing good
mentoring the learners’ support learning. community to strengthen citizenship
awareness and practice of good their role in learning and and assumption of civic
citizenship and shares in the mentoring learners. rolesand responsibilities
attainment of individual and exemplified in the
collective competencies. community,
supported by the
relationship of the
community and the
school/learning community.

25. 1. Methods and resources are Compliance to standard Use of appropriate pedagogy Pedagogy, context of
learner and community-friendly, curriculum innovations and locally available learning, and resources used
enjoyable, safe, inclusive, with minor impact resources are employed to for learning are locally and
accessible, and aimed at promote effective and collaboratively developed,
developing self-directed learners. relevant learning processes compliant to
to encourage responsibility national,standards and result
for learning. in self-directed learners.
2. Learning environment, methods, Basic inputs/resources to Basic inputs, appropriate Alignment of learning
and resources are accessible and support effective learning technologies and expertise environment, choice
promote effective learning and are met. are organized to support methods and resources for
are appropriate to the learners’ effective learning learning are evident in the
ecology, history, community processes and supportive of
worldview, values, and spirituality. context-specific, sensitive
and responsive educational
delivery
3. Learning managers and facilitators Stakeholders are aware of Stakeholders begin to Learning environments,
(teachers, administrators, and child/ learner-centered, practice child/learner methods and resources
community members) nurture rights-based, and inclusive centered principles of arecommunity driven,
values and environments that are principles of education. education in the design of inclusive, and adherent to
protective of all children, inclusive support to education. child’s rights and protection
of all children, and demonstrate requirements.
behaviors consistent to the
organization’s vision, mission, and
goals.

26. 1. Learners are equipped with Learners accomplish Learners demonstrate Learners demonstratehigh
essential knowledge, skills, and minimum proficiency progressive improvements level of attainment of
values to assume responsibility levels in all aspects of the beyond the minimum level desired competencies and
and accountability for their own desired competencies. of attainment of life skills.
learning. competencies.
C. Accountability and Continuous
Improvement
A clear, transparent, inclusive,
andresponsive accountability system is
in place, collaboratively developed by
community stakeholders, which
monitors expected and actual
performance, continually addresses the
gaps, and ensures a venue for feedback
and redress.
1. Roles and responsibilities of There is an active party The stakeholders are Shared and participatory
accountable person/s and that initiates clarification engaged in clarifying and processes of
collective body/ies are clearly of the roles defining their specific roles determiningroles,
definedand agreed upon by andresponsibilities in and responsibilities. responsibilities, and
community stakeholders. educationdelivery. accountabilities of
stakeholders in managing
andsupporting education.
2. Achievement of goals is Performance A community-level A community-accepted
recognized based on a accountability is accountability system is performance accountability,
collaboratively developed practiced at the school evolving from the school- recognition and incentive
performance accountability level. led initiatives. system is being practiced.
system; gaps are addressed
through appropriate action.

27. 1. Learners are equipped with Learners accomplish Learners demonstrate Learners demonstratehigh
essential knowledge, skills, and minimum proficiency progressive improvements level of attainment of
values to assume responsibility levels in all aspects of the beyond the minimum level desired competencies and
and accountability for their own desired competencies. of attainment of life skills.
learning. competencies.
C. Accountability and Continuous
Improvement
A clear, transparent, inclusive,
andresponsive accountability system is
in place, collaboratively developed by
community stakeholders, which
monitors expected and actual
performance, continually addresses the
gaps, and ensures a venue for feedback
and redress.
1. Roles and responsibilities of There is an active party The stakeholders are Shared and participatory
accountable person/s and that initiates clarification engaged in clarifying and processes of
collective body/ies are clearly of the roles defining their specific roles determiningroles,
definedand agreed upon by andresponsibilities in and responsibilities. responsibilities, and
community stakeholders. educationdelivery. accountabilities of
stakeholders in managing
andsupporting education.
2. Achievement of goals is Performance A community-level A community-accepted
recognized based on a accountability is accountability system is performance accountability,
collaboratively developed practiced at the school evolving from the school- recognition and incentive
performance accountability level. led initiatives. system is being practiced.
system; gaps are addressed
through appropriate action.
3. The accountability system that is Community stakeholders Community stakeholders A community- accepted
owned by the community is are invited to participate contribute to the accountability system
continuously enhanced to ensure in setting up an development of an effects continuous
that management structures and accountability system for accountability system improvement in the

28. 1. The accountability system that is Community stakeholders Community stakeholders A community- accepted
owned by the community is are invited to participate contribute to the accountability system
continuously enhanced to ensure in setting up an development of an effects continuous
that management structures and accountability system for accountability system improvement in the
mechanisms are responsive to the school-based coversboth school-based management of learning.
emerging learning needs and management processes, andcommunity-wide
demands of the community. structures and managementof education.
mechanisms.
2. Accountability assessment criteria The school, with Stakeholders are engaged Stakeholders continuously
and tools, feedback mechanisms, theparticipation of in the development and and collaboratively review
and information collection and stakeholders, articulates operation of an and enhance accountability
validation techniques and an accountability appropriate accountability systems’ processes,
processes are inclusive and assessment framework assessment system. mechanisms and tools.
collaboratively developed and with basic components,
agreed upon. (PROCESS) including implementation
guidelines.
3. Participatory assessment of School initiated periodic Collaborative conduct of School-community-
performance is done regularly performance assessments performance assessment developed performance
with the community. Assessment which involve informs planning, plan assessment is practiced and
results and lessons learned serve participation of adjustments and is the basis for improving
as basis for feedback, technical stakeholders. requirements for technical monitoring and evaluation
assistance, recognition and plan assistance. systems, provision of
adjustment. technical assistance,
recognition and refinement
of plans.

29. D. Management of Resources
Resources are collectively and
judiciously mobilized and managed with
transparency, effectiveness, and
efficiency.
1. Regular resource inventory is Stakeholders are aware Resource inventory Resource inventories are
collaboratively undertaken by that a regular resource ischaracterized by systemically developed and
learning managers, learning inventory is available and regularity, increased stakeholders are engaged in
facilitators, and community is used as the basis for participation by a collaborative process to
stakeholders as basis for resource resource allocation and stakeholders, and make decisions on resource
allocation and mobilization. mobilization. communicated to the allocation and mobilization.
community as the basis for
resource allocation and
mobilization.
2. There is a regular dialogue for Stakeholders are invited Stakeholders regularly Stakeholders collaborate to
planning and resource to participate in the engaged in the planning ensure timely and need-
programming, that is accessible development of and resource programming based planning and
and inclusive, to continuously educational plan with and actively participate in resource programming and
engage stakeholders and support resource programming the implementation of the support continuous
the implementation of community and participate in the education plan. implementation of the
education plans. implementation. education plan.
3. There is in place a community- Stakeholders support Stakeholders are engaged Stakeholders sustain the
developed resource management judicious, appropriate, and share expertise in the implementation and
system that drives appropriate and effective use of collaborative development improvement of a
behaviors of the stakeholders to resources. of resource management collaboratively developed,
ensure judicious, appropriate, and system. periodically adjusted, and
effective use of resources. constituent focused
resource management
system.

30. 1. Regular monitoring, evaluation, Stakeholders are invited Stakeholders Stakeholders are engaged,
and reporting processes of to participate in the collaboratively participate accountable and
resource management are development and in the development and implementing a
collaboratively developed and implementation of implementation of collaboratively developed
jointly implemented by the monitoring, evaluation, monitoring, evaluation, system of monitoring,
learning managers, facilitators, and reporting processes and reporting processes on evaluation and reporting for
and community stakeholders. on resource management. resource management. resource management.
2. There is a system thatmanages An engagement Stakeholders support a An established system of
the network and linkages that procedure to identify and system of partnership for partnership is managed and
strengthen and sustain utilize partnerships with improving resource sustained by the
partnerships for improving stakeholders for management. stakeholders for continuous
resource management. improving resource improvement of resource
management is evident. management.

32. PART V. SCORING INSTRUCTIONS
1. The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim of school (improved
learning outcomes and school operations);
Leadership and Governance - 30%
Curriculum and Learning – 30%
Accountability and Continuous Improvement – 25%
Management of Resources – 15%
2. Each principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation, Discussion),summarize the
evidences, and arrive at a consensus, what rating to give to each indicator;
3. Rate the items by checking the appropriate boxes. These are the points earned by the school for the specific indicator. The rating
scale is:
0 - No evidence
1 - Evidence indicates early or preliminary stages of implementation
2 - Evidence indicates planned practices and procedures are fully implemented
3 - Evidence indicates practices and procedure satisfy quality standards
4. Assemble the Rubrics rated by the respondents; edit them for errors like double entries or incomplete responses;
5. Count the number of check marks in each indicator and record in the appropriate box in the summary table for the area / standard
rated;
6. Multiply the number of check marks in each column by the points (1-3);
7. Get the average rating for each principle by dividing the total score by the number of indicators of the principle;
8. Record the average ratings for the principle in the Summary Table for the computation of the General Average;
9. Multiply the rating for each principle by its percentage weight to get the weighted average rating;

33. 1. The level of practice will be computed based on the criteria below:
60% based on improvement of learning outcomes;
– 10% increment: 25 points
– 20% increment: 50 points
– 50% increment: 100 points
40% according to the validated practices using DOD
– 0.00 - 0.50: 25 points
– 0.51 – 1.50: 50 points
– 1.51 – 2.50: 75 points
– 2.51 – 3.00: 100 points
2. The resulting score will be interpreted as:
Level III: 150-200 points
Level II: 149-100 points
Level I: 99 and below
PART VI. DESCRIPTION OF SBM LEVEL OF PRACTICE
The resulting levels are described as follows:
Level I: BEGINNING -Establishing and developing structures and mechanisms with acceptable level and extent of community
participation and impact on learning outcomes.
Level II: DEVELOPING - Introducing and sustaining continuous improvement process that integrates wider community
participation and improve significantly performance and learning outcomes.
Level III: ADVANCED (ACCREDITED) - Ensuring the production of intended outputs/outcomes and meeting all standards of a
system fully integrated in the local community and is self-renewing and self-sustaining.