Orientation Proper
Principle 3– Accountability and
Continuous Improvement
MIGUELITO RODRIGUEZ
PSDS-BATO EAST
CONTEXTUALIZED SCHOOL BASED
MANAGEMENT [SBM]-ASSESSMENT
PROCESS AND TOOL [APAT]
ACCOUNTABILITY AND
COUNTINOUS IMPROVEMENT
General Description
A clear, transparent, inclusive and responsive
accountability system is in place,
collaboratively developed by the school
community which monitors performance and
acts appropriately on gaps and gains.
INDICATOR #1 There is an active party that initiates clarification of the
roles and responsibilities in education delivery
Roles and
responsibilities of
accountable person/s
and collective
Evidences:
body/ies are clearly
defined and agreed
upon by community 1. Terms of Reference/List of roles
stakeholders and responsibilities/job
description
LEVEL 2. Written Designations of
accountable persons base on
1 applicable rules and regulations
(as applicable)
INDICATOR #1 The stakeholders are engaged in clarifying and
defining their roles and responsibilities.
Roles and
responsibilities of
accountable person/s Evidences:
and collective
body/ies are clearly
defined and agreed 3. Constitution and By-laws (PTA,SGC and
upon by community others)
stakeholders
4. Code of conduct
LEVEL
2
INDICATOR #1 Shared and participatory processes are used in
determining roles, responsibilities and accountabilities of
stakeholders in managing and supporting education.
Roles and
responsibilities of
accountable person/s
and collective
Evidences:
body/ies are clearly
defined and agreed 5. Ratified/Amended Constitution and
upon by community By-laws (As applicable)
stakeholders
6. MOA/MOU/Board Resolution (as
LEVEL applicable)
3
INDICATOR #2 Performance accountability is practiced at the
school level
Achievement of goals
is recognized based on
a collaboratively
developed
performance
Evidences:
accountability system; 1. Minutes of consultative meeting.
gaps are addressed Rewards and incentive system
through appropriate
action. mechanism (School memo, school
bulletin, guidelines, Committee/s,
LEVEL transparency board)
1 2. Documentations
INDICATOR #2 A community-level accountability system is evolving
from school-led initiatives.
Achievement of goals
is recognized based on
a collaboratively Evidences:
developed
performance
accountability system; 3. List of stakeholders as members of the
gaps are addressed
through appropriate school PRAISE
action 4. Documentation of objectively verifiable
indicators (list of awardees, list of donors)
LEVEL
2
INDICATOR #2 A community-accepted performance accountability,
recognition and incentive system is being practiced
Achievement of goals
is recognized based on
a collaboratively Evidences:
developed
performance
accountability system; 5. Resolutions on incentives and rewards system.
(LGU/NGO/BLG)
gaps are addressed
through appropriate 6. List of awardees in the different categories.
action
7. Documentation of activities conducted (sample
LEVEL program, pictures, photocopy of vouchers for
monetary incentives, sample certificates)
3
INDICATOR #3 The school articulates the accountability assessment framework
with basic components, including implementation guidelines to
The accountability system the stakeholders.
is owned by the
community and is
continuously enhanced to
ensure that management
structures and Evidences:
mechanisms are
responsive to the 1. Minutes of consultative meeting
emerging learning needs -M&E tools and mechanisms used to Track:
and demands of the
community (System of a. School performance
Processes, Mechanisms
and Tools Accountability) b. SGC/GPTA operations
Ownership
c. Resources utilization
LEVEL 2. Documentation/presentation of SRC and
accomplishment reports in School assemblies
1 3. Annual report of performance review
INDICATOR #3 Stakeholders are engaged in the development and
operation of an appropriate accountability assessment
The accountability system system.
is owned by the
community and is
continuously enhanced to
ensure that management Evidences:
structures and
mechanisms are
responsive to the
emerging learning needs 4. Guidelines on Committees organized
and demands of the
community (System of involving internal and external stakeholders in
Processes, Mechanisms
and Tools Accountability) M&E
Ownership
LEVEL
2
INDICATOR #3 School community stakeholders continuously and
collaboratively review and enhance accountability
The accountability system systems’ processes, mechanisms and tools
is owned by the
community and is
continuously enhanced to
ensure that management
structures and
mechanisms are
Evidences:
responsive to the
emerging learning needs
and demands of the
community (System of
Processes, Mechanisms
and Tools Accountability) 5.School Monitoring, Evaluation
Ownership
and Adjustment (SMEA) Reports
LEVEL
3
INDICATOR #4 The school with the participation of stakeholders articulates an
accountability assessment framework with basic components
Accountability including implementation guidelines.
assessment criteria and
tools , feedback ,
mechanisms, and
information collection
and validation Evidences:
techniques and 1. Letter to the Stakeholders
processes are inclusive
and collaboratively 2. Memorandum: Organizational Meeting
developed and agreed
upon. of the Different Committees
3. Documentation
. 4. Prepared Assessment Criteria
LEVEL 5. Prepared Assessment Tool
6. Prepared Implementing Guidelines and
1 Implementation Plan in Gantt Chart
INDICATOR #4 Stakeholders are engaged in the development and operation
of an appropriate accountability assessment system.
Accountability
assessment criteria and
tools , feedback ,
mechanisms, and Evidences:
information collection
and validation
techniques and 7. Memorandum / Letter
processes are inclusive
and collaboratively 8. Monitoring and Evaluation Tool
developed and agreed
upon. 9.Validation Report / Feedbacks
10. Utilized Assessment Tool
LEVEL
11. Documentation
2
INDICATOR #4 Stakeholders continuously and collaboratively review and
enhance accountability systems, processes, mechanisms
and tools
Accountability
assessment criteria and
tools , feedback ,
mechanisms, and Evidences:
information collection
and validation
techniques and 12. On-site Validation and Feedback
processes are inclusive
and collaboratively 13. Report on Benchmark Activities by other School
developed and agreed
upon. 14. Report on Review and Refinement of
Accountability System Process and Tools through
Post Evaluation, Exit Meetings and Feedback
LEVEL Mechanism with all the stakeholders
3 15. Documentation in soft and hard copy.
INDICATOR #5 School initiates periodic performance assessments with the
participation of stakeholders.
Participatory
assessment of
performance is done
regularly with
community. Assessment
results and lessons
Evidences:
learned serve as basis
for feedback, technical 1. Periodic report on school
assistance, recognition
and plan adjustment. performance and assessment
review
LEVEL
2. Report of SRC presentation
1
INDICATOR #5 Collaborative conduct of performance assessment
informs planning, plan adjustments and requirements
for technical assistance.
Participatory
assessment of
performance is done
regularly with Evidences:
community. Assessment
results and lessons
learned serve as basis 3. Situational analysis
for feedback, technical
assistance, recognition 4. Individual or Team Technical Assistance
and plan adjustment. Provision Plan
LEVEL
5. Actual TA provision report
2 6. Quarterly SMEA Report or any other
equivalent reports presented to stakeholders
INDICATOR #5 School-community developed performance assessment is
Participatory practiced and is the basis for improving monitoring and
assessment of evaluation systems providing technical assistance and
performance is done recognizing and refining plans.
regularly with
community. Assessment
results and lessons
learned serve as basis
Evidence:
for feedback, technical
assistance, recognition 7. Approved adjusted AIP /
and plan adjustment.
Supplemental/ Enhanced Plan
LEVEL
