The concluded 2-day seminar/workshop of all schools heads both in elementary and secondary schools in the Division of La Carlota City has geared towards the realistic implementation of the revised school-based management (SBM) in order that the division will have the profile of SBM implementation, schools that need assistance are identified, and those schools with best practices will be benchmarked by other schools and, validation of assessment results of a requesting school is conducted.
Role Playing
The school heads learned the revised level of concerned which was reduced to four principles such as leadership and governance, curriculum and instruction, management of resources, and accountability and continuous improvement.
On how to implement these principles, the participants were grouped and conducted a role play on the step-by-step guide on conducting stakeholders' orientation and introductory briefing with sample agenda This group was composed of school heads of Elementary schools in La Carlota South 1, Balabag, Caiñaman, Batuan Elem. School, CAC Malipayon, and Ayungon.
On how to evaluate SBM based on its relevance, accuracy, "currency", and sufficiency of evidences, artifact and supporting documents based on document analysis, observation-discussion (DOD) was dramatized by group 2 composed of district 2 school heads in the elementary schools in Esperanza, Salamanca, Sugar Central, Nagasi, RSB, North, La Granja National High School, and Cubay,
While the third group was composed of District 3 elementary school heads in La Granja, South 2, Haguimit, Haguimit 2, San Miguel 2, and Ara-al. They played the role on how to observe protocol on reports, behavior and confidentiality in conducting validation debriefing.
SBM Guided Principles
Based on the conceptual framework discussed, the school heads learned that SBM is the school learning community itself to which the learner belongs. It further points o ut as an intensive situational analysis formulated to an educational plan which is "responsive to contextual issues, problems, challenges, threats and opportunities.
This revised SBM is guided by four ACCESs (a Child and Community-Centered Educational System) principles on leadership and governance, curriculum and learning, management of resources, and accountability for continuous improvement.
As to its limitation, the system us open to inputs from the external environment and also a resistance to change to overcome its systematic integrity and stability. To this respect, the schools must allow the framework to continuously morph and develop on the basis of its experience to meet the emerging needs of the learning community.
Closing Program
School heads of the elementary schools of Salamanca, Miguel Mondia, Ferlou, and Yubo National High School shared their impression on the basic significance of this seminar/workshop especially its implementation to the field. Division SBM coordinator challenged every participant to do their best to put into practice what they have learned and acquired from this 2-day educative gathering. And school head of San Miguel 2 in behalf of her fellow school head accepted the challenge.
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| School heads of District 2 |
The school heads learned the revised level of concerned which was reduced to four principles such as leadership and governance, curriculum and instruction, management of resources, and accountability and continuous improvement.
On how to implement these principles, the participants were grouped and conducted a role play on the step-by-step guide on conducting stakeholders' orientation and introductory briefing with sample agenda This group was composed of school heads of Elementary schools in La Carlota South 1, Balabag, Caiñaman, Batuan Elem. School, CAC Malipayon, and Ayungon.
 |
| School heads of District 1 |
While the third group was composed of District 3 elementary school heads in La Granja, South 2, Haguimit, Haguimit 2, San Miguel 2, and Ara-al. They played the role on how to observe protocol on reports, behavior and confidentiality in conducting validation debriefing.
 |
| School heads of District 3 |
Based on the conceptual framework discussed, the school heads learned that SBM is the school learning community itself to which the learner belongs. It further points o ut as an intensive situational analysis formulated to an educational plan which is "responsive to contextual issues, problems, challenges, threats and opportunities.
This revised SBM is guided by four ACCESs (a Child and Community-Centered Educational System) principles on leadership and governance, curriculum and learning, management of resources, and accountability for continuous improvement.
As to its limitation, the system us open to inputs from the external environment and also a resistance to change to overcome its systematic integrity and stability. To this respect, the schools must allow the framework to continuously morph and develop on the basis of its experience to meet the emerging needs of the learning community.
Closing Program
School heads of the elementary schools of Salamanca, Miguel Mondia, Ferlou, and Yubo National High School shared their impression on the basic significance of this seminar/workshop especially its implementation to the field. Division SBM coordinator challenged every participant to do their best to put into practice what they have learned and acquired from this 2-day educative gathering. And school head of San Miguel 2 in behalf of her fellow school head accepted the challenge.
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hi. could i know if there are lists of artifacts to validate the apat tool? the things that you need to compile for the dod. thank you.
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