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BESRA Progress Report ( based on the final draft of the BESRA Implementation and Accountability Plan, 2010-2012 ) . National MANCOM Meeting February 23, 2010. KTR1 (SBM): Objectives. By end of SY 2009-2010, 90% of schools shall have reached Level 1.

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BESRA Progress Report(based on the final draft of the BESRA Implementationand Accountability Plan, 2010-2012)

National MANCOM Meeting

February 23, 2010


Ktr1 sbm objectives
KTR1 (SBM): Objectives

By end of SY 2009-2010, 90% of schools shall have reached Level 1.

By end of SY 2010-2011, 50% of schools in Level 1 in SY 2009-2010 shall have reached Level 2.

By end of SY 2011-2012, at least 50% of schools in Level 2 in previous school year shall have reached Level 3.


Improved Learning Outcomes

SBM Framework and Standards

Level 3

  • Management of SCHOOL

  • resources

  • classroom instruction

  • learners’ performance

Schools and communities maximize efforts to achieve learning outcomes

Level 2

Accountability Mechanisms

Schools demonstrate capacity to intensify mobilization of resources and maximize efforts towards achievement of desired learning outcomes

Level 1

Schools comply with the minimum requirements for securing and managing inputs, establishing and developing structures and mechanisms and improving processes that affect instruction to produce desired levels of outputs leading to improved learning outcomes


GOAL: Improved Learning Outcomes for All

Overall Objective of SBM: By end of SY 2011-2012,

at least 50% of schools in Level 2 in previous school year shall have reached Level 3 of SBM Practice.

  • Institutionalization of SBM

  • School Accountability System

  • Quality Management System -- continuous process of school improvement planning, implementation and monitoring and evaluation

Governance Structrure: School Governing Council

  • Competency-Based Hiring/Selection and Promotion System

  • Competency-Based T&D System

  • School-Based Resource Mobilization and Management System

Major Systems

Provision of full-fledged school head and teacher items

Capability-Building Program

Provision of material and financial resources

Basic Inputs




Krt 2 ted objectives
KRT 2 (TED): Objectives

Overall Objective: By end of 2011, a competency-based systems for hiring, deployment, performance appraisal, promotion, and continuous personal and professional development of teachers shall have been operationalized in all regions and divisions nationwide.


Krt 2 teacher education and development
KRT 2. Teacher Education and Development

  • DepED Order No. 30, s. 2009 adopts the competency-based Training and Development System

  • T&D System

  • TNA

  • Planning, Programming and Designing

  • Training Delivery

  • Monitoring and Evaluation

  • School Level-Initiated T&D of Teachers

T&D Structure

National Level (with NEAP as overall T&D Manager)

NCBTS

Regional Level -NEAP in the Regions

Divisional Level - T&D Unit

School Level School-/Cluster-Based T&D structures/

mechanisms


Operationalization of ncbts based t d system
Operationalization of NCBTS-based T&D System

Preparation and Implementation of NCBTS-based Regional Plan for Professional Development (as part of REDP)

Preparation and Implementation of NCBTS-based Division Plan for Professional Development (as part of DEDP)

School Level

Preparation and Implementation of School Plan for Professional Development (SPPD) as part of SIP

Self-Assessment of Teachers using the TSNA tools

Preparation of Individual Plan for Professional Development (IPPD)


Conduct of tsna and preparation of ippd
Conduct of TSNA and Preparation of IPPD

  • DepED Order No. 32, s. 2009 mandates the adoption and implementation of the NCBTS TSNA and IPPD and integration of its system operations in the overall program for continuing teacher capacity building.

  • 18,898 schools were reported to have been oriented on the TSNA and IPPD.


Conduct of tsna and preparation of ippd1
Conduct of TSNA and Preparation of IPPD

  • Immediate Next Steps:

  • Division Offices to:

  • (re)orient schools and teachers on the purpose of the TSNA process and preparation of IPPD

  • assist schools in validating, analyzing and consolidating results for incorporation in the SIPs;

  • assist schools in establishing school-based T&D structures or mechanisms; and

  • incorporate NCBTS-based INSET programs in the DEDP (those that can be best addressed at the DO level).

  • b. ROs to incorporate NCBTS-based INSET programs in the REDP (those that can be best addressed at the RO level)

  • c. CO to issue guidelines on the operationalization of the T&D System, particularly at the school and division levels, including use of INSET funds and other resources.


  • Adoption of Competency-Based Instructional Supervision - the CB-Instructional Support Handbook/Manual has been finalized

  • Application of NCBTS in Hiring, Promotion and Performance Appraisal of Teachers

    • Hiring of Teachers: DepED Order # 20 s.2009 entitled “Further Revisions to the Hiring Guidelines for Teacher 1 Positions under DepED Order #4 s.2007 “ – based on NCBTS was issued.

    • Performance Appraisal of Teachers: final draft of the revised PAST or Performance Appraisal System of Teachers (anchored on NCBTS) has been prepared; for pilot implementation in selected divisions.


Krt 3 quality assurance and accountability and learning support
KRT 3. Quality Assurance and Accountability and Learning Support

A. National Learning Strategies

1. Implementation of the MTB-MLE Program

  • Draft Strategic Plan for the implementation of DepED Order No. 74 has been prepared

  • On-going implementation in selected schools

  • Implementation/institutionalization of learning innovations

  • On-going review of existing ADMs such as MISOSA, IMPACT, Project EASE and Open HS (including assessment of financial requirements as well as economic, educational and qualitative benefits)


Krt 3 quality assurance and accountability and learning support1
KRT 3. Quality Assurance and Accountability and Learning Support

A. National Learning Strategies

1. Implementation of Multigrade Education

  • Continuous training of MG teachers

  • On-going development/refinement of MG modules

    2. Muslim and IP Education

  • Continuous implementation of the ALIVE Program

  • On-going validation of the National IP Education Policy Framework

    3. Use of ICT in teaching and learning

    4. Enhanced TLE Program


  • 5. Support Establishment of Learning Resource and Management Development System – On-going pilot implementation in Project STRIVE regions and divisions

    • Developed the LR Portal and prepared the LR plan

    • Initiated the cataloguing of existing/available teaching and learning materials

    • Uploaded sample materials in the LR portal

    • Trained selected pilot schools on how to access the LR portal


Krt3 nls and qa objectives
KRT3 (NLS and QA): Objectives Support

B. Quality Assurance

Overall Objectives:

By end of SY 2011-2012, the DepED’s Quality Management System shall have been established in all regions and divisions nationwide.


Quality management system
Quality Management System Support

(1) QUALITY PLANNING ( to ensure quality, consistency and continuity of strategies, programs and projects to improve learning outcomes)

(2) QUALITYASSURANCE (to ensure continuous process improvement – thru review and refinement of standards and fine-tuning of processes; and provision of crucial resources and technical assistance)

(3) QUALITY CONTROL and ADJUSTMENT ( to ensure efficiency of implementation as per plan and assurance of results per standards thru MONITORING AND EVALUATION)


B. SupportQuality Assurance and Monitoring and Evaluation

Status of QMS Modelling

  • Installation of the QMS in the 8 Regions and 20 Divisions is on-going:

    Region I: Vigan City, Pangasinan I & San Carlos City

    Region V: Naga, Legaspi City & Masbate City

    Region VI: Aklan, Passi City & Cadiz City

    Region VII: Bohol

    Region VIII: Northern Samar

    Region X: Tangub, Oroquieta & Lanao del Norte

    Region XII: Tacurong, N. Cotabato, Saranggani

    ARMM: Marawi City, Lanao del Sur & Maguindanao

    • Conduct of Training on Managing the SIP Appraisal and M&E system is on-going.


B. SupportQuality Assurance and Monitoring and Evaluation

Status of Introducing Quality Planning


B. Quality Assurance and Monitoring & Evaluation Support

  • Operationalization of the Sector M&E Framework (SMEF)

  • SMEF has been adopted; a workshop to revisit/refine/streamline outcome, result and output indicators vis-à-vis existing M&E frameworks/practices and BIAP will be conducted in March 2010.

  • School M&E System has been designed.

  • Incorporation of the National Assessment Framework in QAAF

  • refined the National Assessment Framework (NAF) – for validation

  • formulated the National Grading Framework

  • Formulation of the Unified School Accreditation System


Krt 4 pre school education and als
KRT 4. Pre-school Education and ALS Support

A. Pre-School Education – included as new sub-component

B. ALS - TAs have been engaged to assist the ALS TWG/BALS in the following areas:

  • Program M&E Assessment and Certification of Learning

  • Curriculum and Learning Resources

  • ALS Omnibus Policy

  • ALS Advocacy

  • Governance, Systems Improvement & Capacity Building


Krt 5 institutional culture change
KRT 5. Institutional Culture Change Support

Overall Objective: By mid-2012, DepED shall have improved its operations through the continuous development of its staff as well as increasing the transparency, accountability and integrity of its units under a rationalized structure to better support EFA.


Krt 5 institutional culture change1
KRT 5. Institutional Culture Change Support

A. Organization Development

Pilot implementation of regional office restructuring in Regions VI, VII, VIII and XII is on-going.

Framework for competency-based hiring, selection, performance appraisal, promotion, and continuous personal and professional development of all personnel in DepED has been drafted.

Competency standards for selected job groups have been prepared.

OPES of Central Office has been adopted; OPES of Regional Offices have been formulated.


Krt 5 institutional culture change2
KRT 5. Institutional Culture Change Support

  • B. Resource Mobilization and Management

  • On-going financial management reforms: a) preparation of FMO Manual (school, division, regions and central); b) implementation of the prescribed accounting controls and procedures (establishment of FMIS instead of e-NGAS and resolution of COA issues); c) establishment of internal audit mechanisms.

  • Financial Management arrangements at the Division and School level.DepED Order re. temporary assigning of Bookkeepers and Disbursing Officers from the secondary schools to render services to Division Offices was issued in May 2009; for revision based on results in initial implementation.


Krt 5 institutional culture change3
KRT 5. Institutional Culture Change Support

  • Use of ICT in governance and management

  • Phase I of Enterprise Architecture development completed (with Oracle) .

  • Beta versions of 6 major systems (HRIS, SIS, Asset Management, LMS, SHNS, GIS) are in different stages of designing/pilot-testing.



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