powerpoint presentation sbm-apat

SESSION 0

IN UNISON… LET’S GO!

ACTIVITY

1. Visualize your dream as Regional/ Division SBM Coordinating Team.

2. Describe your Team through a yell that could explain your drawing.

3. Yell as you post your drawing on the corresponding area (action blocks) for your Team.

10 minutes

Union of Minds and Hearts

1. What do you expect to learn from this training program? (yellow)

2. What do you expect from the facilitators?(green)

3. What do you expect from your co-participants ? (pink)

4. What do you commit for the success of the training? (light yellow)

RULES IN VISUALIZATIONOne Idea-One Card

Use a Maximum of 2-3 lines

Use Capital or Small Letters

RULES IN VISUALIZATION

Write legibly

Take an outsider’s perspective

Union of Minds and Hearts

1. What do you expect to learn from this training program? (yellow)2. What do you expect from the facilitators ? (green)3. What do you expect from your co- participants ? (pink)4. What do you commit for the success of the training? (blue)

LET’S TAKE IN!

HOUSE RULES

LET’S SERVE!

HOSTING ASSIGNMENT :Group 1 : Day 1 pm

Group 2 & 3: Day 2 am Group 4: Day 2 pm Group 5 & 6: Day 3 am

Group 7, 8 & 9: Closing ProgramHOST TO PREPARE: Prayer Attendance Check

Nationalistic Song Energizer

COURSE OBJECTIVES

Gain in-depth knowledge on the implementing guidelines of the revised SBM and SBM-PASBE operational framework;

Get oriented on the revised SBM assessment process and tool; and

Perform simulation activity on the user of DOD (Document analysis, Observation, and Discussion) process and scoring system.

WHAT'S IN STORE FOR US?

Session 1 – Introduction to ACCESS and Revised SBM Framework

Session 2 – The Revised SBM-PASBE Framework

Session 3 – The Revised Assessment Tool

Session 4 – The SBM Assessment and Validation Process

DAY 1: February 6, 2013

WHAT'S IN STORE FOR US?

D-O-D: Validating System and ProcessWS No. 1 – Preparation for Simulation Activity on SBM Assessment and Validation Process

Presentation/ Simulation Activity by Group

Session 5 – PASBE (What, Why and How’s)

DAY 2: February 7, 2013

Feedback and Insights of Simulation Exercise

WHAT'S IN STORE FOR US?

Input & Workshop No. 2 – Division M & E and Reporting Plan Presentation of Outputs

Input & Workshop No. 3 – Division Planning for Effective Advocacy and Dissemination

Continuation of Workshop No. 3

Clearing House Evaluation

DAY 3: February 8, 2013

Presentation of Plan

Closing Program

COURSE OUTPUTS

Group: 1. 2. 3. …

Let’s have a Journey!

SESSION 1

INTRODUCTION TO ACCESs AND REVISED SBM FRAMEWORK

OBJECTIVES

1. Get oriented on the philosophy of ACCES.

2. Explain the principles of ACCES as standard in every programs and projects of the department.

3. Explain the harmonized principles of ACCESs with the SBM standards.

ACTIVITY : 10 MINUTES

Group Task:1. Write your general assessment and

vision about SBM considering areas on leadership and stakeholders with the following color coding (10 minutes )

SBM yesterday : blue SBM today : white SBM tomorrow : yellow

2. Report your group output

ANALYSIS :

Questions :1. What are the similarities and

differences in the responses of the 8 groups ?

Yesterday ? - Today ? - Tomorrow ?

2. Are your responses on SBM yesterday similar or different with SBM today & tomorrow ? Why ?

3. What insights did you gain from the activity?

Strengthening the Practice of School-Based Management

It started from a need of a harmonizing policy or statement that will guide reform initiatives

Then, a necessity to flesh-out a paradigm that will drive behavior and performance measures

Ultimately, a demand to operationalize and bring to reality the aspirations of RA 9155

Articulate the mandate of RA 9155 Clarify roles and accountabilities per

level of governance Broaden the role of community in

education management and delivery to emphasize “stewardship”

Emphasize centrality of learners and learner’s outcome

Guide program development and evaluation

ACCESs provides clarity for BESRA to streamline and identify priorities

BESRA is the package of policy reforms; ACCESs is a policy or statement that concretize/operationalize the policy reforms

PHILOSOPHY APPROACH

Belief and value that the Department espouses

Concept of an ideal state

Guide to strategic and day-to-day affairs

Culture among stakeholders

Method or process of service delivery

Measure to examine consistency of policy, program, project or activity vis-à-vis thrust & mandate

Guide to examine relevance & value of all other policies, programs, projects

Child (Learner)-CenteredA concept derived from the framework of rights based education that is characterized as: “inclusive, healthy and protective for all children, effective with children, and involved with families and communities – and children”

Community-CenteredMandate derived from RA9155, EFA National Plan and BESRACommunity as source of strategic thrust, crucial resources for learning, curriculum developmentCommunity as “rights-bearer” of rights to education

Child(Learner)-Centered Community-Centered

Learning-focusedDevelopmental-stage appropriateGender & culture-sensitiveEnvironmentally (physical, emotional, psychosocial) safeAccessible regardless of gender, race, culture, social & economic status

Shared vision & missionShared decision-making & governanceCollaborationCommunity ownershipAutonomyAccountabilityTransparency

COMMUNITY-CENTERED

Collaboration

Shared Governance Autonomy

Transparency Ownership

Shared V/M Accountability

Gender and culturalsensitivity

Accessible

Development appropriate Environmentally safe

CHILD (LEARNER) - CENTERED

Learning-oriented and Learner-focused

CentralRegionalDivisionDistrict

LGUsNGOsPrivate Sector Community

SUPPLY

DEMAND

SBM CONCEPTUAL FRAMEWORKLeadership

and Governance

Curriculum and Learning

(K to 12)VMG

Assess

Accredit

Evaluates

Mon

itor

Structure

Pla

n

Implemen

t

Functionally-Literate

Citizen

Resource Managemen

t

Accountability and

Continuous Improvemen

t

BESRA Thrusts, NCBTS, ECE, ALS, etc.

CENTRAL, REGION, DIVISION

A framework to advance the philosophy of shared

governance of education and to ensure a strong

culture of effective leadership & management

in the provision of basic education

Network of leadership Learner-centered and context-based learning

systems and processes Transparent and community developed

accountability system Mutually reinforcing and harnessing

education targeted resource management

1. Re-creating school (learning community) systems into community-based and learner-centered

2. Re-engineering the system through participatory planning and “demand-driven” monitoring and evaluation

3. Linking planning and budget processes with appropriate LGU and other local participation platforms of each governance level

4. Strengthening accountability system by leveraging on the involvement of the “demand-side” of education

Paradigm shift From the old practice of “bean-counting”

documents to strengthening systems and processes

From tokenism to genuine participation From contrived practices to evolving

relationships From mere compliance to conscious

effort of doing things right From a mere strategy to a way of life in

school Systems-thinking and systems-orientation Focus efforts on achievement of the twin

outcomes: Organizational effectiveness Improvement of learning outcomes

Organize your team (First WHO, then WHAT)

Level off and set performance contract Plan and strategize to advocate Initiate dialogue with LGUs, private

sector, NGOs and PTA Spot a champion (maybe a team)

Check your realities and negotiate goals and targets with stakeholders

Train, coach and support team ID problem areas and prioritize Listen and collect information

stakeholders Invest time on working for common

understanding and shared goals

ACTIVITY : 5 MINUTES

Individual Task1. Write your commitment by

completing the following lines; Today : I realized

that_________________________ I plan to______________________________ I promise to___________________________ 

“ Consider the future of a bird placed on your palm. Close your palm and the bird will die. Open it and the bird will fly and be set free. The life of the bird lies in your hand. The same is true with your dream and vision of the schools of the future in your respective division ---- schools delivering the quality basic education through the philosophy of ACCESS. It all lies in you “

THANK YOU !!!

SESSION 2

REVISED SBM-PASBE FRAMEWORK

SBM CONCEPTUAL FRAMEWORKLeadership

and Governance

Curriculum and Learning

(K to 12)VMG

Assess

Accredit

Evaluates

Mon

itor

Structure

Pla

n

Implemen

t

Functionally-Literate

Citizen

Resource Managemen

t

Accountability and

Continuous Improvemen

t

BESRA Thrusts, NCBTS, ECE, ALS, etc.

CENTRAL, REGION, DIVISION

OBJECTIVES

1. Discuss the key components of SBM-PASBE operational Framework

2. Gain an in-depth understanding on how SBM and school accreditation relates each other.

ACTIVITY : 10 MINUTES

1. Given the framework :a. List down the key components

presented in the frameworkb. List down at least 2 descriptions

about each componentKEY COMPONENTS DESCRIPTIONS

2. Report your group output

ANALYSIS

QUESTIONS :1. What are the key components

presented in the SBM-PASBE framework?

2. What are the guiding principles of the assessment system?

3. What are the levels indicate ?4. How are these levels relate to

accreditation?5. What insights have you gained from

the exercise?

THE SBM-PASBE OPERATIONAL FRAMEWORK

Accreditation Status

Leadership and Governance

Management and Resources

Accountability and Continuous Improvement

Curriculum and Learning

Autonomous (Re-accredited

StatusAccredited (initial

accreditation)Candidate

Status

Level IIIAdvanced

(Accredited)

Level II(Maturing)

Level I(Developing)

GUIDING PRINCIPLES OF ASSESSMENT SYSTEM

Leadership Curriculum and Learning Accountability and continuous

Improvement Management of Resources

ACCESS PRINCIPLES

1. 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

It is also about nourishing sustainable partnerships to harness education goals and resources

ACCESS PRINCIPLES

2. Curriculum and Learning

The learning systems collaboratively developed and continuously improved, anchored on the community and learners’ contexts and aspirations

ACCESS PRINCIPLES

3. Accountability and continuous improvement

A clear, transparent, inclusive and responsive 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.

ACCESS PRINCIPLES

4. Management of Resources

Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.

SBM LEVEL OF PRACTICE & SCHOOL ACCREDITATION

Advanced level - is a candidacy for accreditation

- To be accredited a school must show sufficient & compelling evidence that it is achieving its avowed purposes, conforming with PASBE standards, and implementing the recommendations of the National Accreditation Board (NAB)

ACTIVITY : INDIVIDUAL TASK

On your journal :

Write down realization about SBM-PASBE operations

“The goal of every school is successful learning for all learners. The integrity of a school rests on how well it is achieving its goal, hence, goal achievement is a primary consideration in accrediting a school “

PASBE Assumption

THANK YOU !!!

SBM ASSESSMENT VALIDATING SYSTEM AND PROCESS

SESSION 5

OBJECTIVES

1. Perform simulation activity using the D-O-D validating system and process

2. Formulate doable/realistic steps in DOD process BEFORE, DURING AND AFTER SBM Assessment and Validation Proces .

3. Enhance KSAs in the use of D-O-D process in validating SBM level of Practices

ACTIVITY : 5 MINUTES PER TEAM

1. Perform simulation activity using DOD process validation BEFORE, DURING and AFTER

2. List down common steps followed , do’s and dont’s that you observed in the process

3. Report your group output

ANALYSIS

Questions :1. What are the common steps

followed by all teams before, during and after the conduct of validating process?

2. What are the common do’s and dont’s that the team observed during the process?

3.What insights did you gain from your experience ?

DIVISION LEVEL: ( BEFORE VP)

1. Meeting at the Division Office which involves SDS, ASDS, SBM Coordinator, and SBM Task Force• Composition of Team Leaders/members

per Principle of ACCESso Leadership and Governanceo Curriculum and Learningo Accountability and Continuous Improvemento Management of Resources

• Preparation of Agenda (who are to attend/stakeholders, schedule of visit, documents to assess)

• Identify the assessment method to be used.• Review of the Assessment Manual and the

DOD Process

2. Preparation and issuance of Memorandum about the orientation and briefing to be done

DIVISION LEVEL: ( Before VP )

3. Orientation/Briefing with Stakeholders • Explanation of the following:

o Rationaleo Processo Requirementso Rules on validating level of practice

• To be done by the team leaders of each Principle of ACCESs

• Open Forum

DIVISION LEVEL: ( Before VP )

STEP BY STEP GUIDE IN CONDUCTING DOD

1. Conduct a courtesy call to the principal.2. Scrutinize data presented based on RACS

(Relevance, Accuracy, Currency, Sufficiency)

4. Each sub-committee will observe, interview and discuss on the data gathered

5. Convene to derive at a consensus on the school SBM Level of Practice.

SCHOOL LEVEL : ( DURING VP )

SAMPLE AGENDA

SBM ASSESSMENT VALIDATION PROCESS

Date: ________________

School to be visited:

____________________________________________________

Time Day 1 Time Day 2

8:00 am – 8:15 am

Assembly of the Assessment Team members

8:00 am – 8:15 am

Courtesy call with SH and stakeholders

8:15 am – 8:45 am

Travel 8:15 am – 12:00 pm

Observation

8:45 am – 9:00 am

Courtesy call with SH and stakeholders

1:00 pm – 3:00 pm

Discussion

9:00 am – 5:00 pm

Documentation Analysis

3:00 pm – 5:00 pm

Exit Conference

DO’S ON DOD

1. Start giving comments and suggestions in a positive way to boost the morale of the school personnel

2. Be friendly and be honest in giving comments and findings during the interview to encourage / facilitate open communication and develop a feeling of trust

DO’S ON DOD3. Protect the confidentiality of the assessment result because every school has its own uniqueness and to sustain the credibility and integrity of the school

4. Concentrate on the assessment business to see the real essence of the assessment

DO’S ON DOD

5. Be professional and courteous enough in conducting interview to establish rapport with the school community.

DONT’S ON DOD

1. Interviews must not be confrontational not to intimidate or threaten the school personnel2. Never be a fault finder. The school community might loose their self – esteem.

PROTOCOL ON REPORTS, BEHAVIOR AND

CONFIDENTIALITY IN CONDUCTING VALIDATION

DEBRIEFING

1. The Secretary of the Validation Team shall consolidate all Sub-teams’ Assessment Reports and prepare a final report for the exit conference.

2. Assessment results unless validated are not official, hence, shall not be divulged.

3. Findings of the Validation Team shall be handled and communicated judiciously, i.e., right people, right place, right time.

4. Courtesy shall be accorded to all stakeholders at all times.

ACTIVITY

Finalize steps to be followed before, during and after validation process

“ Where you see valid achievements or virtue being attacked, its by someone viewing them as a mirror of their own inadequacy instead of an inspiring beacon for excellence “

Vanna Bonta

END !!!

SESSION 6 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);

o Leadership and Governance – 30%o Curriculum and Learning – 30%o Accountability and Continuous Improvement

– 25%o Management of Resource – 15%

2. EACH PRINCIPLE HAS SEVERAL INDICATORS. BASED ON THE RESULTS OF THE D-O-D (DOCUMENTS 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 evidence1 – Evidence indicates early or preliminary stages of implementation2 – Evidence indicates planned practices and procedures are fully implemented3 – 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;

PART VI. DESCRIPTION OF SBM LEVEL OF PRACTICE

The resulting levels are described as follows:Level I: BEGINNING – Establishing and developing

structures and mechanism 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.

SESSION 7

PASBE… THE WHAT? WHY ? AND HOW ?

OBJECTIVES

1. Gain an in-depth understanding on the What, Why and How of PASBE

2. Explain the Fitness-for-Purpose model of accreditation

ACTIVITY : 5 MINUTES

1. List down your idea about accreditation

( APPES, sterling Silver) ACCREDITATION SYSTEM

WHAT WHY HOW

APPES

STERLING SILVER

PASBE

2. Report your group output.

ANALYSIS

1. What are the similarities and differences of the accreditation programs in terms of what? And why ?

2. Do they have the same processes (how) followed in accrediting schools ?

3. What insights did you gain in this activity ?

PASBE

A certification process that looks into the essential areas of school operations if they conform with quality standards.

PASBE AIMS

Provide opportunity to schools with potential to improve the quality of their organizational practices and learning outcomes through containing self assessment and peer review

Strengthen partnership of DepEd with national organization of private and public elem & secondary school heads to facilitate accreditation of deserving schools

PASBE PROCESSES :

Uses the Fitness-for – Purpose model The accreditation granted depends

on the goodness of fit between what the school says it will be doing ( purpose) and what is actually doing ( practice)

-School practices have quality if they meet the expectation of the internal and external stakeholders in the community

LEVEL OF PRACTICE

ENTITLEMENT

1/11 PASBE APPLICATION

entitlement

VerificationVisit- NAB

NAB ACTION ON APPLICATION

APPLICATION FOR ACCREDITATION

FULL ACCREDITATION (3-5)/PROBATIONARY(1-3)

NAB ACTION

TEAM RECOMM

VALIDATION VISIT

REMEDIATION

REGION/DIVVALIDATION VISIT

SELF ASSESSMENT

NO

YES

YES

NO

DIVISION SBM CAPABILITYY BUILDING PROGRAM

REMEDIATION

START

SBM- PASBE QUALITY ASSURANCE FRAMEWORK

PASBE PROCESSES

SBM Level III shall be the take-off point for schools to work on being accredited. They shall engage in a continual process of assessment, planning, implementing, monitoring and assessment. The process is guided and assisted by self-study, visit and follow up.

GUIDING PRINCIPLES respects the independence,

uniqueness, and integrity of every school.

allows schools to choose their own priorities or purposes and adapts the standards set by the accrediting body to attain the purpose of its operations.

assists performing schools to get and move up the accreditation level, and at the same, helps self-motivated schools on the lower levels, to move to higher levels.

GUIDING PRINCIPLES

.encourages cooperation rather than competition. Schools are not compared with one another nor evaluated against a single standard. In the FFP model, the standard used to evaluate and accredit a school is the extent to which the school achieves its own purpose

GUIDING PRINCIPLES

helps the school in the continuous improvement of its practices and learning outcomes through self-evaluation, self-direction, and peer assistance and provides opportunities for continuous improvement of practices/performance through identification of issues and lessons learned.

leads and influences other schools to achieve total learner development.

GUIDING PRINCIPLES

helps the school in the continuous improvement of its practices and learning outcomes through self-evaluation, self-direction, and peer assistance and provides opportunities for continuous improvement of practices/performance through identification of issues and lessons learned.

leads and influences other schools to achieve total learner development.

LEVEL I LEVEL II LEVEL IIIA. For Public and Private

Schools Accredited Status for

two (2) years Plaque of recognition for

the school by the NAB Certificates of

Recognition for principals, teachers, non-teaching staff and the SGC

SH participation in annual convention of accredited schools

A. For Public and Private Schools

Accredited Status for four (4) years

Plaque of recognition for school by the NAB

Certificates of recognition for principals, teachers, non-teaching staff and SGC

SH participation in annual convention of accredited schools (entitled to one vote)

Priority in scholarships within the country

A. For Public and Private Schools

Accredited Status for six (6) years

Plaque of recognition for school by the NAB

Certificates of Recognition for principals, teachers, non-teaching staff and SGC

SH participation in annual convention of accredited schools (entitled to one vote)

Priority in scholarships within and outside the country

Use the logo of the accreditation body in all the school correspondence

School Marker Fiscal autonomy in

managing income-generating projects with the revenues kept in the school’s coffers utilized in its improvement efforts

LEVEL I LEVEL II LEVEL IIIB. For Public Schools Priority in national

scholarships (SH, HT, teacher as the case may be)

Provision of instructional materials/equipment

Support Fund (Php 50, 000) as per the SIP/School Development Plan

Cash benefits (Php 50, 000) from LGU

B. For Public Schools Priority in national

scholarship and grants (SH, HT, teacher as the case may be)

Provision of instructional materials/equipment

Allocation of additional supplementary books( cash allocation for schools o determine needed materials)

Support Fund (Php 75, 000) as per the SIP/School Development Plan (CO)

Cash benefits (Php 75, 000) from CO – MOOE / LGU

B. For Public Schools Priority in national and

international scholarship and grants ((SH, HT, teacher as the case may be)

Provision of instructional materials/equipment

Allocation of additional supplementary books

Support Fund (Php 100, 000) as per the SIP/School Development Plan (CO)

Cash benefits (Php 100, 000) from LGU

Provision of instructional equipment and facilities (e.g speech, science, computer laboratories)

Increase in the allocation of master teacher’s items

One step salary increase for principal/teachers

LEVEL I LEVEL II LEVEL IIIC. For Private

schools Increase the

number of GASTPE slots – allocation by 10% from the current slot – allocation

The Board recommends to give teachers’ performance bonus of accredited schools

Milestone Marker?

C. For Private schools

Increase in number of GASTPE slots – allocation by 20% from the current slot – allocation

The Board recommends to give teachers’ performance bonus of accredited schools

Milestone Marker

C. For Private schools

Increase in number of GASTPE slots – allocation by 30% from the current slot – allocation

The Board recommends to give teachers’ performance bonus of accredited schools

ACTIVITY : INDIVIDUAL TASK ( 5 MIN)

I realized that PASBE is _______________________________________________________________________________________________________________________

“That all schools shall provide quality education is a Constitutional mandate. School accreditation is accepted worldwide as a method of ensuring quality education. Therefore, it is the obligation of all school heads to get their schools accredited” 

PASBE assumptions

THANK YOU !!!

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 THE NUMBER OF INDICATORS OF THE PRINCIPLE;

8. RECORD THE AVERAGE RATINGS FOR THE PRINCIPLES 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;

10. TO GET THE TOTAL RATING FOR THE FOUR PRINCIPLES, GET THE SUM

OF ALL THE WEIGHTED RATINGS. THE VALUE DERIVED IS THE SCHOOL

RATING BASED ON DOD;

11. 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 to 0.50 : 25 points 0.51 to 1.51: 50 points 1.51 to 2.50 : 75 points 2.51 to 3.00 : 100 points

12. THE RESULTING SCORE WILL BE INTERPRETED AS:

o Level III: 150 - 200 pointso Level II: 149 -100 pointso Level I: 99 and below

DIVISION M & E AND REPORTING PLAN

PLANNING FOR EFFECTIVE ADVOCACY AND DISSEMINATION

SESSION 8

OBJECTIVES

1. Identify communication measures / schemes used in disseminating information about a DepEd

project / program

2. Formulate an action plan on the conduct of the Division Orientation-Workshop on the use of the revised SBM Assessment Process and Tool (APAT)

Brigada Eskwela

Early Registration Day

K to 12 Program

EARTHQUAKE DRILL

ACTIVITY

1. Identify communication measures/schemes to disseminate the information to all concerned regarding the following programs: 

Brigada Eskwela Early Registration K to 12 Curriculum Earthquake drill

 2. The group leader is tasked to facilitate the activity in 10-12 minutes.3. Each group is given 2-3 minutes to report before the other groups.

ACTIVITY:

ANALYSIS

1. What are common among the communication measures/schemes given by the group?

2. How do you measure the effectiveness of each communication scheme?3. What have you realized in this activity?4. What do you plan to do to effectively communicate DepEd programs or projects?

ADVOCACY CAMPAIGN

StrategicSeries of ActionsDesigned to PersuadeTargetedBuild AlliancesResults in Change

ADVOCACY CAMPAIGN

STRATEGIC We must research and plan our campaign carefully

ADVOCACY CAMPAIGN

Series of Actions

it is a set of coordinated activities

ADVOCACY CAMPAIGN

Designed to persuade

to convince people that the desired change is important

ADVOCACY CAMPAIGN

Targeted must aim our

persuasion efforts at specific people who have power to make the advocacy successful

ADVOCACY CAMPAIGN

Build Alliance work with

many stakeholders to increase the impact of the campaign

ADVOCACY CAMPAIGN

Results in Change

advocacy must result in positive changes in the lives of the people affected by the problem

StrategicSeries of ActionsDesigned to PersuadeTargetedBuild AlliancesResults in Change

WHAT MAKES A SUCCESSFUL ADVOCACY?

Cutting the

DIAMOND

Exercise Leadershi

p

Create a strong

support system

SCAN the Horizon

Survey landscap

e

Let the creative

juices flow

SUCCESSFUL ADVOCACY

5 GOOD PRACTICES OF AN ADVOCATE

ENCOURAGE PARTICIPATION

ENSURE LEGITIMACY

BE ACCOUNTABLE

ACT PEACEFULLY

REPRESENT THE AFFECTED GROUP

• Encourage PARTICIPATION• Ensure LEGITIMACY• Be ACCOUNTABLE• Act PEACEFULLY• REPRESENT the affected group

ROLES OF AN ADVOCATE

ROLES OF AN ADVOCATE

Negotiator

Bargain for something

ROLES OF AN ADVOCATE

ACCOMPANY(speak with

people)

ENABLE THE PEOPLE TO SPEAK FOR THEMSELVES

EEMPOWER

Speak for the people

Represent

FACILITATE COMMUNICATION BETWEEN PEOPLE

Mediator

MODEL

Demonstrate behavior to people or policy makers

NETWORK

Build Coalitions

5 STEPS OF ADVOCACY

Identify

Research

PlanAct

Evaluation

IDENTIFY

RESEARCH

PLAN

ACT

EVALUATION

ADVO

CAC

Y

Identify the problem that needs to be addressed

Gather the necessary information and ensure that the causes and effects of the

problem are understood

When advocacy has been identified as the appropriate way to address the problem,a

strategy needs to be formulated

Take action in agreement and coordination

with everyone involve in the campaign

Monitor actions and evaluate

the results

APPLICATION

ADVOCACY CAMPAIGN ACTION PLAN

Goal Objectives

Indicator Methods Activities Timeline

Action Plan on Division Orientation-Workshop on the Use of the Revised SBM Assessment Process and Tool (APAT)

“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.”

Margaret Mead

Monitoring &

Evaluation (M&E)

& Reporting Plan

SESSION 9

OBJECTIVES :

1. Explain the what ? Why and how of Monitoring and Evaluation ?

2. Get oriented on the M&E of F-3 Training Package.

3. Develop a division M&E and Reporting Plan for the Orientation-Workshop on the use of SBM APAT.

ACTIVITY : 5 MINUTES

1. List down your activities conducted during the conduct of M&E of training in your division, your usual practice of doing it and how else could you do it . Follow format below :

M&E Activities

Your usual practice of doing it ?

How else could you do it?

ANALYSIS :

Guide Questions :

1. What are the common M&E activities conducted by your team ?

2. What are the usual common practice of doing it ?

3. How else could it be done or carried out ?

4. What insights did you gain in this activity ?

Monitoring and Evaluation is a mechanism that ensures the effectiveness and efficiency of the plan implementation of the program and project

to ascertain the realization of set

objectives.

Monitoring and Evaluation is the systematic and process of gathering, processing, analyzing, interpreting, and storing of data and information in support of the managerial actions to ensure the realization of the plan’s end objectives and its contribution to the overall programs and goals.

Purpose of M&E

Why monitor? What to monitor?

1. Provide management with information on the status of implementation to improve its efficiency

Efficiency of implementation Are outputs accomplished as

planned during the quarter Are funds utilized as

budgeted ?

2. Obtain information for implementers to make adjustment

Efficiency / Effectiveness What are the implementation

issues? Is the project supporting,

preventing, controlling, reducing the attainment of the objectives?

3. Establish information on the achievement of project objectives and sustainability of outcomes

Effectiveness / Relevance/ Sustainability Are the project objectives

attained? Does the project, control or

address the problem? What sustainability measures

were applied?

E major objectives of M & E

Planning

One of the major objectives of M & E is to determine if the implementation is going according to “plan”

Without a plan, there is nothing to monitor & evaluate

Decision Making

During implementation, things may not go “according to plan”. Every manager must make a decision ------ correct and timely decision before things get out of control

The objective of every manager is to ensure that despite changes in the frame conditions and changes in the plan, the outcomes can still be achieved

Principles of M&E

needs-based

M & E should be:

data driven

process-based

participatory in nature

keep track of how the plan

implementation is progressing in terms of

M & E should :

1. Implementation of activities2. Expenditure3. Resource use4. Delivery of results5. Management of risks

Scope.

Clear coverage and/or boundary as to what is going to be monitored and evaluated.

Essential things to be covered or to be included in the implementation to achieve the desired objectives.

M&E of FORMAL-FACE-FACE (F-3 )TRAINING

F3-M&E Form 3: End of the F3 Program Assessment

M&E TOOLS

1. F3-M&E Form 1: Walkthrough Observation Checklist

2.

3.

4.

F3-M&E Form 2: Learning Process Observation and Facilitation Skills

F3-M&E Form 3: End of the F3 Program Assessment

F3-M&E Form 3: End of the F3 Program Assessment Consolidation Template  

ACTIVITY :

1. Develop your division M&E Plan and Reporting System

TEMPLATE FOR M&E PLAN OBJECTIVES

ACTIVITIES TIME FRAME

PERSONS INVOLVED

BUDGET

M & E is more than an activity, more than collecting data and more than reporting.

It is purposive, deliberate and must be systematically undertaken

END