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Private Education Assistance Committee

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1
 2022 PEAC STANDARDS-BASED QUALITY ASSESSMENT INSTRUMENT FOR THE QUALITY ASSURANCE OF
PRIVATE ELEMENTARY SCHOOLS (SQAI-ES)

Background and Rationale

In general, the 2022 Private Education Assistance Committee or PEAC Standards-based Quality Assurance Instrument for Elementary
Schools or SQAIES aims to provide school heads and concerned administrators of private elementary schools a tool that will enable
them to systematically and comprehensively self-assess their performance in the various programs and services they provide.
What does the instrument contain? First, this instrument consists of indicators of quality school practices that are specific to the
elementary level. These are concrete and observable indicators. that indicate alignment with and accomplishment of requirements and
standards set by the Department of Education for the K to 12 elementary school program.

Second, this instrument incorporates selected standards of compliance from the 2018 Certification Assessment Instrument (CAI) used
by PEAC for the certification of Junior High Schools participating in the DepEd’s Education Service Contracting (ESC) program. These
items have been included in response to concerns raised by administrators of Junior High Schools with an Elementary department
regarding the consistency and continuity of quality and standards-based practices in both departments. Although private elementary
schools do not as of this writing participate in the ESC program and do not undergo certification to qualify for government subsidy,
private elementary schools stand to benefit from looking at items in areas that apply to both elementary and secondary levels (e.g.
academic support and school budget and finances).

Third, in the light of disruptions to school life such as the pandemic, the instrument presents quality indicators regarding school readiness
and recovery and continuity of learning. These indicators are also drawn from DepEd’s various Orders (DO 12, s. 2020) and Memos on
the adoption of a learning continuity plan and delivering instruction in different modalities (DO 32, s. 2020). The indicators are also
based on the PEAC Recovery and Readiness Plan which the DepEd has accepted as a learning continuity plan for PEAC’s ESC
participating schools.

Since as of this writing private elementary schools do not qualify for government subsidy via a certification process, the SQAIES is not
in its present form a certification instrument. Private elementary school administrators though can use the SQAIES for self-assessment
and quality assurance purposes. With these quality indicators, private elementary school administrators can examine the design of their
curriculum and instruction, supervise the faculty and staff in academic support units, monitor their work, and assess learning outcomes.
As a result, school administrators can determine their school’s strengths and identify areas for continuous improvement. School
administrators can also coordinate their policies, programs and plans with the Junior High School to facilitate and ensure a seamless
flow in the delivery of educational services.
Definition of Quality Assurance
In concept, quality assurance can mean many things to different organizations or institutions. For this instrument, quality assurance is
defined as “any systematic process of determining whether a product or service meets specified requirements” 1. In the school context,
requirements are expressed in the form of standards and so quality assurance involves finding out how the school meets standards. In
the SQAIES, the standards that serve as the norm for the school’s performance are drawn from different documents that focus on the
effective conduct of private elementary schools. Among these documents are various DepEd Orders and Memos, the 2016 DepEd
Curriculum Guide and the 2020 Most Essential Learning Competencies (MELC) Guide, and the 2010 Revised Manual of Regulation
for Private Schools.

Quality Assurance Framework: The Rules-based Approach

In a study of quality assurance approaches, Lindsay H. Heywood identifies two dominant approaches to quality assurance namely the
principles and rules-based frameworks. The table below summarizes the differences between the two:

1
Rouse, M. Quality assurance. [Link]
Of these two, the rule-based approach is evident in the current implementation of the Junior High School certification process. During
certification, Junior High Schools report on their compliance with requirements and obtain feedback and validation on their report
from an external team of trained certifiers. A similar approach is recommended for adoption for the quality assurance of private
elementary schools. For one, the rule-based approach provides private elementary school administrators with the baseline information
on minimum requirements for program delivery. Second, two-level schools with both elementary and secondary levels and are already
participating in the Junior HS Certification program benefit from a single quality assurance approach applied to both levels. This
establishes a sense of continuity of operations across levels and consistency in the implementation and evaluation of standards. The
rule-based approach is also useful for stand-alone elementary schools as this perspective also makes it clear to the schools the
minimum requirements for their compliance.

Following the rule-based approach, private elementary schools are encouraged to do their quality assurance on their own as part of
their institution’s standard operating procedures. Aside from this internal exercise, schools may also undergo an external form of
quality assurance where the school is visited by an external team of validators or evaluators. The Junior High School certification
process is an example of an external form of quality assurance. In the event that certification is available for private elementary
schools, the certification may parallel that of the Junior HS system and may be diagrammed as follows:
At the center of the diagram is the emphasis of obtaining evidence of the school’s compliance with the K12 standards. Around this
center are the participants in the certification process and their respective tasks. Schools applying for certification or re-certification
prepare a report of their self-assessment of compliance with the standards in each area of the Certification Assessment Instrument or
CAI. The report is accompanied by exhibits of the school’s evidence for accomplishing standards in different areas. There are nine (9)
areas as identified in the outermost rectangle namely, (1) School Philosophy, Vision, Mission, Goals and Objectives; (2) Curriculum,
Assessment and Instruction; (3) Instructional Leadership; (4) Faculty; (5) Academic Support and Development Services; (6) Physical
Plant and Instructional Support Facilities; (7) Administration and Governance; (8) School Budget and Finance; and (9) Institutional
Planning and Development.

An external team of validators such as a group of trained PEAC certifiers then reads and validates the school’s self-assessment report in
advance. The team visits the school at an announced time and goes over the different exhibits. The team also interviews different school
personnel and pops in various classes and observes the teaching-learning process. The team gives their feedback regarding their self-
assessment report and recommends areas for improvement and level of certification. Following the rule-based approach for quality
assurance, a certified ESC school therefore is one which has complied with all DepEd and K12 program standards and adheres to
applicable DepEd policies.

Dimensions of the Quality Assessment Instrument

Quality assurance involves the use of quality assessment instruments which list quality indicators. The development of the quality
indicators in SQAI-ES is premised on five dimensions that recur in various documents on quality private elementary education aligned
with K12 program standards and requirements. Private elementary schools demonstrate quality when these five dimensions are
observable in different school areas; that is, the school’s policies, programs and services are vision/mission-oriented, standards-aligned,
developmentally appropriate, outcomes-driven and evidence-based. What do each of these dimensions mean?

Vision/Mission-Oriented: As part of their identity as an educational institution, private elementary schools articulate and carry out their
own vision and mission, philosophy of education, goals and objectives. The school’s vision and mission statements define the school’s
purpose and direction. Private elementary schools achieve quality when the school is able to operationalize the vision and mission in
the different aspects of school work. The SQAIES quality indicators then determine how the different policies, programs and services
in the nine school areas are oriented to realizing the vision and mission statement. With this dimension, the SQAIES asks the following
questions: How vision and mission-oriented are the different school areas in their policies, programs and services? To what extent is the
school’s vision-mission accomplished in the nine school areas?

Standards-Aligned: With the passage of RA10533 or the 2013 Enhanced Basic Education Act, all basic education schools are mandated
to teach the Department of Education’s K to 12 curriculum program. The program contains curriculum standards and competencies for
pupils to learn. As a private entity, elementary schools are also enjoined to comply with the provisions of the 2010 Revised Manual of
Regulation for Private Schools. Private elementary schools thus show quality when these standards are adopted, implemented and used
for evaluation in the nine school areas. For these reasons, the SQAIES quality indicators examine how the school’s curriculum,
instruction and assessment are aligned with and utilize these standards. With this second dimension, the SQAIES raises the question:
To what extent is the school implementing the K12 program standards and other requirements in the nine school areas?

Developmentally Appropriate: Children in the elementary school level develop and realize their potentials when the school provides
them research-based teaching and learning experiences that attend to their developmental needs and nurture their growth in different
domains (i.e., physical and motor, social-emotional, character and values, cognitive and intellectual, language, mathematical and
creative-aesthetic). Consequently, private elementary schools manifest quality when the policies, programs and services in the nine
school areas are formulated, undertaken and assessed in accordance with the child’s developmental requirements and milestones. Hence,
the SQAIES quality indicators gauge how the school incorporates the pupils’ background, needs, learning styles and abilities when
planning, implementing and evaluating policies, programs and services. In this third dimension, the SQAIES focuses on the following
question: To what extent are the different developmental needs of pupils addressed in the nine school areas?

Outcomes-driven: Schools are outcomes-driven when they focus on results that represent pupils’ performance of expected skills as well
as each department or program’s achievement of stated goals. Private elementary schools rate high on quality when first, their pupils in
various assessments reliably and consistently demonstrate the skills required at a certain grade level or higher and second, when their
programs and services accomplish their specific targets. In line with this, the SQAIES quality indicators measure and report pupils’
achievement levels and program results. With this dimension, the SQAIES examines the following: To what extent are pupils able to
demonstrate knowledge, understanding and performance of learning standards and competencies? To what extent are the pupils able to
accomplish the milestones in the different domains of development? To what extent are programs and services in the nine school areas
able to produce desired results?

Evidence-based. Successful elementary schools regularly obtain data and employ various metrics to present and showcase their pupils’
achievement and effectiveness of their programs and services. They also search for and document valid and authentic examples of
pupils’ achievement, learning interventions and program results. Private elementary schools undertake these tasks with transparency
and rigor. With this dimension, the SQAIES quality indicators check on the following: To what extent is the school able to support its
claims of pupils’ achievements and program effectiveness in the nine school areas?

These five dimensions are integrated throughout the instrument. Every SQAI-ES area has items that reflect these dimensions. For
example, in the area of Instructional Leadership, item 1 (The provision of a system that actively communicates to various stakeholders
the school’s Vision, Mission, and Kto12 standards and directions and school’s development and innovations in curriculum, assessment
and instruction) is vision-mission oriented. Item 2 (The utilization of a system for monitoring and evaluating the extent of alignment
of school operations with the school’s philosophy, vision-mission, goals and objectives and accomplishment of curriculum standards)
is about being standards-aligned whereas Item 3 (A program for enabling teachers to contextualize the pupils’ learning according to
their stage of development, cultural background and mother tongue in order to make the curriculum relevant to their experiences)
refers to the developmentally appropriate dimension. The different parts of Item 6 (Regular collection, interpretation and
dissemination of data and evidences to top school leaders and key stakeholders on the following for informed decision-making: pupils’
achievement of learning standards and performance of competencies) cover the outcomes-driven and evidence-based dimensions.
Through the integration of these five dimensions, school administrators can understand the basis for specification of quality indicators.

Instrument Areas
This instrument covers nine areas of school operations that produce quality student performance and organizational effectiveness. These
areas are:
A. School Philosophy, Vision, Mission, Goals and Objectives
B. Curriculum, Assessment and Instruction
C. Instructional Leadership
D. Faculty
E. Academic Support and Student Development Services
F. Physical Plant and Instructional Support Facilities
G. Administration and Governance
H. School Budget and Finances
I. Institutional Planning and Development

The above areas are clustered into two groups – Core and Support. The Core group of areas covers sections deemed essential to teaching
and learning. These areas are School Philosophy, Vision, Mission, Goals and Objectives; Curriculum, Assessment and Instruction;
Instructional Leadership; Faculty; and Administration and Governance. The Support group of areas includes school operations that are
undertaken in the context of and based on the direction of the Core group of areas. These areas are Academic Support and Student
Development Services; Physical Plant and Instructional Support Facilities; School Budget and Finance; and Planning and Development.
Observation of Classroom Instruction is a significant aspect in the area of Curriculum, Assessment and Instruction.

Each area consists of a set of quality indicators combined with selected PEAC CAI standards for compliance. Items from the PEAC
CAI are marked with a plus (+) sign. In the Core group of areas, certain items regarded as power indicators/standards are marked with
an asterisk (*). These indicators/standards are critical to the effectiveness of a particular area as these illustrate its key characteristics.
Other items that are not marked are regarded as support indicators/standards which contribute to or supplement the achievement of a
power indicator/standard. These items are done in relation to the direction of the power indicator/standards. Schools are then rated
according to their extent of showing evidence of practice of the quality indicator or compliance with the standards.

Format of the Survey Instrument and the Rating Process

Each Area is introduced by an explanatory paragraph presenting the basis of evaluation. The Area lists quality indicators standards for
compliance. A list of Examples of Sources of Evidences is given for the school’s guidance during its self-assessment and preparation
of exhibits and documents. With the exception of the area on "School Philosophy, Goals and Objectives", standards in each area are
accompanied by a rating scale. Again, since there is no certification mechanism at work in the elementary level, the descriptions in the
rating scale below pertain at this time to quality indicators. In the event of the activation of certification at the elementary level, these
quality indicators will be referred to as standards of compliance. This explains why the descriptions state “quality indicator/standard of
compliance”.
 Rating Description
School practice of the quality indicator/standard of compliance is
4 extensive and innovatively done. The evidence of extensive and
innovative practice is documented in multiple and creative ways
School practice of the quality indicator/standard of compliance is
3 regularly done. The evidence of regular practice is documented in
multiple ways.
School practice of the quality indicator/standard of compliance is
2 partially done. The evidence of partial practice is limited in available
documents.
There is no school practice of the quality indicator/standard of
1 compliance. However, there are plans to do the quality indicator/standard
of compliance.
There is no school practice of the quality indicator/standard of
0
compliance .

Based on the evidences presented, individual indicators/standards are rated. Upon completion of the individual indicator/standard rating,
the area rating is determined and recorded according to a decision rule that examines the school’s level of performance. Details of the
decision rule are found in Appendix A. A Comments Section is provided for observations and other remarks.

Use of the Instrument

As earlier stated, this instrument is used for self-assessment purposes by any private elementary school for its quality assurance program.
Prior to the use of the instrument, a general orientation may be undertaken on the purpose and contents of the instrument. The school
may then organize teams that will assess their assigned areas. When going through each area items, teams need to search for evidences
of the quality indicator and do the corresponding rating. The mode is determined to show the trend of the school’s performance. Teams
are encouraged to make meaning of the pattern in the results and write their realizations in the comments section found at the end of
each area. These realizations may also include explanations or causes for certain results. Teams may then recommend to the school
specific actions that address the results.
 A. PHILOSOPHY, VISION, MISSION, GOALS AND OBJECTIVES
Description
The school philosophy vision, mission, goals and objectives present the overall direction of the school’s educational work. The statements
clearly describe the school’s fundamental educational purposes, and the essence of what as a community of learners it is seeking to achieve as
a community of learners. These serve as the basis for daily operational and instructional decision making as well as long-range planning.

Basis of Evaluation
The school philosophy, vision, mission, goals and objectives are evident in the school in various ways. The statements are used to determine
the extent to which policies, practices, resources, and curricular and other program components work together conceptually, structurally, and
operationally to achieve stated expectations for teaching and learning. There is a regular system of communicating and disseminating the
contents of the school philosophy, vision, mission, goals, and objectives to the different sectors and stakeholders of the school community.
Through this system, all the members and stakeholders of the school community are able to articulate a common understanding of and
commitment to institutional goals, curriculum priorities, learning approaches, assessment procedures, and accountability as well as accept
responsibility for the students' attainment of the curriculum standards. This PVMGO is also aligned with the community it serves, and is
reviewed periodically by stakeholder representatives.
QUALITY INDICATORS: FOCUS QUESTIONS LOOK FORS EXAMPLES OF
SOURCES OF
EVIDENCE
1. A clear statement of philosophy, vision, mission, Is there a statement about School Philosophy, Vision, Copy of School
goals and objectives.* the school’s philosophy of Mission, Goals and Philosophy, Vision,
education, vision, Objectives Mission, Goals and
mission, goals and Objectives
objectives
2. A philosophy that expresses the school Does the school’s Explanation of the Explanation of the
community’s shared values and beliefs about philosophy explain the School’s Philosophy of School’s Philosophy of
education and student learning.* values it plans to share Education Education
with the community and -Section in Faculty
its perspective on Manual about the
education and student School’s Philosophy of
learning? Education
3. School goals and objectives that are supportive of Do the school’s goals and Explanation and -Explanation and
the Philippine Kto12 Educational program and are objectives align with the Statements of School’s Statements of School’s
consistent with national and global development directions of the Kto12 Goals and Objectives Goals and Objectives
goals.* Educational program? -Section in Faculty
Do the school’s goals and Manual about the
objectives recognize the School’s Statement of
importance of Goals and Objectives
contributing to national -Section in Pupils’
and global development Handbook about the
goals? School’s Goals and
Objectives

4. A program that disseminates to and orients the Does the school provide a Orientation Program on the -Orientation Program
school community on the importance and meaning program that orients the School’s PVMGO during Faculty/Staff
of the PVMGO.* school community on the INSET
importance and meaning -Orientation Program for
of the PVMGO? Parents and other
stakeholders on the
School’s PVMGO
-Presentations to School
Community on the
importance and meaning
of the School’s PVMGO
5. Participation of various stakeholders in review and Does the school conduct Records of school’s -Minutes of consultation
revision, when appropriate, of the PVMGO. consultations with or consultations with various meetings with parents,
involve various stakeholders regarding the alumni and stakeholders
 stakeholders in the review review and revision of the -Reports of stakeholders’
and revision of the School PVMGO attendance in discussions
PCMGO? on the review and revision
of the School PVMGO
6. An articulation of the school’s commitment to the Is there a description of Explanation of the -Explanation of the
pupils’ holistic development and incorporation of the the school curriculum’s incorporation of a holistic School’s Curriculum
pupils’ background, interests and learning styles in direction to develop the approach to teaching and Program
the planning, implementation and evaluation of pupils in a holistic way differentiated learning and -Guidelines for
learning experiences.* and provide opportunities assessment in the School’s differentiated teaching and
for differentiated learning Curriculum Program learning
and demonstrating
learning outcomes in
varied ways
7. A system of operationalizing the PVMGO in -Are there specific -Institutional and -School’s Strategic Plans
various areas and aspects of school work.* institutional and plans and departmental plans and -Departmental Plans and
programs that realize and programs indicate their Programs
implement the specific connections with the
directions of the PVMGO
PVMGO?
-Do departmental plans
and programs indicate
their connection with
directions set by the
PVMGO?
COMMENTS:
ACTIONS TO UNDERTAKE REGARDING CURRENT SCHOOL PRACTICES IN THIS AREA:

EXAMPLES OF EVIDENCE:
- School Philosophy, Vision, Mission, Goals and Objectives
- School Strategic Plans
- School Continuous Improvement Plan
- School Primer
- School Promotional Materials
- Administrators’ Manual
- Student Handbook
- School Orientation Program
- School In-Service Training Program
- School Curriculum Program
- Results of Evaluation of School Philosophy, Vision, Mission, Goals and Objectives
 B. CURRICULUM, INSTRUCTION, ASSESSSMENT
Description
The quality of instruction in a school is the most important factor affecting the quality of student learning, the achievement of expectations for student
learning, the delivery of the curriculum, and the assessment of student progress. The school's instructional program is grounded in the school's mission
and expectations for student learning, supported by researches on best practices, and refined and improved based on identified student needs.

With the passage of the Enhanced Basic Education Act of 2013, the Department of Education mandates that schools work towards the holistic
development of the Filipino child with 21st century skills to enable him or her to be locally and globally competitive; and schools implement and teach
the Kto12 standards-based curriculum.

Basis of Evaluation
The elementary school designs, implements and assesses a curriculum that is aligned with national curriculum program, its philosophy of education and
principles of childhood development and responsive to the needs of its community and various stakeholders.

The elementary school designs, implements and assesses a system of instruction that is aligned with the national elementary curriculum program, its
philosophy of education and principles of childhood development and responsive to the needs of its various stakeholders.

The elementary school designs, implements and assesses its system of evaluation of student learning that is aligned with national curriculum program,
its philosophy of education and principles of childhood development and responsive to the needs of its community and various stakeholders.
QUALITY INDICATORS: FOCUS QUESTIONS LOOK FORS EXAMPLES OF SOURCES OF
EVIDENCE
IA. The school shows evidence of
the following in the design of its
curriculum:*
1. The curriculum is aligned with - Is the curriculum map aligned - Inclusion of aspects or - Subject Curriculum Maps
the overall goals and objectives of with the PVMGO? sections of PVMGO and their - System of or procedures
the K12 program of developing integration in the different for Curriculum Development
holistic Filipinos with 21st century
topics or units and Updating
skills.*
2. The curriculum is aligned with - Is the curriculum map - Inclusion of content and - Subject Curriculum Maps
the school’s philosophy of aligned with the curriculum performance standards and - System of or procedures
guides, standards and competencies from DepEd for Curriculum Development
education, vision and mission, Competencies? Curriculum Guide and Updating
goals and objectives.*
3. The curriculum recognizes the -Does the curriculum provide for -Inclusion of differentiated - Subject Curriculum Maps
uniqueness of each child and differentiated learning activities in instruction in the curriculum maps - Differentiated instruction
accordingly provides learning the various subject areas? -Inclusion of different ways of guidelines
pathways where each child can -Does the curriculum provide for pacing the curriculum for varied
-Pacing guides for different pupils
flourish in line with his or her various means of pacing in groups of students
interests and abilities. response to pupils’ different levels depending on their abilities and
of ability and achievement? achievement
4. The curriculum allows for the -Are thematic connections in the -Inclusion of thematic connections -Thematic connections in the
integration of learning experiences curriculum made between different in the curriculum covering different curriculum
across different content areas.* subject areas? subject areas -System of curriculum development
-Are there opportunities for pupils -Inclusion in the curriculum of -Integrated performance tasks
to integrate their learning in integrated learning activities and -Integrated performance tasks or
different subjects? performance tasks learning activities
5. The curriculum at key grade -Are specific milestones for pupils’ -Inclusion in the curriculum of -Program for pupils’ achievement
levels establishes specific development in different domains milestones for pupils’ development of milestones in different
milestones in the pupils’ different integrated in the curriculum at in different domains at specific developmental domains
domains of development.(e.g., specific grade levels? grade levels -System of curriculum development
literacy, numeracy, socialization).*
6. The curriculum identifies -Do the curriculum maps show -Learning outcomes in curriculum -Curriculum maps
learning outcomes in terms of the learning outcomes related to maps that pertain to: -System of curriculum development
pupils’ knowledge, understanding acquisition of information? a. acquisition of information
and transfer of learning to daily -Do the curriculum maps show b. analysis and reasoning
life.* learning outcomes related to c. application and transfer of
analysis and reasoning? learning to daily life
-Do the curriculum maps show
learning outcomes related to
application and transfer of learning
to daily life?
7. The curriculum integrates Does the curriculum articulate the -Curriculum articulation of pupils’ -Character and personal discipline
experiences in character pupils’ development in the development in character and development program
development and dispositions following areas: personal discipline -Values formation program
related to personal discipline, a. character and personal discipline -Curriculum articulation of pupils’ -Responsible citizenship
values formation and responsible b. values formation development in values formation development program
citizenship.* c. responsible citizenship? -Curriculum articulation of pupils’ -System of curriculum development
development in responsible
citizenship
IB. The school shows evidence of
the following in the implementation
of its curriculum.
1. A curriculum map unpacks the - Do the curriculum maps of - Inclusion of content and - Subject Curriculum Maps
topics into units that show learning the different subjects unpack performance standards and - System of or procedures
standards and competencies, the Kto12 standards and competencies from DepEd for Curriculum Development
activities, assessments, resources
competencies? Curriculum Guide and and Updating
and connections with the school’s
philosophy, vision, mission and enhanced or added
core values.* competencies
2. The curriculum map units show - Is there horizontal alignment - Alignment of standards, - Subject Curriculum Maps
alignment of learning standards and of standards, competencies, competencies, assessment, - System of or procedures
competencies, activities, assessment, instruction activities and resources/ for Curriculum Development
assessments, resources and
and resources in each materials and Updating
integration with the school’s
philosophy of education, vision, learning unit of the - Use of mapping codes that
mission and core values.* curriculum map? show horizontal alignment
and correspondence of
above entries
3. The curriculum specifies the Is there an articulation of the Articulation of progression of skills School Curriculum Program and
learning progression of pupils progression of pupils’ skills across from K-6 levels in different subject Maps
across grade levels and in the grade levels and in the different areas
different subject areas.*
subject areas?
IC. The school shows evidence of
the following in its assessment of
the curriculum.
1. The curriculum is systematically - Are curriculum maps - Results of curriculum review - Curriculum evaluation and
and periodically reviewed for its reviewed, revised and and recommended revisions recommendations
content, alignment, effectiveness, updated periodically? and updates - Minutes of curriculum
and relevance.*
- Citation of latest versions of meetings of Academic
DepEd Curriculum Guide in Council or Subject
the curriculum maps of the Coordinators’ Council or
different subjects subject department meetings
regarding curriculum revisions
and updates
- System of or procedures
for Curriculum Development
and Updating
- List and description of
Curriculum Development
Activities
- Subject Curriculum Maps
- System of citation of versions
of DepEd Curriculum Guide
- File copy of latest versions
of DepEd Curriculum Guides
2. The results of the curriculum -Are results of the curriculum -Results of curriculum review and -Reports on curriculum review and
review and assessment are utilized review and assessment used as the assessment assessment
to continuously improve the basis for improving the curriculum? -Recommendations for curriculum -Recommendations for curriculum
school’s subject offerings and guide -Are results of the curriculum improvement improvement
the development of programs that review and assessment considered - -System of curriculum development
respond to emerging needs of in developing new programs and
pupils.* subject offerings?
FREQUENCY OF RATING PER COLUMN: Power
Support
 SECTION MODE: Power Rating
with Highest Frequency

EXAMPLES OF EVIDENCE:
- School Curriculum Program
- Subject Curriculum Maps
- Curriculum Development Guidelines
- System of Curriculum Evaluation
- Subject Scope and Sequence
- Subject Learning Progressions
- Reports of Curriculum Coverage
- Reports of Students’ Performance in Curriculum Units
- Curriculum Review Minutes or Reports
- Continuous Improvement Plan for Curriculum
- Minutes of Meeting of Academic Council
- Co-curricular Programs
- Early Childhood Development Program
- Evaluation Reports on Curriculum
- Minutes of Academic Council or Subject Department Meetings
IIA. The school shows evidence of
the following in the design of its
system of instruction
1. The instruction follows and -Do the learning plans follow and Alignment of learning plans with -Curriculum Maps
implements the design of the implement the curriculum map’s curriculum map directions and -Learning Plans
curriculum units in the school’s directions for the teaching of entries -System of Learning Plan
curriculum maps different topics? preparation
2. Learning plans are prepared in -Is the general system of learning -Use of pupil-centered, -Description of school’s general
accordance with the Kto12 plan preparation aligned with the constructivist, problem and inquiry- system of instruction
pedagogical framework that is Kto12 pedagogical framework? based and reflective approaches in -Instruction Manual
pupil-centered, constructivist, -Are there guidelines given to the school’s description of school’s -Faculty Manual
teachers to prepare lessons that are general system of instruction -School PVMGO
problem and inquiry-based, and pupil-centered, constructivist,
reflective.* problem and inquiry-based and
reflective in approach?
3. Learning plans (LP) show the
following:
a. specific Kto12 curriculum Are Kto12 curriculum standards -Inclusion of Kto12 standards and - Subject Learning Plans
standards and competencies that and competencies stated in the competencies in LP - System of Learning Plan
pupils are required to achieve* learning plan for different topics? Preparation
b. observable indicators of pupils’ Are instructional objectives or -Inclusion of instructional - Subject Learning Plans
achievement of standards and learning targets aligned with objectives or learning targets - System of Learning Plan
competencies* standards and competencies stated aligned with standards and Preparation
in the learning plan for different competencies in LP
class meetings?
c. use of research-based and age- - Are research-based - Inclusion of research-based - Subject Learning Plans
appropriate strategies* strategies/activities used to strategies in LP classroom - System of Learning Plan
improve student participation procedures Preparation
during classroom encounters? - Inclusion of learner-centered - Instructional Supervisory
- Are learner-centered strategies in LP classroom Reports
strategies/activities used to procedures - Minutes of meetings of
generate student participation Department Subject regarding
during classroom encounters? classroom strategies
- Faculty Development
Training Seminars and
Workshops
- Classroom Observation Form
d. differentiated learning tasks in - Are there provisions/ - Inclusion of differentiated - Subject Learning Plans
line with pupils’ interests, activities that meet the activities in LP - System of Learning Plan
background, and learning styles* learners’ varied interests, Preparation
styles or multiple - Instructional Supervisory
intelligences? Reports
 - Minutes of meetings of
Department Subject regarding
classroom activities
- Faculty Development
Training Seminars and
Workshops
- Classroom Observation
Form
e. logical sequencing and - Is there a logical and - Provision in LP of activities - Subject Learning Plans
progression of pupils’ learning sequential organization of and assessments that are - System of Learning Plan
from acquisition of knowledge to the lesson to facilitate skills aligned with the flow of Preparation
transfer of learning to daily life*
development? competencies in the subject - Instructional Supervisory
- Does the process of skills curriculum map Reports
development end in the - Provision in LP of activities - Classroom Observation Form
transfer of learning? and assessments leading to
and preparing the students
for the unit performance task
f. pertinent learning resources that - Is there a process of - Inclusion in LP of - System of Selection,
provide the subject’s content and selection of instructional appropriate instructional Procurement, Development
develop pupils’ understanding and materials as prescribed by resources/materials and Utilization of Instructional
practice of skills
the curriculum map? - Alignment of selected Resources/Materials
- Is the use of instructional instructional resources/ - Subject Learning Plans
materials in classroom materials with curriculum - System of Learning Plan
instruction appropriate and map resources/materials Preparation
timely as stipulated in the specifications - Instructional Supervisory
curriculum maps? Reports
- Minutes of meetings of
Department Subject
regarding instructional
 resources/materials
- Faculty Development Training
Seminars and Workshops
- Classroom Observation
Form
- Library reports on utilization
of print, electronic and audio-
visual resources for
classroom instruction
g. connections of ideas and -Are pupils asked to apply their -Inclusion of activities or -Performance Tasks
concepts with the pupils’ daily life knowledge and skills in real life assessments that involve pupils’ -Learning Plans
experiences situations? application of knowledge and skills -Situation Analysis and Examples
in Activity Sheets or Worksheets
h. integration of 21st century skills - Is there PVMGO-CV - Inclusion of PVMGO-CV - Subject Learning Plans
and the school’s PVMGO and core integration in the LP and integration in LP - System of Learning Plan
values* learning encounters? - Inclusion in LP of activities Preparation
- Are there 21st century skills related to development of 21st - Instructional Supervisory
development activities in the LP century skills in LP Reports
and learning encounters? - Provision of opportunities in LP - Minutes of meetings of
- Are there real-world/ for subject integration Department Subject
authentic transfer tasks in - Provision in LP for regarding classroom
the LP and in the learning discussion of or encounters strategies
encounters? with real-world challenges or - Faculty Development
- Are interdisciplinary issues Training Seminars and
discussions, projects and - Provision in LP for use of Workshops
tasks included in classroom technology in class activities - Classroom Observation Form
instruction? or assessment - Integrated Performance
- Is technology used to Tasks
support classroom - Community Awareness,
instruction? Exposure or Immersion
 Activities related to Unit Topic
- System of Technology
Integration
- Technology Platforms or
Learning Management
Systems
i. targeted exercises and practice Are practice exercises and Practice Exercises in LP -Learning Plan
that lead to mastery.* assignments given? -Activity Sheets/ Worksheets
j. incorporation of activities that Are the situations presented or -Real life situations related to -Learning Plan
reflect the pupils’ cultural discussed in the LP related to the pupils’ cultural background -Activity Sheets/ Worksheets
background and related to their pupils’ cultural background or their -Integration of mother tongue in
mother-tongue.* mother tongue? instructional materials and
resources
4. Guidelines for teaching and Are there guidelines given to Guidelines for learning plan -Subject Learning Plans
learning in various modalities are teachers on how to prepare and preparation and teaching in -School Continuity Learning Plan
provided.* implement their learning plans different modalities of delivering
according to different modalities of instruction
delivering instruction?
IIB. The school shows evidence of
the following in the implementation
of its system of instruction.
1. Teachers implement guidelines -Are there guidelines for teachers to -Guidelines for creating a positive --Subject Learning Plans
that cultivate a positive and implement that ensure that and inclusive learning climate in -School Continuity Learning Plan
inclusive learning climate in the classrooms exhibit a positive and the classroom -Guidelines for Differentiated
classroom where pupils’ differences inclusive learning climate? -Use of differentiated instructional Learning or Inclusive Classrooms
are respected and pupils are -Are activities and assessments activities and approaches
encouraged to express themselves, differentiated in such a way that -Availability of varied instructional
ask questions, and do their best in pupils are able to participate and do resources that address different
varied tasks.* class work in line with their learning styles
learning style?
-Are pupils’ learning needs
addressed in varied ways?
2. Teachers employ varied hands- -Do teachers provide inquiry-based -Use of hands-on, exploratory and -Classroom learning stations
on and exploratory activities in and problem-solving activities to play activities for concept building -Pupils’ play area and materials
order for pupils to do inquiry and pupils? -Availability of manipulatives and -Subject learning plans
problem-solving and construct =Are varied hands-on, exploratory similar resources for hands=on -Inquiry and Problem-Solving
knowledge (such as those involving and play activities provided for activities exercises in Activity Sheets/
play, experimentation and the use concept building? Worksheets
of manipulatives).* -Are manipulatives and similar -Manipulatives
resources for play available for
pupils in their hands-on activities?
3. Instruction in the mother tongue -Are bridging activities provided to -Use of bridging activities that -Mother tongue bridging activities
is done to enable pupils to meet enable pupils to transition from enable pupils to transition from -Mother tongue bridging materials
grade level requirements for learning in the mother tongue to learning in the mother tongue to -Activity Sheets/ Worksheets
literacy (i.e., reading, writing, learning in English and Filipino? learning in English and Filipino -Mother Tongue program
listening and speaking) and -Are bridging materials or -Availability of bridging materials -Subject learning plans
numeracy.* resources provided to help pupils and similar instructional resources
connect their learning in the mother connecting pupils’ learning in
tongue to explanations given in mother tongue to explanations
English and Filipino? given in English and Filipino
4. Teachers provide collaborative -Are pupils trained to cooperate or -Use of cooperative or collaborative _Subject learning plans
learning tasks to develop the pupils’ collaborate when they do group learning strategies in group work -Cooperative or collaborative
social skills.* work? -Pupils’ assigned tasks in group learning activity sheets or
-Are pupils grouped in different work worksheets
ways at different times? -Pupils’ group work outputs
5. Teachers develop the pupils’ -Are pupils trained to work by -Class activities that train pupils to -Subject learning plans
study skills in activities that enable themselves in individualized develop and practice study skills -Study skills resources
them to learn by themselves and learning tasks? -Learning resources that guide -Activity sheets/ Worksheets
complete tasks and requirements -Are resources provided to develop pupils on how to develop and
with minimal help or supervision.* and practice the pupils’ study practice study skills
skills?
6. The pupils’ learning -Are there safety signs and -Safety signs and reminders in the -Classroom floor plan
environment is safe, stimulating reminders in the classroom? classroom -Pictures of classroom signs and
and adaptable to different kinds of reminders
-Seating arrangements
individual, group and whole-class -Are there signs and reminders that -Signs and reminders in the
learning tasks.* encourage pupil participation and classroom encouraging active and
active learning in class? orderly class participation
-Are learning tasks given in -Varied types of set-ups for
different set-ups ranging from learning tasks such as individual,
individual to group and whole- group or whole-class
class?
7. Teachers provide a balance of -Are activities designed to develop -Integration of movement activities =Activity sheets/Worksheets
organized and unstructured the pupils’ motor skills? in class discussions and learning -Subject learning plans
experiences that consider the -Are pupils active in structured and tasks -Movement activities
pupils’ development and growth in exploratory activities and learning -Use of active learning strategies in
motor skills. tasks? structured and exploratory activities
and learning tasks
8. Teachers in their classroom -Are pupils trained to do routine -Classroom signs and reminders on -Student Handbook
management train the pupils to classroom tasks? routine classroom tasks -Classroom signs and reminders
observe routine behaviors and -Are pupils trained to observe -School signs and reminders on -School conduct signs and
follow norms of conduct.* school norms of conduct? school conduct and proper decorum reminders
IIC. The school shows evidence of
the following in its assessment of
its system of instruction:
1. Learning plans are reviewed by -Are learning plans reviewed and -Frequency of checking learning -Schedule of submission and
supervisors in terms of their checked by supervisors? plans checking of learning plans
alignment with stated curriculum -Are the learning plans aligned with-System of reviewing and checking -Faculty Manual
goals and standards, the guiding the Kto12 standards, school’s learning plans in line with Kto12 -Instructional Supervision system
pedagogical framework, and the pedagogical framework and standards, school’s pedagogical or guidelines
school’s philosophy and vision and philosophy, vision and mission? framework and philosophy, vision
mission.* and mission
2. Teachers determine the Do teachers conduct action research -Teachers’ Action Researches on -Teachers’ Action Researches
effectiveness of their instructional about the effectiveness of their effectiveness of their teaching and -Teachers’ presentations in research
approaches in various ways teaching and use of strategies? use of strategies forum
-Teachers’ publication of action
researches
3. Recommendations for the Are recommendations for -Results of implementation of -Academic supervisors’ report on
continuous improvement of the improvement of instruction recommendations for the implementation of
instruction system are implemented implemented and reported? improvement of instruction recommendations for improvement
and reported.* of instruction
-Data on improvement of pupils’
performance

FREQUENCY OF RATING PER COLUMN: Power

Support
SECTION MODE: Power Rating
with Highest Frequency
COMMENTS/REALIZATIONS ABOUT RESULTS OF CURRENT SCHOOL PRACTICES IN THIS AREA:

ACTIONS TO UNDERTAKE REGARDING CURRENT SCHOOL PRACTICES IN THIS AREA:

EXAMPLES OF EVIDENCE:
- School Learning Plans
- School Instruction Program or System
- Guidelines for the Design and Development of Learning Plans
- Action Researches
- Classroom Observation
- Supervision of Instruction Program
- Learning Plan Templates
- Minutes of Professional Learning Community Meetings
- Technology Integration Program
- Students’ Textbooks and Learning Resources
- Continuous Improvement Plan for Instruction
- Subject Area Reports of Students’ Achievement
- Evaluation Reports on Instruction
- Minutes of Academic Council or Subject Department Meetings
- Subjects Integration System
- Guidelines for Teaching in Different Modalities
- Curriculum Maps
- Teachers’ Seminars-Workshops on Developing Learning Plans
IIIA. The school shows evidence of
the following in the design of its
assessments of student learning:
1. School policies and guidelines - Are there established policies on Guidelines for preparation of - System of Assessment
for the assessment of pupils’ the formulation and utilization of a assessments of pupils’ performance Preparation
learning and preparation of variety of assessments to measure - Instructional Supervisory
assessments are published and
pupils’ performance? Reports
disseminated for teachers’ use.*
- Minutes of meetings of
Department Subject
regarding instructional
resources/materials
- Faculty Development
Training Seminars and
Workshops
2. Assessments are varied and - Do the teachers’ assessments - Provision of summative and - System of Assessment
based on and aligned with cover both formative and formative assessments in Preparation
curriculum standards and learning summative assessments? curriculum map and LP - Subject Tables of
competencies.*
 - Do the teachers’ assessments -Alignment of assessments with the Specification
measure the pupils’ achievement of Kto12 standards and competencies - Unit Assessment-Activities
the Kto12 standards and Matrix or Unit Assessment
competencies? Map
- Samples of Subject
Summative and Formative
Assessments
- Subject Learning Plan
- Samples of Performance
Tasks
- Instructional Supervisory
Reports
- Minutes of meetings of
Department Subject
regarding instructional
resources/materials
- Faculty Development
Training Seminars and
Workshops
3. Assessments formats are Is there a good fit between the Alignment of teacher-prepared - Subject Tables of
appropriately selected in line with teachers’ chosen assessment assessment formats with Specification
the standard or competency being formats and the skill required by competency - Unit Assessment-Activities
measured. * the competency? Is the assessment
Matrix or Unit Assessment
format able to measure the
competency’s skill it is supposed to Map
measure? - Samples of Subject
Summative and Formative
Assessments
4. Assessments are prepared and Are assessments conducted to Assessments of pupils’ Records or reports of pupils’
conducted to determine the pupils’ determine pupils’ achievement of achievement of milestones in performance of expected milestones
achievement of expected milestones expected milestones in different different domains of development in domains such as literacy,
in different developmental areas. * domains of development? numeracy, physical growth and so
on
-Literacy Development Reports
-Numeracy Development Reports
-Physical Growth and Fitness
Reports
-Achievement Reports
5. Policies on academic integrity Does the school publish a policy on Academic integrity policy -Student Handbook
are established to ensure the pupils’ academic integrity that emphasizes -Grading System
own efforts in accomplishing and pupils’ own accomplishment of -Copies of signed academic
answering the different assessment academic work? integrity forms
tasks.
IIIB. The school shows evidence of
the following in the implementation
of its assessment of student
learning:
1. Data about pupils’ achievement -Is data about pupils’ achievement -Results of pupils’ performance of -Reports of pupils’ performance of
of competencies and milestone of Kto12 standards, competencies Kto12 standards and competencies Kto12 standards and competencies
skills in different domains is and developmental milestone skills -Results of pupils’ achievement of -Reports of pupils’ achievement of
systematically obtained, analyzed, in different domains gathered? developmental milestone skills in developmental milestone skills in
reported and utilized on a regular -Is the gathered data regularly different domains different domains
basis.* analyzed, reported and utilized to -Recommendations for -Recommendations for
improve instruction? improvement of instruction based improvement of instruction based
on above results on above results
-Minutes of Departmental Meetings
-Minutes of Academic Council
-Minutes of PLC Meetings
- Response to Intervention
Program or System or
Academic Intervention
 Program
2. Reports of pupils’ achievement -Are reports of pupils’ achievement -Comparison of pupils’ -Reports of pupils’ performance of
indicate the pupils’ performance in of Kto12 standards and achievement of Kto12 standards Kto12 standards and competencies
comparison to relevant local, competencies and developmental and competencies and -Reports of pupils’ achievement of
national or international skills comparable to related local, developmental skills to related developmental milestone skills in
benchmarks.* national or international standards local, national or international different domains
or benchmarks? standards or benchmarks -Recommendations for
improvement of instruction based
on above results
-Minutes of Departmental Meetings
-Minutes of Academic Council
-Minutes of PLC Meetings
- Response to Intervention
Program or System or
Academic Intervention
Program
3. Teachers provide timely, Do teachers give comments to -Teachers’ written or posted -Formative and summative
specific and varied feedback to pupils about their progress and comments to pupils about their assessments
pupils regarding their progress and performance in a way that is timely, progress and performance -School assignments
performance.* specific and varied? -Pupils’ journals
-Checked activity sheets/
worksheets
- Response to Intervention
Program or System or
Academic Intervention
Program
4. Teachers provide appropriate - Are there intervention - Program or system of - Response to Intervention
interventions for pupils with activities to assist students academic interventions to Program or System or
learning difficulties and track their with learning difficulties? improve student Academic Intervention
improvement.*
Children with special needs? performance Program
- Subject Learning Plans
 - Reports on results of
academic interventions by
PLC groups
- Subject department reports
of student achievement
and results of interventions
- Formative Assessments in
different subject areas
- Minutes of meetings of
Academic Council or Subject
Coordinators’ Council or
subject department meetings
on system of addressing
children with special needs
- Instructional supervisory
reports
5. Teachers regularly inform and -Are there schedules for teachers -Parent-Teacher academic -Records of parent-teacher
discuss with parents and other and parents to confer about the conferences or meetings academic conferences or meetings
concerned adults the pupils’ pupils’ growth and performance? -Teachers’ suggested follow-up -Intervention program
performance in the different -Do teachers suggest follow-up interventions parents can do at -School-home development
learning areas, their growth in the actions parents can do at home for home program
varied developmental domains and the pupils’ improvement?
specific follow-up actions to do at
home.*
6. Teachers provide self- Do teachers provide pupils with Self-assessment forms for pupils’ -Self-assessment forms
assessments where pupils check self-assessments which guide them use with regards to their -Formative assessments
their work and develop plans and on how they can check their work performance or output -Activity Sheets/ Worksheets
routines to improve their and improve their output or -Learning Plan
performance or output. performance?
7. Teachers recognize and -Do teachers recognize and -Academic recognition and honors -School Recognition and Honors
commend pupils’ achievement in commend pupils for achieving system Program
appropriate and creative ways. Kto12 standards and competencies? -Recognition system for non- -Sample of pupils’ recognition and
-Do teachers provide academic achievement honor certificates or the like
commendations in varied and -Student Handbook
creative ways in other areas of -Activity Sheets/ Worksheets
pupils’ development?
8. The advancement of pupils to -Does the school’s promotion Promotion system -Minutes of promotion
another learning unit or promotion system check on pupils’ deliberations and meetings
to the next grade level is based on a achievement of required Kto12 -Promotion reports
system of obtaining and examining standards and competencies? -Report on pupils’ performance of
evidences of the pupils’ -Does the school’s promotion developmental skills in different
achievement of grade level system check on pupils’ domains
standards, competencies and achievement of milestone skills in
requirements in related certain developmental domains?
developmental domains.*
IIIC. The school shows evidence of
the following in its evaluation of its
system of assessment:
1. Assessments are reviewed and Is there a system that supervisors or System of Supervising Formative -Approvals of Tables of
validated in line with curriculum academic coordinators use to check and Summative Assessments Specification
standards and learning and validate the teachers’ -Minutes of Department Meetings
competencies. * assessments? discussing Assessments
-PLC or PLT discussions on
assessments
-Faculty Supervision procedures on
preparation and submission of
assessments
-Guidelines for writing assessments
2. Recommendations for the -Do supervisors or academic Report by Academic Coordinators -Report by Academic Coordinators
continuous improvement of the coordinators give specific or Supervisors listing or Supervisors listing
preparation and administration of recommendations to their teachers recommendations for the faculty’s recommendations for the faculty’s
assessments are implemented and regarding the preparation and improvement in their preparation improvement in their preparation
their accomplishment is reported.* administration of assessments? and administration of assessments and administration of assessments
-Are the recommendations -Minutes of Department Meetings
documented and reported? discussing Assessments
3. Results of evaluations of Are evaluations conducted on the Evaluation Report on School’s Evaluation Report on School’s
assessments provide information on school’s attainment of its Attainment of its PVMGO Attainment of its PVMGO
the school’s attainment of its educational mission?
educational mission.*
FREQUENCY OF RATING PER COLUMN: Power
Support
SECTION MODE: Power Rating
with Highest Frequency
SUBSECTION RATINGS/MODE Curriculum
Instruction
Assessment
AREA MODE:
Power Rating with Highest
Frequency in all Subsections
(Ref: Decision Rule for Area
Rating)
COMMENTS/REALIZATIONS ABOUT RESULTS OF CURRENT SCHOOL PRACTICES IN THIS AREA:

ACTIONS TO UNDERTAKE REGARDING CURRENT SCHOOL PRACTICES IN THIS AREA:

EXAMPLES OF EVIDENCE:
- Table of Specification
- School’s Assessment System
- Grading System
- Subject Formative and Summative Assessments
- Performance Tasks
- Standardized Test Results and Reports
- Remediation and Intervention Plans
- Curriculum Maps
- Policies on Academic Integrity
- Student Handbook
- Pupils’ Signed Academic Honor Codes
- Rubrics
- Pupils’ Portfolios
- Item Analysis of Tests
- Pupils’ Self-Assessments
- Promotion System
- Reports on Pupils’ Achievement of Developmental Milestones
- Learning Analytics Reports
- Recognition, Honors and Awards System
- Evaluation of School’s Assessment/Grading System
- Continuous Improvement Plan for Assessments
- Guidelines for Preparation of Assessments
- Teachers’ Seminars-Workshops on Assessment
- Differentiated Assessments
- Action Research Reports
 Section break.

C. INSTRUCTIONAL LEADERSHIP
Description
As the designated leader of the school, the principal works to ensure that the learning goals of the Kto12 standards-based curriculum are achieved.
As discussed in DO 24 s.2020 National Adoption and Implementation of the Philippine Professional Standards for School Heads, the principal is
primarily an instructional leader who continuously seeks ways to improve the school's teaching-learning processes and environments and improve
student performance.

Basis of Evaluation
The principal effectively functions as an instructional leader in a number of significant activities. The principal communicates to all sectors and
stakeholders the directions of the school’s Vision and Mission and the desired learning outcomes of the Kto12 standards-based curriculum program.
The principal designs and implements a system for aligning the different school operations and departments with the school Vision and Mission and
the learning outcomes of the Kto12 standards-based curriculum program. The principal initiates changes in instructional and assessment practices to
make learning more relevant, meaningful and evident for all students. The principal actively monitors and provides feedback to different sectors on
their implementation of and contributions to the accomplishment of the Kto12 curriculum goals. The principal supports the professional growth of
the faculty and staff and encourages them to adopt a growth mindset and become lifelong learners in the understanding and practice of relevant 21st
century pedagogies. The principal provides time for teachers to collaborate on analyzing data on student performance and planning interventions for
higher student achievement. The principal also manages the school’s resources and funds to provide the needed instructional facilities and materials
for successful teaching.
QUALITY INDICATORS: FOCUS QUESTIONS LOOK FORS EXAMPLES OF
SOURCES OF EVIDENCE
The school leadership shows evidence of the
following in the management of the school’s
instruction program:
- Are the PVMGO and Kto12 - Explanation of school’s - Orientation Program
+1. The provision of a system that actively
directions disseminated to PVMGO in orientation Minutes/Documentation
communicates to various stakeholders the school’s
stakeholders? programs to different - Presentation of School’s
Vision, Mission, and Kto12 standards and
- Are curriculum stakeholders Curriculum directions with
directions and school’s development and
development and innovations -School reports to different stakeholders such
innovations in curriculum, assessment and
disseminated to stakeholders on developments as Board of Trustees,
instruction.*
stakeholders? officers of Parents’
 and innovations in Kto12 Association, officers of
curriculum Alumni Association, and
partner organizations

- Are there established - Alignment of operations - SSIP Area in Curriculum,

monitoring and evaluation plans with school’s Assessment and Instruction
processes on the alignment PVMGO and curriculum - SSIP Performance Report
of curriculum instruction goals in Area of Curriculum,
and PVMGO with school - Achievement of operations Assessment and Instruction
+2. The utilization of a system for monitoring and
operations? plans for implementation of - Annual Operational Plan
evaluating the extent of alignment of school
PVMGO and curriculum Performance Report
operations with the school’s philosophy, vision-
goals - Annual Operational Plan
mission, goals and objectives and accomplishment
Achievement Report
of curriculum standards.*
- Minutes of meeting of
Academic Council or
Subject
Coordinators’ Council or
department meetings
-Are there seminars- -Programs of seminar- -Programs of seminar-
workshops provided to guide workshops on contextualizing workshops on contextualizing
teachers on the proper lessons according to pupils’ lessons according to pupils’
3. A program for enabling teachers to contextualize integration of the pupils; cultural background and cultural background and
the pupils’ learning according to their stage of cultural background and mother tongue mother tongue
development, cultural background and mother mother tongue in the lesson -Programs of seminar- -Guidelines for and exemplar
tongue in order to make the curriculum relevant to and other instructional workshops on pupils’ lessons showing the
their experiences.* activities? developmental stages and integration of pupils’ cultural
-Are there seminars- their implications for lesson background and mother
workshops provided to help design and teaching tongue
teachers design instructional
 activities in line with the -Programs of seminar-
pupils’ developmental stage? workshops on pupils’
developmental stages and
their implications for lesson
design and teaching
-Guidelines for and exemplar
lessons on designing lessons
and instructional activities
according to the pupils’
developmental stage
Is there a program for Orientation program for -Orientation program for
orienting teachers and staff teachers and staff about teachers and staff about
about ensuring a pupil- school policies and conduct school policies and conduct
friendly, safe, inclusive, in the classroom and school in the classroom and school
4. A program for ensuring a pupil-friendly, safe, positive and healthy learning facilities that is welcoming, facilities that is welcoming,
inclusive, positive and healthy learning environment? shows concern for the pupils’ shows concern for the pupils’
environment.* safety and well-being, is non- safety and well-being, is non-
discriminatory, and discriminatory, and
encourages pupils to succeed encouraging
-Guidelines for faculty and
staff’s conduct to pupils
-Does the school have a -School Learning Continuity -School Learning Continuity
5. A system for developing, implementing and
program in place that ensures plan plan
evaluating the school’s learning continuity plans
learning continuity in times -Evaluation reports on -Minutes of consultation
that articulate the school’s learning delivery
of disruptions, emergencies, implementation of school meetings with stakeholders
modality and process of delivering and sustaining
crises, calamities and Learning Continuity plan on the contents of the
instruction in times of crisis.*
disasters? learning continuity plan
 -Does the learning continuity -Evaluation reports on
plan meet the minimum implementation of school
DepEd requirements? Learning Continuity Plan
-Are stakeholders consulted
on or involved in the design,
implementation and
evaluation of the learning
continuity plan?
-Is the plan disseminated to
all stakeholders?
- Are data on pupils’ learning - Data on pupils’ - Subject Reports on Student
and performance collected achievement of curriculum Performance of Curriculum
regularly? map standards and Map Standards and
- Are these data interpreted competencies Competencies
and analyzed? Are the data - System of reporting, - Data Presentations in
used to make decisions disseminating and using Subject PLC meetings
regarding curriculum data on pupils’ achievement - System of or procedures for
6. Regular collection, interpretation and
development and to various administrators Curriculum Development
dissemination of data and evidences to top school
updating? and Updating
leaders and key stakeholders on the following for
- Is there regular - Sample students’ answers
informed decision-making:
dissemination of data on in formative assessments in
a. pupils’ achievement of learning standards and
pupils’ learning different subject areas
performance of competencies*
performance to key - Minutes of meeting of
administrators to guide Academic Council or
decision-making? Subject Coordinators’
Council or subject
department meetings
- Periodic or annual reports
on curriculum evaluation
 -Are data on pupils’ -Data on pupils’ -Reports on pupils’
accomplishment of expected accomplishment of expected development in different
milestones in different milestones in different domains
developmental domains developmental domains? -Records of pupils’ growth in
collected? -Use of data in planning, different developmental
-Are the data analyzed and implementing and evaluating domains
utilized for planning, programs for the pupils’ -Intervention programs
implementing and evaluating development in different showing data regarding
b. pupils’ accomplishment of expected milestones programs for the pupils’ domains pupils’ growth in different
in different developmental domains* development in different developmental domains
domains? -Pupils’ physical health
records
-Reports of pupils’
development in literacy and
numeracy
-Records of pupils’ aptitude
tests and personality
inventories
-Are data collected, analyzed Reports of pupils’ -PLC or PLT reports about
and reported regarding performance in varied pupils’ improvement in or
pupils’ response to various learning interventions (e.g., response to learning
c. pupils’ performance and improvement in school- learning interventions? remedial, tutorial) interventions
initiated interventions (e.g., remedial, tutorial)* -Reports of pupils’
performance in varied
learning interventions (e.g.,
remedial, tutorial)
- Are curriculum - Provision of curriculum - Standards-based School
7. Continuous improvement of the curriculum and
development efforts and development activities in Improvement Plan in the
instruction through development activities in the
SSIP area of Curriculum, area of Curriculum,
Standards-based School Improvement Plan area of strategies included in the Assessment and Instruction Assessment and Instruction
Curriculum, Assessment and Instruction* SSIP? - Reports of accomplishment - Annual Operational Plans
of development activities of - Minutes of meeting of
SSIP area of Curriculum, Academic Council or
Assessment and Instruction Subject Coordinators’
in Annual Operational Plans Council or subject
department meetings
- Curriculum evaluation and
Recommendations
Is there a series of seminars- Provision of professional -List of seminars-workshops
workshops planned and development program for for academic coordinators on
implemented for updating academic coordinators latest research on effective
instructional leaders and regarding latest research on teaching strategies for
8. A development program that equips subject subject coordinators on latest effective teaching strategies different subject areas?
coordinators or department heads with knowledge research on effective teaching for different subject areas -Attendance records of
on the latest trends in pedagogy and skills in using strategies for different subject academic coordinators in
research-based strategies areas? professional development
seminars-workshops focused
on latest research on effective
teaching strategies for
different subject areas?
+9. A supervisory program that:
- Is there regular monitoring - Data on or general/ - Instructional Supervisory
and evaluating of teachers’ individual profile of Program
a. monitors and evaluates teachers' instructional effectiveness on the use of teachers’ strengths and - Records of classroom
effectiveness and use of the standards in curriculum Kto12 standards on areas for improvement in observations done by
development, assessment and instruction* curriculum, assessment and implementing curriculum subject
instruction? standards and coordinators and other
competencies academic supervisors
 - Minutes of subject
department meetings
- Minutes of year level PLC
meetings
- Records of post-classroom
observation conference by
subject coordinator or
principal with teacher
- Annual interview by
principal of teacher
- Are there coaching and - Provision of opportunities - Instructional Supervisory
mentoring or activities for coaching Program
activities/program and mentoring teachers on - Faculty Professional
towards teaching Kto12 various aspects of teaching Development Program and
b. provides coaching and mentoring interactions
standards and competencies and learning seminars-workshops
with and activities for faculty in the teaching and
and 21st century skills? involving coaching and
assessment of learning of the Kto12 standards and
mentoring
21st century skills*
- Records of post-classroom
observation conference by
subject coordinator or
principal with teacher
- Do teachers meet on a -Schedule of professional - Schedules and Minutes of
regular basis to collect and learning community meetings Year level or subject
+10. A system for teachers to periodically and
analyze data on pupils’ - Protocols for analyzing data department PLC meetings
collaboratively analyze and report data on pupils’
performance?? on student achievement - Sample PLC reports
performance and plan interventions that enable
- Do teachers in these and identifying appropriate - Minutes of Department
students to meet the standards and related
meetings follow a system interventions Meetings on Student
competencies
(such as protocols observed Performance and
by professional learning a Intervention Planning
 communities) for analyzing
data and identifying
interventions to improve
pupils’ performance?
- Are instructional materials -Policies for teachers’ - System for Selection,
and equipment available and access to and use of Procurement, Development
accessible for teachers’ use? instructional materials, and Utilization of
- Is the use of instructional equipment and resources Instructional Resources/
materials and equipment Materials
consistent? Optimized? - Library Policies for
borrowing and using print,
+11. Provision of procedures for timely access to
audiovisual and electronic
and optimum use of instructional resources,
resources and materials
facilities materials and equipment
- Custodian reports on
utilization of print,
audiovisual and electronic
resources and materials and
equipment
- Subject curriculum maps
- Subject learning plans
-Is there a school-initiated -Program for parents and -Minutes of meetings with
program aimed at providing guardians about the pupils’ parent representatives
parents and guardians with developmental stages and regarding the topics and
12. A program for collaborating with families in
seminars-workshops and their role in their children’s activities of the program
understanding and responding to the developmental
other related services about growth -Records of the program
needs of pupils
the pupils’ developmental -Consultations with parents topics and speakers for
stages and their role in their on the content and activities various aspects of pupils’
children’s growth? of the program development
 -Are parents consulted and -Evaluation reports and
involved in planning, parents’ feedback on program
implementing and evaluating regarding various aspects of
the program? pupils’ development stages
and family life
- Are there established - Provision of activities - System for Selecting and
networks and linkages with which Establishing School Partners
partner agencies and enable school partners and and Linkages
[Link] and linkages with resource persons, support groups in the linkages to dialogue on - Directory of School Partners
organizations and stakeholders in the community to promotion of the PVMGO? possible contributions to the and Linkages
enhance the school’s instruction program and help In school’s attainment of the - Minutes of meetings with
sustain an enabling and supportive learning the attainment of the school’s PVMGO and School Partners and
environment for pupils curriculum goals? curriculum goals Linkages
- List of Activities with
School
Partners and Linkages
FREQUENCY OF RATING PER COLUMN: Power

Support

AREA MODE: Power Rating

with Highest Frequency
(Ref: Decision Rule for Area
Rating)
COMMENTS/REALIZATIONS ABOUT RESULTS OF CURRENT SCHOOL PRACTICES IN THIS AREA:
ACTIONS TO UNDERTAKE REGARDING CURRENT SCHOOL PRACTICES IN THIS AREA:

EXAMPLES OF EVIDENCE:
- Orientation Program Minutes/Documentation
- Presentation of School’s Curriculum directions with different stakeholders such as Board of
Trustees, officers of Parents’ Association, officers of Alumni Association, and partner
organizations
- SSIP Area in Curriculum, Assessment and Instruction
- SSIP Performance Report in Area of Curriculum, Assessment and Instruction
- Annual Operational Plan
- Annual Operational Plan Performance Report
- Minutes of meeting of Academic Council or Subject Coordinators’ Council or department
meetings
- Subject Reports on Student Performance of Curriculum Map Standards and Competencies
- Data Presentations in Subject PLC meetings
- System of or procedures for Curriculum Development and Updating
- Sample students’ answers in formative assessments in different subject areas
- Periodic or annual reports on curriculum evaluation
- Curriculum evaluation and recommendations
- Instructional Supervisory Program
- Records of classroom observations done by subject coordinators and other academic
supervisors
- Records of post-classroom observation conference by subject coordinator or principal with
teacher
- Annual interview by principal of teacher
- Faculty Professional Development Program and seminars-workshops involving coaching and
 mentoring
- Schedules and Minutes of Year level or subject department PLC meetings
- Sample PLC reports
- Minutes of Department Meetings on Student Performance and Intervention Planning
- System for Selection, Procurement, Development and Utilization of Instructional
Resources/Materials
- Library Policies for borrowing and using print, audiovisual and electronic resources and
materials
- Custodian reports on utilization of print, audiovisual and electronic resources and materials
and equipment
- Subject curriculum maps
- Subject learning plans
- Plans in SSIP area of Instructional Leadership, Faculty and Administration and Governance
- School support for faculty and administrators’ graduate studies
- System for Selecting and Establishing School Partners and Linkages
- Directory of School Partners and Linkages
- Minutes of meetings with School Partners and Linkages
- List of Activities with School Partners and Linkages
-School Recovery and Readiness Plan
-Learning Continuity Plan
-Guidelines on Delivery of Instruction according to Learning Modalities
-Learning Analytics Reports
-Family Collaboration Program
-School Network and Directory of Community Resources
 D. FACULTY
Description
The school recruits, hires and maintains faculty who are licensed, qualified, competent, and sufficient in number to effectively enable the school and
the specific educational programs offered to accomplish their purposes. Faculty assignments are such that faculty members are able to carry out their
duties effectively. Faculty members have adequate time to prepare and provide effective instruction, advice and evaluate students, continue
professional growth, and participate in service activities expected by the school. The student-faculty ratio is consistent with the size, scope, goals,
and the specific purposes and requirements of the programs offered. All faculty members are able to guide student learning and to communicate
personal knowledge and experience effectively.

Basis of Evaluation
Feedback on the faculty’s performance is given in different ways. The school regularly conducts annual faculty performance appraisals and clinical
supervision to help faculty assess themselves and improve on their performance. The school also offers varied professional development
opportunities to upgrade the faculty’s competence and deepen their understanding of their particular functions. The design of the professional
development program is guided by the school’s philosophy/mission and aligned with the 2017 Philippine Professional Standards for Teachers.
QUALITY INDICATORS: FOCUS QUESTIONS LOOK FORS EXAMPLES OF SOURCES
OF EVIDENCE
The school in the area of faculty shows evidence
of the following:
+1. A system for:
a. recruiting, screening and hiring licensed and - Are there established - Recruiting, screening and - Recruitment, Selection,
qualified teachers* SOPs/policies for recruiting, hiring protocols Hiring/Placement Policies
screening and hiring? - Professional licenses of and Procedures
- Are the teachers licensed Teachers - Notarized Teachers'
and qualified? Contracts
- Administration Manual
- Teachers’ profile
- Teacher’s 201 File
b. assigning teachers’ loads compliant with their - Are teacher loads and - Protocols on assigning - Teachers’ Program
qualifications and other DepEd requirements assignments based on their teachers’ loads and other - Summary of Faculty Loads
degrees or fields of assignments and Assignments
concentration? - Teachers’ loads and - Teachers’ Contracts
 assignments in line with
their degree or field of
concentration
c. disseminating latest DepEd and PRC memos, - Is there regular - Regular announcements - Minutes of Faculty/
circulars and orders. dissemination of DepEd, and postings of DepEd, Personnel assemblies and
PRC and government PRC and other meetings showing
orders, Memos and circulars, government orders, announcements of DepEd
etc.? memos and circulars orders, etc.
d. updating the faculty’s license and credentials Is there a system for checking - Records of faculty’s Records of faculty’s renewed
in line with required continuing professional on the faculty’s renewal of renewed licenses licenses
development credits their licenses? Copies of faculty’s renewed
Is there a system for - Record of faculty’s licenses
monitoring the faculty’s continuing professional Record of faculty’s
status of accomplishment of development (CPD) credits continuing professional
required continuing from year to year? development (CPD) credits
professional development from year to year?
(CPD) credits? Copies of certifications of
faculty’s CPD credits for
attendance in seminar-
workshops or conferences
+2. A Faculty Manual defining faculty functions, - Is there a Faculty Manual - Faculty Manual that - Faculty Manual
duties and responsibilities, benefits and that defines functions, duties includes faculty functions - Minutes of the Faculty
privileges that is accepted, published and well- and responsibilities, benefits and responsibilities, Meetings where the contents
disseminated* and privileges, and school benefits and privileges and of the Faculty Manual were
policies involving faculty school policies discussed
service? - Accepted, Published, well-
- Is this manual published and disseminated and
distributed? distributed Faculty Manual
- Are the manual contents
 discussed and well-
disseminated?
+3. Faculty development plans designed to…
a. help teachers achieve professional growth in - Does the Faculty - Faculty Development Plan - Faculty Development Plan
the seven domains and meet the standards of the Development Plan include that includes the - Faculty Development Plan
2017 Philippine Professional Standards for strategies towards the development of the 7 Evaluation Instruments,
Teachers* development of the 7 domains prescribed by the Results and Summaries
domains prescribed by the PPST - Faculty Performance
2017 PPST? - Content Knowledge and Evaluation Instruments,
Pedagogy Results and Summaries
- Learning Environment - Calendar of Faculty
- Diversity of Learners Development activities
- Curriculum and Planning - List of Faculty Development
- Assessment and Reporting Activities conducted
- Community Linkages and
Professional Engagement
- Personal Growth and
Professional Development
b. enable teachers to organize and participate in - Does the Faculty - Organization of and - List of PLC or PLT
Professional Learning Communities or Teams Development Plan provide participation in PLC or PLT Activities
for collaborative work, peer observation and structures for faculty by the teachers - Minutes of the PLC or PLT
improved student learning* to organize and participate in - Inclusion of collaborative Meetings
Professional Learning work and study and peer -Data on Students;
Communities or Teams evaluation among faculty Performance and
particularly to improve Interventions for Improved
student learning through Learning in a Particular Unit
collaborative work and study? - Attendance Sheets during
the PLC or PLT meetings
- Faculty Evaluation reports
 by Peers
c. recognize and reward outstanding teacher - Are there provisions to - Recognition for - Faculty Awards and
performance, initiative and creativity recognize outstanding outstanding faculty Recognition Package
teacher performance? performance, initiative, - List of Recipients of Faculty
Initiative? Creativity and creativity and innovation Awards
innovation? - Faculty performance
appraisal instruments and
results
d. enable teachers to acquire skills in integrating Is there a program that trains -Training Program on -Training Program on
technology in instruction and conducting teachers to integrate technology integration for technology integration for
assessments in different modalities* technology in teaching and teaching and learning and teaching and learning and
learning and assessment? assessment assessment
-Is there a program that trains -Training Program on -Training Program on
teachers to deliver instruction delivering instruction in delivering instruction in
and assessment in different different modalities different modalities
modalities (e.g., blended -Teachers’ attendance in and
learning, online learning, outputs for above training
printed modules)? programs
e. update teachers on research-based strategies Does the school provide Programs of seminars- -Programs of seminars-
for pupils’ learning and achievement of seminars-workshops on workshops on research-based workshops on research-based
developmental milestones* research-based strategies and strategies and achievement of strategies and achievement of
achievement of developmental milestones developmental milestones
developmental milestones? -Certificates of attendance by
faculty in above type of
seminars-workshops
f. enable teachers to integrate the school’s vision Does the school schedule as Programs of in-service -Programs of in-service
and mission in teaching and learning* part of the faculty’s in-service training sessions on training sessions on
training seminars-workshops integration of school’s vision integration of school’s vision
on integration of school’s
 vision and mission in teaching and mission in teaching and and mission in teaching and
and learning? learning learning
-Record of faculty’s
attendance in above type of
seminars-workshops
+4. Regular conduct of faculty performance - Is faculty performance - Regular faculty - Summary of Faculty
appraisal as basis for promotion and clinical appraisal conducted performance appraisal Performance Appraisal
supervision* regularly? - Use of performance results results
- Is faculty performance in promotion, salary - Promotion Policies
utilized as basis for rention, upgrading, recognition and - Salary Scale
promotion/ recognition? clinical supervision - Supervisory Plan/Clinical
Clinical supervision? Supervision Plan
5. Faculty’s membership in educational -Are there records of faculty’s -Copies or certification of -Records of faculty’s
professional organizations and attendance in membership in educational faculty’s membership in membership in educational
their professional development activities professional organizations? educational professional professional organizations
-Are there records of faculty’s organizations related to their related to their degree or field
attendance in their degree or field -Records of faculty’s
organization’s professional -Certificates of attendance in attendance in seminars-
development activities outside seminars-workshops workshops conducted by their
the school? conducted by their professional organization
professional organization outside the school
outside the school
FREQUENCY OF RATING PER COLUMN: Power
Support
AREA MODE: Power Rating
with Highest Frequency
(Ref: Decision Rule for Area
Rating)
COMMENTS/REALIZATIONS ABOUT RESULTS OF CURRENT SCHOOL PRACTICES IN THIS AREA:

ACTIONS TO UNDERTAKE REGARDING CURRENT SCHOOL PRACTICES IN THIS AREA:

EXAMPLES OF EVIDENCE:
- Recruitment, Selection, Hiring/Placement Policies and Procedures
- Notarized Teachers' Contracts
- Administration Manual
- Teachers’ Profile
- Teacher’s 201 File
- Teachers’ Program
- Summary Faculty Loads and Assignments
- Minutes of Faculty/ Personnel assemblies and meetings showing announcements of DepEd
orders, etc.
- Faculty Manual
- Minutes of the Faculty Meetings where the contents of the Faculty Manual were discussed
- Faculty Development Plan
- Faculty Development Plan Evaluation Instruments, Results and Summaries
- Faculty Performance Evaluation Instruments, Results and Summaries
- List of PLC Activities
- Minutes of the PLC meetings
- Attendance Sheets during the PLC meetings
- Faculty Evaluation reports by Peers
- Faculty Awards and Recognition Package/Documentation
- List of Recipients of Faculty Awards
- Faculty performance appraisal instruments and results
- Promotion Policies
- Salary Scale
- Supervisory Plan/Clinical Supervision Plan
- Faculty’s Action Research
- Faculty’s Portfolio
- Faculty’s Continuing Professional Development (CPD) Record
 E. ACADEMIC SUPPORT AND STUDENT DEVELOPMENT SERVICES
Description
Academic Support Services and Student Development services work together to accomplish the school's curriculum goals and assist in its
evaluation and enhancement. These service units as measures of quality facilitate the effective delivery of classroom instruction: Registrar's
Office, Library-IMC, and Laboratories. The admission policy should be consistent with the PVMGO of the school and its effectiveness is in its
predictive ability of the learner's academic potentials.

Basis of Evaluation
Recording of Learner admission, progress and achievement and preparations of transcripts of records, certificates and diplomas and organization
of learner’s academic data are done in the Registrar's Office. Adequacy, accessibility and confidentiality of these data are measures of quality.

The Library- Instructional Media Center is the principal educational-print, non-print and digital-materials repository of the school. The Library-
IMC is designed to facilitate active and inquiry-based learning, individual study and research and leisurely reading. It serves as an integral part
of every learners’ educational experience. Accessibility and adequacy in scope, quantity, timeliness and relevance are measures of quality.

The Laboratories include the Sciences Laboratories, Computer Laboratories and the Home Economics and Livelihood Education. They are
venues that promote inquiry, discovery and research, and application of theories and principles covered in the different courses of study.

The laboratory provisions are adequate to meet DepEd requirements defined by the enrollment and programs offered by the school: space,
number, appropriate and recent. The Laboratories are functional, well-kept and safe. There are evidences of systematic operations management
and continuing improvement.

Description
Student Development Services assist in the growth and development of the school community. The Guidance and Counseling, Student Activity,
Health and Nutrition Programs promote the social welfare and the total development of the learner. The Guidance and Counseling Program
assists the learners in their personal and interpersonal relations through the admission services, guidance: orientation, individual inventory,
testing and research, counseling, career guidance development and placement and follow-up services.

Basis of Evaluation
Guidance and Counseling includes orientation for learners to usher them to the school and its various programs and offerings, individual student
inventory of personal and pertinent psychological information necessary for self-knowledge and self-development, testing and research efficient
towards assessment and analyses of individual and institutional growth needs, individual and group counseling in the learners’ effective
understanding of the themselves, developmental career guidance so learners may be introduced to various careers and placement and follow-up
procedures to ensure instructional differentiation and learner assistance.

The Health and Nutrition Services provide for primary medical and dental procedures and proper nutrition essential for the well-being of the
learners while they are in school.

The Student Activity Program includes co-curricular and extra - curricular activities that promote the holistic development of the learners,
complement the academic program and pursue the PVMGO of the school. These activities must collectively develop learner initiative,
responsibility and leadership as well as desirable social relationships.

Student Discipline covers matters on student decorum, behavior formation and disciplinary measures when called for. It is implemented by a
Discipline Officer.

QUALITY INDICATORS FOCUS QUESTIONS: LOOK-FORS: EXAMPLES OF SOURCES

OF EVIDENCE:
I. General
1. Key non-teaching personnel that - Are the key Non-Teaching - PRC licenses of Key Non- - PRC Licenses of Librarian,
provide academic support services are personnel: Librarian, Teaching Personnel: Guidance Counselor,
licensed or qualified according to Guidance, Medical and Librarian, Guidance Physician and Dentist
national standards: Dental staff licensed or Counselor, Doctor and -OTR of Registrar and other
(+) - Registrar* qualified? Dentist Key Non-Teaching
(+) - Librarian* Personnel
(+) - Guidance * -Is the Registrar qualified? - Official Transcript of -Notarized Contracts of Key
(+) - Medical staff* Records of Key Non- Non-Teaching Personnel
(+) - Dental staff * Teaching Personnel - Key Non-Teaching
Personnel 201 File

(+)2. The number of personnel assigned is - Is the number of personnel - Adequacy of the Number of - Number of Key Non-
adequate to the size of the adequate for the population personnel for the school Teaching Personnel
population* size? population: Librarian, - Enrollment Statistics
Guidance Counselor, etc. - Personnel Statistics
- Personnel-Student Ratio
 *Guidance Counselor –
1:500
*Librarian – 1:1000
(+)3. A handbook or manual of the - Is there a handbook or - Academic Support Unit - Academic Support Unit
different policies and operations in manual of SOPs, or its SOPs in a handbook or Manuals or Handbooks or
each academic support unit equivalent, for each manual form for each of the their equivalent
Academic support unit? Academic Support Units - Administration Manual

(+)4. A professional development - Is there a Professional - A professional development - Professional Development

program that provides for Development Plan for the plan for non-teaching Plan for Non-Teaching
opportunities for growth and Non-Teaching Personnel? personnel which includes: Personnel
advancement of the staff of the a. graduate studies - Calendar of Professional
different academic support offices* - Do they include among b. skills training, Development Activities for
others the following: c. coaching and mentoring Non-Teaching personnel
a. Graduate studies? d. seminars and workshops - Activities and Forms of
b. Skills Training? Assistance for:
c. Coaching and a. Graduate Studies
Mentoring? b. Skills Training
c. Coaching and mentoring
d. Seminars and Workshops
II. Registrar’s Office
(+)1. Established policies and procedures - Do the records - Compliance with Data - Registrar’s Office SOPs/
for safekeeping, retrieval, retention management SOPs comply Privacy Act in records Handbook/Manual
and disposal of students’ records with the Data Privacy Act? management particularly in: - Administration Manual
according to the Data Privacy Act* a. Safekeeping - Data Privacy Policies and
b. Retrieval Protocols
c. Retention
d. Disposal
(+)2. Admission and enrollment - Are the Admission and - Announcements and - Announcements and Bulletin
procedure is well-disseminated and Enrollment procedures Postings of Admission and Board postings of Registrar’s
consistently Implemented posted? Published? Enrollment procedures or Office Admission and
Consistently implemented? Admission and Enrollment Enrollment SOPs
Flow Chart - Registrar’s Office Handbook
 - Admission and Enrollment
- Consistent Implementation Brochures/Flyers
of the Admission and - Admission and Enrollment
Enrollment procedures flowchart, etc.
- Is there a school MIS that - Updated and complete MIS - Updated and current MIS
is updated and current? - School Forms
- Accessibility and easy
(+)3. Updated and complete school MIS*
retrieval of updated and
current school data and
information
III. Library-Instructional Media Center
1. A program for selection, acquisition, - Is there a program for the - Program/Plan for the - Library-IMC Development
management and development of management and Development of the Program
library, Instructional Media Center and development of the library, services: - Library-IMC Accession and
digital learning resources towards: media and digital learning Inventory Records
(+) - optimum utilization by learners resources to support a. Library - SSIP
and faculty in instructional students and faculty in b. IMC and - Library Budget
activities* their instructional activities c. Digital Learning Resources - Annual School Budget
and research needs? - Subject Area Curriculum
for students and faculty Maps
- Is there a program for the
management and
development of library
services to support
students and faculty in
their instructional activities
and research needs?

- Is the allocation from the

library fees for the
development of library
collections and services
adequate?
- suitable learning development -Are there provisions - Program/Plan for the - Lib-IMC Development Plan
requisites for varied learner Development of the - Library Floor Plan and
development fixtures and Lib-IMC which Lay-out
dynamics includes: - Library Inventory
a. Appropriate fixtures - Calendar of Library
and structures for Activities
various learner - Library Manual
stages of
development
b. Appropriate
dynamics and
activities for various
learner stages of
development

2. Varied and accessible Library Services - Is the library and its - Accessibility of library and - School map
responsive to classroom instruction services accessible? its services - Library schedule
needs such as library instruction and Centrally-located? - Calendar of Library
orientation, leisure reading, story Open through-out the day/ - Variety of the library Activities
telling and individual study, etc.* Whole-Day schedule? services - List of Library Activities for
Students and Teachers
- Does the library provide a - Library Schedule
variety of services that - List of library services and
support instruction such as: Programs
a. Library orientation?
b. Leisure Reading?
c. Story telling?
d. Individual Study and
Research?
e. Instructional Program
f.
(+)3. Adequate space, holdings, fixtures - Is the library floor space - Compliance of Lib-IMC - Library Floor Plan
and operational dynamics that adequate for the school space (72 sq.m./500 - Accession record and
 comply with established Library – population size? students + 8% of enrollment inventory list
IMC management standards* in excess) - Actual number of seats
- Is the seating capacity - Library Manual
adequate for the school
population size? - Compliance of seating
capacity (12% of population
- Are the number of books for small; 15% of population
adequate for the school for big)
population size?(4-5
reference books per area) - Compliance with minimum
(4000 initial collection) number of holdings, fixtures
and operational structures
- Does the library have the (4-5 reference books per
following: area; 4000 initial collection)
a. Charging table? (fixtures and structures a-j)
b. Professional/Faculty
section
c. Technical Area
d. Card Catalogues?
OPAC?
e. Circulation Area
f. Periodicals Area
g. Filipiniana Area
h. Study and Research
Area
i. Internet Area
j. Library tools: Dewey
Decimal System,
AACR II, Sear’s List
(+)4. Wide and balanced collection of - Is there a wide and - Library Collection Program - Library Collection Program
learner references and professional balanced collection of: with a wide and balanced: - Accession Record and
books in the different subjects and a. Print and non-print? a. Print materials Inventory List
disciplines and other print and non- b. IMC and digital - Number of Titles per area
 print instructional materials selected b. Professional and materials per copyright date
collaboratively* student references? that cover the needs of the - IMC and digital collection
c. Books and learners at various stages of - Library Committee
Periodicals? development, and the membership, functions,
d. General References, faculty schedule of meetings and
Yearbooks, dictionary minutes
and almanacs? - Library Committee that
represents the various
- Are the various academic academic sectors that guide
areas involved in in selection and
maintaining the balance of prioritization of library
library collection? acquisition
Selection and prioritization
of acquisition?
IV. Laboratories
1. Provisions for progressive laboratory - Are the laboratory -Compliance with prescribed - Inventory list per laboratory
instructional activities that are supplies, tools and laboratory activities - List of Laboratory Activities
supported by requisite laboratory equipment appropriate for specified by curriculum per subject
supplies, tools and equipment the laboratory activities standards and competencies - List of Laboratory
(+) - Science* prescribed by the Experiments per subject
(+) - HELE Laboratories* curriculum maps? - Appropriateness of -Curriculum Map per subject
(+) - Computer Laboratories* laboratory supplies, tools,
- Are the laboratory and equipment required by
supplies, tools and the prescribed laboratory
equipment appropriate for activities
the activities prescribed by
the curriculum maps?
\
2. Policies and procedures on the - Are there established - Written and disseminated - Laboratory Handbook/
systematic management of materials policies and procedures on laboratory SOPs and Manual/SOPs
and equipment of the laboratories systematic and sustainable protocols - Postings of Laboratory SOPs
towards efficient and effective management of the - Laboratory Orientation
operational delivery such as: laboratories? Written and - Consistent implementation Program
 requisition, procurement, inventory, disseminated? of laboratory management - Minutes of Laboratory
storing, labeling and display, SOPs Orientation
dispensing, repair, maintenance, etc. - In the Laboratories, is - Calendar of Laboratory
(+) - Science there consistent and proper Activities
(+) - HELE Laboratories* implementation of SOPs
(+) - Computer Laboratories* for Requisition?
Procurement? Inventory?
Storing, Labeling and
Display? Dispensing?
Repair and
Maintenance?
V. Guidance and Counseling
1. A holistic, responsive and differentiated - Is there a guidance and - Guidance and Counseling - Guidance and Counseling
guidance and counseling program that counseling program that Program that provides Program
addresses the learners’ academic, meets the developmental holistic, responsive and - Guidance and Counseling
psychosocial and personal needs, needs of the earner? differentiated to meet the Program Mechanics,
collaboratively implemented with various development needs Activities and Schedule
parents and teachers* - Is the guidance and of the learners - List of Guidance and
counseling program Counseling Program
collaboratively -Guidance and Counseling Resources
implemented? Program that addresses - Parent Consultants and
Psychosocial, academic, Facilitators
personal needs of the
learners at various stages of
development

- Collaborative
implementation dynamics
of the Guidance and
Counseling program

2. A developmental career guidance - Is there a developmental - Career Guidance Program - Developmental Career
program that provides learners with career guidance program? that introduces the learners Guidance Program
 adequate introduction to potential to potential careers -Career Exposure Activities
careers* -Career Introduction Activities

3. A program for inventory and testing - Is there a functional testing -Inventory and Testing - Inventory and Testing
services to gather information on program? Program for inventory and Program
learner’s psychological and emotional testing of learners’ - Testing Schedule
make-up, school readiness, aptitudes - Are there varied test - psychological make-up - List of Available Testing
and potentials, talents and interests* materials: psychological, - emotional make-up Materials
intelligence and - school readiness - Student Individual Inventory
achievement, career and - aptitudes and potentials, Records/ Student
interest? traits and interests Cumulative Records
- Testing Program Schedule
(+)4. A program for regular monitoring and - Is there a regular - Regular monitoring and - Student Follow-up Service
follow-up of pupil progress which is monitoring and follow-up follow-up of students’ Program
supported by a parent feedback system* of student progress? progress in school - Student Follow-up service
activities
- Is there an established - Parent-Feedback - Parent Feedback Mechanics
parent feedback system? Mechanisms - Records of parent feedback
- Student’s anecdotal records
5. A Homeroom Guidance Program that: - Is there a functional - Functional Homeroom - Homeroom Guidance
- responds to varying needs and Homeroom Guidance Guidance Program based on Program and mechanics
developmental levels of learners in the Program? needs of learners - Homeroom Guidance
promotion of their well-being* Activities
- Is the functional -Functional Homeroom - Homeroom Guidance
Homeroom Guidance Guidance Program based on Schedule
Program based on the development levels of - Homeroom Guidance
Needs and developmental learners modules
levels of learners?
- optimizes home-school paradigms and -Are there established -Functional Homeroom -Home-School Structures
interactions* home-school paradigms Guidance Program that -List of Home-School
and structures? includes: Activities
a. Home-school collaborative -Parent-Teachers Activities
-Are there in-place home- structures and dynamics -Parent-Teachers collaboration
 school interaction [Link]-school activities mechanics and SOPs
activities? -Minutes of meetings of
Parent-Teacher conferences
- Are learner information - Confidentiality policies on - Student Information and
records kept confidential learner Information and Records Management SOPs
(+)6. A system for maintaining and managed properly Records - Guidance Center Handbook/
confidentiality of learners’ data and according to Data - Confidentiality protocols on Manual
information* Privacy Act? student data management -Data Privacy policies and
guidelines

VI. Health Services

- Are medical and dental - Annual medical check-ups - Schedule of medical and
(+)1. Annual medical and dental check-
check-ups conducted - Annual dental check-ups dental check-ups
ups*
annually? - Student Health records
- Are the medical and dental - Complete, updated and - Cumulative Student Health
records of students secure medical records of Records
(+)2. Updated and well-kept medical and complete, updated and learners
dental records of students* kept secure? - Complete, updated and
secure dental records of
learners
- Is there a trained staff - Adequacy of provisions for - Inventory of Clinic
available to give first-aid first-aid and emergency care Supplies and Equipment
and emergency - Availability of first and - Assigned staff to provide
care when needed? emergency care emergency care
- Are there adequate - Trainings of assigned staff
provisions for first aid and -Duty Schedule of Health Unit
(+)3. Provisions for adequate and immediate
emergency care? personnel
emergency care*
- Emergency Care SOPs/
Clinic
- Student Handbook/Manual
- First aid and emergency care
SOPs
-Clinic Inventory list
VII. Student Activity Program
- Is there a Student - A Handbook/Manual or - Student Handbook/Manual
(+)1. A student handbook stipulating Handbook containing guide on learner rights, - Student Orientation Program
policies on learner rights policies pertinent to responsibilities, proper - Parents Orientation Program
responsibilities and decorum, student life in school? decorum and discipline - Minutes of the Orientation
school student provisions and school - Is the Student Handbook policies Meetings for parents,
discipline that is published published? Distributed? - Dissemination, publication teachers and learners
distributed and well-disseminated to Well-disseminated? and distribution of the
all learners, parents and personnel* Student Handbook and its
Contents
- Is the Student Handbook - Updated Student Handbook - Student Handbook/Manual
updated to align with the that is based on: - Minutes of the meeting on
PVMGO and latest legal a. school PVMGO the review and revision of
(+)2. A system for collaborative review
provisions? b. latest legislations and the Student Handbook
and updating of the student
promulgations - Attendance list of meetings
handbook consistent with school’s
- Is the review and revision on the review and revision
vision-mission and with the latest
a collaborative endeavor - Participation of the different of the Student Handbook
legal provisions
among school school sectors in the review - Membership of the Student
stakeholders? and updating of the Student Handbook Review and
Handbook Revision Committee
- Does the Student Activity - Student Activity Program - Student Activity Program
Program include co- which includes co- and - Calendar of Co-Curricular
curricular activities and extra-curricular that is and Extra-Curricular
(+)3. A Student Activity Program which extra-curricular activities holistic and integrative Activities
includes co- and extra – curricular that contribute to total - List of Clubs
activities which is holistic, integrative student development? -Student Activity Program
and supportive of Kto12 learning which includes co- and
continuum.* - Does the Student Activity extra-curricular activities
Program pursue the Kto12 that is supportive of the
goals and standards? Kto12 curriculum
standards
VIII. Student Discipline
(+)1. School discipline policy firmly - Do learner discipline - Student Discipline policies - Student Discipline policies
 rooted on the PVMGO and learner policies uphold learner rooted on the school - Student Handbook/Manual
welfare according to Children welfare? PVMGO - Child Protection Policy
Protection Policy and Anti – - Are the student discipline - Social Media Policy
Bullying Act* policies defined by the -Student Discipline policies
school PVMGO? that uphold the general
student welfare
2. Disciplinary interventions that are: - Are the disciplinary -Collaboration among parents, - Disciplinary measures and
- cooperatively established and interventions teachers and administrators interventions
implemented by parents, teachers and cooperatively worked out on policy formulation of - Disciplinary processes and
administrators by parents, teachers and protocols
disciplinary processes and
administrators? - Minutes of Discipline
-Are disciplinary processes interventions Committee meetings
and protocols - Discipline Committee
-Collaboration among
collaboratively formulated Membership
parents, teachers and
to ensure wide and
administrators on
comprehensive
implementation of
perspective?
disciplinary protocols and
interventions

- Disciplinary measures and

- Disciplinary interventions
-developmental, restorative, just and fair to all -Are disciplinary protocols
that are developmental and
interventions just and fair? - Disciplinary processes and
transformative
- Are disciplinary protocols
interventions - Minutes of Discipline
- Disciplinary interventions
developmental, restorative Committee Meetings
that are just and fair
and transformative?
 - Are disciplinary records - Security and confidentiality - Student Records
kept secure and in record keeping Management Policies and
+)3. Disciplinary records that are confidential? protocols
complete, kept secure and -Updated files and - Data Privacy policies and
confidential according to Data disciplinary records protocols
Privacy Act* - Student Disciplinary Records
and Files
 F. PHYSICAL PLANT AND INSTRUCTIONAL SUPPORT FACILITIES
Description
The physical plant comprises the educational environment covering land, building and building fixtures, learning and other ancillary spaces,
providing for a conducive atmosphere. It is appropriate and adequate to attain the school vision-mission and program goals and objectives.

Basis of Evaluation
The physical environment supports robust teaching and promotes optimal learning and development. The physical plant facilities and buildings
must conform with DepEd requirements and National Building Code requisites. It clearly provides for the needs of the size and scope of the
school community while upholding their safety and well-being such as health and nutrition, safety and security, sanitation and hygiene. The
campus facilities are adequate for curricular and co-curricular activities. School buildings and classrooms are appropriate for educational
purposes. Inspections to ensure health and safety code requirements are regularly conducted.

QUALITY INDICATORS FOCUS QUESTIONS: LOOK-FORS: EXAMPLES OF SOURCES

OF EVIDENCE:
(+)1. A system for the design, - Do the buildings and - Compliance with: - Approved As-Built Plan
development, construction and building fixtures comply a. regulatory and statutory - Approved School Electrical
maintenance of different school with regulatory and statutory requirements for design Plan
facilities in line with regulatory and requirements and standards [Link] and - Local Engineering Unit
statutory requirements like the for size, safety and security, development standards for Inspection Visit Results
National Building Code standards environment protection, etc.? size, safety and security - Energy Management Board
for size, safety & security, and environment Clearance Certificate
environment protection, etc.* - Are the school facilities protection - Fire Department Clearance
designed and constructed -Conducive school lay-out Certificate
to provide a conducive set- and set-up
up for learning?
(+)2. Accessible and adequate provisions - Are the learning spaces - Accessibility of learning - Calibrated School Map
for space with due consideration for accessible? areas - Calibrated Floor Plans
maximum class size and total - Are the learning spaces - Adequacy of spaces and - Number of classrooms for
population requirements* adequate in size to meet seats in learning areas student population
maximum class size and (Number of classrooms for - Number of seats per
total school population? student population; classroom
Number of seats per - Size of classrooms
Classroom; Size of
Classrooms, etc)
3. Adequate equipment, tools and - Are the equipment, tools - Adequacy of equipment, - Size of laboratories
supplies and appropriate laboratory and supplies in each tools and supplies for the - List of Laboratory activities
fixtures (demonstration tables, laboratory adequate for the maximum class size per subject area
electrical and water fittings, fume needs of the programs - Inventory list of equipment,
hoods where needed, first – aid kit, offered? - Appropriateness of tools and supplies per
shower, etc.) which conform to the - Are the equipment, tools fixtures, equipment, tools laboratory
minimum requirements of the DepEd and supplies in each and supplies for the - List of Acquisition per
and the needs of the programs offered: laboratory adequate for subjects offered Laboratory in the last 3 years
(+) - Science* maximum class size? - Laboratory fixtures
(+) - HELE* - Are the equipment, tools
(+) - Computer* and supplies in each
laboratory appropriate and
current for the programs
offered?

4. A school facilities development plan - Is there a Facilities - Improvement plan for - Physical Plant Development
that lays out provisions for varied development plan that sets play spaces based on Plan
learning and play spaces and addresses targets for improvement for learner developmental - SSIP
inherent needs for learner the different learning needs - AIP
development. spaces? - Improvement plan for
learner well-being spaces
-Improvement plan for
learning spaces based on
curriculum requisites
(+)5. Adequate provisions for space, - Are there adequate space, - Adequacy of space, - Clinic Equipment Tools/
equipment and supplies necessary equipment and supplies equipment, tools and Materials Annual Inventory
for the conduct of annual medical needed for the conduct of supplies needed for - Clinic Annual Acquisition
and dental check-ups and delivery annual medical and dental conduct of: List of Equipment/
of emergency services* check-ups? [Link] check-ups Tools/Materials
- Are there adequate b. dental check-ups - Clinic Emergency and First
equipment and supplies c. first aid and emergency Aid Materials and
needed for the delivery of care Equipment
emergency services? -Clinic Floor Plan

6. A system for ensuring the safety, health

and well-being of the school community
through:
- Is the canteen food healthy - Availability of: - Drinking fountains
and nutritious? a. potable drinking water - Canteen Menu
- nutritious and age-recommended
- Is there adequate supply of b. healthy and - Current Health Certificates
food in the canteen or nutrition
potable water for the school nutritious food of Food Handlers
center*
population? c. age-appropriate food - Certificate of Water
Potability Test Results
- Is cleanliness observable in - Cleanliness in the canteen, - Maintenance and sanitation
the canteen, drinking drinking stations, comfort SOPs
(+) - sanitation and hygiene in the stations, comfort rooms, rooms, school grounds, - Number of maintenance
canteen, drinking stations, comfort play areas and grounds, buildings and classrooms personnel assigned
rooms, play areas and school classroom and buildings? -Availability of cleaning - Garbage disposal SOPs
grounds, classrooms and - Is there abundant water water Plan
buildings* supply for cleaning - Sources of water
purposes? - Rainwater catchments

- Are safety fixtures, devices - Availability of safety - Fire escapes/exits, fire

(+) - safety fixtures, devices and
and signages strategically provisions such as: Extinguishers, fire alarm,
signages wherever needed*
placed according to a. fixtures and structures sand bags, water hoses, etc.
 regulatory and statutory b. devices and - Hand rails
requirements? c. signages - non-slip rubber or metal
wherever needed strips, etc. on stairways
- Directions and signages,
warning signals, etc.
- Covered walks
- Floor plans
- Security personnel list
- Are disaster and risk- - Disaster preparedness - Disaster and Risk-reduction
reduction protocols plan and protocols SOPs
established and - Fire/Earthquake/Bomb
disseminated? - Regular conduct of fire Threat Evacuation Plan
(+) - disaster and risk reduction
- Is there a regular conduct of and earthquake drill - Fire and Earthquake
protocols and regular conduct of
fire and earthquake drills? Compliance Certificates
drills*
- Schedule of Fire and
Earthquake drills
- First-Aid Kits
- Floor plans
- Is the school environment - Hazard-free campus - Building lay out
hazard-free? - Vicinity map
(+) - hazard- free environment*
- Are the buildings - Obstruction-free building - Site plan
obstruction free? lay-out - Floor plans

FREQUENCY OF RATING PER COLUMN:

MOST DOMINANT
LEVEL OF SCHOOL
PRACTICE
(AREA MODE):
COMMENTS/REALIZATIONS ABOUT RESULTS OF CURENT SCHOOL PRACTICES IN THIS AREA:
 G. ADMINISTRATION AND GOVERNANCE
Description
Leadership and governance commits to the attainment of the school’s philosophy vision, mission, goals, objectives and core values through its
various programs and services. Its administrative organization (1) establishes policies, structures and processes to ensure effectiveness and
efficiency of day-to-day operations and long-range planning, (2) implements resource management systems to strengthen operational stability
and program sustainability, (3) fosters productive learning climate towards professional and learner development, and (4)cultivates collegial,
collaborative and reflective relationships with its stakeholders and the wider community conducive for quality student learning.

Basis of Evaluation
The school's elementary Program must be duly recognized by the Department of Education. Its administrative organization is responsible for
compliance with DepEd and other legislated requirements. Its governing policies and system mechanisms are defined in a published and well-
disseminated Manual of Operations or Administrative Manual. Administrative leadership is manifest in the areas of operations management,
human resource development, resource management and program sustainability. The school climate is characterized by positive culture and
harmonious relationships among the members of the school community. There are collaborative structures which allow stakeholder participation
in school management and decision-making.

QUALITY INDICATORS FOCUS QUESTIONS: LOOK-FORS: EXAMPLES OF SOURCES

OF EVIDENCE:
(+)1. A rationalized and functional - Is the organizational chart - Functionality and - School Organizational
organizational chart and system that rationalized? Functional? rationality of the Chart
 clearly shows the different positions, - Does the organizational Organizational Chart
their areas of responsibilities and chart depict actual school - Clarity of school
accountabilities and relationship of organization relationship organization relationship
offices with each other*
dynamics? dynamics
- Is the Principal qualified - MA degree of the - 201 File of the Principal
(+)2. Qualified School Principal with
with a Masteral degree in Principal - OTR of the Principal and
MA Degree in Education*
Education? Notarized Contract
- Are the documentary and - Compliance with - DepEd Recognition,
procedural requirements of documentary and DepEd-approved Schedule
DepEd, SEC, DOLE, BIR, procedural requirements of of Fees, Student Forms
BOA, PRC and other DepEd, SEC, DOLE, BIR, (SF 1-9), School Calendar,
(+)3. A system that ensures compliance
with DepEd, SEC, DOLE, BIR, government agencies BOA, PRC and other e-BEIs, etc.
BOA, PRC and other legislated complied with? government agencies - GIS and Updated SEC
requirements and established - Are records in place? Registration
policies, processes and procedures - Audited Financial
towards effective and efficient Statements
school management and - Alpha List, etc.
operations*
- SSS, Phil Health, Pag-Ibig
monthly Reports
- Others: PRC licenses of
teachers, etc.
4. A system that provides structures and - Are there school structures Collaboration and - School Calendar of
opportunities for consultation and and opportunities for consultation with Activities
collaboration with internal and consultation and stakeholders towards: - Minutes of General
external stakeholders and the wider
collaboration with internal - decision-making Assemblies and Council
community towards informed
decision-making, significant and external - community involvement meetings, Ad Hoc and
community support for learner stakeholders to inform in school programs and Standing Committee
development and attainment decision-making? activities meetings
of the PVMGO* - Are there school structures - attainment of PVMGO - List of Standing and Ad
 and opportunities for Hoc Committees and their
consultation and Membership
collaboration with internal - Minutes of Consultation
and external stakeholders to Meetings with stakeholders
engender community support - Minutes of Planning and
for school programs and Evaluation meetings with
activities? Stakeholders
- Are there school structures
and opportunities for
consultation and
collaboration with internal
and external stakeholders
towards attainment of
PVMGO?
- Is there an Administration - Published, well- - Administration Manual
Manual or Manual of disseminated and - Minutes of the General
(+)5. An Administration Manual on Operations, or its equivalent, distributed Administration Assemblies on discussions
school policies, processes and a that contains the school Manual on school policies, of the Administration
procedure that is accepted, policies, processes and processes and procedures Manual
published and well- disseminated* procedures that is published? - Records of Distribution of
Discussed? Well- the Administration Manual
disseminated? Distributed?
- Is there a Professional - Plan for academic - Professional Development
(+) 6. A professional development plan for
school leaders and administrators that Development Plan for top upgrading and Plan for Administrators
provides for their academic upgrading and mid-level management training for - (Proposed) List of
and development of their management administrators? Administrators Upgrading Activities for
skills covering the five domains and - Does it include academic Administrators
standards of the Philippine Professional studies? Trainings? Etc. - Provisions/Assistance for
Standards for School Heads* Administrators’ Upgrading
 - Is there a Succession Plan - Succession planning - Succession Plan
7. A Plan of Succession and professional
preparation for future school leaders that forecasts critical
and administrators (covering the five positions in management,
domains and standards of the identifies administrative
Philippine Professional Standards for back-ups and prepares them
School Heads) for future responsibilities?
8. Established policies, processes and
procedures that ensure:
- Are there established - Turn-over protocols during - Turn-Over SOPs
(+) - smooth transfer of responsibilities, protocols on the proper turn- management changes - Personnel Clearance
properties and documents during over of properties and - Endorsement policies and Forms
changes in management* documents during processes -Endorsement documents
management changes?
(+) - confidentiality, security, - Are there established - Data Management - Data management SOPs
accessibility and retrievability of protocols on the proper policies and guidelines - Administration Manual
school data, records and management of school data, -Data Management -Data Privacy policies and
documents according to Data records and documents? protocols guidelines
Privacy Act*
- Are there established - Resource Management - Resource Management
protocols on stewardship of Protocols SOPs and measures
human and material - Resource Management - Resource Management and
(+) - stewardship through wise and resources? and Supervisory Plan Supervisory Plan
proper use of human and material - Financial School
resources Sustainability Policies and
Measures
- Minutes of BOT meeting
- Administration Manual
(+)9. A compensation policy that - Is there an established salary - Compliance with - Salary Scale
 provides salaries and benefits scale compliant with existing legislated salaries /wages - Pay Roll
compliant with existing labor laws labor laws and regional wage - Compliance with - Benefit Package
and recent legislations and orders? legislated benefits - Administration Manual
promulgations such as Regional
- Is there an established - Faculty Manual
Wage Orders, Magna Carta for
Women, Leave for Victims of benefits and privilege
Violence Against Women and their package compliant with
Children, etc.* recent legislations and
promulgations?
FREQUENCY OF RATING PER COLUMN:
MOST DOMINANT
LEVEL OF SCHOOL
PRACTICE
(AREA MODE):
COMMENTS/REALIZATIONS ABOUT RESULTS OF CURENT SCHOOL PRACTICES IN THIS AREA:

ACTIONS TO UNDERTAKE REGARDING CURRENT SCHOOL PRACTICES IN THIS AREA:

 H. SCHOOL BUDGET AND FINANCES
Description
Financial management involves budgeting, procurement, disbursement, accounting and auditing processes and procedures which follow
prescribed principles and legislated requirements. The business practices of the school seek to manage its fiscal and material resources to attain
its philosophy, vision, mission, program goals and objectives, scope and enrollment size.

Basis of Evaluation
The school operates on a school budget. Budget allocations for personnel, space, equipment and operations are appropriate and sufficient to
sustain its programs and continued improvement plans. Budget control mechanisms are evidently established.

School finances are adequate to sustain effective and efficient delivery of programs and services. Income from tuition, fees and resource
mobilization is appropriately spent for their intended purposes. There is evidence of financial stability to ensure the continued operations of the
school and its developmentally appropriate programs and services in accordance with DepEd standards. The school maintains accurate records
of financial transactions according to legal and ethical standards of accounting practice.
QUALITY INDICATORS/ STANDARDS FOCUS QUESTIONS: LOOK-FORS: ECES:
FOR COMPLIANCE
(+)1. A school financial policy and - Is there a financial policy - Fiscal and accounting - Financial policy and
procedures manual that sets the and procedures manual, or policies and SOPs procedures Manual
appropriate fiscal and accounting its equivalent, that contains - Financial policy and - Accounting Manual
policies and systematic procedures established fiscal and procedures Manual or its - Administration Manual
that ensure the effective and accounting SOPs? equivalent - Financial policies and
efficient delivery of varied services* procedures
2. An annual budget approved by the Board
 of Trustees that is:
- Is the BOT-approved annual - Department budget - Department budget
budget prepared by all the Planning proposals and requests
Departments, especially - BOT-approved Annual - Minutes of department
(+) - collaboratively prepared by the
those with incomes from Budget drawn budget hearings or
various offices and responsibility
collected fees? collaboratively by the presentations
centers*
different departments/ - Consolidated School Budget
units - BOT-approved annual
budget
- Is the BOT-approved annual - Quarterly budget - Quarter Budget Performance
budget monitored quarterly monitoring Reports
through budget performance - Dissemination of quarter - Quarter Cash Flow
reports? budget performance Statements
(+) - regularly monitored through the
- Are the quarter budget - Minutes of Orientation-
quarter budget performance reports
performance reports Dissemination Meetings of
which are disseminated according to
disseminated to the the Quarter Budget
policy guidelines*
departments concerned? Performance
- Distribution of Quarter
Budget Performance Reports
to the responsibility centers
- Does the BOT-approved - SSIP Budget allocations in - BOT-approved Annual
(+) - reflective and supportive of the
annual budget provide the BOT-approved Annual Budget
Standards-based School
allocations for SSIP Budget - Budget performance reports
Improvement Plan*
initiatives and activities?
- Are there systematic SOPs and protocols on - Administrative manual,
institutional requisition, requisition, selection and Operations manual,
selection and procurement procurement that are: Department manuals or
(+)3. Systematic requisition, selection and
protocols? a. Disseminated SOPs
procurement protocols that are well-
- Are institutional requisition, b. Implemented and - Procurement and
disseminated, implemented and
selection and procurement properly documented Construction Flow Chart
properly documented
protocols well-disseminated? - Selection, Procurement and
Consistently implemented? Construction Committee, its
Properly documented? membership and minutes of
 their meetings
- Minutes of Orientation
meetings
- Minutes of product
Evaluation
Meetings
- Are incomes from tuition - Proper utilization of - BOT-approved Annual
fees utilized properly tuition fees Budget
according to DepEd - Budget performance reports
specifications? (70%) - Proper utilization of other - Statement of Income
(+)4. A system for ensuring that all - Are the incomes from /miscellaneous fees and Expenditures
incomes from tuition and all other miscellaneous and other fees collected - Deed of Donations/List
fees, and donations are properly utilized for the development of Donations
utilized according to the purposes of the specific departments - Proper acknowledgement
they are collected* collecting them? and utilization of
- Are donations properly donations
documented and utilized for
the specific purposes they
were made?
- Are there other ways - Statement of other - Statement of other incomes
(+)5. A system for generating revenue and revenue is generated inside in-school incomes - Income Generating
raising funds from school and the school? Centers/Structures
outside school sources for - Are there other ways - Statement of off-school - BOT-approved Annual
sustainability* revenue is generated from and other incomes Budget
outside school sources?
6. A system of:
- Is there a plan for - Supervision of staff - Resource Management and
supervision of staff and performance: competence, Supervisory plan
- supervision and management of
department performance efficiency, productivity, - Resource Management and
resources for optimum operational
towards efficiency and behavior and decorum, Supervisory activities
efficiency and developmentally
effectiveness of school professionalism, etc. - Supervisory Reports
appropriate practices*
operations and program - Supervision of - Department Evaluation
sustainability? Department performance: Results
 - Is there a plan for % efficiency, % error, -Staff performance Results
supervision of equipment % productivity,
and materials utilization % complaints, % inc/dec
toward efficiency and in energy consumption,
effectiveness of school % inc/dec in materials
operations and program consumption, other
sustainability? success indicators, etc.
- Supervision of equipment
and materials utilization:
% waste, % savings in
procurement, incidence of
breakdowns and repairs, etc
- Are there established - Internal control - Internal and External
internal control mechanisms mechanisms audit calendars
for proper budget - Internal and external
(+) - establishment of internal and external implementation? - Internal and external audit results
control systems in budget - Are internal and external audits - Audited Financial
implementation* audits conducted regularly? Statements
- Are audit reports submitted - Cash Flow Management
regularly according to policy System
guidelines? - Auditing System
- Internal Control Policies
- Are there financial strategies - Financial sustainability - Financial policy and
toward school and program policies and procedures procedures manual
sustainability? - SSIP
(+) - designing financial strategies for
- Financial sustainability - Minutes of BOT/
sustainability*
measures and initiatives Administrative meetings
- Savings and investment
Portfolio

FREQUENCY OF RATING PER COLUMN:

 MOST DOMINANT
LEVEL OF SCHOOL
PRACTICE
(AREA MODE):

COMMENTS/REALIZATIONS ABOUT RESULTS OF CURENT SCHOOL PRACTICES IN THIS AREA:

ACTIONS TO UNDERTAKE REGARDING CURRENT SCHOOL PRACTICES IN THIS AREA:

 I. INSTITUTIONAL PLANNING AND DEVELOPMENT
Description
The school purposively lays down specific interventions for improvement of access, quality and governance with the help of the community
and other stakeholders, through a systematic and continuous cycle of assessment, planning and implementation defined in a strategic three-year
Standards – based School Improvement Plan (SSIP) and Annual Operational Plan. It assesses and communicates progress towards achieving
the objectives for the continuing improvement of its educational programs and services which informs administrative decision-making.

Basis of Evaluation
The school is successful in meeting this standard when it implements a collaborative and on-going process for improvement that aligns the
school’s philosophy, vision-mission, goals and objectives and curriculum goals with its size, function and community expectations for learner
development and learning.

QUALITY INDICATORS/ STANDARDS FOCUS QUESTIONS: LOOK-FORS: ECES:

FOR COMPLIANCE
1. A system of on – going process for
improvement that:
(+) - is aligned with the school vision – - Is there on on-going thrust - School improvement - SSIP
mission and curriculum goals* for school improvement? initiatives aligned with - AIP
- Is this thrust/drive/program PVMGO - Department plans for
for school improvement improvement
towards the attainment of - School improvement - Minutes of department
the school V-M and initiatives aligned with meetings
curriculum goals? curriculum - Minutes of Administrative/
BOT meetings
- responds to the school’s size, function - Does this thrust/drive/ - Data-based School - E- BEIS
and community expectations for program for school improvement initiatives: - School-assessment/CAI
learner development and learning* improvement consider enrollment size and results
school size? Programs program requisites - Inventory of program needs
offered? Parents and - Survey of parents’/
community expectations? community/stakeholders’
- Stakeholder needs-based expectations
improvement initiatives: - Minutes of SSIP planning
stages of learner meetings
development, parents’
expectations, faculty
needs, etc
(+)2. An annual operational plan drawn - Is there an existing Three- - Standards-based Three- - Annual Operational
from the three-year SSIP* Year Standards-based School Year school planning Plan/AIP
Improvement Plan? - SSIP
- Is there an Annual - Annual school planning - Minutes of the planning
Operational Plan ? meetings
- Is the Annual Operational
Plan based on the SSIP?
(+)3. A system that utilizes school and - Are learners, teachers and -School and teacher - E-BEIS
learner performance indicators as school performance performance-based - School performance
bases for school planning* indicators utilized as bases planning: teacher data/indicators
for school planning and the assessment, teacher profile, - Teacher Profile
SSIP? school financial standing, - Teacher Performance
enrollment data, facilities - Parent Directory
 review, curriculum review, - Learner performance
parent profile, etc data/indicators (3 years)
- Minutes of SSIP planning
-Learner needs/ meetings
performance-based
planning: learner
performance, learning
milestones, learner profile,
etc
4. A system for collaboratively - Is there regular monitoring - Collaborative monitoring - Monitoring and Evaluation
monitoring and evaluating the and evaluation of the and evaluating reports of the AOP
(+) - annual operational plan and the Annual Operational Plan? - Monitoring and Evaluating
standards –based school - Is there regular monitoring - Regular monitoring and reports of the SSIP
improvement plan* and evaluation of the SSIP? evaluating of the AOP - Minutes of the monitoring
- Is regular monitoring and and evaluating meetings
evaluation of the SSIP a - Regular monitoring and - Attendance list of the
collaborative process that evaluating of the SSIP monitoring and evaluating
includes administrators, meetings
teachers, students, parents, - SSIP and AOP Progress
alumni and other partners Reports
and support groups?
- learner development and performance -Is there regular monitoring -Collaborative monitoring - Monitoring and evaluation
of learner development and and evaluation of learner reports of learner
performance? performance development
-Is regular monitoring and - Monitoring and evaluation
evaluation a collaborative -Regular monitoring and results of learner
process? evaluation of learner development
performance - Minutes of monitoring and
evaluation meetings
-Attendance list of monitoring

and evaluation meetings

5. A system for communicating the - Are the contents of the SSIP - Dissemination of the - Minutes of the General
(+) - content and over-all effectiveness disseminated to the school contents of the SSIP to the Assembly meetings
and impact results of the standards- community? school community - Minutes of the Year-End
based school improvement planning - Are the monitoring and School Assembly
evaluation results of the - Dissemination of the SSIP - Minutes of the Semestral-
SSIP disseminated to the monitoring and evaluation End School Assembly
School community? results to the school - Attendance list during Year-
community End/ Semestral – End
School Assemblies
- Progress Reports
- learner performance and milestones -Are learner performance -Dissemination of learner -School Bulletins/Gazettes
and milestones disseminated performance -Progress Reports
to the school community? -Bulletin Board
-Dissemination of learner announcements
milestones -Circulars, etc

FREQUENCY OF RATING PER COLUMN:

MOST DOMINANT
LEVEL OF SCHOOL
PRACTICE
(AREA MODE):
COMMENTS/REALIZATIONS ABOUT RESULTS OF CURENT SCHOOL PRACTICES IN THIS AREA:

ACTIONS TO UNDERTAKE REGARDING CURRENT SCHOOL PRACTICES IN THIS AREA:

 ESC Certification-Compliance Rules

The use of a Decision Rule based on ratings in Power and Support Standard items.

Area Rating is based on the following Decision Rule:

4 --- For a mode of 4 in the Power Standards and rating of at least 3 in the Support Standards
3 --- For a mode of 3 in the Power Standards and rating of at least 2 in the Support Standards
2 --- For a mode of 2 in the Power Standards
1 --- For a mode of 1 in the Power Standards
0 --- For a mode of 0 in Power Standards

The Certification Overall Rating based on a Decision Rule is as follows:

4 – For a rating of 4 in all Core Areas and 3 or higher in Support Areas

3 – For a rating of 3 in all Core Areas and 2 or higher in Support Areas
2 – For a rating of 2 in all Core Areas and 2 or higher in the Support Areas
1 – For a rating of 1 in all Core Areas and 1 or higher in the Support Areas
0 – For a rating of 0 in all Core Areas

ANNEX / RE-CERTIFICATION/REVISIT / CERTIFICATION

School: ______________________________________I. D. Number: ____________

 Areas Area Rating
I. Philosophy, Vision, Mission, Goals and Objectives N.A.
II. Core Areas: Curriculum, Assessment and Instruction
Instructional Leadership
Faculty
Administration and Governance
III. Support Areas: Academic Support and Student
Development Services
Physical Plant and Instructional Support Facilities
School Budget and Finances
Institutional Planning and Development

General Rating

CLASSROOM OBSERVATION FORM

Name of School:

Region:
Address:
Name of Teacher:
Subject of Instruction: Grade Level/Section:
Name of Observer: Date of Observation:
RATING SCALE:
4 - Performance of this item is innovatively done.
3 - Performance of this item is satisfactorily done.
2 - Performance of this item is partially done due to some omissions.
1 - Performance of this item is partially done due to serious errors and
misconceptions.
0 - Performance of this item is not observed at all.
A. TEACHER ACTIONS
The teacher communicates clear expectations of pupils’ performance in
1. 4 3 2 1 0
line with the unit standards and competencies
The teacher utilizes varied and age appropriate learning materials,
2. resources and strategies to enable all pupils to learn and achieve the unit 4 3 2 1 0
standards and competencies and learning goals.
The teacher monitors and checks on pupils’ learning and attainment of
3. the unit standards and competencies by conducting varied forms of 4 3 2 1 0
assessments during class discussion.
The teacher provides appropriate feedback or interventions to enable
4. 4 3 2 1 0
pupils attain the unit standards and competencies.
The teacher manages the classroom environment and time in a way that
5. supports pupils’ learning and the achievement of the unit standards and 4 3 2 1 0
competencies.
The teacher processes pupils’ understanding by asking clarifying or
6. 4 3 2 1 0
critical thinking questions related to the unit standards or competencies.
B. PUPILS’ LEARNING ACTIONS
 The pupils are active and engaged with the different learning tasks aimed
7. 4 3 2 1 0
at accomplishing the unit standards and competencies.
The pupils use different learning materials and resources including
8. technology that are appropriate to their age and enable them to achieve 4 3 2 1 0
the learning goals of the unit standards and competencies.
The pupils share their ideas, reflections or solutions to higher-order
9. thinking questions and real life challenges or problems related to the unit 4 3 2 1 0
standards and competencies.
The pupils collaborate, plan together and have meaningful interactions
10. 4 3 2 1 0
with each other to meet the unit standards and competencies.
The pupils are able to explain how their ideas, outputs or performances
11. 4 3 2 1 0
accomplish the unit standards and competencies.
The pupils, when encouraged or on their own, ask questions to clarify or
12. 4 3 2 1 0
deepen their understanding of the unit standards and competencies.
The pupils are able to relate or transfer their learning to daily life and real
13. 4 3 2 1 0
world situations.
The pupils are able to integrate 21st century skills in their achievement of
14. 4 3 2 1 0
the unit standards and competencies.
The pupils are able to reflect on and connect their learning with the
15. 4 3 2 1 0
school’s PVMGO.
TOTAL

AVERAGE