EVALUATION INSTRUMENT FOR THE - PAASCU

PHILIPPINE ACCREDITING ASSOCIATION OF SCHOOLS, COLLEGES AND UNIVERSITIES

(PAASCU)

EVALUATION INSTRUMENT FOR THE

SENIOR HIGH SCHOOL PROGRAM

2019 Edition

July 2019 PAASCU

PAASCU Evaluation Instrument for Accrediting Secondary Schools 2006 Edition

EVALUATION FORM

SECTION I

PHILOSOPHY, VISION, MISSION,

GOALS, AND OBJECTIVES

A. STATEMENT OF PHILOSOPHY, VISION, MISSION, GOALS AND

OBJECTIVES

B. SPECIFIC OBJECTIVES OF THE SENIOR HIGH SCHOOL

C. ACCEPTANCE BY THE SCHOOL COMMUNITY AND STAKEHOLDERS

D. AGREEMENT BETWEEN THE PHILOSOPHY, VISION, MISSION, GOALS,

AND OBJECTIVES AND THE POLICIES, PROGRAMS, AND PRACTICES

OF THE SCHOOL

Name of School : ____________________________

Analysis made by : ____________________________

____________________________

____________________________

Evaluation made by : ____________________________

____________________________

____________________________

Date completed : ____________________________

Criteria

The area of Philosophy, Vision, Mission, Goals, and Objectives, is

the most fundamental area of survey. The Philippine Accrediting

Association of Schools, Colleges and Universities (PAASCU) evaluates

a school in the different areas of survey not by comparison with

other institutions nor in terms of a specific set of norms but by

the extent to which the philosophy, vision, mission, goals, and

objectives are embodied in actual practice in the different areas.

The process of accreditation, therefore, seeks to determine the

extent to which a school has become what it professes to be, through

an evaluation of policies, programs, practices, and facilities.

A. STATEMENT OF PHILOSOPHY, VISION, MISSION, GOALS, AND OBJECTIVES

- A school should consider the students which it intends to

serve and the needs of the community which it belongs to in

determining its philosophy, vision, mission, goals, and

objectives. These statements of philosophy, vision, mission,

goals, and objectives should be clearly stated in a bulletin

of information readily available to prospective students and

other stakeholders. It is important for the school to identify

the community which it intends to serve. The data gathered

through the School and Community questionnaire should serve as

an important basis for formulating or reviewing the school's

philosophy, vision, mission, goals, and objectives.

B. SPECIFIC OBJECTIVES OF THE SENIOR HIGH SCHOOL - The school

should include among its objectives the effective

implementation of a well-integrated program directed towards

the intellectual, moral, social, cultural, and physical

development of the students.

Importantly, in fulfillment of the mandate of the Constitution

of the Republic of the Philippines, the school "shall inculcate

patriotism and nationalism, foster love of humanity, respect

for human rights, appreciation of the role of national heroes

in the historical development of the country, teach the rights

and duties of citizenship, strengthen ethical and spiritual

values, develop moral character and personal discipline,

encourage critical and creative thinking, broaden scientific

and technological knowledge, and promote vocational

efficiency." (Article XIV, Section 3)

For greater effectiveness and for the fuller attainment of the

Constitutional aims, the school should include among its

objectives:

1. the completion by each student of an adequate well-rounded

program of education

A well-rounded education develops in the students the

ability to think critically, to communicate their thoughts

clearly, to make sound judgments, and to be discriminating

as far as values are concerned. Such education instills

in the students 21st century and life-long skills,

knowledge, and values necessary for preparing them for life

as adaptable, creative, responsible, and productive

members of the community.

2. the total formation of each student

The total formation of students goes beyond the

acquisition of knowledge and skills. Crucial in the

formation of students is the development and cultivation

in them of profound respect for other religions and multi-

cultural diversity as well as an appreciation of our

identity as a people, our heritage, and cultural values.

Such formation is envisioned to make them more effective

and more responsible contributors to the on-going social

transformation of society on the local, national, and

international levels.

3. guidance for each student towards his/her vocation in life

Guidance for students towards their vocation in life takes

into consideration not only their interests and

aspirations but also their capacities and abilities vis-

à-vis the needs of the community.

Each school is expected to identify its unique role in

educating the young and specify this role in the statement of

objectives. Such objectives should be achievable,

educationally sound, and responsive to the needs of the

students.

C. ACCEPTANCE BY THE SCHOOL COMMUNITY AND STAKEHOLDERS - There

should be clear evidence that the school personnel understand

and accept the philosophy, vision, mission, goals, and

objectives of the school. The school should acquaint new

personnel with these at the start of their engagement. Where

the Senior High School is part of a larger institution, the

personnel should also be oriented about the goals and

objectives of the institution as a whole.

Moreover, the school should also exert effort to acquaint

parents, alumni, and other stakeholders with the philosophy,

vision, mission, goals, and objectives of the school.

D. AGREEMENT BETWEEN THE PHILOSOPHY, VISION, MISSION, GOALS, AND

OBJECTIVES AND THE POLICIES, PROGRAMS, AND PRACTICES OF THE

SCHOOL - Agreement between the stated philosophy, vision,

mission, goals and objectives and the policies, programs, and

practices of the school should be apparent. Any claims made by

the school in any published material or public announcement

about the agreement between its philosophy, vision, mission,

goals, and objectives and the policies, programs, and practices

should be easily verifiable.

Explanation

The Evaluation Survey Team should accomplish Sections A to D of this

Instrument before the survey of the other areas is undertaken. The

other areas will be evaluated in light of the philosophy, vision,

mission, goals and objectives of the school under survey. Thus, the

Evaluation Survey Team, as well as the committees participating in

the self-survey exercise should be mindful of the information that

will be gathered through this section in the course of reviewing

and evaluating the various programs and activities of the school.

This section on Philosophy, Vision, Mission, Goals, and Objectives

focuses on what the school professes and is concerned with the

harmony between the policies and practices of the school and its

avowed purposes.

This Evaluation Form for Philosophy, Vision, Mission, Goals, and

Objectives also provides the fundamental requirements which must be

fulfilled by any school applying for accreditation. Sections A, B,

and D of the Survey Form describe the necessary requirements. The

Evaluation Survey Team should check that the indicated conditions

are evident in the school before proceeding with the survey of the

other areas.

In accomplishing this form, write E, N, or M in the parentheses

found to the left of the given statement. Base your answers on the

following descriptions for E, N, and M:

E – the statement is clearly evident

N - the statement is not clearly evident

M – the statement is not at all evident or missing

A. STATEMENT OF PHILOSOPHY, VISION, MISSION, GOALS, AND OBJECTIVES

ANALYSIS

( ) 1. The school’s philosophy, vision, mission, goals, and

objectives are clearly stated.

Note: See Appendix A for some notes on formulating the

school’s philosophy and objectives.

( ) 2. The vision, mission, goals, and objectives are

reflective of the school’s philosophy, identity, and

core values.

3. The mission statement of the school clearly

communicates the following:

( ) a. a culture of excellence

( ) b. realistic and achievable educational goals

for the students

4. The school’s vision, mission, goals, and objectives are

in harmony with the following:

( ) a. goals of the founding religious Congregation

or Order

( ) b. goals of the system the school belongs to

( ) c. local community goals

( ) d. regional goals

( ) e. national goals

( ) 5. The school’s vision, mission, goals, and objectives

are relevant to the needs of the local, regional,

national, and international community.

( ) 6. The school’s vision, mission, goals, and objectives

take into consideration current social realities and

provide for the development of responsible citizens who

are prepared to respond to the needs of society.

( ) 7. The educational goals include the students’ completion

of the Senior High School program in the specific

Tracks and Strands offered by the school.

( ) 8. The educational goals include provisions for the

development of the students’ moral character and

personal discipline.

9. The educational goals include provisions for the

preparation of students for the following pursuits

after Senior High School which are properly integrated

with the educational program:

( ) a. employment

( ) b. entrepreneurship

( ) c. higher education

( ) d. middle-level skills development

( ) 10. The school’s vision, mission, goals, and objectives are

periodically reviewed and updated as needed.

( ) 11. The different sectors of the school participate in the

review of the vision, mission, goals, and objectives.

( ) 12. The philosophy, vision, mission, goals, and objectives

are published in a bulletin of information that is

readily available to students and the wider community.

( ) 13. The philosophy, vision, mission, goals, and objectives

are displayed in strategic locations in the campus.

COMMENTS

B. SPECIFIC OBJECTIVES OF THE SENIOR HIGH SCHOOL

ANALYSIS

( ) 1. The objectives of the Senior High School encompass a

well-integrated program for the intellectual, moral,

social, emotional, spiritual, and physical development

of the students.

2. The objectives of the Senior High School are aligned

with the educational aims of the following:

( ) a. the larger institution it is a part of

( ) b. the religious Congregation or Order to

which it is affiliated

( ) c. the Department of Education

( ) 3. Specific objectives are formulated for the different

Tracks and Strands offered by the school.

4. The objectives of the Senior High School are in harmony

with following national development goals:

( ) a. patriotism and love of country

( ) b. respect for human rights

( ) c. economic self-sufficiency

( ) d. cultural enrichment

( ) e. social responsibility

( ) f. scientific and technological advancement

( ) g. care for the environment

( ) 5. The objectives of the Senior High School are clear,

specific, measurable, attainable, and time-bound.

( ) 6. The different sectors of the school participate in

the review of the specific objectives of the Senior

High School.

COMMENTS

C. ACCEPTANCE BY THE SCHOOL COMMUNITY AND OTHER STAKEHOLDERS

ANALYSIS

( ) 1. The faculty members and other school personnel

understand and accept the school’s vision, mission,

goals, and objectives through various programs,

opportunities for personal reflection, and example of

witnesses.

( ) 2. New faculty members and other school personnel are

given an orientation on the school’s philosophy,

vision, mission, goals, and objectives.

( ) 3. The students understand and accept the school’s vision,

mission, goals, and objectives through various

programs, opportunities for personal reflection, and

example of witnesses.

( ) 4. The parents, alumni, and other stakeholders understand

and accept the school’s vision, mission, goals, and

objectives through various programs, opportunities for

personal reflection, and example of witnesses.

( ) 5. The different members of the school community and other

stakeholders participate in the review and revision of

the school’s vision, mission, goals, and objectives.

COMMENTS

D. AGREEMENT BETWEEN THE PHILOSOPHY, VISION, MISSION, GOALS, AND OBJECTIVES AND THE POLICIES, PROGRAMS

AND PRACTICES OF THE SCHOOL

Note: Section D must be accomplished only after the evaluation of

all the eight areas in this Survey Instrument has been completed.

ANALYSIS

( ) 1. The policies, programs, and practices in the Senior

High School are aligned with the school’s philosophy,


( ) 2. The programs and activities in the Senior High School

are directed towards the concretization and realization

of the school’s vision, mission, goals, and objectives.

( ) 3. There are provisions for interaction among the

different members of the school community and other

stakeholders in the concretization and realization of

the vision, mission, goals, and objectives of the

school.

( ) 4. All claims made by the school regarding the agreement

between the philosophy, vision, mission, goals, and

objectives of the school and the policies, programs,

and practices in the Senior High School are realistic

and verifiable.

COMMENTS

APPENDICES

Provide the following as appendices:

1. Information on the socio-economic background, interests

and aptitudes of the student population in general

2. Information on socio-economic conditions and needs of

the wider community the school belongs to

3. List of the specific objectives of the Senior High School

4. List of the specific objectives for the different Tracks

and Strands in the Senior High School

EVALUATION FORM

SECTION II

FACULTY

A. SELECTION AND HIRING OF FACULTY MEMBERS

B. ACADEMIC AND PROFESSIONAL PREPARATION OF FACULTY MEMBERS

C. TEACHING EXPERIENCE AND OTHER RELEVANT PROFESSIONAL

EXPERIENCE OF FACULTY MEMBERS

D. WORKLOAD OF FACULTY MEMBERS

E. PERFORMANCE OF FACULTY MEMBERS

F. PROVISIONS FOR FACULTY DEVELOPMENT

Name of School : _____________________________

Analysis made by : _____________________________

_____________________________

_____________________________

Evaluation made by : _____________________________

_____________________________

_____________________________

Date completed : _____________________________

Criteria

The role of teachers in the teaching-learning process is

unquestionable and a competent faculty line-up is vital for a good

school.

A school’s faculty roster is not merely a collection of individually

competent teachers. It is a group of teachers united by common

educational purposes and motivated by a desire to concretize the

school’s philosophy, vision, mission, goals, and objectives. Faculty

members are expected to possess qualifications and competencies as

well as skills and attitudes that will allow them to facilitate an

effective teaching-learning process. The educational background of

the faculty members should be adequate for teaching in the Senior

High School level. Moreover, the teachers should have the ability

and desire to work together harmoniously and effectively for the

good of the school and the students.

A. SELECTION AND HIRING OF FACULTY MEMBERS - In the selection of

faculty members, the academic and professional preparation of

applicants are taken into consideration. Attention is also

given to an applicant’s teaching ability, personality,

character, and health. In the selection and hiring process,

interviews are conducted by the school head and other

administrators, transcripts of records and recommendations by

reliable sources are examined, and the classroom

demonstration session of each applicant is evaluated.

B. ACADEMIC AND PROFESSIONAL PREPARATION OF FACULTY MEMBERS - In

addition to the desire to teach and the possession of

personality traits necessary to make a good teacher, the

faculty member should have the following background:

1. Academic Preparation

A faculty member should have (a) an overall satisfactory

performance in his or her undergraduate degree, (b)

extensive preparation in the area of specialization and

mastery of subject matter, and (c) an overall sense of the

Basic Education program and curriculum as a whole.

2. Professional Preparation

A faculty member should have adequate professional

education in terms of both theory and practice. The

professional preparation should include (a) an

understanding of the learner and the learning process, and

(b) skills for facilitating the teaching-learning process.

C. TEACHING EXPERIENCE AND OTHER RELEVANT PROFESSIONAL EXPERIENCE

OF FACULTY MEMBERS – Expertise gained from years of service in

the teaching profession is valuable. In the Senior High School

level, professional experience in industry is beneficial

specifically for those who are assigned to teach the applied

or specialized subjects.

D. WORKLOAD OF FACULTY MEMBERS – Faculty members should be given

teaching assignments in their areas of specialization. The

overall workload of teachers, which includes their teaching

assignments and other related responsibilities, should allow

for sufficient preparation for classes, adequate evaluation of

student achievement, availability for student consultation and

parent-teacher conferences outside class hours, and

professional development. The number of faculty members should

be adequate for the requirements of the educational program,

the school enrollment, and the needs of the students.

E. PERFORMANCE OF FACULTY MEMBERS – Each faculty member is

expected to support the philosophy, vision, mission, goals,

and objectives of the school and concretize these in the

teaching-learning process. He or she should also manifest

awareness and understanding of educational trends and issues.

Moreover, he or she should possess the necessary skills and

competencies to manage classes effectively.

F. PROVISIONS FOR FACULTY DEVELOPMENT – Faculty members need to

be prepared enough for the school’s educational program. They

should also be continuously updated to deal with the changes

and developments in the teaching-learning process. They are

expected to actively participate in the professional programs

and activities offered by the school. They should be concerned

with updating their knowledge and competencies in the teaching

profession, specifically in their field of specialization, both

in terms of subject matter and pedagogical practices. The

school’s efforts to develop the faculty members professionally

should be continuous, extensive, and effective.

Explanation

This section on Faculty focuses on the quality of the school’s

teaching force as well as the efforts undertaken to maintain the

excellence of teachers. The Evaluation Form for the area of Faculty

includes charts, questionnaires, and checklists which will allow

the Analysis and Evaluation Survey Teams to apply the evaluation

criteria for this area.

ANALYSIS

The analysis covers provisions, conditions, or characteristics found

in good schools. Some of these may not be necessary, or applicable

in the school being surveyed. On the other hand, if the school has

any important features which are not found in the Evaluation

Instrument for the area of Faculty, these should be added in the

appropriate sections. The responses to the different items should

accurately and completely reflect the school conditions in order to

provide a realistic background for the evaluation of the area.

In accomplishing this form, write E, S, L, M, or NA in the

parentheses found to the left of the given statement. Base your

answers on the following descriptions for E, S, L, M, or NA:

E provision or condition is made extensively

S provision or condition is made to a moderate extent

L provision or condition is very limited

M provision or condition is missing but needed

NA provision or condition is not desirable or does not

apply

The evaluators should accomplish the charts, questionnaires, and

checklists in the sections of the Evaluation Instrument where these

have been included.

Space is provided at the end of the Analysis section for additional

inputs which can contribute to a fuller description of the area

under survey.

EVALUATION

Evaluations represent the best judgment of the evaluators after all

evidence have been considered. The evaluations are to be made using

the rating scale defined below:

5 - Excellent:

the provisions or conditions are extensive and are

functioning excellently.

4 - Very Good:

the provisions or conditions are moderately extensive

and are functioning well

3 - Good:

the provisions or conditions are met and functioning

adequately.

2 - Fair:

the provisions or conditions are limited and

functioning minimally.

1 - Poor:

the provisions or conditions are limited and are

functioning poorly.

M - Missing:

the provisions or conditions are missing but needed.

NA – Not Applicable:

the provisions or conditions are missing but do not

apply or are not desirable.

COMMENTS

The space allotted for Comments is for any inputs concerning matters

not sufficiently considered in the Analysis and Evaluation Sections

which should be taken into account in the overall evaluation of the

area. Explanations for the use of M or NA in specific items in the

Analysis Section can also be placed here.

Any other comments or explanations concerning the faculty members

and the conditions affecting the quality of their performance, which

might be of assistance in making an overall evaluation for the area,

should also be included in the Comments section.

BEST FEATURES

In the space provided, list briefly the strengths of the school or

the different programs in the area of Faculty.

RECOMMENDATIONS

In the space provided, indicate proposed improvements, initiatives,

or plans to further strengthen the area of Faculty.

A. SELECTION AND HIRING OF FACULTY MEMBERS

ANALYSIS

( ) 1. There is a published policy specifying faculty

selection and hiring procedures.

2. The process of selection and hiring of faculty members

includes the following:

( ) a. an evaluation of the applicant's transcript of

records and other credentials

( ) b. interviews by key school personnel

( ) c. qualifying tests

( ) d. psychological tests

( ) e. classroom demonstration

( ) f. recommendations from reliable sources

( ) g. medical examination

( ) h. others (please specify):

_________________________________________

_________________________________________

3. The selection and hiring of faculty members involves

the following school personnel: (please check)

_____ a. principal or school head

_____ b. assistant principal or academics-in-charge

_____ c. subject area coordinators

_____ d. others (please specify):

____________________________________

____________________________________

The final decision on hiring is made by the __________.

4. In the selection and hiring of faculty members, the

following are considered:

( ) a. academic qualifications or professional competence

in the area of specialization

( ) b. communication skills

( ) c. personality and character

( ) d. previous teaching experience

( ) e. experience in industry or other professional

experience

( ) f. health

( ) 5. The school’s policies for selection and hiring of

faculty members are observed.

EVALUATION

Using the rating scale specified earlier, rate each of the following

items related to the selection and hiring of faculty members:

( ) a. the existence of a reasonable procedure for selecting

and hiring faculty members

( ) b. the observance of the established procedure for

selecting and hiring faculty members

( ) c. the effectiveness of the established procedure for

selecting and hiring faculty members in terms of being

able to employ qualified and competent teachers

COMMENTS

B. ACADEMIC AND PROFESSIONAL PREPARATION OF FACULTY MEMBERS

ANALYSIS

Provide the required information in the tables that follow:

Table 1: Basic Academic Qualifications

TOTAL NUMBER OF TEACHERS

BASIC ACADEMIC REQUIREMENTS NUMBER OF

TEACHERS

PERCENT OF TOTAL

NUMBER OF

TEACHERS

Bachelor of Elementary Education

Bachelor of Secondary Education

Bachelor of Arts or Bachelor of Science

Bachelor of Arts or Bachelor of Science

with 18 units of Education courses

With Professional License for Teachers

Without Professional License for Teachers

Others (please specify)

Table 2: Further Studies

TOTAL NUMBER OF TEACHERS

FURTHER STUDIES

NUMBER OF TEACHERS PERCENT

OF TOTAL

NUMBER OF

TEACHERS

Acquired

within the

past 5 years

Acquired

more than

5 years

ago

With 3 – 15 relevant Master’s

Degree units

With more than 15 relevant

Master’s degree units

Passed the comprehensive

examinations

Thesis Writing stage

With relevant Master’s degree

a. With Thesis b. Without Thesis

With relevant Doctorate degree


APPENDICES

EVALUATION


items related to the academic and professional preparation of

faculty members:

( ) a. the percentage of faculty members who are qualified to

teach in the Senior High School

( ) b. the percentage of faculty members with academic

credentials beyond the minimum degree requirements

( ) c. the adequacy of the preparation of the faculty for the

specific subjects they have been assigned to handle

COMMENTS

1. List of faculty members teaching the Core Subjects indicating

their basic academic qualifications and further studies pursued

2. List of faculty members teaching the Applied Subjects

indicating their basic academic qualifications and further

studies pursued

3. List of faculty members teaching the Specialized Subjects

indicating their basic academic qualifications and further

studies pursued

C. TEACHING EXPERIENCE AND OTHER RELEVANT

PROFESSIONAL EXPERIENCE OF FACULTY MEMBERS

ANALYSIS

In tables that follow, provide the required information on the

faculty members’ teaching experience and other relevant professional

experience:

Table 1: Number of Years of Teaching Experience in the Basic Ed

Level

NUMBER OF

YEARS OF

TEACHING

EXPERIENCE

YEARS OF TEACHING EXPERIENCE IN THE

BASIC ED LEVEL

TOTAL TEACHING

EXPERIENCE

IN THIS SCHOOL IN OTHER SCHOOLS

Number

of

Teachers

% of

Total

Number

of

Teachers

Number

of

Teachers

% of

Total

Number

of

Teachers

Number

of

Teachers

% of

Total

Number

of

Teachers

25 or more

20 – 24

15 – 19

10 – 14

4 – 9

1 – 3

Less than 1

TOTAL

Table 2: Number of Years of Teaching Experience in the College Level

and Relevant Industry Experience

NUMBER OF

YEARS OF

TEACHING

EXPERIENCE

YEARS OF TEACHING

EXPERIENCE IN THE

COLLEGE LEVEL

YEARS OF

EXPERIENCE IN

INDUSTRY (related

to the subjects

taught)

TOTAL

EXPERIENCE

(teaching in the

College Level or

in Industry)

Number

of

Teachers

% of

Total

Number

of

Teachers

Number

of

Teachers

% of

Total

Number

of

Teachers

Number

of

Teachers

% of

Total

Number

of

Teachers

25 or more

20 – 24

15 – 19

10 – 14

4 – 9

1 – 3

Less than 1

TOTAL

In the table that follows, provide information on teacher turnover

in the Senior High School over the past three years:

SY___-___ SY___-___ SY___-___

Total number of teachers who

left the school

Percentage of teachers who

left the school

State below the reasons given by the teachers for leaving the school:

APPENDICES

EVALUATION


items related to the professional experience (both teaching

experience and industry experience) of the Senior High School

teachers:

( ) a. total teaching experience (length of service as

teachers) of the Senior High School faculty line-up

( ) b. industry experience of teachers who are handling

subjects where such background is applicable or

desirable

( ) c. ability of the school to retain competent faculty

members

COMMENTS

List of faculty members in the Senior High School (organized by

Track and by Strand) indicating the following data for each

faculty member:

a. number of years of teaching experience in the Basic Ed level

b. number of years of teaching experience in the College level

c. number of years employed in Industry related to the subjects

taught, where applicable

D. WORKLOAD OF FACULTY MEMBERS

In the table that follows, indicate the teaching load of the

Senior High School faculty members who are on full-time status.

Note: For schools which offer the Senior High School program in three

terms (trimester), the teaching load of Senior HS faculty members on

full-time status must be reflected by trimester.

FIRST SEMESTER

SECOND SEMESTER

TEACHING LOAD

PER WEEK

(in hours)

Number

of Teachers

% of Total

Number of

Teachers

Number

of Teachers

% of Total

Number of

Teachers

More than 30

25 – 30

20 – 24

15 – 19

10 – 14

5 - 9

1 - 4

TOTAL NUMBER

OF FULL-TIME

TEACHERS

Provide the school’s definition of full-time status and part-time

status for faculty members and the terms of engagement for those

engaged on part-time status.

In the table that follows, indicate the teaching load of the

Senior High School faculty members who are on part-time status.


terms (trimester), the teaching load of Senior HS faculty members on

part-time status must be reflected by trimester.

FIRST SEMESTER

SECOND SEMESTER

TEACHING LOAD

PER WEEK

(in hours)

Number

of Teachers

% of Total

Number of

Teachers

Number

of Teachers

% of Total

Number of

Teachers

More than 30

25 – 30

20 – 24

15 – 19

10 – 14

5 - 9

1 - 4

TOTAL NUMBER

OF PART-TIME

TEACHERS

Indicate in the table that follows the number of preparations or

other assignments of the Senior High School faculty members (both

full-time and part-time).


terms (trimester), the number of preparations of Senior HS faculty

members (both full-time and part-time) must be reflected by trimester.

FIRST SEMESTER

SECOND SEMESTER

NUMBER OF PREPARATIONS

Number

of

Teachers

% of Total

Number of

Teachers

Number

of

Teachers

% of Total

Number of

Teachers

1 preparation

2 preparations

3 preparations

More than 3

preparations

OTHER ASSIGNMENTS

Homeroom Adviser

Club Moderator

Other Roles

What percentage of the Senior High School faculty members are given

teaching assignments according to their areas of specialization?

Organize your response to this question using the following table:


terms (trimester), the information must be reflected by trimester.

FIRST SEMESTER

SECOND SEMESTER

SUBJECTS

HANDLED

Total

Number of

Teachers

assigned to

teach the

specific

category of

subjects

Number

of Teachers

teaching

subjects

aligned

with their

areas of specialization

% of

Total

Number of

Teachers

assigned

to teach

the

specific

category

of

subjects

Total

Number of

Teachers

assigned

to teach

the

specific

category

of

subjects

Number

of Teachers

teaching

subjects

aligned with

their areas

of specialization

% of

Total

Number of

Teachers

assigned

to teach

the

specific

category

of

subjects

Core

Applied

Specialized

ANALYSIS

1. The teaching loads of the faculty members allow sufficient

time for the following:

( ) a. preparation for classes

( ) b. evaluation of student achievement

( ) c. various forms of professional

development

( ) d. availability for student consultations

on research projects and other assigned

tasks

( ) 2. There is consideration for the equitable distribution

of other responsibilities of faculty members,

specifically assignments which are not directly related

to teaching the classes assigned to them.

3. Faculty members are encouraged and provided opportunities to

participate in the following: (please check)

( ) a. committee work

( ) b. research work

( ) c. community service or social involvement

( ) d. special assignments, please specify:

_____________________

_____________________

_____________________

( ) 4. Teachers are available for consultation with students

and their parents.

APPENDICES

1. List of faculty members in the Senior High School (organized by Track and by Strand) indicating the following data for

each faculty member:

a. status: part-time or full-time

b. teaching load per week (in hours) per semester

c. number of preparations per semester

d. whether the teacher is handling subjects aligned with his or area of specialization

e. other assignments

2. Identify the Tracks, Strands or Subject Areas where part-time teachers are employed and provide the rationale behind

the employment of part-time teachers in these Tracks,

Strands or Subject Areas.

EVALUATION


items related to the workload of faculty members:

( ) a. adequacy of the number of faculty members in relation

to the educational program of the Senior High School

and to the philosophy, vision, mission, goals and

objectives of the school

( ) b. adequacy of the number of faculty members teaching

on full-time basis

( ) c. suitability of faculty members teaching on part-time

basis

( ) d. alignment between teaching assignments given and the

faculty members’ areas of specialization

( ) e. teaching loads of faculty members

( ) f. number of preparations of faculty members in terms of

3. Provide the rationale for the following:

a. teaching assignments outside of the teachers' areas of specialization

b. teaching assignments outside of the teachers' areas of specialization

c. giving overload assignments to teachers concerned

d. assigning 3 or more teaching preparations to teachers concerned

their teaching assignments

( ) g. considerations for assigning the overall workload of

faculty members

COMMENTS

E. PERFORMANCE OF FACULTY MEMBERS

ANALYSIS

The faculty members:

( ) 1. concretely support the philosophy, vision, mission,

goals, and objectives of the school

( ) 2. concretely support the specific objectives of the

Senior High School.

( ) 3. plan and facilitate teaching-learning experiences

which enable the students to do the following:

( ) a. produce all forms of texts based on solid

grounding on Philippine experience and

culture; understanding of the self,

community, and nation; application of

critical and creative thinking and doing

processes; competency in formulating ideas

and arguments logically, scientifically, and

creatively; and clear appreciation of

one’s responsibility as a citizen of a

multicultural Philippines and a diverse

world

( ) b. systematically apply knowledge,

understanding, theory, and skills for the

development of the self, local, and global

communities using prior learning, inquiry,

and experimentation

( ) c. work comfortably with relevant technologies

and develop adaptations and innovations for

significant use in local and global

communities

( ) d. communicate with local and global

communities with proficiency orally, in

writing, and through new technologies of

communication

( ) e. interact meaningfully in a social setting

and contribute to the fulfillment of

individual and shared goals, respecting the

fundamental humanity of all persons and the

diversity of groups and communities

4. manifest an awareness and understanding of the

following:

( ) a. issues concerning the youth

( ) b. local community issues

( ) c. national issues

( ) d. global issues

( ) e. socio-political issues

( ) f. socio-cultural issues

( ) g. current educational trends and

challenges

( ) h. environmental and ecological issues

( ) i. indigenous cultures

( ) j. multi-cultural diversity

( ) 4. follow the Curriculum Guides for the subjects to be

taught.

( ) 5. show mastery of the subject matter being taught

( ) 6. deliberately include provisions in the lessons which

show the relevance of the subject matter to current

issues

( ) 7. conscientiously plan lessons and classroom activities

( ) 8. thoughtfully select and utilize appropriate teaching

strategies for the lessons

( ) 9. creatively design and implement classroom strategies

and pedagogical practices

( ) 10. use appropriate assessment and evaluation tools

( ) 11. use library and multi-media resources as well as other

suitable supplementary materials

( ) 12. utilize guidance data and related research in planning

and implementing the different instructional programs

( ) 13. show mastery of the medium of instruction

( ) 14. employ sound classroom management practices

( ) 15. manifest the ability to diagnose and address general

and specific weaknesses of students

( ) 16. are able to relate well and communicate effectively

with students

( ) 17. are able to relate well and communicate effectively

with fellow faculty members, administrators, parents,

and other stakeholders

( ) 18. are involved in the planning, implementation, and

evaluation of school policies and educational programs

( ) 19. have a clear understanding of the principle of academic

freedom as defined in the school

( ) 20. participate actively in the localization,

indigenization, and enhancement of the curriculum based

on the school’s and students’ educational and social

contexts

EVALUATION


items related to the professional performance of faculty members:

( ) a. concretization of the school’s philosophy, vision,

mission, goals, and objectives by the faculty members

( ) b. faculty members’ understanding of the specific

objectives of the Senior High School

( ) c. faculty members’ awareness and understanding of local,

national, global, socio-political, and environmental

issues

( ) d. faculty members’ awareness and understanding of

educational trends and challenges

( ) e. ability of faculty members to plan their lessons and

prepare instructional materials and activities

effectively

( ) f. ability of the faculty members to plan and implement

teaching-learning experiences which enable the

students to produce all forms of texts

( ) g. ability of the faculty members to plan and implement


students to systematically apply knowledge,

understanding, theory, and skills

( ) h. ability of the faculty members to plan and implement


students to work comfortably with relevant technologies

( ) i. ability of the faculty members to plan and implement


students to communicate with local and global

communities with proficiency orally and in

writing

( ) j. ability of the faculty members to plan and implement


students to interact meaningfully in a social setting

( ) k. appropriate use of assessment and evaluation tools by

the teachers

( ) l. judicious use of library and multi-media resources by

the teachers

( ) m. meaningful use of guidance data and other related

information by the teachers

( ) n. proficiency of teachers in the medium of instruction

for the subjects they are handling

( ) o. ability of faculty members to relate well and

communicate effectively with students

( ) p. ability of faculty members to relate well with the

parents and other stakeholders of the school

( ) q. faculty members’ observance of the policy on academic

freedom as defined in the Senior High School

( ) r. involvement of teachers in the planning,

implementation, and evaluation of school policies and

educational programs

( ) s. participation of teachers in the localization,

indigenization, and enhancement of the curriculum based

on the school’s and students’ educational and social

contexts

COMMENTS

F. PROVISIONS FOR FACULTY DEVELOPMENT

ANALYSIS

( ) 1. The school has an Induction Program for newly-hired

teachers, including those with previous teaching

experience in other schools or other education levels.

2. The Induction Program for newly-hired teachers includes

the following: (please check)

( ) a. a discussion of the school’s philosophy,

vision, mission, goals, and objectives

( ) b. an explanation of the important policies of

the Senior High School and the larger

institution it belongs to

( ) c. a discussion of the important features of

the Senior High School program and program

expectations

( ) d. profile of the youth specifically the age

group of Senior High School students

( ) e. others (please specify):

_________________________________________

_________________________________________

_________________________________________

( ) 3. The school has an on-going In-service Program for all

faculty members.

( ) 4. The school has a comprehensive and functional Faculty

Development Program.

( ) 5. The faculty members are actively involved in the

formulation, periodic review, and revision of the

faculty development program.

6. Each faculty member engages in the following for

professional growth:

( ) a. active participation in faculty meetings and

professional learning sessions

( ) b. participation in seminars, workshops, and

conferences offered outside the school

( ) c. professional updating through reference books

and journals

( ) d. active participation in professional

organizations

( ) e. participation in action research geared

towards the development of the Subject Area

offering or other school programs

( ) f. pursuit of relevant graduate studies or

Certificate Programs

7. The school provides support for faculty members’

participation in seminars, workshops, and conferences

in the form of the following: (please check)

( ) a. allowed absence with pay throughout the

duration of the seminar, workshop, or

conference

( ) b. subsidy for the seminar, workshop, or

conference fee

( ) c. others (please specify):

____________________________

____________________________

____________________________

( ) 8. The school has provisions for the personal, spiritual,

and socio-cultural development of the faculty members.

( ) 9. The school provides opportunities for the development

of the faculty members’ socio-political consciousness.

( ) 10. The school has provisions for the faculty members’

development in the use of relevant instructional

technology.

( ) 11. There is a provision in the school budget for faculty

development programs and activities.

( ) 12. The school’s Faculty Club or Faculty Association

supports the personal, spiritual, and professional

development of faculty members.

EVALUATION


items related to provisions for faculty development:

( ) a. the Induction Program for newly-hired faculty members

( ) b. continuing In-service Program for all faculty members

( ) c. the Faculty Development Program

( ) d. budget for faculty development programs and

activities

( ) e. professional growth of faculty members

( ) f. provisions for the personal, spiritual, and socio-

cultural development of the faculty members

( ) g. provisions for the development of socio-political

consciousness of the faculty members

( ) h. provisions for the development of faculty members in

the use of relevant instructional technology

COMMENTS

APPENDICES

BEST FEATURES

RECOMMENDATIONS

1. A copy of the three- or five-year Faculty Development

Program for the Senior High School

2. A copy of the most recent Induction Program for newly-hired

teachers

3. List of seminars, workshops, conferences and other

in-service activities for faculty development held inside

and outside the school during the last three years

EVALUATION FORM

SECTION III

CURRICULUM AND INSTRUCTION

A. CURRICULUM

B. TEACHING-LEARNING PROCESS

C. LEARNING OUTCOMES

D. ASSESSMENT AND EVALUATION OF STUDENT LEARNING

E. CO-CURRICULAR PROGRAMS AND ACTIVITIES

F. ADMINISTRATIVE CONCERN FOR AN EFFECTIVE TEACHING-LEARNING

PROCESS

Name of School : _____________________________

Analysis made by : _____________________________

_____________________________

_____________________________

Evaluation made by : _____________________________

_____________________________

_____________________________

Date completed : _____________________________

Criteria

A school should manifest deep concern for the quality of instruction

offered to the students and provide evidence of efforts made towards

an effective the teaching-learning process.

A. CURRICULUM - The school’s curriculum must not only serve to

fulfill the requirements of the Department of Education but

also to realize the philosophy, vision, mission, goals, and

objectives of the school. The curriculum from Kindergarten

to Grade 12 should be coherent and relevant as well as

sequential and developmental. The objectives and learning

outcomes should be clearly stated and well-defined. In

defining the knowledge, skills, values, and attitudes the

students should acquire, the school is encouraged to

emphasize both vertical and horizontal articulation within

and between subject areas and grade levels.

Senior High School education consists of two years of

specialized upper secondary education offered in Tracks and

Strands which students may choose from depending on their

aptitude and interests. Depending on the school’s

philosophy, vision, mission, goals, and objectives and the

needs of the students in the community, the school may choose

to offer any of the following Tracks:

a. Academic

b. Technical-Vocational-Livelihood

c. Sports

d. Arts and Design

The Academic Track includes:

a. Accountancy, Business, and Management (ABM)

b. General Academic (GA)

c. Humanities and Social Sciences (HUMSS)

d. Science, Technology, Engineering, and

Mathematics (STEM)

The specific Track determines the specialized subjects

which a student should take in Senior High School. There

are three sets of subjects in the Senior High School

curriculum: Core, Applied, and Specialized. There are seven

Learning Areas under the Core Curriculum: Languages,

Literature, Communication, Mathematics, Philosophy,

Natural Sciences, and Social Sciences.

B. TEACHING-LEARNING PROCESS - The teaching-learning process

should be reflective of the school’s teaching-learning

framework. Teaching methods and strategies should take into

consideration the developmental needs of the students and

should be suitable to the subject matter. These should take

into consideration the nature of the different Tracks and

Strands and should have provisions for recognizing the

students’ individual differences. Teachers should make

judicious use of relevant instructional materials. Classroom

management practices should facilitate effective

instruction and should be carefully observed.

Research findings, developments in the field of education

particularly in the specific subject areas, and relevant

technology should enhance the teaching-learning process.

C. LEARNING OUTCOMES – There should be evidence of learning and

application of skills and knowledge inside and outside the

classroom. The teaching-learning process should include

relevant, varied, and student-centered activities geared

towards the holistic formation of students for employment,

entrepreneurship, higher education or middle-level skills

development. Development in 1) information, media, and

technology skills, 2) learning and innovation skills, 3)

effective communication skills, and 4) life and career

skills are vital in the holistic education of students with

21st century skills. Students must participate actively in

classroom activities by answering and asking questions and

completing assigned tasks. Positive values should be

integrated in the teaching-learning process.

Based on CMO 20, series 2012, any Basic Education completer

should be able to:

a. produce all forms of texts based on solid grounding

on Philippine experience and culture; an

understanding of the self, community, and nation;

application of critical and creative thinking and

doing processes; competency in formulating ideas

and arguments logically, scientifically, and

creatively; and clear appreciation of one’s

responsibility as a citizen of a multicultural

Philippines and a diverse world

b. systematically apply knowledge, understanding,

theory, and skills for the development of the self,

local, and global communities using prior learning,

inquiry, and experimentation

c. work comfortably with relevant technologies and

develop adaptations and innovations for significant

use in local and global communities

d. communicate with local and global communities with

proficiency orally, in writing, and through new

technologies of communication

e. interact meaningfully in a social setting and

contribute to the fulfillment of individual and

shared goals, respecting the fundamental humanity

of all persons and the diversity of groups and

communities

D. ASSESSMENT AND EVALUATION OF STUDENT LEARNING – The learning

outcomes for the different Tracks, Strands, and Subject Areas

should be well-defined and consistent with the desired

characteristics of the Basic Education completer as described

in Part C. There should be provisions for the assessment and

evaluation of students in terms of the development of their 1)

information, media, and technology skills, 2) learning and

innovation skills, 3) effective communication skills, and 4)

life and career skills. Judicious use of various forms of

assessment, both formative and summative, is vital in the

assessment and evaluation of student learning.

The process for determining the students’ final marks should

be clear and fair. The distribution of grades and the

percentage of promotions or failures should reflect a

reasonable and fair grading system. Assessment data should be

used not just to monitor and measure student progress but also

to evaluate the strengths and areas for improvement of the

curriculum and teaching-learning process. Such regard for the

use of assessment data reflects an environment where continuous

improvement is valued and pursued.

E. CO-CURRICULAR PROGRAM AND ACTIVITIES – The co-curricular

program and activities should support and complement the

instructional program. These should enrich classroom

instruction by providing students opportunities to apply

theories and concepts learned in the different subjects. The

design of the co-curricular programs and choice of specific

activities should encourage wide participation and

collaboration among the students.

F. ADMINISTRATIVE CONCERN FOR AN EFFECTIVE TEACHING-LEARNING

PROCESS - Administrators, Supervisors, and Coordinators who

are in charge of the academic program should develop and

implement measures to ensure an effective teaching-learning

process. Such measures include the review and approval of

Curriculum Guides and Teaching Guides, class observations and

post-observation conferences directed towards mentoring and

evaluation purposes, review and approval of examinations and

other assessment and evaluation instruments, monitoring and

evaluation of learning outcomes through achievement test

results and other metrics, and follow-up on the success or

failure of graduates in their college work. Moreover,

administrative concern for an effective teaching-learning

process also covers adequate screening and hiring procedures

for faculty and implementation of functional faculty

development programs. The administration should manifest

profound interest in the development of educational processes

in the school as well as in the larger context.

Explanation

This section on Curriculum and Instruction focuses on the quality

of the Curriculum as well as the effectiveness of the teaching-

learning process. Some of the items in this Survey Form are

reiterated from the previous section to confirm or corroborate the

findings from the survey of the area of Faculty.

ANALYSIS





Instrument for the area of Curriculum and Instruction, these should

be added in the appropriate sections. The responses to the different

items should accurately and completely reflect the school conditions

in order to provide a realistic background for the evaluation of

the area.









apply



have been included.



under survey.

EVALUATION




5 - Excellent:



4 - Very Good:



3 - Good:


adequately.

2 - Fair:



1 - Poor:


functioning poorly.

M - Missing:





COMMENTS






Any other comments or explanations concerning Curriculum and

Instruction and the conditions affecting the quality of the

curriculum and effectiveness of instruction, which might be of

assistance in making an overall evaluation for the area, should also

be included in the Comments section.

BEST FEATURES


the different programs in the area of Curriculum and Instruction.

RECOMMENDATIONS


or plans to further strengthen the area of Curriculum and

Instruction.

A. CURRICULUM

ANALYSIS

( ) 1. The curriculum is designed according to the requirements

of the Enhanced Basic Education Act of 2013 for the

Senior High School program.

( ) 2. The curriculum is localized, indigenized, and enhanced

according to the school’s educational and social

context.

( ) 3. The curriculum has the following features in addition

to the minimum requirements of the Basic Education

Curriculum specified by Dep Ed:

a. ________________________________________________

b. ________________________________________________

c. ________________________________________________

4. The curriculum for the different Tracks and Strands

supports the following:

( ) a. the school’s philosophy, vision, mission,

goals, and objectives.

( ) b. specific objectives of the Tracks and Strands

( ) c. national development goals

5. The curriculum has provisions for the development of the

students’ skills in the following areas:

( ) a. Information, Media, and Technology

( ) b. Learning and Innovation

( ) c. Effective Communication

( ) d. Life and Career

6. The curriculum has provisions for enabling the students

to do the following:

( ) a. produce all forms of texts based on solid

grounding on Philippine experience and

culture; understanding of the self,

community, and nation; application of

critical and creative thinking and doing

processes; competency in formulating ideas

and arguments logically, scientifically,

and creatively; and clear appreciation of

one’s responsibility as a citizen of a

multicultural Philippines and a diverse

world


understanding, theory, and skills for the

development of the self, local, and global

communities using prior learning, inquiry,

and experimentation


and develop adaptations and innovations for

significant use in local and global

communities


communities with proficiency orally, in

writing, and through new technologies of

communication


and contribute to the fulfillment of

individual and shared goals, respecting the

fundamental humanity of all persons and the

diversity of groups and communities

7. The goals of the curriculum promote:

( ) a. character building

( ) b. responsible citizenship

( ) c. love of country and nation-building

( ) d. respect for multi-cultural diversity and for

people of other religions

( ) e. appreciation for indigenous cultures

( ) 8. The Curriculum Guide for each subject indicates the

logical flow and development of subject matter as well

as skills, and values for the course.

( ) 9. The pre-requisites for the different subjects are

clearly defined and taken into consideration in the

design of the curriculum.

( ) 10. The coverage in each subject area takes into account

the cognitive, social, physical, and emotional

readiness of the learners.

11. The following are contained in the Curriculum Guide for

each subject area:

( ) a. learning objectives or competencies

( ) b. learning content

( ) c. teaching strategies and learning activities

( ) d. provisions for values integration

( ) e. time allocation

( ) f. instructional materials

( ) g. provisions for assessment and evaluation

( ) h. references or bibliography

( ) 12. There are provisions for articulation among teachers

of the different subject areas within the Tracks and

Strands to identify points of integration and

collaboration.

( ) 13. There are provisions for articulation among teachers

handling the same subject area to ensure alignment of

goals and processes.

( ) 14. The curriculum is reviewed and evaluated regularly to

reflect developments in subject matter and pedagogy

particularly those which are relevant to the specific

Tracks and Strands.

15. There are programs for students with special needs:

( ) a. enrichment

( ) b. remedial

( ) c. others (please specify)

_________________

_________________

EVALUATION


items related to curriculum.

( ) a. alignment of the curriculum with the learning

competencies specified by the Enhanced Basic Education

Act of 2013 for the Senior High School program

b. alignment of the curriculum with the following:

( ) 1) school’s philosophy, vision, mission, goals,

and objectives

( ) 2) goals of the K-12 curriculum

( ) 3) national development goals

c. provisions in the curriculum for the following pursuits

of the students after Senior High School:

( ) 1) employment

( ) 2) entrepreneurship

( ) 3) higher education

( ) 4) middle-level skills development

d. provisions in the curriculum for the development of

students’ skills in the following:

( ) 1) Information, Media, and Technology

( ) 2) Learning and Innovation

( ) 3) Effective Communication

( ) 4) Life and Career

e. provisions in the curriculum for enabling the students

to:

( ) 1) produce all forms of texts

( ) 2) systematically apply knowledge,


( ) 3) work comfortably with relevant technologies

( ) 4) communicate with local and global


writing

( ) 5) interact meaningfully in a social setting

( ) f. provisions in the curriculum that reflect the specific

features and objectives of the different Tracks and

Strands offered by the school

( ) g. usefulness and effectiveness of the Curriculum Guides

and Teaching Guides

h. provisions for articulation among teachers to achieve

the following:

( ) 1) identify points of integration and

collaboration among the different subject

areas within the Tracks and Strands

( ) 2) ensure alignment of goals and processes

within each subject area

( ) i. process for reviewing and evaluating the curriculum

regularly

( ) j. organization of the curriculum in terms of pre-

requisites for the different subjects

( ) k. special programs offered by the school

COMMENTS

APPENDICES


Provide the following:

a. Write-up on the Enrichment Program

b. Write-up on the Remedial Program

c. Write-up on the Work Immersion Program

d. Write-up on other special programs


ANALYSIS

( ) 1. The teaching-learning process is reflective of the

school’s teaching-learning framework.

( ) 2. There is evidence of thoughtful preparation and

comprehensive planning of teaching-learning

activities.

( ) 3. Teaching-learning practices and activities used are

suitable for Senior High School – level instruction.

( ) 4. Learning activities take into consideration the

interests, needs, and actual life experiences of the

students.

5. Learning experiences facilitate the following on the

part of students:

( ) a. acquisition of knowledge and skills

( ) b. development of Information, Media, and

Technology skills

( ) c. development of Learning and Innovation skills

( ) d. development of Life and Career skills

( ) e. development of Effective Communication skills

( ) f. development of positive values and attitudes

6. Learning experiences provide opportunities for the

students to:

( ) a. produce all forms of texts






writing


7. There are provisions for the following in the

instructional program:

( ) a. application of skills and concepts learned

( ) b. opportunities for on-the-job training or

practicum work

( ) c. immersion or internship experiences

( ) 8. Strategies used in the teaching-learning process are

varied, up-to-date, relevant, and creative.

9. Strategies used in the teaching-learning process are

appropriate for:

( ) a. the subject area

( ) b. the needs and capabilities of the students

in the specific Track or Strand

( ) 10. Multi-media resources are utilized to enrich the

lessons.

( ) 11. Human and community resources are utilized to enrich

the lessons.

12. The teaching-learning processes:

( ) a. facilitate active participation of students in

the learning process

( ) b. encourage independent study on the part of the

students

( ) c. provide opportunities for students to

collaborate with others

( ) d. enhance the students’ research skills

( ) e. provide opportunities for students to engage

in performance tasks

( ) f. develop the students’ capability to lead and

to follow

( ) 13. In the teaching-learning process, provisions are made

to recognize students’ individual differences and

diverse learning styles.

( ) 14. An atmosphere conducive to learning is maintained in

all classes through sound classroom management

practices.

( ) 15. The medium of instruction is effectively used in the

teaching-learning process.

( ) 16. There are provisions for considering or exploring the

connection between the lessons and the broader aspects

of the subject or real-life experiences.

( ) 17. Guidance data is used to improve the teaching-learning

process.

EVALUATION


items related to the teaching-learning process:

( ) a. alignment of the teaching-learning process with the

school’s teaching-learning framework

( ) b. suitability of teaching-learning practices and

activities to the level of Senior High School students

( ) c. suitability of teaching-learning practices and

activities to the interests and needs of the students

in the specific Tracks and Strands they are enrolled

in

d. provisions in the learning experiences for achieving

the following:

( ) 1) acquisition of knowledge and skills

( ) 2) development of Information, Media, and

Technology skills

( ) 3) development of Learning and Innovation skills

( ) 4) development of Life and Career skills

( ) 5) development of Effective Communication skills

( ) 6) development of positive values and attitudes

e. provisions in the learning experiences which allow the

students to:







writing


f. provisions for the following:

( ) 1) application of skills and concepts learned

( ) 2) opportunities for on-the-job training or

practicum work, where applicable

( ) 3) immersion or internship experiences, where

applicable

( ) g. provisions for planning and preparing teaching-

learning activities

( ) h. alignment between strategies used in the teaching-

learning process and the following:

( ) 1) nature of the subject area

( ) 2) needs and capabilities of the students

in the specific Track or Strand

( ) i. extent of utilization of multi-media resources and

other references to enrich the teaching-learning

process

( ) j. extent of utilization of human and community resources

to enhance the teaching-learning process

k. provisions in the teaching-learning process which seek

to achieve the following:

( ) 1) facilitate active participation of students

( ) 2) encourage independent study on the part of

students

( ) 3) enhance the students’ research skills

( ) 4) provide opportunities for students to engage

in performance tasks

( ) 5) develop the students’ capabilities as

leaders and followers

( ) l. provisions for recognizing and addressing students’

individual differences and diverse learning styles

( ) m. classroom management practices

( ) n. proficiency of teachers in the medium of instruction

used in the teaching-learning process

( ) o. provisions for considering or exploring the connection

between the lessons and the broader aspects of the

subject or real-life experiences

( ) p. extent of utilization of guidance test results to

improve the teaching-learning process

( ) q. evidence of innovation and continuous improvement in

the teaching-learning process in the Senior High

School

APPENDICES

COMMENTS

C. LEARNING OUTCOMES

ANALYSIS

( ) 1. Students are engaged and participate actively in class

discussions and activities.

( ) 2. In the teaching-learning process, students are given

opportunities for independent learning as well as

collaborative work.

( ) 3. Students accomplish their homework and other assigned

tasks.

( ) 4. Students come to class prepared for the lessons.

( ) 5. Students spontaneously express their ideas and ask

questions during class discussions.

( ) 6. Students demonstrate the capacity to think critically

and creatively.

( ) 7. Students manifest positive values and attitudes inside

and outside the classroom.

8. Students express themselves clearly and correctly in:

( ) a. English

Attach a copy of the description of the teaching-learning

framework adopted by the school.

( ) b. Filipino

( ) c. ______________

( ) 9. Student responses and inputs in class indicate evidence

of learning.

( ) 10. Students demonstrate the ability to apply in practical

situations and in the larger context the knowledge and

skills they have learned in the classroom.

11. Students demonstrate the ability to:

( ) a. produce all forms of texts






writing


12. Students demonstrate competence in the following:

( ) a. information, media, and technology skills

( ) b. learning and innovation skills

( ) c. effective communication skills

( ) d. life and career skills

( ) 13. Students make good use of relevant and credible

reference materials and resources.

EVALUATION


items related to learning outcomes:

( ) a. quality of student output in independent work

( ) b. quality of student output in collaborative work

( ) c. completion of homework and assigned tasks by the

students

( ) d. preparedness of the students for their classes

( ) e. capability of the students to express their ideas and

to ask questions spontaneously during class discussions

( ) f. ability of the students to think critically and

creatively

( ) g. evidence of positive values and desirable attitudes in

the students’ actions and behavior

h. ability of the students to express themselves clearly

and correctly in the following:

( ) 1) English

( ) 2) Filipino

i. capability of the students to:







writing


j. competence of the students in the following:

( ) 1) information, media, and technology skills

( ) 2) learning and innovation skills

( ) 3) effective communication skills

( ) 4) life and career skills

( ) k. extent of utilization of relevant and credible

reference materials and resources by the students

COMMENTS

D. ASSESSMENT AND EVALUATION OF STUDENT LEARNING

ANALYSIS

( ) 1. The assessment and evaluation of student performance

is based on the intended learning outcomes and aligned

with the desired learning competencies.

2. Students are assessed and evaluated in terms of their

development in the following:

( ) a. information, media, and technology skills

( ) b. learning and innovation skills

( ) c. effective communication skills

( ) d. life and career skills

3. Assessment and evaluation of student performance are

done through a variety of appropriate materials and

instruments such as:

( ) a. written tests

( ) b. oral examinations

( ) c. reflection papers

( ) d. research papers

( ) e. authentic assessment tasks

( ) f. presentations

( ) 4. Assessments are checked and returned to the students

within a reasonable amount of time.

( ) 5. Provisions are made for students to track their own

progress in the learning process.

( ) 6. Provisions are made for students to evaluate their

performance in collaborative work.

( ) 7. Learning outcomes are utilized to guide future learning

activities, including re-teaching when needed.

( ) 8. The grading system is well-defined and reflects

students’ performance fairly.

( ) 9. There is an established procedure for reporting student

performance and progress to parents.

( ) 10. There is coordination among teachers, administrators,

and guidance counselors in monitoring the progress of

students in the different learning areas.

( ) 11. Records of student performance are systematically kept.

( ) 12. There are provisions for the continuous improvement of

assessment and evaluation strategies and processes.

( ) 13. The policies on promotion and retention are

well-defined and clearly understood by parents and

students.

( ) 14. The policies on awarding students with academic honors

and other forms of recognition are well-defined and

understood by parents and students.

( ) 15. The basis for evaluating student performance in each

subject is explained to the students at the beginning

of the term.

( ) 16. There is an established procedure for finalizing

grades at the end of the term or school year as well

as changing these, when called for.

EVALUATION


items related to assessment and evaluation of student learning:

( ) a. grading system being implemented in the Senior High

School

( ) b. quality of assessment and evaluation materials and

instruments

c. provisions for assessing and evaluating students in the

following:

( ) 1) information, media, and technology skills

( ) 2) learning and innovation skills

( ) 3) effective communication skills

( ) 4) life and career skills

( ) d. practices for assessing and evaluating student

performance in terms of their usefulness in identifying

the strengths and individual needs of students

( ) e. utilization of assessment and evaluation results for

the improvement of teaching-learning processes

( ) f. provisions for reporting of student progress to parents

APPENDICES

COMMENTS

E. CO-CURRICULAR PROGRAMS AND ACTIVITIES

ANALYSIS

( ) 1. A variety of co-curricular programs and activities are

available to support, complement, and enrich the

teaching-learning process and the thrusts of the

different Tracks and Strands.

( ) 2. The co-curricular programs and activities are aligned

with the school’s philosophy, vision, mission, goals,

and objectives.

( ) 3. The co-curricular programs and activities promote the

development of students in positive values and

attitudes.

( ) 4. Students are encouraged to participate in co-curricular

programs and activities.

( ) 5. Community resources are used to support co-curricular

programs and activities.

( ) 6. Co-curricular programs and activities complement the

academic or curricular program.

Attach a copy of the grading system being implemented in the

Senior High School including the guidelines for determining the

following:

1. promotion of students to the next level

2. retention of students in the level

3. honors and awards

EVALUATION


items related to co-curricular programs and activities:

( ) a. the number of students participating in co-curricular

programs and activities

( ) b. extent by which the co-curricular programs and

activities contribute to the attainment of the school's

vision, mission, goals, and objectives

( ) c. extent by which the co-curricular programs and

activities promote the development of students in

positive values and attitudes

( ) d. number and variety of co-curricular programs and

activities which the students may participate in

( ) e. utilization of community resources in the

implementation of co-curricular programs and

activities

( ) f. relationship between the co-curricular programs and

activities and the academic or curricular program

APPENDICES

Attach a list of the co-curricular programs and activities.

F. ADMINISTRATIVE CONCERN FOR AN EFFECTIVE

TEACHING-LEARNING PROCESS

ANALYSIS

1. Supervisors and administrators employ the following measures

to ensure an effective teaching-learning process:

( ) a. requiring a Curriculum Guide for each subject area

to be approved by the assigned school administrator

( ) b. continuous review and updating of the Curriculum

Guides, Teaching Guides, and instructional materials

( ) c. a review of assessment and evaluation materials by

the assigned school administrator

( ) d. monitoring of learning outcomes through different

evaluation processes

( ) e. analysis of students' performance through formal and

informal studies

( ) f. regular supervisory visits to classes and post-

observation conferences

2. There are provisions for monitoring the development of the


( ) a. Information, Media, and Technology

( ) b. Learning and Innovation

( ) c. Effective Communication

( ) d. Life and Career

( ) 3. The administration has up-to-date information

regarding the academic performance of students.

( ) 4. The records and files containing information on student

performance are in order, up-to-date, and

systematically kept.

( ) 5. Students are given recognition for academic achievement

and growth in character.

6. Measures are in place to make sure that:

( ) a. required textbooks are carefully selected

( ) b. instructional materials are available to

all students

( ) c. multi-media resources are relevant and

appropriately used

( ) d. assessment and evaluation processes and

practices are effective

7. The administration manifests concern for the

improvement of the instructional program by:

( ) a. involving the faculty members in exploring

developments in the curriculum and

teaching-learning process

( ) b. introducing innovations in the curriculum

and teaching-learning process


_____________________________

_____________________________

8. The administration sees to it that faculty members are

prepared for their classes through the following:

( ) a. well-prepared Curriculum Guides and

Teaching Guides

( ) b. providing a faculty room or area to help

the teachers prepare well for their

classes

( ) 9. Measures are in place to ensure the punctuality and

attendance of faculty members in their scheduled

classes.

( ) 10. Measures are in place to ensure the punctuality and

regular attendance of students.

EVALUATION


items related to administrative concern for an effective teaching-

learning process:

( ) a. measures put in place to ensure an effective teaching-

learning process

b. measures for monitoring the development of the


( ) 1) Information, Media, and Technology

( ) 2) Learning and Innovation

( ) 3) Effective Communication

( ) 4) Life and Career

( ) c. measures put in place to ensure the continuous

improvement of the curriculum and the teaching-learning

process

( ) d. quality of textbooks and instructional materials

( ) e. utilization of instructional materials, devices, and

equipment

( ) f. punctuality and attendance of teachers

( ) g. punctuality and attendance of students

( ) h. schedule of classes

( ) i. availability to the administration of information on

the abilities and performance of students

( ) j. system of recognition for students’ academic

achievement and growth in character

COMMENTS

BEST FEATURES

RECOMMENDATIONS

APPENDICES

EVALUATION FORM

Provide a copy of the system of recognition for students’ academic

achievement and growth in character.

EVALUATION

SECTION IV

LIBRARY AND AUDIO-VISUAL RESOURCES

(INFORMATION RESOURCE CENTER)

A. LIBRARY AND AUDIO-VISUAL RESOURCE CENTER PERSONNEL

B. FINANCIAL SUPPORT AND ACCOUNTABILITY

C. LIBRARY AND AUDIO-VISUAL RESOURCES

D. LIBRARY AND AUDIO-VISUAL SERVICES

E. LIBRARY AND AUDIO-VISUAL RESOURCE CENTER FACILITIES AND

FURNITURE

Name of School : ____________________________

Analysis made by : ____________________________

____________________________

____________________________


____________________________

____________________________

Date completed : ____________________________

Criteria

Library and Audio-visual resources consist of print and audio-visual

or multi-sensory resources. The Library and Audio-visual Resource

Center is a learning facility which schools refer to as Media Center

(MC), Learning Resource Center (LRC), Educational Media Center

(EMC), or Instructional Materials Center (IMC). The Library and

Audio-visual resources are carefully prepared or selected,

organized, and administered by competent librarians and staff to

support the teaching-learning process.

"The school media center is central to the instructional program of

a school. Its main purpose is to provide service to the faculty,

students, and administration in accessing information, developing

research strategies, and in the utilization of media. The media

center program strengthens and improves the instruction in the

school by developing in students lifelong learning skills and a love

for reading." (Betty J. Morris, 1992. Administering the School

Library Media Center). It is important to emphasize that this

learning facility is not meant to be just a storage of the school’s

print and audio-visual resources.

A. LIBRARY AND AUDIO-VISUAL RESOURCE CENTER PERSONNEL - The

Library and Audio-visual Resource Center should be administered

by qualified and competent professional staff and clerical

assistants. The personnel should be adequate in number based

on the educational program and enrolment of the school.

The librarians should be graduates of Library Science. They

should be competent and engaged on full-time status. They

should spend most of their time in reference service,

instruction in the use of the Library and Audio-visual

Resource Center, book advisory service, and selection of print

resources as well as audio-visual or multi-sensory resources.

The professional librarians should have the same status as

the faculty members with respect to tenure, retirement,

salary levels, and fringe benefits. They should also be given

opportunity to serve in faculty committees, participate in

faculty meetings, and enjoy the same opportunities for

professional advancement as the other faculty members.

B. FINANCIAL SUPPORT AND ACCOUNTABILITY – The budget allocated

for the acquisition of print and non-print materials and for

the effective implementation of the programs of the Library

and Audio-visual Resource Center should be adequate. In

relation to the budget, Library and Audio-visual Resource

Center personnel are accountable for program results.

C. LIBRARY AND AUDIO-VISUAL RESOURCES – Properly selecting

materials and making these easily accessible in the teaching-

learning process are crucial. Basic policies for the selection

of print and non-print materials should be clearly formulated

based on recommended lists and standard bibliographic tools.

The Library and Resource Library and Audio-visual Resource

Center personnel need to ensure that the materials are of good

quality, efficiently organized, and used well.

The materials in the Library and Audio-visual Resource Center

should be organized and arranged in a manner that will allow

users to obtain required materials quickly and easily. The

arrangement of materials should follow one of the approved

classification schemes. Rigid adherence to the numerical

sequence of the classification scheme is not necessary if

another grouping of resources makes the materials more

accessible, more easily used, or more inviting for

exploration. The system used, however, must be consistently

applied throughout the Library and Audio-visual Resource

Center.

The print and non-print materials should be adequate to meet

the instructional and recreational needs of the school

community. Provision should be made for regular acquisition

of worthwhile fiction and up-to-date books in various fields

suited to the needs of the instructional program.

Subscription to newspapers, journals, and useful magazines

should be made according to the needs of the school community.

Periodicals of permanent value should be bound.

D. LIBRARY AND AUDIO-VISUAL SERVICES - The Library and Audio-

visual Resource Center staff should be available to provide

adequate and efficient services to the school community

throughout the time the facility is open. Services include

continuous instruction on the use of the Library and Audio-

visual Resource Center, information retrieval, and assistance

in obtaining necessary reference materials.

The resources, services, and staff should be available to the

school community during service hours to facilitate the maximum

use of the Library and Audio-visual Resource Center. The

service hours of the Library and Audio-visual Resource Center

should include time before and after school hours.

The facility should not be used for functions which interfere

with its intended purpose. Circulation and loan regulations

should enable the school community to obtain materials easily

for use both in school and at home. Only in very exceptional

cases should materials be made unavailable for use outside

the center. Loan regulations should be flexible, with

borrowing time easily renewable unless there is reasonable

justification for limitations.

E. LIBRARY AND AUDIO-VISUAL RESOURCE CENTER FACILITIES AND

FURNITURE - The school should provide an accessible space where

the Library and Audio-visual Resource Center can be located.

The space should be well-lighted and well-ventilated. There

should be sufficient room for the collections, equipment, staff

work areas, and storage. It should be adequately furnished and

equipped with necessary devices and supplies.

Explanation

The section on Library and Audio-visual Resources aims to ascertain

the extent by which the school’s Library and Audio-visual Resource

Center fulfills the functions of an ideal Library and Audio-visual

Resource Center.

The Evaluation Form for the area of Library and Audio-visual

Resources focuses on the facility designated for the use of the

Senior High School administrators, personnel, and students. If the

school shares library facilities with the other levels of the

institution, the Survey Team should strive to evaluate the Library

and Audio-visual Resource Center in terms of its usefulness and

effectiveness for the Senior High School.

ANALYSIS





Instrument for the area of Library and Audio-visual Resources,

these should be added in the appropriate sections. The responses to

the different items should accurately and completely reflect the

school conditions in order to provide a realistic background for

the evaluation of the area.









apply



have been included.



under survey.

EVALUATION




5 - Excellent:



4 - Very Good:



3 - Good:


adequately.

2 - Fair:



1 - Poor:


functioning poorly.

M - Missing:





COMMENTS






Any other comments or explanations concerning Library and Audio-

visual Resources and the conditions affecting the availability of

resources and quality of services in the center which might be of

assistance in making an overall evaluation for the area, should also


BEST FEATURES


the different programs in the area of Library and Audio-visual

Resources.

RECOMMENDATIONS


or plans to further strengthen the area of Library and Audio-visual

Resources.

A. LIBRARY AND AUDIO-VISUAL RESOURCE CENTER PERSONNEL

ANALYSIS

1. Provide the following information for each personnel

assigned in the Library and Audio-visual Resource

Center of the Senior High School.

a. Name

b. Educational qualification

c. Professional experience

d. Special training or expertise

e. Faculty rank or status

f. Amount of time devoted exclusively to work in the

Library and Audio-visual Resource Center

g. Job description

( ) 2. The Library and Audio-visual Resource Center is

administered by a qualified and licensed librarian.

( ) 3. There are provisions in the Library and Audio-visual

Resource Center for clerical and technical (audio-

visual and instructional technology) assistance.

( ) 4. The number of librarians as well as clerical and

technical assistants is adequate.

( ) 5. The librarian is on faculty status.

( ) 6. The librarian participates in relevant academic

meetings and in committee work.

( ) 7. Provision is made for the professional growth of the

Library and Audio-visual Resource Center personnel.

EVALUATION


items related to the Library and Audio-visual Resource Center

personnel:

( ) a. professional preparation of the Library and Audio-

visual Resource Center personnel

( ) b. provisions for the professional development of the

Library and Audio-visual Resource Center personnel

( ) c. number of Library and Audio-visual Resource Center

personnel

( ) d. participation of the Library and Audio-visual Resource

Center personnel in the development of the

instructional program

COMMENTS

B. FINANCIAL SUPPORT AND ACCOUNTABILITY

ANALYSIS

In the table that follows, provide the required information on

library and audio-visual fees.

GRADE 11 GRADE 12

Library fees

Audio-visual fees

ANALYSIS

( ) 1. A well-planned budget for the Library and Audio-visual

Resource Center is prepared annually.

( ) 2. The librarian participates in the preparation and

management of the budget for the Library and Audio-

visual Resource Center.

( ) 3. There is a systematic record-keeping procedure for

documenting the use of the budget for the Library and

Audio-visual Resource Center.

EVALUATION


items related to financial support for and accountability in the

Library and Audio-visual Resource Center:

( ) a. adequacy of the budget provided for the Library and

Audio-visual Resource Center

( ) b. participation of the Library and Audio-visual Resource

Center personnel in the budget preparation process

( ) c. participation of the Library and Audio-visual Resource

Center personnel in the utilization and management of

the budget

COMMENTS

C. LIBRARY AND AUDIO-VISUAL RESOURCES

I. SELECTION OF LIBRARY AND AUDIO-VISUAL RESOURCES

ANALYSIS

( ) 1. There is an existing and functional Library and Audio-

visual Resource Center program.

( ) 2. There are basic policies and guidelines for the

selection and purchase of print, non-print, as well as

electronic and digital resources for the Library and


( ) 3. The selection of print, non-print, as well as

electronic and digital resources is based on the needs

of the instructional program and standard

bibliographies.

( ) 4. The criteria for the selection of print, non-print as

well as electronic and digital resources take into

consideration the abilities, needs, interests, and

maturity level of the students.

( ) 5. The criteria for selection of print, non-print as well

as electronic and digital resources are

cooperatively established by the administrators,

teachers, and the librarians.

( ) 6. There is a Collection Development Plan which guides the

acquisition of print, non-print as well as electronic

and digital resources to ensure a well-balanced

collection in the different areas.

( ) 7. The collection of print, non-print, as well as

electronic and digital resources is regularly

evaluated and kept up-to-date at all times.

( ) 8. There is administrative support for the acquisition of

print, non-print, as well as electronic and digital

resources.

EVALUATION


items related to library and audio-visual resources:

( ) a. policies and guidelines for the selection,

acquisition, and evaluation of print, non-print, as

well as electronic and digital resources

( ) b. observance of the policies and guidelines for the

selection, acquisition, and evaluation of print, non-

print, as well as electronic and digital resources

( ) c. involvement of the administrators, teachers,

librarians, and students in the selection and

evaluation of the print, non-print, as well as

electronic and digital resources

COMMENTS

II. COLLECTION OF LIBRARY AND AUDIO-VISUAL RESOURCES

1. Books


Table 1: Over-all Collection

CLASSIFICATION

NUMBER OF

DIFFERENT

TITLES

NUMBER OF

VOLUMES

NUMBER OF TITLES

COPYRIGHTED

WITHIN THE LAST

5 YEARS

000 GENERAL WORKS

100 PHILOSOPHY

200 RELIGION

300 SOCIAL SCIENCE

400 LANGUAGE

500 SCIENCE

600 APPLIED SCIENCE

700 FINE ARTS

800 LITERATURE

900 HISTORY/

GEOGRAPHY/

BIOGRAPHY/

FILIPINIANA

FICTION

TOTAL

Total number of books in the collection

Table 2: Collection per Tracks and Strand (titles directly related

with the different tracks and strands)

TRACKS AND STRANDS NUMBER OF

DIFFERENT

TITLES

NUMBER OF

VOLUMES

NUMBER OF

TITLES

COPYRIGHTED

WITHIN THE LAST

5 YEARS

ACADEMIC TRACK

1. Accountancy, Business and

Management(ABM)

2. Humanities and Social

Sciences(HUMSS)

3. Science, Technology,

Engineering and

Mathematics(STEM)

4. General Academic (GA)

SPORTS TRACK

ARTS AND DESIGN TRACK

1. Music

2. Theater

3. Visual-arts

4. Media Arts

5. Dance

TECHNICAL-VOCATIONAL-

LIVELIHOOD TRACK

1. Home Economics

2. Information and

Communication

Technology

3. Agri-Fishery Arts

4. Industrial Arts

Others (please

specify)

ANALYSIS

( ) 1. The arrival of new acquisitions is announced regularly.

( ) 2. The augmentation of the collection of books in the

Library and Audio-visual Resource Center is guided by

an acquisition plan.

EVALUATION


items related to the collection of books in the Library and Audio-

visual Resource Center:

( ) a. number and quality of reference books in the Library

and Audio-visual Resource Center

( ) b. number and quality of reference books directly related

to the different tracks and strands offered in the

Senior High School

( ) c. number and quality of books which cater to the general

interest of the students and teachers

( ) d. number and quality of books acquired within the last

five (5) years

( ) e. information provided to administrators, teachers, and

students regarding the available collection and new

acquisitions

COMMENTS

2. Newspapers, Magazines, and Journals


Table 1: Newspapers and Magazines

TITLES OF LOCAL

SUBSCRIPTIONS

TITLES OF NATIONAL

SUBSCRIPTIONS

TITLES OF ON-LINE

SUBSCRIPTIONS

TOTAL NUMBER OF TITLES

Table 2: Journals

TITLES OF

LOCAL

SUBSCRIPTIONS

TITLES OF

NATIONAL

SUBSCRIPTIONS

TITLES OF

INTERNATIONAL

SUBSCRIPTIONS

TITLES OF ON-

LINE

SUBSCRIPTIONS

TOTAL NUMBER OF TITLES

TOTAL NUMBER OF BOUND PERIODICALS

ANALYSIS

( ) 1. Newspapers are available in the Library and Audio-

visual Resource Center to keep the school community

aware of national and international events.

( ) 2. Journals are available as supplementary materials in

the teaching-learning process.

( ) 4. Bound periodicals are indexed and a periodical index

is available to users.

( ) 5. Current issues of journals are displayed in a strategic

location in the Library and Audio-visual Resource

Center.

( ) 6. A collection of newspaper clippings is available.

EVALUATION


items related to the available newspapers and periodicals in the

Library and Audio-visual Resource Center:

( ) a. number of newspaper subscriptions

( ) b. number of subscriptions to journals

( ) c. quality of journals in terms of meeting the needs of

the administrators, teachers, and students in relation

to the teaching-learning process

( ) d. quality of journals in terms of meeting the needs and

interests of the students in the different tracks and

strands


students regarding the available as well as new

subscriptions to newspapers and journals

COMMENTS

3. Non-print Materials

ANALYSIS

Provide the required information in the following table:

TYPE OF MATERIALS QUANTITY

Globes

Maps

Modules or other forms of

Programmed Instruction

Tapes and CD Recordings

Video Tapes or Discs

Computer-assisted Learning

Materials

Electronic and Digital

Resources


EVALUATION


items related to the available non-print materials in the Library

and Audio-visual Resource Center:

( ) a. number and quality of non-print resources

( ) b. adequacy of electronic and digital resources

( ) c. adequacy of the collection of non-print resources for

the needs of the different tracks and strands offered

by the school

( ) d. efforts to keep the non-print collection updated


students regarding the available and newly-acquired

non-print as well as electronic and digital resources

COMMENTS

4. AUDIO-VISUAL EQUIPMENT

ANALYSIS


TYPE OF EQUIPMENT QUANTITY

Television sets or monitors

Multi-media or LCD projectors

Desktop Computers

Laptops

Printers

Scanners

Projector Screens

Cameras

Visualizers or Document Cameras


EVALUATION


items related to the available audio-visual equipment in the Library


( ) a. adequacy and usefulness of the available audio-visual

equipment

( ) b. information provided to administrators, teachers, and

students regarding the available and newly-acquired

audio-visual equipment

COMMENTS

III. ORGANIZATION OF THE COLLECTION

ANALYSIS

( ) 1. A cataloging system for organizing the print and non-

print materials is in place in the Library and Audio-


a. Indicate the system used for cataloging print

materials: ________________________________

b. Indicate the system used for cataloging non-print

materials: ____________________________

c. Indicate the system for cataloging loose and bound

periodicals: __________________________

d. Indicate the system for organizing electronic and

digital resources: __________________________

( ) 2. Print, non-print, as well as electronic and digital

resources are organized to facilitate efficient

retrieval.

( ) 3. Newspapers, journals, periodicals, clippings, and

other resources are organized to facilitate efficient

retrieval of information.

( ) 4. Resources which are kept in classrooms or offices are

accessioned and organized centrally in the Library and


( ) 5. A public access catalog is provided in the Library and


( ) 6. The acquisition of various forms of resources is

documented in an accession book or its equivalent.

( ) 7. A shelf list card or its equivalent is maintained and

kept up-to-date.

( ) 8. Each audio-visual equipment is tagged and the serial

numbers are recorded.

( ) 9. Inventory and weeding-out of resources is conducted

annually.

EVALUATION


items related to the organization of the collection in the Library


( ) a. system for cataloging and organizing books

( ) b. system for organizing newspapers, journals, and other

periodicals

( ) c. system for organizing non-print materials

( ) d. system for organizing electronic and digital resources

( ) e. system for organizing audio-visual equipment

f. practice of maintaining the following records:

( ) 1. accession books or their equivalent

( ) 2. card catalog or its equivalent

( ) 3. shelf list file or its equivalent

( ) 4. indexes or its equivalent

COMMENTS

IV. CARE AND MAINTENANCE OF THE COLLECTION AND EQUIPMENT

ANALYSIS

( ) 1. Print, non-print, as well as other electronic and

digital resources are properly maintained.

( ) 2. Print resources are properly bound and re-bound or

repaired as needed.

( ) 3. Print and non-print resources are regularly inspected

and storage spaces are routinely cleaned.

( ) 4. There are policies for weeding-out obsolete and worn-

out print and non-print resources as well as damaged

equipment.

( ) 5. A well-formulated Disaster Preparedness Response and

Recovery (DPRR) plan is in place along with other

provisions to the protect print collection.

( ) 6. Regular inspection and maintenance of audio-visual

equipment are routinely carried out.

( ) 7. Administrators, teachers, and students are taught

proper care and maintenance of the resources in the

Library and Audio-visual Resource Center.

( ) 8. Storage facilities which take into consideration the

particular conditions, such as those of temperature

and humidity, required by certain audio-visual

materials and equipment are available.

EVALUATION


items related to the care and maintenance of the collection and

equipment in the Library and Audio-visual Resource Center:

( ) a. provisions for the care and maintenance of print

materials

( ) b. provisions for the care and maintenance of non-print

materials and audio-visual equipment

( ) c. suitability of storage facilities

COMMENTS

D. LIBRARY AND AUDIO-VISUAL SERVICES

I. SERVICES FOR ADMINISTRATORS, TEACHERS, AND STAFF

ANALYSIS

The Library and Audio-visual Resource Center personnel:

( ) 1. conduct orientation sessions and training on the use

of the library and audio-visual resources for the

benefit of new faculty members.

( ) 2. update the administrators, faculty members, and staff

about new acquisitions which are relevant to them.

( ) 3. make electronic or digital resources available to the

administrators, faculty members, and staff.

( ) 4. circulate print and non-print resources according to

established procedures.

( ) 5. provide bibliographies and indexes for print and non-

print materials.

( ) 6. provide assistance related to internet use and on-line

access to resources.

( ) 7. provide training and support to all faculty members

when new technology is acquired.

( ) 8. provide guidance to the administrators, faculty

members, and staff in the proper use and care of

resources and equipment in the Library and Audio-visual

Resource Center.

( ) 9. obtain feedback on the utilization of the Library and

Audio-visual Resource Center from the administrators,

faculty members, and staff.

( ) 10. assist the faculty in the utilization of instructional

resources and production of instructional materials.

( ) 11. assist the faculty and administrators in accessing

information outside the Library and Audio-visual

Resource Center.

EVALUATION


items related to services provided by the Library and Audio-visual

Resource Center to administrators, faculty members, and staff:

( ) a. information service of the Library and Audio-visual

Resource Center

( ) b. quality of service provided by the Library and Audio-

visual Resource Center personnel to the administrators,

faculty members, and staff

( ) c. utilization of the resources Library and Audio-visual

Resource Center by the administrators, faculty members,

and staff for their professional growth

COMMENTS

II. SERVICES FOR STUDENTS

ANALYSIS

The Library and Audio-visual Resource Center personnel:

( ) 1. schedule and conduct orientation sessions for students

on the use of the Library and Audio-visual Resource

Center through tours, bibliographic instruction, and

information and media literacy programs.

( ) 2. provide assistance to students related to internet

access.

( ) 3. keep students informed about newly-acquired print,

non-print, as well as electronic and digital resources.

( ) 4. guide students in the selection of print and non-print

materials, as well as on-line references based on their

needs, interests, abilities, and maturity level.

( ) 5. guide students in the proper use of the Library and

Audio-visual Resource Center through relevant rules and

regulations.

( ) 6. help students develop desirable attitudes related to

care of books, resources and equipment.

EVALUATION


items related to services provided by the Library and Audio-visual

Resource Center to students:

( ) a. information provided to students about the services

of the Library and Audio-visual Resource Center

( ) b. working relationship between the Library and Audio-

visual Resource Center personnel and the students

( ) c. quality of programs offered by the Library and Audio-

visual Resource Center to encourage reading among the

students and enhance their research and study skills

COMMENTS

III. ACCESIBILITY OF THE LIBRARY AND AUDIO-VISUAL RESOURCE CENTER

SERVICES


STUDENTS ADMINISTRATORS,FACULTY

MEMBERS, STAFF

OTHERS

TOTAL

POPULATION

NA

AVERAGE DAILY

VISITS TO THE

LIBRARY

AVERAGE DAILY

VISITS TO THE

AUDIO-VISUAL

CENTER

AVERAGE DAILY

CIRCULATION

OF PRINT

MATERIALS

AVERAGE DAILY

CIRCULATION

OF NON-PRINT

MATERIALS

AVERAGE DAILY

CIRCULATION

OF EQUIPMENT

ANALYSIS

( ) 1. The Library and Audio-visual Resource Center is open

and available to administrators, faculty members,

staff, and students before and after school hours and

throughout the school day.

( ) 2. The policies of the Library and Audio-visual Resource

Center facilitate and support the utilization of the

available resources.

( ) 3. The open shelf system is used in the Library and Audio-


( ) 4. The available audio-visual equipment is adequate for

the needs of the teaching-learning process.

( ) 5. The use of print and non-print resources and equipment

is documented and records are kept up-to-date.

( ) 6. The Library and Audio-visual Resource Center

participates in resource sharing, networking, and

linkages with other libraries and information

centers.

EVALUATION


items related to the accessibility of the Library and Audio-visual

Resource Center services:

( ) a. service hours of the Library and Audio-visual

Resource Center

( ) b. utilization of the Library and Audio-visual Resource

Center by administrators, faculty members, staff, and

students

( ) c. accessibility of print and non-print resources,

equipment, and Library and Audio-visual Resource

Center facilities

( ) d. Library and Audio-visual Resource Center loan system

and regulations

( ) e. participation of the Library and Audio-visual Resource

Center in resource sharing, networking, or linkages

with other libraries and information resource centers

COMMENTS

APPENDICES

E. LIBRARY AND AUDIO-VISUAL RESOURCE CENTER FACILITIES AND FURNITURE

ANALYSIS

( ) 1. The Library and Audio-visual Resource Center is

accessible to the school community and other users.

( ) 2. The Library and Audio-visual Resource Center has

sufficient space for reading, quiet study, and

individual research work.

( ) 3. There is a designated space in the Library and Audio-

visual Resource Center for discussions and group work.

( ) 4. There is space in the Library and Audio-visual Resource

Center for viewing purposes.

( ) 5. The Library and Audio-visual Resource Center is well-

lighted and properly ventilated.

( ) 6. There is a designated space in the Library and Audio-

visual Resource Center for the collection of

professional books and resources for teachers.

( ) 7. The librarian is provided with a work area.

( ) 8. The support staff are provided with a work area.

( ) 9. There are provisions for the preview of instructional

resources by administrators and teachers.

( ) 10. The furniture and equipment in the Library and Audio-

visual Resource Center are organized well.

Provide the Schedule of Library and Audio-visual Resource Center

service hours.

( ) 11. There are enough control and security measures in place

in the Library and Audio-visual Resource Center.

12. The Library and Audio-visual Resource Center is

provided with the following: (please check)

( ) a. shelves or racks

( ) b. display shelves for books

( ) c. display shelves for magazines

( ) d. display shelves for newspapers

( ) e. dictionary stands

( ) f. atlas stand

( ) g. circulation desk with filing trays, book

cards, and a section for returned books

( ) h. book trucks

( ) i. filing cabinets

( ) j. glass exhibit cases

( ) k. bulletin boards and display areas

( ) l. attractive and comfortable furniture

( ) m. portable tables for storing and

transporting equipment

( ) n. others (please specify)

____________________

____________________

( ) 12. There are provisions for storage of print and non-print

materials.

EVALUATION


items related to the Library and Audio-visual Resource Center

facilities and furniture:

( ) a. location of the Library and Audio-visual Resource

Center in terms of accessibility to the clientele

( ) b. space provisions in the Library and Audio-visual

Resource Center for various purposes

( ) c. adequacy of furniture and equipment for the operations

of the Library and Audio-visual Resource Center

( ) d. physical set-up and ambience in the Library and Audio-

visual Resource Center

COMMENTS

BEST FEATURES

RECOMMENDATIONS

EVALUATION FORM

SECTION V

LABORATORIES

A. LABORATORIES FOR SCIENCE COURSES

1. SCIENCE LABORATORIES

2. EQUIPMENT AND SUPPLIES

3. MAINTENANCE AND IMPROVEMENT OF SCIENCE LABORATORIES

4. LABORATORY EXPERIMENTS AND ACTIVITIES

B. LABORATORIES OR SPECIAL ROOMS FOR TECHNICAL-VOCATIONAL-

LIVELIHOOD COURSES

1. TECHNICAL-VOCATIONAL-LIVELIHOOD ROOMS


3. MAINTENANCE AND IMPROVEMENT OF THE TECHNICAL-

VOCATIONAL-LIVELIHOOD ROOMS

4. TECHNICAL-VOCATIONAL-LIVELIHOOD COURSE ACTIVITIES

C. LABORATORIES FOR MEDIA INFORMATION LITERACY COURSES

1. COMPUTER LABORATORIES


3. MAINTENANCE AND IMPROVEMENT OF COMPUTER LABORATORIES

4. MEDIA INFORMATION LITERACY COURSE

ACTIVITIES

D. SPECIAL ROOMS OR FACILITIES FOR SPORTS COURSES

1. SPORTS FACILITIES


3. MAINTENANCE AND IMPROVEMENT OF SPORTS FACILITIES

4. ACTIVITIES IN THE SPORTS COURSES

E. SPECIAL ROOMS OR FACILITIES FOR ARTS AND DESIGN COURSES

1. SPECIAL ROOMS FOR ARTS AND DESIGN COURSES


3. MAINTENANCE AND IMPROVEMENT OF ARTS AND DESIGN ROOMS

4. ACTIVITIES IN THE ARTS AND DESIGN COURSES

Name of School : ___________________________

Analysis made by : ___________________________

___________________________

___________________________

Evaluation made by : ___________________________

___________________________

___________________________

Date completed : ___________________________

Criteria

There are five main sections for the area of Laboratories:

Laboratories for the Science courses, Laboratories or Special

Rooms for the Technical-Vocational-Livelihood courses,

Laboratories for Media Information Literacy courses, Special Rooms

or Facilities for Sports courses, and Special Rooms or Facilities

for Arts and Design courses. For each of these, the following will

be covered:

1. LABORATORIES OR SPECIAL ROOMS - The laboratories or special

rooms should be sufficiently spacious, well-ventilated, and

well-lighted. Necessary safety provisions should be in place.

In the area for Science lectures, there must be enough space

and provisions for demonstrations and exhibits.

There should be adequate laboratories or special rooms for each

of the particular Science, Technical-Vocational-Livelihood,

Media Information Literacy, Sports, and Arts and Design

subjects as well as any other additional specific course

offerings. Certain subjects require specific equipment and

supplies. The specific needs of the different subject areas

must be met.

2. EQUIPMENT AND SUPPLIES - There should be adequate equipment

and supplies for each of the laboratories and special rooms

designated for specific subjects offered by the school. The

apparatus, tools, and materials should conform with the minimum

requirements of the Department of Education or to other

standards which have been set to achieve the objectives of the

different courses.

3. MAINTENANCE AND IMPROVEMENT OF LABORATORIES AND ROOMS - The

school should continuously maintain the Science, Technical-

Vocational-Livelihood, Computer laboratories, Sports

facilities, Arts and Design rooms and equipment. Importantly,

the school should be attentive to educational advancements that

will guide developments in these special learning facilities

in terms of physical improvements and acquisition of up-to-date

equipment, apparatus, and supplies.

The school should designate qualified assistants or technicians

in the laboratories or special rooms to handle routine

maintenance of facilities, equipment, and supplies as well as

record-keeping.

Regular safety inspections are necessary. In each laboratory

or special or room, first-aid provisions should be available

and must be easily accessible during emergencies.

4. LABORATORY EXPERIMENTS AND ACTIVITIES - The use of the Science,

Technical-Vocational-Livelihood, Computer laboratories, Sports

facilities, and any other special rooms or additional

facilities designated for other specific course offerings

should be maximized. This means that the laboratory

experiments and activities should exceed the minimum

requirements for developing the students’ scientific,

technological, technical, or vocational competencies and

skills. The laboratory experiments and activities should be

carefully designed to support the attainment of the learning

objectives in the specific subject areas.

Available resources in the community and environment should be

utilized where possible and useful. Research in the Science,

Technical-Vocational-Livelihood, Computer, Sports, and Arts

and Design subjects as well as other specific course offerings

should be conducted by students using appropriate approaches

and methods under the guidance of teachers.

Explanation

A school should have adequate laboratory facilities or special

rooms, equipment, and supplies in support of the teaching-learning

process. The section on Laboratories aims to ascertain the extent

by which the different laboratories and special rooms conform to

the criteria for ideal learning facilities for the Science,

Technical-Vocational-Livelihood, and Media Information Literacy

courses.

The Evaluation Form for the area of Laboratories focuses on the

laboratories and special rooms designated for the use of the Senior

High School. If the school shares laboratories and special rooms

with the other levels of the institution, the Survey Team should

strive to evaluate these laboratories in terms of their usefulness

and effectiveness for the Senior High School.

ANALYSIS





Instrument for the area of Laboratories, these should be added in

the appropriate sections. The responses to the different items

should accurately and completely reflect the school conditions in

order to provide a realistic background for the evaluation of the

area.









apply



have been included.



under survey.

EVALUATION




5 - Excellent:



4 - Very Good:



3 - Good:


adequately.

2 - Fair:



1 - Poor:


functioning poorly.

M - Missing:





COMMENTS






Any other comments or explanations concerning Laboratories and the

conditions affecting the effectiveness of these laboratories as far

as supporting the teaching-learning process in the Science,

Technical-Vocational-Livelihood, and Computer courses is concerned,

which might be of assistance in making an overall evaluation for

the area, should also be included in the Comments section.

BEST FEATURES


the different programs in the area of Laboratories.

RECOMMENDATIONS


or plans to further strengthen the area of Laboratories.

A. LABORATORIES FOR SCIENCE COURSES

I. Science Laboratories

ANALYSIS

( ) 1. The laboratories are spacious enough for the learning

activities in the different Science subjects where

these laboratories are used.

( ) 2. Each Science laboratory is appropriately designed for

the specific subject where it is used.

( ) 3. Each laboratory has a demonstration table equipped with

gas and electrical outlets, faucet, and sink to allow

demonstrations.

( ) 4. Laboratory use is regularly scheduled in each of the

Science courses offered.

( ) 5. The Science laboratories are accessible to the

students.

6. Each Science laboratory has the following

characteristics:

( ) a. properly lighted

( ) b. well-ventilated

( ) c. well-maintained

( ) d. with two or more exits

7. The stockrooms for the Science laboratories have the

following characteristics:

( ) a. well-ventilated and well-lighted

( ) b. allow easy and safe transport of

laboratory supplies

( ) c. have space for laboratory preparations,

cleaning and storage of equipment

( ) 8. A separate storage space, under lock and key, is

provided for flammable and poisonous chemicals.

( ) 9. Laboratory furniture is flexible for class sessions as

well as small group and individual work.

( ) 10. The laboratories have gas, water, and electricity

supply.

( ) 11. There is space for the display of Science models and

other instructional materials as well as student

projects.

( ) 12. Preventive measures are in place to protect anyone

against danger or discomfort from noxious or unpleasant

gases.

( ) 13. There are exhaust fans in the Science laboratories.

( ) 14. Fire extinguishers, first-aid kits, neutralizing

solutions, and a general chart on antidotes are

available in the Science laboratories.

15. The Chemistry laboratory has the following

characteristics:

( ) a. each laboratory table is provided with water

and gas outlets per work area

( ) b. electrical outlets are provided and the

voltage for each outlet is clearly indicated

( ) c. each laboratory table has at least one sink

( ) d. the table tops of the laboratory tables are

chemical-resistant

( ) e. fume hoods are available where needed

( ) f. an emergency shower and eyewash are available

( ) g. lockers are available for the student use

16. The Physics laboratory has the following characteristics:

( ) a. work tables are sturdy with available

overhangs for clamps, if appropriate

( ) b. water sinks are available

( ) c. electrical outlets are provided in the

work tables and the voltage for each outlet

is clearly indicated

( ) d. gas outlets are available in the work

tables

( ) e. there is a demonstration table fitted with

gas and electrical outlets and a sink

( ) f. the room may be darkened as required in

experiments which require such a condition

EVALUATION


items related to the Science laboratories:

( ) a. compliance of Science laboratories with standard

requirements

( ) b. safety provisions in the Science laboratories

( ) c. utilization of the Science laboratories

II. Equipment and Supplies

ANALYSIS

( ) 1. Equipment, apparatus, tools, and supplies are

appropriate and adequate to meet the requirements of

the laboratory experiments and activities in the

different Science courses.

( ) 2. Demonstration equipment, apparatus, and tools are

available for use in the lecture room or classroom.

( ) 3. The equipment, tools, and supplies are sufficient

for students to work in small groups.

( ) 4. There are provisions for students to do individual

experiments or remedial work under the supervision

of teachers or laboratory technicians.

( ) 5. There is an efficient requisition system for the

necessary supplies in the Science laboratories.

( ) 6. Improvised equipment and other instructional

materials are available for use when necessary.

( ) 7. Reference materials pertinent to the different

Science courses are made available to the teachers

and students.

EVALUATION


items related to the equipment and supplies in the Science

laboratories:

( ) a. conformity of equipment, tools, and supplies with

standard requirements

( ) b. adequacy of equipment, tools, and supplies for the

achievement of the specific objectives of the Science

subjects where the laboratories are used

( ) c. adequacy of equipment, tools, and supplies for use of

students in small groups or individual work where

needed

( ) d. effectiveness of the requisition system for laboratory

supplies

COMMENTS

III. Maintenance and Improvement of Science Laboratories

ANALYSIS

( ) 1. Each Science laboratory is clean, orderly, and properly

maintained.

( ) 2. Equipment, tools, and supplies are properly and

systematically stored.

( ) 3. Equipment, tools, and supplies are properly labeled,

especially those which are not easy to identify.

( ) 4. Equipment and tools are maintained according to

technically correct procedures.

5. There is a systematic inventory system for the

following and records are kept up-to-date:

( ) a. perishable and consumable supplies

( ) b. equipment and tools

( ) c. laboratory fixtures

( ) 6. There are provisions for the acquisition and repair of

equipment and tools.

( ) 7. Trained and competent laboratory assistants or

technicians are assigned to the Science laboratories.

8. The laboratory assistants or technicians assigned to

the Science laboratories are skilled in the following:

( ) a. classification and storage of materials and

Supplies

( ) b. maintaining an inventory of equipment, tools,

and supplies

( ) c. proper disposal of hazardous waste

( ) d. preparation of demonstration materials

( ) e. use of audio-visual materials and equipment

( ) f. first-aid

( ) 9. The laboratory assistants or technicians assigned to

the Science laboratories are capable of doing minor

repairs of equipment and tools.

EVALUATION


items related to the maintenance and improvement of Science

laboratories:

( ) a. provisions for the maintenance and care of the

laboratories and equipment

( ) b. usefulness of the facilities and equipment in

supporting the teaching-learning process in the courses

where these are used

( ) c. provisions for the continuous improvement of the

laboratories

( ) d. effectiveness of the inventory system

( ) e. provisions for the acquisition and repair of equipment

and tools

( ) f. effectiveness of the laboratory assistants or

technicians in the performance of their tasks

COMMENTS

IV. Laboratory Experiments and Activities

ANALYSIS

( ) 1. A guide for the use of the laboratory is provided to

the students, teachers, and laboratory assistants or

technicians.

( ) 2. A comprehensive orientation program for the use of

laboratories is conducted for all students.

( ) 3. The laboratory experiments and activities are carefully

planned, varied, and aligned with the course

objectives.

( ) 4. The laboratory experiments and activities develop the

students’ skills in scientific inquiry,

investigation, problem solving, and research.

( ) 5. The laboratory experiments and activities promote

better understanding of the concepts learned in the

courses where these are discussed.

( ) 6. The number of laboratory experiments in each of the

different Science courses exceeds the minimum

requirements.

( ) 7. There is evidence of teacher-initiated laboratory

activities.

( ) 8. Resources of the community and environment are utilized

in laboratory experiments and activities.

( ) 9. Research work in the different Science courses are

designed according to the developmental level and

understanding of the students.

EVALUATION


items related to laboratory experiments and activities:

( ) a. number and quality of laboratory experiments and

activities in terms of the attainment of the objectives

in the specific Science courses

( ) b. development of the students’ skills in scientific

inquiry, investigation, problem-solving, and research

through the laboratory experiments and activities

( ) c. utilization of available resources in the community and

in the environment

COMMENTS

APPENDICES

1. Copy of the weekly schedule for the use of the

different Science laboratories

2. List of laboratory experiments and activities required

in each subject where a laboratory is used

3. Approved budget for the Science laboratories which should

include the student fees for Laboratories and the amounts

allocated for the following:

(a) replenishment of supplies

(b) purchase of new equipment and tools

(c) repair of equipment

B. LABORATORIES OR SPECIAL ROOMS FOR TECHNICAL-VOCATIONAL-LIVELIHOOD COURSES

I. Technical-Vocational-Livelihood Rooms

In the table that follows, list down each of the Technical-

Vocational-Livelihood subjects being offered in the Senior High

School. Indicate whether there is a facility or room designated

for these subjects by placing a check mark in the second column.

TECHNICAL-VOCATIONAL-LIVELIHOOD

SUBJECTS

AVAILABILITY

OF A FACILITY

OR ROOM

ANALYSIS

( ) 1. The Technical-Vocational-Livelihood facilities or

rooms are spacious enough for the learning activities

in the different Technical-Vocational-Livelihood

subjects where these are used.

( ) 2. Each Technical-Vocational-Livelihood facility or room

is appropriately designed for the specific subject

where it is used.


rooms enable the students to do the course activities

properly and efficiently.


rooms are regularly used in the corresponding

Technical-Vocational-Livelihood courses.


rooms are accessible to the students.

6. The Technical-Vocational-Livelihood facilities or

rooms have the following characteristics:






rooms are equipped with demonstration areas,

appropriate furniture, fixtures and suitable

equipment.


rooms are provided with fire extinguishers, first-aid

kits and other safety devices.

( ) 9. There are exhaust fans in the Technical-Vocational-

Livelihood facilities or rooms.

EVALUATION


items related to the Technical-Vocational-Livelihood facilities or

rooms:

( ) a. compliance of Technical-Vocational-Livelihood

facilities or rooms with standard requirements

( ) b. safety provisions in the Technical-Vocational-

Livelihood facilities or rooms

( ) c. utilization of the Technical-Vocational-Livelihood

facilities or rooms


ANALYSIS

( ) 1. Equipment, tools, and supplies are appropriate and

adequate to meet the requirements of the activities in

the different Technical-Vocational-Livelihood courses.

( ) 2. Demonstration equipment, and tools are available for

use in the Technical-Vocational-Livelihood room.

( ) 3. Improvised equipment and other instructional materials

are available for use when necessary.

( ) 4. Acquisition and upgrading of equipment as well as

replenishment of supplies in the Technical-Vocational-

Livelihood rooms are done periodically.


necessary supplies in the Technical-Vocational-

Livelihood rooms.

( ) 6. Reference materials pertinent to the Technical-

Vocational-Livelihood courses are made available to the

teachers and students.

EVALUATION


items related to the equipment and supplies in the Technical-

Vocational-Livelihood rooms:

( ) a. conformity of equipment, tools, and supplies with

standard requirements

( ) b. adequacy of equipment, tools, and supplies in the

Technical-Vocational-Livelihood rooms for the

achievement of the specific objectives of the courses

where these special rooms are used

( ) c. provisions for acquisition and upgrading of equipment

in the Technical-Vocational-Livelihood rooms

( ) d. effectiveness of the requisition system for

replenishment of supplies in the Technical-Vocational-

Livelihood rooms

COMMENTS

III. Maintenance and Improvement of Technical- Vocational-Livelihood Rooms

ANALYSIS

( ) 1. Each Technical-Vocational-Livelihood room is clean,

orderly, and properly maintained.

( ) 2. Equipment, tools, and supplies in the Technical-

Vocational-Livelihood rooms are properly and

systematically stored.

( ) 3. Equipment, tools, and supplies are properly labeled,

especially those which are not easy to identify.

( ) 4. Equipment and tools are maintained according to




( ) a. perishable and consumable supplies

( ) b. equipment and tools

( ) c. fixtures in the Technical-Vocational-

Livelihood rooms


equipment and tools.

( ) 7. Trained and competent assistants or technicians are

assigned to the Technical-Vocational-Livelihood rooms.

8. The assistants or technicians assigned to the

Technical-Vocational-Livelihood rooms are skilled in

the following:

( ) a. classification and storage of materials and

Supplies

( ) b. maintaining an inventory of equipment, tools,

and supplies

( ) c. preparation of demonstration materials

( ) d. use of audio-visual materials and equipment

( ) e. first-aid

( ) 9. The assistants or technicians assigned to the

Technical-Vocational-Livelihood rooms are capable of

doing minor repairs of equipment and tools.

EVALUATION


items related to the maintenance and improvement of Technical-

Vocational-Livelihood rooms:

( ) a. provisions for the maintenance and care of the

Technical-Vocational-Livelihood rooms and equipment

( ) b. usefulness of the facilities and equipment in

supporting the teaching-learning process in the courses

where these are used


Technical-Vocational-Livelihood rooms



and tools

( ) f. effectiveness of the assistants or technicians in the

performance of their tasks

COMMENTS

IV. Technical-Vocational-Livelihood Course Activities

ANALYSIS

( ) 1. A guide for the use of the Technical-Vocational-

Livelihood Rooms is provided to the students, teachers,

and assistants or technicians.

( ) 2. A comprehensive orientation program for the use of the

Technical-Vocational-Livelihood Rooms is conducted for

all students.

( ) 3. The Technical-Vocational-Livelihood course activities

are carefully planned, varied, and aligned with the

course objectives.


develop the students’ technical, vocational and

livelihood skills.


promote better understanding of the concepts learned

in the courses where these are discussed.

( ) 6. The activities or projects undertaken in each of the

different Technical-Vocational-Livelihood courses

exceed the minimum requirements.

( ) 7. There is evidence of teacher-initiated Technical-

Vocational-Livelihood course activities.

( ) 8. Resources of the community and environment are utilized

in Technical-Vocational-Livelihood course activities.

EVALUATION


items related to the Technical-Vocational-Livelihood course

activities:

( ) a. quality of Technical-Vocational-Livelihood course

activities and projects in terms of the attainment of

the objectives in the specific courses

( ) b. development of the students’ technical, vocational and

livelihood skills through the Technical-Vocational-

Livelihood course activities and projects

( ) c. utilization of available resources in the community

COMMENTS

APPENDICES:

1. Copy of the weekly schedule for the use of the different

Technical-Vocational-Livelihood rooms

2. List of activities and projects required in each Technical-

Vocational-Livelihood course

3. Approved budget for the Technical-Vocational-Livelihood

Rooms which should include the student fees for

the Technical-Vocational-Livelihood Program and the

amounts allocated for the following:




C. LABORATORIES FOR MEDIA INFORMATION LITERACY COURSES

I. Computer Laboratories

ANALYSIS

( ) 1. A computer laboratory is available for the Media

Information Literacy program and other subjects which

require the availability of a computer laboratory.

( ) 2. The computer laboratory is accessible to the students.

3. The computer laboratory has the following

characteristics:





( ) 4. The Computer laboratory is regularly used in the Media

Information Literacy course.

( ) 5. Safety provisions are in place in the computer

laboratory.

EVALUATION


items related to the Computer laboratories:

( ) a. student-computer ratio in the Computer laboratory

( ) b. utilization of the Computer Laboratory

( ) c. safety provisions in the Computer laboratory


ANALYSIS

( ) 1. The computer laboratory is equipped with enough

computers for the students to do their assigned tasks

properly.

( ) 2. Software used in the computer laboratory are licensed.

( ) 3. The computers and software used are up-to-date.

( ) 4. Acquisition and upgrading of equipment and software as

well as replenishment of supplies are done

periodically.

( ) 5. Manuals for the computers and software applications are

available.


necessary supplies in the Computer Laboratory.

( ) 7. Reference materials pertinent to the Computer courses

are made available to the teachers and students.

EVALUATION


items related to the equipment and supplies in the Computer

Laboratory:

( ) a. student-computer ratio in the Computer laboratory

( ) b. suitability of the available computers and software to

the requirements of the Computer courses


and software in the Computer laboratory

( ) d. effectiveness of the requisition system for Computer

laboratory supplies

COMMENTS

III. Maintenance and Improvement of the Computer

Laboratory

ANALYSIS

( ) 1. The Computer laboratory is clean, orderly, and properly

maintained.

( ) 2. The computers and related paraphernalia are maintained

according to technically correct procedures.



( ) a. computer units and related paraphernalia

( ) b. fixtures in the Computer laboratory


necessary supplies in the Computer laboratory.


computers and related paraphernalia.

( ) 6. Trained and competent assistants or technicians are

assigned to the Computer laboratory.

7. The assistants or technicians assigned to the Computer

laboratory are skilled in the following:

( ) a. maintaining an inventory of computers, related

paraphernalia, and supplies

( ) b. use of computers

( ) c. use of various software

( ) 8. The assistants or technicians assigned to the Computer

laboratory are capable of doing minor repairs of

computers and related paraphernalia.

EVALUATION


items related to the maintenance and improvement of the Computer

laboratory:

( ) a. provisions for the maintenance and care of the Computer

laboratory, computers and related paraphernalia

( ) b. usefulness of the Computer laboratory, computers, and

software in supporting the teaching-learning process

in the Computer courses


Computer laboratory


( ) e. provisions for the acquisition and repair of computers

and related paraphernalia

( ) f. effectiveness of the assistants or technicians in the


COMMENTS

IV. Media Information Literacy Course Activities

ANALYSIS

( ) 1. A guide for the use of the Computer laboratory is

provided to the students, teachers, and assistants or

technicians.


Computer laboratory is conducted for all students.

( ) 3. The Media Information Literacy course activities are

carefully planned, varied, and aligned with the course

objectives.

( ) 4. The Media Information Literacy course activities

develop the students’ computer literacy skills.

( ) 5. The Media Information Literacy course activities

promote better understanding of the concepts learned

in class.

( ) 6. The activities or projects undertaken in the Media

Information Literacy courses exceed the minimum

requirements.

( ) 7. There is evidence of teacher-initiated Media

Information Literacy course activities.

EVALUATION


items related to the Media Information Literacy course activities:

( ) a. quality of Media Information Literacy course activities

and projects in terms of the attainment of the objectives

of the course

( ) b. development of the students’ computer literacy skills

through the Media Information Literacy course activities

and projects

COMMENTS

APPENDICES:

D. SPECIAL ROOMS OR FACILITIES FOR SPORTS COURSES

I. Sports Facilities

ANALYSIS

( ) 1. Sports facilities are available for the Sports courses.

( ) 2. The Sports facilities accessible to the students.

3. The Sports facilities have the following

characteristics:




1. Copy of the weekly schedule for the use of the Computer

laboratory.

2. List of activities and projects required in the Media

Information Literacy courses

3. Approved budget for the Computer Laboratory which should

include the students’ Computer Laboratory fees and the






( ) 4. The Sports facilities are regularly used in the Sports

courses.

( ) 5. Safety provisions are in place in the Sports

facilities.

EVALUATION


items related to the Sports facilities:

( ) a. compliance of Sports facilities with standard

requirements

( ) b. utilization of the Sports facilities

( ) c. safety provisions in the Sports facilities


ANALYSIS

( ) 1. The Sports facilities are equipped with enough

equipment and supplies for the students to learn the

lessons well and develop their skills.

( ) 2. Demonstration equipment and supplies are available for

use in the Sports facilities.


replenishment of supplies are done periodically.


necessary supplies in the Sports facilities.

( ) 5. Reference materials pertinent to the Sports courses are

made available to the teachers and students.

EVALUATION


items related to the equipment and supplies in the Sports

facilities:

( ) a. conformity of equipment and supplies with standard

requirements

( ) b. adequacy of equipment and supplies in the Sports

facilities for the achievement of the specific

objectives of the courses where these facilities are

used


in the Sports facilities

( ) d. effectiveness of the requisition system for supplies in

the Sports facilities

COMMENTS

III. Maintenance and Improvement of Sports Facilities

ANALYSIS

( ) 1. The Sports facilities are clean, orderly, and properly

maintained.

( ) 2. The sports equipment are maintained according to




( ) a. sports equipment

( ) b. supplies needed in the Sports courses

( ) c. fixtures in the Sports facilities


necessary supplies in the Sports facilities.


Sports equipment.

( ) 6. Trained and competent assistants or staff are assigned

to the Sports facilities.

7. The assistants or staff assigned to the Sports

facilities are skilled in the following:

( ) a. maintaining an inventory of sports equipment

and supplies

( ) b. use of sports equipment

( ) c. first-aid

( ) 8. The assistants or staff assigned to the Sports

facilities are capable of doing minor repairs of

equipment in these facilities.

EVALUATION


items related to the maintenance and improvement of the Sports

facilities:

( ) a. provisions for the maintenance and care of the Sports

facilities and equipment

( ) b. usefulness of the Sports facilities and equipment in

supporting the teaching-learning process in the

relevant courses

( ) c. provisions for the continuous improvement of the Sports

facilities


( ) e. provisions for the acquisition and repair of sports

equipment

( ) f. effectiveness of the assistants or staff in the


COMMENTS

IV. Activities in the Sports Courses

ANALYSIS

( ) 1. A guide for the use of the Sports facilities is provided

to the students, teachers, and assistants or staff.


Sports facilities is conducted for all students.

( ) 3. The activities in the Sports courses are carefully

planned, varied, and aligned with the course

objectives.

( ) 4. The activities in the Sports courses help the students

develop their skills and abilities.

( ) 5. The activities in the Sports courses promote better

understanding of the concepts learned in class.

( ) 6. The activities or projects undertaken in the Sports

courses exceed the minimum requirements.

( ) 7. There is evidence of teacher-initiated activities in

the Sports courses.

EVALUATION


items related to the activities in the Sports courses:

( ) a. quality of activities and projects in the Sports courses

in terms of the attainment of the objectives of the

courses

( ) b. development of the students’ skills and abilities

through the activities and projects in the Sports

courses

COMMENTS

APPENDICES

1. Copy of the weekly schedule for the use of the Sports facilities

2. List of activities and projects required in the Sports

courses

3. Approved budget for the Sports facilities which should

include the students’ Athletic fees (if any) and the



(b) purchase of new sports equipment

(c) repair of sports equipment

E. SPECIAL ROOMS FOR ARTS AND DESIGN COURSES

I. Special Rooms for Arts and Design Courses

ANALYSIS

( ) 1. Special rooms are available for the Arts and Design

courses.

( ) 2. The special rooms for Arts and Design courses are

accessible to the students.

3. The special rooms for Arts and Design courses have the

following characteristics:






regularly used in the relevant courses.

( ) 5. Safety provisions are in place in the special rooms for

Arts and Design courses.

EVALUATION


items related to the special rooms for Arts and Design courses:

( ) a. suitability of the special rooms for the requirements

in the Arts and Design courses

( ) b. utilization of the special rooms for Arts and Design

courses

( ) c. safety provisions in the special rooms for Arts and

Design courses


ANALYSIS


equipped with enough equipment and supplies for the

students to learn the lessons well and develop their

skills and talents.

( ) 2. Demonstration equipment and supplies are available for

use in the special rooms for Arts and Design courses.


replenishment of supplies are done periodically.


necessary supplies in the special rooms for Arts and

Design courses.

( ) 5. Reference materials pertinent to the Arts and Design

courses are made available to the teachers and

students.

EVALUATION


items related to the equipment and supplies in the special rooms

for Arts and Design courses:

( ) a. suitability of equipment and supplies for the

requirements in the Arts and Design courses

( ) b. adequacy of equipment and supplies in the special rooms

for Arts and Design courses for the achievement of the

specific objectives of the courses where these

facilities are used


in the special rooms for Arts and Design courses

( ) d. effectiveness of the requisition system for supplies

in the special rooms for Arts and Design courses

COMMENTS

III. Maintenance and Improvement of the Special rooms for

Arts and Design Courses

ANALYSIS


clean, orderly, and properly maintained.

( ) 2. The equipment and supplies in the special rooms for

Arts and Design courses are maintained according to




( ) a. equipment needed in the Arts and Design

courses

( ) b. supplies needed in the Arts and Design

courses

( ) c. fixtures in the special rooms for Arts and

Design courses


necessary supplies in the special rooms for Arts and

Design courses.


equipment in the special rooms for Arts and Design

courses.

( ) 6. Trained and competent assistants or staff are assigned

to the special rooms for Arts and Design courses.

7. The assistants or staff assigned to the Sports

facilities are skilled in the following:

( ) a. maintaining an inventory of equipment and

supplies

( ) b. proper care of equipment in the special

rooms for Arts and Design courses

( ) 8. The assistants or staff assigned to the special rooms

for Arts and Design courses are capable of doing minor

repairs of equipment in these facilities.

EVALUATION


items related to the maintenance and improvement of the special

rooms for Arts and Design courses:

( ) a. provisions for the maintenance and care of the special

rooms for Arts and Design courses and the equipment in

these facilities

( ) b. usefulness of the special rooms for Arts and Design

courses in supporting the teaching-learning process in

the relevant courses


special rooms for Arts and Design courses



in the special rooms for Arts and Design

( ) f. effectiveness of the assistants or staff in the


COMMENTS

IV. Activities in the Arts and Design Courses

ANALYSIS

( ) 1. A guide for the use of the special rooms for Arts and

Design courses is provided to the students, teachers,

and assistants or staff.


special rooms for Arts and Design courses is conducted

for all students.

( ) 3. The activities in the Arts and Design courses are

carefully planned, varied, and aligned with the course

objectives.

( ) 4. The activities in the Arts and Design courses help the

students develop their skills, abilities, and

talents.

( ) 5. The activities in the Arts and Design courses promote

better understanding of the concepts learned in class.

( ) 6. The activities or projects undertaken in the Arts and

Design courses exceed the minimum requirements.

( ) 7. There is evidence of teacher-initiated activities in

the Sports and Design courses.

EVALUATION


items related to the activities in the Arts and Design courses:

( ) a. quality of activities and projects in the Arts and Design

courses in terms of the attainment of the objectives of

the courses

( ) b. development of the students’ skills, abilities, and

talents through the activities and projects in the Arts

and Design courses

COMMENTS

APPENDICES

BEST FEATURES

RECOMMENDATIONS

1. Copy of the weekly schedule for the use of the special rooms for Arts and Design courses

2. List of activities and projects required in the Arts and

Design courses

3. Approved budget for the special rooms for Arts and Design

courses which should include the fees paid by students(if

any) and the amounts allocated for the following:


(b) purchase of new equipment


EVALUATION FORM

SECTION VI

FACILITIES

A. CAMPUS LOCATION AND SITE

B. SCHOOL BUILDINGS

C. MAINTENANCE OF FACILITIES

D. CLASSROOMS

E. AUDITORIUM, GYMNASIUM, COVERED COURT

F. CANTEEN, DINING AREA, AND KITCHEN

G. SCHOOL CLINIC

H. OFFICES, FACULTY ROOMS, AND OTHER ROOMS

Name of School : _________________________

Analysis made by : _________________________

_________________________

_________________________

Evaluation made by : _________________________

_________________________

_________________________

Date completed : _________________________

Criteria

The school facilities should be conducive to learning, adequate for

the student population, and sufficient for achieving the objectives

of the school.

A. CAMPUS LOCATION AND SITE – The campus should be located in a

wholesome environment, free of traffic and transportation

hazards and sufficiently free from noise, pollution, and

unsanitary or unhealthy conditions.

The size of the campus should be adequate for the needs of the

present school population and prepared for future expansion,

if such is a consideration. The campus should be accessible to

the current as well as the anticipated school population.

The campus lay-out should be well-planned and suitable for the

various programs of the school. The facilities should also

include provisions for curricular and co-curricular

activities. Importantly, there should also be sufficient space

for parking.

B. SCHOOL BUILDINGS - The school buildings should be appropriate

for educational purposes in terms of design, materials, and

structure. Applicable building code requirements and standards

specifically in relation to earthquakes, typhoons, and fire

should be strictly observed. The buildings should be in harmony

with the surroundings and conducive to the teaching-learning

process.

The entrances and exits in the school buildings should ensure

the convenient movement of the school community as well as

their safety. Stairways should be adequate in size. Fire exits

should be strategically located and fire extinguishers should

be adequately provided. There should not be any obstructions

in the corridors or other passageways.

C. MAINTENANCE OF FACILITIES - The buildings should be properly

lighted and well-ventilated. There should be adequate water

supply. Drinking facilities should be adequate and

conveniently located. Provisions should be made for bulletin

board space, student lockers, and waste disposal bins. The

school should have custodial or maintenance staff services and

facilities for the staff to do repair work.

D. CLASSROOMS - Classrooms should be constructed according to

standard requirements and there must be enough classrooms to

accommodate the student population. The classrooms must be

adequately equipped with necessary furniture as well as

chalkboards or whiteboards. As learning facilities, these

should be properly lighted well-ventilated, well-maintained

and generally free from noise.

E. AUDITORIUM, GYMNASIUM, COVERED COURT - The auditorium,

gymnasium, and covered court should be easily accessible to

the school community. These should be sufficiently spacious

for the student population and suitable for various school

activities. The auditorium should be designed well, with good

acoustics and proper ventilation.

F. CANTEEN, DINING AREA, AND KITCHEN - There should be adequate

facilities for food services. The canteen should be accessible

to the school community and the lay-out should be well-planned

to ensure efficient services especially during peak times. The

different areas of the canteen should be adequately equipped

and kept sanitary at all times. There should be provisions for

efficient and sanitary garbage disposal.

G. SCHOOL CLINIC – The clinic facilities should be adequately

equipped to serve the medical and dental needs of the school

community. There should be sufficient provisions for the

privacy and restful stay of patients.

H. OFFICES, FACULTY ROOMS, AND OTHER ROOMS – There should be

adequate provisions for administrative offices, faculty room,

work spaces for staff, counseling rooms, and reception areas.

The work areas and rest areas for personnel should be

conveniently located and furnished with adequate facilities.

Explanation

A school should have adequate school facilities in support of the

teaching-learning process. The section on Facilities aims to

ascertain the extent by which the campus, school buildings and

support facilities conform to the criteria for ideal learning

facilities. The facilities should be adequate for the attainment

of the objectives of the school.

The Evaluation Form for the area of Facilities focuses on the

campus, buildings, classrooms, and support facilities designated

for the use of the Senior High School. If the school shares certain

facilities with the other levels of the institution, the Survey

Team should strive to evaluate these in terms of their usefulness

and effectiveness for the Senior High School.

ANALYSIS





Instrument for the area of Facilities, these should be added in the

appropriate sections. The responses to the different items should

accurately and completely reflect the school conditions in order to

provide a realistic background for the evaluation of the area.









apply



have been included.



under survey.

EVALUATION




5 - Excellent:



4 - Very Good:



3 - Good:


adequately.

2 - Fair:



1 - Poor:


functioning poorly.

M - Missing:





COMMENTS






Any other comments or explanations concerning Facilities and the

conditions affecting the effectiveness of these learning spaces and

other facilities as far as supporting the teaching-learning process

is concerned, which might be of assistance in making an overall

evaluation for the area, should also be included in the Comments

section.

BEST FEATURES


the different programs in the area of Facilities.

RECOMMENDATIONS


or plans to further strengthen the area of Facilities.

A. CAMPUS LOCATION AND SITE

ANALYSIS

( ) 1. The campus is accessible to the school community.

( ) 2. The size of the campus is adequate to meet the needs

of the present school population.

( ) 3. The location of the school is ideal in relation to

other relevant facilities in the community.

( ) 4. The campus lay-out is well-planned in terms of the

locations and functions of the different facilities.

( ) 5. There are sufficient areas for outdoor educational

activities.

( ) 6. There are enough benches distributed all over the

campus.

( ) 7. The school site is safe from traffic and transportation

hazards.

( ) 8. The campus is sufficiently free from various forms of

pollution as well as unsanitary or unhealthy

conditions.

( ) 9. There are drainage facilities to free the grounds from

the buildup of surface water.

( ) 10. There are adequate sewage facilities and garbage

disposal provisions.

( ) 11. There are fences and walls where needed.

( ) 12. Security and safety measures are in place.

( ) 13. There are walkways or driveways leading to all exits.

( ) 14. Passageways and grounds are free obstructions and all

forms of from hazards.

( ) 15. There are provisions for safe loading and unloading of

students.

( ) 16. There are sufficient parking areas on campus.

( ) 17. The school site has provisions for expansion in the

future.

EVALUATION


items related to the campus location and site:

( ) a. accessibility of the campus to the school community

( ) b. health and safety conditions in the campus

( ) c. provisions for maintenance of school grounds and

facilities

( ) d. availability of facilities for outdoor educational and

recreational activities

( ) e. provisions for expansion in the future

COMMENTS

B. SCHOOL BUILDINGS

ANALYSIS

( ) 1. The various school buildings are located strategically

in consideration of their functions.

( ) 2. The school buildings meet all building code

requirements.

( ) 3. The interior areas and the exterior façade of the

buildings are pleasant and functional.

( ) 4. The school building design provides wide overhanging

eaves for air circulation and safety purposes.

( ) 5. Corridors and stairways are wide enough and free from

any forms of obstruction.

6. There are sufficient comfort rooms for the following:

( ) a. students

( ) b. personnel

( ) c. visitors

( ) 7. There are provisions for privacy in the comfort rooms.

( ) 8. There are designated spaces in the school buildings for

bulletin boards.

( ) 9. There are provisions in all school buildings for

internal and external communication.

( ) 10. There are adequate electrical outlets and accessible

control switches in the school buildings.

( ) 11. There are sufficient windows in all school buildings

which provide adequate lighting and ventilation.

( ) 12. There are provisions for adequate lighting in the

stairways, corridors, comfort rooms, and other spaces

within the buildings.

( ) 13. There are provisions for adequate ventilation in the

stairways, corridors, comfort rooms, and other spaces

within the buildings.

( ) 14. There are safety strips on the stairways where needed.

( ) 15. Covered walks protect students during inclement

weather.

( ) 16. There are adequate provisions for safe and fast

evacuation from the school buildings in case of

emergencies.

( ) 17. Well-planned driveways and doorways facilitate

deliveries with minimum interference in school

activities.

( ) 18. There are sufficient provisions in the school buildings

for persons with disability.

( ) 19. In all school buildings, potable water is available.

( ) 20. There are sufficient and well-distributed drinking

fountains in all school buildings.

EVALUATION


items related to the school buildings:

( ) a. exterior condition of the school buildings

( ) b. interior condition of the school buildings

( ) c. provisions for adequate lighting

( ) d. provisions for adequate ventilation

( ) e. health and safety provisions in the school buildings

( ) f. provisions for safe and fast evacuation from the school

buildings in case of emergencies

( ) g. provisions in the school buildings for internal and

external communication

( ) h. number of comfort rooms

( ) i. sufficiency of drinking fountains

( ) j. provisions for persons with disability

COMMENTS

C. MAINTENANCE OF FACILITIES

ANALYSIS

( ) 1. A comprehensive preventive maintenance program which

covers periodic inspection of electrical

installations, mechanical systems, and plumbing and

sanitary systems as well as pest control is in place.

( ) 2. A waste management system is in place.

( ) 3. Drinking water is subjected to potability testing

periodically.

( ) 4. All comfort rooms are kept clean and sanitary at all

times.

( ) 5. The fire alarm system is in good working condition at

all times.

( ) 6. Fire extinguishers and other firefighting equipment are

readily available and accessible.

( ) 7. Fire extinguishers routinely inspected and refilled

regularly.

( ) 8. All combustible materials are stored safely.

( ) 9. There are wastebaskets in classrooms and offices and

trash cans in strategic places on campus.

( ) 10. The custodial or maintenance staff are provided with

conveniently-located service and supply closets.

( ) 11. The custodial supply closets have adequate equipment

and cleaning supplies which are necessary for their

tasks.

( ) 12. Women custodial or maintenance staff are assigned to

comfort rooms for females.

( ) 13. The custodial or maintenance staff are provided with a

lounge area and dressing facilities.

( ) 14. There are designated maintenance personnel for

emergency services such as carpentry, plumbing, and

electrical needs.

( ) 15. Fire drills, earthquake drills, and other disaster and

emergency preparedness drills are conducted

periodically.

EVALUATION


items related to the maintenance of facilities in the school

buildings:

( ) a. preventive maintenance program

( ) b. waste management system

( ) c. regularity of potability testing of drinking water

( ) d. cleanliness and maintenance of comfort rooms and other

facilities

( ) e. adequacy of equipment and facilities for the custodial

or maintenance staff

( ) f. conduct of fire drills, earthquake drills, and other

disaster and emergency preparedness drills

COMMENTS

APPENDICES

D. CLASSROOMS

ANALYSIS

( ) 1. Classroom size provides at least one square meter per

student.

( ) 2. All classrooms and instruction areas are properly

lighted.

( ) 3. All classrooms and instruction areas are well-

ventilated.

( ) 4. Classroom interiors are pleasant and conducive to the

teaching-learning process.

( ) 5. The classrooms are properly designed and the

arrangement of furniture provides flexibility for

various teaching-learning activities.

( ) 6. There is a central signal or bell system which is

operational all classrooms and other instruction areas.

( ) 7. Classroom furniture is adequate, in good condition, and

suitable for the students.

( ) 8. The teaching-learning process is not disturbed by

external noise.

1. Copy of the Preventive Maintenance Program

2. Copy of the Waste Management Program

3. Program or Guidelines for fire drills, earthquake drills, and other disaster and emergency preparedness drills

( ) 9. Classroom floors are made of materials which are easily

cleaned and maintained.

( ) 10. There are sufficient chalkboards or whiteboards and

bulletin boards in all classrooms.

( ) 11. The classrooms, furniture, chalk trays, and window

sills are cleaned every day.

( ) 12. Classrooms are properly labeled with section names and

the functions of special instruction areas are also

clearly indicated.

( ) 13. There is sufficient space for storing instructional

materials in the classrooms.

( ) 14. There are adequate provisions for entrance and exit in

the classrooms especially during emergencies.

EVALUATION


items related to the classrooms:

( ) a. size of classrooms

( ) b. provisions for the health and safety of the students

in the classrooms

( ) c. adequacy of classroom furniture

( ) d. overall suitability of the classrooms and classroom

furniture for the teaching-learning process

E. AUDITORIUM, GYMNASIUM, COVERED COURT

ANALYSIS

( ) 1. The auditorium, gymnasium, and covered court are

accessible to the school community.

( ) 2. The entrances and exits in the auditorium, gymnasium,

and covered court are marked well.

( ) 3. Safety provisions are in place in the auditorium,

gymnasium, and covered court.

( ) 4. The auditorium, gymnasium, and covered court have

adequate seating capacity for the school population.

( ) 5. The auditorium, gymnasium, and covered court are well

ventilated.

( ) 6. There are accessible comfort rooms and dressing rooms

for each gender in the auditorium, gymnasium, and

covered court.

( ) 7. The auditorium is aesthetically designed and suitable

for different student activities.

( ) 8. The auditorium has good acoustics.

( ) 9. There are provisions for sufficient lighting in the

auditorium, both for the stage and other parts of the

auditorium.

( ) 10. There are sufficient control switches for the stage

lights as well as the lights in other parts of the

auditorium.

( ) 11. There are storage facilities for stage props in the

auditorium.

( ) 12. The auditorium, gymnasium, and covered court

facilities are well-maintained.

EVALUATION


items related to the auditorium, gymnasium, and covered court:

( ) a. accessibility of entrances and exits in the auditorium,

gymnasium, and covered court

( ) b. seating capacity in the auditorium, gymnasium, and

covered court

( ) c. design of the auditorium, gymnasium, and covered court

( ) d. facilities, furniture, and equipment in the

auditorium, gymnasium, and covered court

( ) e. utilization of the auditorium, gymnasium, and covered

court

( ) f. provisions for safety in the auditorium, gymnasium,

and covered court

COMMENTS

F. CANTEEN, DINING AREA, AND KITCHEN

ANALYSIS

( ) 1. The size of the canteen is adequate for the students

and personnel.

( ) 2. The canteen is furnished with sufficient dining tables

and chairs.

( ) 3. The canteen is properly lighted.

( ) 4. The canteen is well-ventilated.

( ) 5. The facilities and equipment in the dining area and

kitchen are adequate and properly maintained.

( ) 6. The furniture and fixtures in the dining area and

kitchen are attractive, durable, and easy to clean and

maintain.

( ) 7. The flooring in the canteen is smooth, safe, and easy

to clean and maintain.

( ) 8. The floor and tables in the canteen are regularly

cleaned throughout the day.

( ) 9. Dining facilities are available for students who bring

their meals to school.

( ) 10. The storage facilities in the canteen are kept clean

sanitary at all times.

( ) 11. There are refrigeration facilities in the canteen.

( ) 12. There are adequate dish washing facilities in the

canteen.

( ) 13. There are provisions for proper disposal of garbage in

the canteen.

( ) 14. There is a designated area in the canteen for personnel

and visitors.

( ) 15. The kitchen has a separate entrance for deliveries away

from the dining area.

EVALUATION


items related to the canteen, dining area, and kitchen:

( ) a. adequacy of canteen and dining area space and

furniture for the school population

( ) b. size of the kitchen and availability of equipment in

the kitchen

( ) c. provisions for sanitation and hygiene in the canteen,

dining area, and kitchen

COMMENTS

G. SCHOOL CLINIC

ANALYSIS

( ) 1. A clinic or infirmary is available in the school campus

for first-aid purposes and medical or dental

emergencies.

( ) 2. Patients in the clinic have direct and easy access to

comfort rooms.

( ) 3. The clinic has adequate equipment and supplies to meet

the medical and health needs of the students and

personnel.

( ) 4. The clinic ensures privacy and has separate sections

for male and female patients.

( ) 5. The size of the clinic is adequate for the school

population.

( ) 6. A vehicle for emergency purposes is available.

EVALUATION


items related to the clinic:

( ) a. adequacy of the facilities in the school clinic for the

school population

( ) b. adequacy of medical and health equipment and supplies

for first-aid and medical or dental emergencies

( ) c. provisions for privacy for patients including separate

sections for male and female patients

H. OFFICES, FACULTY ROOMS AND OTHER ROOMS

ANALYSIS

( ) 1. The offices of key administrators are accessible to the

different members of the school community.

( ) 2. There is a designated private office for the principal

or school head.

( ) 3. There is a waiting area near the office of the

administration or the principal.

( ) 4. The cashier's or treasurer's office is easily

accessible to the students and the public.

( ) 5. The size of the different offices is adequate and

appropriate for their specific functions.

( ) 6. Each office is provided with basic furniture and

equipment.

( ) 7. Permanent records and files are stored in a safe place.

( ) 8. The storage areas for office materials and supplies are

conveniently located.

( ) 9. The clerical or support staff can work in the offices

without unnecessary interference by the public.

( ) 10. Comfortable chairs, tables, and other furniture and

equipment are available in the faculty room.

( ) 11. There are mail and bulletin facilities for teachers in

the faculty room.

EVALUATION


items related to the offices, faculty room, and other rooms:

( ) a. accessibility of the administrative offices

( ) b. suitability of administrative offices for the functions

of the administrators and their support staff

( ) c. adequacy of furniture and equipment in the

administrative offices

( ) d. provisions for good working conditions in the faculty

room and offices

COMMENTS

BEST FEATURES

RECOMMENDATIONS

EVALUATION FORM

SECTION VII

STUDENT SERVICES

A. GUIDANCE PROGRAM

1. STUDENT ADMISSIONS AND ASSIGNMENT TO TRACKS, STRANDS,

AND SECTIONS

2. ORGANIZATION OF THE GUIDANCE PROGRAM

3. VARIOUS GUIDANCE SERVICES

a. ORIENTATION PROGRAM

b. INDIVIDUAL AND GROUP COUNSELING FOR STUDENTS

c. INDIVIDUAL INVENTORY

d. CAREER GUIDANCE FOR STUDENTS

e. TESTING AND RESEARCH

f. SERVICE TO ADMINISTRATORS, TEACHERS, AND PARENTS

g. PLACEMENT AND FOLLOW-UP OF GRADUATES

B. STUDENT ACTIVITY PROGRAM

C. HEALTH AND FOOD SERVICES

D. TRANSPORTATION SERVICES

Name of School : __________________________

Analysis made by : __________________________

__________________________

__________________________

Evaluation made by : __________________________

__________________________

__________________________

Date completed : __________________________

Criteria

A. GUIDANCE PROGRAM - In line with the total formation of

students, the school should have provisions for looking after

welfare of the individual student. To support the students as

they go through the formal education process, programs and

services which are designed and conducted to assist the

individual student deal with his or her personal concerns and

handle interpersonal relations effectively should be available

in school.

1. STUDENT ADMISSION – There should be an admissions policy

that is consistent with the philosophy, vision, mission,

goals, and objectives of the school and compatible with

government regulations. To ensure the proper selection of

prospective students, the applicants’ credentials,

performance in the entrance exams, physical examination

results, and other relevant information should serve as

bases. Through clearly established admissions criteria,

the Senior High School should be able to select prospective

students who indicate a good chance for success in the

specific Tracks or Strands they choose to enroll in.

The effectiveness of the admissions policy is indicated by

its ability to predict the potential for success of the

students in the educational programs offered by the school.

2. ORGANIZATION OF THE GUIDANCE PROGRAM - The Senior High

School should have a well-organized and directed Guidance

program which should reflect clearly the philosophy,

vision, mission, goals, and objectives of the school. The

Guidance personnel should be able to work closely and

harmoniously with administrators, faculty members,

parents, and others towards the welfare and total

development of the students.

3. GUIDANCE SERVICES – The Guidance Program should include

the following services:

a. Orientation Program – The school should have an

orientation program for all students as well as their

parents. This program, which may take the form of

sessions given a few days prior to the beginning of

each new school year, or a continuing set of sessions

at the start of the school year, can include lectures,

group and individual sessions, as well as social

activities to warmly welcome the students. The goal of

the orientation program is to enable the students to

acquire or assimilate important information about the

school and its philosophy, vision, mission, goals,

objectives, and core values. The orientation program

should help the students adjust easily to the Senior

High School.

b. Individual and Group Counseling for Students –

Individual and group counselling sessions should help

the students understand themselves better as they

develop into more fully-integrated, mature, and

responsible persons. These sessions aim to assist the

students to go through the Senior High School program

successfully. Counselling sessions should be handled

by qualified counselors.

c. Individual Inventory - There should be an organized set

of data on each student containing information about

his or her home and family background, intellectual and

social development, and other pertinent information

gathered from interviews, feedback from teachers,

school records, and psychological tests. The Individual

Inventory record should assist the counselors in

guiding the individual student towards self-knowledge

and self-realization.

d. Career Guidance for Students - The school should assist

the students in career development through career

counselling sessions and activities that can expose

them to different professions as well as job

opportunities. In the Senior High School, career

opportunities related to the Tracks and Strands the

students belong to would be helpful. Career Guidance

would also include providing assistance to students in

terms of choosing colleges and courses after Senior

High School.

e. Testing and Research - There should be a useful and

efficient testing program for the purpose of assessing

individual needs of students based on achievement,

aptitude, interest and personality test data and

providing them with timely data which can help them do

better in Senior High School and after they complete

the Senior High School program. The testing program

can be supported by the conduct of researches which can

generate helpful information on the needs of students

as a group as well as provide overall profiles of the

student population. The data gathered from the testing

program and the researches conducted can be used to

facilitate the personal and academic development of

students.

f. Service to Administrators, Teachers, and Parents -

There should be established processes for providing

administrators, teachers, and parents with relevant and

timely information on various aspects of the students’

performance and development. These processes should

help in addressing the students’ needs in both academic

and non-academic areas. Moreover, these processes

should also facilitate the development of the school’s

educational program.

g. Placement and Follow-up of Graduates – The school

should have established procedures for the placement

of students in the best possible tracks, strands, or

sections based on available relevant information. There

should be organized procedures for assisting the

students in terms of their pursuits after completing

Senior High School. Feedback about the school and its

programs should also be obtained from the graduates of

the Senior High School to serve as basis for school

development efforts.

B. STUDENT ACTIVITY PROGRAM – The school should have provisions for co-curricular or extra-curricular activities which should

supplement the academic program. These activities should be

geared towards student empowerment. These should facilitate

the development of the students’ initiative and sense of

responsibility both individually and in groups. The student

activity program should include a variety of opportunities

which are suitable to the varied interests and needs of the

students. The program should develop the students’

capabilities as leaders and followers as well as their social

skills. Under the guidance of qualified and competent adults,

the students should have clear responsibilities in organizing

and running Student Activity Program activities.

C. HEALTH AND FOOD SERVICES – The school must adequately educate students on healthy living and provide effective health

services through the School Clinic personnel. Good nutrition

is essential to a person’s growth and development and it is,

thus, necessary for the school to ensure that food services

are efficient and consistent with nutrition standards.

D. TRANSPORTATION SERVICES – Daily transportation service should

be available to students. Transportation should also be

provided during official school functions or activities.

Standard rules and regulations should be enforced for the

safety of the students and other members of the school

community. The school should monitor all transportation

services to ensure that safety standards are observed at all

times.

Explanation

A school should provide the necessary student services in support

of the teaching-learning process. The section on Student Services

aims to ascertain the effectiveness and efficiency of the different

service areas which support the teaching-learning process. The

services should be adequate for the attainment of the objectives

of the school.

The Evaluation Form for Student Services covers the Guidance

Program and Services, the Student Activity Program, Health and

Food Services, and Transportation Services specifically intended

for the Senior High School. Hence, if the school shares certain

services with the other levels of the institution, the Survey Team

should strive to evaluate these in terms of their usefulness and

effectiveness for the Senior High School.

ANALYSIS





Instrument for the area of Student Services, these should be added

in the appropriate sections. The responses to the different items

should accurately and completely reflect the school conditions in

order to provide a realistic background for the evaluation of the

area.









apply



have been included.



under survey.

EVALUATION




5 - Excellent:



4 - Very Good:



3 - Good:


adequately.

2 - Fair:



1 - Poor:


functioning poorly.

M - Missing:





COMMENTS






Any other comments or explanations concerning Student Services and

the conditions affecting the effectiveness of the different service

areas in supporting the teaching-learning process which might be of

assistance in making an overall evaluation for the area should also


BEST FEATURES


the different programs in the area of Student Services.

RECOMMENDATIONS


or plans to further strengthen the area of Student Services.

A. GUIDANCE PROGRAM

I. Student Admissions and Assignment to Tracks, Strands and Sections

In the table that follows, provide the required overall

information on student admissions in the Senior High School:

Table 1: Overall Information on Student Admissions

School Year ____-____ ____-____ ____-____

Number % Number % Number %

a. Number of

students who applied

b. Number of

applicants who were

accepted

c. Number of

applicants who were

rejected

d. Number accepted

students who

enrolled

(Note: % refers to the percentage of the total number of students

who applied)

Table 2: Information on Student Admissions Per Track

Using similar tables, provide information on student admissions

presented per Track offered in the Senior High School.

Table 3: Information on Student Admissions Per Strand for each Track

Using similar tables, provide information on student admissions

presented per Strand for every Academic Track offered in the Senior

High School.

The screening process for student applicants includes the following:

(Please check if applicable)

( ) a. entrance examinations

( ) b. evaluation of past records

( ) c. interviews

( ) d. others (please specify)

____________________________

____________________________

2. Student applicants are interviewed by the following

administrative officers prior to their acceptance:

a. _______________________________________

b. _______________________________________

c. _______________________________________

3. Student applicants are required to submit the following

documents:

( ) a. birth certificate

( ) b. report card

( ) c. letter(s) of recommendation from

__________________________


__________________________

__________________________

4. The evaluation of the different requirements for

admission is done by the following administrative

officers:

( ) a. Principal or school head

( ) b. admissions coordinator

( ) c. registrar


__________________________

__________________________

5. The final decision on the admission of students to the Senior High School is made by:

_____________________________________________________

6. The assignment of students to Tracks and Strands is

based on the following data:

( ) a. entrance examinations

( ) b. evaluation of past records


___________________________

___________________________

___________________________

ANALYSIS

( ) 1. The admission policy is consistent with the philosophy,

vision, mission, goals, and objectives of the school.

( ) 2. The admission policy is clearly stated and published

in relevant documents.

( ) 3. The published admission process is strictly observed by

applicants and school personnel involved.

( ) 4. The school has an effective recruitment process for

students interested to enroll in the Senior High School.

( ) 5. The admission policy is implemented by designated

personnel or an appointed committee.

( ) 6. Information regarding the application process and

admission requirements is readily available and

disseminated to all concerned.

( ) 7. The means used in the selection of prospective students

include entrance exams, interviews, and other

applicable requirements.

( ) 8. Relevant data are used in the assignment of students

to appropriate tracks, strands, and sections.

( ) 9. Students are informed about their tracks and strands

upon acceptance to the Senior High School.

EVALUATION


items related to student admissions in the Senior High School:

( ) a. alignment between the admission policy, requirements

and processes and the philosophy, vision, mission,

goals, and objectives of the Senior High School

( ) b. alignment of admission practices with the school’s

admission policy

( ) c. ability to select only those applicants who are capable

of the school’s educational program

( ) d. understanding of the admission policy by the school

community

( ) e. effectiveness of the means used for the selection of

students for the Senior High School

( ) f. effectiveness of the process for assigning students

to tracks, strands, and sections

COMMENTS

APPENDICES

II. Organization of the Guidance Program

ANALYSIS

( ) 1. The Guidance Program is developmental and is an

integral component of the Senior High School program.

( ) 2. The objectives of the Guidance Program are clearly

stated and published in relevant documents.

( ) 3. The objectives of the Guidance Program are consistent

with the philosophy, vision, mission, goals, and

objectives of the school.

( ) 4. The Guidance Program is explained to the students and

various stakeholders.

( ) 5. The Guidance personnel are competent and qualified

for their duties and responsibilities.

( ) 6. The Guidance office is headed by a qualified

supervisor who is responsible for planning and

coordinating the delivery of the guidance program and

services.

( ) 7. The Guidance office and Guidance personnel are

Copy of Student Admissions policy and process

accessible to the students.

( ) 8. The organizational set-up in the Guidance office is

clear to the school community.

( ) 9. The number of Guidance personnel is adequate to meet

the needs of the Senior High School student

population.

( ) 10. Ethical standards concerning the functions of the

guidance office are explained to the school community.

( ) 11. Teachers assist the Guidance counselors by

contributing to the students’ cumulative records,

making referrals, and coordinating with the

counselors regarding the students’ needs and

concerns.

( ) 12. Administration, faculty, and Guidance personnel

collaborate and coordinate closely in the

implementation of the different guidance services.

( ) 13. Training programs are provided to help teachers

improve their skills in guidance techniques such as

facilitating homeroom activities, identifying and

addressing the concerns of students, and other similar

skills.

( ) 14. Specialists or experts are available for referrals

and consultation on special cases.

( ) 15. A support staff is employed to maintain and update

Guidance records.

( ) 16. A yearly action plan for the Guidance office is

prepared, implemented, and periodically evaluated.

( ) 17. There are provisions for the regular evaluation of

Guidance services.

( ) 18. The homeroom teachers and Guidance counselors

collaborate in the planning and implementation of the

homeroom program.

EVALUATION


items related to the organization of the Guidance program:

( ) a. developmental feature of the Guidance program and its

effectiveness in meeting the needs of the students

( ) b. suitability of the Guidance personnel for their duties

and responsibilities

( ) c. effectiveness of the organization of the Guidance

office

( ) d. collaboration among the administration, teachers, and

the Guidance personnel

COMMENTS

APPENDICES

Provide a copy of the following:

a. Guidance Program indicating the developmental features of

the program

b. List of guidance personnel and staff along with their

qualifications and functions

c. List of available specialists on call and their specific areas of specialization

III. Various Guidance Services

ANALYSIS

1. Orientation Program

( ) 1. The objectives of the orientation program for students

and parents are clear and communicated to all

concerned.

( ) 2. The activities during the orientation program for

students and parents are planned and conducted

collaboratively by the administrators, faculty

members, and students.

( ) 3. There are provisions for acquainting the students with

the administrators, support staff, and service

personnel.

4. The orientation program includes, among others, the

following topics:

( ) a. school's history, philosophy, vision,

mission, goals, and objectives

( ) b. organizational structure of the school and

key administrators and personnel

( ) c. school policies, rules, and regulations

( ) d. physical plant and school facilities

( ) e. student services

( ) f. academic program

( ) g. spiritual formation program

( ) h. co-curricular activities

( ) i. student activity program

( ) 5. Transferees and late enrollees and their parents are

also given a comprehensive orientation about the school

and its programs.

( ) 6. The orientation program is conducted annually for all

students.

( ) 7. The orientation program is regularly evaluated in terms

of its effectiveness.

2. Individual and Group Counseling for Students

( ) 1. The counseling service is based on a framework which

is consistent with the school’s philosophy, vision,

mission, goals, and objectives.

( ) 2. Individual and group counseling services are

available to all students.

( ) 3. The counselor spends most of his or her time on

counseling.

( ) 4. The ratio between the number of Guidance counselors

and students in the Senior High School is adequate.

( ) 5. Counseling sessions are properly and clearly

documented.

( ) 6. Case conferences involving teachers, parents, or

specialists are conducted when necessary.

( ) 7. Services of external specialists are engaged to attend

to students with special needs.

( ) 8. There are provisions in place to evaluate the

effectiveness of the individual and group counseling

services.

3. Individual Inventory

1. The Guidance office maintains a cumulative record for

each student which contain the following:

( ) a. home and family background

( ) b. physical and medical condition

c. results of standardized tests such as:

( ) 1) mental ability

( ) 2) interests and aptitude

( ) 3) personality

( ) 4) achievement

5) others (please specify)

________________

( ) d. scholastic performance records

( ) e. interview reports

( ) f. reports on interviews of the student’s

parents

( ) g. teachers’ anecdotal reports on the

students

( ) h. student’s co-curricular activities

( ) i. counseling records

j. others (please specify)

________________________________________

________________________________________

( ) 2. The students’ records are well-organized, regularly

updated, and systematically kept in a safe place in

the Guidance office.

( ) 3. The confidentiality of students’ records is observed

at all times by all concerned.

( ) 4. The Guidance counselors can easily access cumulative

folders which they are authorized to access.

( ) 5. Data collected from the different Guidance tests

administered to students are properly utilized.

4. Career Guidance for Students

( ) 1. The career guidance program is developmental.

2. The career guidance program provides opportunities

for students to develop the following attributes:

( ) a. self-awareness and self-appreciation

( ) b. awareness and appreciation of different

professions or careers

( ) c. proper values and attitudes towards

work

( ) d. awareness of various job opportunities

( ) e. career planning and decision-making

skills

3. Provisions are made to help students identify and

enhance their career interests and inclinations

through the following:

( ) a. career counseling

( ) b. aptitude and interest tests

( ) c. surveys on job and career preferences

( ) d. literature and brochures on different

career paths

( ) e. field trips and exposure trips

( ) f. integration of career education in the

academic program

( ) g. work immersion experiences

( ) h. experiences on enhancing entrepreneurial

skills

( ) 4. Community resources are engaged in the implementation

of the career guidance program.

( ) 5. Students are provided guidance regarding their

pursuits after completing the Senior High School

program.

5. Testing and Research

( ) 1. The objectives for testing and research are clear and

communicated to all concerned.

2. Testing and research enable the school to:

( ) a. identify the students’ suitability in the

Different tracks and strands

( ) b. predict the students’ scholastic

performance

( ) c. identify the students’ career interests

and inclinations

( ) d. identify the students’ strengths and

areas for growth

( ) e. obtain information on the students’

psychological and emotional profiles

( ) f. guide students to suitable colleges or

job opportunities

( ) g. conduct correlation studies and action

researches which can help in the

development of policies and programs

3. Standardized tests administered to students include

the following:

( ) a. Mental ability test

( ) b. Interest tests

( ) c. Aptitude tests

( ) d. Personality tests

e. Others (please specify):

________________________________________________

________________________________________________

( ) 4. Locally developed or school-made tests and surveys

are administered to students.

( ) 5. There is a designated space for conducting individual

and group testing.

( ) 6. The information gathered from Guidance tests is

interpreted to and utilized properly by authorized

persons.

6. Service to Administrators, Teachers, and Parents

1. The Guidance personnel confer with the following to

discuss pertinent information about the students:

( ) a. administrators

( ) b. teachers

( ) c. parents

( ) d. external experts when engaged for

specific students

( ) 2. The guidance counselors plan and organize relevant

activities involving administrators, teachers, and

parents to meet the objectives of the Guidance program

and the school.

3. The guidance counselors disseminate pertinent

information and make necessary recommendations to the

following:

( ) a. administrators

( ) b. teachers

( ) c. parents

7. Placement and Follow-up of Graduates

( ) 1. Students are assisted in terms of finding employment,

colleges, or other opportunities related to their

Senior High School education.

( ) 2. Information is gathered concerning the paths pursued

by the Senior High School graduates, which may be any

of the following:

a. employment

b. entrepreneurship

c. higher education

d. middle-level skills development

( ) 3. Information is gathered concerning the impact of the

Senior High School program on the paths pursued by

the graduates.

( ) 4. The school has an alumni or alumnae association.

( ) 5. The services rendered by the alumni or alumnae

association are beneficial to its members and the

school community.

EVALUATION


items related to the different Guidance services:

( ) a. effectiveness of the orientation program for students

and parents vis-a-vis the objectives

( ) b. alignment of the counseling framework with the school’s

formation goals for the students

( ) c. effectiveness of individual counseling services

( ) d. effectiveness of group counseling services

( ) e. usefulness of the students’ cumulative records

( ) f. observance of the confidentiality of the students’

cumulative records

( ) g. effectiveness of the Senior High School career guidance

program

( ) h. assistance and guidance provided to students regarding

their pursuits after completing the Senior High School

program

( ) i. usefulness of Guidance tests used

( ) j. utilization of results from Guidance tests

( ) k. validity, reliability, and relevance of Guidance

tests used

( ) l. quality and usefulness of researches and studies

conducted

( ) m. support provided by Guidance personnel to

administrators, teachers, and parents

( ) n. utilization of information gathered from graduates of

the Senior High School

( ) o. value of the alumni or alumnae association to the

Senior High School

COMMENTS

APPENDICES


1. Orientation Program for students

2. Evaluation report on the orientation program during the

last three years

3. Work schedule of Guidance counselors indicating the

percentage of their time spent on various duties and

responsibilities

4. Forms used for individual and group counseling

5. Career Guidance program

6. List of Guidance tests being used

7. List of seminars, symposia, and conferences conducted

for the administrators, teachers and parents

8. Processes related to placement and follow-up of

graduates

9. List of specialists for referral of special cases

B. STUDENT ACTIVITY PROGRAM

ANALYSIS

( ) 1. A student activity program is in place to address the

needs and interests of the students.

( ) 2. The objectives and activities of the different clubs or

organizations are in line with the school's philosophy,


( ) 3. The student activity program is supportive of the

overall objectives of the educational program of the

Senior High School.

4. The student activity program helps develop in the

students the following:

( ) a. their capabilities as leaders and

followers

( ) b. teamwork and cooperation

( ) c. ideals and values

( ) d. social and civic consciousness

( ) e. ecological and environmental

consciousness

( ) f. appreciation of culture and the arts

( ) g. others (please specify)

_____________________________

_____________________________

( ) 5. The variety of clubs or organizations is adequate to

meet the needs and interests of the students.

( ) 6. The school has specific policies and regulations

governing the establishment of clubs or organizations

and the conduct of club or organization activities.

( ) 7. Provisions to ensure the effective supervision of the

student activity program are in place.

( ) 8. There are incentives to encourage students to

participate actively in the student activity program.

( ) 9. Students' participation in the student activity program

is properly documented and given appropriate

recognition.

( ) 10. Students are encouraged to participate actively in the

student activity program as leaders or as members.

( ) 11. Community resources are utilized to enrich the student

activity program.

EVALUATION


items related to the student activity program:

( ) a. student activity program structure

( ) b. attainment of the objectives of the student activity

program

( ) c. contribution of the student activity program to the

formation of students

( ) d. quality of student participation in the activities of

the different clubs or organizations

( ) e. involvement of teachers in the student activity program

COMMENTS

APPENDICES

C. HEALTH AND FOOD SERVICES

ANALYSIS

( ) 1. The health program emphasizes both the physical and

mental aspects of one’s wellness.

( ) 2. The school has a physician, a nurse, and a dentist.

( ) 3. The health personnel are qualified and maintain the

necessary disposition to help students and school

personnel stay healthy.

( ) 4. The school nurse is always available in the clinic.

( ) 5. Annual medical check-up is conducted for all students

by the school physician.

( ) 6. Annual dental check-up is conducted for all students

by the school dentist.

( ) 7. The students’ cumulative medical records are updated

regularly and kept well.

( ) 8. The cumulative dental records of students are updated

regularly and kept well.

( ) 9. Referrals to external medical and dental

professionals are made when necessary.

1. Description of the Student Activity Program

2. List of clubs or organizations with the assigned

moderators or advisers and their qualifications for the

specific assignments

( ) 10. The health personnel initiate measures against the

spread of communicable diseases in the school.

( ) 11. Medical equipment necessary for first-aid and

emergencies are available in the clinic.

( ) 12. Teachers and support staff are given training on

first-aid procedures and the use of safety devices.

( ) 13. Hot meals are available in the school canteen.

( ) 14. Meals and snacks are balanced, nutritious, and served

in adequate proportions.

( ) 15. There is a variety of food served in the canteen.

( ) 16. The prices of food sold in the canteen are reasonable.

( ) 17. There are provisions for the smooth flow of traffic in

the canteen especially during peak times.

( ) 18. The canteen is clean and sanitary at all times.

( ) 19. The canteen is serviced by courteous and properly

groomed personnel.

( ) 20. The canteen contributes to the students' awareness of

proper eating habits, respect for one another, and care

for the environment.

( ) 21. Food service personnel are required to obtain Health

Clearance Certificates.

( ) 22. Food served in the canteen is inspected regularly by

designated school personnel.

EVALUATION


items related to the health and food services:

( ) a. effectiveness of health services

( ) b. effectiveness of food services

COMMENTS

APPENDICES

D. TRANSPORTATION SERVICE

ANALYSIS

( ) 1. The school facilitates the availability of

transportation services for students.

( ) 2. Transportation service operators comply with

government rules and regulations.

( ) 3. Designated areas for loading and drop-off of students

are safe and supervised by designated personnel.

( ) 4. The safety of students while in transit is ensured

by the transport service operator.

( ) 5. Drivers of transportation service vehicles are duly

licensed and possess the necessary qualities of

responsible drivers.

1. List of Health personnel, their qualifications, and service hours

2. Copy of the Health Clearance Certificates of Canteen

Personnel

( ) 6. A monitoring scheme for the transportation service is

in place and implemented by designated school

personnel.

EVALUATION


items related to the transportation service:

( ) a. effectiveness of the school’s transportation service

for students

( ) b. safety measures in place for the transportation

service

COMMENTS

APPENDICES

EVALUATION FORM

1. Guidelines for transportation service providers

2. List of transportation service providers

SECTION VIII

LEADERSHIP AND GOVERNANCE

A. GOVERNING BOARD

B. ADMINISTRATIVE ORGANIZATION AND LEADERSHIP

C. ACADEMIC LEADERSHIP

D. ADMINISTRATION OF SUPPORT STAFF

E. SALARIES AND BENEFITS OF PERSONNEL

F. TENURE, LEAVES OF ABSENCE, DISMISSAL, AND RETIREMENT

PROVISIONS

G. STUDENT ADMINISTRATION

H. FINANCIAL ADMINISTRATION

I. ADMINISTRATION OF RECORDS AND REPORTS

J. ADMINISTRATION OF PUBLIC RELATIONS

K. PLANNING, DEVELOPMENT, AND INTERNAL QUALITY ASSURANCE

SYSTEM

Name of School : ____________________________

Analysis made by : ____________________________

____________________________

____________________________


____________________________

____________________________

Date completed : ____________________________

Criteria

The leadership and governance body should facilitate the attainment

of the school’s vision, mission, goals, and objectives.

A. GOVERNING BOARD – The board of trustees or its equivalent

should be responsible for formulating or approving the general

policies for the Senior High School.

The effectiveness of the performance of the chief policy-making

body and the chief executive officer shall be considered as

the criteria for excellence.

B. ADMINISTRATIVE ORGANIZATION AND LEADERSHIP – The

administrators are responsible for implementing policies and

for ensuring that the school is effectively managed and

financially viable, and operations and services are efficient.

A selection and appointment process for administrators should

be in place. The administrators should be adequate in number

as well as competent and qualified to lead the school and carry

out the various administrative responsibilities.

The administrators should take the lead in strategic direction

and planning through participative leadership, systematic

decision-making, and attentiveness to educational developments

and innovations specifically as far as the Senior High School

is concerned.

The quality of leadership in the organization as well as the

effectiveness of the organizational structure and efficiency

of various administrative services are to be considered as the

criteria for excellence.

C. ACADEMIC LEADERSHIP – Academic leadership ensures the alignment

of the curriculum and teaching-learning process with the

school’s philosophy, vision, mission, goals, and objectives.

The school administrators are responsible for the quality of

instruction through continuous upgrading of the curriculum,

supervision of instruction, ensuring the availability of

appropriate and up-to-date instructional materials, as well as

assessment and evaluation of the students’ performance.

There should be clear policies and procedures related to the

selection, employment, and retention of faculty members,

published in a Faculty Manual. A supervisory program and an

evaluation system for faculty which is understood by all must

be in place. The quality of academic leadership in the school

which includes the effective supervision of the curriculum and

the teaching-learning process are to be considered as the


D. ADMINISTRATION OF SUPPORT STAFF – The school should have an

adequate number of support staff who are able to efficiently

carry out their functions. The support staff should be

qualified for their specific roles as defined in their job

descriptions. There should be clear policies and procedures

related to the selection, employment, and retention of support

staff, published in a Staff Manual. A supervisory program and

an evaluation system for support staff must be in place and

the system must be explained clearly to the staff and their

respective supervisors.

The effectiveness of support staff services and efficiency of

various administrative services are to be considered as the


E. SALARIES AND BENEFITS OF PERSONNEL – Concern for personnel

should be evident in the terms of employment, compensation and

benefits package, good working conditions, and development

programs. Salaries and benefits must be maintained at a level

which is sufficient to ensure an adequate standard of living.

Both teaching and support staff must receive just compensation

to allow the school to attract and retain qualified personnel.

The adequacy of the salaries and benefits package for personnel

are to be considered as the criteria for excellence.

F. TENURE, LEAVES OF ABSENCE, DISMISSAL, AND RETIREMENT PROVISIONS

- All personnel should have a sense of security as far as their employment in the institution is concerned. The employment of

faculty members and support staff must be based on a contract

covering a definite period of time. Termination of personnel

must be justifiable and supported by administrative due

process.

The school must provisions for the personnel’s professional

and financial advancement in recognition of their length of

service as well as commendable performance. Such recognition

may take the form of scholarships for graduate studies or study

leaves for faculty, and other incentives in general for all

personnel.

The effectiveness of the provisions for tenure, leaves of

absence, dismissal, and retirement are to be considered as the


G. STUDENT ADMINISTRATION - The administration of student-related

processes such as admission or re-admission, registration,

assignment to tracks and strands, and sectioning, granting

certificates and diplomas, issuance of transcripts of student

records, and the organization of all student data must be

clearly in place. The effectiveness of the services involved

in student-related processes shall be considered the criteria

for excellence. The effectiveness and adequacy of the different

student administration services are to be considered as the


H. FINANCIAL ADMINISTRATION – The financial administration of the

school should be well-organized and managed by qualified and

competent personnel. Financial administration includes

budgeting, accounting, requisition and purchasing, auditing

procedures as well as the preparation and timely release of

financial reports to key administrative officials. The

effectiveness of the performance of the financial services and

sound financial management shall be considered as the the


I. ADMINISTRATION OF RECORDS AND REPORTS - School records and

reports include such documents as minutes of meetings of

various groups such as the Board of Trustees meetings, Faculty

and Staff meetings, Committee meetings, and records such as

faculty and student directories, documentation of faculty

background, experience, and training, enrollment data by class,

and various cumulative data for statistical use. Periodic

reports of the administrative offices and officials,

documentation of disciplinary cases, and documentation of

scholarships granted are also important records which must be

maintained. The adequacy and usefulness of the reports and

records shall be considered as the criteria for excellence.

J. ADMINISTRATION OF PUBLIC RELATIONS - The school should have an

administrator responsible for public relations within and

outside the school through effective communications with

various stakeholders. This office should facilitate effective

networking and linkages with industry, professional

organizations and other academic institutions. The

effectiveness of relations with various stakeholders shall be

considered as the criteria for excellence.

K. PLANNING, DEVELOPMENT, AND INTERNAL QUALITY ASSURANCE SYSTEM -

The school should have an established mechanism for quality

assurance that is initiated and supported by top

administration. Quality assurance processes are continuously

carried out to ensure focus on the school’s vision, mission,

goals, and objectives and to maintain standards of excellence

in the school’s programs and procedures. Mechanisms which will

guarantee the regular review of the school’s purposes as well

as policies, systems, processes, and procedures should be

established. The effectiveness of internal quality assurance

processes is to be considered as the criteria for excellence.

Explanation

The role of school leadership in ensuring the effectiveness of the

teaching-learning process is unquestionable. Furthermore, the

effectiveness of the organizational structure and the efficiency of

various administrative services are crucial. The section on

Leadership and Governance aims to ascertain the effectiveness of

leadership in the Senior High School and the efficiency of the

different services which support the teaching-learning process.

The Evaluation Form for Leadership and Governance covers the

organizational structure and leadership, salaries and benefits of

personnel, financial administration, public relations, internal

quality assurance processes and other related areas.

It must be noted that if the Senior High School is part of a larger

institution where there is only one chief policy-making body and

financial as well as other similar services are centralized, the

different areas under Leadership and Governance must be evaluated

in terms of their effectiveness as far as the programs and operations

of the Senior High School are concerned.

ANALYSIS





Instrument for the area of Leadership and Governance, these should

be added in the appropriate sections. The responses to the different



the area.









apply



have been included.



under survey.

EVALUATION




5 - Excellent:



4 - Very Good:



3 - Good:


adequately.

2 - Fair:



1 - Poor:


functioning poorly.

M - Missing:





COMMENTS






Any other comments or explanations concerning Administration and

the conditions affecting the effectiveness of the different service

areas in supporting the teaching-learning process which might be of

assistance in making an overall evaluation for the area should also


BEST FEATURES


the different programs in the area of Leadership and Governance.

RECOMMENDATIONS


or plans to further strengthen the area of Leadership and

Governance.

A. GOVERNING BOARD

1. Identify the chief policy-making body of the Senior High

School or the institution where the Senior High School

belongs. Provide the following information about the

chief policy-making body:

a. duties and responsibilities

b. terms of office of the board members and provision for continuity in board membership

c. schedule of regular meetings

d. manner of election or appointment of board members

Note: If this information is already available in a

manual just indicate the section and pages where

this can be found.

2. Provide the following information about the members of

the chief policy-making body:

a. names of the members

b. academic qualifications

e. professional experience

f. positions in the board and terms of office

3. Provide the following information about the chief

executive officer of the institution the Senior High

School belongs to:

a. name and position title

b. academic qualifications

c. professional experience

d. past leadership positions

ANALYSIS

( ) 1. The duties, responsibilities, and prerogatives of the

chief executive officer of the institution the Senior

High School belongs to and the relationship between the

chief executive officer and the chief policy-making

body are clearly defined and understood by the school

community.

( ) 2. The chief policy-making body and the chief executive

officer demonstrate effective educational leadership

which enables the institution to achieve its stated


( ) 3. The chief policy-making body and chief executive

officer work together harmoniously and effectively.

( ) 4. The duties, responsibilities, and prerogatives, of the

Principal and key administrators of the Senior High

School are clearly defined and delineated.

( ) 5. The chief executive officer works harmoniously with

the Principal and key administrators of the Senior

High School.

EVALUATION


items related to the governing board:

( ) a. helpfulness to the Senior High School of the chief

policy-making body

( ) b. extent of direction and support provided to the Senior

High School by the chief executive officer and the

chief policy-making body

COMMENTS

B. ADMINISTRATIVE ORGANIZATION AND LEADERSHIP

Provide the names, qualifications, duties and responsibilities,

manner of selection, and terms of office of the following school

administrators:

a. Principal or school head of the Senior High School

b. assistant principal for academics or academic coordinator

c. other assistant principals

d. registrar

ANALYSIS

( ) 1. The chief executive officer of the institution the

Senior High School belongs to properly delegates

authority to and confers regularly with the Principal

or school head regarding Senior High School matters.

( ) 2. The duties, responsibilities, and prerogatives of the

Principal or school head are clearly defined and

delineated.

( ) 3. The Principal or school head demonstrates effective

educational leadership and efficiently exercises key

functions free from unnecessary pressure and

interference.

( ) 4. The Principal or school head works harmoniously with

the chief executive officer and other administrative

officials of the institution the Senior High School

belongs to.

( ) 5. The organizational structure is clear and shows well-

defined working relationships between appointed

administrators as well as between offices.

( ) 6. The administrators of the Senior High School provide

effective educational leadership in the pursuit of the

school’s vision, mission, goals and objectives as well

as service to the larger community.

( ) 7. The administrators of the Senior High School are

competent and professionally qualified to carry out

their duties and responsibilities.

( ) 8. The administrators of the Senior High School perform

their responsibilities reasonably free from political,

economic, and other unnecessary pressures.

( ) 9. The duties, prerogatives, and responsibilities of the

administrators of the Senior High School are clearly

defined and delineated.

( ) 10. The administrators of the Senior High School work

harmoniously and effectively with one another.


adequate in number.

( ) 12. The teaching and non-teaching personnel of the Senior

High School have a clear knowledge of the lines of

authority and proper channels of communication.

( ) 13. The students have clear knowledge of the proper channels

of communication in the Senior High School which have

to be observed when dealing with the administrators.

( ) 14. Provisions are in place for the professional growth and

development of administrators.


attentive to educational developments specifically in

the Senior High School level as well as opportunities

for linkages with other schools or relevant

organizations.


formally and periodically evaluated by their superiors

and subordinates.

17. The performance indicators of the administrative

officers include:

( ) a. effective educational leadership

( ) b. systematic and sound decision-making

( ) c. ability to engage the school community in

strategic planning

( ) d. transparency in the implementation of

policies and processes

( ) 18. Personnel are provided opportunities to participate

in policy formulation and decision making

specifically in matters that affect them.

( ) 19. The administrative officers show evidence of social

awareness and civic consciousness.

EVALUATION


items related to administrative organization and leadership:

( ) a. organizational structure in the Senior High School

( ) b. qualifications of the Senior High School

administrators for their respective duties and

responsibilities

( ) c. effectiveness of the administration in terms of

providing leadership and governance in the Senior

High School

( ) d. effectiveness of the Senior High School

administrators in promoting the school’s philosophy,

vision, mission, goals, and objectives as well as

service to the larger community

e. performance of the Senior High School administrators

in terms of the following:

( ) 1) effective educational leadership

( ) 2) systematic and sound decision-

making

( ) 3) ability to engage the school

community in strategic planning

( ) 4) transparency in the implementation

of policies and processes

( ) f. implementation of the school’s policies and processes

by the Senior High School administrators

( ) g. attentiveness of the administrators of the Senior High

School to educational developments and opportunities

for linkages with other schools or relevant

organizations

( ) h. collaboration and teamwork among the administrators of


( ) i. involvement of personnel in policy formulation and

decision-making specifically in matters that affect

them

( ) j. evidence of social awareness and civic consciousness

among the administrators of the Senior High School

COMMENTS

APPENDICES

C. ACADEMIC LEADERSHIP

ANALYSIS

( ) 1. The academic leadership provided by the Senior High

School administrators and academic supervisors

facilitate is aligned with the school’s philosophy,


( ) 2. The Senior High School administrators and academic

supervisors oversee the regular updating and upgrading

of the school’s curriculum and teaching-learning

process.

( ) 3. The development of the curriculum and the teaching-

learning process is a collaborative endeavor among the

administration and faculty.

( ) 4. A well-structured and functional supervisory program

is in place in the Senior High School.

( ) 5. The school formally and regularly appraises the


1. Administrative Manual

2. Organizational Charts for the following:

a. institution where the Senior High School belongs

b. Senior High School

3. A list of the administrative officers (institutional and

Senior High School) with their respective qualifications,

degrees, and former positions held

4. A list of mid-level supervisors in the Senior High School

with their respective qualifications, degrees, and former

positions held

performance of every faculty member according to

established norms and procedures.

( ) 6. There is an effective system of selection, requisition,

and procurement of textbooks and other instructional

resources.

( ) 7. There is sufficient supervision over the use of

textbooks and other instructional resources.

( ) 8. There is a clear policy on the integration of

technology in instruction and sufficient supervision

in this area.

( ) 9. The administration ensures that an effective grading

system is in place.

( ) 10. There is adequate supervision over assessment and

evaluation policies and processes.

( ) 11. There are measures in place for safeguarding the

integrity of examinations, grades, and confidential

records.

( ) 12. There is a functional substitution program which is

applicable when faculty members are unable to report

for work.

EVALUATION


items related to academic leadership:

( ) a. effectiveness of the Senior High School administration

in stimulating school wide involvement in curriculum

development and upgrading teaching-learning processes

( ) b. effectiveness of the supervision of the teaching-

learning process

( ) c. effectiveness of the performance evaluation system for

faculty members

d. effectiveness of the administration in the supervision

of the following:

( ) 1) use of textbooks and other instructional

resources

( ) 2) assessment and evaluation practices and

procedures

( ) 3) integration of technology in instruction

( ) 4) others (please specify)

( ) e. effectiveness of the substitution program

( ) f. utilization of the results of the performance appraisal

system to improve the performance of faculty members

COMMENTS

APPENDICES


1. Supervisory Program

2. Performance Evaluation system for faculty members

3. Substitution Program

4. Criteria and procedures for the evaluation and

selection of textbooks and other instructional

resources.

D. ADMINISTRATION OF SUPPORT STAFF

ANALYSIS

( ) 1. The support staff manifest awareness and understanding

of the school’s philosophy, vision, mission, goals, and

objectives.

2. The school has clear and established policies and

processes on the following for support staff:

( ) a. recruitment, hiring, and regularization

( ) b. supervision and performance evaluation

( ) c. ranking and promotion

( ) d. compensation and benefits

( ) e. labor-management relations, if applicable

( ) f. due process for administrative cases

( ) g. others (please specify)

( ) 3. The job specifications of support staff are clear and

explained to the personnel concerned.

4. There is a well-defined program for the professional

development of support staff through the following:

( ) a. orientation program

( ) b. coaching and mentoring by the immediate

supervisor

( ) c. in-service or on-going training

d. others, please specify

_____________________________

_____________________________

( ) 5. The working conditions of the support staff enable them

to perform their duties and responsibilities

effectively.

( ) 6. The number of support staff is adequate to meet the

needs of the Senior High School.

( ) 7. There is an established mechanism for dialogue as well

as a grievance procedure for handling concerns of

support staff.

EVALUATION


items related to administration of support staff:

( ) a. support staff’s awareness and understanding of the

school’s philosophy, vision, mission, goals, and

objectives

( ) b. implementation of the various policies applicable to

support staff

( ) c. effectiveness of the support staff in the performance

of their duties and responsibilities

( ) d. working conditions of the support staff

( ) e. provisions for the development of support staff

( ) f. number of support staff in relation to the needs of the

Senior High School

( ) g. effectiveness of the mechanism for dialogue and the

grievance procedure

COMMENTS

APPENDICES

E. SALARIES AND BENEFITS OF PERSONNEL

Indicate in the tables that follow the required information on the

salaries of personnel. The school may change the range according

to its own salary scale.

Table 1: Salaries of Faculty Members

Salary Range Number of

Teachers

Percentage

of Total

Number of

Teachers

Below php 10,000

Php 10,001 - 15,000

php 15,001 - 20,000

php 20,001 – 25,000

php 25,001 – 30,000

php 30,001 – 35,000

php 35,001 – 40,000

Php 40,001 – 50,000

Over P 50,000

TOTAL


1. Staff Manual

2. List of support staff assigned to the Senior High School

according to their employment classification (office

staff, technical staff, maintenance personnel, food

services personnel, etc.)

Table 2: Salaries of Support Staff

Salary Range

Number of

Support

Staff

Percentage of

Total Number

of

Support Staff

Below php 10,000

Php 10,001 - 15,000

php 15,001 - 20,000

php 20,001 – 25,000

php 25,001 – 30,000

php 30,001 – 35,000

php 35,001 – 40,000

Php 40,001 – 50,000

Over P 50,000

ANALYSIS

1. Salary structures are in place for the following:

( ) a. faculty members

( ) b. support staff

( ) 2. The salary structures are adequate for the

socio-economic conditions in the community.

( ) 3. Academic and professional qualifications are taken into

consideration in determining the salary levels of

faculty members and support staff.

( ) 4. The salary structures are sufficiently flexible to

allow for extraordinarily meritorious performance and

additional assignments, in the case of teachers.

( ) 5. The salary structure for faculty provide incentives

for them to pursue professional growth.

6. There is a well-defined system for the promotion and

financial advancement of the following:

( ) a. faculty members

( ) b. support staff

7. The ranking and promotion of faculty members are based

on the following:

( ) a. performance evaluation ratings

( ) b. years in service

( ) c. evidences of professional development


________________________________________

________________________________________

8. The following participate in the process of ranking and

promotion of faculty members:

( ) a. principal

( ) b. assistant principal for academics or

Academic coordinator

( ) c. subject area coordinators


______________________

______________________

EVALUATION


items related to salaries and benefits of personnel:

a. adequacy of the salary structures in relation to

accepted norms for just compensation

( ) 1. faculty members

( ) 2. support staff

( ) b. adequacy of salaries and benefits in terms of ensuring

personnel a lifestyle appropriate to the socio-

economic conditions in the community

c. consistency in the implementation of the salary

structure for the following:

( ) 1. faculty members

( ) 2. support staff

( ) d. effectiveness of the process for ranking and promotion

of faculty members

( ) e. job or salary classification and advancement provisions

for support staff

COMMENTS

APPENDICES

1. Copy of the compensation and benefits package for faculty

members

2. Copy of the compensation and benefits package for support

staff.

F. TENURE, LEAVES OF ABSENCE, DISMISSAL,

AND RETIREMENT PROVISIONS

ANALYSIS

( ) 1. The employment of faculty members and support staff is

based on an appointment contract which specifies the

terms of employment over a definite period of time.

( ) 2. Tenure is clearly defined for both faculty members and

support staff and provisions are implemented after a

successful probationary period.

( ) 3. Absence for a few days due to personal illness is

considered as leave of absence with pay.

( ) 4. Provisions for maternity and paternity leaves are

observed as specified by labor laws.

( ) 5. Due process is observed in administrative cases

involving faculty members and support staff especially

when termination is under consideration.

( ) 6. The school has provisions for leaves of absence for

valid reasons.

( ) 7. The school has a well-defined retirement plan for

faculty members as well as support staff.

EVALUATION


items related to tenure, leaves of absence, dismissal, and

retirement provisions:

( ) a. policy on the probation period and tenure (permanent

appointment) for faculty members and support staff

( ) b. provisions for leaves of absence for faculty members

and support staff

( ) c. procedures for administrative cases especially when

termination of personnel is under consideration

( ) d. retirement plan for faculty members as well as support

staff

COMMENTS

APPENDICES

G. STUDENT ADMINISTRATION

ANALYSIS

1. In relation to student fees, the following are observed:

( ) a. availability of accurate information on

student fees

( ) b. prompt and efficient handling of financial

transactions

( ) c. accurate and complete records of financial

transactions

( ) d. providing refunds when applicable, in

accordance with government regulations


1. Ranking and Promotion system for faculty members

2. Job or Salary Classification and Advancement system for support staff

3. Retirement Plan for personnel

2. The following processes related to student

administration are in place:

( ) a. acquisition of the Form 137 or transcript

of records of incoming students

( ) b. re-admission of students according to school

policies

( ) c. arranging the time schedule of students

and teachers

( ) d. preparing the student directory according

to Data Privacy guidelines

( ) e. preparing reports on students' progress

and achievement

( ) f. evaluating student records against the

requirements for certificates and diplomas

( ) g. issuance of honorable dismissal upon request

in accordance with government regulations

( ) h. forwarding of Form 137 or transcript of

records to requesting schools in accordance

with government regulations

( ) i. adequate measures to ensure the integrity

of the transcript of records and other

official school documents.

EVALUATION


items related to student administration:

( ) a. accuracy and availability of information about

students' fees

( ) b. handling of financial transactions

( ) c. handling of student administration processes

( ) d. issuance of honorable dismissals and transcripts of

records according to applicable government regulations

COMMENTS

H. FINANCIAL ADMINISTRATION

ANALYSIS

( ) 1. A qualified administrator is designated to supervise

the financial functions of the institution and of the

Senior High School.

( ) 2. Adequate and qualified support staff are available to

assist in the financial functions of the institution

and of the Senior High School.

( ) 3. Job descriptions clearly define the responsibilities

of personnel in the finance office and reflect the

reporting relationships in the office.

( ) 4. There are provisions for check and balance among

personnel handling financial transactions.

( ) 5. The administration of finances reflects the goals and

objectives of the institution and the Senior High

School.

( ) 6. Funds are used mainly for the purposes for which they

are collected.

( ) 7. The requisition system for budget requirements in the

Senior High School is clearly defined and understood

by all concerned.

( ) 8. A formal budget system which covers budget preparation

and budget utilization is in place in the Senior High

School.

( ) 9. The budget system in the Senior High School is properly

monitored and documented.

( ) 10. Key administrators, mid-level supervisors, and offices

participate in the preparation of the budget for the

Senior High School.

( ) 11. Budget performance reports are periodically

disseminated to all concerned for monitoring and

effective decision-making processes.

( ) 12. There is an annual audit of the institution’s financial

performance by an external auditor.

( ) 13. The assets of the institution are effectively managed.

( ) 14. There are clear policies on capital expenditures which

are in line with the institution’s long term goals and

plans.

( ) 15. There are provisions for appropriate insurance coverage

for buildings, equipment, books, school records and

other relevant items.

EVALUATION


items related to financial administration:

( ) a. effectiveness of the administration of finances in the

Senior High School

( ) b. qualifications of the finance administrators and staff

handling finances in the Senior High School

( ) c. utilization of funds specifically for the purposes for

which they are collected

( ) d. effectiveness of the budgeting system

( ) e. participation of key administrators, mid-level

supervisors and offices in the preparation of the

budget for the Senior High School

( ) f. effectiveness of accounting processes

( ) g. effectiveness of the requisition system for various

needs in the Senior High School

( ) h. management and control of the assets of the institution

and the Senior High School

( ) i. alignment between policies on capital expenditures and

the institution’s long term objectives

( ) j. adequacy of provisions for appropriate insurance

coverage for buildings, equipment, books, school

records and other relevant items

COMMENTS

I. ADMINISTRATION OF RECORDS AND REPORTS

ANALYSIS

The following records and reports are systematically documented and

filed:

( ) 1. minutes of meetings of the chief policy-making body of

the institution

( ) 2. minutes of meetings of Senior High School

administrators

( ) 3. minutes of faculty and staff meetings

( ) 4. minutes of Subject Area and Program meetings

( ) 5. cumulative records of administrative officers, faculty

members and support staff containing their professional

qualifications, professional development activities,

information on their rank and promotion, and other

important data

( ) 6. faculty directory subject to Data Privacy guidelines

( ) 7. alumni directory subject to Data Privacy guidelines

( ) 8. student directory subject to Data Privacy guidelines

( ) 9. summary of annual enrollment of the Senior High School

( ) 10. summary of enrollment by tracks, strands, and sections

( ) 11. reports of administrative officers and offices

( ) 12. summary of disciplinary cases

( ) 13. records of scholarships granted

( ) 14. various cumulative data for statistical use

( ) 15. annual reports of the different sectors and offices

EVALUATION


items related to administration of records and reports:

( ) a. regular updating of various records

( ) b. systematic filing and safekeeping of records and

reports

COMMENTS

J. ADMINISTRATION OF PUBLIC RELATIONS

ANALYSIS

( ) 1. There are provisions in the Senior High School for

public relations within and outside the school.

2. The Senior High School has effective public relations

with the following:

( ) a. parents of the students

( ) b. feeder schools

( ) c. alumni

( ) d. donors and benefactors

( ) e. government and non-government organizations

in the community

( ) f. church organizations in the community

( ) g. professional organizations

( ) h. others (please specify)

EVALUATION


items related to administration of public relations:

( ) a. effectiveness of the provisions in the Senior High School

for public relations within and outside the school

( ) b. effectiveness of the assigned personnel in the

performance of functions related to public relations

K. PLANNING, DEVELOPMENT AND

INTERNAL QUALITY ASSURANCE SYSTEM

ANALYSIS

( ) 1. There are provisions for strategic planning in the

Senior High School.

( ) 2. There is a mechanism in the Senior High School for quality

assurance which focuses on the continuous development

and improvement of the school.

( ) 3. The school head or Principal initiates and supervises

the quality assurance processes.

( ) 4. The school’s policies, strategies, plans, and procedures

are regularly reviewed, and updated as needed.

( ) 5. Innovation and continuous improvement in the teaching-

learning process are encouraged in the Senior High

School.

( ) 6. The following indicators of quality assurance are

monitored and documented in the Senior High School:

( ) a. student achievement and promotion

( ) b. graduation and drop-out rates

( ) c. proper and meaningful placement of graduates

according to their specific Senior High

School program preparation:

1) employment 2) entrepreneurship 3) higher education 4) middle-level skills development

( ) d. acceptance rate of graduates in colleges

( ) e. employment rate of graduates after Senior

High School

( ) f. performance of students in local,

national, and international inter-school

competitions

( ) g. Teacher Licensure Exam results

( ) h. recognition by government and non-government

organizations

( ) i. linkages with local, national. and

international organizations

EVALUATION


items related to planning, development, and internal quality

assurance system:

( ) a. effectiveness of the provisions for strategic planning in


( ) b. effectiveness of quality assurance processes in the

Senior High School

( ) c. effectiveness of the processes for the review of the

school’s policies, strategies, plans, and procedures

COMMENTS

APPENDICES


1. Development Plan for the Senior High School

2. Description of the internal quality assurance processes

in the Senior High School

3. Data on quality assurance indicators

EVALUATION

SECTION IX

THE SCHOOL AND COMMUNITY

A. BASIC DATA ABOUT THE SCHOOL AND THE PARTNER COMMUNITY(IES)

B. RELATIONSHIP BETWEEN THE SCHOOL AND PARTNER COMMUNITY (IES)

C. SOCIAL AWARENESS AND INVOLVEMENT OF THE MEMBERS OF THE

SCHOOL COMMUNITY

Name of School : ____________________________

Analysis made by : ____________________________

____________________________

____________________________


____________________________

____________________________

Date completed : ____________________________

A close linkage between the school and the community it belongs to

and the school’s involvement in the development of the community

are indispensable in the formation of the members of the school

community. An educational program that is truly dynamic, relevant,

and responsive to the challenges of the times recognizes the

condition and needs of the community it seeks to serve and of society

in general.

A meaningful and relevant educational program is one which provides

opportunities for the different sectors and members of the school

community to be made aware of the present context of the Philippines

and the problems that the country faces. Moreover, the members of

the school community are given the opportunity to reflect upon the

causes of these problems and to explore possible solutions which

are within their capability to undertake.

Central to such an educational program is the formation process that

inspires a sense of volunteerism in the members of the school

community directed towards contributing actively and positively to

the genuine transformation of Philippine society. Such process

should include social awareness on the part of the members of the

school community as well as growth in Christian social values such

as justice, social responsibility, appreciation for a simple

lifestyle, service to the poor, and advocacy for peace.

Senior High School students can engage in actual, regular visits to

the school’s partner community (ies) as well as efforts to improve

the quality of life in these communities. It is important for

students to be prepared well for the community engagement activities

through orientation sessions about the partner community as well as

skills training which can help them deal effectively with the people

they will encounter. It is envisioned that the encounters with the

members of the partner community will lead the students to an

understanding of their reality and motivate them to do advocacy work

in solidarity with the poor. Hopefully, the students’ involvement

with the partner community will also prepare them for a more

intensive and direct involvement with the poor in college and

inspire them to consider a life of committed service and solidarity

with the poor as adults in the future.

The relationship between the school and the partner community should

be beneficial and enriching to both the members of the school

community and the members of the partner community. Such

relationship can be instrumental in a formation process that is

continuously and effectively responsive to the needs of the partner

community and Philippine society in general.

Criteria

A. BASIC DATA ABOUT THE SCHOOL AND THE PARTNER COMMUNITY (IES) -

The school should be well-informed about the general

characteristics and realities of the community it serves, the

community’s needs and resources, as well as the school’s

available human and material resources.

B. RELATIONSHIP BETWEEN THE SCHOOL AND PARTNER COMMUNITY (IES) -

The school should establish and maintain positive and healthy

relations with the partner community. Its philosophy, vision,

mission, goals, objectives as well as programs and services

are best made known to the partner community as initiatives

and activities are jointly undertaken.

C. SOCIAL AWARENESS AND INVOLVEMENT OF THE MEMBERS OF THE SCHOOL

COMMUNITY - The different members of the school community

should be made aware of the realities and needs of the partner

community through the social orientation and social involvement

programs. It is important for the school to have a well-

planned and effectively-implemented community service and

involvement program. Such community service and involvement

program is usually referred to in schools as Outreach Program,

Reach-out Program, Social Action Program, Extension Service or

School-Community Awareness and Involvement Program.

Explanation

ANALYSIS





Instrument for the area of School and Community, these should be

added in the appropriate sections. The responses to the different



the area.









apply



have been included.



under survey.

EVALUATION




5 - Excellent:



4 - Very Good:



3 - Good:


adequately.

2 - Fair:



1 - Poor:


functioning poorly.

M - Missing:





COMMENTS






Any other comments or explanations concerning School and Community

and the conditions affecting the effectiveness of the different

service areas in supporting the teaching-learning process which

might be of assistance in making an overall evaluation for the area

should also be included in the Comments section.

BEST FEATURES


the different programs in the area of School and Community.

RECOMMENDATIONS


or plans to further strengthen the area of School and Community.

A. BASIC DATA ABOUT THE SCHOOL AND THE PARTNER COMMUNITY (IES)

ANALYSIS

1. List and describe the resources available in the Senior

High School, both human and material, which can be utilized

for school-community relations.

2. Identify and describe each of the school’s partner

communities in terms of the following aspects:

a. location and general characteristics

b. economic conditions

c. needs and available resources

EVALUATION


items related to the basic data about the Senior High School and

the partner community(ies):

( ) a. extensiveness of information gathered by the school

regarding the partner community(ies) it serves

( ) b. available resources in the Senior High School which can

be utilized for school-community relations

( ) c. awareness of the school community of the distinctive

characteristics and needs of its partner community

(ies)?

COMMENTS

APPENDICES

B. RELATIONSHIP BETWEEN THE SCHOOL AND PARTNER COMMUNITY (IES)

ANALYSIS

( ) 1. The school is implementing a continuing Outreach

Program, Reach-out Program, Social Action Program,

Extension Service or School-Community Awareness and

Involvement Program.

( ) 2. There is dynamic relationship between the school and

the partner communities.

( ) 3. The school makes its resources available to the partner

communities when needed.

( ) 4. The school makes use of the human and material

resources in the partner community in the delivery of

its instructional program.

( ) 5. The school provides a budget for the Outreach Program,

Reach-out Program, Social Action Program, Extension

Service or School-Community Awareness and Involvement

Program.

1. Write-up on the means by which the members of the school

community are provided with opportunities to know:

b. the school’s resources that are available for

school-community relations

c. the conditions and needs of the partner community (ies)

2. Any study or research done by the school concerning the

partner community(ies)

EVALUATION


items related to the relationship between the school and

the partner community(ies):

( ) a. quality of the relationship and interaction between the

school and partner community(ies)

( ) b. contribution of the partner community(ies) in the

formation of the members of the school community

( ) c. utilization of the resources of the school by the

partner community(ies)

( ) d. extent and depth of the school’s Outreach Program,



Program

( ) e. utilization of the budget for the Outreach Program,



Program

COMMENTS

APPENDICES

1. School and Community Awareness and Involvement Program

2. List of activities which involved sharing of resources between the school and the partner communities

C. AWARENESS AND INVOLVEMENT OF THE MEMBERS OF THE SCHOOL COMMUNITY

ANALYSIS

( ) 1. The school promotes among the members of the school

community an awareness of social realities and issues.

( ) 2. The school develops in the members of the school

community a deep concern for the less privileged

sectors of the community.

( ) 3. The school provides the school community with adequate

opportunities to know the conditions and needs of the

partner communities it serves.

( ) 4. The school provides the members of the school community

with meaningful opportunities to contribute to the

improvement of the quality of life in the partner

communities it serves.

( ) 5. There are provisions for integrating in the teaching-

learning process the students’ experiences and

realizations from the community involvement

activities.

( ) 6. The school gives financial and other meaningful forms

of assistance to poor but deserving students.

EVALUATION

( ) a. efforts to promote an awareness of social realities and

issues among the members of the school community

( ) b. indicators of the school community’s deep concern for

the less privileged sectors of the community

( ) c. provisions for integrating with the instructional

program the students’ experiences and realizations from

the community involvement activities

( ) d. contribution of the Senior High School in the

improvement of the quality of life in the partner

communities it serves

( ) e. effectiveness of the school’s Outreach Program, Reach-

out Program, Social Action Program, Extension Service

or School-Community Awareness and Involvement Program

in terms of the formation of the students

( ) f. effectiveness of the school’s Outreach Program, Reach-



in terms of the formation of personnel

( ) g. effectiveness of the school’s Outreach Program, Reach-



in terms of the impact on the partner communities

COMMENTS

APPENDICES

BEST FEATURES

RECOMMENDATIONS

1. Write-up on the extent of participation of the different sectors and members of the school community in

the school’s Outreach Program, Reach-out Program, Social

Action Program, Extension Service or School-Community

Awareness and Involvement Program

2. Write-up on how information regarding the school- community awareness and involvement program is

disseminated to the various sectors of the school

community

3. Write-up on the effectiveness of the school-community awareness and involvement program in in terms of :

a. developing social consciousness among the members of the school community and encouraging their

involvement in the program

b. changes that have occurred in the following areas as a result of the school-community awareness and

involvement program: teaching-learning process,

student activity program, strategic planning

efforts

Appendix A

NOTES ON FORMULATING THE SCHOOL'S PHILOSOPHY AND OBJECTIVES

The philosophy of the school is not a statement of objectives.

It is an expression of the school's fundamental beliefs concerning

at least the following areas: the role of the school in the society,

how pupils learn, and characteristics of students which affect the

teaching-learning process. Philosophy is a framework of basic

principles of education.

The objectives, which should be in harmony with the school's

philosophy, should express what the school is trying to do. A

statement that will affect the school program should be formulated

by all members of the administration and school staff and possibly

also by the pupils and parents. The philosophy and objectives should

consequently be realistic guidelines for evaluating the school's

present and future operation.

Prior to the formulation of the specific purposes of the

school, there should be a study of the characteristics of the pupils

and the community.

Formulating the School's Philosophy and Objectives

The PAASCU offers the following questions as one approach to

assist schools in working out their philosophy and objectives.

Formulating the School's Philosophy

1. What is the conviction of the faculty and administration

concerning the primary role of a school in society, especially

inasmuch as this concerns the school's responsibility for the

education of the youth? For whom has the school been organized?

What are the responsibilities of the school to your community?

What services can your community expect from your school? What

kind of cooperation in the educational process can a school

legitimately expect from the community?

2. What are the common needs and characteristics of your pupils

regardless of their differences in academic capacity?

3. What are the individual needs and characteristics of students

to which the school adjusts its methods, materials and

programs?

a. What do you believe is the desirable pattern of relationships

among the various sectors of the school community: student and

students, teacher and students, teacher and administrator,

administrator and community?

5. Are the grade school students best educated in co-educational

institutions or in separate schools for boys and separate

schools for girls?

6. How are individual and social attitudes best reinforced or

formed?

7. How important is general education for all students? What is

the place of vocational training in a school program? How are

students in the high school level prepared for future

employment? How are the students equipped to deal with changes

in society, now and in the future?

8. How does your school think students learn self-discipline and

responsibility?

9. Does the school have specific values to which the students and

faculty members are expected to conform? If so, what are these

values and what is the basis of this system?

10. What do you believe to be the most effective instructional

procedures to promote learning? How significant does the school

consider active student involvement in activities such as

problem solving, exchange of ideas, planning, and evaluation?

Are these effective procedures in learning?

The above questions should stimulate discussion on the part of

the faculty and administration and result in a coherent statement.

Stating the School's Objectives

The objectives of the school should be specific aims stated in

harmony with the school's philosophy. They should indicate specific

outcomes desired by the school, and consequently, they should

provide guidelines for evaluating the implementation of the school's

philosophy.

Approach No. 1. Describe the school’s ideal graduate.

What information, knowledge, attitudes, skills, appreciation,

interests, values, should he/she have? (This may first be answered

by subject teachers or by departments before compilation by the

faculty as a group.)

Approach No. 2. What is the school trying to do and achieve?

- as a Filipino school

- in this locality

- with these students

- as a Senior High School

- as a sectarian or non-sectarian school

- in the different subject areas

- in co-curricular and extra-curricular activities

APPENDIX B STUDENT POPULATION AND SCHOOL FEES

DATA FOR THE

PAST TWO (2) YEARS CURRENT

YEAR

PROJECTION FOR THE

NEXT THREE (3) YEARS

Number of students enrolled

1. Day Students

Grade 11

Grade 12

2. Night Students

Grade 11

Grade 12

Total number of sections in


Grade 11

Grade 12

Tuition Fees

Grade 11

Grade 12

Miscellaneous Fees

Grade 11

Grade 12

Using a separate table, provide information on the total number of sections in the Senior

High School per Track and per Strand. Moreover, if there is a difference in Tuition and Fees

for the different Tracks and Strands, include the information in the table.

APPENDIX C

CHECKLIST ON EDUCATIONAL GOALS

for

STUDENTS

Below is a list of educational goals for Senior High School students.

Please place a check mark before the statements which agree with

your desires and expectations regarding your Senior High School

education.

Then, using the rating scale that follows, rate the items which you

have selected earlier by placing a check mark in the appropriate

space in the table.

Rating Scale: 5 - Highly desirable

4 - Desirable

3 - Somewhat desirable

2 - Not desirable or Not Applicable

1 – Neither desirable nor undesirable

Senior High School education should

help me:

5 4 3 2 1

( ) 1. understand, develop, and

live by basic moral and

spiritual values

( ) 2. act according to

socially responsible

behavior

( ) 3. develop my intellectual

abilities

5

4

3

2

1

( ) 4. develop information,

media, and technology

skills

( ) 5. develop learning and

innovation skills

( ) 6. develop effective

communication skills

( ) 7. develop life and career

skills

( ) 8. develop research skills

( ) 9. prepare for the next stage

after Senior HS that is

suitable to my intentions:

employment,

entrepreneurship, higher

education, or middle-level

skills development

( ) 10. develop effective study

skills

( ) 11. develop my abilities

through worthwhile co-

curricular and extra-

curricular activities

( ) 12. discover and develop my

talents

5 4 3 2 1

( ) 13. discover and explore

areas of interest

( ) 14. develop the ability to

work independently


work cooperatively with

others

( ) 16. develop my leadership

skills

( ) 17. develop my ability to be

a good follower

( ) 18. relate well with

different kinds of people

( ) 19. develop a well-balanced

personality

( ) 20. develop self-control

( ) 21. learn how to budget my

time wisely

( ) 22. learn how to use leisure

time productively

5 4 3 2 1


adapt to change

( ) 24. learn from mistakes and

overcome failure

( ) 25. maintain good physical

and mental health

( ) 26. learn about sex

education properly

( ) 27. develop positive

attitudes towards

marriage and family life

( ) 28. develop a good

understanding of

responsible parenthood

( ) 29. develop an understanding

of the meaning of life

( ) 30. learn how to deal with

the problems and

challenges we face in

life


plan for the future

( ) 32. develop civic

consciousness and good

citizenship

5 4 3 2 1

( ) 33. learn about the

conditions in my

community and the country

in general

( ) 34. appreciate my

cultural heritage

( ) 35. participate actively in

projects directed towards

the improvement of life

in the community

( ) 36. develop a lifestyle that

promotes care for the

environment

( ) Others (please specify)

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

APPENDIX D

CHECKLIST ON EDUCATIONAL GOALS

for

PARENTS

Below is a list of educational goals for Senior High School students.

Please place a check mark before the statements which agree with

your desires and expectations regarding the Senior High School

education of your child.

Then, using the rating scale that follows, rate the items which you

have selected earlier by placing a check mark in the appropriate

space in the table.

Rating Scale: 5 - Highly desirable

4 - Desirable

3 - Somewhat desirable

2 - Not desirable or Not Applicable

1 – Neither desirable nor undesirable

Senior High School education should

help my child:

5 4 3 2 1

( ) 1. understand, develop, and

live by basic moral and

spiritual values

( ) 2. act according to

socially responsible

behavior

( ) 3. develop his or her

intellectual abilities

( ) 4. develop information,

media, and technology

skills

( ) 5. develop learning and

innovation skills

5 4 3 2 1

( ) 6. develop effective

communication skills

( )7. develop life and career

skills

( ) 8. develop research skills

( ) 9. prepare for the next

stage after Senior HS

that is suitable to his

or her intentions:

employment,

entrepreneurship, higher

education, or middle-

level skills development

( ) 10. develop effective study

skills


abilities through

worthwhile co-

curricular and extra-

curricular activities

( ) 12. discover and develop his

or her talents

( ) 13. discover and explore his

or her areas of interest


work independently


work cooperatively with

others


leadership skills

5 4 3 2 1


ability to be a good

follower

( ) 18. relate well with

different kinds of people

( ) 19. develop a well-balanced

personality

( ) 20. develop self-control

( ) 21. learn how to budget his

or her time wisely

( ) 22. learn how to use leisure

time productively


adapt to change

( ) 24. learn from mistakes and

overcome failure

( ) 25. maintain good physical

and mental health

( ) 26. learn about sex

education properly

( ) 27. develop positive

attitudes towards

marriage and family life

( ) 28. develop a good

understanding of

responsible

parenthood

5 4 3 2 1

( ) 29. develop an understanding

of the meaning of life

( ) 30. learn how to deal with

the problems and

challenges he or she

faces in life


plan for the future

( ) 32. develop civic

consciousness and good

citizenship

( ) 33. learn about the

conditions in the

community and the country

in general

( ) 34. appreciate his or her

cultural heritage

( ) 35. participate actively in

projects directed towards

the improvement of life

in the community

( ) 36. develop a lifestyle that

promotes care for the

environment

( ) Others (please specify)

_________________________________________________

__________________________________________________

APPENDIX E

QUESTIONNAIRE FOR INDIVIDUAL FACULTY MEMBERS

Note: Information concerning each faculty member should be gathered

and submitted to the Faculty Evaluation Team before it proceeds to

accomplish the survey form for the area of Faculty

NAME OF FACULTY MEMBER _____________________________

A. ACADEMIC BACKGROUND

a. Secondary Education

List below information concerning the school(s) where you

obtained your secondary education.

SCHOOL LOCATION DATE OF ATTENDANCE

b. College Education

List below information concerning the school(s)where

you obtained your college education.

INSTITUTION INCLUSIVE DATES DEGREE OBTAINED DATE GRANTED

c. Specialization

Major area of specialization: _______________________

Minor area of specialization: _______________________

d. Graduate Studies

College or

University and

Location

Degree

Obtained

Date

Graduated

College or

University and

Location

Degree

being pursued

Units

Earned

Inclusive

dates of

attendance

e. Government Examinations Taken

GOVERNMENT EXAM TAKEN RATING YEAR TAKEN

B. WORK EXPERIENCE

a. Teaching Experience

SCHOOL and LOCATION

SUBJECTS AND

LEVELS TAUGHT

POSITIONS

HELD

INCLUSIVE

DATES

b. Industry Experience

ORGANIZATION or

COMPANY

POSITIONS

HELD

NATURE OF

WORK

INCLUSIVE

DATES

C. PROFESSIONAL ACTIVITIES

a. Membership in Professional Organizations

NAME OF ORGANIZATION POSITION HELD INCLUSIVE DATES

b. Professional Readings

List in the table that follows the professional books which

you have read within the past 6 months and professional

journals which you read regularly:

PROFESSIONAL BOOKS PROFESSIONAL JOURNALS

c. Seminars, Workshops, or Conferences Attended

List in the table that follows the list of seminars,

workshops, or conferences you attended during the last three

(3) years:

Date/Venue Title Resource Speaker(s)

d. Paper Presentations or Seminars and Workshops Conducted

List in the table that follows the seminars, workshops, or

conferences where you presented a paper or served as

trainer, speaker, or resource person during the last three

(3) years:

DATE and VENUE

TITLE OF SEMINAR,

WORKSHOP, OR

CONFERENCE and

SPONSORING

ORGANIZATION

PAPER PRESENTED OR

TOPIC HANDLED

e. Researches Conducted

List in the table that follows the researches which you have

conducted, individually or collaboratively with others,

during the last three (3) years:

RESEARCH TITLE

INCLUSIVE DATES

RESEARCH

COLLABORATORS

(if applicable)

f. Publications (books, researches, or articles related to

education which have been published)

Title Publisher Date of Publication

APPENDIX F

NUMERICAL RATING FORMS

for

SENIOR HIGH SCHOOL ACCREDITATION

Numerical Evaluation Forms have been prepared for each of the eight

(8) Areas of Survey:

II Faculty

III Curriculum and Instruction

IV Library and Audio-visual Resources

V Laboratories

VI Facilities

VII Student Services

VIII Leadership and Governance

IX School and Community

A form has also been prepared for the Overall Numerical Evaluation

which covers the different Areas of Survey.

The Numerical Evaluation Form for the specific Area of Survey is to

be accomplished after the Analysis and Evaluation sections for the

Area have been completed. The Overall Numerical Evaluation is to be

accomplished after the Numerical Evaluation Forms for all the Areas

of Survey have been completed.

The structure of the Numerical Evaluation Form for each Area is

illustrated in the table that follows. An explanation is also

provided for each part of the form.

APPENDIX F

XXX – Area of Survey

Section Title of

Section

Numerical Rating for

Each Item

Rating for the

Section Every Area

of Survey

consists of

different

sections.

Each section has

been given a

suitable title.

The titles for

the different

sections appear

in this column.

The Evaluation component

for each section contains

several items which need

to be rated after the

Analysis of each section.

The items must be rated

according to the

following rating scale:

5-Excellent

4-Very Good

3-Good

2-Fair

1-Poor

M-Missing

NA-Not Applicable

The description for the

rating scale is provided

in the Survey Instrument.

In this column,

take the average

of the ratings

given for the

items under the

Section. For

uniformity, the

rating for the

Section must be

rounded-off to two

decimal places.

Rating for the Area of Survey

In this box, the

rating for the

Area of Survey

will be indicated.

The rating for the

Area of Survey

will be the

average of the

ratings for the

different

sections. For

uniformity, the

rating for the

Area of Survey

must be rounded-

off to two decimal

places.

The Summary of Area Ratings and Overall Rating must be organized in

in the table found in Appendix F-9. The Area Ratings are to be taken

from Appendix F-1 to F-8. In the last column, the Weighted Ratings

must be computed.

Weighted Rating = Area Rating x Weight Value

Then, the Overall Rating may be determined by dividing the sum of

the Weighted Ratings by 24.

APPENDIX F-1

II - FACULTY

Section

Title

of

Section

Numerical Rating

for

Each Item

Rating

for the

Section A Selection and

Hiring of

Faculty

Members

a

b

c

B Academic and

Professional

Preparation

of Faculty

Members

a

b

c

C Teaching

Experience

and other

Relevant

Professional

Experience of

Faculty

Members

a

b

c

D Workload of

Faculty

Members

a

b

c

D

e

f

g

E

Performance

of Faculty

Members

a

b

c

D

e

f

g

h

I

j

k

l

m

N

o

p

q

r

S

F Provisions

for Faculty

Development

a

b

c

D

e

f

g

h

Rating for the Area of Faculty

APPENDIX F-2

III – CURRICULUM AND INSTRUCTION

Section

Title

of

Section

Numerical Rating

for

Each Item

Rating

for the

Section A

Curriculum

a

b1

b2

b3

c1

c2

c3

c4

d1

d2

d3

d4

e1

e2

e3

e4

e5

f

G

h1

h2

i

j

k

B

Teaching-

Learning

Process

a

b

c

d1

d2

d3

d4

d5

d6

e1

e2

e3

e4

e5

f1

f2

f3

g

h1

h2

i

j

k1

k2

k3

k4

k5

l

M

n

o

p

q

C

Learning

Outcomes

a

b

c

d

e

f

g

h1

h2

i1

i2

i3

i4

i5

j1

j2

j3

j4

K

D Assessment and

Evaluation of

Student

Learning

a

b

c1

c2

c3

c4

d

e

F

E Co-curricular

Programs and

Activities

a

b

c

d

e

f

F Administrative

Concern for an

Effective

Teaching-

Learning

Process

a

b1

b2

b3

b4

c

d

e

F

g

h

i

j

Rating for the Area of Curriculum and Instruction

APPENDIX F-3

IV – LIBRARY AND AUDIO-VISUAL RESOURCES

Section

Title

of

Section

Numerical Rating

for

Each Item

Rating

for the

Section A Library and AV

Resource Center

Personnel

a

b

c

d

B Financial

Support and

Accountability

a

b

c

C Library and Audio-visual Resources

Selection

a

b

c

Collection –

Books

a

b

c

d

e

Collection –

Newspapers,

Magazines,

Journals

a

b

c

d

e

Collection –

Non-print

Materials

a

b

c

d

e

Collection – AV

Equipment

a

b

Organization of

the Collection

a

b

c

d

e

f1

f2

f3

f4

Care and

Maintenance of

Collection and

Equipment

a

b

c

D

Library and Audio-visual Services

Services for

Administrators,

Teachers, and

Staff

a

b

c

Services for

Students

a

b c

Accessibility of

Services

a

b c d e

E Library and AV

Resource Center

Facilities and

Furniture

a

b

c

d

Rating for the Area of Library and Audio-visual Resources

APPENDIX F-4

V - LABORATORIES

Section

Title

of

Section

Numerical Rating

for

Each Item

Rating

for the

Section A Laboratories for Science Courses

Science

Laboratories

a

b

c

Equipment and

Supplies

a

b

c

d

Maintenance

and

Improvement

a

b

c

d

e

f

Experiments

and

Activities

a

b

c

B Laboratories or Special Rooms for Technical-Vocational-Livelihood

Courses

T-V-L

Rooms

a

b

c

Equipment and

Supplies

a

b

c

d

Maintenance

and

Improvement

a

b

c

d

e

f

TVL

Course

Activities

a

b

c

C

Laboratories for Media Information Literacy Courses

Computer

Laboratories

a

b

c

Equipment and

Supplies

a

b

c

d

Maintenance

and

Improvement

a

b

c

d

e

f

MIL Course

Activities

a

b

D Special Rooms of Facilities for Sports Courses

Sports

Facilities

a

b

c

Equipment and

Supplies

a

b

c

d

Maintenance

and

Improvement

of Sports

Facilities

a

b

c

d

e

f

Activities in

the Sports

Course

a

b

E Special Rooms for Arts and Design

Special Rooms

for Arts and

Design

Courses

a

b

c

Equipment and

Supplies

a

b

c

d

Maintenance

and

Improvement

of the

Special Rooms

for Arts and

Design Course

a

b

c

d

e

f

Activities in

the Arts and

Design

Courses

a

b

Rating for the Area of Laboratories

APPENDIX F-5

VI – FACILITIES

Section

Title

of

Section

Numerical Rating

for

Each Item

Rating

for the

Section A Campus

Location and

Site

a

b

c

d

e

B School

Buildings

a

b

c

d

e

f

g

h

I

j

C Maintenance

of

Facilities

a

b

c

d

e

f

D

Classrooms

a

b

c

d

E Auditorium,

Gymnasium,

Covered Court

a

b

c

d

e

f

F Canteen,

Dining Area,

and Kitchen

a

b

c

G School

Clinic

a

b

c

H Offices,

Faculty

Rooms, and

Other Rooms

a

b

c

d

Rating for the Area of Facilities

APPENDIX F-6

VII – STUDENT SERVICES

Section

Title

of

Section

Numerical Rating

for

Each Item

Rating

for the

Section A Guidance Program

Student

Admissions and

Assignment to

Tracks,

Strands and

Sections

a

b

c

d

e

f

Organization

of the

Guidance

Program

a

b

c

d

Various

Guidance

Services

a

b

c

d

e

f

g

h

I

j

k

l

m

n

o

B Student

Activity

Program

a

b

c

d

e

C Health

and

Food Services

a

b

D Transportation

Service

a

b

Rating for the Area of Student Services

APPENDIX F-7

VIII – Leadership and Governance

Section

Title

of

Section

Numerical Rating

for

Each Item

Rating

for the

Section A Governing

Board

a

b

B

Administrative

Organization

and Leadership

a

b

c

d

e1

e2

e3

e4

F

g

h

i

j

C Academic

Leadership

a

b

c

d1

d2

d3

d4

e

F

D Administration

of Support

Staff

a

b

c

d

e

f

g

E Salaries and

Benefits of

Personnel

a1

a2

b

c1

c2

d

e

F Tenure, LoA,

Dismissal and

Retirement

Provisions

a

b

c

d

G Student

Administration

a

b

c

d

H Financial

Administration

a

b

c

d

e

f

g

h

I

j

I Administration

of Records and

Reports

a

b

J Administration

of Public

Relations

a

b

K Planning,

Development,

and Internal

Quality

Assurance

System

a

b

c

Rating for the Area of Leadership and Governance

APPENDIX F-8

IX – SCHOOL AND COMMUNITY

Section

Title

of

Section

Numerical Rating

for

Each Item

Rating

for the

Section A Basic Data

about the

School and

Partner

Community

a

b

c

B Relationship

between the

School and

Partner

Community

a

b

c

d

e

C Awareness and

Involvement

of the

Members of

the School

Community

a

b

c

e

f

g

Rating for the Area of School and Community

APPENDIX F-9

SUMMARY OF AREA RATINGS AND OVERALL RATING

Area

Title

of

Area

Area

Rating

Weight

Value

Area Rating x

Weight Value

II

FACULTY

5

III

CURRICULUM

and

INSTRUCTION

5

IV

LIBRARY AND AUDIO-

VISUAL RESOURCES

2

V

LABORATORIES

3

VI

FACILITIES

1

VII

STUDENT SERVICES

3

VIII

LEADERSHIP

and

GOVERNANCE

3

IX

SCHOOL and

COMMUNITY

2

TOTAL

24

OVERALL RATING

Documents

EVALUATION INSTRUMENT FOR THE - PAASCU