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SESSION 0
IN UNISON… LET’S GO!
ACTIVITY
1. Visualize your dream as Regional/ Division SBM Coordinating Team.
2. Describe your Team through a yell that could explain your drawing.
3. Yell as you post your drawing on the corresponding area (action blocks) for your Team.
10 minutes
Union of Minds and Hearts
1. What do you expect to learn from this training program? (yellow)
2. What do you expect from the facilitators?(green)
3. What do you expect from your co-participants ? (pink)
4. What do you commit for the success of the training? (light yellow)
RULES IN VISUALIZATIONOne Idea-One Card
Use a Maximum of 2-3 lines
Use Capital or Small Letters
RULES IN VISUALIZATION
Write legibly
Take an outsider’s perspective
Union of Minds and Hearts
1. What do you expect to learn from this training program? (yellow)2. What do you expect from the facilitators ? (green)3. What do you expect from your co- participants ? (pink)4. What do you commit for the success of the training? (blue)
LET’S TAKE IN!
HOUSE RULES
LET’S SERVE!
HOSTING ASSIGNMENT :Group 1 : Day 1 pm
Group 2 & 3: Day 2 am Group 4: Day 2 pm Group 5 & 6: Day 3 am
Group 7, 8 & 9: Closing ProgramHOST TO PREPARE: Prayer Attendance Check
Nationalistic Song Energizer
COURSE OBJECTIVES
Gain in-depth knowledge on the implementing guidelines of the revised SBM and SBM-PASBE operational framework;
Get oriented on the revised SBM assessment process and tool; and
Perform simulation activity on the user of DOD (Document analysis, Observation, and Discussion) process and scoring system.
WHAT'S IN STORE FOR US?
Session 1 – Introduction to ACCESS and Revised SBM Framework
Session 2 – The Revised SBM-PASBE Framework
Session 3 – The Revised Assessment Tool
Session 4 – The SBM Assessment and Validation Process
DAY 1: February 6, 2013
WHAT'S IN STORE FOR US?
D-O-D: Validating System and ProcessWS No. 1 – Preparation for Simulation Activity on SBM Assessment and Validation Process
Presentation/ Simulation Activity by Group
Session 5 – PASBE (What, Why and How’s)
DAY 2: February 7, 2013
Feedback and Insights of Simulation Exercise
WHAT'S IN STORE FOR US?
Input & Workshop No. 2 – Division M & E and Reporting Plan Presentation of Outputs
Input & Workshop No. 3 – Division Planning for Effective Advocacy and Dissemination
Continuation of Workshop No. 3
Clearing House Evaluation
DAY 3: February 8, 2013
Presentation of Plan
Closing Program
COURSE OUTPUTS
Group: 1. 2. 3. …
Let’s have a Journey!
SESSION 1
INTRODUCTION TO ACCESs AND REVISED SBM FRAMEWORK
OBJECTIVES
1. Get oriented on the philosophy of ACCES.
2. Explain the principles of ACCES as standard in every programs and projects of the department.
3. Explain the harmonized principles of ACCESs with the SBM standards.
ACTIVITY : 10 MINUTES
Group Task:1. Write your general assessment and
vision about SBM considering areas on leadership and stakeholders with the following color coding (10 minutes )
SBM yesterday : blue SBM today : white SBM tomorrow : yellow
2. Report your group output
ANALYSIS :
Questions :1. What are the similarities and
differences in the responses of the 8 groups ?
Yesterday ? - Today ? - Tomorrow ?
2. Are your responses on SBM yesterday similar or different with SBM today & tomorrow ? Why ?
3. What insights did you gain from the activity?
Strengthening the Practice of School-Based Management
It started from a need of a harmonizing policy or statement that will guide reform initiatives
Then, a necessity to flesh-out a paradigm that will drive behavior and performance measures
Ultimately, a demand to operationalize and bring to reality the aspirations of RA 9155
Articulate the mandate of RA 9155 Clarify roles and accountabilities per
level of governance Broaden the role of community in
education management and delivery to emphasize “stewardship”
Emphasize centrality of learners and learner’s outcome
Guide program development and evaluation
ACCESs provides clarity for BESRA to streamline and identify priorities
BESRA is the package of policy reforms; ACCESs is a policy or statement that concretize/operationalize the policy reforms
PHILOSOPHY APPROACH
Belief and value that the Department espouses
Concept of an ideal state
Guide to strategic and day-to-day affairs
Culture among stakeholders
Method or process of service delivery
Measure to examine consistency of policy, program, project or activity vis-à-vis thrust & mandate
Guide to examine relevance & value of all other policies, programs, projects
Child (Learner)-CenteredA concept derived from the framework of rights based education that is characterized as: “inclusive, healthy and protective for all children, effective with children, and involved with families and communities – and children”
Community-CenteredMandate derived from RA9155, EFA National Plan and BESRACommunity as source of strategic thrust, crucial resources for learning, curriculum developmentCommunity as “rights-bearer” of rights to education
Child(Learner)-Centered Community-Centered
Learning-focusedDevelopmental-stage appropriateGender & culture-sensitiveEnvironmentally (physical, emotional, psychosocial) safeAccessible regardless of gender, race, culture, social & economic status
Shared vision & missionShared decision-making & governanceCollaborationCommunity ownershipAutonomyAccountabilityTransparency
COMMUNITY-CENTERED
Collaboration
Shared Governance Autonomy
Transparency Ownership
Shared V/M Accountability
Gender and culturalsensitivity
Accessible
Development appropriate Environmentally safe
CHILD (LEARNER) - CENTERED
Learning-oriented and Learner-focused
CentralRegionalDivisionDistrict
LGUsNGOsPrivate Sector Community
SUPPLY
DEMAND
SBM CONCEPTUAL FRAMEWORKLeadership
and Governance
Curriculum and Learning
(K to 12)VMG
Assess
Accredit
Evaluates
Mon
itor
Structure
Pla
n
Implemen
t
Functionally-Literate
Citizen
Resource Managemen
t
Accountability and
Continuous Improvemen
t
BESRA Thrusts, NCBTS, ECE, ALS, etc.
CENTRAL, REGION, DIVISION
A framework to advance the philosophy of shared
governance of education and to ensure a strong
culture of effective leadership & management
in the provision of basic education
Network of leadership Learner-centered and context-based learning
systems and processes Transparent and community developed
accountability system Mutually reinforcing and harnessing
education targeted resource management
1. Re-creating school (learning community) systems into community-based and learner-centered
2. Re-engineering the system through participatory planning and “demand-driven” monitoring and evaluation
3. Linking planning and budget processes with appropriate LGU and other local participation platforms of each governance level
4. Strengthening accountability system by leveraging on the involvement of the “demand-side” of education
Paradigm shift From the old practice of “bean-counting”
documents to strengthening systems and processes
From tokenism to genuine participation From contrived practices to evolving
relationships From mere compliance to conscious
effort of doing things right From a mere strategy to a way of life in
school Systems-thinking and systems-orientation Focus efforts on achievement of the twin
outcomes: Organizational effectiveness Improvement of learning outcomes
Organize your team (First WHO, then WHAT)
Level off and set performance contract Plan and strategize to advocate Initiate dialogue with LGUs, private
sector, NGOs and PTA Spot a champion (maybe a team)
Check your realities and negotiate goals and targets with stakeholders
Train, coach and support team ID problem areas and prioritize Listen and collect information
stakeholders Invest time on working for common
understanding and shared goals
ACTIVITY : 5 MINUTES
Individual Task1. Write your commitment by
completing the following lines; Today : I realized
that_________________________ I plan to______________________________ I promise to___________________________
“ Consider the future of a bird placed on your palm. Close your palm and the bird will die. Open it and the bird will fly and be set free. The life of the bird lies in your hand. The same is true with your dream and vision of the schools of the future in your respective division ---- schools delivering the quality basic education through the philosophy of ACCESS. It all lies in you “
THANK YOU !!!
SESSION 2
REVISED SBM-PASBE FRAMEWORK
SBM CONCEPTUAL FRAMEWORKLeadership
and Governance
Curriculum and Learning
(K to 12)VMG
Assess
Accredit
Evaluates
Mon
itor
Structure
Pla
n
Implemen
t
Functionally-Literate
Citizen
Resource Managemen
t
Accountability and
Continuous Improvemen
t
BESRA Thrusts, NCBTS, ECE, ALS, etc.
CENTRAL, REGION, DIVISION
OBJECTIVES
1. Discuss the key components of SBM-PASBE operational Framework
2. Gain an in-depth understanding on how SBM and school accreditation relates each other.
ACTIVITY : 10 MINUTES
1. Given the framework :a. List down the key components
presented in the frameworkb. List down at least 2 descriptions
about each componentKEY COMPONENTS DESCRIPTIONS
2. Report your group output
ANALYSIS
QUESTIONS :1. What are the key components
presented in the SBM-PASBE framework?
2. What are the guiding principles of the assessment system?
3. What are the levels indicate ?4. How are these levels relate to
accreditation?5. What insights have you gained from
the exercise?
THE SBM-PASBE OPERATIONAL FRAMEWORK
Accreditation Status
Leadership and Governance
Management and Resources
Accountability and Continuous Improvement
Curriculum and Learning
Autonomous (Re-accredited
StatusAccredited (initial
accreditation)Candidate
Status
Level IIIAdvanced
(Accredited)
Level II(Maturing)
Level I(Developing)
GUIDING PRINCIPLES OF ASSESSMENT SYSTEM
Leadership Curriculum and Learning Accountability and continuous
Improvement Management of Resources
ACCESS PRINCIPLES
1. Leadership and Governance A network of leadership that provides
the vision and direction to the education system making it relevant and responsive to the contexts of diverse communities
It is also about nourishing sustainable partnerships to harness education goals and resources
ACCESS PRINCIPLES
2. Curriculum and Learning
The learning systems collaboratively developed and continuously improved, anchored on the community and learners’ contexts and aspirations
ACCESS PRINCIPLES
3. Accountability and continuous improvement
A clear, transparent, inclusive and responsive accountability system is in place, collaboratively developed by community stakeholders, which monitors expected and actual performance, continually addresses the gaps, and ensures a venue for feedback and redress.
ACCESS PRINCIPLES
4. Management of Resources
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.
SBM LEVEL OF PRACTICE & SCHOOL ACCREDITATION
Advanced level - is a candidacy for accreditation
- To be accredited a school must show sufficient & compelling evidence that it is achieving its avowed purposes, conforming with PASBE standards, and implementing the recommendations of the National Accreditation Board (NAB)
ACTIVITY : INDIVIDUAL TASK
On your journal :
Write down realization about SBM-PASBE operations
“The goal of every school is successful learning for all learners. The integrity of a school rests on how well it is achieving its goal, hence, goal achievement is a primary consideration in accrediting a school “
PASBE Assumption
THANK YOU !!!
SBM ASSESSMENT VALIDATING SYSTEM AND PROCESS
SESSION 5
OBJECTIVES
1. Perform simulation activity using the D-O-D validating system and process
2. Formulate doable/realistic steps in DOD process BEFORE, DURING AND AFTER SBM Assessment and Validation Proces .
3. Enhance KSAs in the use of D-O-D process in validating SBM level of Practices
ACTIVITY : 5 MINUTES PER TEAM
1. Perform simulation activity using DOD process validation BEFORE, DURING and AFTER
2. List down common steps followed , do’s and dont’s that you observed in the process
3. Report your group output
ANALYSIS
Questions :1. What are the common steps
followed by all teams before, during and after the conduct of validating process?
2. What are the common do’s and dont’s that the team observed during the process?
3.What insights did you gain from your experience ?
DIVISION LEVEL: ( BEFORE VP)
1. Meeting at the Division Office which involves SDS, ASDS, SBM Coordinator, and SBM Task Force• Composition of Team Leaders/members
per Principle of ACCESso Leadership and Governanceo Curriculum and Learningo Accountability and Continuous Improvemento Management of Resources
• Preparation of Agenda (who are to attend/stakeholders, schedule of visit, documents to assess)
• Identify the assessment method to be used.• Review of the Assessment Manual and the
DOD Process
2. Preparation and issuance of Memorandum about the orientation and briefing to be done
DIVISION LEVEL: ( Before VP )
3. Orientation/Briefing with Stakeholders • Explanation of the following:
o Rationaleo Processo Requirementso Rules on validating level of practice
• To be done by the team leaders of each Principle of ACCESs
• Open Forum
DIVISION LEVEL: ( Before VP )
STEP BY STEP GUIDE IN CONDUCTING DOD
1. Conduct a courtesy call to the principal.2. Scrutinize data presented based on RACS
(Relevance, Accuracy, Currency, Sufficiency)
4. Each sub-committee will observe, interview and discuss on the data gathered
5. Convene to derive at a consensus on the school SBM Level of Practice.
SCHOOL LEVEL : ( DURING VP )
SAMPLE AGENDA
SBM ASSESSMENT VALIDATION PROCESS
Date: ________________
School to be visited:
____________________________________________________
Time Day 1 Time Day 2
8:00 am – 8:15 am
Assembly of the Assessment Team members
8:00 am – 8:15 am
Courtesy call with SH and stakeholders
8:15 am – 8:45 am
Travel 8:15 am – 12:00 pm
Observation
8:45 am – 9:00 am
Courtesy call with SH and stakeholders
1:00 pm – 3:00 pm
Discussion
9:00 am – 5:00 pm
Documentation Analysis
3:00 pm – 5:00 pm
Exit Conference
DO’S ON DOD
1. Start giving comments and suggestions in a positive way to boost the morale of the school personnel
2. Be friendly and be honest in giving comments and findings during the interview to encourage / facilitate open communication and develop a feeling of trust
DO’S ON DOD3. Protect the confidentiality of the assessment result because every school has its own uniqueness and to sustain the credibility and integrity of the school
4. Concentrate on the assessment business to see the real essence of the assessment
DO’S ON DOD
5. Be professional and courteous enough in conducting interview to establish rapport with the school community.
DONT’S ON DOD
1. Interviews must not be confrontational not to intimidate or threaten the school personnel2. Never be a fault finder. The school community might loose their self – esteem.
PROTOCOL ON REPORTS, BEHAVIOR AND
CONFIDENTIALITY IN CONDUCTING VALIDATION
DEBRIEFING
1. The Secretary of the Validation Team shall consolidate all Sub-teams’ Assessment Reports and prepare a final report for the exit conference.
2. Assessment results unless validated are not official, hence, shall not be divulged.
3. Findings of the Validation Team shall be handled and communicated judiciously, i.e., right people, right place, right time.
4. Courtesy shall be accorded to all stakeholders at all times.
ACTIVITY
Finalize steps to be followed before, during and after validation process
“ Where you see valid achievements or virtue being attacked, its by someone viewing them as a mirror of their own inadequacy instead of an inspiring beacon for excellence “
Vanna Bonta
END !!!
SESSION 6 SCORING
INSTRUCTIONS
1. THE FOUR (4) PRINCIPLES WERE ASSIGNED PERCENTAGE WEIGHTS ON THE BASIS OF THEIR RELATIVE IMPORTANCE TO THE AIM OF SCHOOL IMPROVED LEARNING OUTCOMES AND SCHOOL
OPERATIONS);
o Leadership and Governance – 30%o Curriculum and Learning – 30%o Accountability and Continuous Improvement
– 25%o Management of Resource – 15%
2. EACH PRINCIPLE HAS SEVERAL INDICATORS. BASED ON THE RESULTS OF THE D-O-D (DOCUMENTS ANALYSIS, OBSERVATION,
DISCUSSION), SUMMARIZE THE EVIDENCES AND ARRIVE AT A CONSENSUS, WHAT RATING TO GIVE
TO EACH INDICATOR;
3. RATE THE ITEMS BY CHECKING THE APPROPRIATE BOXES. THESE ARE THE
POINTS EARNED BY THE SCHOOL FOR THE SPECIFIC INDICATOR. THE RATING SCALE
IS:
0 – No evidence1 – Evidence indicates early or preliminary stages of implementation2 – Evidence indicates planned practices and procedures are fully implemented3 – Evidence indicates practices and procedure satisfy quality standards
4. ASSEMBLE THE RUBRICS RATED BY THE RESPONDENTS; EDIT THEM FOR ERRORS LIKE DOUBLE ENTRIES
OR INCOMPLETE RESPONSES;
5. COUNT THE NUMBER OF CHECK MARKS IN EACH INDICATOR AND
RECORD IN THE APPROPRIATE BOX IN THE SUMMARY TABLE FOR THE
AREA/STANDARD RATED;
PART VI. DESCRIPTION OF SBM LEVEL OF PRACTICE
The resulting levels are described as follows:Level I: BEGINNING – Establishing and developing
structures and mechanism with acceptable level and extent of community participation and impact on learning outcomes.
Level II: DEVELOPING – Introducing and sustaining continuous improvement process that integrates wider community participation and improve significantly performance and learning outcomes.
Level III: ADVANCED (ACCREDITED) – Ensuring the production of intended outputs/outcomes and meeting all standards of a system fully integrated in the local community and is self-renewing and self-sustaining.
SESSION 7
PASBE… THE WHAT? WHY ? AND HOW ?
OBJECTIVES
1. Gain an in-depth understanding on the What, Why and How of PASBE
2. Explain the Fitness-for-Purpose model of accreditation
ACTIVITY : 5 MINUTES
1. List down your idea about accreditation
( APPES, sterling Silver) ACCREDITATION SYSTEM
WHAT WHY HOW
APPES
STERLING SILVER
PASBE
2. Report your group output.
ANALYSIS
1. What are the similarities and differences of the accreditation programs in terms of what? And why ?
2. Do they have the same processes (how) followed in accrediting schools ?
3. What insights did you gain in this activity ?
PASBE
A certification process that looks into the essential areas of school operations if they conform with quality standards.
PASBE AIMS
Provide opportunity to schools with potential to improve the quality of their organizational practices and learning outcomes through containing self assessment and peer review
Strengthen partnership of DepEd with national organization of private and public elem & secondary school heads to facilitate accreditation of deserving schools
PASBE PROCESSES :
Uses the Fitness-for – Purpose model The accreditation granted depends
on the goodness of fit between what the school says it will be doing ( purpose) and what is actually doing ( practice)
-School practices have quality if they meet the expectation of the internal and external stakeholders in the community
LEVEL OF PRACTICE
ENTITLEMENT
1/11 PASBE APPLICATION
entitlement
VerificationVisit- NAB
NAB ACTION ON APPLICATION
APPLICATION FOR ACCREDITATION
FULL ACCREDITATION (3-5)/PROBATIONARY(1-3)
NAB ACTION
TEAM RECOMM
VALIDATION VISIT
REMEDIATION
REGION/DIVVALIDATION VISIT
SELF ASSESSMENT
NO
YES
YES
NO
DIVISION SBM CAPABILITYY BUILDING PROGRAM
REMEDIATION
START
SBM- PASBE QUALITY ASSURANCE FRAMEWORK
PASBE PROCESSES
SBM Level III shall be the take-off point for schools to work on being accredited. They shall engage in a continual process of assessment, planning, implementing, monitoring and assessment. The process is guided and assisted by self-study, visit and follow up.
GUIDING PRINCIPLES respects the independence,
uniqueness, and integrity of every school.
allows schools to choose their own priorities or purposes and adapts the standards set by the accrediting body to attain the purpose of its operations.
assists performing schools to get and move up the accreditation level, and at the same, helps self-motivated schools on the lower levels, to move to higher levels.
GUIDING PRINCIPLES
.encourages cooperation rather than competition. Schools are not compared with one another nor evaluated against a single standard. In the FFP model, the standard used to evaluate and accredit a school is the extent to which the school achieves its own purpose
GUIDING PRINCIPLES
helps the school in the continuous improvement of its practices and learning outcomes through self-evaluation, self-direction, and peer assistance and provides opportunities for continuous improvement of practices/performance through identification of issues and lessons learned.
leads and influences other schools to achieve total learner development.
GUIDING PRINCIPLES
helps the school in the continuous improvement of its practices and learning outcomes through self-evaluation, self-direction, and peer assistance and provides opportunities for continuous improvement of practices/performance through identification of issues and lessons learned.
leads and influences other schools to achieve total learner development.
LEVEL I LEVEL II LEVEL IIIA. For Public and Private
Schools Accredited Status for
two (2) years Plaque of recognition for
the school by the NAB Certificates of
Recognition for principals, teachers, non-teaching staff and the SGC
SH participation in annual convention of accredited schools
A. For Public and Private Schools
Accredited Status for four (4) years
Plaque of recognition for school by the NAB
Certificates of recognition for principals, teachers, non-teaching staff and SGC
SH participation in annual convention of accredited schools (entitled to one vote)
Priority in scholarships within the country
A. For Public and Private Schools
Accredited Status for six (6) years
Plaque of recognition for school by the NAB
Certificates of Recognition for principals, teachers, non-teaching staff and SGC
SH participation in annual convention of accredited schools (entitled to one vote)
Priority in scholarships within and outside the country
Use the logo of the accreditation body in all the school correspondence
School Marker Fiscal autonomy in
managing income-generating projects with the revenues kept in the school’s coffers utilized in its improvement efforts
LEVEL I LEVEL II LEVEL IIIB. For Public Schools Priority in national
scholarships (SH, HT, teacher as the case may be)
Provision of instructional materials/equipment
Support Fund (Php 50, 000) as per the SIP/School Development Plan
Cash benefits (Php 50, 000) from LGU
B. For Public Schools Priority in national
scholarship and grants (SH, HT, teacher as the case may be)
Provision of instructional materials/equipment
Allocation of additional supplementary books( cash allocation for schools o determine needed materials)
Support Fund (Php 75, 000) as per the SIP/School Development Plan (CO)
Cash benefits (Php 75, 000) from CO – MOOE / LGU
B. For Public Schools Priority in national and
international scholarship and grants ((SH, HT, teacher as the case may be)
Provision of instructional materials/equipment
Allocation of additional supplementary books
Support Fund (Php 100, 000) as per the SIP/School Development Plan (CO)
Cash benefits (Php 100, 000) from LGU
Provision of instructional equipment and facilities (e.g speech, science, computer laboratories)
Increase in the allocation of master teacher’s items
One step salary increase for principal/teachers
LEVEL I LEVEL II LEVEL IIIC. For Private
schools Increase the
number of GASTPE slots – allocation by 10% from the current slot – allocation
The Board recommends to give teachers’ performance bonus of accredited schools
Milestone Marker?
C. For Private schools
Increase in number of GASTPE slots – allocation by 20% from the current slot – allocation
The Board recommends to give teachers’ performance bonus of accredited schools
Milestone Marker
C. For Private schools
Increase in number of GASTPE slots – allocation by 30% from the current slot – allocation
The Board recommends to give teachers’ performance bonus of accredited schools
ACTIVITY : INDIVIDUAL TASK ( 5 MIN)
I realized that PASBE is _______________________________________________________________________________________________________________________
“That all schools shall provide quality education is a Constitutional mandate. School accreditation is accepted worldwide as a method of ensuring quality education. Therefore, it is the obligation of all school heads to get their schools accredited”
PASBE assumptions
THANK YOU !!!
6. MULTIPLY THE NUMBER OF CHECK MARKS IN EACH COLUMN BY
THE POINTS (1-3);
7. GET THE AVERAGE RATING FOR EACH PRINCIPLE BY DIVIDING THE
TOTAL SCORE THE NUMBER OF INDICATORS OF THE PRINCIPLE;
8. RECORD THE AVERAGE RATINGS FOR THE PRINCIPLES IN THE SUMMARY TABLE FOR THE
COMPUTATION OF THE GENERAL AVERAGE;
9. MULTIPLY THE RATING FOR EACH PRINCIPLE BY ITS PERCENTAGE
WEIGHT TO GET THE WEIGHTED AVERAGE RATING;
10. TO GET THE TOTAL RATING FOR THE FOUR PRINCIPLES, GET THE SUM
OF ALL THE WEIGHTED RATINGS. THE VALUE DERIVED IS THE SCHOOL
RATING BASED ON DOD;
11. THE LEVEL OF PRACTICE WILL BE COMPUTED BASED ON THE CRITERIA
BELOW: 60% based on improvement of learning
outcomes; 10% increment : 25 points 20% increment : 50 points 50% increment : 100 points
40% according to the validated practices using DOD 0.00 to 0.50 : 25 points 0.51 to 1.51: 50 points 1.51 to 2.50 : 75 points 2.51 to 3.00 : 100 points
12. THE RESULTING SCORE WILL BE INTERPRETED AS:
o Level III: 150 - 200 pointso Level II: 149 -100 pointso Level I: 99 and below
DIVISION M & E AND REPORTING PLAN
PLANNING FOR EFFECTIVE ADVOCACY AND DISSEMINATION
SESSION 8
OBJECTIVES
1. Identify communication measures / schemes used in disseminating information about a DepEd
project / program
2. Formulate an action plan on the conduct of the Division Orientation-Workshop on the use of the revised SBM Assessment Process and Tool (APAT)
Brigada Eskwela
Early Registration Day
K to 12 Program
EARTHQUAKE DRILL
ACTIVITY
1. Identify communication measures/schemes to disseminate the information to all concerned regarding the following programs:
Brigada Eskwela Early Registration K to 12 Curriculum Earthquake drill
2. The group leader is tasked to facilitate the activity in 10-12 minutes.3. Each group is given 2-3 minutes to report before the other groups.
ACTIVITY:
ANALYSIS
1. What are common among the communication measures/schemes given by the group?
2. How do you measure the effectiveness of each communication scheme?3. What have you realized in this activity?4. What do you plan to do to effectively communicate DepEd programs or projects?
ADVOCACY CAMPAIGN
StrategicSeries of ActionsDesigned to PersuadeTargetedBuild AlliancesResults in Change
ADVOCACY CAMPAIGN
STRATEGIC We must research and plan our campaign carefully
ADVOCACY CAMPAIGN
Series of Actions
it is a set of coordinated activities
ADVOCACY CAMPAIGN
Designed to persuade
to convince people that the desired change is important
ADVOCACY CAMPAIGN
Targeted must aim our
persuasion efforts at specific people who have power to make the advocacy successful
ADVOCACY CAMPAIGN
Build Alliance work with
many stakeholders to increase the impact of the campaign
ADVOCACY CAMPAIGN
Results in Change
advocacy must result in positive changes in the lives of the people affected by the problem
StrategicSeries of ActionsDesigned to PersuadeTargetedBuild AlliancesResults in Change
WHAT MAKES A SUCCESSFUL ADVOCACY?
Cutting the
DIAMOND
Exercise Leadershi
p
Create a strong
support system
SCAN the Horizon
Survey landscap
e
Let the creative
juices flow
SUCCESSFUL ADVOCACY
5 GOOD PRACTICES OF AN ADVOCATE
ENCOURAGE PARTICIPATION
ENSURE LEGITIMACY
BE ACCOUNTABLE
ACT PEACEFULLY
REPRESENT THE AFFECTED GROUP
• Encourage PARTICIPATION• Ensure LEGITIMACY• Be ACCOUNTABLE• Act PEACEFULLY• REPRESENT the affected group
ROLES OF AN ADVOCATE
ROLES OF AN ADVOCATE
Negotiator
Bargain for something
ROLES OF AN ADVOCATE
ACCOMPANY(speak with
people)
ENABLE THE PEOPLE TO SPEAK FOR THEMSELVES
EEMPOWER
Speak for the people
Represent
FACILITATE COMMUNICATION BETWEEN PEOPLE
Mediator
MODEL
Demonstrate behavior to people or policy makers
NETWORK
Build Coalitions
5 STEPS OF ADVOCACY
Identify
Research
PlanAct
Evaluation
IDENTIFY
RESEARCH
PLAN
ACT
EVALUATION
ADVO
CAC
Y
Identify the problem that needs to be addressed
Gather the necessary information and ensure that the causes and effects of the
problem are understood
When advocacy has been identified as the appropriate way to address the problem,a
strategy needs to be formulated
Take action in agreement and coordination
with everyone involve in the campaign
Monitor actions and evaluate
the results
APPLICATION
ADVOCACY CAMPAIGN ACTION PLAN
Goal Objectives
Indicator Methods Activities Timeline
Action Plan on Division Orientation-Workshop on the Use of the Revised SBM Assessment Process and Tool (APAT)
“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.”
Margaret Mead
Monitoring &
Evaluation (M&E)
& Reporting Plan
SESSION 9
OBJECTIVES :
1. Explain the what ? Why and how of Monitoring and Evaluation ?
2. Get oriented on the M&E of F-3 Training Package.
3. Develop a division M&E and Reporting Plan for the Orientation-Workshop on the use of SBM APAT.
ACTIVITY : 5 MINUTES
1. List down your activities conducted during the conduct of M&E of training in your division, your usual practice of doing it and how else could you do it . Follow format below :
M&E Activities
Your usual practice of doing it ?
How else could you do it?
ANALYSIS :
Guide Questions :
1. What are the common M&E activities conducted by your team ?
2. What are the usual common practice of doing it ?
3. How else could it be done or carried out ?
4. What insights did you gain in this activity ?
Monitoring and Evaluation is a mechanism that ensures the effectiveness and efficiency of the plan implementation of the program and project
to ascertain the realization of set
objectives.
Monitoring and Evaluation is the systematic and process of gathering, processing, analyzing, interpreting, and storing of data and information in support of the managerial actions to ensure the realization of the plan’s end objectives and its contribution to the overall programs and goals.
Purpose of M&E
Why monitor? What to monitor?
1. Provide management with information on the status of implementation to improve its efficiency
Efficiency of implementation Are outputs accomplished as
planned during the quarter Are funds utilized as
budgeted ?
2. Obtain information for implementers to make adjustment
Efficiency / Effectiveness What are the implementation
issues? Is the project supporting,
preventing, controlling, reducing the attainment of the objectives?
3. Establish information on the achievement of project objectives and sustainability of outcomes
Effectiveness / Relevance/ Sustainability Are the project objectives
attained? Does the project, control or
address the problem? What sustainability measures
were applied?
E major objectives of M & E
Planning
One of the major objectives of M & E is to determine if the implementation is going according to “plan”
Without a plan, there is nothing to monitor & evaluate
Decision Making
During implementation, things may not go “according to plan”. Every manager must make a decision ------ correct and timely decision before things get out of control
The objective of every manager is to ensure that despite changes in the frame conditions and changes in the plan, the outcomes can still be achieved
Principles of M&E
needs-based
M & E should be:
data driven
process-based
participatory in nature
keep track of how the plan
implementation is progressing in terms of
M & E should :
1. Implementation of activities2. Expenditure3. Resource use4. Delivery of results5. Management of risks
Scope.
Clear coverage and/or boundary as to what is going to be monitored and evaluated.
Essential things to be covered or to be included in the implementation to achieve the desired objectives.
M&E of FORMAL-FACE-FACE (F-3 )TRAINING
F3-M&E Form 3: End of the F3 Program Assessment
M&E TOOLS
1. F3-M&E Form 1: Walkthrough Observation Checklist
2.
3.
4.
F3-M&E Form 2: Learning Process Observation and Facilitation Skills
F3-M&E Form 3: End of the F3 Program Assessment
F3-M&E Form 3: End of the F3 Program Assessment Consolidation Template
ACTIVITY :
1. Develop your division M&E Plan and Reporting System
TEMPLATE FOR M&E PLAN OBJECTIVES
ACTIVITIES TIME FRAME
PERSONS INVOLVED
BUDGET
M & E is more than an activity, more than collecting data and more than reporting.
It is purposive, deliberate and must be systematically undertaken
END