School as a House of Quality

8/6/2019 School as a House of Quality

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School as a House of Quality

QMS at the School Level



Functional Literacy for Functional Literacy for AllAll

Curr.&Curr.&

InstructionInstruction

Correlates: Outputs, Processes, Inputs

Performance IndicatorsPerformance Indicators

School

&

LearningCenter

RegionalLevel

Central

Level

Learners

PolicyPolicy

FormulationFormulation

LearnerLearner

DevelopmenDevelopmen

tt

EducationEducation

OutcomeOutcome

MonitoringMonitoring

Research &Research &

DevelopmentDevelopmentHuman, Physical and FiscalHuman, Physical and Fiscal

Resource DevelopmentResource Development

and Managementand Management

EducationalEducational

PlanningPlanningEducationalEducational

Standards SettingStandards Setting

DivisionLevel

Shared Functions

RegulatoryRegulatory

FunctionFunction

ParticipationParticipation RetentionRetention CompletionCompletion AchievementAchievement

Teacher Teacher

Facilitator Facilitator LearnersLearnersCultureCulture

LearningLearning

EnvEnv

Admin &Admin &

LeadershipLeadership

DistrictLevel

Quality Assurance &Accountability Framework

(QAAF)

Process

es&

Ac

countab

ility



Q4 (January-March)

Schools conductaggressive recruitmentof incoming gradeschool children and

First Year students,prioritizing those at-risk of not enrolling (inthe case of Grade One)or dropping out aftergrade school.

CLCs conductaggressive recruitmentof out-of-schoollearners.

QA Standards: Teachers participate in the

aggressive recruitment of learners. They providedevelopmentally appropriate

and culture-sensitiveinstructional programs tailoredto the readiness, strengths,interests, and learning deliveryneeds of learners.

Profiling (or learning portfolio)

of school/CLC entrants (fromGrade One and First Year HS) isa standard component of learner registration. Teachersprepare this based on thelearning readiness assessment

results.



Q4 (January-March)

QA Standard:

Needs of learners asidentified in the profiling are

addressed in the SIP andreflected in the AIP. Thecurricular interventionsappropriate to such needs

are reflected as well in theAIP and carried out in theteacher’s instructional plan.



What will push this?

CB-PAST makes teachers share accountabilityfor improving children’s participation, retentionand completion and ensuring that they learn.

School readiness assessment to beadministered to entering Grade One childrenand NAT for Grade 6 to include HS readinessassessment for learning for understanding as arequirement of the 2010 SEC

SIS/STS to provide readily available data onthe learner to facilitate the profiling thatteachers need to do [deliverable of ICT-TWG]



Q4 (January-March)

Schools/CLCs usetheir latest quarterlyassessment of progress to further

improve programimplementation inorder to reach targetsand attain desiredlearner outcomes.

QA Standard: By EOof Q3, schools/CLCs have attained 75% of their targets; thus byEO of Q4 there is100% attainment of targeted outcomes.Teachers align theircurriculum/

instructional goals todesired learner/schooloutcomes.



Q4 (January-March)

Teachers use DO andschool quarterlyassessment of

progress and CB-PASTto further improveteaching and learning,provide remediation toaddress gaps and

enrich learning inorder to attain desiredoutcomes.

QA Standard: Adjustments

regarding

curricular/instructionalinterventions basedon assessmentresults are

reflected in the AIPand the teacher’sinstructional plan.




DO supervisors to mobilize theschool’s PLC to collaborate for theimprovement of school outcomes



Q4 (January-March)

By EOSY, NAT isadministered to Grades 3and 6 pupils and to YIIand IV students. HSOII is

administered to Year IIstudents as basis forcareer guidance. NCAE isadministered to YIVstudents. RAT is

administered on a yearlybasis and covers allsubjects.

QA Standard: By EOof Q3, learners haveattained 75% of learning standards for

the grade/year level;thus, by EO of Q4there is 100%attainment of targetedlearning outcomes.

Teacher’s instructionalplan is aligned withthe target outcomes.




The NAT from grade school to highschool should be an assessment of functional literacy in varying levelsof complexity. This will unify theassessment administered tolearners in the formal and ALS.



Q4 (January-March)

At EOSY, teachersundertake the CB-PASTand formulate their IPPDs;SHs undergo a similar

performance appraisalprocess. Schools formulatetheir SPPDs.

At EOSY, student andteacher representatives of

the region to the NationalFestival are identified.

QA Standard:Every pupil/student, teacherand school headas members of thelearningcommunity has aportfolio profiling

their progress aslifelong learners.



April-May

Schools use their EOYassessment of achievementand the SPPDs as inputs totheir AIPs.

Schools present theirSchool Report Cards andtheir AIPs to theircommunities.

QA Standard: At EO Y1 of SIP implementation,schools have attained35% of their 3-yr targets;

70% at EO Y2; and fullattainment at EO Y3.Schools aiming foraccreditation exceedattainment of their annualtargets. Teachers

contribute to theattainment of the school’stargets and shareaccountability for results.




Productivity pay to be tied toattainment of school outcomes andshould be collectively earned[guidelines to be formulated by RM-TWG]



April-May

Schools recognize theiroutstanding learners invarious fields; 6-weekremediation is provided

to those learners withsevere learningdeficiencies; enrichmentlessons are offered tothose who have

reached the learningstandards.

QA Standard:Tiered response tolearning needs isreflected in theAIP and theteacher’sinstructional plan.




School heads to guide teachers indoing tiered response tointervention

DO to build and develop SH capacityto provide technical assistance toteachers

RO to build and develop DOcapacity to assist schools inproviding developmentallyappropriate learning interventions



April-May

The school systemconducts, as itsculminatingperformance, a

National Festival of Student Talentsback-to-back withEducator Academy.

Schools attaining

accreditation levelare recognized.

QA Standard: Everyschool (pupils/students.teachers and the schoolhead taken collectively) is

making adequate yearlyprogress (AYP) of notless than 15% of itscurrent performance.Accredited schools are

making adequate yearlyprogress of not less than20% of their currentperformance.




School calendar to include the followingprovisions for the secondary level: Quarterly culminating performance consisting of

exhibition of student products and performances(can serve as a screening mechanism to identifystudent representatives to the National Festival)

National Festival as EOY culminating performanceintegrating all student conferences and competitions

Conferences and training programs to be done on

weekends and during the INSET break or summerbreak so that everyone can focus on teaching andlearning for the entire school year




Regions to publish the yearly progress of their schools, for the information of communities and other stakeholders

School MOOE to be tied to yearly progressof schools; higher level of MOOE foraccredited schools

Divisions to be recognized based on the

number of schools (public and private,elementary and secondary) meeting AYPand those obtaining accreditation




Regions to be recognized based on thenumber of divisions whose schoolshave reached the standard AYP Level 1- at least 60% of divisions have

70% of their schools meeting the standardAYP

Level 2- at least 75% of divisions have

80% of their schools meeting the standardAYP Level 3- at least 90% of divisions have

95% of their schools meeting the standardAYP




Regions to be recognized based onthe number of divisions whoseschools have obtained accreditation Level 1- at least 60% of divisions have

50% of their schools accredited Level 2- at least 75% of divisions have

50% of their schools accredited Level 3- at least 90% of divisions have

50% of their schools accredited




Levels of MOOE of DO and RO to bebased on % of schools meeting AYPand accreditation standards



April-May

Schools recruitand selectadditional or new

staff for thecoming schoolyear.

QA Standard: Theschool staff arerecruited, selected,

hired and deployedfollowing thecompetencystandards for

teaching and non-teaching staff andin compliance withDepEd guidelines.




DO to quality assure the school staff selection process



April-May

Schools prepare theirfacilities, learningresources, and staff forthe coming school year.The school headmobilizes the staff, theSGC, and the schoolstakeholders towards acollective mission of ensuring that childrenshall be actively engagedin learning until theycomplete basic

education.

QA Standard: Thefollowing activities areexpected to have beenundertaken at least two

weeks before theopening of the schoolyear: facilitiesupgrading and BrigadaEskwela; resourcegeneration includingprovision of learningresources (1:1 ratio inthe case of textbooks,professional resourcesfor teachers, etc



April-May

At the level of theclassroom, the teachertranslates thiscommitment into a

curriculum andinstructional plancustomized to thediverse needs andlearning contexts of children.

INSET for teachers (InductionProgram for new teachers;continuing CB for otherteachers); curriculum andinstructional planning by

teachers; appropriate SBMtraining for the school head;Summer Camp or remedialprogram for students(intensive remediation for

those with severe learninggaps, enrichment for thosewho are ready to enhancetheir strengths).




Resources needed to support thepreparatory work of schools shouldbe made available [deliverable of RM-TWG]



April-May

Schools conductself-assessment toascertain theircapacity to provide

a child-friendlylearningenvironment thatwill enable childrento be activelyengaged in learninguntil they completetheir basiceducation.

QA Standard: Everyschool is child-friendly.Teachers take primaryresponsibility forensuring that children

are provided withdifferentiated activitiesthat are responsive tochildren’s interests,strengths and needs.




The CFSS framework should guide SIPformulation. Being child-friendly is also anon-negotiable prerequisite to any schoolapplying for accreditation.

DO to quality assure the preparation of SIPs

The level of MOOE provided to the schoolshould be tied to the acceptability of the

SIP. Minimum MOOE to be provided toschools not meeting the standards forquality plans; higher level of MOOE forschools with quality plans.



Q1 (June-August) Schools orient parents

and students on theprograms and servicesto support learnerdevelopment and

continuously improvelearner outcomes. Schools enter into a MOA

with their communitiesto generate support for

their programs andcontinuously improvetheir outcomes.

QA Standard: Everyschool conducts a generalassembly (GA) as part of its school opening rites.Teachers make known tothe parents theirinstructional interventionswhich are connected tothe aspirations of childrenand their communities.The general assembly iscapped by a MOA signingwith the school’scommunity.




The GA should be part of the schoolcalendar.



Q1-Q3 (June-December)

Schools, in collaboration withtheir communities, conduct aquarterly assessment of theirprogress vis-à-vis targets asdefined in their AIPs. Thecommunity, the teachers and

the school head assess theirindividual and collectivecontributions to theattainment of results. Pupilsand students assess theirlearning progress and

formulate their learningmanagement plans as part of their personal accountabilityfor their own learning.

QA Standard: Every schoolconducts a self-assessmentto track its progress on aquarterly basis. Individualand collective contributionsto school outcomes areassessed at the level of thelearner, the teacher and theschool head. Collectivecontribution at the level of

the parents and thecommunity is part of theschool assessment.



Q1-Q3 (June–December)

At the end of eachquarterlyassessment, schools,

with theircommunities, revisittheir AIPs and makeadjustments whennecessary.

QA Standard:Schools are expectedto conduct a

quarterly review of their progress vis-à-vis their AIPs andmake adjustmentswhen necessary.

Teachers assess theirlearners’ progress aspart of the AIPreview process.




At the level of theclassroom, at the end of each quarterlyassessment, the teacher

revisits his/her curriculumand instructional plan andmakes adjustments whennecessary. The teacher’sIPPD is likewise reviewed

for corollary changes.Correspondingly, the SPPDis reviewed and amended.

QA Standards: The teachers, for their

part, are expected toreview their curriculum

and instructional plansand make thecorrespondingadjustments if needed.




Teachers meet withparents to apprisethem of theirchildren’s performanceand what the schooland the parents cando collaboratively tofurther improve

student learning.

QA Standard: The school updates

parents on theprogress of their

children, on a quarterlybasis.




CB-PAST includes assessment of individualand collective contributions to schoolperformance

DO to monitor the quarterly assessment of school performance and ensure that theprocess is participatory

DO to administer quarterly assessment of

learning School-based assessment to track learners

progress on a weekly and monthly basis




At EO Q2, schools assesstheir midterm progressand report the same totheir communities.

Teachers participate ineither school-based ordivision-level training. SHssimilarly undergo aprofessional developmentcourse conducted by the

DO, NEAP, or anaccredited serviceprovider.

QA Standard: Midterm

assessment is astandard practice in

every school and sois the progressreporting to thecommunity at theend of each

assessment. CB/CD of teachersand SH is astandardcomponent of everyassessmentprocess.




Training should be consistent withthe T&D system. A morecomprehensive CB-CD program thatincludes mentoring, LAC sessionsand online training as follow-through interventions should be

provided to support the continuingprofessional development of teachers and school heads.

School as a House of Quality

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