school as a house of quality
TRANSCRIPT
8/6/2019 School as a House of Quality
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School as a House of Quality
QMS at the School Level
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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
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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.
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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.
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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]
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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.
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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.
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What will push this?
DO supervisors to mobilize theschool’s PLC to collaborate for theimprovement of school outcomes
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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.
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What will push this?
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.
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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.
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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.
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What will push this?
Productivity pay to be tied toattainment of school outcomes andshould be collectively earned[guidelines to be formulated by RM-TWG]
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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.
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What will push this?
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
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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.
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What will push this?
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
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What will push this?
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
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What will push this?
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
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What will push this?
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
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What will push this?
Levels of MOOE of DO and RO to bebased on % of schools meeting AYPand accreditation standards
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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.
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What will push this?
DO to quality assure the school staff selection process
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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
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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).
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What will push this?
Resources needed to support thepreparatory work of schools shouldbe made available [deliverable of RM-TWG]
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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.
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What will push this?
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.
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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.
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What will push this?
The GA should be part of the schoolcalendar.
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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.
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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.
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Q1-Q3 (June-December)
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.
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Q1-Q3 (June-December)
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.
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What will push this?
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
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Q1-Q3 (June-December)
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.
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What will push this?
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.