Aida C. Bellon Professor: DR> ROLAND J.

CATAPAT

EDMGT. 709 - Time & Quality Management System (QMS) in the Ma

Reflection about Measurement

The question of measuring educational quality is not new. The Key to education issues is technical and
administrative. It is becoming increasing as it is growing. Different conceptions from the citizens when it
comes to quality education arose and sometimes lead into debate. The current understanding of
education quality has considerably benefitted from the conceptual work undertaken through national
and international initiatives to assess learning achievement. But there is also a growing awareness of the
importance of values and behaviors, although these are more difficult to measure.

Quality education is very important in today’s competitive environment. Schools have many educational
goals and outcomes, such as the ability to think and evaluate. For many of such goals we have not
yet devised satisfactory measuring instruments. There are some issues that need an abrupt solution
when it comes to measure of the quality of education.

In our today’s situation it is not easy to measure the learning absorb by the learners but we as educators
try our best to give the quality of learning that our learners should possess. However, one major goal of
the schools which is conceded by everyone is the acquisition of basic skills, develop potentials and ready
our learners to 21st century.

It is worth reflecting upon the fact act that Deming believed that 95 per cent of all variation is caused by
common rather than special causes. This figure probably reduces significantly in social settings, such as
those in teaching and learning. It indicates that systems changes are the key to reducing variation. If we
locate causality in the system rather than in the individual, then we not only end blame cultures, but we
are also on the way to making significant quality improvements.

A more useful form of data would tell us by how much students benefited from studying at a particular
institution. This would be a measure of the distance each student had travelled. It would measure.
institutional quality, not student achievement. It would be fairer to institutions that attract less able
students but manage to add significant value to their learning. This form of performance indicator is
known as a value-added measure. The evidence for value-added is simply the difference between
students’ performance on entry and their performance upon completion of their course. Value-added
league tables tabulate the differences, not the output totals. They are constructed by using past.
data to set a target for each student entering the institution. This target is the average achievement of
all students with the same entry qualification as the entrant.
Reflection about Budgeting

Clearly, institutions that wish to go down this road will want to ask a range of questions about the
suitability of such a delegated budgetary system for their own institution. Because of the range of
funding mechanisms, it is only possible to deal with the generalities of the concept here. Issues of how
management information systems cope with this form of delegated budgeting, about how inter-unit
servicing is paid for, and what happens if teachers wish to reduce overall staffing or overspend their
budgets, are key questions but are outside the scope of this book. However, what is outlined here is the
underlying philosophy of a resource allocation mechanism that is workable, and which gives practical
effect to the key notion of empowerment in TQM.

The timeline for the budget process goes on beginning of the Calendar Year and ends on the ending. At
the end of December, there is a preliminary budget prepared.

To prepare for the budget, the principal was responsible for helping to identify, establish, and help
create and facilitate goals. He looks at several different areas that affect the school: academics, finance,
personnel, technology, and extra-curricular activities. He helps to guide and facilitate where and how
money is spent. He states that if he unable to prove that any part of the budget can help the academics
of the school.

Well, if we do not know what the legislature is planning to do then we are just going to do our best to be
extra conservative with the budget process. This is a little scary because of the unknown. With cost of
everything going up and less money that the state gives us (or in our case lets us keep) it is frustrating.

Four Things I learned about the budget process.

1. I learned that the principal is accountable for all the resources the school have and he has the final
decision. They gather data and input from the site-based decision team, administrative team and the
department heads. No matter what others may recommend the principal has the sole responsibility in
deciding what goes where regarding the needs of the school. He should knew about the budgeting
process that the "buck stops". Since he/she is accountable for all budgets and student organization
accounts, he/she must be educated about expectations, policies, the law, and all deadlines. He/she also
needs have trustworthy staff members overseeing the budget.

2. The school not only deal with discipline, but they also deal with inventory. The property custodian
makes sure that all major items are accounted for. When all inventory is data is gathered, he or she lets
the principal know what has been damaged, lost or stolen in regards to major items such as computers,
printers and other high priced equipment.

3. All accounts and purchase orders go through the bookkeeper. She is the "gate keeper" when it comes
to getting things paid for and account paperwork on time. If the school do not have a bookkeeper item
the designated MOOE coordinator will act in purchasing items for the school needs.
4. BAC Chair along with the site-based team collaborate with teachers to see what is needed to provide
instruction. Either it be printer ink, paper, and other supplies they make sure that the voices of the
teacher are heard so that they can be successful in the classroom.

As an administrator, I realized that my school asks for very little participation from the community
regarding the budgeting process. But it could be an excellent venue to review prior year
accomplishments as well as decide on future objectives with these stakeholders. I plan that being an
administrator, involving the community and faculty would not only help in maintaining awareness, but I
could also use this to help those who may not be directly vested in my school, but who are helping fund
it through their taxes, recognize effective administration in our efforts to reduce costs and provide
needed resources to the various programs. I also feel that budget decisions cannot be solely
programmatic or solely monetary.

I understood that school budgets not only inform us of priorities, but they can also serve as a
communication tool for the whole school. I feel as if our school could use the budget as an opportunity
to discuss progress as well as our strategic plan. Teachers and parents rarely hear about the budget’s
educational and operational objectives and accomplishments. This is something my school could
improve on, since the school budget should reflect the community and their values. I also think there is
a skewed public, and even faculty, perception regarding the school budget. Some of these views include
that the school budget is wasteful, administrators are overpaid, administrators are not forward-thinking,
and money is spent in the wrong areas.
Reflection about Strategy

Quality does not just happen. It must be planned for. Quality needs to be a major plank in an institution’s
strategy and needs to be approached systematically using a rigorous strategic planning process. Strategic
planning is one of the major planks of TQM. Without clear long-term
direction the institution cannot plan for quality improvement. The first of Deming’s 14 points is create
constancy of purpose. This can only be achieved within the context of a corporate strategy. Underlying
the strategy must be the concept of strengthening the customer focus. A strong strategic vision is one of
the most important critical success factors for any institution. The process of strategic planning in
education mirrors that normally followed in industry and commerce. The tools employed for establishing
mission, goals and analyzing strengths, weaknesses, opportunities and threats translate well. The tools
themselves are simple and easy to apply. Their power results from the focus they give to the corporate
thinking process. They force a questioning of why the institution exists, for whom it exists, and whether it
is pursuing the right goals. These are important questions, particularly for institutions that have achieved
independent corporate or grant-maintained status.

What I benefit from this course strategy management class is knowing. The strategic management is
consisting of the analysis, decisions, and actions an organization undertakes to create and sustain
competitive advantages. strategic management analyses. concern with overall objectives, involves
multiple stakeholders, incorporates short- and long-term perspectives, recognizes tradeoffs between
effectiveness and efficiency. The strategic management analysis, formulation, and implementation the
challenge managers face of both aligning resources to take advantage of existing product markets as well
as proactively exploring new opportunities.

Strategic Objectives a set of organizational goals that are used to operationalize the mission statement
and that is specific and cover a well-defined time frame. The Vision organizational goal that suggested
powerful and compelling mental images. Mission statement a set of organizational goals that include both
the purpose of the organization, its scope of operations, and the basis of

External control view of leadership, situations in which external forces where the leader has limited
influence determine the organization 's success. Strategy, the ideas, decisions, and actions that enable a
school to succeed. competitive advantage school 's resources and capabilities that enable it to overcome
the competitive forces in its institution. Operational effectiveness, Performing similar activities better.
Strategy in which organizational decisions are determined only by analysis. Using the SWOT analysis is the
best to realize what strategy is determined by both analysis and unforeseen environmental developments,
unanticipated resource limitations, and changes from managerial preferences. Organizational vision and
goals.

To attain the VMG of the school, a strategic planning must be given emphasize so that what ever plans,
and activities made will lead into a success. Not just a success but accomplished and produced a quality
standard.
Reflection about Framework

A quality framework needs to meet the special requirements of education and must make sense within
the context of the pedagogic developments currently taking place. To be appropriate in the educational
context a quality framework must concern itself with teaching and learning.

The delivery of learning to students, who are the primary customers of the process, must therefore form
the central focus of the framework.
Devising a quality framework will require an institution to define its own standards for the principal
attributes of quality and setting up arrangements for achieving them. Several important steps are
involved. These are:
• discovering what you are doing;
• questioning your methods and procedures;
• documenting what you intend to do;
• doing what you say you are doing;
• providing evidence that you are accomplishing what you are
claiming to be doing.
Leadership and strategy are key elements in any quality framework. Quality management requires a
commitment from senior management for quality initiatives to succeed. This is the conclusion of all the
major writers on quality. Linked to purposeful leadership, effective educational institutions need well-
worked-out strategies to deal with the competitive and results-oriented environment in which they
operate. Together with effective teamwork, leadership and strategy provide the engine for the
transformational process of quality development.

Leadership and commitment to quality must come from the top. This is the ‘iron law’ of quality. All models
of quality emphasize that, without the drive of senior management, quality initiatives will be short lived.
It is leadership that puts strategy into action and communicates the vision to the staff. Stanley Spanbauer
has argued that quality management requires a particular style of leadership, which he characterizes as
‘transformational formational management. The function of management is to provide both the vision
and the culture of a, mutually supportive, environment in which teachers and managers realize that their
individual successes are interlocked with team action—

TQM fits well into the general philosophy, although less frequently the practice, of education. The ideas
of client-centeredness, which are at the heart of the total quality approach, are in tune with much
educational philosophy. All institutions claim to be pupil or student centered. The difference between this
aspiration and a total quality institution is that of a comprehensive framework to assure that promises to
customers are met. The gaps between intention and assuring quality arise, in part, because educational
institutions have, in general, been excellent in responding to external change, but often have lacked the
time and the mental resource to plan their own long-term strategy and develop their own standards. A
total quality approach, whether the initials TQM are adopted or not, will be necessary for the future
corporate health and survival of institutions. A clear identity, well-defined standards and customers’
entitlements are necessary features of self-confident.

I understood from that Frame how big is the responsibility of a leader and to make your leadership a
success you must think much your strategic plan, your strategies and the step-by-step procedure. But
most of all a leader must know how to strengthen teamwork among your group. Any plan and goal can
achieve more if there is somebody who is besides you. All the things mission is to serve better and give
the best to the clientele – learners.
Self-Assessment Tool
The use of self-assessment or quality audit is an excellent first diagnostic step on the path to total quality.
Having a self-assessment checklist is a standard against which the institution can measure itself. It
provides a framework for building up an understanding of quality. It allows the organization to discern its
strengths and weaknesses and from such an analysis to decide how best to make improvements. As such,
self-assessment is a catalyst for making educational improvement and driving up standards. From this an
organization can build an action plan for its future development. this self-assessment checklist there are
10 quality indicators. These have been weighted to show their relative importance in the quality process.
The highest weighted areas are effective teaching and learning and leadership. Leadership is of crucial
importance because numerous studies have shown that strong leadership is a key feature of high-
performing educational institutions. Excellent leaders inspire their staff and ensure that there is a drive
for quality improvement. In those establishments where student success is high, those working in them
and particularly their management have a clear understanding of standards and the actions necessary to
achieve them. This combination of leadership and teaching and learning makes up 35 per cent of the total
score.
The indicators for the self-assessment of institutional quality are:
• access (5%);
• services to customers (5%);
• leadership (15%);
• physical environment and resources (5%);
• effective learning and teaching (20%);
• students (15%);
• staff (15%);
• external relations (5%);
• organization (5%);
• standards (10%).

When it comes to Quality Management, our school did not use assessment tool just a feedback form
wherein the clientele state or write what is being observe and how they can rate the service rendered.
But to develop a competent and effective teacher – source of having a quality education, the school
used the standard form – Self Assessment Tool (SAT). The teacher will assess their self-using the
criteria as stated below. Through this, the head of the agency can identify what is the weakness of a
teacher and will focus to that. Give an intervention as much as possible.

This Self- Assessment Tool is a common tool for assessing teachers’ performance. It can be used as a
starting point for informal purposes of self-reflection to clarify performance expectations and
determine which competence to focus on. It can be also utilized to monitor the progression or
improvement of teacher competencies and validate the intervention provided are effective. This can
guide discussion about goal setting and professional development needs.

Teacher should assess their own performance prior to the beginning of the year.
 Electronic Self-Assessment T ool (e-SAT SY 2020-2021)
T eacher I-III, SPET I-IV, Instructor I-II, Special Science T eacher I-II (Proficient T eachers)
PRINT FINISH

PART I: DEMOGRAPHIC PROFILE

Name of Employee: BELLON,AIDA C. Region: IV-A - CALABARZON

Position: Teacher III Division: Imus City
Employment Status: Regular Permanent School: 342590 - Gen. Juan Castañeda SHS
Age: 51-55 Curricular Classification: Grade 11-12
Sex: Female Grade Level Taught: Grade 11
No. of Years in Teaching: More than 10 years Area(s) of Specialization: Values Education
Highest Degree Obtained: Master's Degree - Subject(s) Taught: Edukasyon sa Pagpapakatao

PART II: FUNCT IONAL OBJECT IVES

Level of Priority for

OBJECTIVES
Capability Development
1. Content Knowledge and Pedagogy (PPST Domain 1)

1.1 Applied knowledge of content within and across curriculum teaching areas. (PPST Indicator 1.1.2) Moderate Moderate

Ensured the positive use of ICT to facilitate the teaching and learning process. (PPST Indicator
1.2 Moderate Moderate
1.3.2)

Applied a range of teaching strategies to develop critical and creative thinking, as well as other
1.3 Moderate Moderate
higher-order thinking skills. (PPST Indicator 1.5.2)

2. Diversity of Learners & Assessment and Reporting (PPST Domain 2 and Domain 5)

Established a learner-centered culture by using teaching strategies that respond to their linguistic,
2.1 Moderate Moderate
cultural, socio-economic and religious backgrounds. (PPST Indicator 3.2.2)

Planned and delivered teaching strategies that are responsive to the special educational needs of
learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due
2.2 Moderate Moderate
to armed conflict, urban resettlement or disasters; child abuse and child labor practices. (PPST
Indicator 3.4.2)

Used strategies for providing timely, accurate and constructive feedback to improve learner
2.3 Moderate Moderate
performance. (PPST Indicator 5.3.2)

3. Curriculum and Planning (PPST Domain 4)

Selected, developed, organized and used appropriate teaching and learning resources, including
3.1 Moderate Moderate
ICT, to address learning goals. (PPST Indicator 4.5.2)

Set achievable and appropriate learning outcomes that are aligned with learning competencies.
3.2 Moderate Moderate
(PPST Indicator 4.2.2)

4. Community Linkages and Professional Engagement & Personal Growth and Professional Development (PPST Domain 6 and 7)

Built relationships with parents/ guardians and the wider school community to facilitate involvement
3.1 Moderate Moderate
in the educative process. (PPST Indicator 6.2.2)

Participated in professional networks to share knowledge and to enhance practice. (PPST Indicator
3.2 Moderate Moderate
7.3.2)

Developed a personal improvement plan based on reflection of one’s practice and ongoing
3.3 Moderate Moderate
professional learning. (PPST Indicator 7.4.2)

PLUS FACTOR

5.1 Performed various related works/activities that contribute to the teaching-learning process. Moderate Moderate

Personal Comments

PART III: CORE BEHAVIORAL COMPET ENCIES

1. SELF-MANAGEMENT
The grading scale
✔ 1 Sets personal goals and directions, needs and development.

✔In this2checklist score 5 for poor performance and 1 for excellence. It is important in this exercise to
Undertakes personal actions and behavior that are clear and purposive and takes into account personal goals and values
congruent to that of the organization.

✔make 3the self-assessment objective

Displays emotional maturity by providing
and enthusiasm for and evidence
is challengedas
byto whygoals.
higher each grade is awarded. As well as
awarding
4 aPrioritizes
grade for workeach indicator
tasks and schedulesit (through
is important to award
Gantt charts, an etc.)
checklists, overall grade
to achieve for each indicator and an
goals.

overall5 institutional grade for the quality of the entire institution.

Sets high quality, challenging, realistic goals for self and others. The criteria for each score is:
2. PROFESSIONALISM AND ET HICS

Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for public officials and
✔ 1
employees (RA 6713).

✔ 2 Practices ethical and professional behavior and conduct taking into account the impact of his/her actions and decisions.

✔ 3 Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good grooming and communication.

4 Makes personal sacrifices to meet the organization's needs.

Act with a sense of urgency and responsibility to meet the organization’s needs, improve system and help others improve their
5
effectiveness.

3. RESULT S FOCUS
 Participated in professional networks to share knowledge and to enhance practice. (PPST Indicator
3.2 Moderate Moderate
7.3.2)

Developed a personal improvement plan based on reflection of one’s practice and ongoing
3.3 Moderate Moderate
professional learning. (PPST Indicator 7.4.2)

PLUS FACTOR

5.1 Performed various related works/activities that contribute to the teaching-learning process. Moderate Moderate

Personal Comments

PART III: CORE BEHAVIORAL COMPET ENCIES

1. SELF-MANAGEMENT

✔ 1 Sets personal goals and directions, needs and development.

Undertakes personal actions and behavior that are clear and purposive and takes into account personal goals and values
✔ 2
congruent to that of the organization.

✔ 3 Displays emotional maturity and enthusiasm for and is challenged by higher goals.

4 Prioritizes work tasks and schedules (through Gantt charts, checklists, etc.) to achieve goals.

5 Sets high quality, challenging, realistic goals for self and others.

2. PROFESSIONALISM AND ET HICS

Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for public officials and
✔ 1
employees (RA 6713).

✔ 2 Practices ethical and professional behavior and conduct taking into account the impact of his/her actions and decisions.

✔ 3 Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good grooming and communication.

4 Makes personal sacrifices to meet the organization's needs.

Act with a sense of urgency and responsibility to meet the organization’s needs, improve system and help others improve their
5
effectiveness.

3. RESULT S FOCUS

✔ 1 Achieves results with optimal use of time and resources most of the time.

✔ 2 Avoids rework, mistakes and wastage through effective work methods by placing organizational needs before personal needs.

Delivers error-free outputs most of the time by conforming to standard operating procedures correctly and consistently. Able to
3
produce very satisfactory quality work in terms of usefulness/acceptability and completeness with no supervision required.

Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new or more precise ways of
4
meeting goals set.

Makes specific changes in the system or in own work methods to improve performance. Examples may include doing something
5
better, faster, at a lower cost, more efficiently, or improving quality, customer satisfaction, morale, without setting any specific goal.

4. T EAMWORK

✔ 1 Willingly does his/her share of responsibility.

✔ 2 Promotes collaboration and removes barrier to teamwork and goal accomplishment across the organization.

3 Applies negotiation principles in arriving at win-win agreements.

4 Drives consensus and team ownership of decisions.

✔ 5 Works constructively and collaboratively with others and across organizations to accomplish organization goals and objectives.

5. SERVICE ORIENT AT ION

✔ 1 Can explain and articulate organizational directions, issues and problems.

✔ 2 Takes personal responsibility for dealing with and/or correcting customer service issues and concerns.

3 Initiates activities that promote advocacy for men and women empowerment.

✔ 4 Participates in updating office vision, mission, mandates and strategies based on DepEd strategies and directions.

5 Develops and adopts service improvement program through simplified procedures that will further enhance service delivery.

6. INNOVAT ION

Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes and suggests better ways to
✔ 1
do things (cost and/or operational efficiency).
Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal productivity to create higher value
2
and results.

3 Promotes a creative climate and inspires co-workers to develop original ideas or solutions.

4 Translates creative thinking into tangible changes and solutions that improve the work unit and organization.

Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to succeed with minimal
5
resources.
Sample Assessment Tool for Learners’ Performance

This assessment tool is used in giving score to learners’ performance particularly in English subject
where the teacher asks the student to craft his own speech and presented it in the class. The result of
this will be recorded and one of the particular activities under the performance with an average weight
of 40%.