Welcome to the…

CB ON QMS-M & E FOR THE MEMBERS OF

THE REGION & DIVISION QUALITY
MANAGEMENT TEAMS
February 10-11, 2017
Rhodora V. Sison
Chief-QAD
DepEd Region VIII
Session 1:
* Preparing for Installation of the
Quality Management System (QMS)
* Understanding Quality Assurance
Framework
(QA Model, Objectives and Legal
Bases)
Activity
 Identify your existing practices
on planning?
 What are your practices
related to plan
implementation?
 What are your practices
regarding evaluation of results
of your plan?
What you just identified were
your practices in ensuring
continuing quality
performance.
Objectives of the Session:
At the end of the session, the participants
must be able to do the ff.:
1. Explain the legal bases of QAF and the
objectives of QAF;
2. Describe the three major phases of the
Quality Management Model; and
3. Adhere to the importance of having a
framework for instituting QUALITY in the
Department
 WHY THE NEED FOR QMS IN DEPED?
Legal Bases
1. Administrative Order No. 161, s. 2006,
Section 1. “ Institutionalizing Quality
Management System in Government”. All
government services and GOCCs are
hereby enjoined to establish an ISO-aligned
QMS to be recognized for demonstrated
conformity of such quality management
system to applicable Philippine national
Standards. This shall be achieved thru the
implementation of government-wide Quality
management program.
 WHY THE NEED FOR QMS IN DEPED?
2. Administrative Order No. 161, s.
2006, Section 2 - Objectives of the
Government Quality
Management Program:
a. Promote and enhance public
sector performance thru the
adoption of ISO-9001:2000-
aligned QMS in all government
agencies
 WHY THE NEED FOR QMS IN DEPED?
b. Develop an institutional
infrastructure that shall provide
certification comparable to
international
c. Recognize customer-driven
government organizations that
have demonstrated alignment to
international standards for other
agencies to emulate
 WHY THE NEED FOR QMS IN DEPED?
3. Administrative Order No. 161,
s. 2006 was amended through
Executive Order No. 605, s.
2007: “ Institutionalizing the
Structure, Mechanisms and
Standards to Implement
Quality Management
Program”.
Said issuances….
 direct all government agencies to implement &
institutionalize a national quality management
system as a strategy to Promote transparency &
accountability in governance;
 Provide a framework for assessing quality system
performance;
 Establish public service quality standards;
 Recognize quality excellence among the
government organizations.
 DEPED ORDER # 43, S. 2010: CREATION OF THE
QMTS
• The QMS Modeling process focuses on SBM as the
core element and quality planning as the core process
at the school up to the national level. Thus QMTs shall
be organized at various governance levels of DepEd
to do the ff:
a. setting-up of the QMS
b. Capacitate QMTs
c. Mainstream the QMS at all depEd units (Quality
planning, quality assurance and Quuality Control
2. DepEd Order No 118, s 2010- Adoption
of the New BESRA Implementation
Arrangement
KRT 4: Quality Assurance and
Accountability and Monitoring and
Evaluation
DepED Order 43 s. 2010
“Creation of the Quality
Management Teams (QMTs)
DepED Order 44 s. 2010
“Adoption of KRT 3: Quality
Assurance and Accountability
Framework” Institutionalization of
the Quality Management System in
DepED
WHAT ARE THE PREPARATIONS THAT NEED TO
BE DONE TO INSTALL QMS?

There is a need to understand Quality

Assurance Framework (QAF)
There is a need to understand Quality
Management System (QMS)
There is a need to be familiar with the
areas for Quality Assurance by Level
WHAT IS A QUALITY ASSURANCE
FRAMEWORK (QAF)?
It is a roadmap or guide for building a
culture of quality in the Department in all
aspects
It is based on a quality management model.
It has its objectives.
It adheres to a set of premises and salient
features.
The national QAF as a roadmap for building
a culture of quality is conceptually
derived from Quality Management (QM)
as a management approach.
It is considered as a “method for ensuring
that all activities necessary to design,
develop and implement a product or
service are effective and efficient with
respect to the system and its
performance”.
Quality as suggested must be embedded in
three major phases of development:
 Focused on setting Application of planned, Monitoring specific
quality objectives and systematic quality results to determine
necessary processes activities to ensure that whether they comply with
all processes employed relevant quality standards
that will ensure
will meet requirements and identify ways to
achievement of quality
and standards eliminate unsatisfactory
objectives
results
 QUALITY MANAGEMENT MODEL

Doing the right

Quality Quality
Doing right
things right! Control Planning things!

Quality
Assurance

Doing things right!

 OBJECTIVES OF THE QAF
As a tool and roadmap for quality
assurance, the QAF has the following
objectives:
1. Highlights the strategic importance of
schools in providing quality education to
learners.
2. Strengthens support of the division and
region to schools and community learning
centers.
3. Defines the system boundaries
between the DepEd units.
4. Facilitates the documentation and
propagation of best and effective
practices.
5. Ensures education standards and
management systems at all levels are in
place
6. Instills a continuous improvement in
the education system.
7. Facilitates decision-making and
problem solving.
QUOTES ABOUT QUALITY
 Power of Your Love
Lord I come to You Lord unveil my eyes
Let my heart be changed renewed Let me see You face to face
Flowing from the grace The knowledge of Your love
That I’ve found in You As You live in me.
And Lord I’ve come to know And Lord renew my mind
The weaknesses I see in me As Your will unfolds in my life
Will be stripped away In living everyday
By the power of Your love. By the power of Your love.
Hold me close I’ll rise up like an eagle
Let Your love surround me. And I will soar with You
Bring me near Your spirit leads me on
Draw me to Your side. By the power of Your
And as I wait
 DepEd Beliefs
DepEd’s main product DepEd governance levels—
is learners’ education. CO, RO, DO, and School—
Functional Literacy Have synchronized roles
is its anchor. and tasks to do.
Not just parents or teachers They all work to provide
But also the whole society desired experiences and processes
are stakeholders of in Basic Education
Basic Education. Through shared governance!
DepEd beliefs! They guide us in our quest—
We know them and accept them. Quality Education
DepEd beliefs! for all Filipinos,
We embrace them as true. based on our DepEd beliefs.
DepEd beliefs!
SYNONYMS OF BELIEFS:

as u t o ns
a s s ump t i o ns

p r em i s es

p r m s s
With 2 clues, I’d like you to give me at least two
synonyms of beliefs.
OBJECTIVES OF SESSION
AT THE END OF THE SESSION, THE PARTICIPANTS
MUST BE ABLE TO DO THE FF.:
 DepEd Beliefs
DepEd’s main product DepEd governance levels—
is learners’ education. CO, RO, DO, and School—
Functional Literacy Have synchronized roles
is its anchor. and tasks to do.
Not just parents or teachers They all work to provide
But also the whole society desired experiences and processes
are stakeholders of in Basic Education
Basic Education. Through shared governance!
DepEd beliefs! They guide us in our quest—
We know them and accept them. Quality Education
DepEd beliefs! for all Filipinos,
We embrace them as true. based on our DepEd beliefs.
DepEd beliefs!
What DepEd beliefs are embedded in this song?
Fundamental Premises of QA in
Basic Education
Fundamental Premises of QA in Basic
Education
 BASIC EDUCATION
Desired Desired
Level of Series of
Experiences Processes
SIX SALIENT FEATURES OF THE QAAF
1. Functional literacy as an overall goal
2. learners’ Outcomes
3. Schools as the Core Units of Quality
Assurance
4. Management Levels
5. Process Approach
6. Continuing Improvement
Functional literacy as an
overall goal
OVERALL GOAL OF DEPED

FUNCTIONAL LITERACY FOR ALL

Learners’ Outcomes
Learners are equipped
with the desired
learning competencies
to attend higher
education or get
employment to become
productive citizens.
Schools as the Core
Units of Quality
Assurance
SBM is the vehicle through which QUALITY can
be attained in schools.
Management Levels
Management levels in DepEd
take a

Central
Office

Region

Division

Schools
Process Approach
 Defining the
activities to Defining
the needed
undertake
Establishing resources,
measures of information and
success competences

Identifying,
Establishing reducing, and
objectives and controlling the
outputs risks
Establishing Determinin
whether objectives Finding g how
remain relevant to better ways performance
the needs of the of achieving will be
stakeholders objectives and measured
STAKEHOLDER improving
SATISFACTION efficiency
 ARE YOU
HAPPY?

YES NO
CHANGE
SOMETHING

DO YOU
WANT TO
YES BE HAPPY?

KEEP DOING
WHATEVER
YOU’RE
DOING
 Quality
Assurance Functional Literacy for All
Framework (QAF)
Access Retention Completion Achievement

Learners
Processes & Accountabilities

Curr. & Teacher Admin & Learning

School & Instruction Leadership
Culture
Facilitator Environment
Learning
Center Correlates: Outputs, Processes, Inputs
District
Learner Educational Learning
Level Educational
Development Standards Outcome
Division Planning
Setting Monitoring
Level
Regional
Level Policy Regulatory Human, Physical Research &
Formulation Function & Fiscal Resource Development
Central Dev’t and Mgt.
Level
The framework aims at bringing all
its learner to a level of functionality
that will enable them to make life
choices by the time they finish
basic education—whether to
pursue higher education or to be
part of the country’s labor/work
force.
UNDERSTANDING QUALITY
MANAGEMENT SYSTEM
(QMS) AS AN
OPERATIONAL
MECHANISM
OBJECTIVES
Recall previous
session……
•Questions
• Q1: What is the main
product of DepED?
Answer:
• Learner’s
Education
Q2. What is the over-all
goal of DepEd?
 Answer:
Functional
Literacy
Q3. What are the
success indicators of
learners’ outcome?
Answer:
–
Q4. What is considered as
the vehicle in which
quality can be attained
in schools?
Answer:

•SBM
Q5. Why do you
continuously examine
the systems, processes,
policies and standards?
Answer:
Continuous improvement
of learning outcomes or
delivery of services
Q6. Name the four levels of
Management in DepEd.
Answer:
Central
Region
Division
School
Q7.What management
level focuses on
quality and relevance
of technical assistance
to schools ?
Answer:
Division Level
Q8. What perspective does
DepEd adopt to make
functional levels
systematically linked
together?
Answer:
Systems Perspective
Q9. What is the process
of continuously
examining inputs,
processes, outputs &
outcomes ?
Answer:
Quality Assurance
 Q1 Q2 Q3
What were the What Who ensured
major tasks in instruments did the smooth
conducting the you use to get conduct of the
training information training
program ? about the program ?
activity?
Write your responses on
the meta strips using the
following colors:
Q1 – pink
Q2 – yellow
Q3 – blue
What word can you give
to label the answers of
Q1?
How about in Q2? In Q3?
Q1 - processes
Q2 - tools
Q3 - Structures
Why is it significant
to have these
processes, tools &
Structures?
A training program is an
example of an operation.
 For an operation to be of
quality, it has to have
processes & tools and people
who will manage the operation.
 This is what we mean by having
a Quality Management System
(QMS).
 M
examines,
E  produce better
ensures and
C learner outcomes
H Systematically embeds quality
QMS A and in the systems,
continuously processes, and
 deliver better
N technical and
I outcomes management
S
services
M
 Processes
Elements
of Tools
QMS

Structures
QMS as a system, specifies the:
 Processes to be applied by the
organization at various levels insure:
the development of quality education plans,
efficient and effective implementation of
their projects and programs; and
quality of outcomes against standard
performance measures
QMS as a system, specifies the:
 M&E tools that assist the quality
management teams to
systematically and objectively
undertake the quality assurance
processes to arrive at timely and
relevant information for decision
making.
QMS as a system, specifies the:

 Structures represented by
the Quality Management Teams
(QMTs) who will manage the QA
Operations
 Design
Considera- QA Areas and
tions Processes
Objectives Standards

The operations framework is the overall

guide in running the QMS on the ground
 QMS as an integrated and
synchronized system

QMS as a formative mechanism to

develop a culture of quality

Design of
QMS as a quality tool for SBM
Considerations
Quality Assurance in the context of
(of QMS)
Quality Management
Internal

External
TWO FORMS OF EXTERNAL QA
1.Within the organization

Division
• School Head
• Division quality assures
the TEACHERS
quality AND LEARNERS
assures
SCHOOLS
Region School
Processes
SESSION 3:
* CORE AREAS FOR QUALITY
ASSURANCE M&E
MECHANISMS BY QA PURPOSE
 Session Objectives
Identify the core areas for Quality
Assurance

Differentiate among outcomes,

outputs, core processes, and inputs
 Session Objectives
Determine the QA-M&E tools that are already
available for use by the Region, Division or
School
Commit to use QA-M&E mechanism and tools
to ensure quality planning, quality
implementation, and quality evaluation of
programs and projects
INPUT
 INPUT
are the resources (e.g.
PROCESS
human, financial, physical,
areneeded
etc.) the activities
so thatthatcorethe
OUTPUT
Region,can Division, and
processes be performed
by
areeach
School
OUTCOME level.
the basic services
perform or
to be
accountabilities
areable to deliverofeach
the improvements theexpected
Region,
from theDivision, and and
Region, Division,
outputs/accountabilities.
School
School that need
in order to be the
to achieve
delivered
DepEd goal in of
order to attain
Functional
outcomes.
Literacy for All.
The Region, Division, and School
need the INPUTS so that
PROCESSES can be done.
PROCESSES should be done to
be able to deliver the
outputs/services.
Delivered outputs/services lead to
the attainment of outcomes.
Core Areas for Quality
Assurance.
OUTC Improved capacity of the divisions to provide assistance to schools for
OME the improvement of learning outcomes
OUTPUT Education Policy Localization of the Quality Assurance Technic Learning Resource
S Planning Developmen Curriculum al Management and
t Assistan Development
ce
CORE 1. DEDP review & 1. Policy 1. Development of 1. Regional 1. TA 1.Assessment &
PROCES appraisal review localized teaching / Monitoring, Needs evaluation of LRs
SES learning strategies & Evaluation & Assessm
materials Adjustment (MEA) ent
2. REDP 2.Policy 2. Monitoring 2. Curriculum 2. TA 2.Development/
development Formulation implementation of Evaluation Planningredevelopment,
programs for Acquisition &
Indigenous Peoples Production of LRs
3. Advocacy and 3. Policy 3. Monitoring 3. Regulatory, 3. TA 3. Storage &
Start-up for REDP implementati implementation of Establishment and Impleme Maintenance
implementation on alternative learning Accreditation of ntation
systems Schools
4. REDP 4. Developing use of Monitor the 4. TA 4. Publication &
Implementation mother tongue for nationally funded Evaluati delivery of learning
multilingual education on resources
PnP implemtd in RO
5. Managing
EMIS/ Unified
Information
System
INPUT MOOE
RESOUR Technical Personnel
CES Support Personnel
Organizational Structure
National Policies
OUTCOME Improved capacity of schools for School-based
Management implementation
OUTPUT/ Education Management of Technical Assistance Monitoring &
ACCOUNTABIL Planning Curriculum Evaluation
ITIES
Implementation
(SERVICES)
CORE 1.DEDP 1. Supervision of 1. Assessing needs of 1. Appraisal of SIP
PROCESSES Development curricular & co- the school heads
curricular programming
of schools
2. DEDP 2. Supervision of 2. Designing the TA 2. Conducting Initial
Implementati school’s assessment Agenda/ Plan Gains & Results
on program (formative & Evaluation of SIP
summative)

3. Managing 3. Monitoring school- 3. Implementing the 3. Monitoring SBM

EMIS of the initiated interventions to TA Plan Assessment
division improve teaching-
learning process
4. Providing access to 4. Monitoring, 4. Conducting M and
learning resources Evaluation and E of DEDP
Adjustment of the TA Implementation
Plan implementation
INPUT MOOE
(RESOURCE Technical Personnel
S NEEDED) Support Personnel
Manuals / Guidebook
OUTCOME  Improved learners performance
 Improved teachers/facilitators teaching-learning competencies
OUTPUT/
Implementation of
ACCOUNT School Leadership &
Basic Education Monitoring & Evaluation Staff Development
ABILITIES Management
(SERVICES) curriculum
CORE 1. Development of Managing 1. Monitoring & 1. Needs
PROCESSES a school enrolment evaluation of SIP/AIP Assessment of
improvement implementation Teachers
plan(SIP)
2. Advocacy and 2. Implementing BE Monitoring & evaluation 2. Preparing
Implementation of curriculum of school School Plan for
SIP performance Professional
indicators Development
3. Strengthening 3. Implementing 3. Communicating M&E 3. Instructional
school-community school initiated results to school supervision of
partnership interventions and stakeholders teachers
drop-out reduction
programs
4.Resource 4. Managing the School
generation and Information System
utilization
INPUT MOOE
(RESOURCES School Head
NEEDED) Teaching staff
Non-teaching staff
Curriculum
QMS INSTALLATION PROCESSES
Step 1 Orientation
and Organization of
the Region

Step 6
Step 2
Capacity
Capacity Building
Building for
for RQMT
SQMT

Step 5 Step
Orientation and Orientation and
Organization Organization of the
School QMT Division

Step 4 Capacity
Building of Division
QMT
 Setting – up QMS in the Regions
 This flow chart matrix specifically lays down an
integrated and synchronized process on how
regions, divisions, and schools would establish
QMS to be initiated by the CO. It suggests the
processes to be undertaken by the levels of
management from CO down to the schools and
their expected resultant outputs to be utilized by
the next level . The months are indicative of
length of time that can be devoted to the
process. Interdependence of the processes by
level is clearly shown in the diagram.
Integrated and Synchronized Installation Process Chart for QMS
 The installation process starts with the
establishment of the needed policy
environment by the CO to inform the field
of the quality management program. This is
in the form of policy issuances that provide
the overall implementing approach to be
taken by DepED. The activities drawn here
presuppose the presence of development
plans in each level which are the basis for
their M&E plan. The installation activities
specify what they will do at their level to
initiate QMS and what they will do to assist
and prepare the next level for QMS.
DIVISION OFFICE (DO)

 The Schools Divisions organize their

DQMT and establish the M&E structure
utilizing the involvement of the PSDS in
the districts. To increase efficiency in
the implementation of the M&E system,
the division M&E structure can be
designed in consideration of the size of
the division and districts. Sample M&E
structures are given in this guide.
DIVISION OFFICE (DO)

The Division, through the DQMTs, shall

undertake a three-day discussion on
Division QA system and its requirements
to the schools. The orientation shall
serve as the kick-off event signaling the
operationalization of the QA system
between the Division and the School.
The DQMT will serve as champions of the
system in the initial phase of the roll out
process.
DIVISION OFFICE (DO)
The DQMT develops a School
Installation Plan that will guide
their schools in organizing their
SQMT together with their roles
and responsibilities. Similarly, the
divisions are responsible for
engaging the schools develop
their SIPs that conform to
standards.
 DIVISION OFFICE (DO)
The division forms their Division
Appraisal Committee (DAC)
involving the PSDS who will conduct
appraisal of the SIPs. Priority is
given to the development of the
M&E plan of the school, which is a
support mechanism for its School
Improvement Plan (SIP).
DIVISION OFFICE (DO)
 The DQMT organize capability building
programs for the SQMTs to orient schools
on QA requirements of the Division and
to hone their skills in undertaking M&E
processes.
 The DO assists schools in setting up the
School QA System. The DQMTs shall be
tasked to assist the schools in setting up
their own version of the QA System.
SCHOOLS
Under the guidance of the DQMT, the
schools organize their respective SQMT and
be aware of their TORs.
The School head who chairs the SQMT
guides the M&E team of the school in
obtaining information periodically for
adjusting their plans and strategies as well
as for informing the stakeholders on the
status of the learner outcomes and school
performance.
SESSION 3:
ORGANIZING QUALITY
MANAGEMENT TEAMS
(SUGGESTED COMPOSITION OF
THE QMTS BY LEVEL)
 TERMS OF
REFERENCE
 Suggested Composition of Quality
Management Teams by Level

 Region – Regional Quality

Management Team
(RQMT)
 Division – Division Quality Management
Team (DQMT)
District Quality Management
Team (DsQMT)
 School – School Quality Management
Team (SQMT)
DIVISION QUALITY MANAGEMENT
TEAM

Chair - Schools Division

Superintendent (SDS)
 Co-Chair - Asst. Schools Division
Superintendent (ASDS)
Division M&E Members
DIVISION QUALITY MANAGEMENT TEAM
 Division M & E Members
 Chief SGOD
 Chief CID
 M & E Coordinator/SEPS
 Education Supervisor SGOD
 Education Supervisor CID
 Planning Officer
 PSDSs by Cluster
 Information Technology Officer (ITO)
 SCHOOL QUALITY MANAGEMENT
TEAM
BIG SCHOOLS
Chair - School Head
Co-Chair - M & E Coordinator
Members:
SPT Rep (GPTA President/LGU)
Department Heads/Teachers
ICT Teacher
SCHOOL QUALITY MANAGEMENT
TEAM
SMALL SCHOOLS

Chair - School Head

Co-Chair - M & E Teacher Coordinator
Member:
GPTA President
TERMS OF REFERENCE
OF QMTS BY LEVEL
DISTRICT LEVEL
B. District M&E Team
Function:
 Ensures quality implementation of
TA to schools and strengthening
of SBM
Responsibilities of the District M&E
Team
 Monitor the QMT of schools
 Conduct process check on the
implementation of the following in the
schools included in their district:
• SIP appraisal
• Curriculum Implementation
Learning Resource Materials utilization
• Resource generation and
mobilization
• School and community
partnership
• Fund utilization
Responsibilities of the District
M&E Team
 Conduct process check on the
implementation of the following in the
schools included in their district:
• Instructional Supervision
conducted by SHs to teachers
• Technical Assistance provided
by SHs to schools
• School-based training programs
Responsibilities of the District
M&E Team
 Gather and consolidate monthly and
quarterly M and E reports from SQMT
 Prepare quarterly M and E reports
based on the consolidated SQMT
reports and the reports from the
process check conducted by the Div
Sub M & E team
 Provide the schools copy of the report
Responsibilities of the District M&E
Team
 Facilitate the AIP Review and Adjustment in
Schools
 Submit division sub level M and E report to
the Division M and E Team
 Interacts with Division M&E Team and SHs of
the sub-division concerned
TERMS OF REFERENCE
OF QMTS BY LEVEL
SCHOOL LEVEL
School Quality Management
Team
Functions of the Chair
 Manages the QMS in the school
 Ensures implementation and
advancement of SBM practice
 Makes decisions pertinent to
improving quality outcomes in the
school
Responsibilities of the Chair
 Orients school stakeholders on how to
operationalize the QA system
 Designates the members of the School
QMT
 Designs monitoring and feedback
system (e.g. flow of reports and
feedback, reporting schedules,
monitoring and feedback forms);
Responsibilities of the Chair
 Convenes School QMT regularly to
discuss M & E concerns together with
implementation team
 Communicates the learners' progress
to intended stakeholders
 Submits quarterly accomplishment
report to SDS and school stakeholders
 Interacts with SDS and school internal
and external stakeholders
Function of the Co-Chair

 Monitors and evaluates regularly

the implementation of school
improvement plan
Responsibilities of the Co-Chair
 Conducts monitoring process
during plan implementation
 Analyses and interprets M&E data
 Evaluates results of SIP
implementation which will be
made as basis for planning
interventions and other plan
adjustments
Responsibilities of the Co-Chair
 Prepares regular M&E reports and
submit to SH
 Provides M&E data analysis and
interpretation to SH and Project
teams
 Interacts with SH and other
members of the SQMT
•A) SPT Representative
(Parent/LGU Rep)
 Function
Monitors the implementation of
SIP
 Responsibility:
Updates M & E plan during SIP
revisit
(B)Department Chairs/Teachers
•Function:
 Manages M&E of learning outcomes
•Responsibilities:
 Tracks/Monitors school and learner
performance
 Recommends to the SH actions to improve
learner achievement
 Submits quarterly consolidated learners
performance report to School Head and
School M&E Team
 Interacts with School M&E Coordinator and
teachers and department chairs
(B) Department Chairs/Teachers
C) ICT Coordinator /Computer
Teacher
 Function:
 Manages School Information System (SIS)
 Responsibilities:
 Gathers, records, organizes, stores data, and
ensures that school records are complete
and up to date
 Interacts with School M&E coordinator and
Department Chairs