Republic of the Philippines

A
INO N TIONAL Department of Education
TQ UIR H

IG
Region XII

HS
PRESIDEN

CHOOL
Division of Sultan Kudarat
PRESIDENT QUIRINO NATIONAL HIGH SCHOOL
T
PR

S.

RA
A
E

QU UD
IR INO, SULTAN K
Pob.President Quirino, Sultan Kudarat

CLASSROOM-BASED MANAGEMENT (CBM) and EVALUATION TOOL

By: John L. Padasan

Rationale

From the different programs and policies of the DepEd every school institutions ensured to follow these orders. No wonder that
many schools of both public and private in K-12 Basic Education continuously improved itself physically and academically. But despite
of this improvement many school administrators and managers forget the basic and fundamental core of learning environment- the
classroom. Its importance, contributions and recognitions were left behind. Although that Classroom management is well known to
each and everyone and some might say that it is easy, but many say that it is the most difficult tasks being with the Department of
Education. And mostly, teachers assigned within it have less compensation compared to the higher rank. Asked a higher position in
DepEd (many but not all) about it and he/she will replied you “I almost done” and smile back at you. Well, it is a form of punishment or
something a qualification for having a higher position so you could be like them (to order, check and sign)? I prefer to the second so it
needs to be recognized.
 On the other hand, the Classroom-Based Management (CBM) Evaluation tool is referred to School-Based Management tool that
is guided by the four principles of ACCESs (A Child- and Community- Centered Education System) to support the existence of School-
Based Management Practices in the local. The indicators of CBM are related to School-Based Management practice that was
contextualized from the ideals of an ACCESs school system. But he unit of analysis is the classroom-based system of a class adviser,
which may be classified as poor, satisfactory, very satisfactory or outstanding. The CBM is also ascertained by the existence of
structured mechanisms, processes and practices in all indicators at classroom-based level as that of SBM. The Curriculum head or
Head teacher/Principal of both secondary and elementary categorized as small school shall validates the self-study/assessment before
a level of performance of class advisers in CBM practice is established. The certification of recognition will be issued to the class
adviser at the end of the school year after the valuator confirmed the evidence of practices and procedures in every quarter that
satisfies the quality standards according to level of performance. An orientation/seminar with regards to the indicators as stated in
every principle designed in Classroom-Based Management Evaluation Tool is necessary before it is implemented. Furthermore,
assessment should be done every quarter as agreed time (preferably 1week before the recognition). The rating of Classroom-Based
Management for each quarter will be recorded. An average of four quarter for the school year will be the final rating.

Classroom management is rarely in fact it exists in every classroom or class session but it observed that the system is not yet in
a progressive way and the reason why Classroom-Based Management policy was proposed.

Classroom-Based Management is designed with the following objectives:

1. To put into record the factual scenario of classroom-based management;

2. To support the existing School-Based Management practices in the local;
3. To provide systematic approach on class advisory; and
4. To recognized the importance and contributions of classroom on the part of the class advisers.
 THE FOUR PRINCIPLES OF CBM

Leadership and Governance

A network of leadership will provides the vision and direction to the education system making it relevant and responsive to the
contexts of diverse learners. Leadership and governance includes the following indicators;

1. There is a classroom-based policy that governs and promotes harmonious relationship toward diverse students anchored in the
shared vision, mission, and goals (VMG) which reflects the aspirations and thrusts of the community. The policy is agreed by the
class adviser and the Homeroom Parent-Teacher Association (HRPTA) and upon the approval of the school principal. In the
case of the bigger school where there is a curriculum head for each year level, the curriculum head will attest the said classroom
policies before the approval of the school head/principal.

2. The classroom-based direction and aspirations are periodically revisited and adjusted by the class adviser and HRPTA to
respond to the learner’s conditions and emerging needs. These include the classroom policy and the counter-part of HRPTA to
the learning environment such as HRPTA project/s.

3. Homeroom Parent-Teacher Association (HRPTA) actively participate, through dialogue and/or consensus building, in
formulating relevant policies and guidelines in conducting regular review and updating of classroom-based aspirations. For in
some cases that not cover by the classroom policy and learning situation of each student. Conducted a HRPTA meeting with
documentation.

4. The classroom structuring for education governance promotes ownership of goals and students assumed particular roles and
responsibilities to carry out initiatives. This structuring is referred to DepEd memorandum (occasionally done) and every student
as well as the relieving teachers on a particular classroom has particular roles and responsibilities for taking care of it.

5. Classroom zone/area of responsibilities maintained cleanliness and orderliness for all day long to achieve conducive-learning
environment. The classroom zone/area of responsibilities as assigned by the school head/principal shall always be monitored by
 the class adviser. This means that the class adviser should stay in their classroom except for having class at the other
classroom and other personal necessities.

6. The classroom-based actively participated in any school activities and programs in properly manner for the avoidance of
untoward incidence between and among students. This means that the class adviser ensured the participations of his/her
advisory. They should have an exclusive place for the section and attendance shall be monitored it depends maybe as type of
school activities and required by the school head/principal.

7. Decisions are consistently based on valued and respected information sources and processes that adhere to classroom-based
aspirations. Any decision-making by the class adviser must be consistent this is why she/he will need to refer the case it maybe
from the school head/principal or curriculum head before making a decisions.

8. Stakeholders (Class adviser, relieving teachers, parents and learners) demonstrate initiative, openness, and build effective
relationships to contribute to the attainment of the organization’s vision, mission, and goals. Encourages that everyone can be a
leader.

Curriculum and Learning

The learning systems collaboratively developed and continuously improved, anchored on the community and learners’ contexts
and aspirations. The indicators include the following;

1. The classroom-based ensured the implemented curriculum is rights-based, inclusive, culturally and developmentally appropriate
to the needs and interests of the learners and community, localized for relevance to the community life, consistent to the vision,
mission, and goals, and oriented towards individual and community well-being. This means that the learning competencies set
by the organization will be utilized in every learning area. Daily Lesson Log or Lesson Plan is not necessary but the class
adviser should present the learning competencies, quarterly assessment with T.O.S. in every quarter. In secondary, the learning
competencies will be provided by the subject teacher and submitted to class adviser.
2. The classroom-based learning systems are regularly and collaboratively monitored by the community using appropriate tools to
ensure the participation in holistic growth and development of the learners and the community. This include the prescribe E-
Class record.

3. The community (class adviser, parents and relieving teachers) actively participates in developing and mentoring the learners’
awareness and practice of good citizenship and shares in the attainment of individual and collective competencies. This includes
checking of attendance of the learners regularly with the participation of the parents. Therefore, the class adviser and the
parents have a constant communication and took necessary action as agreed through phone call or personally.

4. The classroom-based methods and resources are learner and community-friendly, enjoyable, safe, inclusive, accessible, and
aimed at developing self-directed learners. (Documented class observation of school head/principal. Failure of class observation
signifies that the classroom-based methods and resources met its target).

5. The classroom-based learning environment, methods, and resources are accessible and promote effective learning and are
appropriate to the learners’ ecology, history, community worldview, values, and spirituality. Participation and support of parents
on this matter is needed. (Minutes of meeting of proposed project/s. No project signifies that the classroom-based learning
environment, methods and resources met its target).

6. Learning managers and facilitators (class adviser and relieving teachers.) nurture values and environments that are protective of
all students, inclusive of all students, and demonstrate behaviours consistent to the organization’s vision, mission, and goals.

7. Learners are equipped with essential knowledge, skills, and values to assume responsibility and accountability for their own
learning.(Refers to class general average)
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. The indicators include the following;

1. Roles and responsibilities of accountable person/s and collective body/ies in classroom –based are clearly defined and agreed
upon by community stakeholders. In this case a normal situation is at place, the class adviser and the students are the
responsible for the learning environment and the HRPTA officers for their counter-part.
2. Achievement of goals is recognized based on a collaboratively developed performance accountability system; gaps are
addressed through appropriate action. The class adviser addresses the gaps between among members of stakeholder.

3. Accountability assessment criteria and tools, feedback mechanisms, and information collection and validation techniques and
processes are inclusive and collaboratively developed and agreed upon.

4. Participatory assessment of performance is done regularly with the community. Assessment results and lessons learned serve
as basis for feedback, technical assistance, recognition and plan adjustment.

5. Participatory assessment of School Forms is done quarterly with the curriculum head/School principal. The SF 1, SF 2, Form
138 and Form 137 will be assessed in the First Quarter. SF 2, Form 138 and Form 137 for Second and Third Quarter. And SF1,
2 and 5, Form 137 and 138 at the Fourth Quarter. This is to addressed the burden brought by these documents at the end the
fourth quarter.

Management of Resources

Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency. The
indicators include the following;

1. Regular resource inventory is collaboratively undertaken as basis for resource allocation and mobilization. All the resources of
the classroom shall have an inventory including the input project/s of the HRPTA. (Inventory of classroom property by the class
 adviser such as the number of chairs, table/s, lights, ceiling fan, etc. And inventory of HRPTA Project/s. Written or Computer
generated.)

2. There is a regular dialogue for planning and resource programming that is accessible and inclusive to continuously engage
stakeholders and support the implementation of community education plans. (Minutes of meeting with HRPTA officers).

3. There is in place a community developed resource management system that drives appropriate behaviours of the stakeholders
to ensure judicious, appropriate, and effective use of resources. (HRPTA set of Officers)

4. Regular monitoring, evaluation, and reporting processes of resource management are collaboratively developed and jointly
implemented by the class adviser, relieving teachers, and community stakeholders. (Documented classroom observation of
adviser/relieving teachers/ or community stakeholders)

5. There is a system that manages the network and linkages that strengthen and sustain partnerships (School and Functioning
HRPTA) for improving resource.

CLASSROOM-BASED MANAGEMENT (CBM) EVALUATION TOOL

Basic Classroom Information:

Classroom Section:

Name of School:

Name of Classroom Adviser:

Instruction to the Users:

Please indicate using a check mark the extent of CBM practice for each indicator listed below (numbered) based on the
validation after systematic D-O-D (Document Analysis-Observation-Discussion).

Rating Scale:

0 No evidence

1 Evidence indicates beginning structures and mechanisms are in place to demonstrate ACCESs

2 Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs

3 Evidence indicates practices and procedure satisfy quality standards

 RATING SCALE
Indicator
0 1 2 3

A. 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 learners.

1. There is a classroom-based No evidence. In place is a In place is a In place is a

policy that governs and classroom-based policy classroom-based policy classroom-based policy
promotes harmonious agreed by the agreed by the agreed by the
relationship toward diverse classroom stakeholders classroom stakeholders classroom stakeholders
students anchored in the shared but little evidence on but 50% evidence on and atleast 80%
vision, mission, and goals obeying and obeying and evidence on obeying
(VMG) which reflects the observance in behalf of observance in behalf of and observance in
aspirations and thrusts of the the students. the students. behalf of the students.
community.
2. The classroom-based No evidence. The classroom- The classroom- The classroom-
direction and aspirations are based direction and based direction and based direction and
periodically revisited and aspirations are in place aspirations are aspirations are
adjusted by the class adviser but there’s no plan yet reviewed and adjusted reviewed regularly to
and HRPTA to respond to the on how to keep them sometimes to respond adjust and make them
learner’s conditions and responsive for changes to conditions and responsive to
emerging needs. in the classroom emerging needs. conditions and
environment. emerging needs.
3. Homeroom Parent-Teacher No evidence. Dialogues and Dialogues and Dialogues and
Association (HRPTA) actively consensus are seldom consensus are often consensus are always
participate, through dialogue used in achieving used in achieving used in achieving
and/or consensus building, in classroom-based classroom-based classroom-based
formulating relevant policies and aspirations. aspirations. aspirations.
guidelines in conducting regular
review and updating of
classroom-based aspirations.
4. The classroom structuring for No evidence. Classroom Classroom Classroom
education governance promotes structuring did not meet structuring met the structuring met the
ownership of goals and students the standards of standards of education standards of education
assumed particular roles and education governance. governance but not governance and well
responsibilities to carry out organized. organized.
initiatives.
5. Classroom zone/area of No evidence. . Classroom . Classroom . Classroom
responsibilities maintained zone/area of zone/area of zone/area of
cleanliness and orderliness for responsibilities did not responsibilities responsibilities always
all day long to achieve maintained cleanliness sometimes maintained maintained cleanliness
conducive-learning and orderliness for all cleanliness and and orderliness for all
environment. day long to achieve orderliness for all day day long to achieve
conducive-learning long to achieve conducive-learning
environment. conducive-learning environment.
environment.
6. The classroom-based actively No evidence. The classroom- The classroom- The classroom-
participated in any school based actively based actively based actively
activities and programs in participated in any participated but not in participated in properly
properly manner for the school activity but not properly manner and manner and no record
avoidance of untoward in properly manner have no record on on untoward incidence.
incidence between and among where there is an untoward incidence.
students. occurrence of untoward
incidence (e.g.
quarrelling) between
students.
7. Decisions are consistently No evidence. Decision-making is Decision-making is Decision-making is
based on valued and respected participatory and not only information- not only information-
information sources and information-based. based and collective, based and collective
processes that adhere to but also a result of and a result of
classroom-based aspirations. discussion. discussion. It is also
guided by VMG,
School’s rules and
regulations, and
classroom policy.
8. Stakeholders (Class adviser, No evidence. Stakeholders Stakeholders build Stakeholders
relieving teachers, parents and perform their assigned effective relationships exercise and initiate
learners) demonstrate initiative, tasks to contribute to and work in teams to appropriate leadership
openness, and build effective the attainment of contribute to the roles to attain
relationships to contribute to the classroom aspiration. attainment of classroom aspiration.
attainment of the organization’s classroom aspiration.
vision, mission, and goals.
B. Curriculum and Learning

The learning systems collaboratively developed and continuously improved, anchored on the community and learners’
contexts and aspirations.
1. The classroom-based No evidence. Curriculum is Curriculum is Curriculum is
ensured the implemented consistent in consistent in consistent in
curriculum is rights-based, classroom-based with classroom-based with classroom-based with
inclusive, culturally and national standards. national standards and national standards,
developmentally appropriate to successful attempts to fully contextualized to
the needs and interests of the adapt to local local needs and
learners and community, community life are accepted by
localized for relevance to the evident. community
community life, consistent to the stakeholders, on the
vision, mission, and goals, and basis of the adopted
oriented towards individual and VMG.
community well-being.
2. The classroom-based No evidence. The classroom- The classroom- Community
learning systems are regularly based ensured the based ensured that accepted monitoring
and collaboratively monitored used of School-based School-based system of learning is in
by the community using monitoring system of monitoring system of place, practiced
appropriate tools to ensure the learning and results learning is in place and regularly, and used for
participation in holistic growth shared with results are used by the collaborative decision
and development of the stakeholders. community to inform making by
learners and the community. decision-making. stakeholders.
3. The community (class No evidence. The classroom- The classroom- The classroom-
adviser, parents and relieving based supports the based has existing based uses models
teachers) actively participates in school in mobilizing efforts to work with the and practices of
developing and mentoring the community resources community to developing good
learners’ awareness and to support learning. strengthen their role in citizenship and
practice of good citizenship and learning and mentoring assumption of civic
shares in the attainment of learners. roles and
individual and collective responsibilities
competencies. supported by the
relationship of the
community and the
school/learning
community.
4. The classroom-based No evidence. Compliance to Appropriate Pedagogy, context
methods and resources are standard curriculum pedagogy and locally of learning, and
learner and community-friendly, innovations with minor available resources are resources used for
enjoyable, safe, inclusive, impact. employed to promote learning are locally and
accessible, and aimed at effective and relevant collaboratively
developing self-directed learning processes to developed, compliant
learners. encourage to national, standards
responsibility for and result in self-
learning. directed learners.
5. The classroom-based No evidence. Basic Basic inputs, Alignment of
learning environment, methods, inputs/resources to appropriate learning environment,
and resources are accessible support effective technologies and choice methods and
and promote effective learning learning are met in expertise are organized resources for learning
and are appropriate to the classroom. to support effective are evident in the
learners’ ecology, history, learning in classroom. processes and
community worldview, values, supportive of context-
and spirituality. specific, sensitive and
responsive educational
delivery in classroom.

6. Learning managers and No evidence. Stakeholders Stakeholders begin Learning

facilitators (class adviser and (Class adviser, to practice child/learner environments, methods
relieving teachers.) nurture relieving teachers, and centered principles of and resources are
values and environments that parents) are aware of education in the design community driven,
are protective of all students, child/ learner-centered, of support to education. inclusive, and adherent
inclusive of all students, and rights-based, and to child’s rights and
demonstrate behaviours inclusive principles of protection
consistent to the organization’s education. requirements.
vision, mission, and goals.
7. Learners are equipped with No evidence. Learners Learners Learners
essential knowledge, skills, and accomplish minimum demonstrate demonstrate high level
values to assume responsibility proficiency levels in all progressive of attainment of desired
and accountability for their own aspects of the desired improvements beyond competencies and life
learning. competencies. (based the minimum level of skills. (based on class
on class mean grade attainment of mean grade of 86
ranging from 75 to 79) competencies. ( based above)
on class mean grade
ranging from 80 to 85)
C. 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.
1. Roles and responsibilities of No evidence. There is an active The stakeholders Shared and
accountable person/s and party that initiates are engaged in participatory processes
collective body/ies in classroom clarification of the roles clarifying and defining of determining roles,
–based are clearly defined and and responsibilities in their specific roles and responsibilities, and
agreed upon by community classroom and school responsibilities in accountabilities of
stakeholders. education delivery. classroom and school. stakeholders in
managing and
supporting education in
classroom and school.
2. Achievement of goals is No evidence. Performance A community-level A community-
recognized based on a accountability is accountability system is accepted performance
collaboratively developed practiced at the evolving from the accountability,
performance accountability classroom-based. classroom-based recognition and
system; gaps are addressed initiatives. incentive system is
through appropriate action. being practiced at the
classroom-based.
3. Accountability assessment No evidence. The classroom- Stakeholders at Stakeholders at
criteria and tools, feedback based, with the classroom level are classroom level
mechanisms, and information participation of engaged in the continuously and
collection and validation classroom level development and collaboratively review
techniques and processes are stakeholders, operation of an and enhance
inclusive and collaboratively articulates an appropriate accountability systems’
developed and agreed upon. accountability accountability processes,
assessment framework assessment system. mechanisms and tools.
with basic components,
including
implementation
guidelines.
4. Participatory assessment of No evidence. The classroom- Collaborative Classroom-
performance is done regularly based initiated conduct of performance community developed
with the community. performance assessment informs performance
Assessment results and lessons assessments which planning, plan assessment is
learned serve as basis for involve participation of adjustments and practiced and is the
feedback, technical assistance, stakeholders at requirements for basis for improving
recognition and plan classroom level. technical assistance. monitoring and
adjustment. evaluation systems,
provision of technical
assistance, recognition
and refinement of
plans.
5. Participatory assessment of No Evidence The classroom- The classroom- The classroom-
School Forms is done quarterly based initiated the based initiated the based initiated the
with the curriculum head/School assessment of SF but assessment of SF on assessment of SF
principal. not on time. time. before the deadline.
D. Management of Resources

Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.

1. Regular resource inventory is No evidence. Stakeholders are Resource inventory Resource

collaboratively undertaken as aware that a regular is characterized by inventories are
basis for resource allocation resource inventory is regularity, increased systemically developed
and mobilization. available and is used participation by and stakeholders are
as the basis for stakeholders and engaged in a
resource allocation and communicated to the collaborative process
mobilization. community as the basis to make decisions on
for resource allocation resource allocation and
and mobilization. mobilization.
2. There is a regular dialogue No evidence. Stakeholders are Stakeholders Stakeholders
for planning and resource invited to participate in regularly engaged in collaborate to ensure
programming that is accessible the development of the planning and timely and need based
and inclusive to continuously educational plan with resource programming planning and resource
engage stakeholders and resource programming and actively participate programming and
support the implementation of and participate in the in the implementation support continuous
community education plans. implementation. of the education plan. implementation of the
education plan.
3. There is in place a No evidence. Stakeholders Stakeholders are Stakeholders
community developed resource support judicious, engaged and share sustain the
management system that drives appropriate, and expertise in the implementation and
appropriate behaviours of the effective use of collaborative improvement of a
stakeholders to ensure resources. development of collaboratively
judicious, appropriate, and resource management developed, periodically
effective use of resources. system. adjusted, and
constituent focused
resource management
system.
4. Regular monitoring, No evidence. Stakeholders are Stakeholders Stakeholders are
evaluation, and reporting invited to participate in collaboratively engaged, accountable
processes of resource the development and participate in the and implementing a
management are collaboratively implementation of development and collaboratively
developed and jointly monitoring, evaluation, implementation of developed system of
implemented by the class and reporting monitoring, evaluation, monitoring, evaluation
adviser, relieving teachers, and processes on resource and reporting and reporting for
community stakeholders. management. processes on resource resource management.
management.
5. There is a system that No evidence. An engagement Stakeholders An established
manages the network and procedure to identify support a system of system of partnership
linkages that strengthen and and utilize partnerships partnership for is managed and
sustain partnerships for with stakeholders for improving resource sustained by the
improving resource improving resource management. stakeholders for
management. management is continuous
evident. improvement of
resource management

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);

Leadership and Governance - 30%

Curriculum and Learning – 30%

Accountability and Continuous Improvement – 25%

Management of Resources – 15%

2. Each principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation, Discussion). Rate the
items by checking the appropriate boxes. These are the points earned by the classroom-based for the specific indicator. The rating
scale is:

0 - No evidence

1 - Evidence indicates early or preliminary stages of implementation

2 - Evidence indicates planned practices and procedures are fully implemented

3 - Evidence indicates practices and procedure satisfy quality standards.

3. Count the number of check marks in each indicator and record in the appropriate box in the summary table for the area / standard
rated;

4. Get the total score by adding the number of check marks in each column (1-3) in every indicator;

5. Get the average rating for each principle by dividing the total score by the number of indicators of the principle;

6. Record the average ratings for the principle in the Summary Table for the computation of the General Average;

7. Multiply the rating for each principle by its percentage weight to get the weighted average rating;

8. To get the total rating for the four principles, get the sum of all the weighted ratings. The value derived is the classroom-based rating
based on DOD;

9. The level of practice will be computed based on the criteria below:

0.00 - 0.50: Poor

0.51 – 1.50: Satisfactory

1.51 – 2.50: Very Satisfactory

2.51 – 3.00: Outstanding

10. The resulting rating classification is awarded to the class adviser performance in Classroom-Based Management practices.

SUMMARY TABLE

A. Leadership and Governance (30%) B. Curriculum and Learning (30%)

Indicator Rating Indicator Rating
1 1
2 2
3 3
4 4
5 5
6 6
7 7
8 Average
Average Weighted Average
Weighted Average D. Management of Resources (15%)
C. Accountability and Continuous Improvement (25%) Indicator Rating
Indicator 1
1 2
2 3
3 4
4 5
5 Average
Average Weighted Average
Weighted Average Total Weighted Average

Rating Classification: ___________________

 SAMPLE INVENTORY FORM

Resources Total Number Condition

Chairs
Table
Books
Lights
Ceiling fan
ICT Gadget (Classroom)

SAMPLE LEARNING COMPETENCIES (Refer to K-12 Curriculum Competencies)

Subject: Mathematics Period: First Quarter

Competencies Objectives Time Frame

1.
2.
3.
4.

Prepared by:

Subject Teacher

Received by:

Class Adviser
 SAMPLE CLASS ACADEMIC ACHIEVEMENT (Refer to Revised E- Class Record)

General Average
Learning Area Average
Boys Girls
English

Filipino

Mathematics

Science

MAPEH

Final Average

SAMPLE CLASS ACTIVITIES ACHIEVEMENT

School/Class Activities Date Award/s Received/Participant Remarks

1. Linggo ng Wika No untoward incidence

 SUGGESTIONS AND RECOMDATIONS

It is suggested that the school administrators should utilized the Classroom-Based Management. Furthermore, a more
comprehensive on making an assessment of classroom-based management is highly recommended.

REFFERENCE

REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

https://depedkoronadalcity.files.wordpress.com/2012/10/revised-sbm-assessment-tool-as-of-august-12-2012.pdf