The school is implementing a community outreach program to address student absenteeism caused by transportation challenges in nearby rural areas. As part of the planning team, you are tasked to align your actions with the school’s vision of fostering equitable education for all. How would you best demonstrate co-ownership of and personal response to this issue while staying consistent with the school’s vision and mission?

The school head observes that the school vision and mission do not reflect current realities, particularly in addressing inclusivity and technology integration. What is the best course of action to ensure all stakeholders are involved in updating the vision and mission?

A lack of proper classroom ventilation is affecting students’ focus and health. How should the school head involve stakeholders in addressing this issue?

The school has identified a rising dropout rate among students from low-income families. What is the most effective way for the school head to involve stakeholders in addressing this issue?

A school in a coastal community is revisiting its vision and mission statements as part of a strategic initiative mandated by the Division Office. The school head notices that the current statements do not address the unique environmental challenges faced by the community, such as frequent typhoons, declining marine resources, and economic hardships. To align with DepEd's thrust for holistic education and community resilience, the school must involve both internal and external stakeholders in the revision process.

The school head is tasked to ensure the updated vision and mission reflect inclusivity, sustainability, and the empowerment of learners and the community. The challenge lies in effectively engaging all stakeholders—teachers, students, parents, local leaders, and NGOs—while complying with DepEd guidelines on participatory governance and inclusivity.

To initiate the revision of the vision and mission, the school head plans a strategy for gathering inputs from stakeholders. Which is the best approach to start the process?

A school in an urban community recently updated its vision and mission statements to emphasize “developing globally competitive learners with strong values in environmental stewardship.” The school head is tasked with aligning all school goals and objectives, as outlined in the School Improvement Plan (SIP), with this new direction.

To begin, the school head reviews the SIP and discovers that many of the current goals focus narrowly on academic achievements, with little mention of environmental education or values formation. To address this, the school head must engage stakeholders to align programs, activities, and objectives with the new vision and mission while ensuring compliance with DepEd policies and legal guidelines.

Question 1: Aligning the Annual Implementation Plan (AIP)

How should the school head ensure that the Annual Implementation Plan (AIP) reflects the updated vision and mission of fostering environmental stewardship?

A newly appointed school head of Sunrise Elementary School realizes that the school’s Vision, Mission, Goals, and Objectives (VMGO) are not widely known among stakeholders. Upon reviewing the situation, the school head observes the following issues:

The VMGO is displayed on a bulletin board near the principal’s office but is rarely read.

Teachers inconsistently reference the VMGO during school programs and activities.

Parents and community leaders are unaware of how the school’s VMGO aligns with the larger goals of the Department of Education (DepEd).

The school head decides to create a comprehensive communication plan to ensure that the VMGO is clearly understood, appreciated, and integrated into the school culture.

Test Item

1. Communicating the School VMGO

Which approach should the school head implement to effectively communicate the school VMGO to all stakeholders?

The school head of Greenfield High School, located in a rural area, has received feedback from stakeholders during a recent meeting that many parents and community members do not understand the school's vision statement:“To produce globally competent individuals who are values-oriented and equipped for lifelong learning in a sustainable community.”

The school head decides to address this gap. In preparing to explain the vision to the general public, the school head identifies several challenges:

The vision statement uses terms that may be unfamiliar to the community, such as "globally competent" and "sustainable community."

There has been no prior effort to simplify or contextualize the vision for the local audience.

The school lacks established platforms for effective communication with the broader public.

The school head must craft an approach that makes the vision statement more relatable, understandable, and actionable for the community while complying with DepEd policies.

Test Item

1. Explaining the School Vision

What is the best approach for the school head to explain the school vision to the general public effectively?

The school head of Horizon Elementary School, known for its diverse student body and active parent involvement, has observed that several school activities are not clearly aligned with the school’s Vision, Mission, Goals, and Objectives (VMGO). For example:

A recent school fair focused solely on fundraising, with no connection to the school’s vision of "producing values-driven, community-oriented learners."

Some academic programs heavily prioritize competition over collaboration, which contradicts the school’s mission of fostering teamwork and inclusivity.

Feedback from parents and local stakeholders suggests they are unaware of how specific activities support the school’s goals.

The school head realizes the need to revisit the VMGO, evaluate current activities, and involve stakeholders in aligning future programs with the school’s overarching goals.

Test Item

1. Revisiting and Aligning Activities with the VMGO

What should the school head do to ensure all school activities are aligned with the school VMGO?

The new school head of Crestview High School, with a population of 1,200 students, was tasked to improve the school’s monitoring and reporting systems. Upon reviewing the current system, the school head identified the following issues:

Student records are maintained manually, making it difficult to generate accurate reports.

The school has limited data on key performance indicators such as dropout rates, average daily attendance, and academic achievement.

Teachers and administrative staff lack proper training in the use of electronic tools like the Enhanced Basic Education Information System (E-BEIS) and School Information System (SIS).

The school head aims to establish a systematic process for data collection, encoding, and analysis while ensuring compliance with DepEd guidelines. Stakeholders, including parents, teachers, and local government representatives, must also be engaged in interpreting the data to inform school planning.

Test Item

1. Establishing E-BEIS/SIS and Baseline Data

What should the school head do to successfully establish an E-BEIS/SIS and create baseline data for all performance indicators?

The school head of Sunbeam Academy, a public secondary school, is tasked with developing the School Improvement Plan (SIP) and Annual Implementation Plan (AIP) for the upcoming academic year. The school has encountered several challenges, including low student performance in mathematics, high absenteeism, and insufficient parental involvement in school activities. Additionally, the local community is highly diverse, with different socio-economic backgrounds, and several stakeholders have voiced concerns about the lack of clear communication between the school and the community.

The school head recognizes that for the SIP/AIP to be effective, it must be aligned with the school’s goals, inclusive of stakeholder input, and legally compliant with DepEd guidelines. The school head aims to develop a comprehensive plan that involves internal stakeholders (teachers, students, school staff) as well as external stakeholders (parents, local government officials, and community leaders) to ensure that the plan addresses the school's needs and is supported by all involved.

The school head is now planning how to proceed with stakeholder involvement in developing the SIP/AIP, and needs to make a decision on the best course of action.

Test Item

1. Involving All Internal and External Stakeholders in Developing SIP/AIP

What is the best approach for the school head to ensure effective involvement of all internal and external stakeholders in developing the SIP/AIP.

The school head of Mountain View High School, a public institution with a diverse student population of 1,000 students, is tasked with developing the School Improvement Plan (SIP) and Annual Implementation Plan (AIP) for the next academic year. The school has faced challenges in improving student outcomes, especially in science and mathematics, and has received low scores in the School-Based Management (SBM) Assessment regarding teacher professional development and parental involvement. Additionally, the TNAS (Teacher Needs Assessment) survey revealed significant gaps in teachers' content knowledge and pedagogical skills, particularly in science instruction.

The school head decides to use data from various sources such as E-BEIS/SIS, SBM assessments, and TSNA (Teacher Strengths and Needs Assessment) to guide the planning process. However, there is a challenge in integrating the data from these various sources into a coherent plan that addresses the school's strategic goals. The school head needs to decide on the best approach to utilize these data sources effectively to develop a comprehensive SIP and AIP that aligns with DepEd guidelines, focuses on the improvement of academic achievement, and fosters a collaborative school community.

The school head also plans to engage internal stakeholders (teachers, staff, and students) and external stakeholders (parents, local government officials, and community leaders) in the development and implementation of the SIP/AIP.

Test Item

1. Utilizing Data in the Development of SIP/AIP

What is the most effective way for the school head to use data (e.g., E-BEIS/SIS, SBM assessment, TSNA) in the development of the SIP/AIP to ensure that it aligns with DepEd's legal frameworks and the school’s strategic goals?

The school head of Riverside National High School (RNHS), a public secondary school in a rural area, is tasked with developing the School Improvement Plan (SIP) and Annual Implementation Plan (AIP) for the upcoming school year. The school faces several challenges, including low academic performance in mathematics and science, limited resources for extracurricular activities, and a lack of community involvement in school programs. The school head must develop a plan that is aligned with national education policies, regional thrusts, and local priorities.

At the national level, the Department of Education (DepEd) has emphasized the need to improve quality education, inclusive learning, and literacy across all grade levels, particularly in subjects such as STEM (Science, Technology, Engineering, and Mathematics). At the regional level, the DepEd Region VI has prioritized strengthening community partnerships and improving the delivery of education in remote areas. At the local level, the municipal government has identified the need to increase access to quality education for marginalized communities and to provide more learning opportunities in ICT (Information and Communication Technology) for students.

The school head needs to align the SIP and AIP with these national, regional, and local priorities. The school has already gathered data on student performance, teacher qualifications, and community feedback. The school head must now decide how best to incorporate these priorities into the school’s improvement plan to ensure its relevance and effectiveness.

1. Aligning the SIP/AIP with National, Regional, and Local Education Policies and Thrusts

What is the most effective way for the school head to align the SIP/AIP with the national, regional, and local education policies and thrusts to ensure it addresses the needs of Riverside National High School and is legally compliant with DepEd standards?

The school head of Vista Verde National High School (VNHHS), a public secondary school located in a suburban area, has completed the development of the School Improvement Plan (SIP) and Annual Implementation Plan (AIP) for the upcoming school year. These plans are aligned with national and regional policies, focusing on improving student performance in STEM (Science, Technology, Engineering, and Mathematics) subjects, enhancing community involvement, and promoting ICT integration.

The school head has gathered all necessary data, including results from E-BEIS (Enhanced Basic Education Information System), SBM (School-Based Management) assessment, and TSNA (Training Needs Survey). These data have been used to identify key areas of focus for the school’s development. Now, the school head must effectively communicate the SIP/AIP to both internal stakeholders (teachers, staff, students, and parents) and external stakeholders (local government officials, business partners, community organizations, and educational agencies).

The communication strategy must ensure that the stakeholders understand the plan’s goals, their roles in achieving those goals, and the steps needed for successful implementation. Additionally, the school head must ensure transparency, build trust, and encourage collaborative efforts for the successful execution of the plans.

Test Item

1. Communicating Effectively the SIP/AIP to Internal and External Stakeholders

What would be the most effective approach for the school head to communicate the SIP/AIP to both internal and external stakeholders to ensure broad understanding and active participation in its implementation?

The school head of Bayview National High School (BNHS) is facing a series of challenges. These challenges have arisen from poor academic performance in Mathematics and Science subjects, lack of parental involvement in school activities, and inadequate student discipline. Additionally, the school has received complaints from the community regarding the inconsistent implementation of school rules and the lack of proper communication between teachers, parents, and the school management.

The school head has convened a series of meetings with the faculty and parent representatives to discuss the challenges. They have identified several possible solutions, including the following:

A school-wide initiative to improve the teaching of Math and Science through professional development workshops for teachers, focusing on interactive and engaging teaching strategies.

A parent-school partnership program aimed at increasing parental involvement, including regular parent-teacher conferences and the establishment of a parent-teacher association (PTA).

Strengthening of the student discipline policy, which includes regular counseling sessions for students, stricter adherence to the school's code of conduct, and the involvement of external experts in conflict resolution training.

The school head must make decisions on how to address these issues, ensuring that the solutions align with the school’s vision, mission, and core values, and are consistent with DepEd regulations and guidelines.

Test Item

1. Resolving Problems at the School Level

What would be the most effective and legally sound approach for the school head to resolve the identified issues at Bayview National High School (BNHS)?

Scenario: Aligning the SIP/AIP with National, Regional, and Local Education Policies

Principal Ms. Lopez is tasked with updating the School Improvement Plan (SIP) and Annual Implementation Plan (AIP) for the new academic year. She aims to ensure that these plans are aligned with the latest national, regional, and local education policies and thrusts, such as the K to 12 Basic Education Program, the Disaster Risk Reduction and Management policies, and regional initiatives on inclusive education. To achieve this, she must consider various strategies and seek input from different stakeholders to ensure that the plans meet the expected standards and are compliant with DepEd mandates. Ms. Lopez evaluates several approaches to decide the best course of action.

Multiple Choice Options:

As the newly appointed principal of Mountain View Elementary School, you are tasked with preparing the School Improvement Plan (SIP) and Annual Implementation Plan (AIP) for the next three years. The school's recent accomplishment report highlights the following key challenges:

A consistent decrease in reading proficiency levels among Grades 3 to 6 students due to pandemic disruptions.

Classroom overcrowding, with some classes having 60 students.

Limited parental engagement in school activities, despite prior initiatives.

A new directive from the Regional Office emphasizing the integration of Inclusive Education strategies to support learners with disabilities and other marginalized groups.

During the initial planning meeting, the School Governing Council (SGC) proposes the following projects:

Renovation of the school library.

Procurement of assistive devices for learners with disabilities.

Construction of a new classroom funded by external donations.

Conduct of a reading intervention program for struggling learners.

You must align your decisions with the following policies:

DepEd Order No. 14, s. 2020: Guidelines on the preparation of the SIP and AIP.

DepEd Order No. 21, s. 2019: Policy Guidelines on the K to 12 Basic Education Program, emphasizing quality, access, and equity.

The Regional Office’s directive on Inclusive Education.

Question:

As the school head, which action should you prioritize to ensure the SIP/AIP aligns with national, regional, and local education policies and thrusts?

Choices:

Maria Aurora National High School, a rural school in Aurora Province, faces challenges in student learning outcomes, teacher shortages, and inadequate infrastructure. The Department of Education (DepEd) launches the "Basic Education Development Plan" (BEDP) prioritizing inclusive education and technology integration. The Regional Office emphasizes teacher training, while the Local Government Unit focuses on infrastructure development. Task As School Head, align your School Improvement Plan (SIP) with national, regional, and local education policies and thrusts. Choose the best course of action: 

During a routine school monitoring, you observed that a significant number of Grade 10 students are frequently absent and failing their subjects. In a faculty meeting, teachers shared their observations:

Many students are working part-time jobs to support their families, which interferes with their school attendance.

Some students report losing interest in their studies because they find the lessons irrelevant to their future goals.

Teachers are struggling to deliver lessons that engage students, as they lack resources and training on contextualized teaching strategies.

As the school head, it is your responsibility to analyze the causes of these issues critically and objectively, ensuring alignment with DepEd policies in addressing the root problems.

Question:

Which of the following actions demonstrates the most appropriate and effective response to address the problem?

Principal Mr. Reyes has observed a consistent decline in student performance in Science over the past three years. He understands that to develop effective interventions, he must first critically and objectively analyze the root causes of this decline. Mr. Reyes decides to evaluate several potential strategies to identify the most effective and legally compliant approach.

Cabugao National High School experiences declining student enrollment (20% decrease) and low academic performance (40% passing rate) in the past year. Factors contributing to this decline include:Contributing

Factors

1. Lack of resources: Insufficient classrooms, outdated textbooks, and inadequate technology.

2. Teacher shortages: 30% teacher vacancy rate, particularly in Math and Science.

3. Poor school-community engagement: Limited parental involvement and community participation.

4. Inadequate instructional strategies: Teacher-centered approach, minimal differentiated instruction.TaskAnalyze the causes of problems critically and objectively. Choose the most critical factor::

Your school has recently been flagged for high dropout rates among junior high school students, with most citing lack of interest and financial difficulties as reasons. Teachers have implemented remedial classes to improve academic performance, but the dropout rate continues to rise. Community leaders have raised concerns about students working during school hours to support their families, while parents cite insufficient livelihood opportunities as a key factor.

As the school head, you must address this issue by focusing on the root causes rather than just managing the symptoms, ensuring your actions align with DepEd policies.

Question:

Which of the following actions demonstrates the most effective and comprehensive response to the identified problem?

San Juan Elementary School faces a high absenteeism rate (30%) among students. Investigation reveals:

Contributing Factors

1. Lack of engaging lessons

2. Insufficient teacher training on differentiated instruction

3. Limited parental involvement

4. Inadequate school facilities (leaking classrooms)

Task

Address the causes of the problem rather than the symptoms. Choose the best course of action:

Principal Ms. Gomez has observed a recurring issue of low student attendance, particularly during the mid-term period. She recognizes that simply addressing the symptoms, such as late arrivals and absenteeism, will not solve the underlying problems. To improve overall attendance and student engagement, she needs to identify and address the root causes. Ms. Gomez considers various strategies to ensure her approach is effective and compliant with DepEd guidelines.

Multiple Choice Options:

The school has been experiencing issues with tardiness and absenteeism among teachers, which has begun to affect the quality of instruction. Feedback from teachers reveals that some are late due to personal challenges, including distance from the school, lack of transportation, and family responsibilities. However, a few cases involve unprofessional behavior, such as poor time management.

As the school head, you are tasked to explore multiple approaches to address the problem while ensuring alignment with DepEd policies and legal guidelines.

Question:

Which of the following actions represents the most comprehensive and policy-aligned solution to the identified problem?

Principal Mr. De la Cruz has observed that student engagement in extracurricular activities has significantly declined over the past year. Recognizing the importance of these activities in fostering overall student development, he decides to explore multiple approaches to address this issue. Mr. De la Cruz aims to find the best solution that aligns with DepEd policies and promotes sustainable improvement in student engagement. He considers several strategies to determine the most effective course of action.

Multiple Choice Options:

A controversy arises at Balanga National High School when a group of students protest the school's uniform policy, claiming it restricts their freedom of expression. The students, supported by some parents, demand changes.TaskExplore several approaches in handling problems. Choose the best course of action:

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A recent school climate survey revealed a significant increase in incidents of bullying among students. Parents have expressed concern during PTA meetings, reporting that the school lacks visible anti-bullying measures. While the guidance office has been addressing individual cases, the rising incidents suggest a systemic issue.

As the school head, your role is to demonstrate a proactive approach to solving this problem while ensuring alignment with DepEd Order No. 55, s. 2013 (Policy on the Anti-Bullying Act) and related national guidelines.

Question:

Which of the following actions represents the most proactive and policy-aligned solution to address bullying in the school?

Principal Mr. Lim has identified an alarming increase in student dropout rates in his school, particularly among senior high school students. Recognizing the importance of addressing this issue proactively, he decides to explore multiple approaches to prevent dropouts and support students at risk. Mr. Lim evaluates several strategies to determine the most effective and legally compliant course of action.

Due to heavy rainfall, floodwaters enter several classrooms at Santa Rosa Integrated School, damaging educational materials and disrupting classes. The School Head, Mr. Cruz, must act swiftly.

Task

Demonstrate a proactive approach to problem-solving. Choose the best course of action:

The school is facing a critical issue with declining student performance in Mathematics, as evidenced by the latest quarterly assessment results. Parents have expressed concerns, and teachers are requesting additional resources and training.

As the school head, you are tasked with addressing this issue by involving stakeholders in meetings and deliberations for decision-making, ensuring alignment with DepEd policies and the School Improvement Plan (SIP). Your goal is to create a comprehensive strategy that integrates stakeholder input and fosters collective accountability.

Question:

Which action demonstrates the most effective approach to involving stakeholders in decision-making while addressing the Mathematics performance issue?

Demonstrating a Proactive Approach to Reducing Student Dropout Rates

Principal Mr. Lim has identified an alarming increase in student dropout rates in his school, particularly among senior high school students. Recognizing the importance of addressing this issue proactively, he decides to explore multiple approaches to prevent dropouts and support students at risk. Mr. Lim evaluates several strategies to determine the most effective and legally compliant course of action.

The School Improvement Plan (SIP) of Malolos National High School requires revision. School Head, Dr. Santos, must ensure stakeholder participation.TaskInvolve stakeholders in meetings and deliberations for decision-making. Choose the best approach:

As the new school head, you are tasked with improving the school’s academic performance and ensuring alignment with national and regional education goals. The school’s most recent National Achievement Test (NAT) scores show that only 40% of students are meeting the minimum proficiency level in key subjects, far below the regional target of 75%.

During your initial meetings, some teachers express concerns that the goals set by the Division are unrealistic due to resource limitations and low parental involvement. However, you believe that setting high expectations and challenging goals, alongside a well-supported plan, will foster improvement and raise the school’s performance.

You need to decide on a strategy to set these high expectations and communicate them effectively to stakeholders, ensuring alignment with DepEd Order No. 39, s. 2016 (Adopting the Basic Education Research Agenda) and other relevant policies.

Question:

Which action demonstrates the most effective way to set high expectations and challenging goals while fostering collective accountability?

Principal Ms. Torres has observed that students in her school are achieving average grades, but she believes they have the potential to perform at much higher levels. To foster a culture of excellence, she decides to set high expectations and challenging goals for both teachers and students. Ms. Torres considers several strategies to ensure these goals are ambitious yet achievable, and that they align with DepEd policies and guidelines. She evaluates various approaches to determine the most effective course of action.

As the school head, you notice that collaboration among teachers is limited, with many working in isolation rather than as a cohesive team. During a midyear evaluation, some teachers express frustration about the lack of opportunities for professional growth and the absence of a platform to share best practices.

You aim to foster a collaborative environment where all staff members are empowered as team players while addressing their professional development needs. Your approach must align with DepEd Order No. 42, s. 2017 (National Adoption and Implementation of the Philippine Professional Standards for Teachers) and DepEd Order No. 35, s. 2016 (The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning).

Question:

Which action demonstrates the most effective way to provide opportunities for growth and development of members as team players?

You have been assigned as the new school head of a medium-sized public elementary school. Upon reviewing the school’s governance structure, you notice overlapping responsibilities among various committees, causing confusion and inefficiency in implementing projects.

For example:

The School Disaster Risk Reduction and Management (SDRRM) Committee and the Health and Nutrition Committee are both conducting overlapping activities related to health education and disaster preparedness.

The Brigada Eskwela Committee lacks clarity on whether it should coordinate with external stakeholders or focus solely on internal improvements.

Your task is to ensure that all committees have clearly defined roles and functions, aligned with DepEd Order No. 40, s. 2012 (Guidelines on School-Based Management) and DepEd Order No. 21, s. 2023 (Revised Guidelines on the Brigada Eskwela Program).

Question:

As a school head, which of the following actions most effectively defines and aligns the roles and functions of each committee?

As a school head, you assigned various committees to accomplish specific tasks during the school year. The committees include the School Disaster Risk Reduction and Management (SDRRM) Team, the Brigada Eskwela Committee, and the Reading Program Committee.During the quarterly monitoring, you discover the following:

The SDRRM Team has conducted safety drills but has not submitted their documentation on time.

The Brigada Eskwela Committee exceeded its goals in terms of community participation and resources mobilized but failed to submit a financial report within the required period.

The Reading Program Committee conducted all planned interventions but neglected to analyze and submit results of the Reading Proficiency Post-Test to guide further instruction.

During the year-end review, you realize the committees have varying levels of accomplishment and compliance. As the school head, you aim to evaluate their outputs systematically and legally in line with DepEd policies.

Question:

What would be the most appropriate action to ensure monitoring and evaluation of the committees' accomplishments and compliance while upholding DepEd guidelines?

The School Governance Council (SGC) at Sunrise Elementary School has been actively implementing projects for the school year, including community partnerships, a waste management program, and an enhanced reading program. At the year-end review, you as the school head decide to provide feedback to the team on their overall performance, using the Performance-Based Assessment Tool (PBAT) aligned with DepEd standards.

Upon reviewing their accomplishments, you observe the following:

Community Partnerships: The team mobilized partnerships with three organizations, exceeding their target. However, the signed Memorandums of Agreement (MOAs) were not archived systematically.

Waste Management Program: The team successfully launched activities like recycling drives, but the submission of the monthly monitoring reports to the division office was inconsistent.

Enhanced Reading Program: The program improved learners’ reading proficiency scores by 20%, but the required documentation for fund utilization was incomplete.

You must use the PBAT to assess and provide actionable feedback to improve their future performance while aligning with DepEd policies and ensuring accountability.

Question:

What would be the most appropriate approach to give feedback to the team based on their performance using the PBAT and in alignment with DepEd policies?

Choices:

As the newly appointed school head of Progress Elementary School, you notice that many teachers and non-teaching staff feel underappreciated despite their contributions to school improvement and student success. Absenteeism during school programs and activities has increased, and enthusiasm for professional development initiatives has declined.

To address these issues, you decide to establish a rewards and benefits system to motivate and recognize teachers and staff. Your system must comply with DepEd Order No. 9, s. 2002 (PRAISE: Program on Awards and Incentives for Service Excellence) and Civil Service Commission (CSC) Memorandum Circular No. 1, s. 2001, which emphasize the importance of fairness, transparency, and stakeholder involvement in recognizing outstanding performance.

After meeting with the School Governing Council (SGC) and staff representatives, you draft the following plan:

Form a PRAISE Committee with teacher, staff, and community representatives to oversee the implementation of the rewards system.

Recognize outstanding performance in areas such as classroom instruction, community involvement, and administrative work during quarterly school assemblies.

Offer non-monetary incentives such as certificates, plaques, and professional development opportunities.

Seek external funding from the Local Government Unit (LGU) and alumni associations to support additional rewards like classroom materials or travel grants for professional growth.

Evaluate the program annually, gathering feedback from teachers and staff to improve its implementation.

Question:

What would be the most appropriate decision to implement the rewards and benefits system while ensuring compliance with DepEd and CSC guidelines?

Choices:

Correct Answer:

A (100%)

Explanation:

A (100%): This is the very best decision because it explicitly complies with DepEd Order No. 9, s. 2002 and CSC Memorandum Circular No. 1, s. 2001 by forming a PRAISE Committee and ensuring stakeholder representation. It incorporates a transparent and sustainable rewards system, aligns with RPMS standards, and includes external funding and regular evaluations to address gaps.

B (95%): This is a best decision based on a presumptive understanding of DepEd Order No. 9, s. 2002. While it aligns with PRAISE principles and includes external funding, it lacks an explicit mention of RPMS alignment or comprehensive annual evaluations to ensure continuous improvement.

As the school head of Bright Futures Elementary School, you are tasked with improving the school’s performance in both academic and non-academic areas. After analyzing the School Improvement Plan (SIP), you identify three critical areas requiring attention:

Low reading comprehension levels in Grades 3 to 6.

Declining participation in co-curricular activities due to lack of engagement and logistical challenges.

Inconsistent attendance among students, particularly in marginalized communities.

To address these challenges, you decide to collaborate with teachers, parents, and community stakeholders in planning and implementing targeted programs. Your approach must align with DepEd Order No. 44, s. 2015 (Guidelines on the Enhanced SIP and School Report Card), which emphasizes participatory planning and evidence-based decision-making.

You propose the following steps:

Form committees composed of teachers, parents, and community members to tackle each issue.

Use school data (e.g., NAT results, attendance records, and co-curricular participation rates) to identify root causes and design interventions.

Develop a detailed action plan with clear timelines, responsibilities, and resource allocations.

Regularly monitor and evaluate the implementation of programs and adjust strategies as needed.

Question:

What would be the most appropriate decision to collaborate effectively with concerned staff and stakeholders on planning and implementing these programs, ensuring compliance with DepEd guidelines?

Choices:

As the school head of Future Horizons Elementary School, you are tasked with ensuring the efficient allocation and utilization of resources in line with DepEd’s priorities and policies. The school has received a Special Education Fund (SEF) allocation from the Local Government Unit (LGU) amounting to PHP 500,000 for the school year. The school also has a remaining MOOE (Maintenance and Other Operating Expenses) balance of PHP 200,000.

Your school improvement goals for the year include:

Improving classroom conditions: Repairing damaged chairs and purchasing additional learning materials.

Increasing student literacy rates: Launching a reading remediation program for struggling learners.

Strengthening ICT integration: Acquiring new computers for the ICT lab and training teachers on technology integration.

Promoting staff professional development: Sending teachers to relevant seminars and workshops.

To ensure transparency and compliance with DepEd policies, you must align resource allocation with DepEd Order No. 13, s. 2016 (Implementing Guidelines on the Direct Release of MOOE to Schools), and DepEd Order No. 60, s. 2016 (Adoption of the Results-Based Performance Management System).

You form a committee with teacher representatives, parents, and community stakeholders to discuss the allocation of funds. You present a draft resource utilization plan and seek the committee's approval.

Question:

What is the most appropriate decision to ensure the proper allocation and utilization of resources in line with DepEd policies?

Choices:

As the school head of Rising Stars Elementary School, you initiated a School-Based Feeding Program (SBFP) and a Classroom Rehabilitation Project as part of the School Improvement Plan (SIP) for the current year. These programs aim to address student malnutrition and improve the learning environment.

You are tasked with providing regular updates to stakeholders, including parents, teachers, community leaders, and the Local Government Unit (LGU), about the status and progress of these initiatives. The updates must comply with DepEd Order No. 44, s. 2015 (Guidelines on the School Improvement Plan) and DepEd Order No. 24, s. 2008 (Revised Implementing Guidelines on the Operation and Management of School-Based Feeding Program), emphasizing transparency, accountability, and stakeholder engagement.

The current status of the programs is as follows:

SBFP: 75% of the target beneficiaries have already received meals, and initial assessments show improvements in student health and attendance.

Classroom Rehabilitation: 3 of the 5 classrooms slated for repair are 80% complete, but delays have occurred due to supplier issues.

You must determine the best approach to communicate these updates effectively while ensuring stakeholder involvement and compliance with DepEd guidelines.

Question:

What is the most appropriate decision to provide feedback and updates to stakeholders on the status of the programs?

You are the school head of Unity Learning Academy, which successfully implemented a School-Based Gardening Project last year. The project, aligned with DepEd Order No. 5, s. 2014 (Enhanced Guidelines on Implementing the School-Based Feeding Program), has contributed to improving student nutrition and teaching sustainable agriculture practices. However, maintaining the garden has become challenging due to dwindling teacher and staff involvement.

To ensure the sustainability of the project, you must motivate teachers and staff to continue their active participation. Key considerations include:

Limited budget for additional incentives.

The need to integrate the gardening project with academic goals and community engagement.

Ensuring compliance with DepEd guidelines on integrating learning activities with environmental and health initiatives.

The goals are to:

Sustain the garden’s productivity.

Increase stakeholder involvement, including teachers, students, and parents.

Align the project with the school’s improvement plan and DepEd policies.

Question:

What is the most appropriate decision to mobilize teachers and staff in sustaining the School-Based Gardening Project?

You are the school head of Spring Valley National High School, and the school has just been introduced to a new Digital Learning Initiative (DLI) as part of the DepEd’s Memorandum No. 90, s. 2020 (Adoption of the New Normal Learning Modalities). The DLI includes the introduction of online learning platforms, digital textbooks, and the upskilling of teachers in digital pedagogy.

As a leader, you are responsible for ensuring a smooth transition to this digital learning model, even though many teachers have expressed resistance due to their lack of familiarity with digital tools and concerns about student engagement. Several teachers have voiced their frustration, while some are openly skeptical about the effectiveness of online learning.

The new initiative has clear support from DepEd’s central office, but the school’s faculty needs guidance on how to adopt these changes. You know that maintaining an open, positive, and encouraging attitude toward change is essential for overcoming resistance and ensuring the success of this initiative. You must determine the best course of action to support your staff through this transition, considering both their concerns and the legal framework for implementing these changes.

Question:

What is the most appropriate decision to maintain an open, positive, and encouraging attitude toward change as you lead the implementation of the Digital Learning Initiative?

Choices:

As a school head, you conducted a Classroom Observation for several teachers using the RPMS-PPST (Results-Based Performance Management System - Philippine Professional Standards for Teachers) framework, as outlined in DepEd Order No. 2, s. 2015.

During the post-conference, one of the teachers, Ms. Cruz, who has been in service for 8 years, showed strengths in creating interactive learning environments but struggled with implementing differentiated instruction, as evidenced by minimal engagement from slower learners during the lesson. Additionally, Ms. Cruz expressed difficulty in using the electronic grading system, which has been a recurring issue based on your previous observations.

You aim to assist Ms. Cruz in identifying her strengths and growth areas while fostering professional development in alignment with DepEd guidelines.

As the school head, you observe a decline in students' performance in Mathematics based on the results of the recent National Achievement Test (NAT). The data indicates that students struggle with problem-solving and critical thinking, particularly in word problems.

You reviewed the current teaching strategies and found that lessons are largely lecture-based, with limited use of real-life applications or technology. Teachers have expressed their willingness to adapt but lack exposure to innovative practices. Meanwhile, parents are concerned about their children’s progress and have offered support in any capacity.

Your goal is to introduce a program that will improve students’ learning outcomes in Mathematics while engaging teachers, students, and parents in the process.

Your school implemented a Reading Intervention Program as part of the School Improvement Plan (SIP) and Annual Implementation Plan (AIP) to address declining reading comprehension scores among Grade 4 students. The program includes structured weekly reading sessions, parental involvement activities, and a peer-tutoring component.

After three months, mid-term data from the Reading Assessment reveals mixed results. While some students show improvement, others remain stagnant. Teachers report difficulties in balancing the intervention program with their regular lesson plans. Parents express a lack of understanding about their role in the intervention, and peer tutors struggle to maintain student engagement.

As the school head, you are tasked with monitoring and evaluating the program's implementation and ensuring alignment with DepEd Order No. 44, s. 2015, which focuses on the School Improvement Framework.

As the school head of a medium-sized public school, you are responsible for managing multiple administrative and instructional tasks. A recent directive from the Division Office mandates that you prepare a school disaster preparedness plan, while simultaneously finalizing the Annual Implementation Plan (AIP), monitoring teachers' implementation of the MELCs, and organizing a school-wide literacy program.

You notice that your staff is overwhelmed with their workloads, and the quality of their outputs is starting to decline. Additionally, some teachers feel neglected because they haven’t received feedback on their classroom performance for months. You are determined to handle these tasks effectively by applying multi-tasking strategies while ensuring compliance with DepEd policies and maintaining staff morale.