donato d. balderas, jr.depedpang2.com/wp-content/uploads/2017/06/13thfieldstaff.pdfc. passing the...
TRANSCRIPT
____________________________________________________________
Villasis Gymnasium, Villasis Pangasinan | May 27, 2019
DONATO D. BALDERAS, JR.Schools Division Superintendent 1
CIVIL SERVICE COMMISSION (CSC)*Constitutional Body as the central
personnel agency of the government
CAREER EXECUTIVE SERVICE BOARDCreated by P.D. No. 1, Sept. 24, 1972
1. Career Service Executive
Exam (CSE Exam)
2. Panel Interview
3. Career Service Executive
Eligibility
4. Title: CSEE, Career
Service Executive
Eligible
1. a. Management Aptitude
Test Battery (MAT-B)
b. Career Executive
Service Written Exam (CESWE)
2. Assessment Center – AC
3. Validation
4. Final Interview
5. Career Executive Service
Eligibility
6. Title: CESE, Career Service
Executive Eligible
I. POSSIBLE CAREER DIRECTION
2
CIVIL SERVICE COMMISSION (CSC)*Constitutional Body as the central
personnel agency of the government
CAREER EXECUTIVE SERVICE BOARDCreated by P.D. No. 1, Sept. 24, 1972
• Conferment of Rank under Chair David’s
Watch as the CSC Chair and at the same time
the Chairman of the CES Board:
• Unified CSC Third Level Eligibility and CES
Board Eligibility
Incumbent CSEE Officials who were appointed
to third level positions were conferred ranks as
follows:
ASDS – CEO VI
SDS – CEO V
Dir. III- CEO IV
Dir. IV- CEO III
Incumbent CESO Officials who were appointed
to Third Level Positions were conferred
equivalent ranks
CESO VI – CEO VI
CESO V – CEO V
CESO IV – CEO IV
CESO III – CEO III
I. POSSIBLE CAREER DIRECTION
3
HOW TO BE QUALIFIED FOR APPOINTMENT TO THE POSITION OF ASDS (STARTING THIRD LEVEL POSITION IN THE DEPED)?
Republic Act 9155
A Third Level Eligible – CSEE (Career Service Executive Eligible, Civil Service Commission) or CESE (Career Executive Service Eligible CES-Board ) CAN BE APPOINTED TO THE POSITION OF ASSISTANT SCHOOLS DIVISION SUPERINTENDENT provided candidates have undergone and passed the DepEd National Search.
The Secretary of Education indorses for appointment to the office of the President.
The Presidential Management Staff (PMS) conducts its own
search and validation.
The President of the Philippines appoints.4
How to be qualified for appointment to the position of Schools Division Superintendent?
A. Pass the Educational Management Test (EMT) otherwise known as the Superintendent’s Exam
B. Bearer of a CESO Rank
C. Passing the DepEd National Search in order for the Secretary to base from his/her recommendation for appointment to the President.
D.PMS Search and Validation.
E. The President appoints.5
How to Earn the Rank (CESO)?
a.Candidate must be CESE – Career Executive Service Eligible
b. Candidate must be incumbent to a Third Level Position (DepEd – ASDS and up)
c. Candidate must undergo CES Board’s 2 important Trainings for the Executive Leadership Program (ELP)
1. SALDIWA
2. GABAY
- Graduate of ELP – Executive Leadership Program6
In the higher schemes of things theseaforementioned titles are onlyrequirement in order for one to beappointed to the Third Level Positions inthe government.
(Look how ugly one name can become if weput all these titles)
7
8
9
Love a lot and live without hatred in your heartIn this way, success becomes you!
10
11
As discussed by SDS Don
II. HAPPY SCHOOL MOVEMENT
12
UNESCO Initiatives
•Learning to know
•Learning to do
•Learning to live together
•Learning to be
13
"Happiness for the entire human family is one of the main goals of the United Nations"
– Secretary General Ban Ki Moon
14
Global Initiatives In Pursuit of Happiness
•Global happiness as alternative measures of development
•Measurement of happiness and well-being as part of learning
•Countries are increasingly reflecting happiness and well-being in national policy framework
15
• Bhutan: Policy of Educating for Gross National Happiness(GNH)
• Japan: Cabinet Commission on Measuring well-beingestablished in 2010 conducted its first Quality ofLife Survey in 2012
• Republic of Korea: Policy of Happy Education for All:Creative Talent Shapes the Future
• Singapore: Social and Emotional learning (SEL)integrated as part of the Character and CitizenshipEducation
Global Initiatives In Pursuit of Happiness
16
Theories of Happiness In the Context of Education
17
• Happiness is something collective that is obtained through friendships and relationships
•Education is essentially holistic and multidimensional
•Education can lead to happiness, but can also be a source of happiness in and of itself
Theories of Happiness In the Context of Education
18
" Therefore, we can learn to behappy, but we can also behappy to learn"
Theories of Happiness In the Context of Education
19
Why should we aspire for HAPPY SCHOOLS?
•Schooling experience as one of the most shaping experience in life
•Global movement for prioritizing and measuring happiness and well-being
20
LEARNER HAPPINESS UNDERMINED BY EXTERNAL AND INTERNAL FACTORS
21
External Factors:
❑ Increased income inequality
❑ Growing intolerance and violence
❑ Rapid technological advancement
❑ Environmental degradation
LEARNER HAPPINESS UNDERMINED BY EXTERNAL AND INTERNAL FACTORS
22
Internal Factors:
❑Poor learning environments
❑Insensitivity of educators
❑Over-focus on academic content and test scores
LEARNER HAPPINESS UNDERMINED BY EXTERNAL AND INTERNAL FACTORS
23
HAPPY SCHOOL
FOCUS: Well Being of
Learners
Happiness Vs. Quality?
Happiness and quality are inseparable
Happiness = Quality
24
25
26
Top 5 Factors for a Happy School
• Friendship and Relationship in the School Community
• Warm and Friendly Learning Environment
• Learner Freedom, Creativity, and Engagement
• Teamwork and Collaboration Spirit
• Positive Teacher Attitudes and Attributes27
28
Top 5 Factors for an Unhappy School
• Unsafe Environment Prone to Bullying
• High Student Workload and Stress Driven by Exams and Grades
• Negative Learning Environment and School Atmosphere
•Negative Teacher Attitude and Attributes
• Bad Relationships29
How do we contextualize this in light of our Educational System?
We shall approach this in the context of the following:
1.PEOPLE
2.PROCESS
3.PLACE
30
1.PEOPLE
31
1.PEOPLE
• Friendships and Relationships in the School Community
• Positive Teacher Attitudes and Attributes
•Respect for Diversity and Differences
•Positive and Collaborative Values and Practices
•Teacher Skills and Competencies
32
2. PROCESS
33
2. PROCESS• Reasonable and Fair Workload
• Teamwork and Collaborative Spirit
• Fun and Engaging Teaching and Learning Approaches
• Learner Freedom, Creativity, and Engagement
• Sense of Achievement and Accomplishment
• Extracurricular Activities and School Events
• Learning as a Team between Students and Teachers
• Useful, Relevant and Engaging Learning Content
• Mental Well-Being and Stress Management34
3. PLACE
35
• Warm and Friendly Learning Environment
• Secure Environment Free from Bullying
• Open and Green Learning and Playing Spaces
• School Vision and Leadership
• Positive Discipline
• Good Health, Sanitation, and Nutrition
• Democratic School Management
3. PLACE
36
The Bottomline
• Happiness and school quality are inseparable
• Over-focusing on the numbers undermines learner well-being
• Signals a shift in the way we define and measure the quality of education
37
•Need to prioritize learner well-being through:
✓ National development and education policies
✓New generation of positive teachers
✓ Assessment that value and evaluate well-being
✓School Based Activities
38
Happy Schools Movement Advocacy
•Foster a cheerful class-home ambiance andhappy spirit of solidarity among all schools•Create a wholesome and enjoyable learner-friendly learning environment•Put all school-age children in school
and make sure that they stay until
graduation
•Provide them with quality basic education andservices
39
CREDO
Pangasinan Division II will be a
Division of HAPPY SCHOOLS with
disciplined, value-laden, and motivated
learning communities of holistically
developed Filipinos with 21st Century
skills.
40
OUR OVERARCHING GOAL
To transform schools in Pangasinan Division II into
CARING AND NURTURING SCHOOLS that are
committed and dedicated in providing quality K to
12 basic education and A Child (Learner)- and
Community-Centered Education System (ACCESS),
anchored on the core values of the Department of
Education of MAKA-DIYOS, MAKAKALIKASAN,
MAKATAO, MAKABANSA
41
THE FOUR PILLARS THAT OUR “HAPPY
SCHOOLS” MUST HAVE:
• Responsive School Leadership
• Relevant Classroom Instruction
• Conducive and Healthy Learning Environment
• Good Governance
42
Engagement
Mechanisms
New
Relationships
Among
Stakeholders
Transformed
Institutions
New Institutional
Arrangements
Responsive
Programs
and Services/
Social
Innovations
Societal
Equity
Bridging
Leader
Societal
Inequity/
Divide
and
Stake
holders Personal
Response
Multi-Stakeholder
Processes/
Convening and
Trust-Building
Dialogue
Collaborative
Response
OWNERSHIP CO-OWNERSHIP CO-CREATION
Responsive School Leadership: Bridging Leadership
Empowered
Citizenry
Personal
Vision &
Mission
Shared
Vision &
Mission
43
LEARNER
READING
VALUESNUMERACY
LIFE-LONG SKILLS
TEACHERLEARNER
HOME ENVIRONMENT
LEARNING ENVIRONMENT
Capability-Building & Teacher Welfare
Community Development
School Improvement
Child Development & Child Welfare
21st Century Skills
7 Self-Mastery Skills
Relevant Classroom Instruction: Learner-Centered Learning
44
SCHOOL CAMPUS
SAFE
SECURED SANITARY
CHILD-FRIENDLY
TEACHER-FRIENDLY
COMMUNITY-FRIENDLY
CONDUCIVE AND HEALTHY LEARNING ENVIRONMENT:
SCHOOLS AS HOLISTIC LEARNING CAMPUSES
ENVIRONMENT-FRIENDLY
45
FOCUSING ON THE ORGANIZATION’S PURPOSE AND ON
OUTCOMES FOR CITIZENS AND SERVICE USERS
Promoting values for the whole organization and
demonstrating good governance through
behavior
Performing effectively in clearly defined functions and roles
Developing the capacity and capability of the governing body to be effective
Taking informed, transparent
decisions and managing risks
ENGAGING STAKEHOLDERS AND MAKING ACCOUNTABILITY REAL
GOOD GOVERNANCE: ENGAGING STAKEHOLDERS FOR
EFFECTIVE AND TRANSPARENT SCHOOL GOVERNANCE
46
A. Welfare of Teachers and Non-Teaching Personnel
B. Conduciveness of Learning Environment
C. Child Protection Policy
D. Accountability of Teachers
III. PANGASINAN DIVISION II WILL ENHANCE
ON THE FOLLOWING:
47
Is this activity/decision/process/contextpromote the well-being of the learners?and also the teachers?(Without violating any established laws, policies or orders)
If the answer is yes, then go on, you can neverbe wrong.
BASIC QUESTIONS:
48
A. WELFARE OF TEACHERS AND NON-TEACHING PERSONNEL
1. Fill-up all identified vacancies
2. Benefits are received on time
3. Prompt Substitution of Teachers going on-leave
4. Prompt Preparation of LOEGSI, NOSI
49
A. WELFARE OF TEACHERS AND NON-TEACHING
PERSONNEL
5. Update of Plantilla
6. Service Record, NOSA, Appointment Paper
7. Service Credits/ Ledgers
8. Copy of DTR
50
A. WELFARE OF TEACHERS AND NON-TEACHING PERSONNEL
9. Avenues for Promotion
a. T2, T3, MT1, MT2 (Reclassification)
b. Natural Vacancies
*ERF prepare your teachers for
promotions
Expose them to opportunities:
Guide them. 51
A. WELFARE OF TEACHERS AND NON-TEACHING PERSONNEL
10. Even and Appropriate Distribution of Work
Loads
a. Coordinatorships
b. Subject Loads of Teachers
c. Master Teacher allocation per School
11. Equal Opportunities: Fair Treatment
12.Teacher Induction
13. Portfolio of Teachers/School Heads (IPCRF)
• Envelope/ Folder per Teacher/ Principal52
B. Conduciveness of Learning Environment
1. School Premises and Playing Grounds (clean, safe and free from obstruction)
2. Well painted Gate/Entrance (to project a welcoming atmosphere)
3. Well fixed perimeter fence (if possible painted)
4. Well defined pathways
5. Study sheds/nooks/kiosks
6. Well managed garbage disposal/pit53
B. Conduciveness of Learning Environment
7. Well painted roofs, ceilings and walls( free from vandalism)
8. Everyday cleaned comfort rooms
9. Adequate lighting inside the classrooms
10. Adequate aeration
11. Well fixed arm chairs12. Clean Blackboards
13. Well maintained windows
14. Include this as one of the three major activities/programs for the School Year
“Maaliwalas na Paaralan”54
C. Child Protection Policy
1. Functional Student Organization/ Council
2. Zero Bullying incidence
3. Zero incidence of Corporal Punishments
4. More avenues/school-based activities to involve the students like Scouting and Sports Activities
5. Fire, Earthquake, Safety Drill.
6. Health, Medical, Dental, Nutrition.
55
D. Accountability of Teachers
1. Punctuality of Teachers
2. High student/teacher engagement (maximize time-on-task)
3. Conduct of Homeroom Guidance/Dynamics
4. Home visitation (Student-at-risk)
5. Attendance monitor of pupils: per subject
6. Requiring reasonable/ doable sensible projects/ assignments
(so as not to discourage the less privileged)
7. Encourage Teachers to smile more frequently and to greet each other more cheerfully
8. No Corporal Punishment: Zero 56
1. Values Theme for every MonthExample: “Punctuality Month”
2. Developing a culture of interdependence in the school system
3. Developing positive class character/identity
“Batch name”
4. System of Celebrating Success
5. System of Bonding: Sports/Group Dynamics
6. System of Financial Literacy
IV. Suggested Processes:
57
1. On Extra-Ordinary Diligence2. On Biometrics
3. On Authority to Travel
4. On Attractive Nuisance
5. No collection policy during enrolment
6. Proper disposal of Waste Materials
7. MOOE Liquidation
8. Table of Specifications
V. REMINDERS:
58
Item/Target Accountable OfficerSignatory of the
Document/Certificate
1. Updated Plantilla Principals/School Head, ADAS Personnel Officer
2. Updated Service Records Principals/School Head, ADAS Personnel Officer
3. Updated NOSI files Principals/School Head, ADAS Personnel Officer
4. Updated NOSA files Principals/School Head, ADAS Personnel Officer
5. Appointment Papers files Principals/School Head, ADAS Personnel Officer
6. Leave of Absences (Form 6 files)
Principals/School Head, ADASPSDS for the Elementary, Personnel Officer for the
Secondary
7. Service Credits (Ledger) Cards
Principals/School Head, ADAS
PSDS for the Elementary, Personnel Officer for the
Secondary
VI. IPCRF MEANS OF VERIFICATION (MOV)
59
Item/Target Accountable OfficerSignatory of the
Document/Certificate
8. Even distribution of work loads of teachers
Principals/School Heads, Department Heads (when
necessary)
PSDS for the Elementary, EPS as designated by the ASDS for
Secondary
9. Master Teacher Allocation PSDS ASDS for the Elementary
10. Portfolio of Teachers/ (Principal in the Secondary) (Envelope per Teacher at the MIS/Office of the Principal)
Principals/School HeadsPSDS for the Elementary, EPS as
designated by the ASDS for Secondary
11. Portfolio of the School Heads at the Office of the PSDS
PSDS ASDS for the Elementary
12. Conduciveness of the Learning Environment
Principals/School HeadsSGOD Team in coordination with
the PSDS in the Elementary
VI. IPCRF MEANS OF VERIFICATION (MOV)
60
Item/Target Accountable OfficerSignatory of the
Document/Certificate
13. Conduciveness of the
ClassroomTeachers
PSDS upon the recommendation of the Principal for the Elementary, Principals
for the High School
14. Homeroom Programs/
DynamicsTeachers Principals/ School Heads
15. Records of Home Visits Teachers Principals/ School Heads
16. MOOE/Feeding/Other
Funds LiquidationPrincipals/School Heads, ADAS Division Accountant
17. Canteen Funds Utilization
Financial Statement
Principals/ School Heads, Canteen Teachers
PSDS for the Elementary, EPS as designated by the ASDS for Secondary
18.No Bullying Incident Principal Atty. Cruz
19. No Conflict/Cases
ReportedPrincipal/ PSDS Atty. Cruz
VI. IPCRF MEANS OF VERIFICATION (MOV)
* PMT to come up with a template 61
1.Biometrics – to regulate true attendance
- to promote punctuality
2. Service Credits – to encourage them to participate
- to reward sacrifices of Teachers
- to avoid internal arrangement
3. MOVs/IPCRF – consciousness awareness
- reason to observe classes
- reason to meet parents
-connection of his work/accomplishment to his rating
4. Brigada Eskwela - licensed to solicit help
VII. MAKE OUR ESTABLISHED POLICIES AND NORMS
AS YOUR TOOLS TO MANAGING YOUR SCHOOLS
62
“At the end of the day the battlefield remainsto be at the school and it is where the victoryshould be won. The victory however largelydepends on the leadership of the commanders,our Principals. Every Principal or School Headis therefore mandated (as it is his/her swornduty) to only win the battle for better qualityand Happier School system for all learners.”
-Sir Don
VIII. CONCLUDING STATEMENT:
63
*Remaining days of this week, stay putat your stations. The PSDS and thePrincipals/ School Heads must notleave their stations anytime during theOplan Balik Eskwela days.
THANK YOU!64