revisiting the new roles and structures of the ro and sdo in the rsp: challenges and prospects

Revisiting The New Roles and Structures of the RO

and SDO in the RSP:Challenges and Prospects

DEPARTMENT OF EDUCATION

Entry Points of ChangeBy Dr. Harold Leavitt

PeoplePeople

TechnologyTechnologyStructureStructure

TasksTasks

Knowledge Skills Efficiency Productivity

“aids / facilitates the people to perform the Tasks”

Tasks: Relevance Benefits

Hierarchy Relationships Communication

patterns Coordination

Goals Yield Productivity

User


External Factors Driving Change

• Technological• Economic• Political• Social


Internal Factors Driving Organizational Change


The Boiled Frog

If you put a frog in cold water and slowly heat it, the frog will eventually let itself be boiled to death. We, too, will not survive if we don’t respond to the radical way in which the world is changing.

-Charles Handy“The Age of Unreason”


We need to Change


DepEd Order No. 53, s. 2013 Approval and Implementation of the 2013 DepEd Rationalization Program

DepEd Order No. 50, s. 2014Guidelines on the Recruitment, Selection and Placement of Personnel Pursuant to the DepEd Rationalization Program under EO 366 s. 2004.


Goals of DepED’s Rationalization

MORE EFFICIENT & EFFECTIVE

CENTRAL OFFICE

MORE EFFICIENT & EFFECTIVE

CENTRAL OFFICE

RE-ENGINEERED REGIONAL OFFICERE-ENGINEERED

REGIONAL OFFICE

RE-ENGINEERED SCHOOLS DIVISION

OFFICE

RE-ENGINEERED SCHOOLS DIVISION

OFFICE

HIGH PERFORMING SCHOOLS

HIGH PERFORMING SCHOOLS

Agenda-setting, policy-making, research, standards formulation, over-all leadership

Field leadership in the enforcement of standards, Technical support service hub for divisions

Core competence in field leadership and supervision

High EFA performance results. Effective management of schools & LCs


CENTRAL OFFICESet overall education agenda, directions and policiesFormulate systems and standards for national adoption Perform investment programmingArticulate national frameworks to guide the organization in the performance of its core functions and the provision of supportOversee quality assurance and performance accountabilityBuild Partnerships with GOs & NGOs

REGION OFFICE: Set Regional agenda, directions and policiesLocalize curriculum Adapt to or adopt standardsManage Quality AssuranceProvide technical assistance to Divisions Manage program investment and equitable allocation of resourcesEstablish and manage partnerships

DIVISION/DISTRICT OFFICE: Implement education agenda and policiesManage curriculum implementation; Provide Instructional supervision Build communities of schools and LCsGive technical assistance to schools/LCs Execute equitable distribution of resourcesEstablish and manage partnerships

SCHOOL/LCTake accountability for learner outcomes Implement the curriculum Provide equitable opportunities for all learners in the community Create an environment conducive to teaching & learningLead & manage school & its resourcesEstablish and manage linkages with stakeholders

Organizational Functions

(basic reference: RA 9155)


Clustering of Offices: Strands

CURRICULUM AND INSTRUCTION

CURRICULUM AND INSTRUCTION

Ensure continuous improvement of the curriculum; actively seeking and understanding the “learner” to develop the appropriate delivery systems; provision of learning resources and ensuring quality

EDUCATION GOVERNANCE AND

OPERATIONS

EDUCATION GOVERNANCE AND

OPERATIONS

Ensure capacity of the organization to continuously improve and be strategic in managing the environment for which “teaching and learning” takes place

STRATEGIC MANAGEMENT

STRATEGIC MANAGEMENT

Enable the organization to focus on long-term directions and interface with the internal and external environment

LEGAL AND LEGISLATIVE

AFFAIRS

LEGAL AND LEGISLATIVE

AFFAIRS

Enhance capacity of the organization to deal with legal matters and be proactive in moving forward its legislative agenda

FINANCE AND ADMINISTRATION

FINANCE AND ADMINISTRATION

Ensure efficiency to support the organization as a whole to focus on its core business and thus attain its targets


Focus is “Support to the schools”

Clustering of Offices to major strands of service objectives and key functions

Process-oriented Organization – derived from functions

Appropriate proportion of the various types of positions:

Key positions

Technical positions

Support To Technical

Administrative

FEATURES OF THE STRUCTURES

Target improvement in Staff Distribution

REGIONAL OFFICEPurpose & KRAs


The Department of Education shall protect and promote the right of all citizens to qualify basic education, and take appropriate steps to make such education accessible to all.

The Department of Education shall establish, maintain, and support a complete, adequate, and integrated system of basic education relevant to the needs of the people and society.

It shall establish and maintain a system of free and compulsory public education in the elementary level and free public education in high school level.

All educational institutions shall inculcate patriotism and . . . . . efficiency.

The Department of Education :

shall take into account Regional and sectoral needs and conditions and shall encourage local planning in the development of educational policies and programs.

Mandate per RA 9155


Regional Office: Purpose & KRAs

PURPOSEPURPOSE

To ensure equitable access to quality and relevant basic education in the Region by: developing informed and responsive policies and plans, managing effectively the localized curriculum and learning resources, assuring quality performance, providing appropriate and timely technical assistance to schools divisions, and sustaining effective education support services and partnership with stakeholders

To ensure equitable access to quality and relevant basic education in the Region by: developing informed and responsive policies and plans, managing effectively the localized curriculum and learning resources, assuring quality performance, providing appropriate and timely technical assistance to schools divisions, and sustaining effective education support services and partnership with stakeholders

KRASKRAS

KRA 1: Regional Policies, Plans, and Education Support Systems

KRA 2: Curriculum Localization

KRA 3: Human Resource Development

KRA 4: Quality Assurance

KRA 5: Technical Assistance

KRA 6: Partnership Building

KRA 7: Organizational Performance

KRA 1: Regional Policies, Plans, and Education Support Systems

KRA 2: Curriculum Localization

KRA 3: Human Resource Development

KRA 4: Quality Assurance

KRA 5: Technical Assistance

KRA 6: Partnership Building

KRA 7: Organizational Performance


Regional Office: KRAs

• Direction and Policies Issuance• Regional and Educational Strategic

Plan

• Researches on Educ. Governance• Enhanced Education Support Systems

KRA 1: Regional Policies, Plans, and Education Support SystemsKRA 1: Regional Policies, Plans, and Education Support Systems

• Localized and Indigenized Curriculum and Instruction

• Localized and Indigenized Learning

• Resources and Instructional Materials• Research Studies on Curriculum

Management

KRA 2: Curriculum LocalizationKRA 2: Curriculum Localization

• HRD Policies, Plans and Programs• Search, Recruitment and Selection

System Implemented• Professional Dev. Prog. Implemented• Career Dev. Strategies Implemented

• Performance Management System Implemented

• Employee Welfare Provided • Succession and Exit Programs

Implemented

KRA 3: Human Resource DevelopmentKRA 3: Human Resource Development


Regional Office: KRAs

• Quality assurance Mechanism and Tools

• Assessment Reports• M&E System

KRA 4: Quality AssuranceKRA 4: Quality Assurance

• Technical Assistance Plans crafted• Best Practices recognized and

sustained

• Technical Assistance Interventions designed, implemented and Evaluated

KRA 5: Technical AssistanceKRA 5: Technical Assistance

• Support of Educational Stakeholders • Linkages and Partnership

KRA 6: Partnership BuildingKRA 6: Partnership Building

• Conduct of regular (at least monthly) regional management team meetings

• Performance Management implemented and results of which applied to other HRM systems

KRA 7: Organizational PerformanceKRA 7: Organizational Performance

SCHOOLS DIVISION OFFICE

Purpose & KRAs


SCHOOLS DIVISION OFFICE IN THE RS

As frontline office of the Department for the management of basic education delivery, the Schools Division Office (DO) provides instructional leadership to schools and learning centers which are the direct implementers of educational programs for learner development.

This is carried out through a strategic division education plan in consideration of the needs and concerns of the division, districts, schools and learning centers and aligned with the regional education development plans

Purpose:The Schools Division Office supports schools and learning centres and enables them to deliver accessible and quality education to the community it serves, by:implementing education plans and policies, monitoring implementation of curriculum standards and providing instructional supervision and/or technical assistance and building communities of good practices,

ensuring equitable distribution and allocation of resources while establishing linkages among educational stakeholders


SCHOOLS DIVISION OFFICE IN THE RS

Key Result Areas

1. Division Strategic Planning

2. Hiring, Recruitment and Promotion of Personnel (teaching and non-teaching) Implementation of Education Agenda and Policies

3. Implementation of Education Agenda and Policies

4. Management of Curriculum Implementation

5. Provision of Instructional Supervision

6. Building Communities of Practice


Implement / Direct delivery to Clients

CONTINUUM OF SERVICE

CO: responsible for designing and engineering the national standards and minimum requirements of the BE curriculum to ensure relevance to the long term needs of the country.

RO: works with Regional agencies and education stakeholders to define a localized curriculum responsive to the needs and aspirations of the region and communities they serve

SDO and District manages and supervises the implementation of the basic education curriculum and ensures that minimum requirements are met and exceeded.

Schools and LCs implement the localized curriculum and innovate within the bounds of the standards set.

Set Curriculum Standards and Design Curriculum


CENTRAL Office

BLD- Student Incl. Div.

BLD- Student Incl. Div.

BLD- Tchng. & Lrng. Div.

BLD- Tchng. & Lrng. Div.

SD Office

REGION Office

BCD- Spec. Cur. Prog. Div.

BCD- Spec. Cur. Prog. Div.

BCD- Cur. Stds. Division

BCD- Cur. Stds. Division

BLR- QA Div.BLR- QA Div.

BLR- LR Prod. Division

BLR- LR Prod. Division

CLMD+ LRMD

CLMD+ LRMD

QAADQAADCIDCID

SGOD• S M, M & E

• Planning & Res.

• Educ. Facilities

• HRD

• Soc. Mob.

• School Health & Nutrition

SGOD• S M, M & E

• Planning & Res.


• HRD

• Soc. Mob.


HRDDR-NEAP

HRDDR-NEAP

BEA- Ed. Res. Division

BEA- Ed. Res. Division

BEA- Ed. Asses. Division

BEA- Ed. Asses. Division

BLSS – Sch. Health Div.

BLSS – Sch. Sports Div

BLSS - Youth Formation Div.

BLSS – Sch. Health Div.

BLSS – Sch. Sports Div

BLSS - Youth Formation Div.

Connecting Offices for Curriculum & Instruction

ESSDESSD


Implement Total Quality Management


CO: Responsible for developing the philosophy, setting standards, providing policy guidelines for quality management and quality assurance and monitoring systems.

RO: Performs oversight function QA the systems and processes as per standards and guidelines setProvides TA to the SDOs in the implementation of the desired systems

SDO and District: Implement QM system to support delivery of BE servicesManage implementation of standards and policies on governance of schools & LCsDetermine & M&E educ. outcomes, services and resources

Schools and LCs:Implement the TQM system and enforce standards set.M&E the SIP implementationAssess learners’ progress and utilize appropriate data to improve the Teaching-Learning outcomes

Develop QA philosophy / Set quality, policy guides for QM, QA and M&E


CENTRAL Office

SD Office

REGION Office

CIDCID

SGOD

• S M, M & E

• Planning & Res.


• HRD

• Soc. Mob.


SGOD

• S M, M & E

• Planning & Res.


• HRD

• Soc. Mob.


PPRDPPRD

Connecting Offices For Quality Management

NEAP-QD NEAP-QD

PS PPD PS – PPRD PS – EMIS

PS PPD PS – PPRD PS – EMIS

HRDDR-NEAP

HRDDR-NEAP

CLMD+ LRMD

CLMD+ LRMD

AS - EFD AS - EFD ESSDESSD

BCD + BLD + BLR + BEA + BLSS

BCD + BLD + BLR + BEA + BLSS

BHROD-OED BHROD-SED

BHROD-OED BHROD-SED

QAADQAADOrganizational and School standards, policies and frames


Implement School-based Systems


CO: Responsible for providing policy guidelines, organization systems development and monitoring (e.g. Planning System, Human Resource Development, etc).

RO: Provide oversight, monitors and evaluates, and provides technical assistance to the SDOs in the implementation of the systems

SDO and District: Ensure that schools are able to practice school-based management, get the support from stakeholders and from the organization, and operate efficiently and effectively.

Schools and LCs:Implement the school-based systemsImplement school-based professional development programs for teachers and staff

Provide policy guides; Develop and monitor organization systems


ISSUES and CONCERNS1. Acceptance of new tasks by the

personnel2. Eligibility of applicants to the

RAT created items- mismatch of skills to

qualification standards- no eligibility

3. Cross-functionality of divisions- Overlapping of functions- “Turfing”

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Issues and Concerns

4. “Comfort zones”5. Political intervention or influence

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Ways Forward

- Capability building- institutionalization of functions

- Setting up of standards (region, SDO)

- Establishment of an integrated organizational structure

…..and…

30


It is a must….

DEPED REGION XII will have

One message. One character. One direction.

31


Number of Private & Non-DepEd Schools Visited

37

Cotabato Division - 21Kidapawan City -South Cotabato - 23Koronadal City - 18Tacurong City - 8Sultan Kudarat - 15 Cotabato City - 7General Santos City - Sarangani - 15


General Findings

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1. Except for 2-3 private /non-DepEd schools in every division, all private schools are SHS-ready (met basic requirements)

2. Notre Dame schools have on-going construction of classrooms, laboratories in preparation for their track offerings


General Findings

39

3. Teachers identified to teach in SHS are qualified; are undergoing/will undergo retooling (2nd semester, 2016 summer)4. Schools intend to hire on part-time basis private practitioners (CPAs, Engineers, college professors), retired DepEd personnel


General Findings

40

5. Private / Non-DepEd schools found to be not SHS-ready have deficiencies in:-School site - not owned by the school-Not enough laboratories as required for STEM; no library)-Proposed classrooms: hazardous to users; not standard size, no room for simulation, not fitted for the track being offered


General Findings

41

- Teacher Qualification: no units of specialization; NC II certificate does not match the track or strand being planned to offer

- Documents: some branches only copied the documents of the mother school; incomplete documentation (list of proposed teachers, MOA)


NEXT STEPS

42

1.Completion of deficiencies in documents by concerned schools2. Meeting of division coordinators for SHS, private schools, TLE3. Private Schools Summit on SHS (done)4. Issuance of Provisional Permit5. Pre-Enrolment for SHS


Deadline for Private Schools applying for SHS – Aug. 30, 2015

Sept. 1-9, 2015 – on-site validation

Early Enrolment – Sept 14-19, 2015

???

Action Plan for SHS in Private Schools

Objective – Activity – Date – Persons - MOV

Involved

43

revisiting the new roles and structures of the ro and sdo in the rsp: challenges and prospects

Documents

education accessible

free public education

compulsory public education

technical support service

system of free

various types of positions

high school level

educationthe boiled