school improvement planpresentation transcript

8/10/2019 School Improvement PlanPresentation Transcript

1/27

School Improvement PlanPresentation Transcript

1. A. What is School ImprovementPlanning? School improvement

Planning is a process by which members of the school community conducts a thorough evaluation of their schoolseducational programming in the previous school years and thedevelopment of a written school plan that: establishes the

starting point for ongoing evaluation of efforts and unifiesindependently organized school improvement efforts from variousareas of the total school program into a single, focused process.

2. B. What is a School Improvement Plan?A School Improvement

Plan (SIP) is: a road map that establishes the changes that theschool needs to improve student achievement and shows howand when these changes will be made. a three-year education

development plan that embodies the vision and mission of theschool. It contains the profile of the school and the community,problems and needs, goals, objectives, standards and targets,implementation plan, monitoring and evaluation plan,communication and advocacy plan, documentation and reportingto stakeholders and signatories. It is translated into an AnnualImplementation Plan. These SIPs serve as the major bases of theDivision Education Development Plan (DEDP).

3. a comprehensive overview of major priorities to whichtheschool will commit its resources including activities whicharesupportive of the national program of the Departmentandbest/effective practices to be sustained. a document whichembodies what a school wants to achieveand the manner withwhich to achieve it ensuring that the schoolmaintains its preventstrengths towards an enhanced learningenvironment forstudents. an instrument by which the community can hold a

certainschool accountable for student performance.

4. B. Who are involved in School Improvement Planning?Below

are the proposed members of the SPT and their rolesandresponsibilities, which may be expanded as the


2/27

school/schoolcouncil sees it fit: Stakeholder PlanningResponsibilitiesSchool Governing Actively participates in thedevelopment ofCouncil (SGC) the SIP by establishing prioritiesand settingrepresentative goals and strategies for school

improvement Initiates the formation of the School PlanningTeam Convenes the School Planning TeamSchool Head Provides leadership and guidance in the development of the plan,clearly explain the SIP planning process to the planning team andhelps them understand their role in the process Facilities actualplanning workshop

5. Stakeholder Planning Responsibilities Provide needed

information relative to teaching and learning processTeachers Actively participate during the development of the SIPestablishing priorities, setting goals and formulatingimplementation strategies for the plan. Share insights aboutwhat their children need to learn and the difficulties they face inschool,Parents their aspirations for the school and their children,present other areas of concerns; and participate in setting goals,strategies, and priorities of the school Commit availableresource in the implementation of the plan

6. Table 6. Actual Accomplishments Versus Targets StakeholderPlanning Responsibilities Share insights about their difficulties inthe school and participate in setting goals,Students strategies andpriorities of the school. Share valuable information on theinterest of the community in school improvement andBarangayand LGU participate in setting goals, strategiesandRepresentative priorities of the school Commit available

resources in the implementation of the plan.

7. A. How do we prepare the SIPSIP Preparatory Purpose TimePersons Activities Frame InvolvedI. Calling for a To present theschool profile to the March or School Head general community

April (SGC) assembly School Forming a To draw insights/inputsfrom the community for the development of Community Schoolthe SIP Planning Team To inform the community about the

development of the SIP To distribute parent/student/teachersurvey questionnaire to the community to determine thesatisfaction level of the respondent on the way the school is beingmanaged


3/27

8. 1. Organizing To orient the SPT members April School Head

about the tasks at hand re:roles and (SGC) and responsibilitiespreparing SPT the SPT To determine what resources (budget,supplies, and equipment venue, etc.) are needed in the

preparation of the SIP To determine what technical assistance isneeded (from the Division , Region and Central Office) in thepreparation of the SIP1. Collecting, To gather data from theschool April-May- SPT organizing management informationsystem June and (SMIS) analyzing school To gather surveyresults (parent/ data student/teacher survey, CFSS Self-

Assessment Guide and APPES and Sterling Silver School SelfSurvey Tool) To fill-out school report card

9. 1. Identifying core To identify core values and June SPT valuesand formulate vision and mission (SGC) formulating vision andmission1. Determining To determine school goals June SPTschool goals and and objectives objectives1. Formulating Toformulate Work and June-July SPT Work and Financial Plan andAnnual Financial Plan Implementation Plan and AnnualImplementation Plan1. Developing the To develop the SchoolsAugust SPT School Monitoring and Evaluation Monitoring andPlan and Structure Evaluation Plan and Structure

10. 1. Organizing for To prepare the school for SIP SeptemberSchool Head implementation implementation (SGC) SchoolCommunity9. Writing the SIP To finally organize the October SPTcontents of the plan with (SGC) November reference to items 3 to8 of this table December Division10. Presenting the SIP Tosubmit the SIP to the December SPT to the School School

Council for approval (SGC) Council for and Division foracceptance School approval and Community Division forAcceptance11. Preparing To determine strategies to January SPTadvocacy plan effectively advocate for (SGC) for the SIP supportof the plan from various stakeholders School Community12.Communicating To present the plan to the February SPT the Planstakeholders (SGC) Onwards School Community

11. 1. Orientation To conduct workshop on February School onimplementation start up; clarify School Implement roles of thoseinvolved and determined activities on the Community ation Startimplementation of the SIP Up


4/27

12. Communicating the Plan STEP 1: Implementation Start Up

Collecting, Organizing, & Analyzing School Data STEP 2: STEP7: Identifying Core Values & Writing the Formulating the SchoolVision & Mission Improvement Plan SIP Statements STEP

3:STEP 6: Planning Determining School Goals & CycleOrganizingforimplementation Objectives STEP 5: STEP 4: Developing theFormulating the Schools Work & Financial Monitoring & Plan andAnnual Evaluation Plan Implementation and Structure Plan Figure1: Steps in the Formulating of the School Improvement Plan.

13. STEP 1: Collecting, Organizing andAnalyzing School

DataInput Process Tool Output SIP Outline Accomplished School

Profile SchoolSchool Report Card Initial Data SituationData(SRC) Inferences AnalysisFigure 2: Graphical Illustration of Step1

14. A. Data Gathering and OrganizationTo organize school datathe use of the SRC Format is suggested.Advantages of the SRC:1) It allows the SPT to review substantial school data in oneglance 2) Itprovides the opportunity for the school to conducttrend analysis allowing initial inferences to be madefrom theirdataPlanning Indicators Description and Collecting ofDataEnrolment Collect 5-year enrolment data. (to forecastenrolment Only the August enrolment is to be indicated in theSRC Use the Form 3 or the Government School Profile as thebasis for this planning indicator To be filled up only if the schoolis managing an ALS ALS Enrolment program. Otherwise, placeN/A or not applicablePersonnel Count only the plantilla-itemsincluding the vacant position/s. TICs are not to be counted under

the Principal item but rather under the Teacher item. Put remarkson the last column (What are these data telling us? Of the SRCthat a teacher is designated as TIC. In accounting for teacheritems, exclude locally paid and volunteer teachers In accountingfor non-teaching /support personnel, exclude teachers who aredesignated to perform administrative responsibilities in the school.

15. Planning Indicators Description and Collecting of

DataPhysical Facilities Count only physical facilities based onintent and not on utility. Meaning, the laboratory which wasconverted as a classroom is counted under laboratory and notunder classroom. Exclude demolished facilities in thecountClassroom Refers to thedesks, armchairs, set of table andchairs, blackboard, laboratory tables & chairs, cabinets,


5/27

teachersFurniture tables & chairs and others Do not countfurniture that are not serviceable or condemnable or thosepersonally owned by the pupil/student & teacher. Count as 1 of1 set of Table and 2 chairs (new model)Office Equipment Refers

to computer solely used in the office, typewriter, photocopier,mimeographing machine, fax machine, sound system andothersALS Community Refers to the ALS Learning Centeroffering different kinds of community-based trainingprogramsLearning Center

16. Planning Indicators Description and Collecting of DataSite

Ownership Refers to the status of the school site

acquisitionLearning Facilities Please refer to the DECS ServiceManual 2000& Equipment Prepare a separate list of all requiredequipment. Attach the document to the SRC Place a checkmarkif all listed equipment are present in the school and come up witha total to be reflected in the SRC per learning facilit ies. Multimedia refer to computers for instruction, TV set, video orDVD or cassette player & othersTextbooks Only BEC-basedtextbooks (SEMP) are to be included in the SRC. Exclude in thecomputation any other textbooks which are not SEMP For theALS, indicate the materials per learning strand.Medical/Dental *Refers to the kind of services the school children availed such asdental check-up/tooth extraction, physical check-Services up,deworming, and others.

17. Planning Indicators Description and Collecting ofDataLearnerPerformance> Reading Refers to the PHIL-IRIresult or other reading assessment tool utilized by the

school.ComprehensionTeacher-Pupil Ratio Refers to the totalnumber of enrolment against total number of nationally paidteachers. Exclude volunteer or locally paid teachers in thecomputationTextbook-Pupil Refers to the number of textbooks(SEMP) against total number of enrolment.Ratio For the ALS,refer to the number of learning strands available against total

number of enrolleesNAT Result Refers to the MPS per subjectarea

18. Planning Indicators Description and Collecting of

DataNutritional Status Indicates the number of pupils/studentswho, after being examined, are classified as Normal, AboveNormal, or Below Normal status of nutrition Secure informationfrom your school MIS or the School Nurse assignedClass Size


6/27

Refers to the pupil/student requirement at 45 perclassInstructional Refers to the frequency of supervision and thenumber of teachers supervised per month.SupervisionParentsRate of Attendance to the Home Room or General

PTCAParticipation Assembly will be used as bases for computingthis indicator. Reflect the average number of attendees over thetotal number of parents in the school.Public Expenditures Refersto the financial allocation / support given by LGU to the school

Simple Dropout The Simple Dropout Rate calculates thepercentage of pupils/students who do not finish a particulargrade/level.Rate Formula: Number of Dropouts over Enrolment

(August) x 100.Promotion Rate Promotion Rate assesses theextent of pupils/students who are promoted to the next grade/yearlevel. Formula: Number of Promotees (March) over Number of

Enrolment (March)Graduation Rate (March) over number of

enrolment (March) x 100.19. Planning Indicators Descriptionand Collecting of DataSchool Refers to the recorded incidencein the school such as: theft, conflicts andothers.EnvironmentPerformance Secure all indicators listed

below from your school MIS or Division Planning Office for thepast three (3) years.Indicators Indicator percentage should beup to 2 decimal places Graduation Rate is translated to: Numberof Graduates

Retention Rate The Retention Rate determines the degree ofpupils/students in a particular school year who continue to be in

scRepetition Rate This indicator determines the number ofpupils/students who repeat a grade/year level. Formula: Numberof Repeaters current SY over Number of Enrolment Aug. previousSY x 100.Failure Rate This indicator evaluates the extent ofpupils/students who failed a given grade/year level. Formula:

Number of Failures over Number of Enrolment x 10020.Planning Indicators Description and Collecting of DataCompletionRate This is the percentage of first year entrants in a level ofeducation who complete/finish the level in accordance with the

number of years of study.hool in the succeeding year.

21. Step 2: IDENTIFYING THE CORE VALUES AND

FORMULATING THE VISION AND MISSIONA. Step inDetermining School Core Values A.1 Review the ValuesClarification Checklist Values Checklist People Processes


7/27

PerformanceEquality/Equal Close Relationship EcologicalAwarenessOpportunitiesRespect Fairness Open and HonestPeopleFairness Helping other people HonestyJustice Influencingothers Fast paced workExcitement Order (stable, conform)

Helping other peopleHonesty Systematic InfluencingothersFlexibility Creativity Life long learningProfessionalismFlexibility Order (stable and conform)Loyalty EffectivenessRanking against others

22. Step A.2: Identify top 10 school valuesStep A.3: Out of the 10,identify your 5 mostvalues.Step A. 4: From the 5, come up withonlythree valuesStep A. 5: Ask participants to agree on 3topmost

school valuesStep A.6: Describe the values

23. Formulation of Vision, Mission StatementsVision is theWHAT It is an expression of a destination towardswhich theschool should aim.A vision should be: - clear - memorable - linkedwith client need and - involvingThe vision will help our schooldevelop systems and rules thatwould guide us in the pursuit ofour school mission.

24. WHAT IS A MISSION STATEMENT?A mission statement issomething that describes the path the school chooses to take tobecome what it wants to be as expressed in its vision statement.Amission statement:-- provides the focus, the map;--- tells thereasons for making the trip or the journey;--- specifies what isvalid, what we as an organization pledge to do;--- tells who we areand what we do; and--- addresses the needs of clients andstakeholders

25. SHARED VISION WHERE DO WE WANT TO GO MISSIONHOW DO WE GETSITUATIONAL ANALYSISWhere are we now

26. Below is a sample of how mission pillars will look like at the

end of the workshop.QUALITY SCHOOLGRADUATEMANAGEMENT FACILITIESProduce high School run bySCHOOLquality of Have enough a very COMPLETE

INFRASTRUCstudents books effective PERSONNELANCILLARY TURE Principal SERVICESAttain Have a Hirecomputerglobally Acquire To have good teachers Establishfunctionalcompetitive vehicle for instructional functional teachersofficestudents the school leader Have an school To have AcquireEnglish major canteenProduce To have good stable functional


8/27

teachercomputer working laboratory Have a electricity Addteachersliterate relations with functionalstudents Acquirestakeholders Build more guidance classrooms To have a sportsservicesGraduate school equipment Haveskillful medical Have a

school comfortablestudents Implement services clinic learningcenterTo have God school Request forfearing electrification clerkTo have To a sciencestudents Have a complete laboratory rm.security guard laboratory Have Produce functional teachingguidance office learning aids

27. Vision MissionDraws on the values and beliefs and Drawson the beliefs and values of theenvironment of the organization

organizationDescribes what you want to see in the Is future-oriented and portray thefuture organization as it will be, as if italreadySpecific to a certain organization exitsPositive andinspiring Is specific to the organization, not genericDoes notassume that the system willhave the same framework as it istoday Is a short statement, not more than one or twosentencesOpen to significant modification tocurrentorganizations, methodology,teaching techniques, facilities, etc.

28. Step 3: Determining the Schools GoalsandObjectivesDetermining the Goals of the SchoolHavingdetermined the priority concerns of the school, the SPT is nowready to establish (or revise) improvement goals that address thepriority needs of the school. The goals needs to be substantiveand attainable, so the fewer the goals, the better. All goals shouldbe anchored on the Education for All (EFA) Goals, but should becrafted based on the results of the data analysis.Developing the

Schools ObjectivesDevelop objectives that would measure theprogress in accomplishing the goals. Objectives should containthe following elements: Specific, Measurable, Attainable; Realisticand Time bound

29. STEP 4: Formulating the Work andFinancial Plan and Annual

ImplementationPlan (AIP)Input Process Tool Output SIP OutlineWFPSchoolgoals & Planningobjectives matrices Programs

andSchool Hierarchy Actions forReport approach ThreeyearsCard AIP Figure 4. Graphical Illustration in Formulating theWFP and AIP

30. To complete the information required in the three year WFP,thefollowing are identified:* Priority Improvement Areas such a


9/27

school leadership,internal programs, external programs andspecial projects. * Objectives of each improvement area * Theprograms, projects or activities to be undertaken to carry out theobjectives * Resource Requirement * Time Line * Sources of

Funds required

31. Table 1. Three-Year Work and Financial Plan Matrix TemplatePrograms, PRIORITY Projects, Resource TIME LINE IMPROVERequirem AMOUNT & TARGET SOURCES OBJECTIVE MENTActivities ent OF FUNDS YR. YR. YR. AREAS 1 2 3 MOOEPTCA LGU Others

TOTAL SUB-TOTALS TOTAL

32. Table 2. Example of an Accomplishment Work & Financial

Plan Matrix Template PRIORITY OBJECTIVESPROGRAMS,PROJECT, RESOURCE TIME LINE AMOUNT &TARGET SOURCES OF FUND IMPROVEMENT ACTIVITIESREQUIRE- AREAS MENT MOOE PTCA LGU Others YR. YR.YR. 1 2 3 - to strengthen areas * Regular instruction consultationP 1,000.00B. School of * Regular classroom visits 2,000.00Leadership supervision * Regular faculty meeting 10,000.00 &internal * Regular mentoring/coaching 2,000.00 management P15,000.00 - to increase the * Implementation of Red-A-100,000.00B. Internal academic Thon, PHIL IRI, etc, 50,000.00Improvement performance * Continuous implementation ofObjectives of the pupils Opan AURA 350,000.00 * Enhancementof pupils through P 500,000.00 fun and away games - to increase* Improve physical environment 500,000.00B. Externalparticipation for learning 750,000.00 Improvement rate from *

Construction of school fence 52,000.00 Objectives 86% to 95% *Construction of pathways 150,000.00 * Implementation of EPP to90,000.00 address malnutrition P 2,500,000.00 * Improve theavailability of classroom furnitures & IMsTOTAL P3,000,015.00SUB-TOTALTOTAL P 3,000,015.00

33. Table 3. Annual Implementation Plan Matrix Template Year_________ A B C D E FPRIORITY OBJEC PROGR RESOURCE

TIME FRAME SOURCES & AMOUNT OF FUNDSIMPROVETIVES AMS REQUIREMENT MENT PROJE Q1 Q2 Q3 Q4AREAS CTS Q1 Q2 Q3 Q4 J F M A M J J A S O N D MOOE LGUPTCA Others ACTIVI TIES SUB-TOTALS SUB-TOTALS TOTALSTOTALS TOTAL


10/27

34. STEP 5. Developing the Monitoring andEvaluation Plan and

StructureThe objective of this step is to enable the school to trackits progress andmake timely adjustment on the SchoolImprovement Plan: Input Process Tool Output SIP OutlineSchool

goals andobjectives M&EAnnualImplementation Matrix M&EOrganizing forPlan School goals plan Implementa-and objectivesTable 4 tionAnnualImplementationPlanReport Card Figure 5.Graphical Illustration on Monitoring and Evaluation PlanTheschool goals and objectives and the suggested planningmatricesfor the three-year WFP and AIP are required inputs tothis activity

35. Monitoring is the purposive gatheringof pertinent information

relative tohow well targets are achieved and themanner withwhich these targets areachieved.Evaluation is the analysisofinformation gathered during themonitoring phase with which onecanmake judgment on the effectivenessof the school.

36. STEP 6. Organizing for ImplementationAn SIP

Implementation Team should be organized in the school by theschool head to:1. manage SIP implementation;2. organize priorityimprovement area team approved by the school head which willmanage different programs and activities in the AIP and the 3-Year Work and Financial Plan;3. make regular reports (e.g.monthly) to the school head as regards status of SIPimplementation;4. make recommendations to the priorityimprovement area team regarding interventions that areconsidered necessary in successful plan implementation;5. assistthe SPT in enhancing the SIP every year during SIP revisit;6.convene regularly (e.g. monthly, quarterly) to discuss

implementation issues.

37. Sample composition of an SIP Implementation Team (specificmembership will depend on the program of work in the SIP)1.One Head Teacher or Master Teacher - Chairman2. One ScienceTeacher3. One Mathematics Teacher4. One English Teacher5.One TLE/EPP Teacher preferably Shop or Industrial ArtsTeacher6. Two student/pupils representatives7. One Parent or

LGU

38. Composition of SIP M & E Team:1. One Department HeadTeacher or Master Teacher2. Two teachers who have thecapacity to conduct SIP M & E as determined by the school


11/27

head3. One parent representative for every grade level4. OneLGU representative5. One School Council Representative

39. ---------------------- DIVISION DISTRICT OFFICE OFFICE

SCHOOLS SPT STAKEHOLDERS SIP SIP IMPLEMENTATIONM&E TEAM TeamSchool Internal External SpecialLeadershipImprovement Improvement ProjectsProgram Area Program AreaProgram ProgramTeam Team Team Team Fig. 6. SuggestedOrganizational Structure for SIP Implementation

40. The SIP IMPLEMENTATION TEAM undertakes thefollowingfunctions:1. Organize program teams approved by the

School Head which will manage different programs and activitiesas reflected in the 3-year WFP and the AIP;2. Make regularreports (monthly, quarterly, semi-annual or annual) to the SchoolHead as regards the status of SIP implementation;3. Makerecommendations to the program teams regarding actions thatare considered necessary in successful plan implementation;4.Assist School Planning Team in enhancing the SIP every yearduring the SIP revisit; and5. Convene regularly to discussimplementation issues together with School Heads and M & ETeam

41. The SIP MONITORING AND EVALUATION TEAM that

monitorsand evaluates the plan implementation.Specifically, itshall:1. Conduct monitoring during plan implementation likegathering, recording, organizing, storing data and ensuring thatschool records are complete and up to date;2. Evaluate results ofSIP implementation which will be made as basis for decision

making by the SH for interventions;3. Make regular reports andsubmit to SH;4. Update M & E plan during SIP revisit;5. Designmonitoring and feedback system (e.g. flow of reports andfeedback, reporting schedules, monitoring and feedback forms);6.Analyze and interpret data and provide copy to the School Headand program teams;7. Convene regularly to discuss M & Econcerns together with implementation team and SH;8. Monitorschool and learner performance and recommend to the SH,

actions to improve learner achievement.

42. Suggested composition of the teams. SIP ImplementationTeam SIP M & E -One HT or MTchairman -One HT or MT -OneScience Teacher -Two Teachers -One Mathematics Teacher -One parent representative -One English Teacher -One LGU


12/27

representative -Two pupil representatives -One School Council -One parent or LGU Representative

43. Head of School School M & E Team Implementation Team

Physical Student/ School Curriculum StaffFacilities and Pupils &InstructionalInstructional Finance Programs Co-curricularDevelopment Others Team Activities Team Materials & TeamTeam Equipment Team Fig. 7. School Improvement PlanImplementation Structure (Suggested Format for Small Schools)

44. Suggested Roles/Functions of Program Teams1. PhysicalFacilities & Instructional Materials & Equipment Team a. Prepares

master plan on physical facilities and instructional materials andequipment b. Make annual inventory of facilities, materials andequipment c. Identifies physical, materials and equipment needsd. Assists the preparation of project proposal to source out fundsfor physical facilities, materials and equipment projects e. Takesthe lead role in implementation of physical facilities project f.Takes charge of procurement of materials and equipment g.Conducts regular inspection of physical facilities informs theschool head on the status and make recommendation h. Prepareslist of measures on the care and use of physical facilities,materials and equipment

45. Head of School M & E Team Physical Curriculum Student/School & Instructional Pupils StaffFacilities andOthersInstructional Finance Team Co-curricular DevelopmentComposed of Activities Team programs Materials & Team 5 DHTeam Equipment Team Science program team Mathematics

program team English program team Pilipino program teamMakabayan program team Fig. 8. School Improvement PlanImplementation Structure (Suggested format for Big schools w/Dept. Heads)

46. 2. Curriculum and Instructional Programs Team a. Organizesprogram teams per subject area b. Lists roles and functions ofeach subject area program team c. Convenes regularly with SH,

Implementation team and M & E team d. Records best practices,facilitating and hindering factors in relation to the implementationof subject area program

47. 3. Student/Pupil Co-Curricular Activities Team a. Preparesplan for student/pupil co-curricular activities b. Supervises co-


13/27

curricular activities like sports, cultural shows, talent shows,student/pupil government activities, etc. c. Mobilizes stakeholdersto support student/pupil activities d. Convenes regularly withimplementation team, SH and M & E Team to discuss issues

about the program

48. 4. Staff Development Team a. Conducts TSNA to determinestrengths and training needs of teachers and non-teachingpersonnel b. Prepares an INSET Plan and submits to SH forcomments and approval c. Conducts resource mobilizationactivities in order to get funds to support plan d. Manages INSETprogram to improve professional competence of teachers in order

to improve the delivery of instruction e. Organizes pool trainers inthe school who can be tapped as speakers during INSET f.Evaluates and makes Training Completion Report after thecompletion of every training g. Convenes regularly with theSchool Head, Implementation Team and M & E team anddiscusses implementation issues

49. 5. School Finance Team a. Makes recommendations to SH asregards School Financial Plan in relation to the budgetrequirements of the SIP/AIP b. Prepares resource generation planwhich will involve the stakeholders c. Manages allocation ofresources for operational and developmental activities which arereflected in the SIP d. Prepares annual procurement planapproved by the school head e. Prepares financial reports f.Tracks the utilization of funds and reports to SH

50. 6. Advocacy / Communication Tea, a. Prepares

communication/advocacy plan to disseminate informationregarding the SIP b. Links with the media (print / TV / radio /Internet) to raise consciousness of stakeholders about the SIPand entice them to support SIP c. Writes press releases on theprogress of the SIP implementation

51. Three-year School Sets the direction School Level StrategicPlan Planning Annual Implementation Operationalizes the Plan

strategic plan School Detailed Policies programs/project plans ----------------------------------------------------- Individual PlanningTeacherPrincipal IndividualIndividual ProfessionalProfessionalDevelopmentDevelopment PlanPlan ----------------------------------------------------- Stakeholders Stakeholders Plans/Programs/ProjectsPlanning Fig. 8. The Relationship of Stakeholders Plan to the SIP


14/27

52. Roles of Organizations 1. District Office a. Provides technical

support to the SPT during plan preparation and plan revisit b.Conducts M & E c. Provides guidance and technical input duringplan implementation d. Receives reports and give feedback e.

Assists school in its advocacy efforts of the SIP

53. 2. Division Office a. Includes programs and projects of the SIPin the Master Plan of the DEDP b. Monitors SIP implementation c.Facilitates SIP formulation and revisit of the plan d. Designs theSIP Reporting and Feedback System e. Provides / facilitatestechnical and financial support to school in SIP implementation,and formulation f. Conducts SIP appraisal, annual review and

evaluation g. Assists school in its advocacy efforts of the SIP

54. 3. Stakeholders (School Council, PTCA, LGU, etc.) a. Designplan in support of the SIP b. Provides technical and financialsupport towards SIP imp c. Assists in the implementation of theplan, monitoring and evaluation of the plan implementation d.Participates in the preparation of the School Improvement Plan e.Assists the school in its advocacy effort of the SIP

55. Writing the SIPInput Process Tool Output SIP OutlineSIPOutputs School Communicating Templates Improvementwithof eachStep Plan Stakeholders Figure 10. Framework onWriting the SIP

56. SIP Outline PART TOOL OUTPUT REMARKSEndorsement

None Endorsement Contains signatories of the School PlanningTeam (See sample endorsement on page 91)Introduction None

Introduction Write 2 to 3 paragraphs indicating who made it , whyyou did it (rationale), how the plan was developed, how you intendto use the plan

57. ProfileA. School - Name and BEIS, School School -Write a

paragraphs or two History Records, Profile describing the currentPlantilla, school profile per sub area - Type of school (e.g. Elem/Organizational Secondary, Monograde/ Chart Multi-Complete/

Incomplete Suggestions: , Central/Non-central 1. A tabular orgraphical - Curriculum (Organization of presentation of data maybe curriculum such as BEC, presented with a short SpecialPrograms, SPED, narrative discussion to Tech-Voc, etc. supportthe presentation. - Personnel (School Head, Teachers, Non-teaching 2. Use simple and clear Personnel and other support


15/27

words or statements to staff) organize ideas in a - Physicalfacilities (Classroom, paragraph form furniture, comfort rooms,canteen, library, playground 3. For special features of apparatus,etc.) the school include - Others (e.g special achievements,

features accomplishments, potentials and other unique qualities.Refer to sample SIP

58. A. Community - Socio-cultural (tradition, Barangay /

Community Write a paragraph or beliefs, practices of theMunicipal Profile two describing the people Records currentcommunity profile per sub area - Political (governing body/political structure) - Geographical location (boundaries) -

Demography (population) - Economy (income, livelihood andeconomic status)Situational Analysis The writing of the SituationalAnalysis shall start with the accurate accomplishment of theSchool Report Card.

59. Situational Analysis Then inferences shall be made and a

deeper analysis of the school situation shall be conducted lookingat problems and potential programs and projects worth sustaining.Here are some suggestions in the writing the situation analysis: 1.Write in narrative/paragraph form following this presentation a.Present the data b. Present the gap (this refers to the differencebetween the actual data and standard) c. Present the reason/s forthe gap (taken from the identified problem

60. Situational Analysis 2. The narrative shall be supported bytabular or graphical data 3. Use any of the tools used in problemidentification to come up with accurate analysisA. Collecting ,

organizing and analyzing data on the following:10. SchoolPerformance -SRC - Student Achievement -Data Inference -Performance Indicators (Drop outs, Template Repetition,Retention , Completion, etc.)2. Instructional Materials (Textbooks,references, school equipment, teaching aids)3. Personnel (SchoolHead, Teaching and Non- Teaching)

61. 1. Physical Facilities (building, classrooms, toilets, library,

clinic laboratories, guidance center, canteen, school furniture,etc.)2. School management - leadership (administrative,instructional and linkages) - planning and development -organizational structure and staffing - systems and procedures(EMIS, M & E Budget Rewards, Communication)B. Problem


16/27

Identification - SRC List of -Streams Problems Analysis Chart -Problem Tree Chart -SWOT

62. - Survey Questionnaire - Force Field - ASSA - CFSS

Assessment Guide (Tracking System)Guiding PrinciplesA. CoreValues -Values Core Write a brief Checklist Values description ofcore representing people, processes and performance and howstakeholders will behave in carrying out its vision and missionA.Vision Vision Contains simple or Statement complex statements.(NOTE: Style committee shall be invited to craft the visionstatement) Refer to samples on pp. 44-46

63. A. Mission Contains one or more statements - Format couldbe in paragraph or bullet form (see sample on p. 45)D. Goals andObjectives -- Objective Goals and Contains Template Objectivesprograms/projects/ -- Goals and Chart interventions to: Objectives-Address identified Template problems -Sustain promising SBMpractices that will enable schools reach the mature level -Promotecontinuous school and community improvements (e.g. BrigadaEskwela, ECARP, DORP, Sports etc.)3. Year Work and Financial-3 year 3 Year Contains objectives Plan Template WFPprograms/projects/ interventions to be attained within 3 yearsusing the 3-year WF template

64. Annual AIP Template AIP Contains majorImplementationactivities ofPlan (AIP) programs/projects/ interventions to beattained within one (1) year using the AIP TemplateMonitoringand -M & E template M & E Plan and Write a briefEvaluation Planand -M & E Chart Structure description on theStructure

organization of the M & E structure and the corresponding rolesand responsibilities. (Refer to page 65)Implementation -SIP SIPImplementation Write a briefPlan and Structure implementationPlan and Structure description on the chart organization of theSIP Implementation Structure and the corresponding roles andresponsibilities.

65. PROCESS FLOW Awardin Recommended for Acceptance of

g of the SDS Cert. of If yes Acceptan ce by Preparation SubmittedRapid the SDS of the SIP by to SGC for Appraisal the SPT byDSRT/DsSRT Approval Sent back to the SPT SIP to undergo forrefinement and A process of If no inclusion of the minimumsreview/refinement Figure 11. Process Flow of SIP Review andAcceptance


17/27

66. PROCESS AFTER REFINEMENT Rapid Recommended

Awarding of Enhanced/ Cert. of Appraisal by for AcceptanceRefined SIP of the SDS Acceptance DSRT/DsSRT by the SDSFigure 12. Process after Refinement of SIP

67. Republic of the Philippines Region _______ Department ofEducation DIVISION OF _____________ _________City /Province Awards this CERTIFICATES OF ACCEPTANCE of theto_______________________________________ ( NAME OFSCHOOL ) For having successfully complied or met (with) therequirements and standards of the Department of Education asmandated by RA 9155.This certificate is given this ____ day of

______, 200____ at _____________________________________________ Schools Division Superintendent

68. Figure 13. SIP School Year Life Cycle Annual SIP Start-UpAnnual Review SIPAppraisal Review Review And EvaluationEvaluation SIP Start-UpSIP SIP Yr. 1 SIP Yr. 2 SIP Yr. 3ImplementationPreparation Implementation ImplementationImplementation

69. Table 4. SIP Implementation Progress Report MatrixTemplatePriority Improvement Area:_______________________Program Team Leader :_______________________ PLANNEDACCOMPLISH- PROBLEMS/ ASSISTANCE POSSIBLEACTIONS TO DATE OFACTIVITIES MENT OF CONCERNSNEEDED SOLUTIONS BE TAKEN COMPLETION PLANNTEDENCOUNTERED ACTIVITIES

70. Table 5. SIP Monitoring and Evaluation Matrix Template-

Stakeholders Perceptions on School Program and ProjectImplementation Parents Opinion Summary of FindingsRecommendation Dimensions Quality of teaching LearningOutcomes Student Reporting General Environment CustomerResponsive Teachers Opinion Summary of FindingsRecommendation Dimensions Clear Goals Decision MakingProfessional Development Discipline Feedback / Recognition

Leadership Morale Openness/Sharing Professional Support

71. School Improvement Plan: A Manual for Schools Department

of Education, Philippines School Climate Summary of FindingsRecommendation Dimensions Attitude towards school SocialAcceptance Student Incentive Curriculum Usefulness High


18/27

Expectations Difficulty of WorkTeachers and Teaching Summaryof Findings Recommendation DimensionsEmpathyTeacherEnergy/EnthusiasmFairness/FirmnessHelpful/ResponsiveHighExpectationsQuality InstructionFeedback/RecognitionDifficulty of

WorkTime Allocation

72. Table 6. Actual Accomplishments Versus Targets TARGETACTUAL ACCOMPLISHMENT

73. Sample EndoresementLetterDate:_________________________________________School Division SuperintendentDivision of

_______________________Sir/Madam:Greetings,We are happyto inform you that (Name of School) has completed its SchoolImprovement Planwhich we are hereby endorsing for your reviewand acceptance.We wish to inform your office that this SIP is aproduct of the collaborative effort of parents,community leaders,teachers, alumni, pupils under the leadership of (Name of SchoolHead).We look forward to a favorable response. Thank you andregards.Sincerely yours,_________________

______________________________________________________ School Head SGCChairman Head School Planning Team Barangay* If the schoolhas a School Governing Council, endorse the SIP to the SGC.


19/27

School Based Management

School Based Management:

School Based Management Introduction : To achieve the Education for All (EFA)

objectives by 2015, the Department of Education is pursuing policy reforms under theBasic Education Sector Reform Agenda (BESRA) . Key Reform Thrust 1 (KRT 1) of

BESRA is School Based Management (SBM) . SBM underscores the empowerment

of key stakeholders in school communities to enable them to actively participate in the

continuous improvement of schools towards the attainment of higher student learning

outcomes.

OBJECTIVES of the SCHOOL:

OBJECTIVES of the SCHOOL SHORT TERM GOAL: Assess the schools SBM

Practices MEDIUM TERM GOAL: Convene the SPT and the SGC in order to prepare

a doable SIP LONG TERM GOAL: Convene a functional SGC for an effective SBM

DEFINITION OF TERMS:

DEFINITION OF TERMS SBM (School Based Management) : decentralization of

decision-making authority to schools School Governance : interface among school

stakeholders , the source of strategic decisions that shape the school and its work SPT(School Planning Team) : plans, initiates, manages, supports, monitors, evaluates and

implements school-related activities in order to better achieve the goals of education


DEFINITION OF TERMS SGC (School Governing Council): provides a forum for

parents, teachers, students, community stakeholders and the school head to work

together towards continuously improving student learning outcomes SIP (School

Improvement Plan): a three-year educational development plan containingimprovements for student achievement, major priorities to which the school will

commit its resources, and the directions of the school towards the achievement of

goals and objectives of the school AIP (Annual Implementation Plan ): contains major

activities of programs, projects and interventions to be attained within one year as

based on the SIP


DEFINITION OF TERMS WFP (Work and Financial Plan): contains objectives,

programs/projects; resource requirements and the amount/target sources of funds for

each priority improvement areas. SMET (SIP Monitoring and Evaluation Team):

monitors and evaluates accomplishment of the SIP implementation SIT (SIP


20/27

Implementation Team): implements and manages the different programs and activities

of the school as reflected in the AIP/WFP; preferably members also of the SPT

DEFINITION OF TERMS:DEFINITION OF TERMS SBM Practices Assessment : tools that will determine the

level of the SBM practices of the school that will provide a sound basis on which to

establish its plan of action.

FUNCTIONS and COMPOSITION of SBM Teams:

FUNCTIONS and COMPOSITION of SBM Teams SCHOOL PLANNING TEAM

Gathers multi year data (minimum of 3 years) Organizes the school data using the

School Report Card (SRC) Reviews the data and makes initial inferences(cross

referencing, comparing against the standards or looking into trends) Writes

conclusions about the data Identifies problems, creates solutions and prioritizes them

Implements the SIP/AIP/WFP COMPOSITION School Head as the CEO ASTPs

Subject Coordinators Finance Officer Curriculum Chairs Guidance Officers Planning

Officer Property Custodian PTA President SSG President LGU/NGO Representative

FUNCTIONS and COMPOSITION of SBM Teams:FUNCTIONS and COMPOSITION of SBM Teams SCHOOL GOVERNING

COUNCIL Participates in the development of the School Improvement plan Assists

the schools in installing the Monitoring and evaluation System for school performance

based on SIP and report accomplishments to the community and the department

Generates resources to support implementation of the SIP Organizes committees to

support the school head and staff in the implementation of the SIP Determines the

general policies of the school on student welfare, discipline and well-being

COMPOSITION School Head as the CEO ASTP Faculty President SSG President

Parent from each catchment area of the school LGU Representative NGORepresentative

FUNCTIONS and COMPOSITION of SIP Teams:

FUNCTIONS and COMPOSITION of SIP Teams SCHOOL MONITORING AND

EVALUATION TEAM Conducts monitoring during plan implementation like

gathering, recording, organizing, storing data and ensuring that school records are

complete Evaluates result of the SIP implementation Makes regular reports and

submit to SH Update M&E plan during SIP revisit Convene regularly to discuss M&E

concerns together with the implementation team and SH Analyze and interpret data

and provide copy to the SH COMPOSITION One HT or MT teacher Two teachers

(one will be a Faculty Club Rep) One PTA representative One LGU representative

One school council representative


21/27


22/27

The administrative and supervisory

organization Elementary Education

2. The Administrative and Supervisory Organization of the Department of the Education andCulture

3. The Department of Education and Culture Article XV, Section 8 of the New Constitution

(1973), states All educational institution shall be under the supervision of and subject toregulation of the state. The Department of Education andCulture was created to carry out thisconstitutional mandate. The Department was originally created by Act No. 74 of the PhilippineCommission on January 21, 1901. When the Jones Law was passed in 1916, this department

became one of the administrative departments of the Insular Government and was placed underthe control and supervision of the Vice-Governor General.

4. Upon the reorganization of the National Government as embodied in the Executive Order No.94. The Department of Public Instruction was renamed the Department of Education headed bythe Secretary of Education. The President ordered the reorganization of the governmentstructure and functions, and with it the Department of Education underwent a number ofchanges. Its name was changed to Department of Education and Culture to stress its major rolein economic and cultural development. The Presidential Order of 1972, based on PresidentialDecree No. 1 abolished the Bureau of Public Schools, Bureau of Private Schools, and theBureau of Vocational Education. The function of the three Bureaus were transferred to thenewly created bureaus under Department of Education and Culture.

5. Under this Presidential Order, an Institute of Arts and Letters is to be created and be placed

under the Department of Education and Culture. Likewise, the name of the Board of NationalEducation was changed to the National Board of Education. The present organization of theDepartment of Education and Culture consists of the Department proper composed of theimmediate Office of the Secretary, the Planning Service, the Financial and ManagementService, Information and Publication Service, and Administrative Service.

6. The newly organized Department of Education and Culture will be responsible for developingand implementing programs of education and culture based on the general objectives andpolicies formulated by the National Board of Education. The Secretary of Education and Culture

is the supreme authority in education and culture. He is assisted by the Under-Secretary. Theten divisions in the Department have been reduced to four services, namely: 1. Planning,2.Financial and Management, 3. Administrative, 4. Information and Public Service

7. Besides exercising general executive supervision over all the bureaus and offices under the

department, the Secretary performs certain duties specially prescribed by law. Section 78B-79Dof the Revised Administrative Code gives the following as the powers of the Department Head:The Department Head shall have the power to promulgate, whenever he may see fit to do so,regulations, orders, circulars, memoranda, and other instruction not contrary to law, necessaryto regulate the proper working and harmonious and efficient administration of each and all theoffices and dependencies of his Department and for the strict enforcement and proper executionof the laws relative to the matters under the jurisdiction of said Department. The Department

shall have direct control, direction, and supervision overall business affairs under his jurisdictionand may, notwithstanding any provision of existing law to the contrary, repeal or modify thedecisions of the chief of said Bureaus or offices when advisable in the public interest.

8. The Department Head may order the investigation of any act or conduct of any person in theservice of any bureau or office under the department and in the connection there with, mayappoint a committee or designate an official or person who shall conduct such investigation; andsuch committee, official, or person may summon witnesses by subpoena and subpoena


23/27


24/27

Budget and Accounting Division, a Management Division, and a Special Education FundDivision with corresponding duties and responsibilities.

18. 5. Administrative Service-shall be responsible for providing the Department of Educationand Culture with Economical, efficient, and effective services relating to personnel, legalassistance, records, supplies, equipment, collection, disbursements, security, and custodialwork. In other words, the Administrative Service shall have charge of personnel, supplies andequipment, and records. To carry on these functions the Personnel Division, a Legal Division, aGeneral Service Division, and a Teacher Examination and Certification Division were createdwith corresponding duties and responsibilities.

19. 6. Information and Publication Service-according to Section12, the Information andPublication Service will implement programs and projects designed to disseminate properinformation on the activities of the Department of Education and Culture to the public and to allother concerned agencies, both local and foreign. In other words, the Information andPublication Service will be responsible for the production instructional materials and theprogram of information.

20. 7. The Board of Higher Education-is contemplated by the Presidential Survey Commission.

The Board formulates and evaluates programs and scholarships and establish standards at thetertiary level of education. It will also help the National Board of Education and the Board ofExaminers by providing them with secretarial service.8. The National Board of Education-Republic Act No. 1124created the Board of National Education with 15 members representingdifferent interests. According to Section 5 of this law, the Board shall be the exclusive agencyof the government for the implementation of educational policies and the direction of theeducational interests of the nation, subject only to the constitutional authority of the President ofthe Republic over executive departments, bureaus, and offices.

21. Other Government Educational Agencies Where the Secretary of Education and Culture is

Connected The National Council on Education- is the highest policy-making body in education,with the Secretary of Education and Culture as Chairman and the experts and representativesof various sectors of the community as members. The University of the Philippines- was createdby Act No. 1870, passed on June 18, 1908, by the Philippine Legislature. The Philippine NormalUniversity-was organized under the provision of Section 17 of Act No. 74 of the PhilippineCommission. It was later converted into a college by the Republic Act No. 921. Central LuzonState University- was formerly the Central Luzon Agricultural School and was converted into acollege by Executive Order No. 393, dated December 31, 1950. It was later on converted intouniversity status by Republic Act No. 4062

22. The Philippine College of Commerce- was converted into a college by Republic Act No.

778.Mindanao State University- was created by Republic Act No, 1387University of EasternPhilippines- was formerly the Samar Institute of Technology which was established in themunicipality of Catarman, province of Samar. Central Mindanao State University- was formerlythe Mindanao Agricultural College in the province of Bukidnon.

23. Office of the Director and Assistant Director

24. The Bureau of Elementary Education is headed by a Director who is appointed by thePresident of the Philippines. Section 910 of the Revised Administrative Code of the Philippines(Act No. 2711) states the following as the duties and powers of the Director of the Bureau of thePublic Schools, now the Bureau of Elementary Education. He shall establish primary schools inevery town in the Philippines, where practicable. He shall have authority to establish night

schools. He shall fix the salaries of the teachers within the limits established by law. He shall fixthe curricula for all schools under his jurisdiction.

25. He shall prescribed the authority to be exercised by the principal teacher of each schoolover teachers, if any, and his duties as teacher actually engaged in the work of instruction andin the caring of schoolhouses and school property. He shall prescribe rules for construction ofschoolhouses to be built by municipalities or provinces, and fix the area or size of and required


25/27

in each. He shall prescribe the rules of hygiene to be observed in connection with the schoolsof the islands.

26. He shall have the power to determine the towns in which teachers are to be paid out ofNational Treasury; shall teach; and he may exercise this discretion in favor of those towns whichshall construct and maintain suitable schoolhouses by local taxation and contribution. He shallmaintain in Manila, or elsewhere in the Philippine islands, classes to furnish superior instructionto teachers, as may by law, be allowed or established.

27. Aside from the above-mentioned duties and responsibilities of the Director of the Bureau ofPublic Schools, the Director has the power to assign any school superintendent or teacher toany division or branch of the bureau as the exigencies of the service may require. The ServiceManual of the Bureau of Public Schools (1927)states the duties of the Assistant Director asfollows: Confers with the Director in the major policies of the Bureau, such as instruction,curricula, measurement and research, and other promotional activities. Inspect public schoolsthroughout the Philippines. Takes charge of the Bureau in the absence of the Director.

28. Beside the duties stated in the previous slide, the Assistant Director is in charge of thepromotional activities of the General Office as head of the Promotional Staff. He may performsome of the powers and duties also of the Director which may be delegated him. Next in line tothe Assistant Director is the Administrative Officer who is appointed by the Secretary ofEducation and Culture upon the recommendation of the Director of the Bureau of PublicSchools, now the Bureau of Elementary Education. The Administrative Division is under hisdirect supervision. Likewise, he handles mainly the administrative matters of the General Officewhich do not involve policy.

29. Functions of the Different Divisions in the Bureau of Elementary Education1. Curriculum

Development Division: Formulate policies, plans, and programs for the preparation andproduction of curricula inculcating objectives, instructional methods and materials, andinstrument to evaluate the result of instruction in pre-elementary, elementary, and specialeducation; Undertakes researches and studies on the curriculum and make appropriateproposals for improvement and upgrading; Provide technical assistance on the use of theeducational media, audio-visual aids, and other forms of instructional technology; Design andpropose the undertaking of pilot-type projects in the elementary level on teaching techniques,classroom materials, and other curricular innovations; and Perform such other functions as maybe provided by law

30. 2. Staff Development Division: Develop plans and programs to upgrade and improve thequality of teaching and non-teaching staff at the pre-elementary and elementary level and inspecial schools; Undertake a continuing assessment and evaluation of ongoing staff

development programs and make appropriate recommendations; Provide expert assistance orconsultative services for the undertaking of seminars, workshops, and conference for upgradingpurposes; and Perform such other functions as may be provided by law.3. Physical FacilitiesDivision: Formulate and recommend plans, programs, and projects to upgrade school plant andequipment for pre-elementary, elementary, and special schools; Conduct studies and makeproposals to improve the utilization and insure the proper maintenance of school plant andequipment; Formulate standards regarding the quality and quantity of physical facilities andequipment for use at the elementary level; and Perform such other functions as may beprovided by law.

31. Elementary Education Defined Our elementary school consists of Grades I to VII. Thisorganization plan was shorten to six years by Educational Act of 1940 which eliminated Grade

VII. Grade VII was restored by the Educational Act of 1953, based on the Republic Act No. 896Elementary schools are also classified into primary grades (I-IV) and intermediate grades (V-VII). Elementary schools are also classified to two types, one type offering a general educationcurricula and the other type offering a farming curricula. Republic Act No. 896, known as theEducational Act of 1953, makes elementary education compulsory up to the completion ofGrade VII. This policy gives every Filipino child an opportunity to acquire a complete elementaryeducation.


26/27

32. The Elementary School Principal

33. Like the division superintendent, the principal teacher is an administrator and a supervisor.The administrative duties of the elementary school principal cover the following: planning theschool programs, systemizing the office work, maintenance of school discipline, care of schoolgrounds and buildings, care of school property, making reports, filing forms, and attending tocorrespondence. His administration of the school covers also the enforcement of school polices,classroom observation, conferences with teachers, test and measurement, teachersmeetings,demonstration classes, in-service training, direction of school government, custody over pupilsfunds, opening and closing schools, and eliminating hazards. They are the key governmentofficials that initiate, plan, and execute community-assemblies and other public projects, andhelp organize and vitalize parent-teacher associations, community councils, and other civicorganizations that work so hard in making community life more livable and progressive.

34. An elementary school principal may be either national (Insular) or national (municipal). The

national (municipal), as well as the national(city) elementary principal is appointed by theSuperintendent by authority of the Secretary of Education upon the recommendation of the

Director of Bureau of Public Schools. The national elementary school principal is under thedirect supervision of the district supervisor. The city elementary school principal is appointed bythe superintendent by authority of the Secretary of Education with the prior approval of theDirector. The Service Manual of the Bureau of Public Schools (3rdrevision, 1959), gives thefollowing duties of the principal teacher: He is the administrator, organizer, supervisor, andleader of the school. He makes friendly contacts with the municipal officials and the schoolpatrons. He creates, on the part of the public and local officials, strong support for publiceducation

35. Some of the supervisory activities of the principal teacher in the Philippine public and privateschools are the following: Observation of the Teaching-Learning Situation Conferences withTeachers Demonstration Classes Conducting Teachers Meeting Acting as Civic Leader Plant

Management

36. To be eligible for appointment as an elementary school principal, one must be a graduate ofthe Bureau of Public Schools normal school on the collegiate level, or a graduateof the Collegeof Education of the University of the Philippines with an elementary teachers certificate or agraduate of any other school offering equivalent courses, with at least two years experience asan elementary classroom teacher. A graduate of a normal school on the secondary level with atleast four years experience as an elementary classroom teacher is also qualified forappointment.

37. Line-and Staff School Organization Can Be Democratized

38. The line-and-staff school organization, by its very nature, violates the basic principle of

democracy. A democratic form of administration and supervision would give the students,teachers, parents, and all others involved in carrying on education in the schools, opportunity tohelp make plans and decisions, to evaluate what has been done, and to make necessarychanges in curricula, procedures, and policies.

39. To democratize the line-and-staff school organization, any of the following practices can beused: While policies are set up by the General Office, local officials should be given leeway toadopt such as actual needs and conditions demand their implementation. Permit thesupervisors and teachers to experiment. Encourage them to use method expressive of theirphilosophy which they have developed through study and practical experience. This will give

them practice in using their initiative, judgement, and constructive power. Encourage thesupervisors and teachers to make their own time schedule, and use it flexibly. Help them to useit intelligently and scientifically.

40. Encourage the supervisors and teachers to study childrens individual needs. Help themovercome the idea that subject matter as such is sacred and must be mastered. Eliminateoffice-made-test or examinations and authoritative demands to what should be covered. Call on


27/27

supervisors and teachers together when any question of policy arises. Encourage them topresent a course of study, procedures, and policies; and ask for suggestions and help. Accepttheir suggestion and encourage every effort for growth and development. Do not expect allteachers to change at the same tempo. Some will always demand on others for suggestionsand will resent having to think and workas they feel harder than before.

41. In other words, school administration and supervision will have to abandon its autocraticposition and re-orient its line-and-staff organization in favour of the democratic organizationwhich emphasizes respect for human personality, shared responsibility, commonunderstanding, joint concern, local initiative, and integrated action. The teachers should takepart in planning and execution of any school project as well as in the evaluation of its result.

42. G.R. Koofman, A. Miel, and P. Misner suggest that democratic administration should seekthe following priciples:1. To facilitate the continuous growth of individual and social personalitiesby providing all persons with opportunities to participate actively in all enterprises that concernthem.2. To recognize that leadership is a function of every individual, and to encourage theexercise of leadership by each person in accordance with his interest, needs and abilities.3. To

provide means by which persons can plan together, share their experiences, and cooperativelyevaluate their achievement.4. To place the responsibility for making decisions that affect thetotal enterprise with the group rather than with one or a few individuals.5. To advise flexibility oforganization to the end that necessary adjustments can readily be made. Democracy in its fullmeaning involves sharing responsibility whenever authority is shared. Many schooladministrators sincerely wish to be democratic, but are unwilling to share the authority and atthe same time bear the burden of all the responsibility.

43. Roadblocks to Democratic School Administration and Supervision

44. Some of the roadblocks to democratic school administration and supervision in this country

are the following: Centralized School System Lack of professionally-trained administrators andsupervisors Attitude of teachers toward administration and supervision Lack of professionally-trained teachers Lack of time for administration and supervision Attitude of the public towardeducation Desire for power by some administrators and supervisors Social and economicPatterns of Society Indifference of administrators and supervisors to democratic practices Theapathy of the teaching personnel toward democratic practices

45. Elementary Education in the New Society Article XV, Section 8 of the New Constitution

(1973) requires all public and private schools in the country to pursue, in the development ofevery child the following general aims: All educational institutions shall aim to inculcate love ofcountry, teach the duties of the citizenship, and to develop moral character, personal discipline,and scientific, technological, and vocational efficiency. The study of Constitution shall be a part

of the curricula.

46. The following discussion is based on the general aims of education outlined in our NewConstitution: Love of Country Citizenship training Development of moral character Personaldiscipline Scientific, technological, and vocational efficiency

school improvement planpresentation transcript

Documents