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 schools
educational programming in the previous school years and the
development of a written school plan that: establishes the
starting point for ongoing evaluation of efforts and unifies
independently organized school improvement efforts from various
areas 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 the
school needs to improve student achievement and shows how
and when these changes will be made. a three-year education
development plan that embodies the vision and mission of the
school. 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 reporting
to stakeholders and signatories. It is translated into an Annual
Implementation Plan. These SIPs serve as the major bases of the
Division Education Development Plan (DEDP).
3. a comprehensive overview of major priorities to which
theschool will commit its resources including activities which
aresupportive of the national program of the Department
andbest/effective practices to be sustained. a document which
embodies what a school wants to achieveand the manner with
which to achieve it ensuring that the schoolmaintains its prevent
strengths towards an enhanced learningenvironment for
students. 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 roles
andresponsibilities, which may be expanded as the
school/schoolcouncil sees it fit: Stakeholder Planning
ResponsibilitiesSchool Governing Actively participates in the
development ofCouncil (SGC) the SIP by establishing priorities
and settingrepresentative goals and strategies for school
improvement Initiates the formation of the School Planning
Team 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 and
helps them understand their role in the process Facilities actual
planning workshop
5. Stakeholder Planning Responsibilities Provide needed
information relative to teaching and learning processTeachers
Actively participate during the development of the SIP
establishing priorities, setting goals and formulating
implementation strategies for the plan. Share insights about
what their children need to learn and the difficulties they face in
school,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 available
resource in the implementation of the plan
6. Table 6. Actual Accomplishments Versus Targets Stakeholder
Planning Responsibilities Share insights about their difficulties in
the school and participate in setting goals,Students strategies and
priorities of the school. Share valuable information on the
interest of the community in school improvement andBarangay
and LGU participate in setting goals, strategies
andRepresentative priorities of the school Commit available
resources in the implementation of the plan.
7. A. How do we prepare the SIPSIP Preparatory Purpose Time
Persons Activities Frame InvolvedI. Calling for a To present the
school profile to the March or School Head general community
April (SGC) assembly School Forming a To draw insights/inputs
from the community for the development of Community School
the SIP Planning Team To inform the community about the
development of the SIP To distribute parent/student/teacher
survey questionnaire to the community to determine the
satisfaction level of the respondent on the way the school is being
managed
8. 1. Organizing To orient the SPT members April School Head
about the tasks at hand re:roles and (SGC) and responsibilities
preparing 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 is
needed (from the Division , Region and Central Office) in the
preparation of the SIP1. Collecting, To gather data from the
school April-May- SPT organizing management information
system June and (SMIS) analyzing school To gather survey
results (parent/ data student/teacher survey, CFSS Self-
Assessment Guide and APPES and Sterling Silver School Self
Survey Tool) To fill-out school report card
9. 1. Identifying core To identify core values and June SPT values
and formulate vision and mission (SGC) formulating vision and
mission1. Determining To determine school goals June SPT
school goals and and objectives objectives1. Formulating To
formulate Work and June-July SPT Work and Financial Plan and
Annual Financial Plan Implementation Plan and Annual
Implementation Plan1. Developing the To develop the Schools
August SPT School Monitoring and Evaluation Monitoring and
Plan and Structure Evaluation Plan and Structure
10. 1. Organizing for To prepare the school for SIP September
School Head implementation implementation (SGC) School
Community9. Writing the SIP To finally organize the October SPT
contents of the plan with (SGC) November reference to items 3 to
8 of this table December Division10. Presenting the SIP To
submit the SIP to the December SPT to the School School
Council for approval (SGC) Council for and Division for
acceptance School approval and Community Division for
Acceptance11. Preparing To determine strategies to January SPT
advocacy plan effectively advocate for (SGC) for the SIP support
of the plan from various stakeholders School Community12.
Communicating To present the plan to the February SPT the Plan
stakeholders (SGC) Onwards School Community
11. 1. Orientation To conduct workshop on February School on
implementation start up; clarify School Implement roles of those
involved and determined activities on the Community ation Start
implementation of the SIP Up
12. Communicating the Plan STEP 1: Implementation Start Up
Collecting, Organizing, & Analyzing School Data STEP 2: STEP
7: Identifying Core Values & Writing the Formulating the School
Vision & Mission Improvement Plan SIP Statements STEP
3:STEP 6: Planning Determining School Goals & CycleOrganizing
forimplementation Objectives STEP 5: STEP 4: Developing the
Formulating the Schools Work & Financial Monitoring & Plan and
Annual Evaluation Plan Implementation and Structure Plan Figure
1: 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 Step
1
14. A. Data Gathering and OrganizationTo organize school data
the use of the SRC Format is suggested.Advantages of the SRC:
1) It allows the SPT to review substantial school data in one
glance 2) Itprovides the opportunity for the school to conduct
trend analysis allowing initial inferences to be madefrom their
dataPlanning Indicators Description and Collecting of
DataEnrolment Collect 5-year enrolment data. (to forecast
enrolment Only the August enrolment is to be indicated in the
SRC Use the Form 3 or the Government School Profile as the
basis for this planning indicator To be filled up only if the school
is managing an ALS ALS Enrolment program. Otherwise, place
N/A or not applicablePersonnel Count only the plantilla-items
including the vacant position/s. TICs are not to be counted under
the Principal item but rather under the Teacher item. Put remarks
on the last column (What are these data telling us? Of the SRC
that a teacher is designated as TIC. In accounting for teacher
items, exclude locally paid and volunteer teachers In accounting
for non-teaching /support personnel, exclude teachers who are
designated to perform administrative responsibilities in the school.
15. Planning Indicators Description and Collecting of
DataPhysical Facilities Count only physical facilities based on
intent and not on utility. Meaning, the laboratory which was
converted as a classroom is counted under laboratory and not
under classroom. Exclude demolished facilities in the
countClassroom Refers to the desks, armchairs, set of table and
chairs, blackboard, laboratory tables & chairs, cabinets,
teachersFurniture tables & chairs and others Do not count
furniture that are not serviceable or condemnable or those
personally owned by the pupil/student & teacher. Count as 1 of
1 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 and
othersALS Community Refers to the ALS Learning Center
offering different kinds of community-based training
programsLearning 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 Service
Manual 2000& Equipment Prepare a separate list of all required
equipment. Attach the document to the SRC Place a checkmark
if all listed equipment are present in the school and come up with
a total to be reflected in the SRC per learning facilities.
Multimedia refer to computers for instruction, TV set, video or
DVD or cassette player & othersTextbooks Only BEC-based
textbooks (SEMP) are to be included in the SRC. Exclude in the
computation any other textbooks which are not SEMP For the
ALS, indicate the materials per learning strand.Medical/Dental *
Refers to the kind of services the school children availed such as
dental check-up/tooth extraction, physical check-Services up,
deworming, and others.
17. Planning Indicators Description and Collecting of
DataLearnerPerformance> Reading Refers to the PHIL-IRI
result or other reading assessment tool utilized by the
school.ComprehensionTeacher-Pupil Ratio Refers to the total
number of enrolment against total number of nationally paid
teachers. Exclude volunteer or locally paid teachers in the
computationTextbook-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 subject
area
18. Planning Indicators Description and Collecting of
DataNutritional Status Indicates the number of pupils/students
who, after being examined, are classified as Normal, Above
Normal, or Below Normal status of nutrition Secure information
from your school MIS or the School Nurse assignedClass Size
Refers to the pupil/student requirement at 45 per
classInstructional Refers to the frequency of supervision and the
number of teachers supervised per month.SupervisionParents
Rate of Attendance to the Home Room or General
PTCAParticipation Assembly will be used as bases for computing
this indicator. Reflect the average number of attendees over the
total number of parents in the school.Public Expenditures Refers
to the financial allocation / support given by LGU to the school
Simple Dropout The Simple Dropout Rate calculates the
percentage of pupils/students who do not finish a particular
grade/level.Rate Formula: Number of Dropouts over Enrolment
(August) x 100.Promotion Rate Promotion Rate assesses the
extent of pupils/students who are promoted to the next grade/year
level. Formula: Number of Promotees (March) over Number of
Enrolment (March)Graduation Rate (March) over number of
enrolment (March) x 100.19. Planning Indicators Description
and Collecting of DataSchool Refers to the recorded incidence
in the school such as: theft, conflicts and
others.EnvironmentPerformance Secure all indicators listed
below from your school MIS or Division Planning Office for the
past three (3) years.Indicators Indicator percentage should be
up to 2 decimal places Graduation Rate is translated to: Number
of Graduates
Retention Rate The Retention Rate determines the degree of
pupils/students in a particular school year who continue to be in
scRepetition Rate This indicator determines the number of
pupils/students who repeat a grade/year level. Formula: Number
of Repeaters current SY over Number of Enrolment Aug. previous
SY x 100.Failure Rate This indicator evaluates the extent of
pupils/students who failed a given grade/year level. Formula:
Number of Failures over Number of Enrolment x 10020.
Planning Indicators Description and Collecting of DataCompletion
Rate This is the percentage of first year entrants in a level of
education 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 in
Determining School Core Values A.1 Review the Values
Clarification Checklist Values Checklist People Processes
PerformanceEquality/Equal Close Relationship Ecological
AwarenessOpportunitiesRespect Fairness Open and Honest
PeopleFairness Helping other people HonestyJustice Influencing
others Fast paced workExcitement Order (stable, conform)
Helping other peopleHonesty Systematic Influencing
othersFlexibility Creativity Life long learningProfessionalism
Flexibility Order (stable and conform)Loyalty Effectiveness
Ranking 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 with
onlythree valuesStep A. 5: Ask participants to agree on 3topmost
school valuesStep A.6: Describe the values
23. Formulation of Vision, Mission StatementsVision is the
WHAT It is an expression of a destination towardswhich the
school should aim.A vision should be: - clear - memorable - linked
with client need and - involvingThe vision will help our school
develop systems and rules thatwould guide us in the pursuit of
our school mission.
24. WHAT IS A MISSION STATEMENT?A mission statement is
something that describes the path the school chooses to take to
become what it wants to be as expressed in its vision statement.A
mission statement:-- provides the focus, the map;--- tells the
reasons for making the trip or the journey;--- specifies what is
valid, what we as an organization pledge to do;--- tells who we are
and what we do; and--- addresses the needs of clients and
stakeholders
25. SHARED VISION WHERE DO WE WANT TO GO MISSION
HOW 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 SCHOOLGRADUATE
MANAGEMENT FACILITIESProduce high School run by
SCHOOLquality of Have enough a very COMPLETE
INFRASTRUCstudents books effective PERSONNEL
ANCILLARY TURE Principal SERVICESAttain Have a Hire
computerglobally Acquire To have good teachers Establish
functionalcompetitive vehicle for instructional functional teachers
officestudents the school leader Have an school To have Acquire
English major canteenProduce To have good stable functional
teachercomputer working laboratory Have a electricity Add
teachersliterate relations with functionalstudents Acquire
stakeholders Build more guidance classrooms To have a sports
servicesGraduate school equipment Haveskillful medical Have a
school comfortablestudents Implement services clinic learning
centerTo have God school Request forfearing electrification clerk
To have To a sciencestudents Have a complete laboratory rm.
security guard laboratory Have Produce functional teaching
guidance office learning aids
27. Vision MissionDraws on the values and beliefs and Draws
on 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 it
alreadySpecific to a certain organization exitsPositive and
inspiring Is specific to the organization, not genericDoes not
assume that the system willhave the same framework as it is
today Is a short statement, not more than one or two
sentencesOpen to significant modification tocurrent
organizations, methodology,teaching techniques, facilities, etc.
28. Step 3: Determining the Schools Goals
andObjectivesDetermining the Goals of the SchoolHaving
determined the priority concerns of the school, the SPT is now
ready to establish (or revise) improvement goals that address the
priority needs of the school. The goals needs to be substantive
and attainable, so the fewer the goals, the better. All goals should
be anchored on the Education for All (EFA) Goals, but should be
crafted based on the results of the data analysis.Developing the
Schools ObjectivesDevelop objectives that would measure the
progress in accomplishing the goals. Objectives should contain
the following elements: Specific, Measurable, Attainable; Realistic
and Time bound
29. STEP 4: Formulating the Work andFinancial Plan and Annual
ImplementationPlan (AIP)Input Process Tool Output SIP Outline
WFPSchoolgoals & Planningobjectives matrices Programs
andSchool Hierarchy Actions forReport approach Three
yearsCard AIP Figure 4. Graphical Illustration in Formulating the
WFP and AIP
30. To complete the information required in the three year WFP,
thefollowing are identified:* Priority Improvement Areas such a
school leadership,internal programs, external programs and
special projects. * Objectives of each improvement area * The
programs, projects or activities to be undertaken to carry out the
objectives * Resource Requirement * Time Line * Sources of
Funds required
31. Table 1. Three-Year Work and Financial Plan Matrix Template
Programs, PRIORITY Projects, Resource TIME LINE IMPROVE
Requirem AMOUNT & TARGET SOURCES OBJECTIVE MENT
Activities ent OF FUNDS YR. YR. YR. AREAS 1 2 3 MOOE
PTCA LGU Others
TOTAL SUB-TOTALS TOTAL
32. Table 2. Example of an Accomplishment Work & Financial
Plan Matrix Template PRIORITY OBJECTIVES
PROGRAMS,PROJECT, RESOURCE TIME LINE AMOUNT &
TARGET SOURCES OF FUND IMPROVEMENT ACTIVITIES
REQUIRE- AREAS MENT MOOE PTCA LGU Others YR. YR.
YR. 1 2 3 - to strengthen areas * Regular instruction consultation
P 1,000.00B. School of * Regular classroom visits 2,000.00
Leadership supervision * Regular faculty meeting 10,000.00 &
internal * Regular mentoring/coaching 2,000.00 management P
15,000.00 - to increase the * Implementation of Red-A-
100,000.00B. Internal academic Thon, PHIL IRI, etc, 50,000.00
Improvement performance * Continuous implementation of
Objectives of the pupils Opan AURA 350,000.00 * Enhancement
of pupils through P 500,000.00 fun and away games - to increase
* Improve physical environment 500,000.00B. External
participation 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 to
90,000.00 address malnutrition P 2,500,000.00 * Improve the
availability of classroom furnitures & IMsTOTAL P3,000,015.00
SUB-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 FUNDSIMPROVE
TIVES AMS REQUIREMENT MENT PROJE Q1 Q2 Q3 Q4
AREAS CTS Q1 Q2 Q3 Q4 J F M A M J J A S O N D MOOE LGU
PTCA Others ACTIVI TIES SUB-TOTALS SUB-TOTALS TOTALS
TOTALS TOTAL
34. STEP 5. Developing the Monitoring andEvaluation Plan and
StructureThe objective of this step is to enable the school to track
its progress andmake timely adjustment on the School
Improvement Plan: Input Process Tool Output SIP OutlineSchool
goals andobjectives M&EAnnualImplementation Matrix M&E
Organizing forPlan School goals plan Implementa-and objectives
Table 4 tionAnnualImplementationPlanReport Card Figure 5.
Graphical Illustration on Monitoring and Evaluation PlanThe
school goals and objectives and the suggested planningmatrices
for 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 with
which these targets areachieved.Evaluation is the analysis
ofinformation gathered during themonitoring phase with which one
canmake judgment on the effectivenessof the school.
36. STEP 6. Organizing for ImplementationAn SIP
Implementation Team should be organized in the school by the
school head to:1. manage SIP implementation;2. organize priority
improvement area team approved by the school head which will
manage 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 SIP
implementation;4. make recommendations to the priority
improvement area team regarding interventions that are
considered necessary in successful plan implementation;5. assist
the 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 (specific
membership will depend on the program of work in the SIP)1.
One Head Teacher or Master Teacher - Chairman2. One Science
Teacher3. One Mathematics Teacher4. One English Teacher5.
One TLE/EPP Teacher preferably Shop or Industrial Arts
Teacher6. Two student/pupils representatives7. One Parent or
LGU
38. Composition of SIP M & E Team:1. One Department Head
Teacher or Master Teacher2. Two teachers who have the
capacity to conduct SIP M & E as determined by the school
head3. One parent representative for every grade level4. One
LGU representative5. One School Council Representative
39. ---------------------- DIVISION DISTRICT OFFICE OFFICE
SCHOOLS SPT STAKEHOLDERS SIP SIP IMPLEMENTATION
M&E TEAM TeamSchool Internal External SpecialLeadership
Improvement Improvement ProjectsProgram Area Program Area
Program ProgramTeam Team Team Team Fig. 6. Suggested
Organizational Structure for SIP Implementation
40. The SIP IMPLEMENTATION TEAM undertakes the
followingfunctions:1. Organize program teams approved by the
School Head which will manage different programs and activities
as reflected in the 3-year WFP and the AIP;2. Make regular
reports (monthly, quarterly, semi-annual or annual) to the School
Head as regards the status of SIP implementation;3. Make
recommendations to the program teams regarding actions that
are considered necessary in successful plan implementation;4.
Assist School Planning Team in enhancing the SIP every year
during the SIP revisit; and5. Convene regularly to discuss
implementation issues together with School Heads and M & E
Team
41. The SIP MONITORING AND EVALUATION TEAM that
monitorsand evaluates the plan implementation.Specifically, it
shall:1. Conduct monitoring during plan implementation like
gathering, recording, organizing, storing data and ensuring that
school records are complete and up to date;2. Evaluate results of
SIP implementation which will be made as basis for decision
making by the SH for interventions;3. Make regular reports and
submit to SH;4. Update M & E plan during SIP revisit;5. Design
monitoring and feedback system (e.g. flow of reports and
feedback, reporting schedules, monitoring and feedback forms);6.
Analyze and interpret data and provide copy to the School Head
and program teams;7. Convene regularly to discuss M & E
concerns together with implementation team and SH;8. Monitor
school and learner performance and recommend to the SH,
actions to improve learner achievement.
42. Suggested composition of the teams. SIP Implementation
Team SIP M & E -One HT or MT chairman -One HT or MT -One
Science Teacher -Two Teachers -One Mathematics Teacher -
One parent representative -One English Teacher -One LGU
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-curricular
Development Others Team Activities Team Materials & Team
Team Equipment Team Fig. 7. School Improvement Plan
Implementation Structure (Suggested Format for Small Schools)
44. Suggested Roles/Functions of Program Teams1. Physical
Facilities & Instructional Materials & Equipment Team a. Prepares
master plan on physical facilities and instructional materials and
equipment b. Make annual inventory of facilities, materials and
equipment c. Identifies physical, materials and equipment needs
d. Assists the preparation of project proposal to source out funds
for physical facilities, materials and equipment projects e. Takes
the 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 the
school head on the status and make recommendation h. Prepares
list 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 and
OthersInstructional Finance Team Co-curricular Development
Composed of Activities Team programs Materials & Team 5 DH
Team Equipment Team Science program team Mathematics
program team English program team Pilipino program team
Makabayan program team Fig. 8. School Improvement Plan
Implementation Structure (Suggested format for Big schools w/
Dept. Heads)
46. 2. Curriculum and Instructional Programs Team a. Organizes
program teams per subject area b. Lists roles and functions of
each 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 implementation
of subject area program
47. 3. Student/Pupil Co-Curricular Activities Team a. Prepares
plan for student/pupil co-curricular activities b. Supervises co-
curricular activities like sports, cultural shows, talent shows,
student/pupil government activities, etc. c. Mobilizes stakeholders
to support student/pupil activities d. Convenes regularly with
implementation team, SH and M & E Team to discuss issues
about the program
48. 4. Staff Development Team a. Conducts TSNA to determine
strengths and training needs of teachers and non-teaching
personnel b. Prepares an INSET Plan and submits to SH for
comments and approval c. Conducts resource mobilization
activities in order to get funds to support plan d. Manages INSET
program to improve professional competence of teachers in order
to improve the delivery of instruction e. Organizes pool trainers in
the school who can be tapped as speakers during INSET f.
Evaluates and makes Training Completion Report after the
completion of every training g. Convenes regularly with the
School Head, Implementation Team and M & E team and
discusses implementation issues
49. 5. School Finance Team a. Makes recommendations to SH as
regards School Financial Plan in relation to the budget
requirements of the SIP/AIP b. Prepares resource generation plan
which will involve the stakeholders c. Manages allocation of
resources for operational and developmental activities which are
reflected in the SIP d. Prepares annual procurement plan
approved 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 information
regarding the SIP b. Links with the media (print / TV / radio /
Internet) to raise consciousness of stakeholders about the SIP
and entice them to support SIP c. Writes press releases on the
progress of the SIP implementation
51. Three-year School Sets the direction School Level Strategic
Plan Planning Annual Implementation Operationalizes the Plan
strategic plan School Detailed Policies programs/project plans ----
------------------------------------------------- Individual Planning
TeacherPrincipal IndividualIndividual ProfessionalProfessional
DevelopmentDevelopment PlanPlan --------------------------------------
--------------- Stakeholders Stakeholders Plans/Programs/Projects
Planning Fig. 8. The Relationship of Stakeholders Plan to the SIP
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 during
plan 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 SIP
in the Master Plan of the DEDP b. Monitors SIP implementation c.
Facilitates SIP formulation and revisit of the plan d. Designs the
SIP Reporting and Feedback System e. Provides / facilitates
technical 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. Design
plan in support of the SIP b. Provides technical and financial
support towards SIP imp c. Assists in the implementation of the
plan, 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 Outline
SIPOutputs School Communicating Templates Improvement
withof eachStep Plan Stakeholders Figure 10. Framework on
Writing the SIP
56. SIP Outline PART TOOL OUTPUT REMARKSEndorsement
None Endorsement Contains signatories of the School Planning
Team (See sample endorsement on page 91)Introduction None
Introduction Write 2 to 3 paragraphs indicating who made it , why
you did it (rationale), how the plan was developed, how you intend
to use the plan
57. ProfileA. School - Name and BEIS, School School -Write a
paragraphs or two History Records, Profile describing the current
Plantilla, 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 or
graphical - Curriculum (Organization of presentation of data may
be curriculum such as BEC, presented with a short Special
Programs, SPED, narrative discussion to Tech-Voc, etc. support
the presentation. - Personnel (School Head, Teachers, Non-
teaching 2. Use simple and clear Personnel and other support
words or statements to staff) organize ideas in a - Physical
facilities (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 the
Municipal Profile two describing the people Records current
community profile per sub area - Political (governing body/
political structure) - Geographical location (boundaries) -
Demography (population) - Economy (income, livelihood and
economic status)Situational Analysis The writing of the Situational
Analysis shall start with the accurate accomplishment of the
School Report Card.
59. Situational Analysis Then inferences shall be made and a
deeper analysis of the school situation shall be conducted looking
at 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 difference
between the actual data and standard) c. Present the reason/s for
the gap (taken from the identified problem
60. Situational Analysis 2. The narrative shall be supported by
tabular or graphical data 3. Use any of the tools used in problem
identification to come up with accurate analysisA. Collecting ,
organizing and analyzing data on the following:10. School
Performance -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 (School
Head, 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
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. Core
Values -Values Core Write a brief Checklist Values description of
core representing people, processes and performance and how
stakeholders 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 vision
statement) Refer to samples on pp. 44-46
63. A. Mission Contains one or more statements - Format could
be in paragraph or bullet form (see sample on p. 45)D. Goals and
Objectives -- Objective Goals and Contains Template Objectives
programs/projects/ -- Goals and Chart interventions to: Objectives
-Address identified Template problems -Sustain promising SBM
practices that will enable schools reach the mature level -Promote
continuous school and community improvements (e.g. Brigada
Eskwela, ECARP, DORP, Sports etc.)3. Year Work and Financial
-3 year 3 Year Contains objectives Plan Template WFP
programs/projects/ interventions to be attained within 3 years
using the 3-year WF template
64. Annual AIP Template AIP Contains majorImplementation
activities ofPlan (AIP) programs/projects/ interventions to be
attained within one (1) year using the AIP TemplateMonitoring
and -M & E template M & E Plan and Write a briefEvaluation Plan
and -M & E Chart Structure description on theStructure
organization of the M & E structure and the corresponding roles
and responsibilities. (Refer to page 65)Implementation -SIP SIP
Implementation Write a briefPlan and Structure implementation
Plan and Structure description on the chart organization of the
SIP Implementation Structure and the corresponding roles and
responsibilities.
65. PROCESS FLOW Awardin Recommended for Acceptance of
g of the SDS Cert. of If yes Acceptan ce by Preparation Submitted
Rapid the SDS of the SIP by to SGC for Appraisal the SPT by
DSRT/DsSRT Approval Sent back to the SPT SIP to undergo for
refinement and A process of If no inclusion of the minimums
review/refine- ment Figure 11. Process Flow of SIP Review and
Acceptance
66. PROCESS AFTER REFINEMENT Rapid Recommended
Awarding of Enhanced/ Cert. of Appraisal by for Acceptance
Refined SIP of the SDS Acceptance DSRT/DsSRT by the SDS
Figure 12. Process after Refinement of SIP
67. Republic of the Philippines Region _______ Department of
Education DIVISION OF _____________ _________City /
Province Awards this CERTIFICATES OF ACCEPTANCE of the
to_______________________________________ ( NAME OF
SCHOOL ) For having successfully complied or met (with) the
requirements and standards of the Department of Education as
mandated 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-Up
Annual Review SIPAppraisal Review Review And Evaluation
Evaluation SIP Start-UpSIP SIP Yr. 1 SIP Yr. 2 SIP Yr. 3
ImplementationPreparation Implementation Implementation
Implementation
69. Table 4. SIP Implementation Progress Report Matrix
TemplatePriority Improvement Area:_______________________
Program Team Leader :_______________________ PLANNED
ACCOMPLISH- PROBLEMS/ ASSISTANCE POSSIBLE
ACTIONS TO DATE OFACTIVITIES MENT OF CONCERNS
NEEDED SOLUTIONS BE TAKEN COMPLETION PLANNTED
ENCOUNTERED ACTIVITIES
70. Table 5. SIP Monitoring and Evaluation Matrix Template-
Stakeholders Perceptions on School Program and Project
Implementation Parents Opinion Summary of Findings
Recommendation Dimensions Quality of teaching Learning
Outcomes Student Reporting General Environment Customer
Responsive Teachers Opinion Summary of Findings
Recommendation Dimensions Clear Goals Decision Making
Professional 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 Findings
Recommendation Dimensions Attitude towards school Social
Acceptance Student Incentive Curriculum Usefulness High
Expectations Difficulty of WorkTeachers and Teaching Summary
of Findings Recommendation DimensionsEmpathyTeacher
Energy/EnthusiasmFairness/FirmnessHelpful/ResponsiveHigh
ExpectationsQuality InstructionFeedback/RecognitionDifficulty of
WorkTime Allocation
72. Table 6. Actual Accomplishments Versus Targets TARGET
ACTUAL ACCOMPLISHMENT
73. Sample Endoresement
LetterDate:_________________________________________Sc
hool Division SuperintendentDivision of
_______________________Sir/Madam:Greetings,We are happy
to inform you that (Name of School) has completed its School
Improvement Planwhich we are hereby endorsing for your review
and acceptance.We wish to inform your office that this SIP is a
product of the collaborative effort of parents,community leaders,
teachers, alumni, pupils under the leadership of (Name of School
Head).We look forward to a favorable response. Thank you and
regards.Sincerely yours,_________________
___________________
___________________________________ School Head SGC
Chairman Head School Planning Team Barangay* If the school
has a School Governing Council, endorse the SIP to the SGC.













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 the
Basic 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:
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 containing
improvements 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:
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
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 NGO
Representative

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

FUNCTIONS and COMPOSITION of SBM Teams:
FUNCTIONS and COMPOSITION of SBM Teams SIP IMPLEMENTATION
TEAM Organize program teams approved by the School Head which will manage
different programs and activities as reflected in the WFP and AIP Make regular
reports to the SH Make recommendations to the program teams regarding actions that
are necessary in the SIP implementation Convene regularly to discuss implementation
issues together with the School Head and M&E Team Assists in enhancing the SIP
every year during the SIP re-visit COMPOSITION ASTPs Curriculum Chair Subject
Coordinators Two student representatives (one will be the SSG President) One parent
or a representative from either the LGU or NGO

INITIAL MOVES:
INITIAL MOVES Stage 1 (Orientation of the SH): DONE Stage 2-Phase 1:
Orientation of School Stakeholders as Respondents for the SBM Practices Assessment
Stage 2-Phase 2: Actual inventory Stage 2-Phase 3: Summarizing the Stakeholders
response Stage 3: Focused Group Discussion

INITIAL MOVES:
INITIAL MOVES UTILIZATION OF THE RESULTS Assessment results will
primarily be the basis for the schools plan of action Convene the SPT in order to
revisit the SIP and do modifications Submit to the concerned agency the
SIP/AIP/WFP of the school













The administrative and supervisory
organization Elementary Education
2. The Administrative and Supervisory Organization of the Department of the Education and
Culture
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 to
regulation of the state. The Department of Education and Culture was created to carry out this
constitutional mandate. The Department was originally created by Act No. 74 of the Philippine
Commission 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 under
the 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 by
the Secretary of Education. The President ordered the reorganization of the government
structure and functions, and with it the Department of Education underwent a number of
changes. Its name was changed to Department of Education and Culture to stress its major role
in economic and cultural development. The Presidential Order of 1972, based on Presidential
Decree No. 1 abolished the Bureau of Public Schools, Bureau of Private Schools, and the
Bureau of Vocational Education. The function of the three Bureaus were transferred to the
newly 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 National
Education was changed to the National Board of Education. The present organization of the
Department of Education and Culture consists of the Department proper composed of the
immediate Office of the Secretary, the Planning Service, the Financial and Management
Service, Information and Publication Service, and Administrative Service.
6. The newly organized Department of Education and Culture will be responsible for developing
and implementing programs of education and culture based on the general objectives and
policies 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. The
ten 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-79D
of 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, necessary
to regulate the proper working and harmonious and efficient administration of each and all the
offices and dependencies of his Department and for the strict enforcement and proper execution
of 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 jurisdiction
and may, notwithstanding any provision of existing law to the contrary, repeal or modify the
decisions 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 the
service of any bureau or office under the department and in the connection there with, may
appoint a committee or designate an official or person who shall conduct such investigation; and
such committee, official, or person may summon witnesses by subpoena and subpoena
Ducestecum, administer oaths and takes testimony relevant to the investigation. The
Department Head, upon the recommendation of the chief of the bureau or office concerned,
shall have the power to appoint all subordinate officers and employees whose appointments are
not expressly vested by law, and remove or punish them except as specially provided
otherwise, in accordance with the Civil Service Law.
9. Functions of the Secretary of the Department of Education and Culture
10. Beside exercising general executive supervision overall the bureau and offices under the
Department, the Secretary performs certain duties specially prescribed by the Presidential
Decree NO. 1 Section 8,1 states the following as the functions of the Secretary of Education
and Culture: Advise the President in the promulgation of executive orders, regulations, and
decrees relative to matters under jurisdiction of the Department ;Establishes the policies and
standards for the operation of the Department pursuant to the Presidents program of
government;
11. Promulgate rules and regulations necessary to carry out department objectives, policies,
and functions ;Exercise supervision and control over all bureaus and offices under the
Department; Delegate authority for the performance of any function to officers and employees
under his direction ; and Exercise general supervision over chartered state colleges and
universities.
12. Functions of the Undersecretary of the Department of Education and Culture Section 8.2 of
the Presidential Decree No. 1 gives the following as the functions of the Undersecretary of the
Department of Education and Culture :Advice and assist the Secretary in the formulation and
implementation of department objectives and policies ;Oversee all the operational activities of
the Department for which he shall be responsible for the secretary; Coordinate the programs
and projects of the Department and be responsible for its economical, efficient, and effective
administration; Serve as deputy to the Secretary in all matters relating to the operations of the
department ; and Perform such other function as may be provided by law.
13. Functions of the Different Boards under the Department
14. 1. The Professional Boards- are composed of the Board of Medical Education, Council of
Dental Education, and Council of Medical Technology. The Professional Boards shall have
uniform powers and functions in prescribing policies, and regulations formulated by these
Boards are subject to the concurrence of the Secretary of Education and Culture. The main
function of the different Boards is to prescribe minimum requirements for their respective
professional courses.
15. 2. The textbook Board-the members of the Board are required to have at least a Masters
degree. The function of Textbook Board shall be limited only to the selection and approval of
suitable textbooks to be used in both public and private elementary and secondary schools. In
other words, its functions are limited to books for use in the elementary and secondary schools,
both public and private schools of elementary and secondary levels.
16. 3. Planning Service-The planning Service was created in the Department of Education and
Culture for educational planning. The planning Service will be responsible for providing the
Department of Education and Culture with economical, efficient, and effective services relating
to planning, programming; and project development. In other words, the Planning Service shall
be responsible for planning, research, project development and education and culture. To
accomplish the said major functions, the Planning Service shall have a Planning and
Programming Division, a Project Development and Evaluation Division, and Research and
Statistics Division with corresponding duties and responsibilities.
17. 4. Financial and Management Service- shall be responsible for providing the Department of
Education and Culture with staff advice and assistance on budgetary, financial, and
management improvement matters. The Financial and Management Service shall have a
Budget and Accounting Division, a Management Division, and a Special Education Fund
Division with corresponding duties and responsibilities.
18. 5. Administrative Service-shall be responsible for providing the Department of Education
and Culture with Economical, efficient, and effective services relating to personnel, legal
assistance, records, supplies, equipment, collection, disbursements, security, and custodial
work. In other words, the Administrative Service shall have charge of personnel, supplies and
equipment, and records. To carry on these functions the Personnel Division, a Legal Division, a
General Service Division, and a Teacher Examination and Certification Division were created
with corresponding duties and responsibilities.
19. 6. Information and Publication Service-according to Section12, the Information and
Publication Service will implement programs and projects designed to disseminate proper
information on the activities of the Department of Education and Culture to the public and to all
other concerned agencies, both local and foreign. In other words, the Information and
Publication Service will be responsible for the production instructional materials and the
program 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 the
tertiary level of education. It will also help the National Board of Education and the Board of
Examiners by providing them with secretarial service.8. The National Board of Education-
Republic Act No. 1124created the Board of National Education with 15 members representing
different interests. According to Section 5 of this law, the Board shall be the exclusive agency
of the government for the implementation of educational policies and the direction of the
educational interests of the nation, subject only to the constitutional authority of the President of
the 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 representatives
of various sectors of the community as members. The University of the Philippines- was created
by Act No. 1870, passed on June 18, 1908, by the Philippine Legislature. The Philippine Normal
University-was organized under the provision of Section 17 of Act No. 74 of the Philippine
Commission. It was later converted into a college by the Republic Act No. 921. Central Luzon
State University- was formerly the Central Luzon Agricultural School and was converted into a
college by Executive Order No. 393, dated December 31, 1950. It was later on converted into
university 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 Eastern
Philippines- was formerly the Samar Institute of Technology which was established in the
municipality of Catarman, province of Samar. Central Mindanao State University- was formerly
the 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 the
President 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 the
Public Schools, now the Bureau of Elementary Education. He shall establish primary schools in
every 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 fix
the curricula for all schools under his jurisdiction.
25. He shall prescribed the authority to be exercised by the principal teacher of each school
over teachers, if any, and his duties as teacher actually engaged in the work of instruction and
in the caring of schoolhouses and school property. He shall prescribe rules for construction of
schoolhouses to be built by municipalities or provinces, and fix the area or size of and required
in each. He shall prescribe the rules of hygiene to be observed in connection with the schools
of the islands.
26. He shall have the power to determine the towns in which teachers are to be paid out of
National Treasury; shall teach; and he may exercise this discretion in favor of those towns which
shall construct and maintain suitable schoolhouses by local taxation and contribution. He shall
maintain in Manila, or elsewhere in the Philippine islands, classes to furnish superior instruction
to teachers, as may by law, be allowed or established.
27. Aside from the above-mentioned duties and responsibilities of the Director of the Bureau of
Public Schools, the Director has the power to assign any school superintendent or teacher to
any division or branch of the bureau as the exigencies of the service may require. The Service
Manual of the Bureau of Public Schools (1927)states the duties of the Assistant Director as
follows: Confers with the Director in the major policies of the Bureau, such as instruction,
curricula, measurement and research, and other promotional activities. Inspect public schools
throughout 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 the
promotional activities of the General Office as head of the Promotional Staff. He may perform
some of the powers and duties also of the Director which may be delegated him. Next in line to
the Assistant Director is the Administrative Officer who is appointed by the Secretary of
Education and Culture upon the recommendation of the Director of the Bureau of Public
Schools, now the Bureau of Elementary Education. The Administrative Division is under his
direct supervision. Likewise, he handles mainly the administrative matters of the General Office
which 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 and
production of curricula inculcating objectives, instructional methods and materials, and
instrument to evaluate the result of instruction in pre-elementary, elementary, and special
education; Undertakes researches and studies on the curriculum and make appropriate
proposals for improvement and upgrading; Provide technical assistance on the use of the
educational media, audio-visual aids, and other forms of instructional technology; Design and
propose 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 may
be provided by law
30. 2. Staff Development Division: Develop plans and programs to upgrade and improve the
quality of teaching and non-teaching staff at the pre-elementary and elementary level and in
special schools; Undertake a continuing assessment and evaluation of ongoing staff
development programs and make appropriate recommendations; Provide expert assistance or
consultative services for the undertaking of seminars, workshops, and conference for upgrading
purposes; and Perform such other functions as may be provided by law.3. Physical Facilities
Division: Formulate and recommend plans, programs, and projects to upgrade school plant and
equipment for pre-elementary, elementary, and special schools; Conduct studies and make
proposals to improve the utilization and insure the proper maintenance of school plant and
equipment; Formulate standards regarding the quality and quantity of physical facilities and
equipment for use at the elementary level; and Perform such other functions as may be
provided by law.
31. Elementary Education Defined Our elementary school consists of Grades I to VII. This
organization 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. 896
Elementary 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 education
curricula and the other type offering a farming curricula. Republic Act No. 896, known as the
Educational Act of 1953, makes elementary education compulsory up to the completion of
Grade VII. This policy gives every Filipino child an opportunity to acquire a complete elementary
education.
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 the
school programs, systemizing the office work, maintenance of school discipline, care of school
grounds and buildings, care of school property, making reports, filing forms, and attending to
correspondence. His administration of the school covers also the enforcement of school polices,
classroom observation, conferences with teachers, test and measurement, teachers meetings,
demonstration classes, in-service training, direction of school government, custody over pupils
funds, opening and closing schools, and eliminating hazards. They are the key government
officials that initiate, plan, and execute community-assemblies and other public projects, and
help organize and vitalize parent-teacher associations, community councils, and other civic
organizations 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 the
Superintendent 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 the
direct supervision of the district supervisor. The city elementary school principal is appointed by
the superintendent by authority of the Secretary of Education with the prior approval of the
Director. The Service Manual of the Bureau of Public Schools (3rdrevision, 1959), gives the
following duties of the principal teacher: He is the administrator, organizer, supervisor, and
leader of the school. He makes friendly contacts with the municipal officials and the school
patrons. He creates, on the part of the public and local officials, strong support for public
education
35. Some of the supervisory activities of the principal teacher in the Philippine public and private
schools are the following: Observation of the Teaching-Learning Situation Conferences with
Teachers 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 of
the Bureau of Public Schools normal school on the collegiate level, or a graduate of the College
of Education of the University of the Philippines with an elementary teachers certificate or a
graduate of any other school offering equivalent courses, with at least two years experience as
an elementary classroom teacher. A graduate of a normal school on the secondary level with at
least four years experience as an elementary classroom teacher is also qualified for
appointment.
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 to
help make plans and decisions, to evaluate what has been done, and to make necessary
changes in curricula, procedures, and policies.
39. To democratize the line-and-staff school organization, any of the following practices can be
used: While policies are set up by the General Office, local officials should be given leeway to
adopt such as actual needs and conditions demand their implementation. Permit the
supervisors and teachers to experiment. Encourage them to use method expressive of their
philosophy which they have developed through study and practical experience. This will give
them practice in using their initiative, judgement, and constructive power. Encourage the
supervisors and teachers to make their own time schedule, and use it flexibly. Help them to use
it intelligently and scientifically.
40. Encourage the supervisors and teachers to study childrens individual needs. Help them
overcome the idea that subject matter as such is sacred and must be mastered. Eliminate
office-made-test or examinations and authoritative demands to what should be covered. Call on
supervisors and teachers together when any question of policy arises. Encourage them to
present a course of study, procedures, and policies; and ask for suggestions and help. Accept
their suggestion and encourage every effort for growth and development. Do not expect all
teachers to change at the same tempo. Some will always demand on others for suggestions
and will resent having to think and work as they feel harder than before.
41. In other words, school administration and supervision will have to abandon its autocratic
position and re-orient its line-and-staff organization in favour of the democratic organization
which emphasizes respect for human personality, shared responsibility, common
understanding, joint concern, local initiative, and integrated action. The teachers should take
part 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 seek
the following priciples:1. To facilitate the continuous growth of individual and social personalities
by providing all persons with opportunities to participate actively in all enterprises that concern
them.2. To recognize that leadership is a function of every individual, and to encourage the
exercise 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 cooperatively
evaluate their achievement.4. To place the responsibility for making decisions that affect the
total enterprise with the group rather than with one or a few individuals.5. To advise flexibility of
organization to the end that necessary adjustments can readily be made. Democracy in its full
meaning involves sharing responsibility whenever authority is shared. Many school
administrators sincerely wish to be democratic, but are unwilling to share the authority and at
the 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 and
supervisors Attitude of teachers toward administration and supervision Lack of professionally-
trained teachers Lack of time for administration and supervision Attitude of the public toward
education Desire for power by some administrators and supervisors Social and economic
Patterns of Society Indifference of administrators and supervisors to democratic practices The
apathy 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 of
every child the following general aims: All educational institutions shall aim to inculcate love of
country, 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 New
Constitution: Love of Country Citizenship training Development of moral character Personal
discipline Scientific, technological, and vocational efficiency