ORGANIZATIONAL AND MANAGEMENT STUDY Introduction In every institution, people are needed to run and manage it toward the

realization of its goals. The organization of the institution would determine the success of the project. The organizational structure of the school plays a vital role in any study. This would define whether the project is also feasible in terms of qualified and competent individuals who would provide an excellent framework and manpower for the institution. The organization of the school should be competent enough to provide the necessary needs of the student and at the same time, to be able to provide quality management. The organization, comprising of the Board of Trustees, President, Vice President, Academic Council, Registrar, Librarian, Treasurer, Guidance Counselor, Book Keeper, School Nurse, Principal of the high school and elementary, the teachers and the students and maintenance, requires thorough qualifications and cooperation of all its members to achieve success. It is then important that the organizational and management study of any project be given thorough consideration and significance for this would determine the kind of mechanism the institution would have. Basic Consideration The proposed project has the following objectives and significance: 1. To have a more pleasant atmosphere for learning;

2. To provide effective rooms for learning for the growing number of students; 3. To provide some employment; 4. To generate small scale businesses; 5. To generate more funds for the municipality of Balaoan; There are three phases in the management of the proposed project: 1. Demolition Stage The winning bidder, determined after the bidding

procedures, will undertake the demolition stage. 2. The Construction Stage The winning bidder, determined after the bidding

procedures, will undertake the construction. 3. The Operating Stage The operating stage will be under the management of the foundation, represented by the President. Form of Ownership The form of ownership under which the project will materialize is a foundation, represented by the President. Positions, Functions and Qualifications Figures on the succeeding page have just presented the complete number of employees in the administration and

instructional department. This comprised the Board of Trustees, President, Vice President, Academic Council, Registrar, Librarian, Treasurer, Guidance Counselor, Book Keeper, School Nurse, Principal of the high school and elementary, the teachers and the students and non-teaching staff. Each position is given individual functions, tasks and qualification, for the justification of its

existence and for the pursuit of its vision. Given are the following positions with their respective functions: High School Principal The principal is the educational leader in the school appointed by the President upon confirmation by the Board of Trustees. He or she shall have the following rights and

responsibilities: a. To direct and supervise the work and activities of the faculty and other staff of the school, who are directly responsible to him or her, motivating them towards the attainment of the vision mission and objectives of the school; b. To facilitate their schools interactions with parents and others in the school community; c. To carry out policies formulated by the Board, rules and regulations of the DepEd and the other government agencies which directly affect the operation of the school; d. To evaluate performance and effectively of faculty

members and other staff regularly on established criteria and to make a report of these including his or her recommendations to the Superintendent. e. To recommend the probationary or permanent

appointments, the promotion or demotion, retention or separation of faculty members and the other staff; f. To assign teachers loads and prepare their schedules g. To recommend for approval: y Special assignment and other tasks given to faculty members and other staff necessary for the

operation of the school;

y y

Requisitions, purchase orders and the like; Other matters beyond his or her authority to decide upon.

h. To develop and improve the curriculum through the study, evaluation and revision of curricular offerings, methods of instruction devices in consultation with the subject area coordinators and/or faculty members; i. To ensure maximum effectivity of the teaching-learning interaction through a consistent follow-up and

supervision of actual classroom teaching, course outlines, syllabi, lesson plans, course requirements,

supplementary selections, test questions and others; j. To issue necessary communications to parent/guardian pertaining to school policies, academic performance, disciplinary matters and school activities promotive of wholesome home-school relations; k. To enforce the private school laws and policies, rules and regulations regarding admission, registration and transfer of students; l. To represent the school, after due consultation with the Superintendent and approval of the Director, in its external relations with educational groups, other

agencies, and organizations and the general public, to preside over faculty meetings and/or others involving the whole school; m. To ensure that all reports to the DepEd and the other entities are prepared and submitted as required; n. To oversee student services such that these effectively support the vision-mission and objectives of the school;

o. To supervise care of physical facilities and take necessary steps to keep everything in proper order and condition; to reports on the condition of the physical plant and recommend improvements and repairs; p. To approve: y y y Leaves of personnel for one week or less; Petty cash disbursements; Requisitions and orders made by the faculty and staff; q. To prepare the budget of his or her school, supervise the financial management of his or her school; r. To perform such other functions as may be assigned by the Superintendent; s. To participate in the supervision of extracurricular activities and are often present for outside school-events. Qualifications a. He/she must complete a teacher education program that includes core classes in child development, psychology and behavior. b. Gain experience as a teacher; c. High school principal typically hold a masters degree or Ph.D., taking two years or 4-5 years full-time school, respectively, in an education-related field plus relevant experience, like teaching or educational administration; d. Have completed academic coursework in the theory and practice of educating students, educational

administration, finance and budgeting, education law and educational assessment; e. Strong interpersonal and communication skills;

f. He/she is able to make decisions and manage their time well; g. Graduate from a school accredited principal preparation program; h. Must pass the Qualifying Examination for Principal given by the National Educators Academy of the Philippines and the National Education Testing and Research Center Elementary Principal The head teacher or the school principal is the most senior teacher, leader and manager of a school. He/she shall have the following duties and responsibilities: a. Setting the mission, vision, goals and objectives of the school; b. Creating an environment within the school that is conducive to teaching and learning; c. Implementing the school curriculum and being

accountable for higher learning outcomes; d. Developing the school education program and school improvement plan; e. Offering educational programs, projects and services which provide equitable opportunities for all learners in the community; f. Introducing new and innovative modes of instruction to achieve higher learning outcomes; g. Administering and managing all personnel, physical and fiscal resources of the school; h. Recommending the staffing complement of the school based on its needs; i. Encouraging staff development;

j. Establishing encouraging

school the

and active

community participation

networks of

and

teachers

organizations, non-academic personnel of private schools and parents-teachers-community associations; k. Accepting donations, gifts, bequests and grants for the purpose of upgrading teachers learning facilitators

competencies, improving and expanding school facilities and providing instructional materials and equipment. Such donations or grant must be reported to the appropriate district supervisor and division

superintendents; and l. Performing such other functions as may be assigned by the proper authorities. Qualifications: a. Elementary school principal typically start out teaching, then work their way up the ranks to principal; b. Completed a bachelors degree, typically in education; c. They must complete the additional training to fulfill prerequisites for a teaching license; d. Complete a masters degree in educational leadership or educational administration; e. Must be licensed where they will be employed; Academic Council (Teaching and Non-Teaching) The Academic Council is a group of professional educators who take upon themselves the responsibility of calling forth and develop the potentials of the students. They engage instructional or instruction-related activities. 1. The Classroom Teacher

The classroom teacher shall exercise the following functions: 1.1 Professional Duties

a. To submit carefully prepared syllabi, lesson plans, test questions, and grades on schedules; b. To submit, at the designated time a syllabus for each subject assigned to him or her following the prescribed form ensuring integration of the school vision-mission and the objectives in content and process; c. To be up-to-date with the course requirements of his/her specific subject; d. To maximum the use of audio-visual aids and to prepare these at least one day before the lesson; e. To attend faculty, subject area and year level meetings, pre-service, in-service, and post-service activities, and other functions held during school days and otherwise; f. To participate to formulating policies and regulations in their areas of competence and concerns; g. To maintain high standards of scholarship by

improving his or her teaching skills through study, observation, experiment, self-criticism and following developments in his/her respective field; h. To check the notebooks and the other student output of the classes he/she handles to determine the students subject; i. To punch or sign his/her time record upon reporting to and before leaving the school; j. To promote cleanliness and order in the classroom and in the campus. performance and progress in his/her

1.2

Classroom Management or Discipline

a. To promote a conducive atmosphere for mutual learning and for community building; b. To express concern for their students and allow them to express the same to one another; c. To seek the approval of the Principal for any change he or she makes in the schedule; d. To contribute towards a wholesome attitude to an effective implementation of the vision-mission and objectives through the various school programs and the practices such as self-discipline, self-reliance, thoroughness and self-determination; e. To assume full responsibility for discipline in the classroom referring to the Principal or Coordinator of Student Affairs only such offenses as are beyond their power; f. To refer students in need of guidance to the class adviser, who in turn, may refer them to the Guidance Counselor, if necessary. 1.3 Community Involvement

a. To actively participate in the schools out-reach program and/or in the parish and community social action programs; b. To update themselves on current social issues

affecting the lives of the people. Qualifications: a. Earn a bachelors degree in education from an accredited college or university; b. For elementary school teacher, take courses in human development, child psychology, curriculum design and literacy instruction;

c. For high school teacher, take major-level courses in the subject the wish to teach, in addition to the required teacher education curriculum d. Must participate in professional fieldwork, often included in education degree programs, in which they are assigned to help or teach a class under the supervision of a licensed teacher. 2. Class Adviser Class Adviser exercises supervision over the academic as well as non-academic concerns of students in the class section assigned to him/her. He/she shall have the following functions: 2.1 Attendance

a. To check on the regularity and punctuality of the students of his/her advisory class; b. To make a follow-up on students who are habitual late comers and absentees like an average of twice a week; c. To make a report of his/her findings to the proper authorities. 2.2 Discipline

a. To be alert to note and follow-up the change in behavior of students in class; b. To remind students of their proper dealings with others; c. To instill in students a sense of responsibility, propriety and maturity even when left on their own; d. To attend to the cleanliness and aesthetics appearance of his/her classroom; e. To take appropriate measures in case of violation of policies and or refer to the Principal/Coordinator of

Student Affairs cases that require administrative attention. 2.3 Policies of the School

a. To instill in the students an appreciation of the meaning and value of the different school policies; b. To see it that vision-mission and objectives of the school are carried out through the development of a sense of loyalty and responsibility, consistency and creativity. 2.4 Academic

a. To follow-up the academic progress of the students through interviews and in coordination with the subject teachers; b. To take charge of entering the grades notebooks, cards and other needed forms; c. To find time to talk with the students who are in need of academic guidance. 2.5 Co-Curricular Activities in the

a. To suggest, guide, and give tips to the students on matters of co-curricular activities in coordination with the personnel concerned; b. To maximize his/her presence and involvement of his/her students in the co-curricular activities of his/her classes. 2.6 Counseling

a. To be available to their students in need of counseling; b. To cooperate with the teachers, the Guidance

Counselor and the Coordinator of Student Affairs in discovering individual differences among students and in meeting their needs;

c. To provide and organize group guidance sessions and activities; d. To get acquainted with the parents/guardians of students for more effective counseling. 3. Guidance Counselor The Guidance Counselor plans, implements, supervise and evaluate the guidance program and services. He/she shall exercise the following functions: a. To prepare the Guidance Program; b. To gather and take responsibility for all pertinent data about the individual student in order to be equipped to interpret his personal and to assist him/her effectively; c. To counsel, individual students concerning their

educational, personal, vocational, social and related needs; to refer them to the Parish Priest for their moral and spiritual needs; d. To administer psychological tests, analyze results and interpret them; e. To work closely with teachers in their problems involving student adjustment and academic performance; f. To confer with parents/guardians in cooperation with the Principal and/or class adviser regarding the problems of the children with the end view of gaining their

cooperation and develop better understanding of student problems; g. To supervise group guidance/peer counseling sessions; h. To prepare periodic reports to the Principal, including his/her comments and recommendations. Qualifications:

a. Complete

at

least

some

graduate

coursework

in

educational psychology, school counseling or related field; b. Teaching certification and/or two or more years of teaching experience. c. Masters program in school counseling, which last 1-2 years, typically begin with general counseling courses, such as counseling theories and procedures, ethics, group counseling, human development and interpretation of research, followed by classes specific to school counseling; d. Must meet internship and/or practicum requirements and pass one or more state-administered or national school counseling exams; e. Valid teaching certificate; f. Teaching experience; 4. Librarian The librarian is responsible for making the library as a resource and learning center in support of the academic life of the school. The librarian shall exercise the following functions: a. To assist the students and faculty in their use of library materials and services; b. To help the faculty in the integration of library services with the instructional program; c. To maintain silence, order and discipline in the library so that students may work under optimum conditions; d. To inform the faculty of any new library acquisitions which may be useful in their field of instruction; e. To recommend to the principal books and other needed reference materials.

Qualifications: a. A masters degree in library science; b. Must be fairly good with technology and also personable to enable them to build good

communicative relationships with their users; c. Must have a degree and relevant post-graduate qualification; d. Must have the following skills: good

communication skills, enthusiasm and motivation, teamwork skills, flexibility, good organizational skills and specific subject knowledge;

5. Records Clerk The records clerk is the custodian of the academic record of students. He/she shall have the following

functions: a. To keep all students records up-to-date and in good order and to take charge of all correspondence concerning student records; b. To secure transcript of records, Form 137, and other admission requirements; c. To prepare and submit reports on enrolment, teachers class programs, schedules, promotions, student grades, attendance, teachers contracts and other data which may be required from time to time; d. To check the credentials and prepare the records of candidates for graduation on the prescribed form for request of the Special Order form the DepEd; e. To check the class list and prepare students and personnel directories;

f. To help enforce the school admission policies and entrance requirements. Non-Academic Personnel The non-academic personnel are part of the support group for the administration of the school. They provide services, which ensure the smooth functioning of the different offices. The Director subject to the confirmation of the Board of Trustees appoints them. A. Accounting Staff 1.1 Cashier The Cashier in each school shall have the following functions: a. To receive cash and checks; issue official receipts and file the duplicates; b. To prepare daily cash position reports; c. To prepare the abstract of daily collections; d. To take custody of petty cash and prepare petty cash vouchers; e. To deposit all collections intact to the Diocesan Schools account daily of it not possible, on the following banking day; f. To post tuition payments on the student ledger cards; g. To prepare statement of accounts of students; h. To prepare and issue examination permits; i. To perform such other functions as Principal may assign. 1.2 Accounting Clerk

The

Accounting

Clerk

shall

have

the

following

functions: a. To prepare the payroll of all school personnel; b. To consolidate and record absences and overtime of all personnel; c. To post deductions on employees individual ledgers; d. To compute SSS, Medicare, Pag-Ibig, withholding tax, and other monthly and quarterly remittances; e. To prepare retirement forms; f. To prepare all checks and check vouchers; g. To prepare the SSS and all employees contribution certificate; h. To record checks issued in the check register; i. To follow-up all bank accounts; j. To perform such other functions as may be assigned by the Financial Secretary/Treasurer. Qualifications: a. Knowledge of basic arithmetic; b. Knowledge of merchandise location or seating charts; c. Skill handling and counting cash; d. Skill in communications with public F. Utility Staff They include janitors, carpenters, drivers, messengers and the like. They shall have functions that go with the specific nature of the contracts and/or appointments.

Hiring and Selection Process

OSIAS Educational Foundation follows certain rules to make hiring and recruitment of trainers sound and effective. Rules usually give emphasis on the qualification standards, which their uses as one of the bases of hiring and recruitment. OSIAS Educational Foundation looks an educational attainment of the applicants regardless of what school did he/she came from. This educational background talks more on the nature of the

applicants degree, which he had already earned. The ability of the earned degree must be connected with the topics and lessons he/she going to handle when he is chosen as a teacher. If the Board the school of Trustees will has made hiring no other

recommendations,

necessitate

applicants ad usually give priority o the graduates of the Bachelor in Secondary Education and/or Bachelor of Science in Elementary Education from other colleges and universities. Qualifying

applicants must at least have performed well and have received special awards or recognitions from the school. In some aspects, their applications to the school make sense to the academy. The following are the steps in the hiring and selection process: 1. Selection Criteria or Requirements All applicants, regardless of previous employment or status shall be appraised based on the following criteria: 1.1 Openness to and acceptance of the vision-mission and objectives of the Diocesan Schools and readiness to implement the same through the school programs and to reflect these in the performance of his/her tasks and his/her relationship;

1.2

Aptitude for the position gauged from an actual demonstration and/or interview the report on the screening;

1.3

Appropriate educational attainment and experiences relative to the requirements of the position;

1.4

Positive results of pre-employment examinations which consists of: y Physical examination by the school physician or one recommended by the school; y y Laboratory examination including x-ray; A battery of tests including proficiency, mental aptitude, tests; y Submission of the following:  Clearance and letter of recommendation from previous employer;  Transcript of records;  SSS number and TIN;  Residence of certificate;  Birth and baptismal certificates;  Church marriage contract (if married); and personality/psycho-emotional

2. Term of Office As stated in the contract and/or appointment papers.

Promotion A promotion is a stage in employment wherein there is a certain elevation of positions and rank of an employee in an organization. Promotion happens when a certain position has been vacated and therefore needed to be filled-up by the employees who

are in the lower ranks but they are qualified in the position. OSIAS Educational Foundation applies this activity in their

Administrative Department, which is not applicable in the Instruction Department. OSIAS Educational Foundation follows a guideline in the process of promotion and makes sure that those vying for a certain position are qualified. Priorities in the promotion are based on the seniority performance of the applicants. This instruction calls for applicants who gained/earned greater number of months or years working institution. An applicant should be qualified in terms of his/her educational background. It is necessary that the degree earned by the applicant should fit the position he/she is vying for. An applicant in promotion must also have good records in the institution as to the attendance relationships with colleagues and students, use of tool and equipment, and other existing policies in the institution, which he/she has been duly observed. Attitude and values towards his/her work shall also be considered and shall have a positive working behavior with this present position, which could be used for his/her qualification. A positive working behavior means that he/she must have assumed his/her function effectively and efficiently for the purpose of building their institution. An applicant, who is interested in any position for promotion, must be able to go through the following steps: 1. Submission of an application letter with his/her copies of Personal data sheet and Service records;

2. The Director of the Superintendent of the Commission of Diocese Schools shall review the submitted papers to verify the qualification of each applicant; 3. Right through the second step, the Director the of the of

Superintendent applicants;

shall

choose

among

number

4. The chosen applicant should be interviewed by the Director or the Superintendent for further information about the applicant. Number of Employees OSIAS Educational Foundation is composed of two departments namely the Administrative Department and the Instruction Department. Each department is composed of a number of employees who possess distinct functions from one another. The Administrative department is composed of twelve (12) employees, which include the Board of Trustees down to the Registrar/ Cashier. Each employee is given individual functions and tasks to carry out the vision of the institution. On the other hand, the Instruction department or the Faculty is composed of two coordinators, 1 librarian, teaching staff and non-teaching personnel. Each individual is given a challenging role to prove their worth as teachers in different year levels. As a whole, institution is composed of a well-regulated number of employees catering and rendering their knowledge to the needs of the academy and the students. The next table represents the monthly salary of the employees upon the operation of the foundation.

Table 1 Monthly Salary of Employees Personnel Number of Personnel Monthly Salary Pay per Personnel Total Monthly Pay

Organizational Chart An organization, no matter how small it may be, still needs an organizational framework or an organizational structure. Through this structure, performance and directing of

responsibilities could be effectively monitored, enhanced and improved, and through this structure, operation of the

organization will flow smoothly and successfully. -ORGANIZATIONAL STRUCTURE OF OSIAS EDUCATIONAL FOUNDATION-PRE-OPERATING PHASE OF THE PROJECT ORGANIZATIONAL CHART-

SOCIO-ECONOMIC STUDY

In any project study, one of the most important aspects to be considered is the socio-economic part. For a certain project to be feasible, it should not only comply with the technical, financial, and other areas of consideration, but more importantly, it should be able to provide the necessary benefits to the community and to the society as whole. The project should be able to serve its purpose. In should take effect in such a way the people from the community would benefit from it and would change their lives for the better. This part of the study would show the different benefits the project has to offer and certain slight disadvantages that may come along with it. It is then important that the socioeconomic study be given thorough consideration. Benefits The success of a project is not only dependent on the profits generated, but also from the social and economic benefits it could offer to its employees, to the respondents- for this project the students, and to the community where this project will be established. Upon the construction and operation of this project, employment and income are guaranteed, which would increase the revenue of the municipality of Balaoan. The community would in turn benefit the projects of the said school. The establishment of the proposed project will invite more elementary graduating pupils of Balaoan to acquire a quality secondary Christian Education. This would really help in the uplift of literacy rate among the people of Balaoan.

The said school, being the only catholic secondary school of Balaoan, would not only provide quality Academic instruction to the students, but most of all moral and religious values will be enhanced. But it is also a fact that it is indeed unavoidable that certain disadvantages of the said project would occur. This would include the cutting of an acacia tree and certain mahogany trees in the area. However, an environmental compliance certificate (ECC) issued by the Department of Environment and Natural Resources (DENR) approves the cutting of trees. Furthermore, upon the completion of the said school, environmental awareness would be enhanced among the students, and in turn to the respondents of the community. These are the gains and benefits that the project has to offer, making it very feasible as far as socio-economic is concern.