Sei sulla pagina 1di 9

CHAPTER 1

_______________________________________
Department of Education Mission, Vision and Core Values
Statement
Strategic planning is a key function of an organization’s management that
helps to set priorities, allocate resources, and ensure that everyone is working
towards common goals and objectives. However, for strategic planning to be effective,
there are two important tools that are needed – a mission and a vision statements.
These serve as a guide for creating objectives and goals in the organization, thus
providing a road-map that is to be followed by everyone.

A mission statement describes the current state of an organization and its


primary goals or objectives. It provides detailed information about what the
organization does, how it does it, and who it does it for. Unlike the vision statement,
it is short-term in nature. However, it is related to the vision statement in that it
outlines the primary goals that will help to achieve the future the organization
desires.

MISSION STATEMENT

To protect and promote the right of every Filipino to quality, equitable, culture-
based and complete basic education where:

 Students learn in a child-friendly, gender-sensitive, safe, and


motivating environment
 Teachers facilitate learning and constantly nurture every
learner.
 Administrators and staff, as stewards of the institution, ensure
an enabling and supportive environment for effective learning to
happen

A vision statement is used to describe the future state of the organization, i.e.,
what the organization hopes to become in the future. It is, therefore, a long-term goal
provides direction for the organization. It also communicates the purpose of the
organization to the employees and other stakeholders and provides them with the
inspiration to achieve that purpose. Both play an important role in the organization.

VISION STATEMENT

We dream of Filipinos who passionately love their country and whose


competencies and values enable them to realize their full potential and contribute
meaningfully to building the nation.
As a learner-centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.

1
CORE VALUES

Maka-Diyos
Maka-tao
Maka-kalikasan
Makabansa

Core values are what support the vision, shape the culture and reflect what
the department values. They are the essence of the department’s identity – the
principles, beliefs or philosophy of values.

Tanauan South Central School , as an educational institution for 74 years,


dreams to achieve the DepEd’s mission and vision. This school believes that it can
be a reality with the support and cooperation of all the stakeholders, both internal
and external. It also believes that through careful planning these aspirations can be
achieved.

“ It takes a village to educate a child”, a popular African proverb which depicts


the goal of the School Improvement Plan. It takes a community to educate, engage,
enlighten and empower a child to be the best of himself. In order to do this, the
DepEd, the main engine to start productivity and positive change in the society
necessitates to conceptualize and frame our SIP.

The School Planning Team composed of School Head, Parent-Representative,


Pupil-Representative, LGU Representative, School DRRM Coordinator, Teacher-
Representatives and Chairman of the Child Protection Committee, convened as the
first step in preparing the school SIP.

The school head provided an activity to all the members of the SPT. Everyone
was asked to draw the school they wanted for their children/ learners. The members
were given the chance to present their dream school. Each of them has ideas on
what a perfect school for the learners looks like. The school head presented the
mission, vision and core values of the DepEd . She asked the members to share their
ideas. The responsibilities of everyone were discussed and they were able to
internalize their important roles in helping the department to realized is vision. The
sharing give enlightenment of their specific and important roles to be performed and
give clear directions to the next action that they will plan for the benefits of the school
children.

The school is inspired and challenged by the DepEd’s mission. It makes the
stakeholders focused on what to consider first. Motivated by the core values, the
school centers its obligation in providing pupils with quality basic education that is
highly and globally competitive that will prepare them for the life filled with desire of
service to mankind. According to the head of the barangay, Hon. Jeffry B. Deriquito,
“ The barangay is very willing to extend support to the school’s programs and
projects”.

Our stakeholders hope to have a unified school amidst the diversity and
changes happening around their children. They hope more pupils to come and study
where everyone strives not only for intelligence but to have basic good manners and
correct attitude in life to prepare them in higher learning. They committed time,
effort and resources to deliver assistance as the primary partners of the school in
molding the mind and heart of our young learners.

2
The list of roles and responsibilities of all SPT members were discussed and
agreed upon.

ROLES AND RESPONSIBILITIES OF ALL SCHOOL PLANNING TEAM MEMBERS

Name and Designation Roles and Responsibilities


Convenes the Planning Team
Provides guidance in the development of
MILDRED C. SOFERA plan, clearly explains the SIP planning
School Head process to the planning team and helps
them to understand their role in the
process
Facilitates actual planning workshop
Shares insights on what their children
need to learn and the difficulties they
face in school, their aspirations for the
DENNIS P. JIMENO school and their children present other
Parent-Representative areas of concerns
Participates in setting goals, strategies
and priorities of the school
Commits available resources in the
implementation of the plan
Shares insights about their difficulties
JESSIE M. ROYO in the school and participate in setting
Pupil-Representative goals, strategies and priorities of the
school
Shares valuable information on the
interest of the community in school
HON.JEFFRY B. DERIQUITO improvement and participate in setting
LGU, Representative goals, strategies and priorities of the
school
Commits available resources in the
implementation of the plan
MINARDO C. ILAGAN Prepares a contingency plan to ensure
DRRM Coordinator the safety of everyone in the school
Provides needed information relative to
FLORA M. CABRERA teaching and learning process
MARY ANN M. ENCISO Participates during the development of
Teacher-Representatives SIP, establishing priorities, setting
goals and formulating implementation
strategies for the plan
Inculcates to the learners the
MARY ANN R. BASILAN camaraderie among peers, gives
Chairman, Child Protection Committee counseling to address the needs of the
learners who find the difficulty
In mingling with other peers

3
The SPT also prepared the timetable in the preparation, implementation, and
monitoring of the School Improvement Plan to serve as guide.

SCHOOL PLANNING TEAM TIMETABLE

School Planning Team Activities Time Frame/ Schedule

Preparatory Activities
Gather and organize the necessary
data Third week of March
 School-Community Data
Template Fourth week of March
 Child Mapping
 Child Protection Policy
Implementation Checklist
 Student-led Watching and
Hazard Mapping

Phase 1: ASSESS
 Discuss the school’s current
situation Month of April
 Identifying Priority Improvement
Areas

Phase 2: PLAN
 Reviewing General Targets and
Objectives Month of May
 Formulating Solutions
 SPT Assembly ( Presenting the
Root Cause )
Phase 3: ACT
 Roll out Solutions Month of June to August

Phase 4: ASSESS
 Checking Progress of the PPAs Month of September
Communicating to Stakeholders Month of October

Month of October

4
CHAPTER 2
______________________________________
ASSESS
School’s Current Situation
A. School Profile Data

Geography
Tanauan South Central School located in Poblacion 1, Tanauan City is
one of the schools which offer education for pupils with different abilities. It
offers Regular class from Kindergarten to Grade Six. It is the only school
which has a Special Education ( SpEd ) Center for Learners with Special
Educational Needs ( LSENs ) for almost twenty years. It also offers Arabic
Language and Islamic Values ( ALIVE ) program for the increasing number of
Muslim learners. And for the pupils who cannot attend to Regular Class, the
school is also offering Alternative Learning System ( ALS ).

Its being situated along the highway makes it easier for visitors and
stakeholders to locate the school especially those coming from Tanauan City’s
nearby places. It lies in the center of the town proper and the spacious and
sturdy buildings stand beside the offices of the City Schools Division of
Tanauan.

Being located in the town proper, the school is susceptible to incidences


of crimes and other human induced hazards.

In the last three years, Tanauan South Central School is fortunate to


have withstood natural hazards such as earthquake and typhoons.

B. SITUATION OF CHILDREN / LEARNERS: ACCESS-IN AND OUT OF


SCHOOL
1. Children Not in School
Based on the conducted Child Mapping, there are 24 males and
26 females with a total of 50 school- aged children who are not in school. This
shows that the school did not totally meet DepEd’s target that every school-
aged child must be enrolled in school.

There are identified reasons for not attending school. Health


and nutrition was traced as the main reason. Illness impedes pupils from going
to school. Another reason is child labor which implies that children works to
earn money to help parents provide the needs of the family or to take care of
siblings while their parents are working.

C. Learning Environment

1 . Classrooms and Seats

5
The school’s obligation to maintain the quality service is equated
with our 55 classrooms with adequate seats from Kinder to Grade 6 and Sped
classes. However, the Kinder classrooms although functional were suggested
by the Division DepEd Engineer and approved to be demolished to meet the
demand of safety and spacious learning area. There are also 5 classrooms
needing minor repair.

2. Water, Sanitation, and Hygiene ( WASH ) facilities


Local piped water is the functional water supply source in the school.
In securing proper hygiene and sanitation, the functional toilet ratio is
558:1 for male and 24:1 ratio for female. This shows that the school needs to
construct additional toilets. There are only three handwashing facilities and
the school needs to construct additional to meet the needs of the pupils.
Although the school is big, sanitation and cleanliness in TSCS is not left far
behind.

3. Textbooks
The learning supplies, particularly K to 12 textbooks are sufficient and
available in the primary level and workbooks in the Kinder level are also ample.
However, some intermediate textbooks in Science and English are limited to old
supplies.

4. There are 70 Nationally-funded teachers, 55 of them are assigned in


Regular Classes, 11 in Special Education and 4 in Alternative Learning System.
Twenty of them are M.A. Graduates, 1 have CARMA and 12 of them have M.A.
units. There are also 2 Asatidz who are Locally-Funded assigned in ALIVE
program.

Despite the fact that teachers attend and participate in trainings and
seminars, they still need to keep themselves abreast with the changes and
development in the teaching profession in this fast changing world so that they
may become competent 21st century facilitators of learning.

5. Children Health and Safety


For the current School Year, there are 64 males and 61 females with a
total of 125 pupils are with wasted nutritional status while 26 males and 24
females with a total of 50 pupils belong to severely wasted pupils. For the last
2 years, there was no wasted or severely wasted pupils at the end of the School
Year. For the S.Y. 2018-2019, there were still 12 pupils who were identified as
severely wasted after the implementation of the School Based Feeding Program
( SBFP ). Learners’ improper eating habits is the leading cause. Financial
problem is encountered by most of the families and it leads to their inability to
provide foods with proper nutrition content for their children. Other families
fail to practice proper eating habits which may influence children in school.

There is an intense to strengthen the Feeding Program of the school to


address this problem. Healthier foods should be fed among wasted and severely
wasted students to ensure that they maintain proper nutrition that their body
needs.

6. Stakeholder Support to Education


Despite the fact that parents and other stakeholders contribute
financially to the implementation of projects that benefit pupils, their level of
participation and attendance is still noticeably low. Most of the parents are

6
preoccupied with their occupations and household chores which hinder them
to spend their time in attending meetings and assemblies concerning their
children. For instance, most of them fail to attend Homeroom PTA meetings,
card giving and school programs.

Parents become unaware of the progress of their children. They fail to


monitor / assess their children’s academic and co-curricular performances in
school. They fail to gain feedback from teachers and class advisers with regards
to the behavior of their children in school. As their participation rate decreases,
the probability of making successful projects of the school decreases.

7. FUND SOURCES
The school’s efficiency is fueled by the funds from different sources.
Based on General Appropriations Act, the school enjoys an amount of 85,310
monthly from the school Maintenance and Other Operating Expenses. The
school canteen, Local Government Units and other stakeholders also helps to
finance other school’s programs and projects.

C. SITUATION OF CHILDREN / LEARNERS: ACCESS-IN AND OUT OF


SCHOOL
1. Children Not in School
Based on the conducted Child Mapping, there are 24 males and
26 females with a total of 50 school- aged children who are not in school. This
shows that the school did not totally meet DepEd’s target that every school-
aged child must be enrolled in school.

There are identified reasons for not attending school. Health


and nutrition was traced as the main reason. Illness impedes pupils from going
to school. Another reason is child labor which implies that children works to
earn money to help parents provide the needs of the family or to take care of
siblings while their parents are working.

D. Situation of Children: Access-Attendance and Retention


1. Attendance
The attendance of the pupils shows a little decrease with a
95.31% for the current year 2018-2019 and 96.88% for the school year 2017-
2018 having a 1.58 % decrease in pupils’ attendance, while 99.61% for the
school year 2016-2017, having a decrease of 4.3 % compared to the current
school year. The data gathered on the current school year showed that more
pupils were absent due to financial matters.

2. Drop-Out
There were 36 drop-outs for S.Y. 2016-2017. It decrease by 3 the
following S.Y. Sudden increase in number of drop-outs were reported for S.Y.
2018-2019. There were 54 drop-out pupils. The most common causes of
dropping out were family problem, change of residence and poor health.

In order to solve this, the school plans to strengthen the system of


ensuring the pupils’ attendance such as home visitation, remedial teaching and
proper monitoring of pupils’ records.

7
E. Situation of Children/ Learners: Quality
Based from the administered Phil-IRI Post Test in Filipino, S.Y. 2018-
2019, the results show that there was an improvement in their literacy level.
From frustration level, they developed into instructional/ independent level as
readers. But in English, there are 240 who were considered in the Frustration
level. These pupils fail to understand lessons due their difficulties in reading.

The tracking of pupils’ performance shows that among all learning


areas, Edukasyon sa Pagpapakatao (ESP) , has the highest MPS which is 85.94
% while English got 81.07% , the lowest MPS. The reading level of the pupils in
different grade level affects their performance in English. The reading
comprehension of the pupils is one of the contributing factors. ( See Table 3,
page 30)

ACHIEVEMENT
The school is known in different fields. It was awarded as the “ Best Early
Language and Numeracy (ELLN) Implementer for the School Year 2018-
2019. For 2 consecutive years, LSENs won 1st place in the Regional Festival of
Talents (Ballroom Dancing Competition ).

It also won in the different academics and sports competitions. For


academic competitions, 3 grade levels won First Place in Division Metrobank –
DepEd Math Challenge and the school represented the division in the Regional
Level where the team of Grade 5 pupils won 10th place. There were also
competitions in Filipino where pupils won 1st place. These were achieved
through the support of the stakeholders and dedication of teachers in performing
their duties.

Priority Improvement Areas


High Drop-Out rate 5 5 4 4 4.5 Very High Priority
Poor nutritional 5 5 4 3 4.25 High Priority
status
Low reading level of 5 5 4 5 4.75 Very High Priority
pupils
Improvement of 5 5 5 3 4.5 Very High Priority
physical facilities
Lack of training for 5 4 5 5 4.75 Very High Priority
teachers
Insufficient facilities 4 4 5 4 4.25 High Priority
for hygiene and
sanitation

Based on the table of Priority Improvement Areas (PIAs ), the following are
needed to address:

1. Low reading level of pupils


2. Lack of training for teachers
3. High drop-out rate
4. Improvement of physical facilities
5. Poor nutritional status
6. Insufficient facilities for hygiene and sanitation

8
9