Tuesday, May 31, 2011

All Systems Go for the SY 2011-2012 Opening of Classes

Not only BRIGADA ESKWELA otherwise known as the National Maintenance Week has ensured that all public schools are ready for the first day of classes on Monday, June 6 but also the central office as its launches again the Oplan Balik Eskwela (OBE) Information and Action Center Task Force (IAC) as part of the OBE Project.

 To assist concerned individuals by providing them helpful information, handling complaints and routing mechanism during the OBE implementation, the department has set up the OBE-IAC that will last from May 30 to June 10 at the DepEd Central Office.

“The Oplan Balik Eskwela is a part of our commitment to EFA goals. This project will ensure smooth opening of classes so that the school children are properly enrolled and all school children are in school on June 6, the first day of school year 2011-2012,” DepEd Secretary Armin Luistro said.

Luistro added that the department is seriously looking into filling up the essential learning resource gaps.

“These shortages have been the perennial problem of the basic education system. While interventions are now in place, we cannot stop from there. We will continue to explore different avenues to make ends meet.”

Alongside DepEd, other government agencies involved in school opening matters will assemble the Oplan Balik Eskwela-Inter-Agency Task Force (OBE-IATF). The OBE-IATF is composed of the following agencies: Department of Trade and Industry (DTI), Department of National Defence (DND) Department of Interior and Local Government (DILG), Department of Public Works and Highways (DPWH), Department of Health (DOH), Philippine National Police (PNP), Metro Manila Development Authority (MMDA), and Philippine Atmospheric, Geophysical and Astronomical Services and Administration (PAGASA). Private corporations involved in the delivery of services for the education sector will also be invited.

This year, active involvement from the different DepEd field offices is encouraged. Specifically, the regional directors and schools division superintendents will also have their own command centers not only to ensure for the smooth opening of classes but more importantly, to encourage parents and communities to bring school-aged children to public elementary and secondary schools.

“We are urging our local counterparts to do a massive door-to-door campaign at least one week before the school opening. We also seek partnerships with local government units (LGUs), private individuals and groups and non-government organizations (NGOs). These efforts will surely achieve a significant increase in the number of enrollees this coming school year,” Luistro added.

Likewise, all regional directors and school division superintendents are directed to designate from their senior staff at least two action officers who will oversee regional and local concerns and coordinate these concerns with the central office.

Local IACs will set-up hotlines to receive calls, text and fax messages, and e-mails on complaints, requests and suggestions and a help desk to accommodate walk-in concerns.

Diversity Shock: Losing the Mother Tongue (First of 3 Parts)

By Firth McEachern
First posted Tuesday, July 27, 2010 at  www.sunstar.com.ph

(I still remember one of my conversations with my brother.  I jokingly told him that beginning the birth of our son, we will also start to use English at home so that it will become his first language.  My brother just said that it will not help or anything good to his nephew thinking that I was serious with what I said.

Actually, I personally know people who are doing what I jokingly told my brother.  Yes, here locally.  They let their children learn not their native language which is Tagalog in soouthern tagalog region but English because they believe that being proficient in it will put their children in advantage academically with total disregard to its negative effect to the total development of the child as an individual.

Just try to imagine, English speaking lad in a community of tagalog speakers. Take a look at this article courtesy of Ched Arzadon of the MLE Philippines and TEDPloopyahoogroups.com.

When I first arrived in the Philippines and journeyed north to my new home, La Union, the first thing I noticed was how many people inhabited this country. The road north from Manila exhibited a near continuous line of sari-sari stores, food stalls, local government halls, churches, and many other buildings, all overlooking a road teeming with children, animals, trucks, buses, farmers, and people sitting wayside to observe the activity. In Canada, journeys between cities are much more desolate, and the transition between wilderness and settlement is abrupt. Here, the activity and people lent a sensation of being perpetually on the outskirts of Manila, and just as I thought to be leaving civilization, another town plaza would appear. Given that my country has a third the population of the Philippines in 30 times the area, the difference in density is expected. But there was something even more shocking that I was not prepared for. In just 6 hours, my new office friends had noted passing four realms of languages. As we crossed into Pampanga from Bulacan, my escort and soon-to-be officemate mentioned, “Gloria Macapagal Arroyo is from here. They speak Kapampangan.” 

“Kampan…Kampandunkin?” I repeated woefully inaccurately, the word having gone by too fast. “Do they actually use it or do you mean historically?” 

“No, they actually use it,” he said. 

How cool! My eyes drifted to the window, amazed by the fact that the endless line of seemingly identical sari-sari stores and general humanity did in fact harbor great variety. It soon became a game in which, whenever we crossed into a new province, I would ask, “What language do they speak here?” To which my officemates would reply something new. In Pampanga, it was Kapampangan; in Tarlac, mostly Tagalog; in Pangasinan, the Pangasinan language, and finally in La Union, Ilokano. My initial judgement of everything being the same was based—rather naively—on appearance. The Philippines has in fact much greater diversity than the cosmetic differences I was looking for, a fact I have gradually come to appreciate more and more. In Canada, one can travel 1000 km and not even detect a difference in accent. While the scenery is many-hued, people are for the most part talking the same way, eating the same things, and interacting with each other in similarly predictable ways. Of course there are immigrant communities, class differences, and some regional variations, but the country’s young age ensures these differences are small, and further dulled by the overriding imprint of American culture from the south. 
I came to Northern Luzon originally thinking I would learn Tagalog, but when I heard other languages (especially Ilokano) being spoken everywhere in the streets, the markets, and indeed our office in the San Fernando City Government, I decided I would try out Ilokano. I am glad to have made that choice, for it has prompted many an intriguing conversation. When I ask people for the meaning of a certain word, they often tell me the Tagalog one, assuming that is the language I wish to learn. Many regard me quaintly for wanting to learn a local language, and others have even been hostile about it. “Why aren’t you learning the national language?” they say. “You must learn it.” These interactions exposed me to a deep set of issues regarding language that I probably would have overlooked had I passively learned Tagalog as per common advice. It has prompted me to learn more about how Filipinos view linguistic diversity, mother tongues, and education, the history of language planning in the Philippines, and the current government attitudes surrounding it. Finally, it has lead to the inescapable conclusion that huge linguistic and cultural transformations are taking place in this country, which is affecting everyone—whether you speak Ibaloi, Pangasinan, Ilokano, or even Tagalog. Please join me on this 10-part series to explore these transformations from an outsider’s perspective. What is happening in the world of Filipino languages and why? Are there questions we should be asking? Should the country’s current language trends be redirected somehow? If so, how?

 (Firth MacKenzie McEachern is a Canadian who graduated from Harvard University. He is currently employed in the San Fernando City Government as a representative of Sustainable Cities, a think-tank and do-tank for sustainability based in Vancouver, British Columbia, Canada. His interests include languages, scuba diving, singing, ballroom dancing, photography, nature, meeting new people, learning about new cultures, swimming- ed).

Sunday, May 29, 2011

Excellence: Taking Your leadership to New Heights

By John C. Maxwell
Philippine Daily Inquirer
First Posted 17:47:00 11/20/2010

AS A child, did you ever wish that you could fly? The longing to escape gravity seems ingrained in our imaginations. Fictional characters from Superman to Mary Poppins to Aladdin have soared across the sky on adventures. Michael “Air” Jordan’s fame rested, in part, on his seeming ability to glide above his opponents on the court to slam-dunk the basketball. Kite flying remains a popular pastime and air shows draw crowds to watch planes perform aerial acrobatic feats.

Our longing to take flight transfers to our careers. We don’t want to be stuck on the bottom level; we want to soar. We desire to be on top, to excel in our work.

Whatever your occupation and regardless of your position, here are three habits of excellence which, when attained, will get you off the ground.

Work with your whole heart

I’ve never met a halfhearted leader who sustained excellence. The successful leaders I know are ablaze with desire to see their vision come to fruition. Having an end in mind, they approach work with joy and expectancy.

What should you do if you feel unmotivated on the job?

1.) Seek self-awareness of your strengths and find ways to express them. What do you do well? What captures your attention? What have you enjoyed doing in the past? If your role at work doesn’t provide an outlet for your strengths, volunteer them in another capacity.

2.) Monitor your attitude. Cease complaining and weed out negativity from your thoughts. Instead, concentrate on opportunities to learn and grow.

Devote undistracted attention to your job

Excellent leaders have laser-like focus. They fix their attention on top priorities and refuse to be diverted from accomplishing them. They work purposefully and strategically, doing what’s important instead of what’s easy.

How can you regain focus when your vision seems fuzzy?

1.) Prioritize your time. If you don’t budget your time, others will spend it for you. Control your calendar so that your hours are spent on what matters most.

2.) Protect your environment. Distractions creep in and hold our attention hostage. Take steps to eliminate interruptions. This can be as simple as turning off your phone during times of focused thought or sealing yourself off from others for a few minutes in the morning so that you can plan for the day.

Give maximum energy to your team

Leaders who excel give full commitment to their team. They offer their best day after day, always devoting maximum effort to their responsibilities. They understand what’s required to complete an assignment, and they don’t rest until every detail is in place and the project is finished.

1.) Eat well and exercise. Your health determines your quality and quantity of life. Don’t view your physical health in isolation; it connects to your emotional and mental health.

2.) Make rest a must. Leaders are generally driven, outcome-oriented people. As such, they can have a hard time seeing the value of rest and relaxation. In truth, you actually accomplish more when you discipline yourself to unplug and recharge periodically.  This should include time with the supreme being

Innovate or Die?

by:  Dr. Aniano M. Ogayon
ASDS, DepEd Quezon

(Innovation has become a way of life in this borderless world.  Today, whatever is new and different is sure to become a hit.  It is therefore not surprising that every now and then, every gadgets that we know has consistently advanced.  Almost every six months, new features are being added and new models released.  Before, we have semi-flat to flat CRT televisions.  Then came the plasma TV.  Later on LCD to high definition digital LCD tv and now, LED TV!  From ordinary digital cellphones, we have now smart phones.  From desktop computers to laptop, then, notebook or netbook, touch screen to i-pad, etc.

Agriculture too has advanced tremendously and most of all, the entertainment industry.  All of these, due to constant innovation.  Those who are slow to innovate are subjected to new competitors e.g., Disney versus Pixar, Apple versus Microsoft, yahoo versus google, CNN and BBC vs Al Jaseera, ABS-CBN, GMA vs TV5, etc.  Those who are late or have failed to innovate are now extinct. 

This article from one of the lectures of Dr. Ogayon explains the importance and value of innovation particularly to teachers, being on top of the professional chain.- The Learning Captain)

Innovate or die?  While you might not physically die, your greater hopes and dreams and your chances to accomplish your big goals will.  Innovation has always separated leaders from followers, those who succeed and those who just get by.  Innovation is what creates progress, and progress is what advances organizations and people beyond the competitive herd of the masses, average and the status quo.

With the speed of progress and the competitive global marketplace, just to keep up, every single person in every position needs to be an innovator, or risk being permanently sidelined. 

So what is innovation?
  • not a task, project or something you only do at an off-site meeting
  • a constant mindset and perspective
  • a concept, a mind-shift, it fosters a school culture
  • a way of looking at the world - instead of seeing what is, it is looking for what could be. 
  • Being an innovator is seeking the greater potential in every person, in every situation, process, experience and outcome. 
  • The fundamental desire of an innovator is to help, serve and solve.
Where do you start?

Innovation doesn’t come from a study of mechanics, systems, processes, technologies or strategies.  It comes from a study of people, how they live, what they want and what they need.  It is about constantly finding more ways to add value to the lives of other people.

Innovation is not coming up with ideas; ideas are creative, which is good, but to be an innovator, you have to be one  who implements ideas.

As Theodore Levitt said, “Creativity is thinking up new things. Innovation is doing new things.”  An innovator goes beyond creativity by transforming ideas into actual progress, into marketable products or services that have so much value that people will trade their hard-earned money to obtain them.

Times change first before attitudes do. But those who choose to lie back or bury their heads in the ground are left reeling by the consequences of inaction.   It’s no time to forget about innovation.  Innovation demands that we pay attention and act now. Else we pay later.

Don’t focus only on the short term, plant the seeds for the future.

Five core values to entrench innovation in the school mindset:
  • questioning
  • risk-taking
  • openness
  • patience 
  • trust
All these five must be used together — risk-taking without questioning leads to recklessness, while patience without trust sets up an every-man-for-himself mentality.

Innovation has to be embedded in the daily operation, in the entire teaching and non-teaching force.  The best way to foster innovation is to create something, put it to the test, build a good school then move it forward.

The worst thing that a school can do right now is go into hibernation, into duck-and-cover. If you just sit on your backside and wait for things to get better, they’re not going to.

They’re going to get better for somebody, but not necessarily for us.

Saturday, May 21, 2011

DepEd Targets 2.5 M Children for SY 2011-2012

Pushing for universal kindergarten in all public schools, the Department of Education goes full throttle to reach more than half a million school-aged children who were left unserved in May 2010.

Since the beginning of the year, Sec. Armin Luistro explained that the education department has enewed its commitment to reach all children of school age as part ofits intensified efforts towards achieving Education For All(EFA) commitment.

With the increased 2011 DepEd allocation, part of the thrust of the department is to implement the universal public kindergarten program for 5-year olds to give new entrants to basic education the proper preparation on the rigors of schooling. In line with this, the department has undertaken a ground mapping of all school-aged children by way of pre-registration all over the country since January 15.

“The pre-registration not only allowed us to determine the interventions needed to ensure that the EFA commitment is within the department’s reach, but it will also enable us to have a wider reach of children who are deprived of basic education,” added Luistro.

From the 1,914,137 who were reached in 2010 in both public and private schools, DepEd targets to raise the number of preschool children it will serve to almost 2.5M or a 21 percent increase in 2011.

Among the steps involved to achieve its target increase, the department intends to add more preschool teachers. Currently, there are 29,615 preschool teachers in the country. From that number, only 2,299 teachers hold permanent items and the rest are on contract of service status. In 2011, DepEd targets to open more than 700 permanent teaching positions and accommodate more than 10,000 teachers through contract of service.

DepEd has a total of 29,615 pre-school classrooms to date. In anticipation of an increase in population, the department appeals to donors and other education stakeholders to provide financial support in the construction of more classrooms
for kindergarten.

“A lot of challenging tasks are ahead of us. We should address all aspects of the essential learning inputs so we can catch up. We know that we cannot hurdle all these alone. We need everyone’s support, specifically the private sector and other community stakeholders, to upgrade the quality of the public school system in our country,” noted Luistro.

Friday, May 20, 2011

BRIGADA ESKWELA Showcases Spirit of Volunteerism

By:  Gilbert M. Forbes

There is no more other best opportune time to show our solidarity, concern, compassion, and a helping hand than every last week of May when our schools are waiting for a yearly touch of love as each conducts BRIGADA ESKWELA otherwise known as the National Schools Maintenance Week this year, May 23- 28, 2011.

This week long maintenance work which engages all education stakeholders to contribute their time, effort and resources in ensuring that public schools facilities are set in time every school opening.

This DepEd-wide activity always begin with a caravan beginning at the Central Office for participants based at the DepEd main office and the National Capital Region (NCR), regional offices, and division offices for participants from the field. The caravan ends at a selected public school either elementary or secondary where an official kick-off ceremony is held.

Since its inception in 2003, Brigada Eskwela has become a movement that has ensured the readiness of public schools for school opening. More than 7 million volunteers comprising parents, teachers, employees, local government units, alumni associations and civic organizations have joined Brigada Eskwela in 2009 alone contributing around 10 Billion pesos savings for the government.

I, The Learning Captain is witness to the magic of BRIGADA ESKWELA which enables his school assignment to install two electric water pumps connected to supply twenty classrooms plus rewiring, fencing, repainting, roofing, general clean-up etc., which when translated monetarily could be more than Php0.5 million since Brigada Eskwela was introduced. This doesn’t include yet other financial direct assistance in a yearly basis of the PTA to finance school electricity, beautification drives and other immediate school needs. Practically, the stakeholders are the one spending for the school upkeep and operating expenses due to the absence of MOOE.

It is for this reason that to maximize the strength of Brigada Eskwela as a brand that can unite the community behind a common cause (education), Brigada Eskwela Plus was launched in 2010 making it a whole year round affair which is being implemented in three phases focused on contributing to the (a) increase in participation rate; (b) decreasing drop out rate; and (c) improvement of academic performance of public schoolchildren.

Adopt-A-School Program Executive Director Mari Paul Soriano said in 2010 that the achievements gained by Brigada Eskwela inspire them to utilize existing partnerships with the communities to get parents involved in ensuring that the schools are conducive for learning, that their children are enrolled and actually learn in school – which is the essence of Brigada Eskwela Plus. “Critical to this scaled-up initiative is showing the parents the value of their children’s education," he added.

Phase I shall tap the community to do year-round repairs of school furniture, classrooms, other physical facilities and cleaning of school grounds, prioritizing roof repairs for the coming school as well insure an increase in participation rate.
Phase II shall enlist volunteers to help identify drop-outs and school-aged children (aged 6-16 years old) who should be in school. It also aims to urge their parents to bring them back to school in line with the Education-For-All goals that the country has pledged to meet by 2015. This year, universalization of kindergarten is included.

The last phase shall contribute to the improvement of academic performance of public schoolchildren with the help of their parents and other community stakeholders.

Brigada Eskwela Plus is implemented by the department’s Adopt-A-School Program National Secretariat and first launched during the incumbency of former DepEd Secretary Jesli Lapus, who, in 2008, successfully urged all 44,619 public elementary and high schools to join Brigada Eskwela.

Aside from the private sector, community folks and stakeholders, all DepEd employees are encouraged to join the Brigada Eskwela activities by offering their skills or providing their support in-kind to public schools near their residence. Interested employees are given two days to do volunteer work on official time, provided that such work is approved by their head of office.

Indeed, BRIGADA ESKWELA only showcases the spirit of volunteerism that we as a people posses.

You may also like reading:

Gawad Kalinga Volunteers in Contrast with BRIGADA ESKWELA

Tuesday, May 17, 2011

Universalization of Kindergarten or Pre-school Program for SY 2011-2012, Kicks-off this June

Beginning the opening of classes on June 6, universal pre-school education to all five-year old children by June to October is going to be implemented as stated in D.O. No. 37, s. 2011...

It is in response to meeting the 2015 Millennium Development Goals (MDG’s) for Education no. 2 which gives emphasis to the achievement of a universal primary education, as well as Education for All (EFA) objectives.

Achieving the universal pre-school education otherwise known as kindergarten will prepare physically, socially, emotionally and mentally all the five-year old children for formal schooling; hence, increasing the children’s chance of surviving and completing formal schooling, reducing drop-out incidence, and ensuring better school performance.

It was learned that around a million drop-out of school before reaching grade three and most of them don’t have the opportunity or did not underwent kindergarten or any sound pre-school or early childhood education. 
The Department of Education (DepEd) in collaboration with the Department of Social Welfare and Development (DSWD) and the Department of Health (DOH) issues the policies and guidelines in the implementation of the universal Kindergarten Education. 

To ensure the effective implementation of the program, it will be of two types:  Kindergarten Regular Program (KRP) and Kindergarten Volunteer Program (KVP).  KRP shall be handled by permanent teachers who will handle two classes a day with a minimum of 25- 30 pupils per class while the KVP shall be handled by a registered volunteer in the school or division and has met the minimum educational requirements.

A volunteer shall be allowed to handle only one class of at least 11- 30 pupils and shall be paid a monthly allowance of Php3,000.  In cases where enrolment is less than ten (10), as in multi-grade schools, the volunteer who handles the class shall be paid a monthly allowance of Php1,500.

Day Care workers who met the qualification requirements can volunteer their services after their classes for the 3 to 4 years old children.  They shall be paid a monthly allowance of Php3,000 for handling 11 to 30 pupils or Php1,500 for handling less than 10 pupils.

Schools with no classrooms shall utilize any available classrooms such as the library, science laboratory, home economics building, resource center and other available spaces.

In cases where classrooms are not available within the school premises, the school heads are urged to link with the Local Government Units (LGU’s) for the use of existing day care centers or barangay halls.

Saturday, May 14, 2011

In the Eyes of a Child,; Reckoning My Past Financial Decisional Lapses

By:  Gilbert M. Forbes

It has been long years since I looked into the eye of a child.  The first encounter was when I was still a new public school teacher teaching multigrade classes.The first encounter help me realize the great significance of my chosen profession which was earlier regarded as a stepping stone for a greener pasture.

Never the less, it helped me become passionate in my work.  However, along the way, I forgot the financial side.  While being dedicated to serve children in need, I forgot to prepare for my upkeep even when early on, I have thought of having a family already.

I engaged into marketing as a sideline which was successful in giving me passive income only in three months, after it, deficits until I quit.  I ventured into small scale piggery for a year, it was successful but I stopped due to health considerations of my relatives who were running it.  I learned the basics of finances in that experience.  The greatest mistake however was when I venture into building a php50,000 native house instead of investing the money which I actually loaned from GSIS and PAG-IBIG.  Since the house was made of light materials, it didn't last for a decade and so the amount I put in.  What a waste it was.  It was in 2005 when I was awakened of my financial status.  I was preparing my year-end SALN when I accidentally stumble on a book of Francisco J. Colayco.

It took me to realized that my professional career is improving but is leaving behind my financial and economic status.. I am literally bankrupt but nobody dares to believe.  Yes, I helped send siblings to college for a year only and TECH VOC for two years but its financial impact is irrelevant because it could be literally be covered by other sources other than my salary.  But beneath this fact. I am not changing my lifestyle and spending habits.

This realization came into being again when a couple of days ago I happen to look directly again in the eyes of a child, gentile, innocent, sensitive who happen to be my very own.  I am already into basic financial management but materialism and compulsive buying often intervenes.  Still, the fact is, I need to strengthen personal control.

Since I am experiencing some health problems, I was worried of his future.  What if God suddenly take me?  What will happen to our child?  If only I prepared for this, then I wouldn't be struggling financially right now.  I computed in 2005 and later in 2008 and I found out if I was only able to save instead of joining the ride of credits, my net worth would have already been in a million.  Now, its the reverse of that.  We have liabilities of almost a million.

All are regrets for the time and money lost could no longer be recovered.  Now, the challenge is for us is how to get rid of the mounting liabilities in the face of increasing medical expenses which could have been allotted to debt payments already.

It is my prayer that new professionals or salaried workers are not doing or threading the same path I took so that they will not blame themselves in the future.

Tuesday, May 10, 2011

National Competency-Based Standards for School Heads (NCBS- SH)

Many teachers could be thinking and wondering why they are only the subject of a national competency standards while their immediate superiors, the school heads are not.  But its not actually the case for like the teachers who are considered as the heart of the school system, school heads too will be under a national competency standards as stated in DepEd Order No. 32, s. 2010,

Guiding Principles in the Framing of the NCBS –SH

The following are the principles which guided the framing of the NCBS-SH.
  • Function - based. The competencies are based on school head functions as stated in RA 9155, related laws and DepEd policies.
  • Responsive. Competencies are applicable in any range of context: big or small school, city or rural school, culturally divergent groups.
  • Impartial. These are applicable to any school head regardless of position item, gender, age, experience and other personal circumstances.
  • Coherent. These are clear and logical.
  • Valid. All performance indicators are research-and experience-based.

School heads are competent, committed and accountable in providing access to quality and relevant education for all all through transformational leadership and high degree of professionalism.


Domain 1.  School Leadership

     1.A. Developing and Communicating Vision, Mission, Goals, and Objectives (VMGO)
  • Expresses ownership and personal responses to the identified issues.
  • Involves internal and external stakeholders in formulating and achieving school vision, mission, goals and objectives.
  • Expresses ownership and personal responses to the identified issues.
  • Aligns goals and objectives with the school vision and mission to identified issues.
  • Gives personal response consistent with the school's vision.
  • Communicates the school VMGO clearly.
  • Explains the school vision to the general public.
  • Revisits and ensures that school activities are aligned with the school VMGO.
     1.B. Data-Based Strategic Planning
  • Establishes BEIS/SIS and baseline data of all performance indicators/ involves all internal and external stakeholders in developing SIP/AlP.
  • Utilizes data, e.g, BEIS/SIS,SBM assessment, TSNA, and' strategic planning in the development of SIP/AlP.
  • Aligns the SlP/AIP with national, regional and local education policies and thrusts.
  • Communicates effectively SIP/AlP to internal and external stakeholders.
     1.C. Problem Solving
  • Resolves problems at the school level.
  • Assists teachers and students to understand problems and identify possible solutions.
  • Analyzes causes of problems critically and objectively.
  • Addresses the causes of the problem rather than the symptoms.
     1.D. Building High Performance Teams
  • Explores several approaches in handling problems.
  • Demonstrate a proactive approach to problem solving.
  • Involves stakeholders in meetings and deliberations for decision making.
  • Sets high expectations and challenging goals.
  • Provides opportunities for growth for growth and development of members as team players.
  • Defines roles and functions of each committee.
  • Monitors and evaluates accomplishment of different committees/teams.
  • Gives feedback on the team's performance using performance - based assessment tool.
  • Establishes a system for rewards and benefits for teachers and staff.
     1.E.  Coordinating With Others
  • Collaborates with concerned staff on the planning and implementation of programs and projects.
  • Ensures proper allocation and utilization of resources (time, fiscal, human, IMS, etc.)
  • Provides feedback and updates to stakeholders on the status of progress and completion of programs and projects.
  • Mobilizes teachers/staff in sustaining a project.
     1.F.  Leading and Managing Change
  • Maintains an open, positive and encouraging attitude toward change.
  • Assists teachers in identifying strengths and growth areas through monitoring and observation.
  • Introduces innovations in the school program to achieve higher learning outcomes.
  • Monitors and evaluates the implementation of change programs included in SIP/AlP.
  • Observes and applies multi-tasking in giving assignments.
  • Advocates and executes plans for changes including culture' change in the workplace
  •  Empowers teachers and personnel to identify, initiate and manage changes.

Domain 2.  Instructional Leadership

     2.A. Assessment for Learning
  • Manages the processes and procedures in monitoring student achievement
  • Ensures utilization of a range of assessment processes to assess student performance
  • Assesses the effectiveness of curricular/co-curricular programs and / or instructional strategies.
  • Utilizes assessment results to improve learning.
  • Creates & manages a school process to ensure student progress is conveyed to students and parents/guardians, regularly.
     2.B.. Developing Programs and or Adopting Existing Programs
  • Develops/adapts a research based school program.
  • Assists in implementing an existing, coherent and responsive school-wide curriculum
  • Addresses d~ciencies and sustains successes of current programs in collaboration with teachers, and learners
  • Develops a culture of functional literacy.
     2. C. Implementing Programs for Instructional Improvement
  • Manages the introduction of curriculum initiatives in line with DepEd policies (e.g. BEC, Madrasah)
  • Works with teachers in curriculum review.
  • Enriches curricular offerings based on local needs.
  • Manages curriculum innovation and enrichment with the use of technology.
  • Organizes teams to champion instructional innovation programs toward curricular responsiveness
     2.D. Instructional Supervision
  • Prepares and implements an instructional supervisory plan
  • Conducts Instructional Supervision using appropriate strategy
  • Evaluates lesson plans as well as classroom and learning management
  • Provides in a collegial manner timely, accurate and specific feedback to teachers' regarding their performance.
  • Provides expert technical assistance and instructional support to teachers.

Domain 3.  Creating a Student Centered Learning Climate

     3. A. Setting high social and academic expectations
  • Benchmarks school performance.
  • Establishes and models high social and academic expectations for all
  • Creates an engaging learning environment.
  • Participates in the management of learner behavior within the school and other school related activities done outside the school.
  • Supports learners desire to pursue further learning
  • Recognizes high performing learners and teachers and supportive parents and other stakeholders
     3.B. Creating school environments focused on the needs of the learner
  • Creates and sustains a safe, orderly, nurturing and healthy, environment.
  • Provides environment that promotes use of technology among learners and teachers.

Domain 4.  HR Management and Professional Development

     4.A. Creating a Professional Learning Community
  • Builds a community of learners among teachers
  • Assesses and analyzes the needs and interests of teachers and other school personnel,
  • Ensures that the School Plan for Professional Development(SPPD) emerges from the Individual Professional Plan for 'Development (IPPD) and other identified needs of school personnel included in the SIP/AIP.
  • Includes the SPPD in the SIP/AlP.
  • Mentors and coaches employees and facilitates the induction of new ones
  • Recognizes potential of staff and provides opportunities for professional development
  • Ensures that the objectives of the school development plan are supported with resources for training and development programs.
  • Prepares, implements, and monitors school-based INSET for all teaching staff based on IPPD’s
  • Monitors and evaluates school-based INSETs.
     4.B. Recruitment and Hiring
  • Utilizes the basic qualification standards and adheres to pertinent policies in recruiting and hiring teachers/ staff
  • Creates and trains School Selection and Promotion Committee and trains its members.
  • Recommends better ways and means to improve recruitment, hiring and performance appraisal of teachers.
     4.C. Managing Performance of Teachers and Staff
  • Assigns teachers and other personnel to their area of Competence.
  • Assists teachers and staff in setting and resetting performance goals.
  • Monitors and evaluates performance of teaching and nonteaching personnel vis-a-vis targets.
  • Delegates specific tasks to help manage the performance of teaching and non-teaching personnel.
  • Coaches deputized staff as needed on managing performance.
  • Creates a functional school-based performance appraisal committee.
  • Assists and monitors the development of IPPD of each teacher.

Domain 5.  Parents Involvement and Community Partnership

     5.A. Parental Involvement
  • Establishes school and family partnerships that promote student peak performance.
  • Organizes programs that involve parents and other school stakeholders to promote learning.
  • Conducts dialogues, fora, training of teachers, learners and' parents on the welfare and improves performance of learners.
     5.B. External Community Partnership
  • Promotes the image of the school through school summit, State of the School Address (SOSA), cultural shows, learners' project exhibits, fairs, etc.
  • Conducts dialogues and meetings with multi-stakeholders in crafting programs and projects.
  • Participates actively in community affairs.
  • Establishes sustainable linkages / partnership with other sectors, agencies and NGOs through MOA/ MOU or using Adopt-a-School Program policies.


     6.A. Managing School Operations
  • Manages the implementation, monitoring and review of the SIP/AlP and other action plans.
  • Establishes and maintains specific programs to meet needs of identified target groups.
  • Takes the lead in the design of a school physical plant facilities improvement plan in consultation with an expert.
  • Allocates/prioritizes funds for improvement and maintenance of school physical facilities and equipments.
  • Oversees school operations and care and use of school facilities according to set guidelines.
  • Institutionalizes best practices in managing and monitoring school operations thereby creating a safe, secure and clean learning environment.
  • Assigns/ hires appropriate support personnel to manage school operations.
     6.B.  Fiscal Management
  • Prepares a financial management plan.
  • Develops a-school budget which is consistent with SIP/AIP.
  • Generates and mobilizes financial resources.
  • Manages school resources in accordance with DepEd policies and accounting and auditing rules and regulations and other pertinent guidelines.
  • Accepts donations, gifts, bequests and grants in accordance with RA 9155.
  • Manages a process for the registration, maintenance and replacement of school assets and dispositions of non-reusable properties.
  • Organizes a procurement committee and ensures that the official procurement process is followed.
  • Utilizes funds for approved school programs and projects as reflected in SIP/AlP.
  • Monitors utilization, recording and reporting of funds
  • Accounts for school fund.
  • Prepares financial reports and submits / communicates the same to higher education authorities and other education partners.
     6.C. Use of Technology in the Management of Operations
  • Applies Information Technology (IT) plans for online communication
  • Uses IT to facilitate the operationalization of the school management system (e.g. school information system, student tracking system, personnel information system)
  • Uses IT to access Teacher Support Materials (TSM), Learning support Materials (LSM) and assessment tools in accordance with the guidelines.
  • Shares with other school heads the school's experience in the use of new technology.

DOMAIN 7.  Personal and Professional Attributes and Interpersonal Effectiveness

     7.A. Professionalism
  • Manifests genuine enthusiasm and pride in the nobility of the teaching profession.
  • Observes and demonstrates desirable personal and  professional (RA 6713 & Code of Ethics RA 7836) behaviors like respect, honesty, dedication, patriotism and genuine concern for others at all times.
  • Maintains harmonious relations with superiors, colleagues, subordinates, learners, parents and other stakeholders.
  • Makes appointments, promotions and transfers on the bases of merit and needs in the interest of the service.
  • Maintains good reputation with respect to financial, matters such as the settlement of his/her debts, loans and other financial affairs.
  • Develops programs and projects for continuing personal and professional development including moral recovery and values formation among teaching and non-teaching personnel.
     7.B. Communication
  • Communicates effectively to staff and other stakeholders in both oral and written forms.
  • Listens to stakeholders' needs and concerns and responds appropriately in consideration of the political, social, legal and cultural context.
     7.C.  Interpersonal Sensitivity
  • Interacts appropriately with a variety of audiences.
  • Demonstrates ability to empathize with others.
     7.D. Fairness, Honesty and Integrity
  • Observes Award System and a system of assistance for teachers staff to sustain integrity, honesty and fairness in all school practices.
  • Demonstrates integrity, honesty and fairness all his/her dealings and transactions.
  • Makes individuals accountable for their actions.
With these standards, teachers would no longer envy their school heads as to the volume of work and responsibility they are expected to perform.

This national competency standards too will ensure the continuing flow of dedicated and passionate applicants to the school heads position and not those wishy washy type whos primary and common agenda is to have higher pay, prestige, and easy work as formerly perceived by many of a school head position.

(This material is based on the attachment to a Division Memorandum No. 141, s. 2010 dated June 1, 2010 of the City Schools Division of Marikina as stumbled upon by The Learning Captain through google search.  Take note that, the presentation is identical with NCBTS and so it is expected that the process of rating is the same.)

Tuesday, May 3, 2011

The Practical and Economic Aspect of Salary Increase

by:  Gilbert M. Forbes

It has been three days since 2011 Labor Day was remembered and still, the clamor of laborers and unionists is across the board salary increase. 

Personally at first glance, I am personally amenable with an additional pay for who is not.  With a properly planned expenditure, it will certainly be a great boost to our current finances.  But it could not be counted and depend on for a long period of time for in a year or two due to inflation which is around five to ten percent.

Economically speaking, salary increases are not a long term solution to our financial or poverty problems.  We need to be financially literate and good stewards first.  Salary increases just keep the cycle of high inflation.  For instance, an additional Php10k across the board increase for public school teachers in DepEd which would of course include its employees would mean an additional budget for around Php60 Billion.

Of course, once an increase is given to a certain government sector, others will follow.  It would be financially heavy for the government not only at the national level but most importantly at the local level.  It will over-stretched the finances of LGU's particularly the poor ones.  And it's impact would be huge that the government would either have to cut back on its expenditures to other essential things.

The increase in salary of employees and workers also mean an increase in the way business is being done in our country thus further losing our competitive advantage in the global market.  If not total closure of companies and factories operating in our country, outsourcing and expansion stoppage is employed thus instead of creating or increasing jobs available for the increasing unemployment, it simply don’t happen.  And because of inflation, the value of our money just keep on decreasing and so salary increase don’t do any help at the final and complete glance.

At the end of the spectrum, worst hit would be the peasants and the rural folks, the informal sectors of the economy, the under-employed and worst the unemployed, and the marginalized.

At least unemployment's effect is lessen by contractualization making employment availability circular or rotational.  Contractualization is a bitter pill for all but it make work available to many and don’t limit it to a few.  It isn’t really popular but it will slowly find its graveyard only if demands for workers increase.

On the private sector, higher pay among workers will depend on the demand hence market plays a significant role even in the world of labor.  If competition is strong among employers seeking for workers, naturally, salaries being offered increase too.  But until, there is shortage of available jobs, and competition among job seekers is very strong and so, the salary low.

Sound economic policy of the government is the only solution but it would always be very unpopular as ever particularly to the labor sector and to the segments of the society benefiting from the current situation.  These are no other than sectors of the extreme left who has always on the fore front of raising the issue of salary increase as their populist agenda to downplay government's effort as they continue their so called protracted war of ultimately defeating it at all fronts.

Simple solution to the increasing prices of prime commodities particularly food items is to increase production.  Example increasing vegetable production could decrease its price by half.  Prices of rice could be maintained if production is increased, hoarding and smuggling curtailed..  Well rice supply and agricultural production would have not been a problem if the government had a clear zoning policy and a political will against land conversion, hoarding, and smuggling.

For decades, real state developers have feasted on land conversion of primary irrigated lands some of which are still very visible today in the provinces of Laguna, along SLEX, and Bulacan and Pampanga along NLEX.  LGU's prefer real state for it generates more taxes than agriculture, a misplaced preference and lapsided priority.

Our problem of expensive food to the table is always governed by the law of supply and demand.  If there would have been a cheaper food to feed us, at least, the increasing price of oil would not be that great to the public concern. In fact, those who are engage in food production, the farmers are decreasing.  Almost nobody now wants to till the land.  Something that the education sector, the popular culture, and economic policies should be concerned of.

It is the wish of this blogger that its not only the national government who should work for our people but the local government as well.  The problem is, the way LGU personnel work seem to be limited on their airconditioned room particularly those who are suppose to be working in the field e.g., those in-charge of food production.

As long as inefficiency exist and the one working for solution is top-down, this blogger doesn’t think that his dream of having abundantly cheap agricultural produce available to the market like in Thailand would be a reality.

(Mr. Gilbert M. Forbes had his Bachelors Degree and MA in Educational Management (CAR) from the Philippine Normal University.  A campus paper adviser and trainer for 13 years.  Currently, he is a school principal in one of the central schools in the Division of Quezon.) 

Cheaper Quality Maintenance Alternatives for Public Schools Computers Made Available

Is your school have been a victim of scrupulous computer technicians and suppliers who take opportunity of limited technical know how of your teachers, school heads and personnel?  Have one experienced buying an expensive replacement for pc motherboard or a memory only to find out later that its only the power supply which has problem.  Or have one been convinced that the school computer unit need upgrade even when it is still fully operational just because its already running too slow though what it need is to erase files no longer needed or to free some disk space?

It is for this reason that this blogger, the Learning Captain suggests that schools with no little or basic know how on basic computer specifications and maintenance are not advised to invest on buying their own not unless they are technically ready or is willing to learn the basics of trouble shooting while the unit they are planning to buy is still under warranty.

All these has ended for DepEd has already released DepEd Order No. 36, s. 2011, DepEd Policy on Repair and Maintenance of Computer Units that are Out of Warranty for districts and divisions with existing Technical-Vocational Schools (TECVOC SCHOOLS).

This order could also be considered recognition to already existing partnerships with these schools including schools under CHED and TESDA.

The order was issued to provide an alternative means for the repair and maintenance of computer units which is not only cheaper but will also provide better training ground to Tech-Voc Schools and to support the Strengthened Technical-Vocational Education Program (STVEP).

This will also provide schools cheaper and quality services for their computer units’ maintenance needs as well as providing quality, practical hands on training to the mentioned schools.

The Learning Captain is seeing the possibility of going beyond maintenance to encoding and programming needs of schools that could be done in these partnerships.

Guidelines on School Visitations, Inspections, Monitoring and Evaluation

Teachers and school heads together with school stakeholders will now get relief in finding and collecting funds to finance food and accommodation expenses during school visitations, inspections, monitoring and evaluation. For schools with stand by fund from other sources could now allot it to important programs relative to strengthening educational access, the same with small schools which rely on teachers and parent voluntary contribution for funding.

This was after the central office released the DepEd Orcer No. 35, s. 2011 dated April 25, 2011 known as the Guidelines on School Visitations, Inspections, Monitoring and Evaluation.

The guideline was issued due to feedbacks and comments receive by the central office from foreign observers through its web site regarding school visitation, inspection, monitoring and evaluation made by officials and personnel from the central office, regional offices, division offices and district offices. It is alleged that every time the visitors monitor from the central office and field offices visit schools, teachers are asked to contribute a certain amount for the meals and accommodation of the said personnel.

The guideline emphasized that this events are not tolerated considering that the expenses for school visitations, inspections and monitoring and evaluation activities of all DepEd personnel are covered in their daily per diem and allowable transportation expenses during official travels.

It further clarified that the assistance that should be extended to all concerned personnel or officials shall be limited to coordination in order to ensure that the objectives of the school visitations, inspections and monitoring and evaluation are properly accomplished.

The guidelines concluded that inline with the government’s policy and in conformity with the highest ethical standards of public service that it orders school officials from collecting contributions from the teachers intended for the meals and accommodation of visitors or monitors.

The order however seems forgetful of the fact that most of school districts have no budget for per diem and transportation allowances compared to their division, regional and national counterparts. But of course, school districts will find other viable sources of fund to ensure that the highest ethical standards being spouse by the order is strictly followed, the learning captain and this blogger believe.

This guideline too is expected not to affect the value of hospitality which we Filipinos are known for particularly among teachers and school heads of schools being visited, inspected, monitored and evaluated.