SAINT ALPHONSUS REGIONAL SEMINARY

Sentro Pastoral Compound, Brgy. Isabang, Lucena City

Diocese of Lucena

SEMINAR ON PAROCHIAL SCHOOL MANAGEMENT:

A SUMMARY

by:

John Baptist Tran Van Truyen, MF

Submitted to:

Rev. Fr. Ferdinand I. Maaño

Professor

December 01, 2022

 TABLE OF CONTENTS

I. The foundations of Religious Education 3

II. PCP II and the Catholic Schools 4
III. The Catholic Educational Association of the Philippines 4
IV. The PCSS’ Standards 5
V. The Catholic School’s Organizational chart 6
VI. The Roles and Responsibilities of School Administrators 7
VII. The Class Observation 8
VIII. The Teacher’s Evaluation and Appraisal System 9
IX. In Service Training 10
X. The Code of Ethics for Professional Teachers 10
XI. The School Staff 12
XII. The Dismissing a Teacher or a Personnel 12
XIII. The General Teaching Plans 12
XIV. Erecting Catholic School 13

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 Education remains critically important in the formation of the human person by teaching
how to live well now so as to be able to live with God for all eternity.
I. The Foundations of Religious Education
The Second Vatican Council in Declaration on Christian Education, Gravissimum
Educationis states: “the Holy Mother Church must be concerned with the whole of man’s
life, even the secular part of it insofar as it has a bearing on his heavenly calling, therefore, she
has a role in the progress and development of education” (GE, Preface). Following the
declaration of Vat. II, many Papal Documents such as Ex Corde Ecclesiae of Pope John Paul II
and Curial Documents such as the Catholic School 1977, Lay Catholics in Schools: Witnesses to
Faith 1982, Educational Guidance in Human love 1983, Religius Dimenion of Education 1988,
Truth and Meaning of Human Seuality 1995, the Catholic School on the Threshold 1997, the
consecrated persons and their mission 2002, Educating together in Catholic Schools 2007, on
Religious Education in Schools 2009, Educating to intercultural Dialogue 2013, and Educating
today and tomorrow 2014 had been released centered on Catholic Education.
These documents on Catholic Education had been issued by the congregation for Catholic
Education. This Congregation remains faithful to the task entrusted to it after Vat. II that is to
deepen the principles of Catholic Education.
Some principles of Catholic Education: Education involves human upbringing.
According to Gravissimun Educationis, every men of every race, condition and age, since they
enjoy the dignity of a human being, have a inalienable right to an education. A true education
aims at the formation of the human person in the pursuit of his ultimate end and of the good of
the societies (cf. GE, 1). By virtue of the Baptism they received, all Christians have a right to a
Christian education (cf. GE, 2). As parents are the primary and principle educators of their
children, the family is seen as the first school and the civil societies have the function of
promoting the education of the youth. The church in its special way has the right freely to
establish and to conduct schools for educating the youth (cf. GE 3, 8). School is the center of
human formation. The task of the Catholic school is fundamentally a synthesis of culture and
faith, and a synthesis of faith and life: the first is reached by integrating all different aspects of
human knowledge through the subjects taught, in the light of the Gospel; the second in the
growth of the virtues characteristic of the Christian (cf. Congregation for Catholic Education:
The Catholic School, 1977).
II. PCP II and the Catholic Schools

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 In its document, PCP II says “it is impossible to think of the Philippines becoming what it
is today without their contribution.” Catholic schools, colleges and universities are among the
best educational institutions in the land. The emphasis of the PCP II document on Catholic
Education institutions is that it should aim at producing citizens and leaders who will imbue the
world with Christian values. It also states that Catholic institutions should reaffirm
evangelization as their primary goal for education. Catholic educational institutions are among
the most necessary and potent means of evangelization (cf. PCP II, 623). Distinct from the other
works of evangelization, catholic educational institutions can offer a systematic understanding of
the link between faith and life. The school further provides the venue for a systematic reflection
of one’s experiences of being evangelized by others, such as the family and parish. (cf. PCP II
626). Therefore in catholic schools, religious education should be taken as the core subject of the
school curriculum. However, not all teachers of religion are sufficiently trained in theology and
religious education. That is why on-going faculty and staff development becomes necessary and
on-going spiritual formation for the administrative, faculty and non-academic staff and the
students should be emphasized, with the Eucharist as the center of their community life.
III. The Catholic Educational Association of the Philippines
The Catholic Educational Association of the Philippines (CEAP) is the national
association of Catholic Educational Institutions in the Philippines founded in 1941. Besides of
the offering academic and continuing education programs that are at par with foreign schools in
the USA and Europe, the majority of its members focus on the mission of offering basic
education to the country’s poor and the marginalized.
CEAP fosters unity of action with other organization in educational matters and assists
members, particularly those in mission areas, to achieve common and specific aims. It is
commissioned to advance and promote the teaching function of the Catholic Church. its
objective is the total development of the human person. It also promotes religious instruction as
an essential element of catholic education, thereby contributing towards character formation and
citizenship building. Moreover, it strives to respond to social, political, moral and other critical
issues based on consultations with the different regions and calls for the collective action of its
members when the situation requires. it is a non-stock, and non-profit organization.
The following the timeline of the development of CEAP:
1941: the birth of the Organization
1945-1957: rehabilitation and renewal
1970-1983: stability and systematic Structuring
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 1984-1992: consistency with the catholic calling
1992-2001: crossing over the third millennium
2002-2011: reflections on the catholic education and recalibration of action
2012-and onwards: towards CEAP
IV. The PCSS’ Standard
How to be an excellent Catholic school? An Excellent Catholic school is animated and
driven by a philosophy, vision, mission and core values that embrace and preserve its catholic
identity. Its commitment is for the building of a civilization of love and its strength is the
community that nurtures faith formation, integral development of persons, intercultural dialogue,
academic formation, and humble service. Its emphasizing mission is to proclaim, give witness
and transmit the Christian faith with new methods, new expressions and new fervor towards a
transformed society and a new way of being church. It also focuses more on the poor as the
preferential option of the church.
Regarding the leadership and governance, an excellent catholic school is governed and
administered by servant-leaders who are Christian witnesses, professionally qualified and
recognized by the church authority, and at the same time accordance with relevant government
policies within the framework of Gospel values and church’s teachings. The personnel of an
excellent Catholic School must become professional and morally upright individuals in pursuit of
vision, mission, and goals of the school.
In its formation, an excellent Catholic School should ensure that the integral formation of
human person through a relevant, robust, and rigorous curriculum is to be inspired by the Gospel
values. Its environment of learning should create a climate conductive to spiritual growth and
lifelong learning. The potentials of learners must be concerned in an excellent catholic school
and at the same time the school must be a place of providing and enriching encounters with the
people of diverse cultures, beliefs, and values thereby cultivating among the learners a deep
sense of respect and sense of inclusiveness and appreciation for varied worldviews.
What are the characteristics of an excellent Catholic School? There are 8 characteristics
of an excellent catholic school according to Philippine Catholic Schools for Basic Education:
1) Centered in the person and message of Jesus Christ
2) Participating in the evangelizing mission of the church
3) Animated by the spirit of communion
4) Established as an ecclesial institution
5) Distinguished by a culture of excellence
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 6) Committed to integral Human formation
7) Engaged in the service of the church and society with preferential option for the poor
8) Promoting dialogue of faith and life and culture.
V. The Catholic School’s Organizational Chart
The Organizational Chart shows the flow of the chain of command in a school. It
determines who is on top and who should be in control of certain situation. The support services
such as the religious affairs of the school (often times under the leadership of the Chaplain), the
medical, library, canteen etc. are directly under the command of the school director which he
may delegate to the principal or finance officer.

Bishop of the Diocese of Lucena

Superintendent

The Board of Directors

Director Vicar General
Director
Bishop of the Diocese of Lucena
Chairman of the Board
Corporate
Secretary Parish Priest Director
Director

Parents
Finance Parish Priest
Officer School Director - Principal
Alumni
Association

Lay/Nun
School Vice- Principal

Faculty and Staff

Students

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VI. The Role and Responsibilities of School Administrators
The Administrator is the boss, the head, and the guy in charge. An administrator is the
person responsible for managing things and running the show. he is the one who administers the
rules and guidelines. According to Education Act of 1982, school administrator is a person
occupying policy implementing position having to do with the functions, tasks, areas of
responsibility and functional categories. He shall:
1) Performs his duties to the school by discharging his responsibilities in accordance with
the philosophy, goals, and objectives of the school
2) Be accountable for efficient and effective administration and management of the
school
3) Develop and maintain a school atmosphere conductive to the promotion and
preservation of academic freedom and effective teaching and learning and to have harmonious
and progressive school-personnel relationship.
4) Assume and maintain professional behavior in his work and in his dealings with
students, teachers, academic non-teaching personnel, administrative staff, and parents.
5) Render adequate reports to teachers, academic non-teaching personnel, administrative
staff on their actual performance and counsel them on ways to improve the same.
6) Observe due process, fairness, promptness, privacy, constructiveness, and consistency
in disciplining his teachers, and other personnel.
7) Maintain adequate records and submit required reports to the Department of
Education.
Different Administrators in the Educational Institutions: 1) Superintendent, 2) Principals;
3) Assistant or Vice Principals, 4) Subject-area Administrators, and 5) Other Administrators in
the School like finance officer and Registrar
Duties and Responsibilities of School Administrators: 1) Staff management, 2)
Educational Goals, 3) Discipline, 4) Parent and community Relations, 5) Delegating, and 6)
Schedule setting.
The roles of principals as instructional leaders:
a. The functions of a principal: Leader and Manager
b. Skills of a principals: 1) Interpersonal skills: leadership, sensitivity, and motivation of
self and others; 2) Administrative skills: problem analysis, judgment, organizational ability; 3)
Communication skills: oral and written Knowledge of self

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 c. The principal as an administrator: (1) Setting the mission, vision, goals and objectives
of the school; (2) Creating an environment within the school that is conducive to teaching and
learning; (3) Implementing the school curriculum and being accountable for higher learning
outcomes; (4) Developing the school education program and school improvement plan; (5)
Offering educational programs, projects and services which provide equitable opportunities for
all learners in the community; (6) Introducing new and innovative modes of instruction to
achieve higher learning outcomes; (7) Administering and managing all personnel, physical and
fiscal resources of the school; (8) Recommending the staffing complement of the school based
on its needs; (9) Encouraging staff development; (10) Establishing school and community
networks and encouraging the active participation of teachers organizations, non-academic
personnel of public schools, and parents-teachers-community associations; (11) 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; and (12) Performing such other functions as may be assigned by proper
authorities.
d. Key leadership components of a principal: A principal should have a good
management controller (instructional leadership) and an emotionally intelligent which includes:
intrapersonal, interpersonal, adaptability, stress management, general mood.
VII. The Class Observation
Class observation analyzes, evaluates, and develops teaching and learning activities and
environment in the classroom setting. What are things to be observed: 1) the attention, attitude,
discipline, seating number of the students; 2) the preparation, lesion plan, response to the
students, speech ,voice quality, and appearance of the teacher; 3: the topic, technique, student
participation, use of instructional acts, the teaching methodology.; and 4) the environment,
lighting, ventilation, general appearance of the classroom.
What are the types of classroom observations or visits? 1) the scheduled Visit; 2) the
unscheduled visit; 3) the invitational visit.
What are the aims of the class observation?
- To monitor or observe the teaching-learning situation
- To help teacher solve pedagogical problems and to help them grow
- To help new inexperienced teacher adjust themselves to their new responsibilities
- To view instructional program of the school in its entirely
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VIII. The teacher’s evaluation and appraisal system
The teacher’s evaluation processes and concentrates on the core activity of teaching,
typically covering areas such as planning and preparation, the classroom environment and
instruction itself. It is designed to measure teacher competence and promote professional
development and growth.
Two major purposes of teacher’s evaluation are the improvement function and the
accountability function.
What are the characteristics of good evaluation plan?
- The rater and the rate set goals/objectives cooperatively
- Strategies to select activities by which targets might be attained are identified
- A list of evaluation tools be used for data collection is provided
- A feasible time frame for implementation is set
- A strategy of providing feedback to the personnel concerned is explained
- A means of recording information gathered is present
- A monitoring scheme is installed
- A plan for analyzing and interpreting results of data collected is made
- A means of using evaluation information as basis for personnel growth and
development is identified
- Results of evaluation are reported to concerned offices
There are eight steps in the evaluation cycle
- Integrate school and individual goal
- Specify the objectives
- Choose activities carefully to carry out the subjective
- Select method for the collection of data
- Collect data
- Summarize, analyze and interpret data
- Prepare evaluation report
- Disseminate the results of evaluation
Guidelines in the assessment of performance
- Adheres to the principle or performance based security of tenure.
- Operates on shared commitments and objective measure of performance results
through individual employee work plan that is agreed upon by management,
supervisors, and employees.
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 - Promotes transparency that provides mechanism for feedbacks, appeals and resolution
of conflicts and for assignments
- Utilizes cross rating system between the rater and rate based on the agreed work plan
and standard performance indicator
Aspect evaluated
- Planning and preparation
- Classroom environment
- Instruction
- Professional responsibility
Critiquing: CB-PAST
Recommendations
IX. In Service Training
In-service training is a professional lecture, where professionals are trained and discuss
their work with others in their peer group. According to Lawrence, in-service education is the
education which a teacher receives after he has entered to teaching profession and after he has
had education in a teacher’s college. It includes the entire educational programmer in which the
teacher takes a virtual part, all the extra education which he receives at different institutions by
way of refresher and other professional courses and travels and visits which he undertake. It
involves new sets of planning and programming in curriculum development, instructional
evaluation and action research.
The aims of In-service training are for enrichment, or greater production, and the
utilization of new materials. Its target is the problem identification and evolving proposal for
possible solutions. Its vision is to share and to enrich knowledge and experiences, and to
disseminate information.
The In-service training for religious education is the progress in the art of teaching in
religious education which is the real goal of this service education.
X. The code of Ethics for professional teachers
Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise
known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6,
P.D. No. 223, as amended, the Board for Professional Teachers hereby adopts the Code of Ethics
for Professional Teachers.
In article XII, section 1, it says: any violation of any provision of this code shall be
sufficient ground for the imposition against the erring teacher of the disciplinary action
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consisting of revocation of his Certification of Registration and License as a Professional
Teacher.
Who are the teachers? Teachers are duly licensed professionals who possess dignity and
reputation with high moral values as well as technical and professional competence in the
practice of their noble profession, and they strictly adhere to, observe, and practice this set of
ethical and moral principles, standards, and values.
In Article II on the teacher and the state, it says: every teacher shall be physically,
mentally and morally fit (sec. 3). A teacher shall not engage in the promotion of any political,
religious, or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or
receive any money or service or other valuable material from any person or entity for such
purposes (sec. 5). The article III on the teacher and community, it speaks of teachers who shall
be refrained for activities such as gambling, smoking, drunkenness, and other excesses, much
less illicit relations (sec. 3) and they shall study and understand local customs and traditions in
order to have sympathetic attitude, therefore, refrain from disparaging the community (sec. 4). A
teacher and the profession in article IV mentions that he must make the best preparations for the
career of teaching and practice of his profession (sec. 2). In Article IV: A Teacher and the
Profession, the teachers shall be imbued with mutual confidence and faith in one another and full
cooperation with colleagues (sec. 1). He shall hold inviolate all confidential information
concerning associates and the school, (sec. 4). he shall also seek correctives for what may
appear to be an unprofessional and unethical conduct of any associate. However, this may be
done only if there is incontrovertible evidence for such conduct (sec. 5). The article VI on the
teacher and higher authorities in professions says that the teacher shall make an honest effort to
understand and support the legitimate policies of the school (sec. 1) and shall not make any false
accusations or charges against superiors, especially under anonymity (sec. 2). Furthermore,
he/she has a right to seek redress against injustice to the administration and to extent possible,
shall raise grievances within acceptable democratic possesses.(sec. 4)
On the school officials teachers and other personnel in article VII, it says, All school
officials shall at all times show professional courtesy, helpfulness and sympathy towards
teachers and other personnel (sec. 1) and No school officials shall dismiss or recommend for
dismissal a teacher or other subordinates except for cause (sec. 4). A teacher A teacher shall not
accept favors or gifts from learners, their parents or others in their behalf in exchange for
requested concessions, especially if undeserved (Article VIII, sec. 4). He/s she shall exercise
utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner
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(sec. 7). With the parents of learners, the teacher shall establish and maintain cordial relations
with them, and shall conduct himself to merit their confidence and respect (Article IX, sec. 1).
Regards to the business, the teacher has the right to engage, directly or indirectly, in legitimate
income generation; provided that it does not relate to or adversely affect his work as a teacher.
(Article X, sec. 1). As a person, the teacher shall place premium upon self-discipline as the
primary principle of personal behavior in all relationships with others and in all situations.
(Article XI, sec. 2 ) and maintain at all times a dignified personality which could serve as a
model worthy of emulation by learners, peers and all others.
XI. School staff
Who are the staffs of a school? First is administrative staff. They are the director, the
principal, the finance officer. The second is the teaching staff. They are the licensed teacher, the
non-licensed teacher and the substitute teacher. And the third is the school support staff that
includes of the canteen personnel, the librarian, the guard, the chaplain, the physician or nurse
and dentist.
The salaries of school staff: By law, the administrators should know the minimum wage
of a worker in the greater manila area, in the cities and in the different levels of municipalities.
With respect to the teachers, it is not wise to give the same salary to them and the other
personnel.
The benefits of staff are the insurances like social security system or Philhealth or the 13 th
month of salary and some additional allowance.
XII. The Dismissing a teacher or personnel
If the parochial school does not address properly the dismissal of teachers or any
personnel, it would face serious cases with ‘DepEd’ or if not, with media. The first move should
be to review all the manuals of the school such as the administrative manual, teacher’s manual,
and personnel manual.
XIII. The General teaching Strategies
There are three T’s in teaching must be concerned. 1) teaching the minds (Doctrine); 2)
touching the hearts (worship); and 3) transforming the lives (moral).
There are 6 facets of learning that are based on happy learning: 1) the ability to explain,
2) the ability to interpret, 3) the ability to apply, 4) the ability to create perspectives, 5) the ability
to empathize, and 6) the ability to obtain self knowledge.
The 3 R’s of change are readiness, relevance, and resources.

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XIV. Erecting a Catholic School
Things are needed to consider:
1. School board of directors or trustees
2. the school documents: the B.I.R. Approval, Barangay cert, Municipal or city Cert, S.E.C.
cert, School staff and personnel, School Academic schedule, and school Schedule of fees
3. School grounds: deed of donation, Usurfract, lot map, school development map
4. School manuals: administrative manual, faculty manual, student manual
5. School charts: organizational chart, mission-vision-objective board

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