SAINT THERESA COLLEGE OF TANDAG, INC.

Cor. Magsaysay & Quezon Sts., Brgy, Dagocdoc, Tandag City

Telefax No. (086) 211-30146/ 211-5092*
Official Website: stctandag.edu.ph
COLLEGE OF ARTS, SCIENCES, AND TEACHER EDUCATION
GRADUATE SCHOOL

Education 116-Mid-Term Exam

ROSEMARIE E. LOZADA

1. Identify a difficult communication issue you experienced.

What are the perspectives of the key players that are preventing the resolution of the issues?
Based on your experience, and knowledge gained from the discussion, what communication
strategies could you recommend that would help resolve the issues?

Answer: When we are in a certain institution or our workplace, we cannot skip to some arguments,
we are bound to have disagreements from time to time Whether it's a misunderstanding over
who did what, a clash of ideas, or a tangle of personal relationships, conflict is inevitable in
any workplace. But how you handle those conflicts can make a world of difference.

There is a certain difficult communication issue that I experienced, it was a conflict between
my co-workers or shall I say a certain issue that has a delicate matter in regards to handling
children with special needs. It was a miss- miscommunication problem.

But during that time I was lucky to have a great leader who help us resolve the issue, here was
what happened during that time. When a conflict arises, our principal did was she quickly acts
to resolve a certain issue by calling our attention, talk the issue finding a root cause analysis,
after having a thorough conversation she explained to us the importance of facing a certain
issue Instead of ignoring or avoiding conflict and accept it and work toward addressing it
immediately.

2. As the principal or assistant principal in your school,

prepare for a difficult teacher conference in which you need to address issues related to
a teacher's poor communication skills. Identify the area of poor communication which
could be with students, staff, or parents.
What action steps would you recommend to the teacher to improve communication?
How would you follow up with the teacher and encourage improvement?

Answer: Communication skills are one of the most important skills that a teacher must
possess because the teacher is not only dealing with the learners but as well as the parents as
well.

If I were a principal and I observed that one of my teachers is having a problem with poor
communication skills, the first thing I do during our conference is to explain to them that as
teachers we need to improve ourselves to become articulate communicators for the sake of
our learners. I will also conduct what we called a LAC session focusing on ways how to
develop communication skills among my teachers in my school. I can also make an activity
design wherein I can invite persons who could help us become excellent communicators.

I can also suggest to my teachers to practice their communication skills by constantly

expressing themselves and what's in their minds and their hearts and allowing them to talk to
me or any of their colleagues using English or Tagalog dialects.
3. Craft a School Improvement Plan

I-Vision, Mission, Values

CHAPTER 1.
Department of Education’s Vision, Mission, and Core Values Statement

INTRODUCTION

According to Republic Act No. 9155 known as the Governance of Basic Education
Act of 2001, this policy aims to strengthen School-Based Management (SBM) by further
devolving the governance of education to schools, empowering school teams and personnel,
expanding community participation and involvement, and making the delivery of education
services to the learners more responsive, efficient, and effective through an enhanced school
planning and communication process (DepEd Order No. 44, s. 2015)

This three–year Enhanced School Improvement Plan (ESIP) of Tandag Central Elementary
School for the calendar year 2023 to 2025 is a means for the continuing growth of the school
as an educational institution. This is one of the challenges to placing Tandag Central
Elementary School's foundation in print, which will serve best to carry its mission towards
the realization of DEPED mission & vision.

This plan contains positive and constructive facts to better its present status, consequently
acknowledging those who have a profound interest in upholding the primary end goal of the
school.
Furthermore, this is an endeavor of different stakeholders that includes the School Parents
Teachers Association (SPTA) officials and the School Board of Directors (BOD), Supreme
Pupil Government Officers (SPGO), barangay officials, TCES teaching staff headed by the
present administrator and other stakeholders.

Enhanced SIP has been made based on problems, issues, and concerns identified by the
internal and external stakeholders during the conduct of the meeting, call-ups, and
interviews. There were lots of identified problems. Since not all identified problems are of
equal urgency and gravity, the school planning team used many techniques to analyze and
prioritize a particular problem based on problem tree, and root-cause analysis. Reading
Performance is one of the many priority problems of the school to solve from three years
onward.
Enhanced SIP is made as a guide to solve problems, issues, and concerns in
school both curriculum and governance aspects through cooperation. This is also a good
source of information for the stakeholders on which they can extend their assistance for the
achievement of the goals and objectives of the school. The school head with the teachers and
stakeholders through the School Report Card (SRC) may use this document to present the
performance indicators and other data to the concerned stakeholders who could help for the
betterment of the school community.
After thorough consultations and interpretation of the organized data and
setting targets for the school improvement plan, the School Planning Team (SPT) and other
stakeholders have come up with this School Improvement Plan, a roadmap for school
improvement for the next three years.

I – Guiding Principles
The TCES SPT planned to produce the school's SIP for the C.Y. 2023-2026. During the
discussion on vision, mission, and core values the SPT shared ideas and statements that the
VMV will serve as the guide to Tandag Central Elementary School. But in addition, TCES
SPT dreamed to have a school who are sensitive to the needs of the children, and that is
friendly and safe for everyone. Include also, the school that is fully equipped with facilities
that will help mold the children's capacities for the learners to be competent enough. The SPT
also, visualized that the school is managed and run by a set of teaching forces who are
knowledgeable in delivering quality basic education to the children.
The Vision

For the TCES SPT, the DepEd vision focuses on producing learners who can think deeply
and solve problems, can create an authentic learning environment, where students can apply
their learned skills and knowledge to solve real-world challenges and come up with
meaningful solutions and produce global competitive, more positive and caring individuals
who are ready to collaborate and innovate learning to the real battle. The school shared the
same vision with the Department of Education and maintain a healthy relationship with
stakeholders in working together for the welfare of the children as their main concern.
The Mission

In line with the DepEd Mission, the TCES SPT adheres to the department that states that
every learner must have access to quality, equitable, culture-based, and complete basic
education. It is also discussed in its mission as the ideal setup for quality education. The
environment where the learning happens must be conducive, child-friendly, gender-sensitive,
and safe for the learners. The teachers should facilitate learning and constantly nurture every
learner not just cognitively but physically, and emotionally as well as their behaviors. Even
administrators, staff, and non-teaching personnel must see to it that the school is very
enabling and supportive for effective learning. The teaching and learning process must not
only be confined between the teachers and the students. Active engagement of the family
(parents), community (barangay officials), and other stakeholders is necessary to develop
life-long learners.
The Core Values
Understanding deeply the meaning of the core values gives the TCES SPT a reflection that
our goals and plans seek to observe the following core values. We value the infinite God as
the author of life, the love of country, and being a great steward of God's bountiful blessings
which is the environment.
As prime advocates of these core values, the TCES SPT commits to cultivating and translating
these values among our learners to broaden their knowledge and whole being.

II-School’s Current Situation

School’s Current Situation

This chapter of ESIP presents the updated and accurate gathered data and information about
the school’s status in the last three school years.
Enrollment

Based on the LIS, one of the most alarming incidents in our school is the decrease in
enrollment. In S.Y. 2020-2021, there were 617 enrolled learners, 322 males and 295
females. In S.Y. 2021-2022, a significant decrease in enrolment was noted from 617 to 591.
The number of male enrollees decreased by 18 or 5.59% from 322 to 304 and the number of
female enrollees decreased by 8 or 2.7% from 295 to 287. In the current S.Y. 2022-2023,
another decrease is noted with a variance of 4 or 68% from 591 to 587. The causes of
decreased enrolment are the following: transfer of families to other places for employment;
family problems; child labor; and parents' attitudes toward education. Though this is the
most pressing problem, the school did not consider it a very high priority since the school
doesn't have control over it. With this problem, the school come up with Project TEA( TCES
Enrolment Angat) led by Josephine Abarico which aimed to intensify enrollment campaigns
and child mapping activities. Through this initiative, the school was able to capture 31
learners from the Badjao indigenous tribe of which 24 of them are in kindergartens, 6 are in
grade 1 and 1 is in Grade 3.
Dropout Rate

The Dropout Rate of the school for the S.Y. 2020-2021 is 0.16% or 1 female learner dropped
from school due to death. In S.Y. 2021-2022, the dropout rate is 0.32% or 2 female
kindergarten learners dropped from school due to transfer of residence and work assignment
of the parents. As of the current enrollment, there are no reported dropout learners yet. Since
the school was not able to meet the target of a 0 dropout rate, the school implemented the
Adopt-A-Child Program with Joy Beryl Correos as the team leader. This project aims to save
Pupils at Risk of Dropping Out of school.

Literacy Level (English & Filipino)

With regards to the Literacy Level of the learners in the school (Reading & Comprehension
categories both English & Filipino) based on the result of the Phil-IRI (Pre–test ENGLISH)
conducted on 254 Grades 4-6 learners last October 2022, 92 or 36.22% belong to
Frustration level, 87 or 34.25% under instructional level, 62 or 24.41% under independent
level, and 13 or 5.12 % are non-readers.
For Filipino Phil IRI Pre-Test conducted to 344 grades 3 - 6 learners, results revealed that
53% or 184 learners are under the Frustration level, 47% or 162 are at the Instructional
level, 27% or 94 learners are Independent readers, and 2% or 8 grade 3 learners are non-
readers. The causes of the poor reading performance of the learners especially in grade 3 are
the following; 2-year suspension of in-person classes, some learners having limited
experience with books, no adult at home to assist them in reading, and fewer parents'
guidance and support which resulted to poor study habits of the learners. With this pressing
issue, the school created a reading project intervention called Project TCES (The Complete
Education Support) anchoring Project CLEAR (Catering Longer Enhancement Activities in
Reading) This school initiative is headed by the two teachers Ms. Aran Eve D. Napal for
English and Ms. Rebecca B. Inteligando for Filipino.

Numeracy

Another challenge that the school is currently facing is the numeracy skills of the learners.
Based on the recent test on determining the basic numeracy skills conducted to 257 Grades 4-
6 learners last October 2022, there are only 18 out of 257, or 7% are Highly Numerates, 147,
or 57.2% are Moderately Numerates, and 82 or 31.91% are Non-Numerates. An intensive
remediation program is being implemented by the school to help improve the numeracy skills
of those learners who are struggling with numbers. Initiatives and interventions made by the
school are all anchored in the Project REPAIR of the division (Reteach for an Effective
Performance towards An Intended Result), This initiative of the school is coordinated by the
school Math coordinator Ms. Gwendolyn Q. Eborde.

Facilities

Classroom facilities are quite a problem for the school. There are still classes
utilizing/occupying condemned buildings. Some of the school buildings are sub-standards
causing discomfort on the part of the learners and even the teachers. In 2017, 2 buildings
with 3 classrooms each were constructed in the school. In 2019, 9 classrooms underwent
repair but still, it doesn't address the classroom shortage. Currently, the school has 20
instructional classrooms including the 5 condemned classrooms occupied by the learners
despite their bad condition.
The School has limited facilities. This condition signifies that learners are not fully enjoying
their rights of having sufficient available and well-maintained school facilities
that somehow helped them develop their learning engagement.
Another facility that the school doesn't have is the Home Economics (H.E.) room which is
vital to learners' life skills development. The school doesn't have also Science Laboratory
though there was the provision of Science apparatus and equipment from the central office it
does not have a proper place for the children can utilize/manipulate. This shortage of
facilities has been reported in the National School Building Inventory.

Learner Seat Ratio

The availability of classroom furniture is more than enough for our needs. The school shared
extra chairs with Pag-asa Tribal Community Elementary School. Presently, the learners' seat
ratio is 1:1. Other extra chairs are used for meetings, seminars, and other school gatherings.

Availability of Books

As for the current concerns of the school, as regards textbooks availability, the most affected
grade level are grades 2 & 4. Though there are enough modules as supplementary learning
materials still learners need textbooks for their use.

Learners to Teacher Ratio

The grade level with the highest number of learners to teacher ratio is Grade 4. It has an
average ratio of 32:1.

Health and Nutritional Status

For the Health and Nutritional Status of learners for the current enrollment, 18.05% or (106
of 587) fall under Severely wasted Body Mass Index (BMI) or in segregation 57 males and 49
females. 88 learners are under the Wasted BMI, or 14.99% or 88 of 587. Learners who
belong to normal health status counted up to 63.54% or (373 of 587) 198 are males, and 178
are female learners. The root causes are unhealthy lifestyles and low family income. This
issue will be addressed by the ongoing implementation of the School Feeding Program. This
program was headed by the team Leader Ms. Jennifer S. Montenegro as the SBFP
Coordinator.

WinS Program
The DepEd WinS Program is designed to achieve learning and health outcomes for Filipino
students through a comprehensive, sustainable, and scalable school-based WASH program
according to the State's mandate to defend the right of children to dignity, assistance, and
protection from conditions that would hamper their development. In connection with this
program, the school provided 3 functional handwashing facilities for learners, 1 for grades 1
& 2, 1 for grades 3 & 4, and 1 for grades 5 & 6. Another facility that the school has is the
presence of toilets in all classes but not segregated it is shared between male and female
learners.

School Personnel
The school is managed by a school principal 3 Mrs. Jenefer B. Impok, with a teaching force
of 23 teachers with the segregation of 1 male and 22 females. Teachers are upgrading their
professional capacity by continuing professional endeavors, there are 20 out of 23, or
86.96% of teachers pursue their master's degree, and 3 out of 23 are no longer interested to
pursue their master's degree for the reason that they are already retirable. The school
implemented the Project "TATAK" Technical Assistance to Teachers for Additional
Knowledge to aid and supplement the need of the teachers. This project is headed by the
project owner Rosemarie E. Lozada.
 SBM Implementation
SBM implementation of the school as of the current school year is still at Level 2 with the
description of SBM level of practice interpreted as Introducing and sustaining a continuous
improvement process that integrates wider community participation and improves significant
performance and learning outcomes. The school continues to establish a good community
network and encourages the active participation of different organizations/ associations in
doing local initiatives for the improvement of the school. The school in partnership with the
different stakeholders aims to improve the SBM Level of practice from Level 2 to Level 3.
Thus a Project "USDMS" (Upgrading School Data Management System) with the Project
owner Josephine J. Abarico was created.

III-Programs, Projects, Activities

Project Work Plan and Budget Matrix
This section presents the list of solutions for identified causes. Attached are copies of the Project
Work Plan and Budget Matrix (Annex 9) prepared for the identified solutions. It contains a problem
statement, project objective, activities, and output.
Project Title: PROJECT TEA (TCES Enrollment Angat )
Problem Statement: There is a need to increase the enrolment rate in all levels by at least 1% every
year
Project Objective Statement: To increase the enrolment rate of the school by at least 2% every year
Root Cause: Distance from the school, transfer of residence, family feuds, and illness

PROJECT WORK PLAN AND BUDGET MATRIX

ACTIVITY OUTPUT OF THE DATE OF PERSON/S BUDGE BUDGET SOURCE
IMPLEMENTA RESPONSIBL
YEAR TION E T
Q1 Q2 Q3 Q4
MOOE LGU/ PTA SEF OTHERS
BLGU

1. Intensify During the 1st 1,000.00 /

enrolment Increa Quarter of
sed
campaign through Enrol every year All
online flat forms ment Advisers
like FB page, Txt All
& Call, and GC Teachers
messenger LIS
2. Strengthen the Acco During the Coordinator 3,000.00 /
mplis
conduct of school hed Early s
mapping through Mapp Registration School
ing Head
the house to house Campaign
Tool
campaign
3. Facilitate and During the NONE
Updat Upd
monitor the on- ed ated
enrolment
time enrolment in Enrol Enro period and
ment
LIS lmen the Early
t
Registration

Prepared by:
JOSEPHINE J. ABARICO JOY BERYL J. CORREOS ZAIDE B.
PIMENTEL Project Team Leader Member Member
Project Title: PROJECT TCES (The Complete Education Support)
Problem Statement: 36.22% or 92 of 254 grades 3 to 6 learners belong to the frustration level.
Project Objective Statement: Decreased the frustration level from 36.22% to 20% or from 92 to 25
and non-readers from 5.12% to 0% by the end of the school year.
Root Cause: Poor reading habits due to less parental involvement in the reading activities of their children.
PROJECT WORK PLAN AND BUDGET MATRIX
ACTIVITY OUTPUT OF THE YEAR DATE OF PERSON/S BUDG BUDGET SOURCE
Q1 Q2 Q Q4 IMPLEMENTA RESPONSIB ET MO LGU PTA SEF OTHER
TION LE OE / S
3 BLG
U

1. Conduct Phil. Phil, At the start of -Reading 1,000. /

IRI IRI
Reading Result Result each school Coordinator 00
Inventory Pre- Post- year s (English
Test Test
Test/PHIL-IRI & Filipino)
(Pre-Test) -All
Teachers
-Master
Teacher
2. Conduct Traine Semestral -School 3,000.
d
Beginning Tchrs. Break Head 00 /
Reading -BLGU
INSET/Group Officials
Sessions/ELLN -Parents
-Learners
3. Conduct Daily /
Rdng. Rdng.
Reading Sessions/ Progre Progre
Remedial ss ss
Report Report
Teaching
4. Provide Ready 1st -4th Quarer 3,000. /
to use
adequate reading Rdng 00
materials like big LMs
books, basic sight
words, and so on.
5. Daily Rdng Rdng Whole Year
Invent Invent
Monitoring ory ory Round
Report Report
6. Construct a Functi Any time of 5,000. /
onal
Reading Kiosk/ Rdng the year 00
Reading Hub Kiosk

Prepared:

REBECCA B. INTELIGANDO ARAN EVE D. NAPAL ROSEMARIE E.

LOZADA Project Team Leader Member Member

Project Title: PROJECT REPAIR ( Re-teach for an Effective Performance towards An Intended
Result)
Problem Statement: 31.91% or 82 of 257 grades 4-6 learners are non-numerates
Project Objective Statement: To reduce the number of non-numerates by 5%
Root Cause: Poor mathematical skill retention, low comprehension level, and lack of parental
guidance and support.
PROJECT WORK PLAN AND BUDGET MATRIX
ACTIVITY OUTPUT OF THE DATE OF PERSON/S BUDGE BUDGET SOURCE
YEAR IMPLEMENTATI RESPONSIBL T
Q1 Q2 Q3 Q4 ON E MO LG PTA SEF OTH
RE U/ ERS
BLO
G
1 Conduct a Basic At the start of 3000 /
As
Numeracy Skills Test ses each school Math
s, year Coordinator
Re
sult
s All
2. Set a schedule for the 1st Quarter Teachers NONE
implementation of the
Cla Master
ss
project. Pro Teacher
gra School Head
m
BLGU
3. Project Whole Year Officials NONE
Implementation
Pro Pro
Round Parents
gre gre
ss ss Learners
Tra Tra
cki cki
ng ng
Re Re
por por
t t
4. Conduct of post- Before the NONE
As
assessment to monitor the ses school year
progress of the project sm ends
ent
Re
sult

Prepared:

GWENDOLYN Q. EBORDE MARLOU A. SERVILLON GLORIA S.

SOMBRIO Project Team Leader Member
Member