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Edu 294

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38 views7 pages

Edu 294

Uploaded by

arlenerotano8
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Student Name: ARLENE A.

ROTANO Professor: Jerry Lego

Subject:

Article about School Improvement

The “No Child Left Behind Act” (NCLB) spurred the education community
to turn to research to decide how best to improve schools. Such reliance
on research-based approaches helps meet educational leaders and
policymakers’ urgency to

engage in efforts that will improve the lives of children. For school and
local community officials, however, it is not always clear how best to
incorporate research-based approaches into school improvement plans. One
obstacle is determining fit. Until recently, some schools and local
community officials tend to seek programs that match their own
philosophy, paying less attention to how a program addresses school needs
or affect student outcomes (Corcoran, 2003). Another is sorting through
the research underlying each program. Even when educators and
decision makers commit to adopting reform strategies

which tract records of effectiveness, they are challenged to find,


interpret, and apply the relevant research (AIR, 2005). Accordingly, there
is a universal belief that the school is the primary institution that
caters to productive learning and character formation for children. As
such, the school being a learning

institution is mandated to perform its two-fold tasks. These are: 1)


the task of providing knowledge and honing the skills of its target
clientele, and 2) the task of molding the moral fiber of the children by
inculcating in them the proper values. In order to carry out this mission
the school must be equipped with the necessary resources in fulfilling its
function. All schools want their pupils/

students to succeed, however due to some circumstances this vision


becomes

blurred as lack of resources and poor physical facilities lead or


contribute to poor delivery of quality education, especially those schools
located in the rural areas such as here in Region VIII. Most of the
condition of our school is far from our expectation which is usually a
picture unacceptable at the present time. These schools are characterized
with a substandard physical facilities and minimal educational materials
for the different learning conditions of the children. The situation above
needs to be studied and carefully thought about not only by the
school head but by all major stakeholders using a tool which is called
School Improvement Plan. The School Improvement Plan is a five-year
development plan which aims to improve both the physical and academic
condition of a school. It was conceived as an initiative solution in line with
the R.A. 9155 of the Governance of Basic Educational Act of 2002 and
the School Based Management Program Thrust of the Department of
Education, in which school improvement planning concept was born
(DepEd Handbook for the Preparation of the School Improvement Plan,
2006).

School Improvement Plan (SIP) seeks to determine the strengths,


weaknesses, opportunities and threats of the school and formulate solutions
to solve the problems of school. The SIP is expected to make lasting
difference for change. It involves planning, a major process in which the
school set goals for improvement and make decision about how and
when these goals will be achieved; and the ultimate objective of the process
is to improve the pupils/student performance level by enhancing the
curriculum, improving physical facilities and creating a positive
environment more conducive for learning. Further, it also fosters and
strengths parents involvement in their children ‘s learning home. The
purpose of the SIP is to serve as a road map to set out changes to
improve the level of achievement of the student/pupils in the academic
field. School Improvement Plans help school administrators, teachers,
parents and students to know what to focus and what to do in the future. It
encourages the teaching staff, parents and other stakeholders known to
influence students’ success, to have up-to-date and reliable information

about the performance of the students considering that the school will be
able to respond to the needs of the students if the teachers, parents and
other stakeholders have knowledge over this matter. SIP serves as a
mechanism in which the public can hold the school accountable for
students’ success. It is important that all partners understand this as they
enter into the school improvement planning process. Incremental
improvements are significant and should be celebrated. As time goes on,
school may wish to extend the plan for additional years to ensure that it
maintain the focus and reach the goal. In case, school improvement plans
should be considered as a working document that the schools should use
to monitor progress over time and to make revisions when necessary to
ensure that the plans stay on course (Education Improvement
Commission, 2000).

In developing school improvement plan, the principal, staff, school


council, parents and other community members work through a variety
of activities focused on three areas of priority: curriculum delivery,
school environment, and parental environment. For each of these areas, the
school improvement plan will establish a goal, performance targets,
areas of focus, implementation strategies, timelines and persons
responsible for implementing the strategies, status updates and
opportunities for revision (EIC,ibid). It is believed that the abovementioned
strategic planning is most wanting nowadays to respond to some pressing
concerns and/or issues which have been confronting schools both
implementing the elementary and secondary education programs. As per
experience, these issues predominantly are results of the so-called
traditional schools where the school heads were the ones solely responsible
in the preparation of school annual implementation plan. Anything that
comes out from the mind of the individual school heads becomes the
direction of the activities of the school. Some concrete results of such
management system are the very low performance indicators of
elementary and secondary schools particularly in cohort survival rate,
graduation rate, retention rate and dropout rate. Before the implementation
of School Based Management, the said performance indicators of schools
got only an average measure of 98.78, 97.33, 96.90, 103.04 and 104.09
for the five-year period from year 2008 to year 2011, respectively.

While the new trend in the basic education management is


revolutionizing our elementary and secondary schools in responding to
school level needs, thus producing increased level of involvement of all
education stakeholders, asreported by barangay and municipal officials
in their School Board meetings and even in Education Forum initiated
by the Division management.

The implementation of SIP results to various opportunities and help


ensure the success of plans and activities. School-community partnership will
enable the schools to continuously perform better depending on the ability of
the schools to tap and use effectively and efficiently its resources. As
stakeholders work together and share the vision and accountability for
the learning outcomes of the students to improve teaching-learning
process it draws greater support from the community. The interactions
between the stakeholders help the school undertake evaluation and
determine the problems and the resources needed to improve teaching-
learning process in order to formulate improvement plans. Moreover, it
also helps continue to reengineer systems and procedures to increase the
efficiency of the schools, procurement of goods and services, financial
management, management information system and teacher welfare. As
such, it is important to know the possible contributions that the school
stakeholders will impart in the program of activities that is stipulated in
the plan and in a larger sense the possible impact the implementation
of the SIP can bring to the development of the stakeholders (DepEd,
Primer of School-Community Partnership, 2006).
WHAT IS WORK AND FINACIAL PLAN?

In compliance with the Rule II of the implementing Rules and Regulations of


Republic Act 9184, otherwise known as the Government Procurement Reform
Act, ORD, OSDS, and functional divisions must submit to the Policy, Planning
and Research Division (PPRD) their proposed Work and Financial Plan (WFP)
for FY 2021

The school is advised of the authorized signatories of the Work and


Financial Plan (WFP) which are as follows:

 The school head for the “Prepared by”


 The school’s Administrative Assistant for the “Reviewed by”
 The Chief of the School Governance and Operations Division for
the “Approved by”
Relative to this, all schools are advised to go over their WFP and
ensure that all Programs, Projects and Activities (PPA) in the Annual
Improvement Plan (AIP) funded under the school’s Maintenance and
Other Operating Expenses (MOOE) must be reflected in the Plan.

Moreover, all Gender and Development (GAD) related activities must


be reflected in the AIP and in the WFP where implementation must be
earlier than December.

In the Department of Education (DepEd) of the Philippines, the Work


and Financial Plan (WFP) is a document that outlines the planned
activities, programs, projects, and the corresponding financial
resources required to implement these initiatives within a specific time
frame, typically for a fiscal year. The WFP serves as a guide to ensure
that DepEd's goals and objectives are aligned with its available
resources.
The Work and Financial Plan (WFP) of the Department of Education (DepEd)
is a critical tool for ensuring the efficient use of resources in achieving the
department’s objectives. A deeper analysis of the WFP reveals both its
strengths and challenges in the context of education management in the
Philippines.

The WFP ensures that all activities and programs are aligned with DepEd's
strategic objectives. E ach activity has a corresponding financial
requirement, which fosters accountability at all levels of the department,
from national offices down to local schools. The challenges are Since DepEd
operates at multiple levels, coordination between national, regional, and
local offices can slow down the planning and execution process, leading to
delays in project implementation.

Therefore , Dep ed plan and financial plan is so important and the


development of our education. The Work and Financial Plan (WFP) in the
Department of Education is essential for the effective management and
delivery of educational services

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