皮托戈高中一年的發(fā)展計劃ONE YEAR DEVELOPMENT PLAN OF PITOGO HIGH SCHOOL

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05-08, 2014

ONE YEAR DEVELOPMENT PLAN OF PITOGO HIGH SCHOOL
皮托戈高中一年的發(fā)展計劃

S.Y. 2014-2015

I. Introduction and Background Information
引言和背景信息

1. Historical Development of the School
學(xué)校的發(fā)展歷史

Pitogo High School or otherwise known as PHS has its origins from the vision of the Local Government of Makati City of providing quality education for each of its students. Through the initiative of the city officials headed by then former Mayor Jejomar C. Binay now Vice-President and in collaboration with the Department of Education, both sector worked hand in hand in fulfilling its mission of providing access to education through technologically driven formal, non-formal and other alternative delivery system.

Pitogo高中其他人也叫它PHS來源于馬卡蒂市當(dāng)?shù)卣?/span>為每個學(xué)生提供優(yōu)質(zhì)教育。通過對當(dāng)時前市長Jejomar比C.現(xiàn)在比奈副總統(tǒng)，并與教育部為首的市政府官員積極合作，這兩個部門的合作，既部門在履行通過技術(shù)上的運(yùn)作模式，非正式的和其他交替運(yùn)作的系統(tǒng)。

The creation of a localized school was initiated by Mayor Binay and it was intended to benefit the citizens of Barangay Pitogo along with its co-barangay catchment areas of South Cembo, Pinagkaisahan, Cembo and Guadalupe Nuevo. Its first year of operation started 2004-2005 with Mrs. Luzviminda L. Bannag as its first administrator in her capacity as Officer-in-Charge. The number of students of PHS on its maiden operation was 918 and a total of 38 Teachers completed the Pitogo High School family. The following year ushered in a new leadership for Pitogo High in the person of Dr. Nora H. Serdenia, the only Principal IV in the entire Division of City Schools of Makati. The school year 2006-2007 opened its gates for all 2,700 students who filled up the entire year levels- freshmen, sophomore, junior and senior years. Under the watchful eyes and strict disciplinary management of Dr. Serdenia, Pitogo High flourished and this was evident because of the school’s numerous awards and achievements. Pitogo High had proven itself that a public school can become Center for Academic Excellence contrary from its stereo-typed image of unruly, chaotic and unbearable place for education. After 5 glorious years, the former principal retired and the helm of authority was designated by the Division Office to Mrs. Imelda D. Quiban, Head Teacher III of the Science Department. The successful transition made Pitogo High prepared its gate to her current Principal, Dr. Reynaldo S. Estacio, former school head of Benigno “Ninoy” Aquino High School.#p#分頁標(biāo)題#e#

2. Objective of the School

The vision of the school is to provide the children of Makati relevant and high quality public secondary education that will prepare them for careers in core subjects related to English, Science, Mathematics, Arts and Technology. The mission statement of Pitogo High views itself as an excellent institution where students are academically and socially prepared to meet the challenging problems of the 21st century. Endowed with a high degree of honesty, integrity, tolerance to different groups of society, responsible decision making, innovative, technologically equipped with a deep ecological awareness and grounded on universally accepted spiritual and moral values.

3. Description of the School Service Area

Map of Barangay Pitogo, Makati City

Pitogo High School is situated in the heart of Barangay Pitogo. The northern frontier of the school is Gen. Jacinto St. and the borders of Barangay Guadalupe Nuevo. Northwest to the school is the Barangay Hall and west of its location is its twin Pitogo Elementary School. The southern front of the school faces the industrial horizon of the Bonifacio Global City and forefront of this is Ford Philippines Global City. The main gate of the school is situated along Negros St. and its secondary gate is located in Serbus St. adjacent of the school’s building C.

4. Curricular and Training Programs

The curriculum of the school is under the regulation of the Department of Education since it is a public school. Since the implementation of the K to 12 Law, Grades 7 and 8 (former First and Second Years) are under the new K to 12 Curriculum whiles the Third and Fourth years are still using the Basic Education Program. The core subjects of English, Math and Science are using English as a medium of instruction together with Makabayan subjects Music, Arts, Physicak Education and Health (MAPEH) and Technology and Livelihood Education (TLE). The vernacular language or mother tongue is used in teaching Filipino, Araling Panlipunan and Edukasyong Pagpapakatao. The practical subject of TLE boasts different specializations that are being taught in the junior and senior years. Students are exposed to learn different technical skills such as Drafting and Electronics for the male students and Cosmetology and Baking/Food Service for the female students. Technology education is in the form of ICT and Computer Technology classes.

4. a. Special Program

Upon the initiative of the former Undersecretary- OIC Mona D. Valisno of the Department of Education, the agency issued DepEd Order No. 55 entitled “Policies and Guidelines on Strengthening Science and Mathematics Education at the Secondary Level” This initiative aimed to strengthen the Scientific Education in the Philippines in order to become at par with our neighboring Asian countries. Pitogo High School was the only regular high school in the Division of Makati to be selected and initiate Engineering and Science Education Program or otherwise known as the ESEP classes. This special program aims to accelerate the quality of teaching and learning process of the different science subjects. The ESEP class comprises of selected students who were screened meticulously with the use of assessment exams that focuses on their aptitude in science subjects. The ESEP classes is now revised in its nomenclature and it is now named STE classes, Science and Technology Education Program.#p#分頁標(biāo)題#e#

BASIC EDUCATION AND K-12 CURRICULUM

| | | | | |

| | | | | |

| |Working, |Working, |*ICT |II |

|TLE |Handicraft) |Handicraft) | |*ICT |

| |I |II | |*Cosmetology |

|MAPEH |*PE |*PE |*PE |*PE |

| | | | |*CAT |

The Science and Technology class of Pitogo High School offers the following subject areas:

|STE I |

|Areas |Credits | |

| | |Time Allotment |

|Developmental Reading |0.3 |60 minutes once a week |

| | | |

|Earth and Environmental Science |1.2 |240 minutes once a week |

|Mathematics I (Elementary Algebra) |1.5 |300 minutes once a week |

|Technology and Livelihood Education |1.5 |300 minutes once a week |

|( Computer Education) | | |

| | | |

|STE II |

| |Credits |Time Allotment |

|Areas | | |

| | |300 min. per week |

|Research I |1.5 | |

| | | |

|English for Science | | |

| | | |

|Basic Statistics in Research | | |

| |1.5 |300 min. per week |

|Mathematics II A | | |

| |1.5 |300 min per week |

|Mathematics II-B | | |

|(Intermediate Algebra) | | |

| |1.2 |240 min. per week |

|Technology and Livelihood Education | | |

5. Organizational Structure of the School

II. SITUATIONAL ANALYSIS

1. Quantitative Aspects

1.1 Enrolment for the Past 5 Years

|2007-2008 |1663 |1642 |3305 |

|2008-2009 |1721 |1717 |3438 |

|2009-2010 |1903 |1758 |3661 |

|2010-2011 |1865 |1763 |3628 |

|2011-2012 |1971 |1778 |3749 |

|2012-2013 |1887 |1772 |3659 |

1.2 Participation Rate

|School Year |Participation Rate (%) |

|2007-2008 |0 |

|2008-2009 |8.97 |

|2009-2010 |- |

|2010-2011 |- |

|201-2012 |- |

|2012-2013 |

1.2.1 Completion Rate

|School Year |Completion Rate (%) |

|2007-2008 |72.43 |

|2008-2009 |69.88 |

|2009-2010 |87.51 |

|2010-2011 |89.21 |

|2011-2012 |91.64 |

|2012-2013 |92.32 |

| | | |(%) |(%) |

|2007-2008 |3305 |72.43% |95.74% |3.6 |

|2008-2009 |3438 |69.88% |94.52% |3.17 |

|2009-2010 |3661 |87.51 |97.85 |3.18 |

|2010-2011 |3628 |89.21 |98.65 |6.28 |

|2011-2012 |3749 |91.64 |96.85 |2.6 |

1.3 Teacher’s Age Profile

|Depart|21-25 |26-30 |

|ment | | |

|1 |Medical Supplies |92 |

|2 |Textbooks and Instructional Materials | |

| |Library Books |8 |

| |Textbooks |20,051 |

|3 |Other Supplies Inventory | |

| |Sports Supplies |25 |

| |Kitchen Supplies |312 |

| |Computer Parts |97 |

| |Linen Supplies |41 |

| |School Supplies | |

| |Tech and Scientific |2,883 |

| |Office Equipment |256 |

| |Furniture and Fixtures |7,491 |

| |Other Property |213 |

| |Communication |62 |

| |Fire Fighting |121 |

| |Printing |10 |

| |Other Machineries |3 |

|4 |Construction Supplies | |

|Total |31,615 |

|PHYSICAL FACILITIES |

|Academic Classrooms |45 |

|Non-Academic Classrooms |24 |

|Science Laboratories |7 |

|Computer Laboratories |3 |

|Canteen |1 |

|Offices |6 |

|Library |1 |

|Speech Laboratory |1 |

The buildings, classrooms, toilets, library, clinic, science laboratories, guidance center, school canteen, school furniture and various learning centers for all subject areas are well-provided for, which are contributory to student achievement. The buildings, classrooms, toilets, library, clinic, science laboratories, guidance center, school canteen, school furniture and various learning centers for all subject areas are well-provided for, which are contributory to student achievements.#p#分頁標(biāo)題#e#

2. QUALITATIVE ASPECTS

2.1 Staff Development Program

As for professional growth program, recommendations for relevant seminars in relation to current teaching strategies, update on current issues of education and career professional workshops on promotion will be included on the semestral In-Service Training for the teachers of Pitogo High. This activity is yearly conducted during the months of October and May of the following year. Other seminars, as the Division may deem necessary will be memorandized to the office of the school principal for verification and approval. All seminars that will be coming from the Division Office as its directive will be attended by teachers depending on the instruction and requirement of audience of the said seminars. Attached herewith is a template of a Professional Growth Development Program.

[pic] [pic]

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[pic]2.2 Administrative and Supervisory Program

At the helm of authority, it is equally important to provide the administrative position with a program that will further enhance their managerial and leadership capabilities to its maximum extent. This School Administrator’s Leadership Training Program aims to develop and strengthen school administrators’ educational leadership capacity and support the advancement of a child-centered school environment. The program involves activities such as School Administrators Training in Educational Leadership. The leadership training program provided training to school administrators in educational leadership. Training sessions helped school administrators develop a clear vision for their school, improved leadership skills, and modernized management, supervision, and assessment methods. Improving School Climate- emphasizing the adoption of an open and democratic leadership style, the leadership training program helped school administrators to work effectively with teachers, students, and parents. This collaborative leadership methodology led to the development of innovative child-centered classrooms. Strengthening the Relationship between Schools and Communities, the leadership training program was committed to building strong relationships between schools and their surrounding communities. Strong school-community relations provide a base of support for educational leadership reform, build community spirit, and encourage civic participation, volunteerism, and collaboration with a variety of organizations.

Another important training program for both the administrative and faculty staff is the K12 Education Program. In connection with DepEd, Pitogo High will invite officials from the agency that will implement relevant information, current trends, teaching methodologies that concerns the proper implementation of the K12 curriculum. The following areas will be the main focal point of the training program, Contextualization and Enhancement of the Curriculum, Spiral Integrated Progression of Learning, Building Proficiency Through Language (Mother Tongue Based Multilingual Education), Implementation of Senior High School and the Nourishment of a Holistically Filipino Student through Livelihood Readiness 21st Century Skills.#p#分頁標(biāo)題#e#

2.3 Research and Evaluation Program

Implementation of a program for Pitogo High that deals with Research will further the cause of innovating the field of Education through Research. One program that will help this objective be attained is the creation of The Research Group and Program Evaluation (RGPE). This program is available for the teaching staff of the school and as well for its students. The projects of REPG evaluates serve learners in multiple settings in both formal (K-12 and higher education) and informal education. Many of these projects bring together both internal and external partners and wide range of professionals such as mathematicians and scientists, policy makers and educators, as well as the general community.

The Research Group and Program Evaluation aims for evaluation services for projects of all sizes in a variety of educational contexts. It will also conduct original research concentrating on subjects such as Mathematics, Science, Social Science and Filipino. RGPE will also conduct evaluations of a broad range of programs in professional development (intended for the teaching staff), science and mathematics systemic reform, curriculum development, informal education, out of school time, arts partnerships, and community studies.

2.4 Pitogo High School Extension Services

Generally, extension service is the process by which technology and innovation are transferred to an identified clientele with the ultimate objective of improving the way of life of the people. Another definition is it is an extension service as a concept that encompasses people empowerment and human resource development geared towards human capital enhancement, and technology and facilities diffusion among the community, if not the poorest of the poor. Extension service projects as avenues for the people, by the people, and of the people, should by itself be initiating, capitalizing and sustaining approach to community development. Since Pitogo High School is committed in improving the lives of its community, the extension service program will be people oriented and it will respond to particular issue affecting people existence, adaptive to change and development processes, and directed towards transformation.

Anchored with the advocacy of “Health is Wealth” and “Living Green”, Pitogo High School prides itself of its Feeding Program for the malnourished students belonging to grades seven and eight level. In connection with the school clinic headed by the school doctor and nurse, medical checkup will be conducted in order to identify students who are at risk of malnutrition. The next stage is the selection process were in students who will undergo the feeding program will go to a series of well balance nutrition meal that will help these students return to their healthy and fit conditions. The program will be continuous process as long as there will be identified in the screening stage. In terms of taking care of the environment, the Science Botanical Garden is constructed in order to cultivate plants that can be planted in aid of reforestation in places that tree planting is badly needed. This environmental extension service also aims to produce medicinal plants that are being planted by the students. The botanical garden is taken care of the Science Department in collaboration with other external stakeholders such as legal NGO’s, LGU’s, PTA and the Barangay Community.#p#分頁標(biāo)題#e#

III. OBJECTIVES, TARGETS AND STRATEGIES

1. Quantitative Expansion

1.1 Projection of Enrolment for the Next 5 Years

|2014-2015 |1925 |1807 |3732 |

|2015-2016 |1964 |1843 |3807 |

|2016-2017 |2003 |1880 |3883 |

|2017-2018 |2043 |1918 |3961 |

|2018-2019 |2084 |1956 |4040 |

Based on the given assumption that the population of the catchment area of Pitogo High School are increasing by 2% allowance rate.

2. Projection of Personnel Requirements

|School Year |Teaching Staff |Non-Teaching Staff |

|2014-2015 |142 |29 |

|2015-2016 |145 |30 |

|2016-2017 |148 |31 |

|2017-2018 |151 |32 |

|2018-2019 |154 |33 |

Based on the projected increase of population of Pitogo High will be the ratio and proportion of the teaching and the non-teaching personnel.

3. Projection of Land, Building and Instructional Facilities

Concerning the expansion of land area of the school, building construction and additional instructional facilities of Pitogo High School, the local government of Makati City holds the master plan in so far as these expansion plans are concerned. The city government headed by its head administrator, Mayor Jejomar Erwin S. Binay provides subsidy to the cost of education for the students of Makati. Since the K to 12 program is already in effect and implemented as a law, the city government initiated the pilot program of senior high school in its premier tertiary school, the University of Makati. First of its kind, the Senior High School program in UMAK boasts technical-vocational and entrepreneurial curriculum for the K11 and K12 that will enhance practical skills and entrepreneurial skills that will prepare them for professional career after their course completion with the choice of continuation of baccalaureate program offered by the university.

Justification and Rationalization of the Annual Improvement

Plan of Pitogo High School S.Y. 2014-2015

The development of an annual improvement plan (AIP) has become an integral part of many school reform efforts. Education planning operates within a diverse objectives, context and often involves a collaboration between multiple internal and external stakeholders with different goals and strategies. At any given time, a school or school system may have a battery of reforms or academic activities from which to choose from to improve the quality of education. Formal planning at the school level may assist schools in making decisions in this complex context. The development of an annual improvement plan is an integral part of every successful ongoing individual school improvement effort.

Careful planning and analysis of a school annual improvement plan helps school administrators understand the previous circumstances of a strong academic performance and therefore increase the likelihood of duplicating successful results in the future. School annual improvement plans prompts school planners to objectively examine their practices and performance. The urgency of creating a yearly formal school plan improves school performance and creates a successful school improvement plan that reflects and represents some positive and strong attribute of the school that is associated with its outstanding performance. A high quality AIP may be one element to continue the strong school-based teacher learning organization that had been established in Pitogo High School from the past years of its operation.#p#分頁標(biāo)題#e#

Investment in education involves a costly preparation and meticulous planning and with this annual improvement plan, this groundwork of educational foundation will reap its rewards through the lives of the students who were improved and transformed because of the quality of education Pitogo High School had rendered to them. Provisions of this annual improvement plan were taken into consideration on the account of the K to 12 curriculum as mandated by the new K12 Education Law. This annual plan will serve as the benchmark that will become a basis for the future precedence of the more comprehensive plan which encompasses the AIP, the school improvement plan. The merits of good planning through school’s annual improvement plan may make or break the management of an academic institution. High quality planning will facilitate organizations of all kinds achieve the goals as prescribe by the vision and mission of the school which is parall with the mission statement of the local government of Makati. In conclusion, educational planning compels leaders and planning teams to set priorities, establish goals, develop strategies, and obtain commitment from staff and other stakeholders. The cohesive agreement that will be formed out of the annual improvement plan will act as a bond for all stakeholders to comply and uphold. The experience and learning I had encountered made me realize to value the importance of School’s AIP because careful planning helps organizations become more introspective and assists them in developing procedures for ongoing evaluation and feedback about their policies and priorities.

The programs that were recommended within this annual improvement plan are aimed to improve school performance through its administrators, teachers, students and non-teaching personnel. The attachment for professional growth development program will act as an assessment tool in identifying strengths and needs of teachers in the service. The program will strengthen the teaching quality standard and will develop as well the teaching learning process. The template can provide teachers with a wide range of educational and student data that will become the basis for their plan of action for the development of their profession.

In supervisory level program, leadership is the main thrust of the recommended program. Position in one organization does not necessarily make the person a leader because leadership is a distinct characteristic that needs training and orientation for it to be acquired by a person. In order for the administrators to become effective leaders, they should unlearn all of their previous knowledge regarding leadership styles and management and go back to the basic training in order to refresh their minds. Leadership makes a person become innovative, risk taker and challenge the status quo in order to institute change and reinvention rather than management whose concern only for maintaining the existing system within an organization.

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#p#分頁標(biāo)題#e#

DR. REYNALDO S. ESTACIO

PRINCIPAL IV

SUPPORT STAFF / ANCILLIARY SERVICES

ADMINISTRATIVE STAFF

ACADEMIC STAFF

GUIDANCE OFFICE

PROPERTY CUSTODIAN

MR. FERNAN PLACINO

LIBRARY

MRS. LUZVIMINDA YABUT

DISBURSING OFFICER

MARIE SHEILAH PAZ MATEO MMMATEO

SCHOOL CANTEEN

MRS. RHEA VALENZUELA

EMIS & REGISTRAR

MR. RAFFY ILLAO

MRS. ARNIELYN T. RENDON

Ernesto Hertoza

Dr. Gebana

GUIDANCE COUNSELLORS

CLERK

CANTEEN HELPERS

SCHOOL NURSE

SCHOOL DENTEST

CLERK

MRS. IMELDA D. QUIBAN

DEPARTMENT HEAD – SCI.

MRS. MARIFE S. PAREDES

FILIPINO SUBJ. COORDINATOR

MRS. MA. VICTORIA P. ALVARO

AP SUBJ. COORDINATOR

MRS. REECAH GONZALES

DEPARTMENT HEAD

MRS. ESTRELLA M. SILVANO

MAPEH SUBJ. COORDINATORS

MS. MARJORY P. OBRERO

EP SUBJ. COORDINATOR

MR. NICANOR LOPEZ

MATH COORDINATOR

MRS. MARJORIE CATAYNA

ENGLISH SUBJ. COORDINATOR

ENGLISH TEACHERS

MATH TEACHERS[pic]

SCIENCE TEACHERS[pic]

MAPEH

TEACHERS

TLE TEACHERS

TEACHERS

FILPINO

TEACHERS

VALUES

TEACHERS

A Professional Growth Development Program

Part A: Professional Growth Plan

1. My Personal Vision of Teaching and Learning

Who am I as a teacher? Use this section to list (or describe in narrative form) your own philosophy of effective teaching and learning. Refer to the Teaching Quality Standard and use these questions to guide your thinking:

• As a teacher, what is my relationship to my students and to the curriculum?

• What does teaching look like in my classroom?

• How do students learn, and how do they own their own learning?

• What distinguishes me as a unique educator?

• To whom am I accountable as a teacher, and why?

2. My Professional Development Needs

Where am I going as a teacher/learner? Briefly outline your learning goal(s) and the ways in which you might accomplish it (them):#p#分頁標(biāo)題#e#

| |

3. My Community of Learners

Identify three to five colleagues who share your goal(s). These colleagues will become part of your Community of Learners focus group. Meet with your group to explain your goal(s) and how you plan to accomplish it (them). Brainstorm additional ways of accomplishing your goal(s). You group may also help you refine your goal(s).

Describe the ideas that the group considered:

| |

Select one goal that you will focus on within your Community of Learners Team:

| |

The reason that I chose this goal is that it (check as many as apply):

← Represents new challenges and learning

← Inspires me to reflect on the teaching and learning process

← Is doable and useful

← Aligns with a standard in the Teaching Quality Standard

Identify the Knowledge, Skill or Attribute in the Teaching Quality Standard. that align with this goal:

| |

Describe the outcome(s) you expect to achieve this year. If the goal relates to action research, state the essential question to be answered:

| |

Explain how accomplishing this goal will positively affect students:

| |

4. Professional Development Model

How will you support your learning during the next year? Here are some sample learning opportunities (check as many as apply):

|Individually-guided |Instruction/Workshops |

|Personal study |Technology skill training |

|Web-based learning |Workshops |

|Anecdotal records |Conference |

|Reflective journals |Other |

|Individual action research | |

|Log entries |Observation/Assessment |

|Other |Peer coaching (peer-to-peer) |

| |Cognitive coaching (peer-admin) |

|Development/Improvement Process |Videotaped lessons |

|Project-based |Team teaching |

|School visits |Other |

|Assessment instruments (surveys, questionnaires) |Inquiry |

|Authentic teacher made materials (designing quality work for students) |Group action research |

|Other |Data collection and analysis |

| |Study group |

| |Other |

Describe your plan to support your learning.

| |

5. Documentation:

Identify documentation that you intend to use to demonstrate your professional growth.

← Artefact reflections that give evidence

← Self-assessment that provides insight into professional growth#p#分頁標(biāo)題#e#

← Sharing with colleagues

← Certificate of completion

← Other (please describe)

6. Community of Learners’ Team

In a collaborative effort, the following teachers have designed a learning plan that is appropriate and represents new challenges for ______________________________:

________________________________ (Signature)

Teacher: _______________________________(Signature) Date: _____________

Please submit to the principal

Administration: _________________________(Signature) Reviewed on: _________

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