How will you incorporate the four components of managing for excellence? ... mitch

Management per se entails control and putting things into order. In management, it requires ability to do visioning, preparing, planning, implementing and evaluating. In as much as managers plan carefully and critically, implement with efficacy and evaluate thoroughly, it is expected that things will be as how it is foreseen and desired.

Managing for excellence is the ultimate role of a manager, thus, the organization could give better service and will be placed on the pedestal as stipulated in their vision. In line with managing for excellence, there are four components that need consideration and careful attention in order to really achieve “excellence”.

The first component is setting the school context for curriculum reform and innovation. For the Department of Education, since it is a very big organization with complicated structure, the heads will look at the necessary things needed for such changes. They will determine how ready the schools are for the reform. Like the proposed Enhanced K+12 Basic Education Program, before they have presented the proposal they checked first on the status of the schools if they are ready to adapt it. Another example is the reform done by schools itself to improve the curriculum. Like in our case, when our previous school head planned to have a developmental reading program, she sees to it that we have references to use for that 30-minute session everyday and checked if it is possible that we can have it 30 minutes before classes will start in the morning.

The second component is laying the ground for curriculum reform and innovation. It is the building-capacity for school implementation. In this phase, there must be advocacy or information dissemination so that the program or reform will be clearly understood before it will be implemented. The Enhanced K+12 curriculum reform is on its advocacy period wherein trainings and conferences with the communities are conducted in order to let everyone understood the urgency and necessity of the reform and its benefits. In our school, our school head made a conference to explain why we need to have such program and its benefits. With that, the school, its school head and teachers, are ready for the implementation.

The third phase is transforming the school into a learning community. This is now the implementation stage. The schools here are self-directing its school environment. Then, the fourth stage is the assessing the quality of school outcomes. Meaning, the implementation will be evaluated on how much impact it has affected to education and to what extent are the effects.

Actually, these four components is a cycle. The result of evaluation is actually a basis for modification and improvement of the program. It is not really necessary that if there are negative things that are shown in the result the program has to be changed. To really come up with better programs, it is not advisable to change them from time to time. Like the Enhanced K+12, from its name alone, it’s just an improved old curriculum which is the result of the evaluation of the old curriculum that calls for reform.

MPP... Joel Jayme

HISTORY OF THE SCHOOL

As early as 1800, the town was already a Catholic Parish. Most of its occupants were religious enough that when it was separated from Cagayan on November 12, 1830, the First parish priest, Fr. Jose Casals de la Santisima Trinidad took charge on May 1831. A Jasaan Catholic School was also created with other priests as teachers.
It was reduced to a barangay under the jurisdiction of Balingasag in the year 1903 with the occupation of the Americans who governed the country after the Spaniards. Even if it was only a barangay, primary school was built 1930 with the late first teachers, Mr. Eutiquio P. Jacutin, Mrs. Pilar Neri Zayas and Mrs Solis Damilas as head teacher in the Jasaan Primary School, until the war broke out in 1941.
In 1945, the school resumed operation still as primary school. An additional grade level each year was created by then on until the Jasaanons were challenged to work for the restoration of their municipal status. Thus, the Municipality regained its municipal status on August 10, 1948. A year after, School Year 1949-1950, the school offered complete elementary level and known as Jasaan Elementary School with the late Mr. Isabelo Roa as Principal.
After six years, Jasaan Elementary School became Jasaan Central School in the year 1954. Mr. Roa was still the principal with the late Mr. Gualberto Abejo as the district supervisor. Mr. Roa stayed until Mr. Genaro Galenzoga took charge 1965-1967.

When Mr, Galenzoga promoted as Supervisor, Mr. Horacio V. Factura became principal from 1968-1969.
Since then, succeeding administrators contributed a lot in the development of academic performance and even physical facilities of the school and its occupants.
It was during the term of Mr. Rodillo M. Salve that the school became well known. It started the title as, Most Effective School. Different thrusts and programs of DepEd that the school joined not only in the province of Misamis Oriental but in the Region X or even in the National Level. That was 1999-2002 with Mrs. Estrella V. Carlos supervising from 2002 to 2005. After Mr. Salve’s term, another debonair, Mr. Ramon G. Magdale from 2002-2004 took charge of the school as principal.
From 2004 up to June 2007, a workaholic principal, Mrs. Efleda J. Geralde, assigned in this prestigious Jasaan Central School that made her Most Outstanding Principal/Administrator in the Division of Misamis Oriental. She was under the direction of Mrs. Susan D. Bahian, March up to December 2005 the District Incharge and now to Mr. Rogelio L. Cruz as Schools District Supervisor. Another administrator that was promoted being a principal in lieu of Mrs. Geralde who became a District Incharge in Salay, Misamis Oriental is Mrs. Pamfila B. Zarate. She stayed mostly a month in school and then promoted to a District Incharge in Magsaysay l District. A highly respected principal assigned in this prestigious school from July 20, 2007 up to July 8, 2011 is the versatile, kind, man with a great desire to improve the school to the fullest is no other than Mr. Wennie A. Nacasabog. He is starting to work hard for the benefit of the school as well as the pupils and teachers. There are many plans, projects and programs that he wanted to implement during his term. And at present Mr. Joel L. Jayme, Principal II assumes the new post as the new Executive Officer of the school installed last July 8, 2011.
Jasaan Central School is widely known as Most Effective School in Math & Science from SY-2004-2005 & SY-2005-2006 up to the present, because of pupils’ development not only academically, but also through its performance as a whole. For SY-2006-2007, the school passed the First Level Accreditation on Accreditation Program for Public Elementary School given by the Division of Misamis Oriental. The school was also chosen as the Pilot School for Special Science in Grade I and II. With the expertise of the commendable teachers, and of course with assistance of our stakeholders, the General PTA, LGU and other NGO’s, the school’s accomplishments are outstanding.

SWOT
Jasaan Central School is located along Jose P. Rizal St. of Barangay Upper Jasaan, Jasaan, Misamis Oriental. It has a plain terrain. For this school year the enrolment reached up to 1,625 pupils from Grades I to VI. The principal is managing the school with his very active and supportive teaching force, (3) master teacher II, (5) master teacher I, (9) teacher III, (6) teacher II, and (14) teacher I.
On one hand our school has best features that we can consider us as our strengths like committed teachers, very active and supportive principal, with conducive classrooms, has well organized classes, very active officers in the Supreme Pupils Government, and we have a beautiful and attractive school environment. And on the other hand we have also our weaknesses like absenteeism, lack of study habit of pupils, inadequate instructional materials and equipments. And luckily, in the community where our school located there are so many business establishments whom we can tap them to provide us financially through adopt a school program. In spite of these opportunities in the community, there are also threats like distance of the residence of the pupils from school, low educational attainment of parents, low economic status of the family, and family size, and child labor.

PROBLEMS AND ISSUES:
The main problem of the school is the high percentage of malnourished children in Grade I. And here are the causes of the problem lack of nutritious food intake at home, lack of knowledge of parents on balance diet, low educational attainment of parents, low economic status of the family, family size.

This problem is very critical because it affects the total development of the schoolchildren towards their future. In order to address this problem the school management find ways and means like; conducting supplementary feeding program in the school, invite nutritionist to conduct symposium regarding balance diet , the worst thing is that the school has no funding for such programs and projects such as conducting school based supplementary feeding program and others.

School-Based Management

School-Based Management (SBM) System will focus efforts in strengthening support systems of the DepED on School-Based Management through improved educational planning and management. This has sub-components created to attain this goal.

Objectives:

• Strengthen the support systems of DepED, three Regional Offices, selected Divisions and schools for School Based Management through improved educational planning and management

• Development of a functional management support system for continuing school improvement at regional, division and school levels
The SBM component comprises seven (7) sub-components.

Policy & Planning System. Under this sub-component, STRIVE aims to enhance/develop structures, processes and tools associated with policy /planning systems at the school, division, and regional levels

Participatory Mechanisms in Education Governance. This sub-component is dedicated to identifying existing participatory mechanisms in education governance at the school, division and region

Human Resource Development of Education Management. This sub-component focuses on developing and piloting the appropriate regional organizational structure to ensure that the divisions actually support the implementation of school-based management as mandated by the Education Act of 2001. In order to help the regions perform this function, the sub-component has developed the technical assistance mechanism that will systematize the provision of professional help and guidance by the region to the divisions, and by the divisions to the schools.

Quality Assurance & Accountability System. This sub-component offers a mechanism for insuring quality in the critical systems, processes, outputs, and outcomes of DepED at various management levels to bring about improved learning outcomes, continuous school improvement and better technical and management services. It is supported by the interlocking processes of monitoring and evaluation that systematically provide educators timely information useful for planning and for making decisions and adjustments.

Programs to Improve Access. The focus of this sub-component is to establish the appropriate mechanisms that will increase the number of effective initiatives undertaken by the region/division/schools to improve access. The approach is to determine and pilot appropriate support options for basic education.

Unified Information System. The Regional UIS is the ICT-enabled support to the process and information requirements of SBM, T&D and LRMDS. It aims to strengthen information management at the target regions and divisions to enable data-driven decision-making and provide a venue for connecting people to people and people to knowledge they need to effectively respond and create new and relevant information. Specifically, the system aims to (1) streamline and efficiently render the collection and processing of education data from the schools and field offices, (2) institutionalize Quality Assurance and M&E processes at every level of the education management system, and (3) support information requirements of school-based management, planning and policy formulation at all levels.
The UIS shall consist of integrated databases, automated processes and technologies that are to be implemented on enhanced organizational structures and improved workflow processes at the target divisions and regions.

Consistent with the overall strategy of building on existing DepED systems and structures, the solution system aims to establish effective linkages with currently functional systems.