DONATO D. BALDERAS, JR.depedpang2.com/wp-content/uploads/2017/06/13thFieldStaff.pdfC. Passing the...

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Villasis Gymnasium, Villasis Pangasinan | May 27, 2019

DONATO D. BALDERAS, JR.Schools Division Superintendent 1

CIVIL SERVICE COMMISSION (CSC)*Constitutional Body as the central

personnel agency of the government

CAREER EXECUTIVE SERVICE BOARDCreated by P.D. No. 1, Sept. 24, 1972

1. Career Service Executive

Exam (CSE Exam)

2. Panel Interview

3. Career Service Executive

Eligibility

4. Title: CSEE, Career

Service Executive

Eligible

1. a. Management Aptitude

Test Battery (MAT-B)

b. Career Executive

Service Written Exam (CESWE)

2. Assessment Center – AC

3. Validation

4. Final Interview

5. Career Executive Service

Eligibility

6. Title: CESE, Career Service

Executive Eligible

I. POSSIBLE CAREER DIRECTION

2

CIVIL SERVICE COMMISSION (CSC)*Constitutional Body as the central

personnel agency of the government

CAREER EXECUTIVE SERVICE BOARDCreated by P.D. No. 1, Sept. 24, 1972

• Conferment of Rank under Chair David’s

Watch as the CSC Chair and at the same time

the Chairman of the CES Board:

• Unified CSC Third Level Eligibility and CES

Board Eligibility

Incumbent CSEE Officials who were appointed

to third level positions were conferred ranks as

follows:

ASDS – CEO VI

SDS – CEO V

Dir. III- CEO IV

Dir. IV- CEO III

Incumbent CESO Officials who were appointed

to Third Level Positions were conferred

equivalent ranks

CESO VI – CEO VI

CESO V – CEO V

CESO IV – CEO IV

CESO III – CEO III

I. POSSIBLE CAREER DIRECTION

3

HOW TO BE QUALIFIED FOR APPOINTMENT TO THE POSITION OF ASDS (STARTING THIRD LEVEL POSITION IN THE DEPED)?

Republic Act 9155

A Third Level Eligible – CSEE (Career Service Executive Eligible, Civil Service Commission) or CESE (Career Executive Service Eligible CES-Board ) CAN BE APPOINTED TO THE POSITION OF ASSISTANT SCHOOLS DIVISION SUPERINTENDENT provided candidates have undergone and passed the DepEd National Search.

The Secretary of Education indorses for appointment to the office of the President.

The Presidential Management Staff (PMS) conducts its own

search and validation.

The President of the Philippines appoints.4

How to be qualified for appointment to the position of Schools Division Superintendent?

A. Pass the Educational Management Test (EMT) otherwise known as the Superintendent’s Exam

B. Bearer of a CESO Rank

C. Passing the DepEd National Search in order for the Secretary to base from his/her recommendation for appointment to the President.

D.PMS Search and Validation.

E. The President appoints.5

How to Earn the Rank (CESO)?

a.Candidate must be CESE – Career Executive Service Eligible

b. Candidate must be incumbent to a Third Level Position (DepEd – ASDS and up)

c. Candidate must undergo CES Board’s 2 important Trainings for the Executive Leadership Program (ELP)

1. SALDIWA

2. GABAY

- Graduate of ELP – Executive Leadership Program6

In the higher schemes of things theseaforementioned titles are onlyrequirement in order for one to beappointed to the Third Level Positions inthe government.

(Look how ugly one name can become if weput all these titles)

7

Love a lot and live without hatred in your heartIn this way, success becomes you!

10

As discussed by SDS Don

II. HAPPY SCHOOL MOVEMENT

12

UNESCO Initiatives

•Learning to know

•Learning to do

•Learning to live together

•Learning to be

13

"Happiness for the entire human family is one of the main goals of the United Nations"

– Secretary General Ban Ki Moon

14

Global Initiatives In Pursuit of Happiness

•Global happiness as alternative measures of development

•Measurement of happiness and well-being as part of learning

•Countries are increasingly reflecting happiness and well-being in national policy framework

15

• Bhutan: Policy of Educating for Gross National Happiness(GNH)

• Japan: Cabinet Commission on Measuring well-beingestablished in 2010 conducted its first Quality ofLife Survey in 2012

• Republic of Korea: Policy of Happy Education for All:Creative Talent Shapes the Future

• Singapore: Social and Emotional learning (SEL)integrated as part of the Character and CitizenshipEducation

Global Initiatives In Pursuit of Happiness

16

Theories of Happiness In the Context of Education

17

• Happiness is something collective that is obtained through friendships and relationships

•Education is essentially holistic and multidimensional

•Education can lead to happiness, but can also be a source of happiness in and of itself


18

" Therefore, we can learn to behappy, but we can also behappy to learn"


19

Why should we aspire for HAPPY SCHOOLS?

•Schooling experience as one of the most shaping experience in life

•Global movement for prioritizing and measuring happiness and well-being

20

LEARNER HAPPINESS UNDERMINED BY EXTERNAL AND INTERNAL FACTORS

21

External Factors:

❑ Increased income inequality

❑ Growing intolerance and violence

❑ Rapid technological advancement

❑ Environmental degradation


22

Internal Factors:

❑Poor learning environments

❑Insensitivity of educators

❑Over-focus on academic content and test scores


23

HAPPY SCHOOL

FOCUS: Well Being of

Learners

Happiness Vs. Quality?

Happiness and quality are inseparable

Happiness = Quality

24

Top 5 Factors for a Happy School

• Friendship and Relationship in the School Community

• Warm and Friendly Learning Environment

• Learner Freedom, Creativity, and Engagement

• Teamwork and Collaboration Spirit

• Positive Teacher Attitudes and Attributes27

Top 5 Factors for an Unhappy School

• Unsafe Environment Prone to Bullying

• High Student Workload and Stress Driven by Exams and Grades

• Negative Learning Environment and School Atmosphere

•Negative Teacher Attitude and Attributes

• Bad Relationships29

How do we contextualize this in light of our Educational System?

We shall approach this in the context of the following:

1.PEOPLE

2.PROCESS

3.PLACE

30

1.PEOPLE

31

1.PEOPLE

• Friendships and Relationships in the School Community

• Positive Teacher Attitudes and Attributes

•Respect for Diversity and Differences

•Positive and Collaborative Values and Practices

•Teacher Skills and Competencies

32

2. PROCESS

33

2. PROCESS• Reasonable and Fair Workload

• Teamwork and Collaborative Spirit

• Fun and Engaging Teaching and Learning Approaches

• Learner Freedom, Creativity, and Engagement

• Sense of Achievement and Accomplishment

• Extracurricular Activities and School Events

• Learning as a Team between Students and Teachers

• Useful, Relevant and Engaging Learning Content

• Mental Well-Being and Stress Management34

3. PLACE

35

• Warm and Friendly Learning Environment

• Secure Environment Free from Bullying

• Open and Green Learning and Playing Spaces

• School Vision and Leadership

• Positive Discipline

• Good Health, Sanitation, and Nutrition

• Democratic School Management

3. PLACE

36

The Bottomline

• Happiness and school quality are inseparable

• Over-focusing on the numbers undermines learner well-being

• Signals a shift in the way we define and measure the quality of education

37

•Need to prioritize learner well-being through:

✓ National development and education policies

✓New generation of positive teachers

✓ Assessment that value and evaluate well-being

✓School Based Activities

38

Happy Schools Movement Advocacy

•Foster a cheerful class-home ambiance andhappy spirit of solidarity among all schools•Create a wholesome and enjoyable learner-friendly learning environment•Put all school-age children in school

and make sure that they stay until

graduation

•Provide them with quality basic education andservices

39

CREDO

Pangasinan Division II will be a

Division of HAPPY SCHOOLS with

disciplined, value-laden, and motivated

learning communities of holistically

developed Filipinos with 21st Century

skills.

40

OUR OVERARCHING GOAL

To transform schools in Pangasinan Division II into

CARING AND NURTURING SCHOOLS that are

committed and dedicated in providing quality K to

12 basic education and A Child (Learner)- and

Community-Centered Education System (ACCESS),

anchored on the core values of the Department of

Education of MAKA-DIYOS, MAKAKALIKASAN,

MAKATAO, MAKABANSA

41

THE FOUR PILLARS THAT OUR “HAPPY

SCHOOLS” MUST HAVE:

• Responsive School Leadership

• Relevant Classroom Instruction

• Conducive and Healthy Learning Environment

• Good Governance

42

Engagement

Mechanisms

New

Relationships

Among

Stakeholders

Transformed

Institutions

New Institutional

Arrangements

Responsive

Programs

and Services/

Social

Innovations

Societal

Equity

Bridging

Leader

Societal

Inequity/

Divide

and

Stake

holders Personal

Response

Multi-Stakeholder

Processes/

Convening and

Trust-Building

Dialogue

Collaborative

Response

OWNERSHIP CO-OWNERSHIP CO-CREATION

Responsive School Leadership: Bridging Leadership

Empowered

Citizenry

Personal

Vision &

Mission

Shared

Vision &

Mission

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LEARNER

READING

VALUESNUMERACY

LIFE-LONG SKILLS

TEACHERLEARNER

HOME ENVIRONMENT

LEARNING ENVIRONMENT

Capability-Building & Teacher Welfare

Community Development

School Improvement

Child Development & Child Welfare

21st Century Skills

7 Self-Mastery Skills

Relevant Classroom Instruction: Learner-Centered Learning

44

SCHOOL CAMPUS

SAFE

SECURED SANITARY

CHILD-FRIENDLY

TEACHER-FRIENDLY

COMMUNITY-FRIENDLY

CONDUCIVE AND HEALTHY LEARNING ENVIRONMENT:

SCHOOLS AS HOLISTIC LEARNING CAMPUSES

ENVIRONMENT-FRIENDLY

45

FOCUSING ON THE ORGANIZATION’S PURPOSE AND ON

OUTCOMES FOR CITIZENS AND SERVICE USERS

Promoting values for the whole organization and

demonstrating good governance through

behavior

Performing effectively in clearly defined functions and roles

Developing the capacity and capability of the governing body to be effective

Taking informed, transparent

decisions and managing risks

ENGAGING STAKEHOLDERS AND MAKING ACCOUNTABILITY REAL

GOOD GOVERNANCE: ENGAGING STAKEHOLDERS FOR

EFFECTIVE AND TRANSPARENT SCHOOL GOVERNANCE

46

A. Welfare of Teachers and Non-Teaching Personnel

B. Conduciveness of Learning Environment

C. Child Protection Policy

D. Accountability of Teachers

III. PANGASINAN DIVISION II WILL ENHANCE

ON THE FOLLOWING:

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Is this activity/decision/process/contextpromote the well-being of the learners?and also the teachers?(Without violating any established laws, policies or orders)

If the answer is yes, then go on, you can neverbe wrong.

BASIC QUESTIONS:

48

A. WELFARE OF TEACHERS AND NON-TEACHING PERSONNEL

1. Fill-up all identified vacancies

2. Benefits are received on time

3. Prompt Substitution of Teachers going on-leave

4. Prompt Preparation of LOEGSI, NOSI

49

A. WELFARE OF TEACHERS AND NON-TEACHING

PERSONNEL

5. Update of Plantilla

6. Service Record, NOSA, Appointment Paper

7. Service Credits/ Ledgers

8. Copy of DTR

50


9. Avenues for Promotion

a. T2, T3, MT1, MT2 (Reclassification)

b. Natural Vacancies

*ERF prepare your teachers for

promotions

Expose them to opportunities:

Guide them. 51


10. Even and Appropriate Distribution of Work

Loads

a. Coordinatorships

b. Subject Loads of Teachers

c. Master Teacher allocation per School

11. Equal Opportunities: Fair Treatment

12.Teacher Induction

13. Portfolio of Teachers/School Heads (IPCRF)

• Envelope/ Folder per Teacher/ Principal52


1. School Premises and Playing Grounds (clean, safe and free from obstruction)

2. Well painted Gate/Entrance (to project a welcoming atmosphere)

3. Well fixed perimeter fence (if possible painted)

4. Well defined pathways

5. Study sheds/nooks/kiosks

6. Well managed garbage disposal/pit53


7. Well painted roofs, ceilings and walls( free from vandalism)

8. Everyday cleaned comfort rooms

9. Adequate lighting inside the classrooms

10. Adequate aeration

11. Well fixed arm chairs12. Clean Blackboards

13. Well maintained windows

14. Include this as one of the three major activities/programs for the School Year

“Maaliwalas na Paaralan”54

C. Child Protection Policy

1. Functional Student Organization/ Council

2. Zero Bullying incidence

3. Zero incidence of Corporal Punishments

4. More avenues/school-based activities to involve the students like Scouting and Sports Activities

5. Fire, Earthquake, Safety Drill.

6. Health, Medical, Dental, Nutrition.

55

D. Accountability of Teachers

1. Punctuality of Teachers

2. High student/teacher engagement (maximize time-on-task)

3. Conduct of Homeroom Guidance/Dynamics

4. Home visitation (Student-at-risk)

5. Attendance monitor of pupils: per subject

6. Requiring reasonable/ doable sensible projects/ assignments

(so as not to discourage the less privileged)

7. Encourage Teachers to smile more frequently and to greet each other more cheerfully

8. No Corporal Punishment: Zero 56

1. Values Theme for every MonthExample: “Punctuality Month”

2. Developing a culture of interdependence in the school system

3. Developing positive class character/identity

“Batch name”

4. System of Celebrating Success

5. System of Bonding: Sports/Group Dynamics

6. System of Financial Literacy

IV. Suggested Processes:

57

1. On Extra-Ordinary Diligence2. On Biometrics

3. On Authority to Travel

4. On Attractive Nuisance

5. No collection policy during enrolment

6. Proper disposal of Waste Materials

7. MOOE Liquidation

8. Table of Specifications

V. REMINDERS:

58

Item/Target Accountable OfficerSignatory of the

Document/Certificate

1. Updated Plantilla Principals/School Head, ADAS Personnel Officer

2. Updated Service Records Principals/School Head, ADAS Personnel Officer

3. Updated NOSI files Principals/School Head, ADAS Personnel Officer

4. Updated NOSA files Principals/School Head, ADAS Personnel Officer

5. Appointment Papers files Principals/School Head, ADAS Personnel Officer

6. Leave of Absences (Form 6 files)

Principals/School Head, ADASPSDS for the Elementary, Personnel Officer for the

Secondary

7. Service Credits (Ledger) Cards

Principals/School Head, ADAS

PSDS for the Elementary, Personnel Officer for the

Secondary

VI. IPCRF MEANS OF VERIFICATION (MOV)

59



8. Even distribution of work loads of teachers

Principals/School Heads, Department Heads (when

necessary)

PSDS for the Elementary, EPS as designated by the ASDS for

Secondary

9. Master Teacher Allocation PSDS ASDS for the Elementary

10. Portfolio of Teachers/ (Principal in the Secondary) (Envelope per Teacher at the MIS/Office of the Principal)

Principals/School HeadsPSDS for the Elementary, EPS as

designated by the ASDS for Secondary

11. Portfolio of the School Heads at the Office of the PSDS

PSDS ASDS for the Elementary

12. Conduciveness of the Learning Environment

Principals/School HeadsSGOD Team in coordination with

the PSDS in the Elementary


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13. Conduciveness of the

ClassroomTeachers

PSDS upon the recommendation of the Principal for the Elementary, Principals

for the High School

14. Homeroom Programs/

DynamicsTeachers Principals/ School Heads

15. Records of Home Visits Teachers Principals/ School Heads

16. MOOE/Feeding/Other

Funds LiquidationPrincipals/School Heads, ADAS Division Accountant

17. Canteen Funds Utilization

Financial Statement

Principals/ School Heads, Canteen Teachers

PSDS for the Elementary, EPS as designated by the ASDS for Secondary

18.No Bullying Incident Principal Atty. Cruz

19. No Conflict/Cases

ReportedPrincipal/ PSDS Atty. Cruz


* PMT to come up with a template 61

1.Biometrics – to regulate true attendance

- to promote punctuality

2. Service Credits – to encourage them to participate

- to reward sacrifices of Teachers

- to avoid internal arrangement

3. MOVs/IPCRF – consciousness awareness

- reason to observe classes

- reason to meet parents

-connection of his work/accomplishment to his rating

4. Brigada Eskwela - licensed to solicit help

VII. MAKE OUR ESTABLISHED POLICIES AND NORMS

AS YOUR TOOLS TO MANAGING YOUR SCHOOLS

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“At the end of the day the battlefield remainsto be at the school and it is where the victoryshould be won. The victory however largelydepends on the leadership of the commanders,our Principals. Every Principal or School Headis therefore mandated (as it is his/her swornduty) to only win the battle for better qualityand Happier School system for all learners.”

-Sir Don

VIII. CONCLUDING STATEMENT:

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*Remaining days of this week, stay putat your stations. The PSDS and thePrincipals/ School Heads must notleave their stations anytime during theOplan Balik Eskwela days.

THANK YOU!64

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