As a school head that as a futuristic better performance of learners in academic progression. important data to gather in identifying performance gap.

school can able to make an action research that will help fill some performance gap. and even reading and numerical skills can be develop more using such result in a research.
As a school head bears in his mind the five principles. first the leaners centered that position exist for us to do what is best for the children . build and strengthen network to our stakeholders provide technical assistance to teachers to develop a strong school culture ensuring job-embedded professional development and reflects values and concepts in promoting school success anchoredon the principles of inclusivity.
As a school head he has to assess and priopritize the needs of the school. Involve stakeholders such as SGC, GPTA and other private and public sector and plan for its action.Empower stakeholders to implement the project or program identified noted by the school head.
 PPSSH DOMAIN and STRANDS
Domain 1.Leading Strategically
Stand 1.1 Vision, mission and core values
Strand 1.2. School planning and
implementation
1. SH shall always be updated of DepEd
issuances 2. The school Leaders should
Strand 1.3. Policy implementation and review always undertake policies alligned with the
rules ,regulations, and issuances to avoid
mistakes in making decisions
Strand 1.4. Research and innovations
Strand 1.5 Program design and
implementation
Career Stage 1 AgSur
School Heads shall aligned all
policies,programs and projects implemented
to our VMG and core values.
Knowledge,skills, and attitude or the basic
prerequisite to become a school head.
1.Conduct of planning, implementation and
review 2.Instituionalization of School 3. Communication of plans to
Planning Teams and implementation of
projects
SH shall establish an accurate school data innovations/ interventions to address
gathering and storing mamanegment system performance gaps 2. Continuous
SH shall craft or make program designs with
the project teams to address issues and
concerns on school peformance
Career Stage 2 AgSur
Communicating the DepEd VMC to
stakeholders
stakeholders
1.Scholl heads ensure that the schoolSHs/Educational Leaders to
operations and mechanisms or aligned sustain its strong linkage with
consistently to the national and local
laws and regulations.2. School heads with them different policies as to
then should always be updated with
new issuances,memos and the like.
1.Utilize school data for making school
improvement of school processes
The SH together with the project teams program by the teachers that
shall implement the crafted program
designs/ interventions
Career Stage 3 AgNorte Career Stage 4 AgNorte
Collaboration of stakeholers
should always be done in terms of
alignment of PPAs to the Deped
Recognized in the region as SBM
VMG. Shared governance, shared
level 3 implementers
responsiblity, and shared
committment should be considered
for developing life long learners.
Stakeholders' participation is very
Garnered support from LGU and
important in all aspects of school
stakeholders on athletics, Science
programs, activities and projects.
Activities and Projects, Students
We need to encourage
competitions, equipments used for
stakeholders to participate and
reproduction of WLAS/ modules,
eventually will lead us in our
Brigada Eskwela
school plans.
1.3.3 It is a good practice for all
1.3.4. School Head will conduct
thorough review of policies
implemented in cloed group
stakeholders by communicating
discussion making enhanced
policies and guidelines and
School Operation anchored to the
communicate it to all stakeholders in
National, Local mandates that
a Forum.
results to good governance. ⚫Implementation of Reading
⚫The school head Initiated Action Program for continuous
Research on improving the improvement
academic performance in school. ⚫Identifying honestly problems,
⚫Collaboration is an important issues and concerns of the school
aspect to achieve the goal in by school personnel , analyzing and
performing a certain task in an utilizing it so that proper intervention
impressive performance. can be applied
1.Teachers were empowered to
make interventions based on the
needs of the school and
implemented the program that
resulted to the improvement of
pupils' performance and of course
The school head made
led and monitored by the SH
interventions and implemented the
2.BLGU /stakeholders participation
in the construction of handwashing
resulted to the development of
facilities 3.In Bokbokon ES, we
pupils 2.coordinates with
have KULTURA TAW PANDAYAON
stakeholderson resource
TAW program which promotes
generation and mobilization
preservation of Higaunon Culture
and Traditions through conduct of
annual IP DAY celebration in
cooperation with the LGU 4.
Develpment and Reproductin f
SLMs/WLAS

School Heads at all cost must always
consider pupils /students values
,opinions,beliefs,cultural
background,preferences,biases,and learning
styles to be able to create decisions
instrumental towards holistically develop
Strand 1.6. Learner voice
learners through: a. involving the learners in
the planning process b. provide and maintain
suggestion boxes for the learners c. provide
client satisfaction tool to learner to hear their
observations/ feedback about school
practices
1. In NACES our SPG has
PROJECT GALE ( GOOD ACTS
AND LOVE FOR ENVIRONMENT)
School heads should practice and
to help in improving our school
have a system or set of strategies
environment as to segragation of
in utilizing the voice of learners by
wastes and others 2. In our
listening their views and opinions.
1. Incorporate/ utilize the learners school and as part of project
This is one of the basis in policy
feedback in the school plans 2. PEACE, I have conducted FGD with
development and decission
Students must be empowered in select pupils after and armed conflict
making towards school
expressing their ideas like allowing occured , as result of the FGD we
improvement. This could be done
student-led programs and activities conducted a 1 day training on
through surveys, interviews,
Disaster preparedness in
dialogues and meetings. Listening
coordination with the MDRRMC
the learners' voice was actually
3. Properly implemented reviewd
part in the crafting of ESIP.
and implemented AIP and SIP 4.
Funtional transparency board to
stakeholders on resource generated

Empower SSG/SPG leaders to

express their oipinions by giving
Utilization of online platforms to dissemnate
them autonomy to create their own
and gather feedback
by-laws/ regulations spelled out in
the students handbook

Provision of open access to

learners opinion by establishing
both virtual and physical
suggestion boxes

1. To promote the maximum

Strand 1.7 Monitoring and evaluation
processes and tools
a. Data analysis and making of
appropriate interventions based on the
a. School Heads knowledge of the M & E
M & E results b. Commuincation of the
indicators and timelines
M & E results to stakeholders for
approriate actions to be taken
School heads as educational
learners' achievement, school heads
leaders design supplemental tools
take the lead in the institutionalizing
and processess to promote
of effective monitoring and
learners achievement.This will
evaluation processess and tools. 2.
serve as back up plans so as to
Developed Electronic tool and
assure that learners achievement
processes for instructional
is promoted and increased.
supervision, Distribution of SRC
 PPSSH DOMAIN and STRANDS Career Stage 1 Bayugan
Domain 2. Managing School Operations and Resouces
conducted training for
school.personnel on data and records
Strand 2.1 Records management management on the access and
inputting of basic data from EBEIS and
other online reaourcea

Effectively use and input data in the

SMEA data bank and school TA plan

Attended training on financial

management and conducted training
Strand 2.2 Financial management
for school personnel in managing
finances allocations

Conducted planning on AIP/PPMP

allocations and items for budgetting

Conducted training for school

personnel on policies,guidelines and
issuances on
Strand 2.3. School facilities and equipment
acquisition,recording,utilization,repair
and disposal in managing school
facilitiea and equipments

Conducted refresher LAC session on

Strand 2.4. Management of staff roles and responsibilities including the
KRA of teachers
 capacitate school staff on isuances,
DepEd memorandum related to
professional growth

Strand 2.5 School safety for disaster Capacitate school personnel on

preparedbess, mitigation and resiliency managing school safety

Conducted planning on activities

related to school safety and
preparedness

Conducted periodic meetings on the

Strand 2.6 Emerging opportunities and identification of emerging gaps,
challenges opportunities and challenges for
school operations

Established communication platform in

schools to air out possible problems
arising from day to day learning
experiences
 Career Stage 2 Bayugan Career Stage 3 Bislig

Conducted LAC Sessions/INSET

Utilized SBM data ang other ICT
on capacitating teachers in records
automated data collection
management using technology to
mechanism in the improvement of
ensure efficient and effective
data collection
school operations

Created a cloud storage

( eg.google Drive) limited only for
school personnel for the
submission/ uploading of school
forms and reports

conforms with COA rules and

Included financial literacy during
regulation on realignments and
trainings
updated transparency boards

Created functional school Project

team. where each team are
Conducted presentation and
allocated with budget based on the
advocacy on the approved
AIP and will see to it that the
AIP/PPMP and other financial
procurement process are aligned
sources
with thier action plan/ or materials
needed

Utilized a system in recording,

Crafted localized borrower slip
utlilizing, repair and disposal of
(online and offline)
facilities and equipments

Effectively manage borrowers

Utilized the Clients' Satisfaction
cards, property cards of the school
Survey Tool
for easy access and monitoring

Involved teachers in teaching 1. Conducted bible sharing

loading, grade assignments and
expected output of KRAs
 2. Conducted After Activity Review
(AAR) in all school related activities

Conducted periodic emergency

Conducted regular emergency drill
drills and post conference on gaps
on disaster preparedness
for improvement

Intiated or participated to disaster

prevention and mitigation related
activities in partnership or
collaboration with BDRRM or any
agency (e. tree planting/ coastal
cleanup/ symposium and
emergency skills training)

Revisit action plans, technical and

, contengency plans in finding Established communication
solutions to identified gaps and platform like group chats
challenges

Conducted capacity building for

Assigned monitors to immediately
teachers on Gender Activity
address arising needs
Development activities
 Career Stage 4 Bislig

Initiated Continuous
Imporvement Project for
Records keeping on both offline
and online.

Created google drive/forms for

harmonized online reports

1. Updated and checked

mechanisms of transparency
board to avoid doubts among
internal and external
stakeholders

Created an assessment tool on

management finances adhering
to policies, guidelines and
issuances in allocation,
procurement, disbursement and
liquidation aligned with the
school plan

Initiated Continuous
Improvement Project on
keeping and inventory of school
facilities and equipment

Conducted Orientation on the

proper care and use of
equipment/facilities

Provided an opportunity for the

teachers to develop their skills
and potentials
Conducted regular IS through
Performance Monitoring and
Coaching and Technical
Assistance

Used the handheld radio as a

means of communication

Integrated/ alignment of school

disaster contingency plan with
the Barangay Disaster
Contingency Plan

Established Citizen Charter

Institutionalized Gender and

Development programs and
activities
 PPSSH DOMAIN and STRANDS Career Stage 1 BXU Career Stage 2 BXU Career Stage 3 CBR Career Stage 4 CBR

Domain 3. Focusing on Teaching and Learning

School heads must provide

Strand 3.1 School-based review,
contextualization and implementation of
learning standards
School and stakeholders will work
as TEAM . Conduct SIP review for
tracking the school
accomplishment based on the
school SIP.
technical assistance to teachers
through in-service training to
improve the competence of
teachers that will produce
holistically developed Filipino
learners.
Intensify monitoring of the
Develop contextualized learning
contextualized learning materials
materials to make learning highly
that were quality assured by the
effective.
division LRMDS

* School heads should ensure

that teachers are provided with
good avenues to improve their
teaching standards and
pedagogies. If this condition is
met, we can surely provide
quality education to our learners.
-School heads shall always put
School Heads must provide TA to the teachers on top of their
Intensified LAC sessions for the
teachers through SLAC and priorities. There shall be Monitor and evaluate the impact of
Strand 3.2 Teaching standards and school heads to communicate &
INSET in order to achieve quality encouragement to the teachers LAC sessions that address
pedagogies discuss on the priority needs of the
education for all learners to boost their morale that would teachers priority needs.
teachers.
especially this time of pandemic result to excellent commitment
and dedication to their tasks
and responsibilities. Healthy
professional relationship
between the teachers and
school heads is very essential to
be developed because an
excellent working environment
can lead to excellence always

Helping teachers by monitoring

their submission of expected
outputs through google
Encourage our stakeholders to
forms,making monitoring in a
give feedback on the performance
Let it be understood that the more “ friendlier” atmosphere
& servicesof the teachers.
feedback obtained related to --Teacher performance Utilize these feedback to improve
Motivate and give teacher the
Strand 3.3 Teacher performance feedback performance must be treated with feedback create a suggestion the quality of teaching &
opportunities to develop their
confidentiality between the school box posted in a visible area for potentials and skills to become
performance among teachers
head and the teacher concerned the parents and pupils better and eventually best in the
and positively and be acted suggestions. and or in school fb
field of teaching learning process.
upon immediately to improve the pages ask comments,
delivery of the teaching/ and suggestion to parents for school
learning process. improvement..

Strand 3.4 Learner achievement and other
performance indicators
school heads should be
capacitated well in order for
her/him to give proper technical modalities
Strand 3.5 Learning assessment
assistance to her teachers for the
improvement of the teaching -
learning process
School heads should innovate and
initiate timely and relevant
programs and projects that will
address learning gaps brought by
the pandemic and provide learning
Strand 3.6 Learning environment
opportunities for teachers and
learners so that in the long
process, valued teaching and
learning outcomes will be
achieved
One of the best practices that
we have in our school to ensure
that learner achievement and
Individual Learner Progress
other performance indicator will
Report and feedback monitoring
be achieved is to utilize the data Develop stakeholders' partnership
tool were used to evaluate &
derived from our KRAs so that in improving learners' achievement
improve performance of the
effective PPAs will be planned and other performance indicators.
learners by addressing gaps and
and carried that will perfectly suit
providing interventions.
on the existing challenges to
further propel the improvement
of the learners .
In our school where 3 modalities
are catered ,immersion to the
virtual classes of the teachers
and respond to their
needs...technical assistance as
We encourage each teachers to
well in all teachers in different Initiates innovative strategies in
have a catch-up plan to monitor
improving school MPS and
the least learned competencies
--.Collaboration among address the least mastered skills
and develop quality assured
teachers especially on learning by grade/subject.
summative test and quarterly test.
assessment by applying the
thematic approach is practicable
in the new normal setting so as
not to bombard learners with so
many assessment activities.
established student/parents
hazard mapping lead by
Empower the whole school in
SPG/GPTA officers, members Provide conducive learning
providing conducive learning
the other organization of the environment to learners that
environment for learners that
school like scouting member promote quality, equality, gender
promote quality, equality, gender-
and other pupils org.Conduct sensitive, safe and motivating
sensitive, safe and motivating
Hazard Mapping with the team environment.
environment.
especially during the the Brigada
Eskwela Activities

Strand 3.7 Career awareness and
opportunities
Strand 3.8 Learner discipline
Conduct TIP and TA to newly
hired teachers
School heads should innovate and
initiate timely and relevant
programs and projects that will
address learning gaps brought by learner
the pandemic and provide learning
opportunities for teachers and
learners so that in the long
process, valued teaching and
learning outcomes will be
achieved.
Listen to their problems and
have always a posotive
atmosphere in dealing with them
and provide them the chances to
grow by encouraging the to
attend seminars and activities
Develop a career path for the
that enhance their potentials and
teachers. Provide equal
capabilities to get better in their Send teachers to scholarship
opportunities to attend/send them
teaching. grants here and abroad to
in a seminar/ training to grow
---School Heads must update professionally developed oneself
professionally. Thus, providing
teachers on the programs and that make teaching more effective.
them financial support as indicated
innovations of DepEd in
in the ESIP, WFP and fundplan.
teaching learning process and
have follow up through TA. and
have always feedbacking for
improvement and encourage
teacher to continue graduate
studies for professional growth.
--Conduct follow up remotely or
home visitation to parents and
Institutionalized the implementation
--On students discipline, Crafted school handbook with
of school policies to support
Creation of school governing stakeholders consultation.
students' growth.
council to craft school
rules/policies on students
discipline and implement it.s
 PPSSH DOMAIN and STRANDS
Domain 4. Developing Self and Others
Strand 4.1. Personal and professional
development
Strand 4.2. Professional reflection and
learning
Strand 4.3. Professional networks
Strand 4.4. Performance management
Strand 4.5 Professional development of
school personnel
Strand 4.6 Leadership development in
individuals and teams
Strand 4.7 General welfare of human
resources
Strand 4.8 Rewards and recognition
mechanism
Career Stage 1 Dinagat Career Stage 2 Dinagat Career Stage 3 Siargao Career Stage 4 Siargao
and even LAC to enhanced his/her learning activities, materials and the conduct of INSET TRAININGS graduate studies and gain
profession.
improvement too and needs of the assessment tool. as seen in their
be more performing AND LAC with
updating SESSIONS in and
partners the school scholarship progrmas
learning to improve sponsored
practice by
conduct
teachersendeavor
learning con for their out values,
school passions and areas of
performances stakeholders government,
LAC session NGOs
for theand private
teachers to
community relationship. cooperative school management
professional
and set clear growth
and precise goal that expertise.
advancement of the school to help results of assessment and plan enhance their learning and knowlege
Coordinate with stakeholders to where both school
governance administration,
and accountabilities of
is achievable him/get in the implementation actions to improve difficulties.
4.5 Teachers willingness in all personnel in school; exemplary
participating/engaging DpEd Conduct INSET and/or LAC session;
activities for their personal EOP for promotion; send and
General Welfare and Human recommend teachers to
SHs are able to profile teachers and SHs are able to conduct development.
Resources School
Career Heads.shall
Stage 3 Sending trainings/workshops relative to their
staff using quadrants and used of professional INSEt based on the look after the welfare of the team
Teachers to Seminars or Trainings work; Conduct Team building
SAT tools.Encouraging teachers in consolidate d result of School members like providing session to help the teachers to
according to the needs ,
attending webinars that are Development Plans at the end of opportunities for professional
essential in the implementation of the school year.Teachers needs Encouraging Teachers to apply for identify problems that hinder the
growth and development and learning process and to come up
teaching and learning process in are analyzed and sent them to reclassifications or promotions with solutions to these problems
this new normal system of trainings in the areas where they ensure the effflectiveness of the
especially those who are old in the through rigorous discussions.
education.
learning, they are given rime to are having
who their
need to weaknesses
be developed and group.as
enhanceand
service a whole.
theEncouraging
leadership ofteachers
the
transparent leadership, and strong
demonstrate how to do it nurtured teachers.
to pursue graduate and post
sense of bond among the teachers
Developing self and others entails graduate studies, Career Stage 4 Sustain activities for mental health,
Motivate teachers to pursue that school head must engage Linking with LGU , School Alumni no favoritism; implementation of
professional growth and stakeholders towards the and other External Stakeholders to AWA and provision of PPE for
development through collaborative improvement of school gain financial or material supports teachers safety, updating records of
efforts in LAC Sessions, webinars, communities and give due for the general welfare of the teachers for possible promotion,
engage in research and enrol online recognition to the efforts they have school communities like certain provision of ontime TA; prioritizing
courses forincontinuous
inspiration learning
the organization eso to extented duringKid/
Teacher/Super school activities. certificate
Outstanding LGU or any incentives for an teachers benefits and promotions
agad parangal for teachers with
thekearners Alumna/ Parent of The Year. exemplary performance.
exemplary performance; Quarterly
 PPSSH DOMAIN and STRANDS Career Stage 1 SurCity
Domain 5. Building Connections
Strand 5.1 Management of diverse
relationships
School heads should demonstrate
skills in dealing with authorities,
colleagues, parents and other
stakeholders to encourage an
enabling and supportive
environment for learners.
One of the challenges that school
heads are facing is the forming of
small groups or faction among
teachers especially in large schools Scheme in Schools serving IP
when there is a change of
administration. With this, should
heads should be equipped with skills between IP communities.
on how to manage the team with
unity and fairness. It is very
important for the school heads to
look into managing diverse
relationships.
Career Stage 2 SurNorte
fostering awareness, acceptance
and respect among our diverse
learners specially the physically
challenged as the saying goes "
compassion without action is just a
waste of emotion".
1. Active participation in various
school activities
2. Strengthening harmonious
relationship
3. Sustain an enabling and
supportive environment for learners
"5.1.4. CREATE CHATROOM WITH
POTENTIAL STAKEHOLDERS IN
BOOSTING RELATIONSHIP
1. Strengthen Community Support
learners through a dialogue process
2. Improved Work Immersion
Program and wider partnership
commitment"
5.1.3. Consult parents for every
activity and projects to be done in
school to encourage full support for
learners' benefit
Career Stage 3 SurSur Career Stage 4 Tandag
* Come up with a Project EMOTICONS: An Approach to Engage,
Motivate, Inspire Teachers In Carrying- Out New Normal Work
Expectations. (LHP) Creating a supportive environment in
* Capacity Building for stakeholder representatives (LGU officials, which everyone and everything is
NGOs, PTA BODs, SGC Members, Student Leaders) being dealt with positively and
* Empowered SPT in the crafting of SIP constructively; magnetizing and
* Tap stakeholders (i.e. LGU & Alumni Assoc.) to initiate rewards maintaining a good work relationship
& recognition for outstanding school personnel and good rapport among
stakeholders both internal and
external.
* SH should double his/her time to have exemplary skills in
Establish link to different
stakeholders through strengthening
managing diverse relationships. If the stakeholders themselves
relationship and recognizing their
sponsored one of the PAPs in the school for instance and it
supports/assistance such as giving
becomes automatic because they feel that they are part of it then
of plaques, certificates and hanging
could be the SH exhibits that exemplary skills in managing diverse
of tarpaulins; Conduct of Annual
relationship.
Parents' Convergence
In terms of linkaging practices to the different stakeholders in the school, we
consider the need of the school, communicate or advocate to them the PAPs
especially to our PTA- BOD, SGC, same with all schools in San Miguel-1 we
experienced active response and cooperation from them.
The best thing to do is to implement the CANS approach which Known as
Creating a Network of Support from the parents,,alumni and other stakeholders
in education.I firmly believe that there is no progress in any part of the school
without the strong support from them.
 CS3, tells us how school heads in extending support to our teachers •
Supervision/ Monitoring / Progress of the activities), • Professional Support-
support to trainings for development • Financial Support- paying attention to their
needs (allocating budget for development) • Emotional/ Psychological support
(Empathy, Trust, Care to our partners)

Creating a culture of inclusivity

takes time so this must be
considered by the School Heads
that our role is working with
teachers and providing teachers the
opportunity to be empowered to
create and recreate this helathy
culture in school that will lasts a life
time even if they will have several
school heads coming in and out of
school.

We have mainstreamed our IP

pupils in every activity we had...so
with their parents and asks their
ideas to help our school
surroundings more conducive, of
course considering with their own
culture.
In this time of pandemic, School should have doable and
Comprehensive Communication Plan to higher Authorities, Colleagues
and stakeholders especially on the distribution and retrieval of LAS and
Assessment of learning. (b.) Crafted MOA with the higher authorities on
their role in MDL as school partners. (c.) Conducted orientation to
parents /guardians as home learning facilitators. (d.) Monitored
stakeholders feedback to address learning gaps.

Most importantly to be able to build strong connections from the

outside community start the transparency from within the org. as
they will be helping sh spread that school operatrion is in good
hands and doing well.

Strand 5.2 Management of school
organizations
Strand 5.3 Inclusive practice
Strand 5.4 Communication
School organizations are alive in the
division of Surigao City and they’re
of great help in schools. They are
functioning well and they’re very
responsive to the needs of the
school. In addition, faculty clubs,
alumni association are also very
active in addressing the problems of
schools and attaining educational
goals.
School heads should demonstrate
knowledge and understanding of
policies and guidelines on managing
school organizations, faculty clubs
and parent-teacher associations in
support of the attainment of
institutional goals.
awareness, acceptance and respect
for each one of us.
-Accomplishment of school organizations must be evaluated to
determine their impact on the attainment of institutional goals.
From Alegria District: 5.5 (1) -school organization's policies
provide feedbacking and updates on shoud be prioritized and considered to have intact documents Practice participatory decision-
school and formal references to any undertakings moved by the making and empowering
progress/achievements/accomplish organizations and must align to the DepEd existing policies and stakeholders in taking their part in
ments/PAPs implementation guidelines. school development from planning,
through SOSA, suggestion box, * Empowering school organizations in crafting implementing to monitoring phase.
PTA/Stakeholders forum M & E Tool in the implementation of their initiated PAPs
1. Active Participation of stake holders like
PTA, LGU, Alumni and etc.
2. Before, we have a practice of having Gabi
ng Parangal to stakeholders and to school
organizations. We have chosen top 5 of the
clubs who are performing well
3. Establish school governance council for
school planning and basic operation under
career stage 2 5.2.2
4. (5.2.1) Conduct of Consultative Forum on
Curriculum and Instruction's Issues and
Concerns
5. (5.2.4) MAKE ALL SCHOOL
ORGANIZATIONS AS CO-OWNER OF THE
SCHOOL AND ITS PROJECTS
6. create an environment that increases Strengthen different stakeholders
-Direct engagement of the different stakeholders in planning and
academic, social, and manage time esp. in the community in crafting,
7. (5.2.4) COLLABORATE ALL SCHOOL implementing the school programs projects and other activities in
implementing and monitoring of
ORGANIZATION FOR THE ATTAINMENT the school to foster good and strong camaraderie. School Performance and PAPs
OF ISTITUTIONAL GOALS
8. (5.2.4) Empower our learners, teachers
and parents' organization through
involvement in the planning, and maximize
their potentials by assigning to committees
and technical working groups.
9. create a child-friendly environment that
promotes good relationships among
stakeholders to foster enabling and
supportive environment for diverse learners
under career stage 2 5.1.2
10. (5.2.4) Establish/ and or create Capihan
sa Eskwelahan, a by monthly meeting or
gathering of school organization that exabits
their accomplishments for the month.
others. * Integrated Gender Equality lessons across disciplines PPAs in IP schools; Tap other
* Spiritual strengthening activities (strengthen moral & spiritual organizations esp. CSWD in the
* Conducted Stakeholders' Convergence for the provision of
-Use varied modes of
learners' materials. Response: Provision of Risograph,
communication to be able to
bondpapers, and anti-covid supplies
effectively communicate to
* Stakeholders lead programs, projects and activities
stakeholders the PAPs, E-SIP and
* Engagement of school
SRC; create feedback mechanism
personnel to the different community activities
and communication flow
* School engagement in the community religious activities for
plan/process
learners spiritual upliftment
communication & use of communication platforms Convergence to communicate fully
to the stakeholders the school
performance, success stories and
 miscommunications and
misunderstanding.
During barangay sessions, school
heads are very eager to attend and 4. This is very important especially if
present schools’ achievements
through School Report Card so that through
the public will be informed of the
progress and innovations of schools. is also important today in
One of the best practices here is the during
State of School heads Address.
Strand 5.5 Community engagement
all aspects .
2. On Communication: Some, if not
all, of the school heads are
practicing Coaching and Mentoring
1. Provide community extension
with their teachers relative to their
practice
work performances. This can be
shown in their RPMS
2. Develop school environment that
implementation.
creates wholesome relationship
among diverse learners and
3. Effective and accurate
stakeholders through sports,
communication is an important
festivals, and other programs that
factor for an effective and efficient
foster respect and sensitivity among
school leader. Based on the strand
others.
presented, i can personally say that I
in time of pandemic, our best
am able to mentor my school
practices we have applied this time
personnel in communicating others
is ...communicating the parents and
both in speaking and writing.
guardians using cellphones for
updates and to follow up the
learners. Reaching the parents
we forge linkage with our
gadgets help greatly to
stakeholders. Furthermore, respect
solve problem we had encounter
the time of pandemic. it is
communicating especially in
also our way of checking
different platforms like the social
attendance. 1. Conducted Stakeholders' Convergence for the provision of
media. School leaders must
learners' materials. Response: rovision of Risograph,
embodied both personal and
bondpapers, and anti-covid supplies 2. Stakeholders led the
professional quality attributes as school programs, projects and activities 3. School
he/she is the example of his engagement in the community religious activities for learners
teachers as well as the community spiritual upliftment 4. Lobying at BLGU not asking for more
people. He must also good in donation but asking how the school can help in their community
communication both in speaking activities. 5. Making of school website to enhance alumni and
other community partners support here and abroad 6. Functional
and writing to be able to effectively SGC 7. Conducted Stakeholders night
disseminate desired and reflective
information to everybody. In * Capacity Building for stakeholder representatives (LGU officials,
addition to, he must engage to NGOs, PTA BODs, SGC Members, Student Leaders)
continuous learning and pursue * Empowered SPT in the crafting of SIP
* Tap stakeholders (i.e. LGU & Alumni Assoc.) to initiate rewards
professional development not only
& recognition for outstanding school personnel
helping himself but for others, Conduct of Stakeholders'
because we cannot give what we do Convergence in which school-
not have. community stakeholders collaborate
in solving and in taking actions on
different issues and concerns in
5. "Every teacher a leader and a terms of learners' development;
responsive member" every teacher Empowering the community to
in the school is given the participate in addressing situations
opportunity to lead(as OIC) and or concerns in relation to learners'
given the chance to share ideas in performance and development.
 committed leaders..we have terms of learners' development;
presented and oriented our LCP to Empowering the community to
all the stakeholders. participate in addressing situations
or concerns in relation to learners'
4. Leader needs to be intuitive, and performance and development.
needs to be aware of what is
happening around the school.
Responding to feedback is
important and reflective practices
are essential for effective
leadership. I also believe that we
can make a difference by practising
shared leadership throughout the
The SH empowered the stakeholders by having them participate in
1. Community
school. addressing the needs of the learners. They are part in the development
Engagement...Promote strong of the learners as well as in the school & community improvement.
collaboration
5. Establishing with the community
strong relationshipby
or
engagingconnections
building and be active part
with ourof
community activities.
stakeholders School
results to head
attaining
must avoid, goals
educational if possible,
for thesending
welfare of
representative
our learners in during
school community
meetings and activities
In addition, school heads should demon
5. In building connections with our
stakeholders, our loads of work will
indeed be lightened because with
just a simple invitation or friendly
approaches, we can establish a
shared governace system in school.
2. A good practice of school heads
is the active involvement of the
6. The call for building connections
stakeholders in the schools'
requires a school head to clearly
implementation of DepEd Programs,
convey to the stakeholders the
Activities, and Projects (PAPs).
importance of our partnership. It is
Their stakeholders include the Local
only by making them feel the
Government Units, Parents, Alumni,
heaviness of our cause where they
and Non-Government
will offer their help with sincerity.
Organizations. Most of the
achievements of the schools are
7. It has been proven that once the
attributed to the schools' healthy Best practice for communication we will send memorandum to the
school is transparent to the
relationship with the stakeholders. teachers and stakeholder
community, more support will be
given in return to the school by the
community. School heads should
not only be transparent to the
community but also to the internal
stakeholders, the teachers.

8. One of the sparkling aspects of

the family of Claver is the
commaraderie and partnership
between the schools and its
stakeholders. Creation of the
School Governing Council gives
them the sense of ownership and
accountability for school
performance.

9. School heads should be able to

forge linkage with stakeholders not
only when we need something from
them but more so in communicating
the milestone of our school. We
should support them also in their
undertakings like participating in
their programs and activities.