HISTORY

BULDON CENTRAL ELEMENTARY SCHOOL

History

Organizational Structure

Mission

Vision

Core values

Buldon Central Elementary School amidst COVID19 SWOT ANALYSIS

STRENGTHS WEAKNESSES OPPORTUNI THREATS Analysis/

TIES Reflection
 Supportive  Limited resources  Greater  Lack of  Promot
Local  Class size availabil comm e strong
Government  Lack of accessible ity of unicati commu
 Not afraid to be time for parents to local on nication
creative with meet with teachers govern betwe with the
curriculum when both the ment en stakehol
 Innovative teachers and support parent ders
programs parents are  Greater s and (parents
 Strong available availabil teache , LGU)
community  Not updating ity of rs  Promot
support school policies support  Lack of e
 Excellent  Lack of school for resour student
building newsletters with resourc ces achieve
program homework es (comp ment
 Reach out to information infrastr uter,  Close
parents to help  Lack of access to ucture Ink, the
with homework the school for from Printer achieve
 and after school community groups Regiona ) ment
programs or meetings l office  Declini gap
 School safety  Many parents  Commo ng  support
 Committed to complain about the n core enroll innovati
educating our lack of time for standar ment ve
parents and guiding the pupils ds  Increa instructi
providing tools in their modules  Funding se in onal
 Diverse  Limited from special change
perspectives opportunities for non- educa efforts
 Dedication to pupils to talk and govern tion  Achieve
special discuss with ment needs parent
education teacher. organiz  New and
 A supervisor  Lack of a plan for ation housin commu
who is willing to maintaining and  More g in nity
look outside updating and the involve
and bring new technology at sites more area ment
things into the  Lack of parents  Anima opportu
school communication and ls nities
 We have a team about site activities commu inside  Improve
approach to  Lack of nity are the fiscal
whatever we do understanding helping school health
at the school— about the roles of to the (Cow,  Develop
working parents as teachers school Goat school
together partners in the  New etc.) leaders
 Willingness to time of COVID19 teacher  Health hip
listen to other  No opportunities s are stress  Increase
techer for sports activities. consiste  Manp commu
 Professional  Outdate ntly ower nity
management information on getting stress partners
 Teacher training pupils’ progress better  Over hips
and  Teacher evaluation educati time  Update
development process—lack of on work school
 Caring and consistent parent  Attracti  Strains policies
involved input ng new on the  Increase
teachers  Parent involvement talent curricu teacher
 Preparing Deficit spending because lum and
students for  Lack of technology of the due to parent
high school training district extern training
 Continuous  Lack of timely and and al s on
professional concise school manda topics
development communication positive tes of
for teachers and  Lack of training or reputati and mutual
administrators seminars in on health interest
 Good formulating the  Motivati crisis  Clarify
relationship modules on to  Inflati roles,
between  Achievement gap unite as on responsi
administration  Challenging a  Cost bilities
 and parents student behaviors commu increa and
 Competence of  Challenging nity ses commu
the teachers  parents behavior  Interacti Lack of nication
Openness to  Challenging co ons unity pathwa
technology teachers behavior with the in the ys
 Dedicated LGU school  Embrac
employees  A lot of (e.g., e open
 Educating the focus disagr source
parents politicall eemen concept
 Positive image y and in ts s in the
with the the about curricul
community commu having um
 Outstanding nity skelet  Maintai
facilities about al n
maintenance improvi work) educati
 Openness to ng Increa onal
change educati sing excellen
 Recognition on health ce
that training is  Positive care beyond
essential for feedbac  No just test
most projects k Child scores
 Teachers  Diversit Left  Expand
introducing y of the Behin positive
community school d parentin
involvement to  More  Lack of g image
students outreac availa with
 Willingness to h about ble school
address difficult out  Parent  Promot
issues when malnutr s who e
they come up, ition are camara
which builds  Parent not derie
trust with the involve techno 
school/adminstr ment logicall Promot
ator  Increase y e
 Positive d savvy teacher
assistance to awaren and s health
parents from ess of can’t and
the teacher culturall help wellness
 Commitment to y and their  Increase
equity linguisti childre coordin
 Engagement in cally n ation
the safety of responsi  Parent and
the children ve s who opportu
 Commitment to educati are nities
educating the on illitera for
whole child  Focus te facilities
on child  report use by
 nutritio s teacher
n about s
 Parents school  Enhance
collabor s teacher
ate for being s’
learning ineffici talents
 Increase ent  Increase
d spirit and hands-
of poorly on
volunte run  science
erism  Loss of  Provide
qualifi means
ed of
staff commu
to nication
other for
school parents
. and
 Teach student
ers s
with  Establis
bad h a 21st
behavi century
or learning
environ
ment
 Commu
nicate
and
implem
ent the
commo
n core
standar
ds
 Provide
equitabl
e access
to
technol
ogy
 Provide
safe
school
environ
ments
 Promot
 e
collabor
ation,
commu
nication
and
transpar
ency
with
student
s,
parents
and
teacher
s
 Create
and
maintai
n
excellen
t
facilities
 Educate
the
whole
child
 Motivat
e
parents
to help
their
children
in their
module
s
 Identify
and
promot
e
dedicat
ed
teacher
s
 Maintai
n
quality
teacher
s at all
levels