Strategic Plan Edad 304

Republic of the Philippines
UNIVERSITY OF NORTHERN PHILIPPINES

Tamag, Vigan City
GRADUATE SCHOOL
COLLEGE OF TEACHER EDUCATION
5- YEAR STRATEGIC PLAN
(GEARING UP THROUGH DRAWBACKS AND BOUNCEBACKS)
Presented to
DR. LUZVIMINDA P. RELON

Professor
In Partial Fulfillment of the Requirements for the Subject
EDAD 304
Seminar in Educational Management
By
ALYSSA FE R. VALDEZ
Ed.D. Student
July 2, 2022
Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur

Website: www.unp.edu.ph ISO 9001:2015
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Email: deancte@yahoo.comTelephone #(077) 674-0789 Certificate. No. SCP000580Q
TABLE OF CONTENTS
A. DESCRIPTION OF THE SCHOOL INCLUDING ORGANIZATIONAL
STRUCTURE AND COMPOSITION
1. BES Organizational Structure….……………………….………….1- 3
2. Executive PTA Officers………………………………….………….4
B. SCHOOL SUPERVISORY PROGRAM
1. DepEd Vision Sharing Activity ……………………………………...6 -
2. School’s Current Situation ………………………………………….10
3. BES Supervisory Plan ……………………………………………….11
– 17
C. ANALYSIS ON THE OUTCOMES OF THE SUPERVISORY
PROGRAM
1. Survey Results ……………………………………………………….18 –
26 D. IDENTIFICATION ON THE STRENGHTS AND
WEAKNESSES OF THE SUPERVISORY PROGRAM
……………………………………………….27- 28
E. RECOMMENDATIONS TO ADDRESS THE WEAKNESSES ….......29
F. References…………………………………………………………………30

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I. FOREWORD
Bagani Elementary School is one of the public schools situated in the heart of
Bagani Campo, Candon City, in the province of Ilocos Sur. It is under the supervision
of Division of Candon City, Ilocos Sur, Region I under the office of ANSELMO R.
ALUDINO, Schools Division Superintendent. It belongs to District 1 and it has the
school I.D. 100428.
The school has a total land area of 1000 sq m with 10 classrooms, a canteen
which was converted into classroom and a principal’s office. The school is composed
of 262 learners and 13 teaching and non-teaching staff. It is one of the leading schools
during co-curricular activities, sports events, campus journalism, Division Math
Festivals and many other activities.
The school is one of the satellite schools for Region 1 Reading Implementer of
the Reading First Program, pilot school for School-Based Management (SBM), Best
MOOE Implementer and has the Most Outstanding Principal of the Division.
Bagani Elementary School plans most of its projects and programs for pupil,
clienteles, staff, and school infrastructures through the strength of character of our
stakeholders. For the Calendar Year 2022 to 2027, School Strategic Plan (SSP) of
BES, the stakeholders both internal and external rally round for the initiation of the
school improvement.
Stakeholders regarded into the present situation of the school and identified
the underlying problems and foresee conceivable solutions to prevalent teething
troubles of the school.
The school is buoyant that through the recrafting of the SSP and with the
active involvement of parents and other stakeholders from the planning,
implementation, in anticipation of the evaluation of the school’s performance, the
whole system will further boost pupils’ performance, eradicate teacher attrition, and
improve school leadership with the conveyance of the school’s superlative
applications.
The key area of the Strategic Plan includes the following:
A. MANDATE, VISION, AND MISSION OF THE SCHOOL

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B. LEADERSHIP AND GOVERNANCE
C. CURRICULUM AND INSTRUCTION
D. ACCOUNTABILITY
E. PHYSICAL PLANT AND FACILITY
II. MANDATE OF THE INSTITUTION
Bagani Elementary School is under the lead and supervision of the

Department of Education and was eventually mandated through Republic Act 9155,
otherwise known as Governance of Basic Education Act of 2001 which establishes the
mandate of schools.
The school is mandated to formulate, implement plans, programs and projects

to prepare all students to become lifelong learners, globally competitive individuals and
responsible citizens ready to meet the challenges of the future and relevant to the
goals of national development.
III. VISION
We in Bagani Elementary School envision to develop well- rounded and

responsible citizens of the country and ready to face challenges in an ever- changing
world.
We are a student-centered institution delivering excellence in education that

challenge all learners to perform at their highest potential.
IV. MISSION
To create and maintain a conducive and effective learning environment

providing high quality of education where:
Students learn, reach and expand their full potential.
Teachers continuously improve learning process and their professional growth and
development.
Stakeholders are contributors in the success of the school through strong partnership
and collaboration.
V. OBJECTIVES

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The following are the goals and objectives of the school:
1. For students, faculty and the school community to understand and promote the
mission statement of the school.
2. To provide a safe haven for students learning and holistic development.
3. To improve effectiveness of instruction by providing and supporting
professional development and opportunities of the faculty and staff.
4. To maintain a strong and beneficial relationship and collaboration with the
stakeholders.
5. To develop our students into 21st century learners and problem solvers.
6. To assess, evaluate and adjust curriculum to ensure alignment with the current
trends in education.
7. To continue to attract students and to maintain growth in percentage of student
retention.
8. To maintain and improve the school’s physical plant, facilities and equipment to
support the educational program and goals of the school.
VI. STRATEGIES
The school is committed to fulfill the goals and objectives set in order maintain
its brand and reputation as well as its dedication to achieve high quality of education.
The following are the strategies in the fulfillment of goals and objectives:
GOAL #1: Realization of School’s Vision-Mission Statement
A. SCHOOL’S ORGANIZATIONAL STRUCTURE AND COMPOSITION
An Organizational structure provides guidance to all employees by laying out

the official reporting relationships of the schools, that govern the workflow of the
schools. A formal outline of a school structure makes it easier to add new positions in
the schools.
Bagani Elementary School has its own organizational structure and

composition to adhere the needs of its clienteles to deliver quality education and or
goods and services to the whole school community and to build stronger relationship
between and among them.

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Bagani Elementary School Family is composed of a School Principal, one
Master Teacher, a Kinder Teacher, two Grade 1 advisers, one Grade 2 adviser, two
Grade 3 advisers, two Grade 4 advisers, one Grade 5 adviser and two Grade 6
advisers a total of 13 employees of the organization.
Figure 1 shows the Organizational Structure of Bagani Elementary School.
FIGURE 2. BES TEACHING STAFF
Each teacher has their own assigned coordinatorship. They have more than
three coordinatorship since the school belongs to small schools in Candon District 1.

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Most of the employees had their Master’s Degree and are equipped with
professional competencies. Some of the teachers at the school are said to be
tenured having 20-30 years in the service and with ranks of TEACHER III. Five of
them belong to TEACHER I positions who were new in the service with 1-4 years.
B. ESTABLISHMENT OF PARENTS-TEACHER ASSOCIATION
The whole school organization also adhere the need for school community
partners participation thus also giving importance to the EPTA (Executive Parent-
Teachers Association) in the mainstream.
Bagani Elementary School plans the most of its projects and programs for
pupils, staff, clienteles and school infrastructures through the strength of character of
our stakeholders. For the School Year 2022-2027, the stakeholders both external and
internal will rally round for the initiation of the School Strategic Plan (SSP).
Figure 2 shows the Composition of EPTA Officers and their positions.
FIGURE 2. EXECUTIVE PTA OFFICERS OF BES
The BES Parent- Teacher Association (PTA) has been established to bring
together parents, teachers and stakeholders of the school to build effective
cooperation and partnership between school and home. It shall work with the
principal, staff and board of management to promote the interests of the learners and

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to assist in the provision of high-quality education. The PTA through its advocacy
seeks to make every child/ student’s potential become a reality.
C. VISION-MISSION SHARING
The BES Parents- Teachers Association (PTA) can engage in a consultation
on the different aspirations for our learners based on the School Mission Vision.
Through this undertaking, the BES teaching staff will be able to uncover every man
jack’s understanding on the VM of the school.
GOAL #2: SAFE AND HAPPY SCHOOL ENVIRONMENT FOR STUDENT LEARNING
The school body further put the aforementioned task on a stress-free transfer
of educative process through adaptation of culturally based learning regardless of

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their status of living, religion, and ethnic affiliation. The school will enforce the Child-
Protection Policy and the Anti-bullying program to protect every learner of their right
to learn in our education institution. Teachers also play a vital role in educating
learners by considering their individual differences and be resourceful enough to
teach each child through their own pace and capability. The school head
correspondingly guarantee their safety and with a happy school environment where
they find it a safe haven for their learning, growth, and development. As a Happy
School, we aim to offer an alternative concept of the quality of education that values
and nurtures learners’ diverse talents and strengths. The context calls for our
education systems to shift away from traditional measures and embrace a diversity of
talents and intelligence by recognizing values, strengths and competencies that
contribute to enhancing happiness and to achieve these goals, the school includes
supporting positive teacher attitudes and attributes, encouraging learner freedom,
creativity, and engagement, and creating a warm and friendly learning environment.
GOAL #3. PROVIDING AMPLE SUPPORT FOR PROFESSIONAL

DEVELOPMENT OF FACULTY AND STAFF
The school needs to capacitate its teaching staff to adhere its mission to
promote quality education. The school should encourage its employees to continue
their professional growth, attend trainings, workshops, and seminars to enhance their
skills and improve teaching strategies. The school should also consider giving
financial support to employees who wish to pursue his or her graduate studies
granting study leave and study grants. The school also encourages teachers to
conduct researches for curriculum innovations.
GOAL #4: INVOLVEMENT OF PARENTS AND OTHER STAKEHOLDERS IN

SCHOOL PROGRAMS AND PORJECTS
Our school stakeholders are one of our main sources of support when needs
arises. Parents and the community have a right and responsibility to get involved in
school reform, and there’s a lot that you can do to improve education for our school
children. They are also accountable on the child’s progress and making sure that
their child is actively involve. They should have regular acquaintances with teachers
and the school head to know about the reforms in education in terms of academic
standards and their performance.

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The school community through the Parents-Teachers Association, brings the
community together to advocate for school reform. They can become involved in
legislative change; others offer educational sessions for parents and other parent-
initiated activities for the welfare of their children.
GOALS # 5 & #6: PROVIDE QUALITY OF CURRICULUM AND INSTRUCTION
BES upholds its commitment to provide effective learning experiences to

students by various programs in the school.
The school has different activities that caters the skills and innate talents of
every learner. Some of these programs and or activities include extra-curricular
activities such as in sports, arts, talent showdowns and many more.
The school is also engaged to equip learners with 21st century skills such as
the installation of e-learning program in school since the school has a functional
computer room and it is found to be effective. In terms of instruction, the teachers
engage themselves to trainings and seminars to enhance delivery of instruction as
well as to make learning experiences meaningful.
The teachers on the other hand also make contextualized learning materials for
diverse needs of the learners. Lastly, the school has its own remedial reading
program entitled PROJECT BES to improve the reading skills of slow readers.
GOAL #7: STUDENT ATTRACTION AND RETENTION
During Brigada Eskwela and Early Registration for every school year, the
school has its program to retain and attract new students. But for the past 2 years,
the school enrollment diminished to unavoidable circumstances and other external
factors.
In this regard, the school needs to maintain its School Record of 0% dropout
and 98% promotion rate to attract potential enrollees. The school has established a
MELCs Program (Make Every Learner Counts) to maintain or increase number of
enrollees through the sue of different platforms and advocacies.
GOAL #8: MAINTENANCE AND IMPROVEMENT OF PHYSICAL PLANT AND
FACILITIES

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B.2. SCHOOL’S CURRENT SITUATION
There are some school conditions where we cannot meet the division target
of 0% in terms of school attendance and nutritional status. Last year, the school has
accumulated a total of Nine (9) non-readers and an average of 25 pupils who were
labeled as outside the normal health status. There were no records of drop outs in
the last 3 years but absenteeism was the primary problem among pupils.
The school, aw well, is in the tight spot of assigning other grades in a tangible
classroom where they have to be assigned in a make-shift classroom or temporary
room assignment. There were also classrooms that are flooded during torrential rains
because of the level of the ground that rises due to soil erosions caused by a hillock
nearby. The school main building is in the brink of being condemned due to it
wearing out parts.
PRIORITY IMPROVEMENT AREAS OF THE SUPERVISORY PROGRAM
During the school planning, we have identified five (PEIs) where the school
has to attend with for next three years in order for a smooth transition of safe and
tenable learning of our school children. We have prioritized the following to wit:
Pupils’ absenteeism, classroom deficiency, flood-prone school, pitiable nutritional
status among pupils and pupils who are inept to read.
Table 1.2.
B.3. SUPERVISORY PLAN

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The following plans were made to address the needs of our learners, to
ensure the safety environment of the school and to upgrade teaching staff skills and
capabilities. Each supervisory plan contains the activities undertaken, persons
responsible, objectives and the duration.
Table 1.3.
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The project mentioned above caters those 9 slow readers declared school
year 2019-2020. There were reading programs initiated by the school reading
coordinator to reduce the number of non-readers in school and to help those inept
leaners to read like the “Guide Mo Ako Nanay Ko Reading Program” and “Five
Essential Words”. Budgets of the program were taken from the school funds
particularly the MOOE. Trainings were also maximized among teachers who
undergone seminar workshop on strategies in developing reading skills among
learners.
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Table 1.4.

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The project mentioned above caters the problem about classrooms
which are prone to floods since past 2 years. In this regard, the school come up with
the plan to coordinate with the stakeholders on how they can lend support regarding
this matter. The school has limited funds for the construction of drainage canals and
or elevation of floorings. This is to maintain safety environment of the children when
face to face classes will be implemented soon.
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Table 1.5.

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The project above caters the need to secure the learners’ well-being. In
coordination with barangay officials, there will be assigned Barangay Tanod who will
guide the learners in crossing the road. The Barangay officials will also provide
crossing boundaries or pedestrian lane for children since the school is along side of
the Barangay Road.
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Table 1.6.
ANNUAL SCHOOL SUPERVISORY PLAN

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SUPERVISORY OBJECTIVES OUTPUT ACTIVITIES PERSONS DATE BU
PROGRAM INVLOVED T
SO
E
Early Enrolment -Increase the -All school -National -School June to MO
participation aged children Registration Day Head July 2022 Php
rate by in the -Child-mapping Teachers 2,00
expanding catchment -Orientation for PTA
Oplan Balik service area should be teachers assigned
Eskwela coverage of enrolled in for enrolment
basic school. -campaign for
education. enrolment during
school
program/parents
assembly
Remedial Reading -Boost pupils’ Improved -Identifying School January Php
Program skills in pupils’ skills in struggling readers Head to 2,50
reading and reading and in every grade Master Decembe
to increase increase level Teachers r 2022
attainment attainment -Acquisition of English and
rate rate reading materials Filipino
-Localized Big Coordinator
books s
-Administer PHIL- Remedial
IRI Teachers
-Putting up reading
corners
-Intensify
READING PANTRI
-Mastery of Most
Essential Words
Learning To develop Quality -Downloading of School Septemb Php
Materials quality assured activity sheets and Head er to June 8,00
Development assured Learning preparation of Master 2022 MO
learning Materials learning materials/ Teachers
materials Compilation of self-learning Subject
(Kinder to inventory modules Teachers
Grade 6) and exercises -Reproduction of Advisers
to increase based on the learning materials
achievement least mastered
rate skills
Learning To increase 5% increase in Formulation of School Year Php
Assessment school the MPS in all Table of Head Round 5,00
Program performance learning areas Specifications Master
and learners’ in a quarterly Conduct of periodic Teachers
achievement basis evaluation Teachers
Procurement/
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Assessment tools

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Monitoring and
evaluation of the
individual progress
of learners
E-learning Implement 100% pupils -Assign IT School Year Php

Program the e-learning from Grade 4 Teachers head Round 7,00
program and to Grade 6 are -Provide activities Master
increase computer with the use of Teachers
achievement literate and computer aided ICT
rate can attend instructions Coordinator
online classes Teachers
Internet -Subscription of
Connection Internet
connectivity
Communication/ -Upgrading and

LIS maintenance of
computers
-Purchase of
additional Printers
School Health and Intensify and Increase Weighing and School January Php
Nutrition Program improve the number of identifying wasted Head to 13,0
Nutritional pupils with and severely Master Decembe 0
Feeding Program Status and Normal Body wasted Teacher r 2022
increase Mass Index Implement Feeding Advisers
Drug Prevention achievement Program PTA
Program rate Lecture/ -Nutrition Month
seminar will be celebration
To conduct conducted on -Procurement of
Drug the illegal use First Aid Kit
Prevention of illegal drugs -Clean up Drive
program -Gulayan sa
Paaralan
School Greening To put up with -Green and -Proper Waste School January Php
Program a School Safe school Segregation Head to 6,00
Greening At least 1 Campaign EPP Decembe
Program and Teacher -Attend seminars Teachers r 2022
Green Peace attended on Vegetable SPG
advocacy seminars in Propagation officers
program to EPP -Put up vertical
strengthen garden on limited
the Gulayan garden plots
sa Paaralan
To intensify
waste
disposal and
management
and maintain

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a clean, safe
learning
environment
Conduct of Acquire Competent -Trainings, School January Php
Various Training insights and Teachers and webinars attended head to 25,0
for Teachers and equip school head by the teachers Master Decembe 0
School Heads for teachers and Teacher r 2022
Different Subject officials with Teachers
Areas high level
competencies
School To improve Improved Repair of School January Php
Rehabilitation and school learning classrooms head to 70,0
Maintenance facilities and facilities and Repair and Decembe 0
Services learning learning clogging of comfort Property r 2022
Programs centers centers rooms Custodian
Installation of
luminosities
-repair of water
tanks, motor and
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-Repair and
maintenance of
school equipment
-repair of ceiling
and gutter
-procurement of
cleaning materials
-Improvement of
Mini-Library
-Improvement of
school clinic
-Improvement of
Feeding Area
Research and To conduct At least 2 Identify teachers School January Php
Development school-based teachers will who will conduct Head to 2,00
Program action conduct action action research Master Decembe
research and research Teachers r 2022
increase Teachers
achievement Pupils
rate
School Base To improve Improved SBM Invite NGOs, LGUs School January Php
Management School-Based Level of and other private Head to 5,00
Implementation Management Practice Organizations Master Decembe
Program Implementatio Teachers r 2022
n Program Teachers

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Performance To implement 13 teachers -Assign Master School April to Php
Management the RPMS implement Teacher Head Decembe 5,00
System (RPMS) and enhance Performance -Roll out RPMS Master r 2022
the Management -Set Targets Teacher
performance System -Evaluate the
of the performance of
teaching and Teachers
non-teaching -Provision of clear
personnel book for the
portfolio
School Ensure stable School Year Php
Operations supply of Head Round 40,0
electricity Teaching 0
services Staff
Ensure stable
service of
telephone
and
communicatio
n
Ensure
incessant
internet
service
connection
C. ANALYSIS ON THE OUTCOMES OF THE SUPERVSIORY PROGRAM

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To have clear analysis of the outcomes of the different supervisory
programs/plans of the school, I made a quick survey through google form wherein
the link was sent through messenger to my fellow teachers and colleagues in Bagani
Elementary School including our school head.
The survey questionnaire focusses on the different supervisory projects and

programs of the school. The respondents will rate the programs using the scale
below:
4.21 – 5.00 – Very Highly Satisfied

3.41 – 4.20 – Satisfied
2.61 – 3.40 – Moderately Satisfied
1.00 – 2.60 - Unsatisfied

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SURVEY QUESTIONNAIRE
Instruction: Rate the following Supervisory Programs based on the scale of 1-

5.
Supervisory Programs 5 4 3 2 1
Early Enrolment/Balik Skwela
1. All school aged children in the catchment
area are enrolled in school.
2. Orientation for teachers assigned for
enrolment.
3. Campaign for enrolment during school
program/parents assembly.
4. Child-mapping and monitoring.
Remedial Reading Program
1. Identifying struggling readers in every grade
level.
2. Acquisition of reading materials
3. Sufficient Localized Big books
4. Administering of PHIL-IRI
5. Intensify READING PANTRI and
Mastery of Most Essential Words
Learning Materials Development
1. Downloading of activity sheets and
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preparation of learning materials/ self-
learning modules
2. Reproduction of learning materials
Learning Assessment Program
1. Conduct of periodic evaluation
2. Procurement/printing of Assessment tools
3. Monitoring and evaluation of the individual
progress of learners
E-learning Program
1. Provide activities with the use of computer
aided instructions
2. Subscription of Internet connectivity

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3. Upgrading and maintenance of computers
4. Purchase of additional Printers
School Health and Nutrition Program
1. Weighing and identifying wasted and severely

wasted
2. Nutrition Month Celebration

3. Implement School Feeding Program
School Greening Program
1. Proper Waste Segregation Campaign
2. Attend seminars on Vegetable Propagation
3. Put up vertical garden on limited garden plots
Conduct of Various Training for Teachers and
School Heads for Different Subject Areas
1. Trainings, webinars attended by the teachers
2. School-Based Learning Action Cell
School Rehabilitation and Maintenance Services
Programs
1. Repair of classrooms, repair of ceiling and
gutter
2. Repair and clogging of comfort rooms
3. Installation of luminosities
4. Repair of water tanks, motor and pipes
5. Procurement of cleaning materials
6. Improvement of Mini-Library
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P a Improvement
ge of school clinic and feeding
area
Research and Development Program
1. Identify teachers who will conduct action
research
2. Provide financial and material resources for
the teachers.
School Base Management Implementation
Program
1. Invite NGOs, LGUs and other private
Organizations
2. Improve the Best Practices of the School
Performance Management System (RPMS)
1. Provision of clear book for the portfolio

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2. Evaluation on the performance of Teachers
3. Roll out RPMS and Set Targets for
accomplishment
School Operations
1. Stable supply of electricity services
2. Stable service of telephone and
communication
3. Incessant internet service connection
RESULTS OF THE SURVEY
The data were tallied and computed using frequency count and computed
mean. The tables below show the data accumulated from the respondents.
Table 1. Early Enrolment/ Oplan Balik Eskwela
Supervisory Programs MEAN DE

Early Enrolment/ Oplan Balik Eskwela
1. All school aged children in the catchment area are 4.35 VHS
enrolled in school.
2. Orientation for teachers assigned for enrolment. 4.23 VHS
3. Campaign for enrolment during school 4.19 S
program/parents assembly.
4. Child-mapping and monitoring. 4.26 VHS
OVERALL RATING 4.26 VHS
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Legend:
3.41 – 4.20 – Satisfied
1.00 – 2.60 - Not Satisfied
The table shows the feedback of the teaching staff on the Early
Enrolment or Oplan Balik Eskwela Program of the school with a weighted mean of
4.26 therefore shows a very high satisfactory rating from the respondents. This is
one of the best practices of the school having 0% drop out rate.
Table 2. Remedial Reading Program
Remedial Reading Program MEAN DE

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1. Identifying struggling readers in every grade level. 4.36 VHS
2. Acquisition of reading materials 3.40 MS
3. Sufficient Localized Big books 2.80 MS
4. Administering of PHIL-IRI 4.42 VHS
5. Intensify READING PANTRI and 4.54 VHS
Mastery of Most Essential Words
OVERALL RATING 3.9 S
The table shows that under Remedial and Reading Programs, the teaching
staff were satisfied with the implementation of different reading programs presented
to cater the needs of those who belong to frustration level with a mean of 3.9 which
falls under “Satisfactory” but we need to focus on the acquisition of reading materials
and sufficient Localized Big books.
Table 3. Learning Materials Development

Learning Materials Development MEAN DE
1. Downloading of activity sheets and preparation of 3.55 S
learning materials/ self-learning modules
2. Reproduction of learning materials 4.01 S
The overall rating of the Learning Materials and Development as perceived by
the respondents was 3.78 as shown in Table 3. This shows that most of the
respondents were satisfied with the learning materials provided by the school.
Table 4. Learning Assessment Program

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Learning Assessment Program MEAN DE
1. Conduct of periodic evaluation 4.16 S
2. Procurement/printing of Assessment tools 4.24 VHS
3. Monitoring and evaluation of the individual progress 4.45 VHS
of learners
As shown in Table 4, the mean as perceived the respondents is 4.23 which
fall under “Very Highly Satisfied”. This means that the school prioritized on the
importance of availability of Learning Assessment tools for the learners. This is one
of the best practices we had during our school based validation from the DepEd
Region I.

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Table 5. E-Learning Program
E-learning Program MEAN DE

1. Provide activities with the use of computer aided 3.40 MS
instructions
2. Subscription of Internet connectivity 3.25 MS
3. Upgrading and maintenance of computers 2.84 MS
4. Purchase of additional Printers 3.32 MS
OVERALL RATING 3.20 MS
As regards to E-Learning Program, Table 5 shows the overall mean as
perceived by the respondents was 3.20 which fall under the description of
“Moderately Satisfied”. This means that the staff had experienced quite difficulty
when it comes to internet connectivity and upgrading and maintenance of computers
because some of the computer units were not functioning.
Table 6. School Health and Nutrition Program
School Health and Nutrition Program MEAN DE
1. Weighing and identifying wasted and severely 3.94 S

wasted
2. Nutrition Month Celebration 3.59 S

3. Implement School Feeding Program 4.28 VHS
As shown from Table 6, the overall mean of School Health and Nutrition
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Program
positive feedback on the programs of the school that cater the health promotion and
nutritional status of learners.
Table 7. School Greening Program
School Greening Program MEAN DE

1. Proper Waste Segregation Campaign 4.20 S
2. Attend seminars on Vegetable Propagation 4.54 VHS
3. Put up vertical garden on limited garden plots 3.20 MS
Table shows that the respondents were satisfied with the programs of the
school about making the school clean and green, but it can be noticed also that on

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the putting up of vertical garden on limited garden plots, the respondents were
moderately satisfied because of the allotted area for vegetable propagation.
Table 8. Conduct of Various Trainings for Teachers and School Heads
Conduct of Various Training for Teachers and School MEAN DE

Heads for Different Subject Areas
1. Trainings, webinars attended by the teachers 4.18 S
2. School-Based Learning Action Cell 4.35 VHS
As the table shows, the Trainings for Teachers and School Heads were given
so much importance having the weighted mean of 4.27 which falls under “Very Highly
Satisfied”. This means that the respondents were really engaged into trainings and
seminars to be fully equipped with the skills and innovations in the teaching-learning
process and to address the needs of the learners especially in dealing with their 21 st
century skills.
Table 9. School Rehabilitation and Maintenance Services Programs
School Rehabilitation and Maintenance Services MEAN DE

Programs
1. Repair of classrooms, repair of ceiling and gutter 3.22 MS
2. Repair and clogging of comfort rooms 3.20 MS
3. Installation of luminosities 4.00 S
4. Repair of water tanks, motor and pipes 3.19 MS
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P a Procurement
ge of cleaning materials 4.14 S
6. Improvement of Mini-Library 3.40 MS
7. Improvement of school clinic and feeding area 2.83 MS
The table shows that under the school maintenance and rehabilitation, the
respondents had satisfactory rating, but it can be noticed that some of the items fall
under moderatel1y satisfied specifically under repair of water tanks, motor and pipe,
repair of clogging comfort rooms, repair of classrooms and the improvement of
school clinic and feeding area. The school is prone to floods because the school was
situated at the foot of the mountain. Due to lack of financial budget, these concerns
were not yet at the topmost improvement.
Table 10. Research and Development Program

REGISTERED
Research and Development Program MEAN DE
1. Identify teachers who will conduct action research 2.40 NS
2. Provide financial and material resources for the 3.24 MS
teachers.
OVERALL RATING 2.82 MS
As the table shows, the research and development program had the weighted
mean of 2.82 which falls under “Moderately Satisfied”. This means that the
respondents were not given enough chance to conduct research because some of
them had limited trainings under research.
Table 11. School Base Management Implementation Program

School Base Management Implementation Program MEAN DE
1. Invite NGOs, LGUs and other private Organizations 4.20 S
2. Improve the Best Practices of the School 4.62 VHS
The table shows that the respondents had positive feedback on the SBM
Program of the school having a weighted mean of 4.41 under “Very Highly Satisfied”
category. This is evident because the school had best practices which the DepEd
Region 1 commended during the SBM validation period.
24| P a g e
Table 12. Performance Management System
Performance Management System (RPMS) MEAN DE

1. Provision of clear book for the portfolio 4.54 VHS
2. Evaluation on the performance of Teachers 3.20 MS
3. Roll out RPMS and Set Targets for accomplishment 4.68 VHS

As shown from the table above, the respondents had overall satisfactory
rating on the programs regarding on the performance management scheme, but it
can be noticed from the data that the respondents were moderately satisfied on the
process of evaluating the teachers with a weighted mean of 3.20.
Table 13. School Operations

REGISTERED
School Operations MEAN DE
1. Stable supply of electricity services 4.44 VHS
2. Stable service of telephone and communication 4.10 S
3. Incessant internet service connection 2.45 NS
The table shows that the school operations had satisfactory rating as
perceived by the respondents with a mean of 3.66. But it can be deduced from the
data that there was a problem on the internet service connection of the school
wherein the school had only two modem which cannot accommodate all the gadgets
and personal computers of the teachers. One indicator of this is of poor signal.
SUMMARY RESULT OF THE DIFFERENT SUPERVISORY PROGRAMS

Supervisory Programs MEAN DE
Early Enrolment/Oplan Balik Eskwela 4.26 VHS
Remedial Reading Program 3.9 S
Learning Materials Development 3.78 S
Learning Assessment Program 4.23 VHS
E-learning Program 3.20 MS
School Health and Nutrition Program 3.94 S
School Greening Program 3.98 S

Conduct of Various Training for Teachers and School Heads 4.27 VHS
25|Different
for P a g e Subject Areas
School Rehabilitation and Maintenance Services Programs 3.43 S
Research and Development Program 2.82 MS
School Base Management Implementation Program 4.41 VHS
Performance Management System (RPMS) 4.14 S
School Operations 3.66 S
OVERALL MEAN 3.85 S
Legend:
3.41 – 4.20 – Satisfied
1.00 – 2.60 - Not Satisfied
The table shows the overall rating of the teacher respondents on the different
supervisory programs of the school. It can be deduced from the result that the

REGISTERED
respondents were satisfied by the different programs of the school. It can also be
noticed that some areas of the supervisory plan had low ratings from the respondents
specifically in E-Learning Program and Research and Development Programs with a
mean of 3.20 and 2.82 respectively and as seen to be the weaknesses of the entire
Supervisory Program. It can also be observed that some of the items were with “Not
Satisfied” rating such as incessant internet service connection and identifying
teachers who will conduct action research. Others were moderately satisfied on
evaluation on the performance of Teachers, providing financial and material
resources for the teachers to conduct action research, acquisition on reading
materials, sufficient localized big books, providing activities with the use of computer
aided instructions, subscription of internet connectivity, upgrading and maintenance
of computers, putting up of vertical garden on limited garden pots, repair of
classrooms, gutter and ceilings, repair and clogging of comfort rooms, water tanks,
motors and pipes, improvement of mini-library, and improvement of school clinic and
feeding area.
D. IDENTIFICATION OF STRENGHTS AND WEAKNESSES OF THE

SUPERVISORY PROGRAM
Based on the result, the following are the strengths of the entire supervisory
programs of Bagani Elementary School:
1. Early Enrolment/Oplan Balik Eskwela

a. All school aged children in the catchment area are enrolled in school.
b. Orientation for teachers assigned for enrolment is very satisfactory.
c. Administering of PHIL-IRI was given ample importance.
d. Intensified READING PANTRI and Mastery of Most Essential Words
2. Learning Assessment Program
a. Procurement/printing of Assessment tools
b. Monitoring and evaluation of the individual progress of learners
3. Conduct of Various Training for Teachers and School Heads for Different
Subject Areas
a. Trainings, webinars attended by the teachers
b. School Based Learning Action Cell

REGISTERED
4. School Base Management Implementation Program
a. Improve the Best Practices of the School
b. Invitation NGOs, LGUs and other private Organizations in Crafting the
school improvement Plan.
Based on the result, the following are the weakness of the entire supervisory
programs of Bagani Elementary School which need to be improve:
1. E-learning Program
a. Upgrading and maintenance of computers
b. Subscription of Internet connectivity
2. Research and Development Program
a. Identifying teachers who will conduct action research
b. Provide financial and material resources for the teachers in the conduct of
research.
3. PSchool
27| a g e Rehabilitation and Maintenance Services Programs
a. Improvement of school clinic and feeding area
b. Repair of water tanks, motor and pipes
c. Repair of classrooms, repair of ceiling and gutter

REGISTERED
D. RECOMMENDATIONS TO ADDRESS THE WEAKNESSES
28| P a g e
The following are recommended based on the findings and weaknesses of the
supervisory program of Bagani Elementary School.
1. The school should conduct monthly monitoring of computer units to determine

which are serviceable and non-serviceable.
2. The school should give importance of strong internet connectivity which is
needed in conducting online classes especially in today’s pandemic.
3. Teachers should be given equal opportunities to conduct and present their
research or innovations.
4. The school administrator should give ample support morally of financially to
teachers who would like to conduct research.
5. School Budget should be used to prioritize on the school facility improvement
specifically in classroom repairs and equipment.
6. The school should engage the stakeholders or partner community in planning
for the improvement of school grounds and or environment.
7. Lastly, the school should have monitoring tools in every supervisory program
to come up with more effective implementations of the different programs.

REGISTERED
29| P a g e
REFERENCES:
Rodriguez, Arlie Jude R. School Improvement Plan S.Y. 2019-2021

Manzano, Gina P. Annual Implementation Plan S.Y. 2020
School Implementation Plan S.Y. 2020-2021

REGISTERED
REGISTERED

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Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES

5- YEAR STRATEGIC PLAN

(GEARING UP THROUGH DRAWBACKS AND BOUNCEBACKS)

DR. LUZVIMINDA P. RELON

In Partial Fulfillment of the Requirements for the Subject

Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur

A. DESCRIPTION OF THE SCHOOL INCLUDING ORGANIZATIONAL

STRUCTURE AND COMPOSITION

1. BES Organizational Structure….……………………….………….1- 3

2. Executive PTA Officers………………………………….………….4

B. SCHOOL SUPERVISORY PROGRAM

1. DepEd Vision Sharing Activity ……………………………………...6 -

2. School’s Current Situation ………………………………………….10

3. BES Supervisory Plan ……………………………………………….11

C. ANALYSIS ON THE OUTCOMES OF THE SUPERVISORY

1. Survey Results ……………………………………………………….18 –

26 D. IDENTIFICATION ON THE STRENGHTS AND

WEAKNESSES OF THE SUPERVISORY PROGRAM

E. RECOMMENDATIONS TO ADDRESS THE WEAKNESSES ….......29

Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur

The key area of the Strategic Plan includes the following:

A. MANDATE, VISION, AND MISSION OF THE SCHOOL

Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur

II. MANDATE OF THE INSTITUTION

Bagani Elementary School is under the lead and supervision of the

The school is mandated to formulate, implement plans, programs and projects

We in Bagani Elementary School envision to develop well- rounded and

We are a student-centered institution delivering excellence in education that

To create and maintain a conducive and effective learning environment

Students learn, reach and expand their full potential.

Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur

GOAL #1: Realization of School’s Vision-Mission Statement

A. SCHOOL’S ORGANIZATIONAL STRUCTURE AND COMPOSITION

An Organizational structure provides guidance to all employees by laying out

Bagani Elementary School has its own organizational structure and

Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur

Figure 1 shows the Organizational Structure of Bagani Elementary School.

FIGURE 2. BES TEACHING STAFF

Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur

B. ESTABLISHMENT OF PARENTS-TEACHER ASSOCIATION

Figure 2 shows the Composition of EPTA Officers and their positions.

FIGURE 2. EXECUTIVE PTA OFFICERS OF BES

together parents, teachers and stakeholders of the school to build effective

Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur

seeks to make every child/ student’s potential become a reality.

The BES Parents- Teachers Association (PTA) can engage in a consultation

jack’s understanding on the VM of the school.

Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur

GOAL #3. PROVIDING AMPLE SUPPORT FOR PROFESSIONAL

GOAL #4: INVOLVEMENT OF PARENTS AND OTHER STAKEHOLDERS IN

Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur

GOALS # 5 & #6: PROVIDE QUALITY OF CURRICULUM AND INSTRUCTION

BES upholds its commitment to provide effective learning experiences to

Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur

PRIORITY IMPROVEMENT AREAS OF THE SUPERVISORY PROGRAM

B.3. SUPERVISORY PLAN

Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur

Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur

Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur

Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur

Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur

Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur