INSTITUTIONALIZED ACCREDITATION OF

PUBLIC ELEMENTARY SCHOOLS

IN THE CALABARZON AREA
S.O.P 1
1. What is the performance level attained by the
schools as assessed by school heads and teachers
in terms of:
1.1 pupils’ development;
1.2 curriculum development;
1.3 instructional development;
1.4 physical development; and
1.5 teachers’ development?
Findings
Performance Level of Public Elementary Schools

1.1 Pupils’ development. Generally, school heads assessed that public

elementary schools’ performance with respect to pupils’ development was
very satisfactory as evidenced in the composite mean of 4.49. It was
revealed that public elementary schools were outstanding in motivating
pupils to join contests and competitions which obtained the highest
weighted mean of 4.68. Lowest waited mean of 4.32 was with providing
remedial classes in all learning areas also verbally interpreted as very
satisfactory.
On the one hand, teachers’ assessment obtained a weighted mean of 4.27
indicating that for them schools had a very satisfactory performance in
terms of pupils’ development. Teachers gave their highest assessment of
very satisfactory to treating pupils fairly inside and outside the school as
shown in the weighted mean of 4.44. While providing learning
workshops/lecture for moral recovery garnered the lowest weighted mean
of 4.11, though still rated very satisfactorily by teachers.
1.2 Curriculum development. Generally, school heads assessed public
elementary schools as very satisfactory in their performance with respect to
curriculum development as revealed in the composite mean of 4.46. Public
elementary schools were considered outstanding in using the new grading
system as shown in the highest weighted mean of 4.70. However, obtaining
the lowest weighted mean of 4.27 interpreted as very satisfactory was
inviting representatives from the community stakeholders to assess
contents and methods used in learning.
Based on teachers’ assessment about elementary schools’ performance in
terms of curriculum development, it can be said that schools had performed
very satisfactorily as revealed in the composite mean of 4.24. They gave
their highest assessment on using the new grading system which they rated
as outstanding shown in the weighted mean of 4.55. Meanwhile, lowest
rated among the indicators with the same weighted mean of 4.01, indicating
that schools were very satisfactory, were using the community as learning
laboratory and inviting representatives from the community stakeholders to
assess contents and methods used in learning.
1.3 Instructional development. All things considered, based on the school
heads’ assessment, the performance level of the public schools relative to
instructional development was very satisfactory as evidenced by the
composite mean of 4.59. School heads assessed that public elementary
schools were outstanding in evaluating learning outcomes periodically as
proven in the highest weighted mean of 4.63. Meanwhile lowest
assessment with a weighted mean of 4.39 was on taking advantage of the
adopt-a-school program for the attainment of some equipment for
instruction purposes like television sets, though interpreted as well as very
satisfactory.
All in all, based on teachers’ assessment, the public elementary schools’
performance with respect to instructional development was very
satisfactory as indicated in the composite mean of 4.21. Teachers assessed
that the schools were very satisfactory in evaluating learning outcomes
periodically as reflected in the highest weighted mean of 4.35. Meanwhile,
providing due recognition and incentives for teachers to grow professionally
in practice and in performance obtained the lowest weighted mean of 3.99,
though also verbally interpreted as very satisfactory.
1.4 Physical development. School heads' assessment obtained a composite
mean of 4.39 indicating that for them schools had a very satisfactory
performance in terms of physical development. Public elementary schools
were said to be very satisfactory in upgrading or improving school plant
facilities, in establishing ideal classroom as a home and in exercising
transparency and ethical governance when it comes to procurement of
materials or equipment for physical development which obtained the
highest weighted mean of 4.46. Soliciting ideas from other stakeholders on
how to improve school physical facilities garnered the lowest weighted
mean of 4.27, though still rated very satisfactorily by school heads.
Generally, teachers assessed that public elementary schools’ performance in
relation to its physical development was very satisfactory as evidently
presented in the weighted mean of 4.12. Under this, teachers gave their
highest assessment of very satisfactory to establishing ideal classroom as a
home as reflected in the weighted mean of 4.20. However, gave their lowest
assessment on generating financial and material contributions for the
improvement of physical facilities which obtained a weighted mean of 4.07.
1.5 Teachers’ development. In general, school heads assessed that public
elementary schools’ performance in terms of teacher’s development was
very satisfactory as reflected in the composite mean of 4.31. Conducting
School Learning Action Cell (SLAC) regularly to update teachers with some
changes and innovations in the system obtained the highest assessment of
very satisfactory with a weighted mean of 4.45. Subscribing teacher’s
magazines and journals to locate new ideas and procedures in teaching was
also rated as very satisfactory having a weighted mean of 3.93, the lowest
though.
In a general, based on the teachers’ assessment, the performance level of
public elementary schools with regards to teachers’ development was very
satisfactory as evidenced in the composite mean of 4.16. The teachers
assessed that schools were very satisfactory in sending teachers to in-
service training or seminar/workshop obtaining a weighted mean of 4.24,
the highest. Hindmost, the teachers gave their assessment to subscribing
teacher’s magazines and journals to locate new ideas and procedures in
teaching as very satisfactorily garnering the least weighted mean of 3.89.
Conclusion No. 1
• Public elementary schools in CALABARZON had
a very satisfactory performance in all areas of
development
SOP 2
2. What is the extent of participation of public
schools in the institutionalized accreditation
system as assessed by the two groups of
respondents?
Extent of Participation of Public
Schools in the Institutionalized
Accreditation

• Generally, the obtained composite mean in the assessment of school

heads is 3.33 indicating that to a great extent public elementary
schools participated in institutionalized accreditation. School heads
assessed that to a very great extent elementary schools assigned
teachers to work on different areas, this garnered the highest
weighted mean of 3.50. Meanwhile, they also assessed that, to a
great extent, public elementary schools assigned a specific room for
accreditation purpose garnering a weighted mean of 3.18, the
lowest.
• The garnered composite mean in the assessment of elementary
teachers was 3.07 indicating that to a great extent public elementary
schools participated in an institutionalized accreditation. Assigning
teachers to work on different areas obtained the highest weighted
mean of 3.20 with a verbal interpretation of to a very great extent.
However, benchmarking in other elementary schools which have
been accredited obtained the lowest weighted mean of 2.94.
Conclusion no.2
• Public elementary schools participated actively
in institutionalized accreditation.
SOP 3
3. Is there any significant difference between the
assessments of the two groups of respondents?
Findings 3
• Difference between the Assessments of the Two Groups of
Respondents
• There were significant differences in the assessments of school
heads and teachers with respect to pupils’ development as indicated
in the he computed t-value was 3.014 and p-value of 0.003;
curriculum development as revealed by the t-value of 3.044 and a
computed p-value of 0.002; instructional development as shown in
the t-value of 3.749 and a computed p-value of 0.000; physical
development as revealed in the t-value of 3.114 and a p-value of
0.002; and extent of participation of public elementary schools in
institutionalized accreditation as revealed in the t-value of 2.356
and a computed value of 0.019.
• However, Notably, only assessment on schools’ performance in
terms of teachers’ development did not register to be having
significant difference as evidenced in the t-value of 1.756 and a
computed p-value of 0.80; higher than 0.05 level of significance.
Conclusion 3
• There were significant differences in the
assessment of school heads and teachers except
in teachers’ development.
 SOP 4
4. What are the assessments of the accreditors on the
central schools with reference to the following
areas?
4.1 Leadership and Governance
4.2 Curriculum and Learning
4.3 Accountability and Continuous Improvement
4.4 Resource Management
Findings 4
• Assessment of Accreditors on Central Schools
• 4.1 Leadership and Governance. In terms of leadership and
governance schools C and E got the highest assessment which both
attained a rating of 3.00 interpreted as best. However, other five
schools were rated better; school A got a rating of 2.2 which is the
same with school B, school D got a rating of 1.6, school F with 2.4
and school G with 1.72.
• 4.2 Curriculum and Instruction. With respect to curriculum
and instruction, three schools were rated best by the accreditors.
These were school A with a rating of 2.6, school C with a rating of
3.00 and school E with a rating of 2.8. On the other hand, schools
that were rated better were school B with a numerical rating of 2.30,
school D with a rating of 2.28 and school F with 1.9. But notably,
there was one school, school G, that did not fall into either best,
better or good. The rating that it received was 0.44; too low for it to
be qualified in the bracket for good.
• 4.3 Accountability and Continuous Improvement.
Only two schools were rated best. These schools were school C
with a consistent rating of 3.00 and school E with a rating of
2.8. Relative to schools that were rated as better by the
accreditors, these were school A with a rating of 1.8, school B
with 2.00 and school G with 2.14. Given the lowest
assessment by the accreditors based were school D and school
F which both got a rating of 1.4 or good.
• 4.4 Resource Management. Relative to management of
resources, data in documentary analysis revealed that schools
C and E consistently performed best as evidenced in the rating
of 3.00. Rated as better were school A with 1.8, school B with
2.4, school F with 1.6 and school G with 1.92. Meanwhile, the
lowest rating was obtained by school D which only got 1.2
interpreted as good.
Conclusion 4
• Central schools performed well in area of
leadership and governance.
SOP 5
• What are the constraints met in the
implementation of institutionalized
accreditation system?
Findings
• 5. Constraints Met in the Implementation of Institutionalized
Accreditation
• Overall, in school heads’ assessment of public elementary schools regarding
the constraints in the implementation of institutionalized accreditation
system, it can be said that the constraints are sometimes met as revealed in
the composite mean of 2.49. School heads in public elementary schools
often met insufficient budget allocation for accreditation which obtained
the highest weighted mean of 2.82. Garnering the lowest weighted mean of
2.36 is the limited academic and administrative projects and programs to be
documented which is sometimes met by school heads.
• Evident in a composite mean of 2.18, it can be said that the constraints
regarding the implementation of institutionalized accreditation system are
sometimes met by teachers. Insufficient supporting documents submitted
by fellow teachers is sometimes met by teachers with the highest weighted
mean of 2.35. Meanwhile, unsystematic gathering of documents and
document filing is a constraint that is sometimes met by teachers, having
the lowest weighted mean of 2.05.
Conclusion 5
• The common constraints met by school heads
and teachers in the implementation of
institutionalized accreditation were insufficient
budget allocation and inadequate facilities and
materials.
SOP 6
6. What strategic intervention measures may be
proposed to accelerate the implementation of
institutionalized accreditation?
Findings 6
Strategic Intervention Measures to Accelerate
Institutionalized Accreditation
The strategic intervention measures proposed by the
researcher were based on the inputs offered by the
findings of the study. These intervention measures
contain descriptions, specific objectives and
strategies to address that concerns identified in the
study. Through these intervention measures, the
researcher expects that the performance of public
elementary schools will improve, thus, making them
more prepared for any quality assurance processes.
Conclusion 6
• The strategic intervention measures contained
brief description, specific objectives and
strategies to accelerate the institutionalized
accreditation among public elementary schools.
OUTPUT
STRATEGIC INTERVENTION MEASURES
To improve the performance of the public
elementary schools towards accelerating the
institutionalized accreditation, the following
strategic intervention measures are hereby
provided:
1. R.E.P.A.I.R - Remedial Education Program for
Academic Improvement and Reinforcement
BRIEF DESCRIPTION
It is a perennial problem to elementary teachers that
there are pupils who are struggling with their studies
in most or some subject areas offered to them for a
particular grade level. Conducting a remedial class is
one of the best ways to address these deficiencies.
DepEd defined remedial as any form of organized
instructional interventions given to a learner during
summer class to address his or her learning gaps or
subject area deficiency. The remedial can be made in
a form of tutorial, mentoring, coaching, or other ways
of delivering the organized learning experiences.
Hence, the following strategies and programs are
anchored and cognizant thereto.
 In doing so, it must be noted by the teachers that
careful assessment of the nature and needs of pupils is
imperative. Hence, family background, background
knowledge, physical abilities, learning environment,
language, and different factors that may affect the
learning of the pupils must be taken into consideration.
Once teachers are able to understand the learners, they
may be able to develop appropriate learning experiences
that suit their learning styles and characteristics.
OBJECTIVES
• Address pupil’s learning gaps and deficiencies;
• Encourage teachers to continuously develop intervention
materials that will cater the diverse learning needs of the
pupils based on their learning preferences and
characteristics; and
• Minimize the number of students subjected to remedial
classes.
STRATEGIES
R.E.P.A.I.R unlike remedial classes commonly employed
by teachers, this is quite different since it involves
different strategies to not just only focus on the teacher
as the dispenser of information. This program includes
schedule for collaborative learning time, peer backing
strategy, individualized learning strategy and online
developmental classes.
In doing remedial classes, the teacher has to determine the
pupils who will be subjected to remediated instruction.
Analysis of learner’s learning needs, abilities, styles and
preferences has to be considered prior to the setting of
learning objectives. After these preparation activities,
teaching takes place either individually, by pair or by
group. Evaluation and observation must always be done
after the learning to identify the obstacles in learning
and how much of the target is achieved.
 Collaborative Learning Time. School may
adapt CLT as an alternative to vacant hours where
pupils just play or do nothing. It includes designing
as particular area in the classroom where concrete
materials are displayed and are available for them to
engage in. Teachers during their available hours
may join the learners in the learning process by
identifying concepts that are not yet fully mastered
by the class in general. The use of concrete objects is
crucial in developing reasoning and logical faculties
of the learners and to better comprehend specific
topics. On the one hand, examples such as real-life
situations and application may be given to pupils
from higher-grade levels.
Peer-backing Strategy. Teacher may train up
pupils who perform better in a certain subject to
become “little teachers” and who will be
responsible in assisting their classmates with
learning difficulties in group teaching and self-
study session as well as outside the school. It
helps reinforce their knowledge, skills and
attitude while developing their communication
and cooperation skills as well as interpersonal
relationship. To ensure sustainability of this
strategy, teachers must train pupils concerned
beforehand and make regular reviews on its
effectiveness. In general, this is more suitable to
pupils of higher-grade level.
Individualized learning Strategy. It includes
gearing to address the learning needs of specific
learners based on their learning styles, abilities and
characteristics. This is to help pupils reinforce basic
concepts and competencies and help them overcome
their learning difficulties and develop their
potentials. Teachers employing this strategy must
set short- and long-term objectives, learning
procedures, activities and reviews to ensure that the
program is implemented effectively. Teaching can be
done individually or by small groups. If necessary,
remedial teachers, other teachers, parents and
pupils alike are to participate in designing the
program. Teachers may hold meetings regularly to
evaluate the effectiveness of work and gather
opinion for refinement.
Online Developmental Classes. Due to this age of
technology where pupils can already manipulate
communication devices, learning can take place by
using mobile devices and application software like
learning management system available in the
internet. Parents can assist the children in learning
at home. Teachers should assist parents in the
proper use of the applications. Remedial teachers
design the learning experiences and it can take place
by uploading videos and online games related to the
topics and competencies. Videos and games have to
be appropriate to the pupils’ ages and
comprehension. Teacher’s roles include organizing
learning experiences, providing technical advice and
support, using variety of forms of instruction, and
resolving communication problem which are also
viewed crucial in using this strategy.
2. Establishment of “TEACHnovation Corners” and
development of MAESTRA (Magazines and Electronic
Journal Subscription for Teaching Refinement and
Advancement) Website and Mobile Application.
BRIEF DESCRIPTION
A combination of traditional and modern way of updating
teachers’ knowledge and pedagogical skills brought by setting
up a “TEACHnovation Corners” and development of
MAESTRA (Magazines and Electronic Journal Subscription
for Teaching Refinement and Advancement) Website and
Mobile Application. The two strategies will enable teachers to
view and consider the latest trends in the field of teaching.
Both the teachers and the school heads are responsible for the
sustainability of the programs. “TEACHnovation” is a
combination of two words: “teach” which literally translates to
the main role of a teacher in the classroom and “innovation”
which is ideally one attitude every teacher should have and
strive for in an educational institution.
Therefore, TEACHnovation Corners aim to upgrade
the pedagogical skills and teaching strategies of the
teachers by displaying journals, magazines and
other published references that will provide them
with ideas to innovate their teachings as well as
update them with the latest trends in the global
education arena. Meanwhile, to cope up with the
technological advances in education, an application
or website may be developed for teachers who are
using mobile phones in checking for updates in
teaching. It is an application that consolidates every
teaching and education related trends and
innovative ideas that will guide them in adapting to
educational changes.
OBJECTIVES:
• Update the skills of the teachers with relevant
pedagogical and teaching ideas and innovations;
• Develop teachers who are imbued with
innovative teaching ideas and strategies for
effective learning; and
• Increase learners’ achievement by upgrading the
skills of the teachers.
STRATEGIES
Teacher quality is an important factor in
determining gains in the academic performance and
excellence of the pupils. The imperative years
brought about improving student outcomes is also
about improving the quality of the teaching
workforce. In recent years, recruiting and retaining
quality teacher has become a challenge among
educational institutions. Subscribing to magazines
and journal has been viewed as least regarded by
schools, hence, the need to update and upgrade their
teaching skills by employing the “TEACHnovation”
and MAESTRA Website and Mobile Application
programs.
 TEACHnovation, as inspired by the traditional
way of updating teachers with pedagogical skills and
technique. It is cost-effective since it is done through the
establishment of shelf/ves in the faculty room/lounge or
in an area where faculty members are usually gathered.
It will not just entertain the teachers but will also
provide them with the latest trend in the world of
teaching. The school has to invest on materials to be
displayed in the shelf/ves. It is important to update the
magazines and journals for the program to benefit the
academic community. TEACHnovation Center can be
locally constructed and can be visited every vacant
period, during breaktimes, before the faculty meetings or
after work. It will be a great source of information to
update the teachers in their profession knowing the
assumption that teaching is a knowledge-rich profession
with every teacher as a learning specialist.
MAESTRA (Magazines and Electronic Journal
Subscription for Teaching Refinement and
Advancement) Website and Mobile
Application enthuses teachers to use technology.
Mobile and Smartphone in particular will help them
update themselves anytime, anywhere just with a
data connection. This will be beneficial for teachers
who are always using their mobile phones in their
activities, most especially in their vacant periods or
before going to sleep at night. A website or mobile
application which consolidates all information
relative to teaching in a form of magazine or journal
in mobile phone must be created. Every information
has to be regularly updated to ensure that teachers
are obtaining up-to-date news and trends in
teaching.
3. ECoLab (Educational – Community
Laboratory) Partnership Program
BRIEF DESCRIPTION
Communities and its members are considered as one
of the educational stakeholders which can provide rich
culture, modes of living, ideas, issues, resources, real
people, places, and the things that can help teachers
relate concepts to real ideas. Community therefore is the
most vibrant teaching – learning laboratory. It serves as
a laboratory which can help bridge the gap between what
taught and what is done in education. Utilizing the
community and its resources expands classroom of the
pupils. The school and the society must learn to work
together for the achievement of successful school
programs.
Community offers learners with additional
academic support and assistance and helps them
with their assignments or projects. Higher-grade
pupils who conduct interviews having the
community members as subject is one example.
Analyzing and categorizing different rocks,
plants and trees in Science subjects,
understanding the real issues or situation in
Social Science by actually seeing it, applying
Mathematical knowledge in paying
transportation fees, snacks in retail stores and
enhancing communication and conversational
skills are some of the many learning experiences
that can be offered by the community.
OBJECTIVES:
• Encourage school and community participation
and partnership in nurturing the knowledge and
skills of the students.
• Contextualize subject topics with the resources
available in the community; and
• Conceptualize worthwhile programs and
projects for the benefit of the community and
the school.
STRATEGIES
On part of the teachers, the teachers upon planning
of the curriculum may contextualize learning by
providing activities or projects that will enable learners
utilize community resources. A fieldtrip or excursion
may be planned and conducted once a year to better
concretize the learning. A teacher on the other hand
must be present to monitor and check the pupils.
Integration to subjects may also be considered. A
concept in science about the growth and development of
a plant or an insect, or the study of different resources
found in land, water or air, parts and function of the tree,
rock classification, weather patterns, history of the
locality, issues of the community are some examples of
activities that can be integrated in every subject since
these students are at the age where they enjoy playing
and pondering on things around them.
 Community members may also be invited on
several events and programs to share their
knowledge and expertise as resource persons.
Professionals who are residing in the community
may be invited to share their experiences in their
profession so as to motivate pupils to be interested
in studying and choose the profession that they want
in the future. They may also be invited as judges on
different school competitions and contests and as
sponsors to school programs and activities. It is
therefore on the responsibility of both teachers and
the school heads to identify and determine the
activities where community support is highly
needed.
4. HATAW (Heads and Teachers Appreciation
Week) Program
BRIEF DESCRIPTION
HATAW is a Tagalog term which literally translates to
“give one’s best performance”. In teaching, having this
dynamism helps motivate the pupils since their enthusiasm to
learn usually depends on the teacher. Children learn best
when they are ready and motivated to learn. With this,
motivating teachers is necessary to sustain their drive to
elevate teaching performance in the class discussion. HATAW
aims to give recognition and appreciation to teachers who
greatly contributed in the field of teaching in terms of effective
instruction, excellent classroom management, researches and
all. Providing recognitions to teachers help set the standard
for performance, benefitting students and teachers alike since
teachers usually feel unappreciated.
OBJECTIVES:
• Motivate teachers for them to continue high-
level of instruction;
• Lift the teaching profession in the eyes of the
teachers, parents, community and other
stakeholders; and
• Guarantee effective teaching by giving incentives
to teachers who faithfully fulfilled their
mandates.
STRATEGIES
On the celebration of the World’s Teachers
Day, the school will allot a day or two to conduct
activities to appreciate and recognize the efforts
made by the teachers in the development of the
child. The challenge in finding support for the
funding of the program lies on the efforts of both
the teachers and the school heads. They may
solicit support from stakeholders for incentives
that can be given to teachers.
 The following activities may be adopted in the
program:
• Sponsorship from companies for plaque and awards
for excellent teachers including scholarship
program, money grants, and the like.
• Arrange with restaurants and cafeteria for teachers
to redeem special discounts and coupons for a
special treat or establish a booth on the celebration
proper.
• Arrange to have Parent-Teachers Association
recognition scheme in the selection of excellent
teacher awardee.
• Plan a “pamper day” for teachers by setting a space
and bring specialist for nail and hair, body, hand or
foot massage and spa.
• Show appreciation by featuring teachers in school papers.
• Conduct team building exercises and activities for the teachers to
relax and bond with each other.
• To increase the participation of public schools in institutionalized
accreditation and to address the constraints met by school heads
and teachers in the implementation of institutionalized
accreditation, the following strategic intervention measures are
hereby provided:
1. SBM TECH-BASED APPROACH (SBM-TBA)
OBJECTIVES:
1. To submit reports promptly.
2. To encourage teacher to work beyond 8 hours for the preparation of
documents.
3. To strengthen partnership and strong linkages among school
personnel
4. To disseminate information efficiently and effectively.
BRIEF DESCRIPTION
School Based Management as an expression of
decentralization of education empowers the
school head to lead the school together with
other key players such as teachers and parents in
delivering quality education among learners. It
also provides chances to other stakeholders to
take part on its success by investing time, money
and efforts to make the school a great avenue for
every school age children to learn. Thus, working
together is a prerequisite to achieve excellence
through institutionalized accreditation.
There are certain tools being used in order to
assess the level of practice of every school and
one of which is through the Revised SBM TOOL
(Deped Order No. 83 s, 2012) in which schools
can be classified as developing, maturing and
advance (accredited level). Before one institution
achieves the highest level, excellent performance
shall be exerted which has to be shown through
evidences. Files of evidences can be validated
online or through printed documents.
With the help of technology, easy preparation of
documents can be done. Prompt submission of
reports and efficient dissemination of
information is really possible. Most importantly,
communication can happen anytime and it will
encourage teachers to work beyond 8 hours even
at home by just having active connection on the
internet or mobile network. Working together
with the help of technology is a gateway to
success.
2. PROJECT REAP (Rewarding Excellent
and Awe-inspiring Performance)
OBJECTIVES:
1. To encourage teachers to work beyond 8
hours.
2. To motivate other stakeholders like
parents to help in the accreditation process.
3. To help identify potential stakeholders
who are willing to contribute and share for
the success of the institution.
BRIEF DESCRIPTION
Teachers are considered as the most valuable
resource in the school therefore they must be given
due recognition for their hard work and
accomplishments. Though, giving praise by just
saying congratulations or job well done is somehow
boost their morale and add confidence but calling
them on stage in front of the students and co-
workers is more encouraging and motivating for
them to excel higher in this chosen field and make a
difference. Likewise, deserving parents and other
external stakeholders who exerted time and effort
for the improvement of the institution shall be given
the same.
 This project is intended to give rewards and
recognition for every unique contributions and
efforts being done for the realization of goals and
objectives of the school. This can be in the form
of simple token with certificate of recognition to
be awarded right after every accomplished
project. In this manner, teachers, parents and
other stakeholders will be able to feel their
importance and how great their contribution is
in the development of the school.
3. PROJECT SPACE (Stakeholders’
Participation in Advocacy and
Commitment for Excellence)

OBJECTIVES:
1. To solicit support from stakeholders in
terms of financial, materials and manpower.
2. To eliminate problems in terms of
educational facilities such as library, classrooms,
laboratories and specific room for accreditation.
3. To encourage active involvement of
different stakeholders for the delivery of basic
quality services among learners.
BRIEF DESCRIPTION
Internal and External stakeholders play a vital
role in the improvement of school learning
outcomes. They have shared goals and objectives
to work on and the sense of responsibility and
accountability should always be present in
everything they do for the betterment of the
school. They have to work hand-in-hand as a
business partners in which profit can be
manifested in producing quality output which is
no less than a globally competitive with a good
values individuals.
Hence, not all schools have complete and
adequate buildings or rooms to cater different
school services needed by the learners. In this
regard, school administrators need to find ways
to win the support of the stakeholders and
PROJECT SPACE deemed to be an effective
solution for this. Information dissemination
through flyers, leaflets, handbook, tarpaulin, fb
posts, and other means will arouse the interest
of the parents and other stakeholders and will
eventually offer something to contribute to
continuously develop the school.
When they are all aware with what is being
transpired inside the school campus, they will
become interested to attend meetings or
conferences held in the school. This will be the
best time for the school head and other school
personnel to thank them for their support and at
the same time is to discuss matters like
inadequacy of school facilities or school supplies.
Through this, initiative on their part and
willingness to help will be developed because
they know the fact that this is for the benefit of
the children.
4. THINK AND SHARE APPROACH

OBJECTIVES:
1. To develop sense of ownership among
school personnel and community stakeholders
2. To provide sufficient budget allocation for
accreditation
3. To provide updates regarding
accreditation
BRIEF DESCRIPTION
Think and Share Approach is just simply a
coffee-break meeting or conference with the
members of Parent teacher Association, the School
Governing Council and others in which everyone has
a chance to share insights or ideas which they think
necessary and have an impact on the projects or
programs being discussed. In this method,
everyone’s opinion is valued and appreciated. Like
for instance in the crafting of School Improvement
Plan, a 3 year plan which can’t be done by the school
administrator alone, the presence of all stakeholders
is very much important as they are going to affix
signature on the documents included in this plan as
a proof of collaborative effort.
 Every meeting done with the stakeholders
should be supported by documents to prove that
really the principle of shared governance is being
practiced in the school. School secretary should
always be ready to prepare the Minutes of the
Meetings wherein every details of discussion are
written therein. Especially during meetings with
Local officials who pledge support to the school
like provisions of buildings, financial support,
and other school supplies it should be properly
documented and not to be denied.
5. ADVERTISING DEVELOPMENT
SYSTEM (ADS)

OBJECTIVES:
1. To gain support from external
stakeholders
2. To inform the public about the needs
of the school like financial, facilities and
supplies.
BRIEF DESCRIPTION:
Selling the school to public is one best way
to encourage different stakeholders to invest
time, money and effort to school
improvement. This can be done in many ways
like having SOSA (State of the School
Address) wherein the school head will report
the school’s progress and accomplishment to
the parents and other partners, distribution
of leaflets and flyers, posting tarpaulin online
communication and text messaging are all
informative measures to introduce the school
to public.
 However, the most effective way is
through School Newspaper in which school young
journalists with the help of their advisers can do
advertisements that will inform the readers about
the different accomplishments and success stories
of the school. In this regard, it will surely increase
school enrolment and chances of having more
potential and capable stakeholders to support the
needs of the school also increases. In addition, the
talents and skills of our young journalists in
making news or advertisements will be developed
further and it will help them become more
competitive and productive individuals.
Recommendation
In the light of the findings and conclusions from the
study, the following recommendations are hereby
endorsed:
1. The proposed strategic intervention measures may be
presented to school administrators for refinement if
feasible, implementation to accelerate institutionalized
accreditation.
2. Sufficient budget may be allocated to support
institutionalized accreditation and that teachers be
encouraged to work with extra efforts to increase the
likelihood of success in any institutionalized
accreditation.
3. Parallel studies may be conducted to validate the
findings of this study.