QUEZON CENTRAL

ELEMENTARY SCHOOL
School Based Management
QUEZON CENTRAL ES:
The Shower of
Gold
 VISION
We dream of Filipinos who passionately
love their country and whose
competencies and values enable them to
realize their full potential and
contribute meaningfully to building the
nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself to better
 MISSION
To protect and promote the right of every Filipino to quality, equitable,
culture-based, and complete basic education where:

STUDENTS TEACHERS  ADMINISTRATOR FAMILY, COMMUNITY

and staff, as stewards of and other
learn in a child- facilitate learning STAKEHOLDERS
the institution, ensure
friendly, gender- and constantly an enabling and  are actively engaged
sensitive, safe, nurture every supportive environment and share
and motivating learner. for effective learning to responsibility for
environment. happen. developing life-long
learners.
CORE VALUES
MAKA-DIYOS

MAKA-TAO

MAKA-KALIKASAN

MAKA-BANSA
 COMMUNITY PROFILE
Local folks known the place as Ki-o-hong which means
“mushroom” where its original name came from and later on
was changed to Kiokong. As the town progresses, Kiokong
became the center of trade and industry as the municipality
of Quezon which was officially created on June 18, 1966,
through RA No. 4802, thus, regarded the place as barangay
Poblacion (Kiokong). The place has the largest population
among the 31 barangays of the municipality from various
tribal groups in different walks of life. Nevertheless, Cebuano
is the common dialect used in the community. The presence
of The Luan-Luan Spring Resort which has an abundant flow
of water that can be best enjoyed at any time is one of its
famous attraction that both local and foreign tourists often
visited the place.
m School History
In 1942 the school was founded as a settlement farm
school under the municipality of Maramag. It was through
the efforts of Mr. Isabelo Casino, a former and the first
school head who established the school as Kiokong
Elementary School of Upper Pulangi Teachers Association
(UPTA) in 1960s. It was changed then into Quezon Central
Elementary School on 1971 as the frontier school of the
municipality of Quezon. The school is strategically
located at the heart of Barangay Poblacion (Kiokong) with
a total land area of 6.5 hectares.
3-Year Comparative Result
of the Performance
Improvement
2500
Gross Enrolment
2309 2325
2260

2000

1500

1193 1217
1162
1116 1108 1098

1000

500

0
2015-2016 2016-2017 2017-2018

Boys Girls Total

Community Mapping
2500

2125 2111
2035
2000
1805 1836

1667

1500

1000

500
312 276 243

56 44 32
0
2015-2016 2016-2017 2017-2018

No. of School-Aged Children in the Community not Enrolled

No. of School-Aged Children in the Community Enrolled in other schools
No. of School-Aged Children Enrolled within Community
Total Number of School-Aged in the Community
120
No. of Drop-outs
101
100

85

80 76

61
60

40 37

27
24 25

20

10

0
2015-2016 2016-2017 2017-2018

Boys Girls Total

180
No. of Repeaters
170

160

140
129
120
120

100
93

80

60
49 50

40 34 36

20 15

0
2015-2016 2016-2017 2017-2018

Boys Girls Total

 No. of Retained
16
15

14 14
14

12

10
9

8 8
8
7

6
6
5

0
2015-2016 2016-2017 2017-2018

Boys Girls Total

 Promotion Rate
100

98 97.79

96

94

92.6
92

90
89.47

88

86

84
2015-2016 2016-2017 2017-2018

Percentage (%)
 Awards
&
Recognitions
• Qualifier for National Athletics Swimming
Competition PUPILS AWARD
• Awardee of Division and Regional Athletics
Competition (in the field of Gymnastics, Swimming
and Taekwondo)
• Awardee of Division and Regional Press
Conferences
• Qualifiers for Division Science Quiz Bee
• Awardee of Regional MUSABAQAH Skills
Exhibition
 TEACHERS AWARD
• Finalist of Regional Search for Most Outstanding Public
School Teachers:
- SPED CATEGORY: Mrs. Grace G. Jacot
- Kindergarten CATEGORY: Mrs. Leah P. Sugala

• Finalist of Division Search for Most Outstanding Public School

Teachers
- Ms. Judith Mindana
- Mrs. Leilanie Parchamento

• Finalist of District Search for Most Outstanding Public School

Teachers
- Mrs. Nimfa Bertoldo
- Mrs. Josephine Abaquita
- Mrs. Anita T. Damaolao
- Mrs. Jovelyn M. Naquila
- Mrs. Leiny C. Goopio
ADMINISTRATOR AWARD
SCHOOL AWARD
Consistent
Awardee of
the Division
Search for
BEST
Implementer
of Brigada
Eskwela.
Brigada Eskwela
Competent
– Efficient
Mentors

EXCELLENCE

Supportive
stakeholders
School Best Practices
@ Implementation of Brigada
Eskwelato Internal and External Stakeholder
@ Linkages
@Repairs & Maintenance of school
facilities
@ School Fund Raising Activities
@ Press Conferences Contender
@ Sports and Athletics
involvement
Principle 1
Leadership
and
Governance
A network of leadership and governance guides the education
system to achieve its shared vision, mission and goals making
them responsive and relevant to the context of diverse
environments.
• The development plan is evolved through the shared leadership
of the school and the community stakeholders
• The community stakeholders lead the regulation and
improvement process
• The school and community collaboratively define the structure
and the roles and responsibilities of stakeholders
• The network allows easy exchange access of the school
community.
• Leaders undertake training modes that are convenient to them…
Acknowledges Shared Leadership among
Stakeholders
Regular Meetings and Conferences with Stakeholders
Promote Pupil’s LEAD Activities
Capacitates Stakeholders by attending various
seminars and trainings
Imphasize Clear, Guided and Organized Work Arrangement
Principle 2
Curriculum
and
Instruction
The curriculum learning systems anchored on the
community and learners’ context and aspiration are
collaboratively developed and continuously improved.
• Programs are fully implemented and closely monitored to address
performance discrepancies, benchmark best practices, and coach low
performers, mentors potential leaders, reward high achievements…
• The localized curriculum is implemented and monitored closely…
• Learning materials and approaches to reinforce strengths and addresses
deficiencies are developed and tested…
• The school based monitoring and learning system generates feedback…
• A committee takes care of the continuous improvement of tools
• The assessment tools are reviewed by the school community…
• Stakeholders begin to practice child/ learner-centered principles…
• Learning managers and facilitators apply the principles in designing learning
materials.
• Practices, tools and materials for developing self-directed learners
• The program is collaboratively implemented and monitored by teachers and
parents
Accessible Localized Learning Materials
mm
Facilitates Interventions to meet learners needs
m
Utilizes Localized Assessment Tools
Facilitates Co – Curricular Activities
Employs ICT – Based Instruction
Ensures Safety and Child Protection
 Principle 3
Accountability
and Continuous
Improvement
A clear, transparent, inclusive, and responsive
accountability system is in place, collaboratively
developed by the school community, which monitors
performance and acts appropriately on gaps and gains.
• The stakeholders are engaged in clarifying and defining
their specific roles and responsibilities.
• a community-level accountability system is evolving
from school-led initiatives.
• Stakeholders are engaged in the development and
operation of an appropriate accountability assessment
system.
Strengthen Professional Development
Upholds stakeholders initiated Projects and Activities
Engages Home Visitation Activities
Assists Feeding Programs
Utilizes Social Media for easy Access and Dissemination
Information
 Principle 4
Management of
Resources
Resources are collectively and judiciously mobilized and
managed with transparency, effectiveness and efficiency.
• Resources inventory is characterized by regularity,
increased participation of stakeholders, and
communicated to the community as the basis for
resource allocation and mobilization.
• Stakeholders are regularly engaged in the planning and
resource programming, and in the implementation of
education plan.
• Stakeholders are engaged and share expertise in the
collaborative development of resource management
system.
• Stakeholders support a system of partnership for
improving resource management.
Maintains Transparent and Well-managed
Financial Resources
Practices collaborative human resources
Strengthens Parents Consultations
Repairs & Maintains Good Condition of School
Facilities
Encourages Partnership among GOs and NGOs
MADAKEL HA
SALAMAT TA
INYO ALAN