CONCEPT

PAPER
SCHOOL LEADERSHIP
DEVELOPMENT PROGRAM
CRISANTO R. OROCEO
School Principal I
Gabu Elementary School, Laoag City
INTRODUCTION
It is believed that our children of today are the very hopes of our country. It is the very
responsibility then of everybody especially us teachers to nurture these young minds with
necessary values, knowledge and skills as they grow and develop their fullest potential to
become fruitful citizens who will stand as the backbone of the nation. As these children quest
for knowledge, the academe should cater to their needs by providing the best programs,
projects, and activities as well as facilities and equipment and services to enable these learners
to become successful productive individuals who will contribute meaningfully to our country’s
progress.
The last 2 components of DepEd’s MATATAG Agenda focus on the well-being of
learners and capacitating teachers in providing relevant quality education. Therefore, Gabu
Elementary School is committed to provide teachers equipped with the necessary 21 st century
pedagogical skills who can deliver quality education to learners enabling them to develop their
full potentials to become productive citizens who can greatly contribute in enriching and
developing the socio-economic and cultural staus of the fishery community.
PROBLEM NO. 1
LOW READING PROFICIENCY LEVELS OF
LEARNERS
PROBLEM DESCRIPTION
 Some pupils are hard up in reading group of words (phrases, sentences, and
paragraphs), recognizing and decoding words, cannot pronounce words very well, and
worst, cannot recognize letters.
(Based on the recent data on the Functional Literacy Assessment Tool (FLAT) conducted for the Second
Quarter Assessment on February 2023, of the 308 pupils assessed, sixty-six (66), ninety-seven (97), and
forty-three (43) learners belong to “below letter” to “word” reader levels in Filipino, English, and
Mother Tongue – Ilocano respectively).
 The problem occurs to the identified learners after administering the FLAT for SY 2022
– 2023.
 The problem happens to learners in Grades 1-6 during the teaching-learning
engagement.
 The academic performance and other learning skills of the learners are affected by the
low level of reading abilities.
PROBLEM NO. 1
LOW READING PROFICIENCY LEVELS OF
LEARNERS
STATEMENT OF PROJECT OBJECTIVES
 To decrease the total number of learners (Filipino: 66; English: 97; Ilocano: 43) with
low reading proficiency levels (below word level) to at least 75% by SY 2023 – 2024

 To capacitate the sixteen (16) teachers with effective necessary knowledge, skills, and
values in teaching reading
 To provide all the learners from Grade 1 to Grade 6 with adequate and relevant reading
intervention programs and activities to enable them improve their reading proficiency
levels
 To involve potential and capable stakeholders from the different sectors in the
implementation of the reading intervention programs and activities to collaboratively
improve the reading abilities of the learners
PROBLEM NO. 1
LOW READING PROFICIENCY LEVELS OF
LEARNERS
BENEFITS OF SOLVING THE PROBLEM
 There is an increased number of above word level readers by at least 75%
 The academic performance and other learning skills (numeracy and writing) of the
learners are improved enabling them to accomplish the required learning tasks in all
learning areas.
 The sixteen (16) teachers are reskilled and upskilled with the necessary knowledge,
skills, and values enabling them to teach reading to the learners effectively and
efficiently.
 If the challenge of having struggling is addressed and solved, then these concerned
learners will be well capacitated with the necessary reading skills and proficiency and
eventually develop their full potentials and later and become productive citizens
necessary for nation building.
PROBLEM NO. 2
INADEQUACY OF CONTEXTUALIZED READING
MATERIALS
PROBLEM DESCRIPTION
 There is a dearth of contextualized reading materials for Grade 1 to Grade 6 available
for the reading intervention program and activities.
 Based on the inventory of learning materials developed by teachers for SY 2022 – 2023,
there in NO contextualized reading materials developed and produced by the 16
teachers of the school making not available to learners.
 The problem happens during the reading intervention activities (remedial and
enrichment) when there is no readily available contextualized reading materials to use.
 The learners especially the K-3 pupils are affected by the unavailability of the
contextualized reading materials.
PROBLEM NO. 2
INADEQUACY OF CONTEXTUALIZED READING
MATERIALS
STATEMENT OF PROJECT OBJECTIVES
 To develop and produce school-based contextualized reading materials and make it
primarily available for reading lessons to learners

 To improve the reading proficiency levels of learners and academic performance by

relating meaningful situations encountered in real life through the utilization of
contextualized reading materials.

 To enable the learners develop deeper sense of appreciation, pride, and value to own’s
culture through reading
PROBLEM NO. 2
INADEQUACY OF CONTEXTUALIZED READING
MATERIALS
BENEFITS OF SOLVING THE PROBLEM
 Both all the 349 learners and 16 teachers are benefitted when contextualized reading materials are made
readily available for instructional purposes.
 It is believed that contextualized instruction makes learning more relevant and engages and motivates
learners even the struggling ones to classroom activities. Contextualized teaching-learning activities help
students gain a deeper understanding of subject matter by relating material to meaningful situations that
learners encounter in real life. Thus, having the pupils use contextualized reading materials enable them
to increase their interest in reading and further improve their reading abilities and academic performance.
 When pupils are motivated to learn and improve their performance by providing them with adequate and
relevant learning resources, they develop better learning skills, attitudes, and values that help them
improve for the better. A learner nurtured with the right education becomes a competitive and productive
individual who can contribute meaningfully to building the nation.
PROBLEM NO. 3
LOW SKILLS OF TEACHERS ON ICT INTEGRATION TO
LESSONS
PROBLEM DESCRIPTION
 Twelve (12) of the sixteen (16) teachers have low skills proficiency on the integration of
Information and Communication Technology (ICT) in teaching their lessons.
 The problem was found out during the school-based survey on proficiency level on skills
in integrating ICT to teaching conducted on October 2022. Moreover, it was evident that
majority of the teachers do not employ ICT integration to their classes as witnessed during
class observations.
 The problem happens during the teaching-learning engagement of most of the 16 teachers.
 The learners are affected by the low proficiency level of teachers in integrating ICT to
their classes. 21st century classroom is not attained because of the teachers’ lack of
practice in using technology to teaching.
PROBLEM NO. 3
LOW SKILLS OF TEACHERS ON ICT INTEGRATION TO
LESSONS
STATEMENT OF PROJECT OBJECTIVES
 To capacitate the twelve (12) teachers with the relevant and necessary knowledge and
skills in integrating ICT to lessons through series of School Learning Action Cells
(SLAC), focus group discussions (FGDs), school based in-service training (INSET),
and professional meetings by the end of the First Quarter of SY 2023 - 2024

 At least ten (10) of the twelve (12) teachers will increase their level of proficiency from
developing to proficient at the end the First Quarter of School Year 2023 – 2024.
PROBLEM NO. 3
LOW SKILLS OF TEACHERS ON ICT INTEGRATION TO
LESSONS
BENEFITS OF SOLVING THE PROBLEM
 The 12 teachers with low proficiency in ICT skills will benefit from solving the
problem. Moreover, all the learners will also take advantage when the concerned
teachers are upskilled on ICT integration.
 The ultimate goal of schools is to have a 21st century classrooms which require a 21st
century teacher. To become a 21st century teacher, one must at least know how to use
computer-aided teaching strategies. Thus, it is very necessary for a teacher to improve
and develop his ICT skills.
 The teacher facilitates learning, thus he/she should be equipped with necessary skills
enabling him/her to impart quality education to learners in the most interesting and
encouraging way so as motivate the learners to participate actively in all teaching-
learning activities.