2016
Philippine Women’s University Graduate School of Education Taft Ave., Malate, Manila
HR Development Program for DCVES Teachers
Prepared By:
NANELYN T. BONTOYAN PH.D Student
In Partial Requirements in
DEDM A02 HR PRACTICES IN EDUCATIONAL INSTITUTION
Presented To:
DR. SILVESTRE B. MASLANG Professor
HR Development Program for 2016 DCVES Teachers
Table of Contents Introduction ............................................................................................................................................ 3 Part I. Backgrounder of Don Carlos Village Elementary School .............................................................. 3 DCVES HISTORY ............................................................................................................................. 3 GOVERNANCE: IN GENERAL ....................................................................................................... 5 GOVERNANCE: ORGANIZATION CHART .................................................................................. 7 GOVERNANCE: TEACHER HEADCOUNT AND BASIC DEMOGRAPHY ............................... 7 Part II. General HR Development Plan Considerations ........................................................................... 9 THE FRAMEWORK .......................................................................................................................... 9 VISIONARY PLANNING ................................................................................................................. 9 SITUATED LEARNING.................................................................................................................. 10 INDIVIDUALIZED SUPPORT AND TRAINING ......................................................................... 10 REWARDS AND INCENTIVES ..................................................................................................... 10 COMMUNITY OF LEARNERS ...................................................................................................... 10 Part III. Developmental Considerations Specific to DCVES ................................................................... 11 SITUATIONAL CONSIDERATIONS ............................................................................................ 11 SCHOOL CURRICULUM ............................................................................................................... 11 FLAGSHIP PROJECTS AND PROGRAMS ................................................................................... 13 SWOT ANALYSIS MATRIX .......................................................................................................... 16 Part IV. HR Developmental Plan (20-Point Goal) .................................................................................. 17 TEACHER DEVELOPMENT PROGRAM ..................................................................................... 17 GENERAL GOALS.......................................................................................................................... 17 KEY DEVELOPMENT AREAS ...................................................................................................... 18 Part V. HR Development Plan (7 Development Approaches) ............................................................... 20 DEVELOPMENT APPROACH TO ACHIEVE THE GOALS ....................................................... 20 DEVELOPMENT APPROACH 1: ON-BOARDING OF NEW TEACHERS ................................ 21 1.1 Orientation Program: New Teachers....................................................................................... 21 1.2 Get-together: New Teachers ................................................................................................... 21 DEVELOPMENT APPROACH 2: INDOCTRINATION FOR NEW TEACHERS ....................... 21 2.1 Induction Program................................................................................................................... 21 DEVELOPMENT APPROACH 3: REGULAR GENERAL INTERACTIONS OF ALL TEACHERS ...................................................................................................................................... 22 3.1 In-Service Training ................................................................................................................. 22 3.2 Mentoring................................................................................................................................ 22 3.3 Coaching ................................................................................................................................. 23 Nanelyn T. Bontoyan Ph.D Student
Dr. Silvestre B. Maslang Professor
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HR Development Program for 2016 DCVES Teachers DEVELOPMENT APPROACH 4: ATTENDANCE TO SEMINARS ........................................... 23 4.1 Seminars, Workshops, Trainings ............................................................................................ 23 DEVELOPMENT APPROACH 5: POST GRADUATE STUDIES ................................................ 24 5.1 Local Scholarship Program (LSP) for Graduate Studies ........................................................ 24 DEVELOPMENT APPROACH 6: RESEARCH AND PUBLICATIONS ..................................... 25 6.1 Research and Publication ........................................................................................................ 25 DEVELOPMENT APPROACH 7: Community Linkages ............................................................... 25 7.1 Networking and Strengthened Linkages ................................................................................. 25 SUGGESTED TIMELINE ............................................................................................................... 26 Part VI. Future plan - Methodical Execution ......................................................................................... 26 MOVING FORWARD ..................................................................................................................... 26 Others - Additional Information: Community Profile of Don Carlos Village ......................................... 27 Socio-Cultural .................................................................................................................................... 27 Geo-Political: ..................................................................................................................................... 28 Geographic Features: ........................................................................................................................ 29 Demography: .................................................................................................................................... 29 Economy: .......................................................................................................................................... 29 Others – Personal Data Sheet of the Student ....................................................................................... 29 Others - References .............................................................................................................................. 30
Nanelyn T. Bontoyan Ph.D Student
Dr. Silvestre B. Maslang Professor
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HR Development Program for 2016 DCVES Teachers Introduction Don Carlos Village Elementary School or DCVES is a public elementary school under the umbrella of Department of Education, Division of Pasay. The aim of DCVES is to produce globally competitive graduates equipped with the 21st century skills. In order for this to materialize, it has to put emphasis on the people who will deliver the service towards the achievement of the vision, that is, its teachers. It is said that faculty is the heart and soul of a school—its key lifeline both to providing valuable skills and to promoting intellectual stimulation. The concept of teacher development has long been an integral part of education’s strategy for gaining new knowledge, self-renewal, and increased vitality. Starting first with the concern for the advancement of subject matter competence and mastery of one’s own teaching, teacher development was seen as being within the jurisdiction of faculty programs. The objective of this report is to lay down a general framework towards the execution of an effective HR Development Program for DCVES Teachers. The presentation will be divided into the following:
Introduction of the Don Carlos Elementary School and its evolution inclusive of how it is currently being managed A brief look at a SWOT analysis conducted by the school A discussion of the Plan overview showing the competency areas, the development approach strands for each competency area and the specific activities for each area A brief description of what to expect next in order to make this plan a reality
Part I. Backgrounder of Don Carlos Village Elementary School DCVES HISTORY Don Carlos Village Elementary School (DCVES), is the smallest school in the South District of Pasay City, Metro Manila with a land area of 800 square meters. Located at Bgy. 187, Constellation St., Don Carlos Village, Pasay City, the school was named after President Carlos P. Garcia who approved Proclamation No. 621, the law that provided the housing project for CAA employees which created the barangay where it resides. The land where the school is situated is a reservation area which was acquired on January 11, 1973 and had an estimated value of Php 40,000.00 at that time. During the administration of Jovito Claudio as Mayor of Pasay City, a move was afoot to have a school house in the village. Mrs. Teodora Reyes, who used to teach in Pasay City Public School, made several representations with the School City Board for the project but failed to get the necessary support. Nanelyn T. Bontoyan Ph.D Student
Dr. Silvestre B. Maslang Professor
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HR Development Program for 2016 DCVES Teachers To augment the force of Mrs. Reyes in this direction, Mr. Sulpicio Amao, president of the Homeowners Association, approached Mayor Claudio and immediately the next day two truckloads of materials for a pre-fab; four room school houses was delivered to him. But politics got in the way in the construction of the school because Mayor Claudio lost in the election. The materials given for the construction of the school was attracting those people who were engage in buy and sell of iron and metal materials. Mr. Amao was thankful in the emergence of Atty. Pedro Ocampo who was in the good graces of the Mayor Cuneta and assumed the responsibility of building the school. But when the construction of the LRT depot started in 1980, the surrounding area of the school was reclaimed, giving rise to its present condition
The Pioneers...Mr. Antonio Ferrera second line far left, Ms. Aguilar in the middle, Ms. Mabutas, with glasses.
Mr. Conrado Santero, Head Teacher, was the first principal of the school. The five pioneering teachers were Amparo Pasang, Alejandra Villaruel, Solita Aguilar, Pacifica Mabutas and Antonio Ferrera. Eventually, the school was upgraded to a complete elementary school and by 1974, the first 52 graduates marched and received their certificates in 1987, from its humble beginnings, a two-storey building with 13 instructional rooms was built through the funds of Congresswoman Lorna V. Yap. The contribution of Atty. Ocampo in the completion of the first school building in Don Carlos Village has earned for him the presidency of the PTA for several school years even if he doesn’t have a child enrolled in the said school as it should have been the case. The school used to be surrounded by swamp where fishes, water lilies and swamp cabbage abound. Teachers and Pupils are gathered in one of the four rooms of the pupils used to walk on wooden bridges to Pre-fab building constructed through the help of Mayor reach the school. They even used to catch Jovito Claudio. fishes for their lunch. The school used to be surrounded by swamp where fishes, water lilies and swamp cabbage abound. Teachers and pupils used to walk on wooden bridges to reach the school. They even used to catch fishes from the swamp for their lunch. Nanelyn T. Bontoyan Ph.D Student
Dr. Silvestre B. Maslang Professor
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HR Development Program for 2016 DCVES Teachers In November, 2010, Phase 1 of a four-storey building began through the initiative of then Mayor Wenceslao ―Peewee‖ Trinidad. This is funded through the local School Educational Fund in the amount of Php 40 million pesos. But the completion of the building was halted because of the local election then. When Mayor Antonino G. Calixto, took his office as the new mayor of Pasay City, the construction of Phase 2 and 3 was continued. Finally, the construction of the four-storey building with 21 classrooms and an open space on the first floor was completed.
The new four-storey building with 20 9x 7 classrooms . The school offers complete curriculum in Kindergarten up to Grade 6 level for school-aged children, GAM for overage learners and Alternative Learning System for Out– of-School-Youth and Adults. There are 3 utility workers and 2 security guards that maintain the school’s cleanliness and safety. Currently, DCVES has about 1,709 pupils and 40 permanent regular and 10 contractual teachers that implement the Enhanced Basic Education curriculum under the supervision of a school head.
GOVERNANCE: IN GENERAL ―Public service is a public trust‖. Don Carlos Village Elementary School (DCVES) adheres to this principle of transparency by keeping tracks of all data required to be accredited. Being under the supervision of the Department of Education, DCVES adheres to the Vision Mission and Core Values of the Department as follows: 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 learner-centered public institution the Department of Education continuously improves self to better serve its stakeholders. MISSION To protect and promote the right of every Filipino to quality, equitable, culturebased and complete basic education where: Students learn in a child-friendly, gender sensitive, safe and motivating environment Nanelyn T. Bontoyan Ph.D Student
Dr. Silvestre B. Maslang Professor
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HR Development Program for 2016 DCVES Teachers
Teachers facilitate learning and constantly nurture every learner Administrators and staff, as stewards of the institution ensure an enabling and supportive environment for effective learning to happen Family, community and other stakeholders are actively engaged and share responsibility for developing lifelong learners.
CORE VALUES MakaDiyos Makatao Makakalikasan Makabayan An archive of learners, faculty and staff profile and learning outcomes plus the records of the school facilities, building development, furniture and equipment are kept in the Enhanced Basic Education Information System (EBEIS) and School Based Management (SBM) Room. All this information is collated in the Fiscal Budget Report, SIP, Annual Report and AIP. Internal auditing by the disbursement officers and the Teachers’ Club officers as well, is part of anti-corruption efforts of the school, is being posted on the Transparency Board for everybody’s reference. A Citizen Charter, Guidelines in the Operation of Canteens and Child Protection Program Committee are some protection of the public school children. Services given to school-age children are for the cognitive aspect of learners’ well-being, also the physical fitness in joining sports competitions and their aesthetic capabilities in arts and culture. Social values comes within the various activities participated in by the learners through scouting, celebrations and clubs’ organizations like the Yes-O, SPG, Journalism, Agro Eco-Savers, MTAP, Sports /Cultural group and H.E. All of these school activities are documented and place in the SBM room as artifacts. A Team of teachers was organized to monitor the Philippine Accreditation System for Basic Education (PASBE) wherein SBM and SIP implementation is being evaluated. A total overhauling of the old system and curriculum is on-going because of the fast phase of technology.
Nanelyn T. Bontoyan Ph.D Student
Dr. Silvestre B. Maslang Professor
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HR Development Program for 2016 DCVES Teachers GOVERNANCE: ORGANIZATION CHART
GOVERNANCE: TEACHER HEADCOUNT AND BASIC DEMOGRAPHY 2013-2014
2014-2015
2015-2016
Teachers M
F
T
M
F
T
M
F
T
MT2
0
1
1
0
1
1
0
1
1
MT1
0
0
0
0
1
1
0
1
1
T3
1
4
5
1
4
5
0
5
5
T2
0
3
3
0
6
6
0
5
5
Nanelyn T. Bontoyan Ph.D Student
Dr. Silvestre B. Maslang Professor
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HR Development Program for 2016 DCVES Teachers 2013-2014
2014-2015
2015-2016
Teachers M
F
T
M
F
T
M
F
T
T1
1
19
20
3
25
28
6
30
36
ALIVE Teachers
0
0
0
0
0
0
1
1
2
TOTAL
2
27
29
4
37
41
7
43
50
50 45 2013-2014
40
2013-2014
35
2013-2014
30
2014-2015
25
2014-2015
20
2014-2015
15
2015-2016 2015-2016
10
2015-2016
5 0 Teachers
Nanelyn T. Bontoyan Ph.D Student
MT2
MT1
T3
T2
T1ALIVE Teachers TOTAL
Dr. Silvestre B. Maslang Professor
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HR Development Program for 2016 DCVES Teachers Part II. General HR Development Plan Considerations THE FRAMEWORK HR development is an essential element of a school's effectiveness in education. The extent to which the school supports teacher development will be strongly reflected in levels of student engagement and motivation, and thus ultimately, student learning. Teacher who engages in professional development experiences benefit also in terms of increased vitality, informed pedagogy, teaching innovations, and scholarly teaching. Moreover, teacher professional development contributes to the effective use of emerging technologies and establishes a firm foundation for the overall development of high-quality programs and curricula. A rapidly changing knowledge base, the lightning speed of advancing technologies, and the unique characteristics of today’s learners all demand that the teachers give high priority to their own professional development. Technological developments and characteristics of learners also oblige the school to find effective ways to motivate and reward faculty participation. With competing demands for effective teaching, scholarly productivity, and service contributions, teacher may be tempted to opt out of professional development training and seminars. The framework of the teachers development program aims to improve the programs and practices that can be benefited immensely from professional development opportunities that the school may be offered in the near future to all DCVES teacher. In particular, the key developmental areas focuses more in the areas of active learning, classroom assessment techniques, use of multimedia, excellent instructional materials, and conducting research. Collectively these areas will help the DCVES teachers to become more conscious of pedagogy and to expand their repertoire of available teaching strategies. It also allow in the part of the teachers to work with dozens of colleagues from across the school even in division. It helps to understand better the essential features of effective teachers’ development programs. The following features were and / or will be considered in this HR Development Plan: visionary and responsive planning, situated learning, individualized support and training, rewards and incentives and ultimately, a creation of a community of learners.
VISIONARY PLANNING Leadership and vision are of paramount importance in guiding teachers’ development. The planning of teacher development program requires a certain set of skills and a firm grounding in both pedagogy - the art and science of teaching- and technology. This kind of planning is no small challenge, particularly in light of the diversity of our teachers and the explosion of growth in technology. However, it will be difficult to sustain this momentum in the case of the senior faculty members who don’t want to get out ―on their own box‖. Therefore the leadership skill of an administrator is needed in pursuing this program. Nanelyn T. Bontoyan Ph.D Student
Dr. Silvestre B. Maslang Professor
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HR Development Program for 2016 DCVES Teachers SITUATED LEARNING We might think of professional development that is offered in the context of a disciplinary setting as ―situated learning.‖ When teacher has opportunities to apply their new pedagogical skills in the context of their curriculum, the transfer of theory into practice is greatly increased. From an efficiency standpoint, it makes sense to offer school-wide and consolidated trainings, providing opportunities for groups of twenty or more faculty members to gain new skills in technology and pedagogy. But additional training is needed where the ―rubber meets the road‖ so to speak, and that is in curricular and course work applications.
INDIVIDUALIZED SUPPORT AND TRAINING A lot of research has shown that the professional development needs of teacher differ across stages of the career ladder. Not only does teacher differ in entry-level interests and experiences, but their needs tend to shift as they move from early career to mid-career and late-career levels. Sending in trainings and seminars are essentials in the part of all teachers because from this, DCVES teachers can now set and prepare the path of their career.
REWARDS AND INCENTIVES Ideally, incentives for participation in teacher development would be entirely intrinsic in nature. In fact there are many intrinsic rewards such as intellectual growth, self-satisfaction, and pride to be gained from professional development. The reality, however, is that extrinsic rewards such as certificates, stipends, grants, publications, and assigned time are strong motivators as well. The rapid growth in student enrollment in the school over recent years, however, has led to a burgeoning teacher, and our challenge is to continue to expand resources and explore options for incentives for teacher across grade levels. We must continue to expand opportunities to support new teacher in earning tenure and promotion, while providing real incentives for senior teacher who also deserve recognition.
COMMUNITY OF LEARNERS The ultimate goal of teacher development should be to establish and sustain a community of learners in which teacher collaborate and engage in growth and dialogue around areas of common interest. When such a community exists, teachers are more inclined to initiate and continue their involvement from a perspective of intrinsic motivation. The key features of communities of learners involve ongoing collaboration, inquiry, dialogue, modeling, mentoring, and exploration. Learning communities develop out of ongoing collaboration as opposed to one-time trainings, although the latter do have their place in overall professional development programs. Consider the potential value of such strategies as literature circles, action research teams, peer observation groups, and other ongoing forms of collaboration to empower the professoriate. Structured roles such as discussion director, investigator, illustrator, connector, word wizard, and summarizer provide a backdrop for developing shared meaning through multiple lenses and diverse perspectives. They also ensure the active Nanelyn T. Bontoyan Ph.D Student
Dr. Silvestre B. Maslang Professor
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HR Development Program for 2016 DCVES Teachers participation by all members of the group.
Part III. Developmental Considerations Specific to DCVES SITUATIONAL CONSIDERATIONS The previous part discussed the broad ideal and generic considerations that can be utilized by any school. In this part, we will look at considerations that are specific to DCVES. These were all given weight when finalizing the plans. First, the curriculum that should be delivered was used to identify the core competencies that DCVES must possess. Second, the existing Flagship Programs of DCVES especially those with direct impact on HR Development were given weight. Lastly, the recent output of a school-wide SWOT analysis will also be considered.
SCHOOL CURRICULUM In compliance with Republic Act No. 10533, Implementing Rules and Regulations ( IRR ) on the Enhanced Basic Education Act of 2013 and R.A.No. 10157, an act of institutionalizing the Kindergarten Education into the Basic Education System, K to 12 education and other mandated rules was signed by Br. Armin A. Luistro FSC, Secretary of DepEd, Dr. Patricia B. Lucuanan, Chairperson of CHED, Sec. Emmanual Joel J. Villanueva, Director General of TESDA, on September 04, 2013. Elementary Education has the first stage of compulsory formal education of one year in Kindergarten starting at the age of 5 years old and second stage which starts in Grade One for children at least 6 years old up to Grade 6. Grade 7 to 12 is for the secondary level. The new curriculum follows the spiral approach across subjects by building on the same concepts developed in increasing complexity and sophistication starting in Grade One. Kindergarten follows the Developmentally Appropriate Practices under various domains having the thematic approach of learning. While in Grade I and II, the former four subject areas taught is now seven adding Mother Tongue, Music, Art, P.E. & Health (MAPEH) and Edukasyon sa Pagpapakatao (ESP). Makabayan is renamed as Araling Panlipunan in Grade I & II. The development of literacy, numeracy skills and learning of concepts first is through Mother Tongue. This is a separate learning area which aims to develop oral fluency in Mother tongue for Grade One. The daily time allotment is for 50 minutes. Filipino subject has daily time allotment of 30 minutes. English has the same time allotment and will be introduced only in the second semester. Mathematics will use the mother tongue and time allotment is 50 minutes. Araling Panlipunan aims to develop concepts on responsibility towards oneself, family, country and God for the benefit of mankind. It has daily time allotment of 40 minutes. Music, Arts, Physical Education and Health (MAPEH) focuses on the development of knowledge and skills necessary for artistic expression and cultural literacy. P.E. is Nanelyn T. Bontoyan Ph.D Student
Dr. Silvestre B. Maslang Professor
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HR Development Program for 2016 DCVES Teachers anchored on the tenet ―Move to Learn and Learn to Move with the ultimate goal of achieving lifelong fitness. Health will enable learners to acquire knowledge, attitudes, and skills. Filipino as a learning area, like English, provides for the development of competencies in listening, speaking, reading, and writing, in other words communication oral and written mastering two languages. Mathematics develops the ability to comprehend numerical concepts and basic skills in various field of specialization as the foundation for broader learning. It intensifies word problem solving and enhances love for numbers through attending seminars and trainings. It is taught for 60 minutes in Gr. IV to VI but given a longer time of 70 to 90 minutes in the lower Grades. Makabayan provides balance in real life situations as it addresses primarily societal needs. It is taught for 90 minutes in Grades Three, for 120 minutes in Grade Four, and HeKaSi for 140 minutes in Grades Five and Six. Science and Health is introduced as a separate learning area in Grade Three. This area aims to help the child gain a functional understanding of science concepts and principles linked with real-life situations, and acquire science skills, as well as scientific attitudes and values necessary in solving everyday problems pertaining to health and sanitation, nutrition, the environment and conservation. The daily time allotment for this area is 40 minutes for Grade Three and 60 minutes for Grades Four to Six. Musika, Sining at Edukasyon sa Pagpapalakas ng Katawan (MSEP) are still in Grade IV to Grade VI. The daily time allotment for MSEP is 40 minutes. Edukasyon sa Pagpapakatao aims to develop a value-laden learner promoting the common good of all through the five macro skills of understanding, discernment, consultation, decision-making and moving/acting. The daily time allotment is 30 minutes. Values in Character Education subject complete the individual personality. Withstanding the need for practicum in daily life activities, EPP Agro/Industrial and H.E. provides experiences to prepare learners for their future. Though the school facilities do not provide space for planting, a seminar on Urban gardening was conducted by city hall personnel to selected pupils of grades IV, V and VI and parents to influence city people to put up gardens even at home. Household chores and simple repairs are taught in this subject. Cooking for feeding program gave pupils more time to master food preparation skills necessary to promote good nutrition, prevent and control of diseases, maintaining a healthy family and community. Segregation of waste is part of Eco-savers program to reduce, reuse and recycle waste matter. Considering the above curricular framework that DCVES must deliver to its students, the core competencies of the faculty should be aligned to it. Hence from the hiring all the way up to the entire teacher lifecycle within our school, focus will be given towards the individual development of the teachers in attaining mastery of the disciplines discussed. Nanelyn T. Bontoyan Ph.D Student
Dr. Silvestre B. Maslang Professor
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HR Development Program for 2016 DCVES Teachers
FLAGSHIP PROJECTS AND PROGRAMS DCVES, like other public schools is mandated to declare and pursue Flagship Projects and Programs in order to further its development. Having these programs already in place, we have to ensure that the new HR Development Plan to be formulated will integrate and maximize that which is already available. The flagship projects and programs of DCVES is in response to the institution’s most sincere desire to enrich the curriculum in order to make it more fitted to pupil-stakeholders, and at the same time respond to the needs, challenges and demands of the present generation of learners, the following department and school-based curricular programs are being implemented to:
1. Provide educational access to all children of school-age and out-of–school youths.— Education For All (EFA) 1.1 K-12 Program Advocacy 1.2 Early Enrolment Campaign 1.3 Implementation of ―No Collection Policy‖ 1.4 Brigada Eskwela 1.5 Oplan Balik Eskwela 1.6 Child-Friendly School System 1.7 Scholarship Program from NGO’s and Private Individuals 1.8 Adopt-A-Child Program 1.9 Oplan : Sagip Mag-aaral‖ 1.10 TCP (Teacher Parent Approach) 1.11 Knowledge Channel Program 1.12 Alternative Learning System 1.13 A and E Test 1.14 Abot-Alam Program – Out of School Youth and Adults 1.15 Drop-out Intervention Program 1.16 Project ALS Reach (School in a Box) 1.17 Drop-out Intervention Program 1.18 Pantawid Pamilyang Pilipino Program (4Ps) 1.19 Child Abuse Prevention Through Personal Safety Lessons 1.20 School-Based Integrated Health and Nutrition Program Gulayan sa Paaralan Eco Savers Program School Feeding Program Medical and Dental Programs Physical examination of pupils, teachers and non-teaching personnel Physical assessment of athletes, boys scouts, and participants for international and local competitions Baseline and Year-end assessment of Nutritional Status of the school Nanelyn T. Bontoyan Ph.D Student
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HR Development Program for 2016 DCVES Teachers
populace using the World Health Organization-Child Growth Standard Deworming of all Supplementary Feeding Program Beneficiaries with parent’s permit Deworming of all Kinder to Grade VI pupils of the Division with parent’s permit Deworming of all qualified candidates for the Pantawid Pamilyang Pilipino Program (4Ps) Vision Testing and simple Hearing Test of pupils, for suspected pupils only Lecture on Nutrition and Common Ailments of Children and Adults Oral Health Education Tooth Extraction
2. Provides quality and relevance of Basic Education to all children school-age and out-of– school youths in the community. 2.1 Remedial Reading Classes 2.2 Enhancement of Instructional Competence - INSETs 2.3 Self-paced Learning Program (Grade II & III) 2.4 MTAP Saturday Classes for Regular and Talented Pupils 2.5 SPAD - Story Problem A Day in Mathematics (Elementary) 2.6 E-Classrooms 2.7 ICT Integration in Math, Science and English 2.8 Exploratory Journalism 2.9 Administration of Dolch, IRI in English and Batayang Talasalitaan 2.10 Eight Week ECCD Program 2.11 Unified Evaluation of Learning Outcomes 2.12Leadership Training for Pupils 2.13 Advanced Class in Math 2.14 TV Assisted Instruction 2.15 Training the Trainers Program 2.16 Science Fair-YES-O 2.17 No Read, No Move Policy 2.18 SWRLT (Start With A Reading/Listening Text) 2.19 Reading Center/Corner 2.20 Reading Proficiency (DEAR : Drop Everything and Read) 2.21 Summer Camp Across Learning Areas 2.22 Journalism Classes 2.23 School-Based Research Development Program 2.24 Personal Safety Lessons 2.25 Read Aloud Program for Grade II 3. Provides a better curriculum development 3.1 Prepared skills exercises for Least Mastered Skills (LMS) in all the subject areas 3.2 Development of Mini Packs Nanelyn T. Bontoyan Ph.D Student
Dr. Silvestre B. Maslang Professor
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HR Development Program for 2016 DCVES Teachers 3.3 Reproduction of Instructional Materials in all learning areas 3.4 Upgrade the Lesson Plans in EPP IV to VI, Teachers in 19 Elementary School 3.5 Preparation and Reproduction of Least Mastered Skills Exercises in Science (Grades III-VI) in all learning areas 3.6 Use of Integrated Core Curriculum using the Developmental Appropriate Practices with Thematic Approach for Preschool Classes 3.7 Preparation of Interactive Lessons in Mathematics, English & Science 3.8 Preparation of K-12 instructional materials in English – Grade 1 and Grade 6 3.9 Use of Union bank Learning Systems’ instructional materials, cd’s and videos 3.10 Preparation of instructional materials for SPLP classes 3.11 ICT Curriculum for Elementary 4. Provides efficiency and effectiveness of a School System 4.1 Staff Development (In-service Training, Scholarship Grants, Quality Circle, Demonstration Lesson) 4.2 Student Development (Monitoring test results, Close supervision) 4.3 Update existing materials 4.4 Assess effectiveness of MLC, budget of work per level 4.5 Maintenance and repair of facilities and learning venues 4.6 Reproduction and Administration of the Philippine Informal Reading Inventory (PIRI) Test 4.7 Participation to Brigada Eskwela 4.8 Procurement of Marungko and Fuller Workbooks 4.9 Adaptation of Prototype Daily Activity Plans 4.10 Conduct School-based Activity Researches 4.11 Linkages with LGU’s and NGO’s for added support (Rotary Club of Pasay, PETRON, Bukas-kamay, ―Daan Para sa Kabataan, UNICEF) 5. Provides the institutionalization of early childhood care and development. 5.1 Assessment of ECCD and SReYA 5.2 Family Day 5.3 Kinder Fun Day 5.4 Kinder MasterChef 5.5 Search for Mr. and Ms. VegeKids 5.6 Kid Scout 5.7 Twinkler 5.8 Educational Field Trips 5.9 Showcase of Talents 5.10 Kindergarten Summer Camp 6. Procurement of Textbooks, Workbooks and Other Learning Materials 6.1 Child-Friendly School System 6.2 Integration of Values in All Areas 6.3 Teacher-Parent Partnership Program Nanelyn T. Bontoyan Ph.D Student
Dr. Silvestre B. Maslang Professor
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HR Development Program for 2016 DCVES Teachers 6.4 Production of Instructional Kits 6.5 Unified Evaluation of Learning Outcomes 6.6 Leadership Training for Pupils (Peer Facilitator, SPG & scouting) 6.7 Development of Item Banks (LMS Inventory of Exercises) 6.8 School-Based Research Development Program 6.9 Staff Development Program 6.10 Integrated School Health and Nutrition Program 6.11 Summer Science Camp Although the projects are mainly aimed at improving the curriculum to make them tailorfitted to DCVES's own students, it actually reciprocates back to the development of the teachers' themselves by increasing their immersion to various curricular, extra-curricular and community activities. These activities when intertwined, develops both the teacher and the learner to become more holistic individuals and better members of the community and the society. Bearing these in mind, the programs that should be incorporated into the HR Development Plan must exploit these opportunities.
SWOT ANALYSIS MATRIX In 2015, DCVES did a strategic planning as part of the Department's Annual initiatives. The results of the SWOT were laid out in the SWOT matrix that follows and was also considered in the HR Development Plan
Strategic Option
S-O 1. Sustain the linkages established by the stakeholders. 2. Intensify alternative delivery modes. 3. Enhance resources for training and development. 4. Expand services in ALS/ A&E, GAM and SPLP/ LD/ SPED or/ and remedial classes. 5. Upgrade teachers learning venues/facilities and instructional materials.
S-T 1. Strengthen communicative partnership with learners and stakeholders. 2. Expand the coverage area of K-6 services. 3. Intensify involvement of OSYA to ALS.
Nanelyn T. Bontoyan Ph.D Student
Dr. Silvestre B. Maslang Professor
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HR Development Program for 2016 DCVES Teachers W-O 1. Intensify evaluation of school performance. 2. Collaborate with agencies from LGU and Deped. 3. Implement community school-based initiative. 4. Strengthen SBM implementation and data collection. 5. Intensify total quality management (TQM)/
W-T 1. Revitalize the different teachers’ team, school organizations and committees to assess school performance. 2. Improve data collection for accreditation. 3. Enhance competency based assessment of teachers.
Part IV. HR Developmental Plan (20-Point Goal) TEACHER DEVELOPMENT PROGRAM In a nutshell, after considering all the foregoing, DCVES wants human resources who are mindful of their indispensable role in the life of the school, nurtures their professional integrity and professional prestige so that they may contribute more effectively to the intellectual and moral vigor of the academic community that are in alignment to the Vision and Mission of both the Department of Education and that of DCVES. GENERAL GOALS From an overview, DCVES wants to develop teachers who are
competent in their respective field; competent in the appropriate transmission of the above competencies to their students in and out of the classroom aligned to the culture of the DepEd and the Community it serves Known to and respected by their peers in and out of the School.
Specifically, we want teachers who:
Have the pedagogical and management skills to impact competencies through syllabus making, lesson planning, research, classroom discipline, class preparation, communication, learning evaluation, dealing with learners; Are capable of constant assessment, reflection, and adaptation in relation to the learning process;
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HR Development Program for 2016 DCVES Teachers
Are able to make use of policy and other tools for more effective teaching and learning; Are capable of maintaining a relationship appropriate to teacher and student Can inspire among students a desire to learn; Understand and appreciate the meaning and intent of holistic education, the Kto12 curriculum, and academic freedom; Know the place of their discipline in education; Are open to learn from disciplines other than one’s own and integrate principles from them in teaching one’s field; Have the ability to do research, to communicate, and to manage time; Able to discuss and handle issues with students and peers from the perspective of the school educational principles and corporate culture; Are capable of authentic participation in the academic community; Conduct themselves in ways proper to a school teacher.
KEY DEVELOPMENT AREAS The key development areas that we will tackle are as follows: COMPETENCY AREA Technology
Pedagogy
Classroom Management
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RATIONALE
GOALS
Keeping abreast of the constant (1) To offer workshops which changes and innovations in enable teachers to use educational technology is technology effectively in the essential for teachers’ classroom to enhance student development and can be used to centered learning enhance student-centered (2) To offer workshops which learning. support current technology (3) To offer workshops that train for future technology Both new and experienced (4) To enhance and promote teachers can benefit from excellence in teaching and training based on traditional and learning current educational theory and (5) To supply the necessary research. tools for teachers to maximize student-centered learning (6) To provide tools for teachers to assess student outcomes The emersions of 21st century (7) To demonstrate effective students are more diverse and planning and organizing skills challenging population. for efficient classroom Understanding how to manage, management engage, and motivate these (8) To illustrate principles students is essential to student which lead to creating a centered learning and comfortable learning institutional success. environment for students
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HR Development Program for 2016 DCVES Teachers COMPETENCY AREA Leadership
Mentoring
Presentation Skills
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RATIONALE
GOALS
Leadership training will provide (9) To examine and develop teachers with essential techniques and tools for leadership skills that are leadership roles in the valuable in the classroom as classroom, for committee work, well as for participation in and for other settings and numerous school initiatives. In situations that benefit by or addition, while many require effective leadership institutions’ future academic skills leaders will come from the ranks (10) To create a forum for of teachers, this group has often thoughtful examination and received little formal training in reflection on the role and leadership, and the development responsibilities of of leadership skills is essential to teachers/administrator leadership success. (11) To identify individual strengths and development of needs based on a variety of assessment tools and feedback from colleagues (12) To establish a network and support system across division to enhance communication One of the most effective (13) To support departments in learning strategies is the transfer their mentoring activities of knowledge and skills that (14) To acquire knowledge takes place in the mentor about ways in which mentoring relationship. Work between may support individuals in their seasoned teachers and their department or discipline by juniors is a mutually beneficial exploring mentoring traits, and relationship. understanding the gaps in current mentoring models as they apply to teachers (15) To develop increased understanding of the factors that make mentoring successful from both the mentor’s and mentee’s perspectives Many seasoned-teachers (16) To develop an enhanced members who have never presentation method applicable received formal training in to our audience presentation skills. Both new (17) To help teachers develop and experienced teachers can confident and effective benefit by developing their presentation skills platform skills. (18) To encourage teachers participation which utilize their expertise and presentation skills within the school and community (19) To support teachers and administrator in developing and assessing effective Dr. Silvestre B. Maslang Professor
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HR Development Program for 2016 DCVES Teachers COMPETENCY AREA Interpersonal and Intrapersonal Development
RATIONALE
GOALS
Personal development is an (20) To support teachers and integral part of professional grade chairman and master development. Teachers will be teacher in developing and given an opportunity to benefit assessing effective personal from a variety of development skills initiatives, from communication skills to time management skills.
These twenty (20) point goal will ensure that the core competencies needed by each individual is addressed.
Part V. HR Development Plan (7 Development Approaches) DEVELOPMENT APPROACH TO ACHIEVE THE GOALS Considering the breadth and scope of the 20-Point Goal laid out in the previous part, the plan will be divided into what will be called Seven Development Approaches. Each Development Approach is a group of activities that will address at least one of the goals stated above. To facilitate the discussion of the various approaches, listed below are the same goals in the previous part with the same reference numbers as above for easier referencing. 1. To offer workshops which enable teachers to use technology effectively in the classroom to enhance student centered learning 2. To offer workshops which support current technology 3. To offer workshops that train for future technology 4. To enhance and promote excellence in teaching and learning 5. To supply the necessary tools for teachers to maximize student-centered learning 6. To provide tools for teachers to assess student outcomes 7. To demonstrate effective planning and organizing skills for efficient classroom management 8. To illustrate principles which lead to creating a comfortable learning environment for students 9. To examine and develop techniques and tools for leadership roles in the classroom, for committee work, and for other settings and situations that benefit by or require effective leadership skills 10. To create a forum for thoughtful examination and reflection on the role and responsibilities of teachers/department chairs 11. To identify individual strengths and development of needs based on a variety of assessment tools and feedback from colleagues 12. To establish a network and support system across school to enhance communication 13. To support departments in their mentoring activities 14. To acquire knowledge about ways in which mentoring may support individuals in their department or discipline by exploring mentoring traits, and understanding the gaps in current mentoring models as they apply to teachers 15. To develop increased understanding of the factors that make mentoring successful from both the mentor’s and mentee’s perspectives 16. To develop an enhanced presentation method applicable to our audience Nanelyn T. Bontoyan Ph.D Student
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HR Development Program for 2016 DCVES Teachers 17. To help teachers develop confident and effective presentation skills 18. To encourage teachers participation which utilize their expertise and presentation skills within the school and community 19. To support teachers and department chairs in developing and assessing effective personal skills
DEVELOPMENT APPROACH 1: ON-BOARDING OF NEW TEACHERS 1.1 Orientation Program: New Teachers Refers to the activities and courses designed to inform new employees about agency/government programs, thrust, and operations, as well as on their duties and responsibilities as well as benefits and privileges. This is a series of talks and/or lectures before the start of the school year and, if necessary, during Summer In-service training the semestral In-service training. It is an introduction to DCVES, particularly to the new teachers, and its current situation and thrusts which are explained thoroughly in the first-year formation program, corporate culture series, and teachers assemblies. In effect it serves as preparation for the first-year DCVES program. Its aim is to familiarize new teacher with the nature, aims, organization of DepEd particularly in Division of Pasay, the education curriculum of DepEd, the student profile of DCVES, and general expectations of DCVES of its teachers. This will address Goals # 4,5,6 1.2 Get-together: New Teachers This is a two-hour session with starting morning and afternoon session teachers together with all the GPTA members and other stakeholders in the school community, held in the SBM Room towards the latter part of July. It serves as an initial breather channel of starting teachers to exchange experiences and impressions in managing students and feel confident of the support that the school makes available towards a good and learning environment. On the other hand, the GPTA needs to be apprised of the initial experience of teachers in DCVES in order to help remedy difficult situations and gather first bursts of initiatives in policies and procedures. Its aims are:  
To collate and comment on the first impressions of the starting teachers from their first weeks of classroom experience. To initiate a leveling of expectations between the starting teachers and the school.
This will address Goals # 7,8 DEVELOPMENT APPROACH 2: INDOCTRINATION FOR NEW TEACHERS 2.1 Induction Program Refers to the program for new entrants in government to develop their pride, sense of belonging and commitment to public service.
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HR Development Program for 2016 DCVES Teachers This is done at the beginning of the school year where all newly hired teachers in Division of Pasay required to attend induction program. This is a key channel of teachers’ development where the teacher is expected to receive the principles that vivify once they are already in the field. The substance of the program could be used as conversation points in mentoring or coaching and serves as stepping stone and weapon once they are deployed already in the field. The aims of the Induction program are:
To enable the teacher to understands deeply the code of ethics and magna carta for teachers. To acquaint the new teacher with the principles vivifying the school and how these principles find their expression in doctrinal and moral issues and in the life of the teacher in the school To acquire raw material for the conversations between the teacher and the principal. To enable teachers to understand the nature of the 21st century students. To enable teachers to go deeper into their profession of creating and transmitting knowledge without falling into relativism. To help teachers explore personal attitude, goals and values.
This will address Goals # 4,5,6,7,8 DEVELOPMENT APPROACH 3: REGULAR GENERAL INTERACTIONS OF ALL TEACHERS 3.1 In-Service Training This is 3-5 day In-Service training done at the beginning of the school year usually latter part of May and October. It serves as an opportunity for all faculty and staff to refresh and equipped again to the new trends and practices in teaching. Also it is the time where the administration laid down the directions the school will take for the school year and semester, make and explain key announcements, and cite pertinent statistics. It is likewise an opportunity for the teachers’ members to be acquainted with the new teachers’ members and deal, albeit for brief moments, with the rest of the teachers. This will address Goals # 1,2,3,4,5,6,7,8 3.2 Mentoring The mentoring system is a deeply personal development program for full-time teachers’ members. The mentor’s mentor shall come from the seasoned DCVES teachers’ members, and master teachers in different learning areas. The mentoring sessions are conducted in a friendly manner. Although matters that concern professional conduct that arise may be referred to a higher authority, the mentoring must be treated with confidentiality. The channel provides the teachers members a channel of their ideas and insights and a venue for a fuller appreciation of broader professional concerns, especially as they relate to the School. Mentoring, shall address: a) career development path, and b) holistic formation. Skills upgrading and work performance and evaluation shall be the master teachers and principal. The mentor covers the teacher’s teaching, research and professional concerns. Nanelyn T. Bontoyan Ph.D Student
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HR Development Program for 2016 DCVES Teachers Mentors are seasoned teachers usually teacher III up to Master Teachers who have the following criteria: permanent status, higher than that or the same educational attainment as the person mentored, and esteem within RPMS given by the DepEd. The mentors themselves may choose to have mentors or not. In the event that no one person can handle the three areas of concern competently, the teacher may have a coach as well as a mentor. Ideally, too, mentoring is gender specific, to the extent allowed by resources. Evaluation of the mentoring system shall be carried out with reference to the system and not the individual mentor nor the mentored person. It is recognized that the effective of mentoring is in the measure of the openness and docility and genuine friendship generated between the mentor and the teacher. This will address Goals # 13,14,15 3.3 Coaching The coaching system is a program for all teachers that take place at the Department level to achieve the goals of elementary level. All DCVES teachers, whether permanent or contractual, participate in this program. It involves the administrator together with the supervised of the assigned District Supervisor and other supervisors specialized in different learning areas from division office. Coaching starts from school opening and continues throughout the school year. The channel provides the teachers members a venue of their ideas and insights on the practice of teaching. Teachers are coached by the Master Teachers at least in the technical aspects of classroom instruction, research and extension work (e.g., lesson planning and implementation, learning management, learning evaluation, involvement in teacher development interventions, curricular research). Coaching demands vary according to the teachers’ length of stay in DCVES. It identifies individual teachers’ members’ weaknesses areas for improvement and strengths that can be built on. The performance of the teacher in the coaching system sheds light to the teacher’s classroom instruction, research and extension work, which are the major areas for teachers’ evaluation. This will address Goals # 13,14,15,16,17,18,19 DEVELOPMENT APPROACH 4: ATTENDANCE TO SEMINARS 4.1 Seminars, Workshops, Trainings Recognizing the need to enhance the development of its human resources, the DCVES shall encourage attendance at and participation in training programs, local or foreign, and availment of scholarship grants. Attending seminars, workshops, trainings, and meetings like TQC (Total Quality Circle) related to education is open to all teachers in DCVES and it is organized systematically to ensure that opportunities for professional growth and development in priority areas and concerns are appropriately and equitably distributed.
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HR Development Program for 2016 DCVES Teachers It is one way to help the teachers to update on developments in his or her field and interact with other academics in the field. It is also a venue for research outputs and publication for local readership. Seminars/Trainings topics should therefore be relevant to the needs of the school or the teacher’s specialization. A pool of trained human resources and a pool of potential candidates for training shall likewise be established. This will address Goals # 1,2,3,4,5,9,10,11,12,20 DEVELOPMENT APPROACH 5: POST GRADUATE STUDIES 5.1 Local Scholarship Program (LSP) for Graduate Studies The Local Scholarship program is open to all government employees who want to pursue a masteral degree and who pass the selection criteria established by the Commission for the purpose.
Once the employee qualifies in both the written examination and interviews, he/she shall be entitled to the benefits of the grant. If a scholar is not accepted in one participating school, he/she may seek admission in another participating school. In case the scholar is not authorized by the agency head to pursue the grant on official time, or he/she decides not to avail of the scholarship for one reason or another, he/she forfeits the privilege of the grants. No deferment will be allowed. LSP scholars may be allowed to study and at the same time report to school provided they finish their course within the prescribed period. Completion of the degree within the allowed period. (MA, three years, PhD, 5 years). Otherwise, they shall refund all expenses incurred by the commission for their studies. In case the scholar is not allowed to study on official time, he/she may go on official vacation leave with pay, or leave without pay, not exceeding one (1) year in case the scholar has no more leave to his/her credit. However, the grant of such leave shall be at the discretion of the principal.
The applicant should satisfy the following requirements:
At least five year of good teaching performance in the school; In principle, enrolment in at least Level II accredited program or in college or university with accredited programs; Course related, first preference, to the current field taught by the teacher or, second preference, to the broader field of education or its pedagogy; Specific contribution to the teachers member’s expertise in the content of the courses he is teaching and their pedagogy, or in his field of research; Teaching and administrative work not adversely affected by class schedule.
This will address Goals #9,10,11,12,16,17,18,19
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HR Development Program for 2016 DCVES Teachers DEVELOPMENT APPROACH 6: RESEARCH AND PUBLICATIONS 6.1 Research and Publication Research is intended to enable the teacher to contribute his worth to the frontiers of knowledge. Institutional research (i.e., those that are underwritten by grants and assigned to teachers) shall enable the teacher to earn points that can be used in promotion. Curricular research is preferred, particularly welfare of the students to assured quality learning outcomes. Upon approval of the research, the teacher shall assume full responsibility for the research (i.e. its direction, methodology, implementation, presentation and utilization) subject only to the monitoring process of master teachers or principal. This will address Goals # 13,14,15,16,17,18,19,20 DEVELOPMENT APPROACH 7: Community Linkages 7.1 Networking and Strengthened Linkages Don Carlos Village Elementary School’s name connotes a name of a private institution that is why support linkages hinder with Non-Government Organizations. It was fortunate for the school that this year, from October 2015 to March 2016, PAGCOR, Hyatt Manila, DCVES was their recipient for its feeding program with 150 beneficiaries. An increase of an average weight of two and half kilos per child was recorded compared to the school feeding program with less than two kilos increase weight for six months program. Another feeding program is the School-Based Program funded by DSWD and DepEd with 78 beneficiaries. The school canteen fund was able to support another 50 learners for the feeding program. The local government supports the school in its water, electricity and telephone for its monthly maintenance while allowances for the teachers are given monthly. Prizes, medals and trophies for children’s various competition and outstanding performances are sustained. The monthly honorarium of the ALIVE teachers is funded by the local government unit in the amount of 7000 each uztadz/uztadaza in support to the said program. Though the name seems to be a disadvantage to the school, the relationship among the parents, teachers and community strengthen its networking. This will address Goals # 9,10,11,12
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HR Development Program for 2016 DCVES Teachers SUGGESTED TIMELINE
Part VI. Future plan - Methodical Execution MOVING FORWARD Already laid out in this document is a suggested Teachers Development Program (7 Developmental Approaches to the 20 Point Goal) for the DCVES teachers. Since this Plan is still macro in nature, the next challenge will be to truly operationalize it. The following steps need to be considered in the next stages: a. Leveling of expectations on the side of the administration. They should be sold to the idea of the 7 Developmental Approaches to the 20 Point Goal and its importance to the school. b. Seeking firm commitment from the administration in the form of actual resources: time, money, manpower and materials c. Detailing the steps toward the attainment of the Plan and putting clear metrics on how to assess the progress and effectively of the Plan as implemented. d. Leveling of expectations on the side of the faculty b. Conduct individualized needs assessment to map the developmental needs of each teacher to the Core Competencies c. Execute the detailed plan.
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HR Development Program for 2016 DCVES Teachers Others - Additional Information: Community Profile of Don Carlos Village Socio-Cultural
Many enterprising people living in Baclaran and the neighboring places have, for quite a long time, been subjecting the Manila International Airport (MIA) to squatting activities. These activities date back to 1956 or even earlier. No amount of vigilance could stop the squatters from making more and more attempts to build houses inside the MIA premises. The Airport police under Major Sabas Fernandez organized anti-squatting squads with specific instructions but failed again and again to prevent squatters from coming in. The number of squatters grew so rapidly into hundreds of them most especially in what is now called Sto. Niùo. Late in 1966, a group of CAA Employees who organized themselves into CAA Airways Operations Association believed that they might as well make a try to petition the government to convert a certain area into a housing project rather than allow the squatters to get all they wanted of the airport areas. The late Amado S. Mira, Mr. Nestor Carillo, Mr. Sulpicio Amao, Atty. Angel Berdin, Mr. Juan Angat, Mr. Zosimo Derpo, Mr. Saturnino Valero, and the rest of the Officers of the association were instrumental in the petition for a housing project within the present area of Don Carlos Village for low-salaried employees of the CAA. The petition was addressed to then President Carlos P. Garcia for the release of the targeted area. After the naming of the place Don Carlos Village, inauguration of the village was made on July 15, 1967. There was jubilation among the lessee-employees with the officials of the CAA. Don Carlos Village belongs to Congressional District I. There are four barangays in the school’s catchment area (Bgy. 187, 188, 189 and Barangay 190). The village is surrounded by high-rise houses due to the limited space given to the settlers. So, they maximize the space by building their houses upwards. Apartel buildings, improved schools, developed streets and establishments are now in this community Nanelyn T. Bontoyan Ph.D Student
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HR Development Program for 2016 DCVES Teachers Barangay Councils in the community delegate tanods to ensure peace and order in the place, where street fraternity fighting is rampant. Moreover, police patrol cars roam around busy streets.
Geo-Political: Don Carlos Village is located at latitude 14° 31' 54‖ N (DMS) and longitude 121° 0' 1‖ E (DMS). The village is a bustling community. It has its own talipapa, stores, shops, beauty parlors, school, church and a number of high-rise houses. On the threshold of the village is the road named BAC III that crosses the Estero De Tripa de Galina. The MMDA Flood Control Pumping Station is located in the estero. The surrounding areas near the pumping station have been congested with informal settlers who ply their trade in the nearby Baclaran area. The village is about 258 m. from LRT Baclaran Station, and 466 m. from EDSA in the North from the south, about 934 m. from old Manila Domestic Airport. The village is adjacent to Barangay Baclaran, Paranaque in the West and the LRT depot in the South East. The total area includes what is presently known as Sto. Niño, the LRT area now called Barrio Pilipino starting from Taft Ave. to Sargento Mariano and the area side by side with the cemetery and San Gregorio Subdivision towards the pumping Station near BAC I From the LRT at Taft Ave., the boundary of Don Carlos is the water way that runs towards the Don Carlos Bridge near the pumping station. At this juncture, when the housing project became habitable, it was then divided into lots for occupancy of the beneficiaries, a new association was born. The constituents named it Don Carlos Village Homeowners Association to fit into the intended name of the housing project that would honor the President who signed Proclamation 621. The new association was an offshoot, perhaps of the protectionism attitude of the employees as the squatters renewed their activities to occupy more areas for themselves and harassments were expected from time to time. As it was the intention of the lessees to perpetuate the name of their benefactor, the President of the homeowners association petitioned the Pasay City Council to adopt the name ―Don Carlos Village‖ over the entire 11.7 hectares encompassed by Presidential Proclamation No. 621. Indeed the City Council acquiesced to the request by promulgating City Ordinance No. 697 enacted on April 25, 1967, signed by Pablo Cuneta as Mayor and by Jovito Claudio as Vice mayor and presiding Officer of the City Council and attested by Lorenzo S. Ramos as Nanelyn T. Bontoyan Ph.D Student
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HR Development Program for 2016 DCVES Teachers Secretary to the Mayor and Julian Florentino as Secretary to the Municipal Board.. Ordinance No. 697 dated April 25, 1967 runs, thrust: ―AN ORDINANCE AUTHORIZING THE ADOPTION OF THE NAME DON CARLOS VILLAGE TO THE PROPOSED HOUSING PROJECT NO.1 LOCATED WITHIN THE CIVIL AERONAUTICS ADMINISTRATION COMPOUND AND NAMING THE UNNAMED STREETS‖ – SPONSORED BY Councilor Santos.
Geographic Features: Bounded in the north by the city of Manila, in the northeast by the city of Makati and inthe south by the city of Paranaque, and in the west by the Manila Bay. Approximately located at latitude 14º32' and longitude 121º01 E’. Part of Bgy. 187, on Constellation Street Don Carlos Village, Pasay City. The smallest school in the South District in terms of lot size.
Demography: The village has a population of 12,153 based on the recently conducted 2010 Census on Population and Housing. Enterprising migrants continue to flock the village because of its proximity to Baclaran area. Most of the residents are wage-earners working in domestic and international airports. On the other hand some of the residents are employed in different stalls in Baclaran area or working in different government agencies and private companies
Economy: Since most of the residents in the village are employees of Civil Aviation Authority, or descendants of former employees, they belong to middle to low income family. The proximity of the village to Baclaran area has attracted migrants mostly coming from the South, to engage in business of retailing. A number of eateries, mini wet market and stores under the LRT rail can be seen on the threshold of Don Carlos Village in the North. The village is adjacent to Barangay Baclaran in the West.
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HR Development Program for 2016 DCVES Teachers Others - References
http://www.slideshare.net/rajnulada/deped-ched-and-tesda slide 22 onwards http://www.facultyfocus.com/free-reports/12-tips-for-improving-your-faculty-developmentplan/ http://www.cfopso.org.ph/pdf/8thconferencepresentation/day2/Overseas_presentation_NCBTS_and_TSNA. pdf http://www.pnu.edu.ph/rctq/forms/1-Final-TDNS Flyer.pdf http://www.depednaga.com.ph/training---development--t-d--system.html http://www.aplu.org/projects-and-initiatives/stem-education/SMTI_Library/APLU-SMTIPaper-2/file?id=3482 http://prime.deped.gov.ph/wp-content/uploads/downloads/2011/09/22June_POPULARVERSION-FINAL.pdf http://er.educause.edu/articles/2009/5/faculty-development-for-the-21st-century http://www.fullerton.edu/senate/documents/forum/Fall_08/6_Rethinking_Faculty_Developm ent_Randall.pdf Rethinking Faculty Development: Toward Sustaining a Community of Learners Lynda E. Randall, Senate Forum 2008 DECS Service Manual 2000
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