RAMON FIEL G. ABCEDE
DepEd Region V welcomes 2015 with excitement as we anticipate the successful completion of another school year in our calendar and gear up for the implementation of various programs and projects of our organization, the most significant of which is Senior High School under the K to 12 program. We are on the final stretch of the preparations, considering that we only have a year remaining before its nationwide implementation. By all means, we have to be ready, considering the huge impact that Senior High School education will bring to our youth and our country.
It is for this reason that we are appealing for the active support and participation of our stakeholders, including the local government units in the provinces and cities all over Bicol Region; so that we will be able to ensure that the selected schools that will offer the different tracks stipulated under the SHS program are ready to take up the challenge of the educational reforms currently implemented by the Department of Education. We have to work closely together so that the best interests of our learners will be served and their competencies appropriately taken care of through the expertise and commitment of our teachers in the field. We are confident that through our collaborative efforts, we can surmount the hitches brought about by the implementation of the new curriculum, because we choose to remain focused on the long-
As another year unfolds for the DepEd family, let us remain hopeful and enthusiastic in pursuing common goals that will address the unique needs of our learners in Bicol Region and let us not forget to remain united in sharing the vision of optimism, courage, truth and love.
Blessed New Year, everyone!
"If you want to produce good products, you have to be a good coach."
These were the words of Anna Marie San Diego, Education Program Specialists II of the Curriculum and Development Division of the Bureau of Secondary Education during the recently concluded National Training of Trainers for Campus Journalism (Luzon Group) held at the Queen Margarette Hotel in Lucena City last January 20 to 23, 2015.
Gathering coveted points in the Regional Schools Press Conference held at Daet, Camarines Norte on January 12-
DepEd RO V (Bicol) thirteen (13) third and fourth year high school students, ages 15-
Tabaco City – While reading to children is commonly viewed as a women’s territory, in Tabaco City more males are getting involved in reading to children. Leading the group was Police Superintendent Felix Survita of Tabaco City Philippine National Police who read to a Grade III class of Tabaco North Central Elementary School. Reading in other schools were the City Vice Mayor and eight City Councilors, School Heads, and the City Accountant, Mr. Luis Melgar.
"If we want to to elevate the performance level of our Region, let us give priority to the 25 percent of our pupils who are considered to be the last and the lost. These are the learners who need most of our attention."
“It was supposed an impossible a dream but it turned out there is a beacon hope.”
This was the message of Engr. Pedro L. Noble, Regional Technical Director for Lands, when the latter was invited to shed light on the tedious process of availing Special Patents for Public Schools within Region V on October 23, 2014 pursuant to an Unnumbered Memorandum dated October 7, 2014 which was held at the DepEd-
The Department of Education Region V deeply mourns the untimely death of Ms. Roda De Vera Fortes, a Teacher I of Sta. Cruz Elementary School, Barcelona District, Division of Sorsogon. Ms. Fortes was a hard-
Legazpi City -
Tabaco City -
No less than Schools Division Superintendent, Mrs. Cecille Bernadette P. Rivera led the reading of a story to pupils of Mayon Elementary School, one of the eight evacuation centers in Tabaco City on October 3, 2014.
2014 World Food Day Regionwide On-
By: Christie L. Alvarez
EPS, EPP/TLE CLMD
DepEd ROV, Legazpi City
The United Nations declared 2014 as the International Year of Family Farming (IYFF) and the Food and Agriculture Organization (FAO), in collaboration with Governments, International Development Agencies, farmers’ organizations and other relevant organizations of the United Nations system, as well as relevant non-
By: Dr. Evangeline Alcantara-
Asst. Chief, Alternative Learning Systen/OIC Chief, Field Technical Assistance (FTAD)
DepEd Regional Office V, Legazpi City
Very recently, the Department of Education announced the implementation of the Abot-
Is One’s Course Preference Determined by NCAE Results
By: Ana Lisa P. Baluis
Secondary School Teacher III
Doubts and presumptions are cleared when the subject hovers within one’s experience, this, I realized upon my exercise of maternal obligation. My motherhood has brought me to ponder on the question of how reliable NCAE results are in the course preference among college entrants. How does it affect the choice of a career among college freshmen?
National College Assessment Examination (NCAE) is administered to Third Year students aimed at guiding them in their course preference as they enter college life. This program was conceptualized to prepare high school students in selecting a college course that would best fit them. One of the reasons for a declining economy is the so called "misfits" in the world of work and the government has found a way of escalating it through the administration of this NCAE. Misplaced workers, unemployment and underemployment arise from the wrong choice of course among college students. With this, NCAE was given birth to guide college entrants in their course preference.
In partnership with the Japan International Cooperation Center (JICE), the implementing agency of JENESYS 2.0, the Department of Education will be sending its first batch of students to Japan on September 8-
Four out of five applicants of the Bicol Region qualified the National Level Screening held at Tagaytay International Convention Center on July 4, 2014. Twenty-
"Be Prepared" is an Elton John’s song from the 1994 Disney animated film and 1997 Broadway musical The Lion King.
Elementary and secondary schools all over the country will once more mark the annual Nutrition Month or "Buwan ng Nutrisyon".
As mandated by the National Nutrition Council (NNC), the theme for this year’s celebration is "Kalamidad paghandaan: Gutom at malnutrisyon agapan!" The 40 th Nutrition Month campaign focuses on nutrition in emergencies.
Aimed to honor and give special recognition to teachers who manifest profound commitment to the development of the youth through exemplary competence, remarkable dedication to their work and effective educational leadership, the Salvador H. Escudero III Foundation has organized the Search for Outstanding Teachers of Sorsogon (SOTS) this school year 2013-
The Department of Education (DepEd) through the Literacy Coordinating Council (LCC) recently launched the 2014 National Literacy Awards (NLA) in the Bicol Region at the Regional Educational Learning Center (RELC), Rawis, Legazpi City on March 4, 2014.
Armed with the desire to ensure that parents all over Bicol Region will come out and enrol their children for school entry in School Year 2014-
Participants in the Basic Education Cluster raised significant concerns relative to the implementation of Senior High School Program during the parallel session held as part of the Regional Higher Education Summit in The Oriental Hotel, Legazpi City, November 14, 2013.
In a survey conducted among 78, 451 students from public schools and 10,710 students from private schools in the Region as to their preference for Senior High School field of specialization, it was revealed that 36,027 (public) and 5,956 (private) are interested to enrol in academic track; 30,784 (public) and 3,372 (private) wish to be immersed in technical-
"By far, the Regional and Division Offices of DepEd Region V were able to orient school officials, organized the division and school Senior High School Implementation Teams, launched advocacy campaigns, conducted consultative conferences with stakeholders, coordinated with other government agencies, benchmarked SHS pilot implementers, formulated action plans and strengthened the Career Guidance Program."
A fire incident occurred in the Supply Office stockroom located on the ground floor of the Payroll Services Unit (PSU) Building on Friday amidst the impending threat of Typhoon Yolanda, gutting used athletic equipment, condemned printers, unserviceable computers, office supplies, and other materials. The fire turned most of the used athletic equipment into smoke and ash before it was put out by the firefighters within fifteen (15) minutes after they arrived at the fire scene.
Intent to help DepEd Central Office to craft timely, relevant and appropriate action plans to address the needs of the affected school communities hit by Super Typhoon Yolanda in Visayas, DepEd Region V will dispatch an Assessment Team to the province of Samar tomorrow, November 12, 2013.
For upholding the ideals of excellence, professionalism and integrity in public service, Lynn Zuñiga-
On December 6-
DepEd Regional Office No. V will initiate a capability-
Armed with the desire to better facilitate news and information processing in the 13 divisions in Bicol Region, the Regional Office will spearhead a three-
The Region’s efforts in curtailing the drop out rate in the elementary and secondary schools for the past years through advocacy and awareness campaigns, implementation of school-
Inspired by the gruelling efforts exerted by elementary and secondary schools all over the Region in compliance with the strict implementation of Brigada Eskwela 2013, also known as the National Schools Maintenance Week on May 20-
DepEd RO V basketball team bags championship cup
by: Dario I. Cabanela,
EPS II, SED
Being declared as Over-
Besting three other teams, it was the very first time that the Region’s players made it to the top. They were able to win two straight games. After defeating team C in their first game, DepEd RO V occupied the slot for the winner’s bracket.
Nutrition Month 2013 underscores need for concerted actions to reduce hunger, malnutrition
by: Christie L. Alvarez
This year’s Nutrition Month celebration focuses on the theme "Gutom at malnutrisyon, sama-
The whole nation celebrates the month of July as the Nutrition Month pursuant to Section 7 of Presidential Decree 491, known as the Nutrition Act of the Philippines. It designates the month of July as Nutrition Month to create greater awareness among the public on the importance of nutrition.
A new home, a better future for RR pupils
by: Catalina P. Garcia
"You will never do anything in this world without courage." AristotleThis principle inspired Pilar II Central School family to come up with a Reading Recovery Room, which they transformed from an abandoned and restricted comfort room.
Region V's Reading Recovery Program
after three years
by: Catalina P. Garcia
One of the reasons why a child is inferior to other children is the possibility that the child has learning difficulties that hinder him to be with the group. This premise was proven to be true after three-
Region V holds training workshop
on the rights of women
by: Francisco B. Bulalacao, Jr.
THE REGIONAL TRAINING WORKSHOP ON WOMEN’S RIGHTS: A RIGHT-
NEAP RV (Bicol) Team takes part in Capability Building
Program on T & D; Region V ahead in T & D System
by Jocelyn O. Dy
Education Program Supervisor, NEAP-
DepED Region V remains steadfast in its commitment to strengthen the human resource development through its training arm, the National Educators Academy of the Philippines (NEAP)-
Proof of this was the participation of three members of the NEAP-
First SPS meet held
by: Dario I. Cabanela, EPS II, Sports
The Department of Education Regional Office No.5 through the Task Force on Sports spearheaded the 1st ever Regional SPS Meet at the Camarines Sur National High School, Division of Naga City on January 10-
Educational researches contribute to the ability of schools and education agencies to deliver high quality education to all.
This was underscored by Usec. Yolando S. Quijano, Deped Undersecretary for Programs and Projects, to the 1, 102 research enthusiasts from all over the country who attended the opening program of the First National Research Conference on K to 12 Education hosted by DepEd Bicol at Villa Caceres Hotel, Naga City on December 12, 2012, 2:00 in the afternoon.
DepED Bicol, BASS sponsor research confab
by: Joan L. Lagata
Recognizing educational research as an important tool in developing a cadre of reflective educational practitioners who pursue better educational outcomes, the Department of Education Regional Office No. V, in coordination with the Bicol Association of Schools Superintendents (BASS), is hosting the First National Research Conference on K to 12 Education with the theme, "Nurturing a Culture of Research for Effective K to 12 Education Outcomes," on December 12-
Usec. Quijano to grace NRCKE opening
by: Joan L. Lagata
Approximately 500 participants from all over the country are expected to gather at Villa Caceres Hotel in Naga City for the First National Research Conference on the K to 12 Education on December 12-
Hon. Yolanda S. Quijano, Undersecretary for Programs and Projects of DepEd, Central Office, is the guest speaker in the opening program on December 12, 1:30 in the afternoon. The undersecretary will be introduced by the Conference Convener and Regional Director of DepEd Region V, Orfelina O. Tuy.
Budget and Finance Division of DepEd Region V
conducts training/workshop on the roll-
of the Budget Monitoring System (BMS)
by: ROY T. BAÑAS, Administrative Officer II (BFD)/
Executive Assistant – Designateto the Director IV and the Director III
The Department of Education in its effort to facilitate the preparation, review, consolidation and submission of Budget Accountability Reports (BARs) and other financial reports to the Department of Budget and Management (DBM) and other oversight agencies within the prescribed deadline, a three-
Director Tuy turns 64
by: Dr. Regida N. Vibar, Ed. D.
Chief PESSD Region V
Director Orfelina O. Tuy, CESO IV, celebrated her birthday on September 7, 2012 at RELC Function Hall, Rawis, Legazpi City. The simple party was tendered by the division/section and unit chiefs and assistant chiefs with their respective staffs, after the 3rd Quarterly Performance Review, spearheaded by ARD Diosdado M. San Antonio, Ph.D.
Marilyn "Amy" Marco, EPS II, Science
returns to Cam Sur
by: Dr. Regida N. Vibar, Ed. D.
Chief PESSD Region V
Mrs. Marilyn V. Marco, a highly efficient and effective Science supervisor went back to Camarines Sur per assignment Order of the Regional Director, to serve as the OIC, Assistant Schools Division Superintendent of Camarines Sur effective September 17, 2012.
Alay para sa kabataan ngayon
by: Dr. Regida N. Vibar, Ed. D.
Chief PESSD Region V
Ang Department of Education (DepED) mayroong panukala na batay sa DepED Order No. 74, s. 2009 at binigyan ng buhay ng DepED Order No. 31, s. 2012 sa pagpasunod ng K to 12 Basic Education Curriculum. Inumpisahan noong nakaraang taon sa pag papasunod ng Kinder Education na inobliga ang mga paaralan sa publikong eskwelahan na gamitin ang Sariling Wika na ginagamit ng bata sa kani-
by: Jocelyn O. Dy
Education Program Supervisor, NEAP-
As DepED Region V steps up efforts to align priority programs and projects in the region, it also intensifies its efforts to ensure that the policies and standards set by DepED Central Office are achieved through the initiative of its strong training arm, the National Educators Academy of the Philippines (NEAP) -
Palihan sa pananaliksik, itinaguyod ng DEPED
by: Mierna J. Abayon
Nagsagawa ng Panrehiyong, Palihan sa Pananaliksik na itinaguyod ng Secondary Education Division (SED), Elementary Education Division (EED), Panrehiyong Samahan ng mga Tagamasid sa Filipino (PASATAF) at National Educators Academy of the Philippines (NEAP-
The essence of campus journalism lies in the production of the school paper. Thus, every elementary school in Bicol Region that claims to promote campus journalism should regularly produce quality and relevant school paper for the school and community.
This was the underlying principle that inspired DepEd Bicol and the Bicol Association of Elementary School Paper Advisers to conduct a three-
Region meets division overseers
by: Joan L. Lagata
It was a gathering intended to draw together the best and brightest program implementers in the 13 divisions in Bicol Region.
Appropriately dubbed as Unified Regional Planning Conference for Elementary and Secondary Education Program Supervisors and SBM Supervisors, the two-
DEPED ROV and RASISPA conducted regional training of SPA teachers
By Francisco B. Bulalacao, Jr.
Department of Education Regional Office and the Regional Association of Schools Implementing the Special Program in the Arts (RASISPA) sponsored a four-
DEPED Region V holds citizenship advancement
training of trainers in public safety
by: Francisco B. Bulalacao, Jr.
The Department of Education Regional Office No. 5 conducted the Citizenship Advancement Training of Trainers in Public Safety at the RELC, Conference Hall, Rawis, Legazpi City on August 9-
7 bicolano artists aualified to the NAMCYA regional competitions
by: Francisco B. Bulalacao, Jr.
DepED Region V, a consistent winner in the annual National Music Competitions for Young Artists (NAMCYA), had qualified seven young artists who will compete in the Regional Center Competitions (Semi-
Learning and living , the ALS way
by: Cynthia D. Jacob
Rita* woke up early that morning of May 20, 2012, without much prodding from her mother. She was excited, and it showed from her elated face, that broke into a broad smile when the jeepney that was to fetch her blew its horn from outside the window. She hurriedly bid her parents goodbye, and rushed out of their small house, with a big bag in tow.
Making a dream into a reality through the ALS
(An updated report on Jennifer B. Guevarra, 2005 A&E Test Passer)
by: Dr. Roger Torres Lustestica, Jr. ALSD Chief
Jennifer has always dreamed of becoming a teacher but this seemed to be an unrealistic goal because she was not able to complete Secondary Education. In August 2004, Jennifer enrolled in the ALS A&E Secondary Level at Barangay Cabasan, Cagraray Island, Bacacay, Albay. She took the A&E Test given in February 2005 held at Malabog National High School, Daraga, Albay and was one of the successful passers.
Camarines Norte & Naga City win BALS awards
by: Dr. Roger Torres Lustestica, Jr. ALSD Chief
The National Congress for OSY Learners was conducted at Teacher’s Camp, Baguio City last April 11-
BALS plans, new initiative
by: Dr. Roger Torres Lustestica, Jr. ALSD Chief
The Alternative Learning System Division, DepEd Region V is seriously considering the intensive implementation of ALS programs and projects particularly the ALS Gabay-
ALS implementers go to Region VI & X
by: Dr. Roger Torres Lustestica, Jr. ALSD Chief
The Bureau of Alternative Learning System (BALS) is recently conducting the Immersion and Exchange Program for ALS Mobile Teachers for those hired in 2007 on April 24-
by: JUSTINO B. CABARLES, JR. -
How important is education to a grade school pupil? Riza V. Abaño never met American educator Horace Mann, but she lives the philosophy of Mann, who once said that a person doesn’t reach his full potential until he is educated.
Young Riza and six other grade school pupils of Guinhadap Elementary School were determined to get basic education despite powerful difficulties. The experiences of these pupils, as featured in the GMA News TV June 2011 episode of Education Special, are unique to a number of communities in Masbate.
2015 Regional Leadership Congress for Supreme Pupil and Supreme Student Government Officers and Leaders
Results of the Regional Schools Press Conference SY 2014-
Submission of Updated ICT Profile of Schools in Region V
Conduct of Supreme Pupil Government and Supreme Student Government Synchronized Elections
Call for Applications: Fulbright Graduate Student Program
Catalina P. Garcia
EPS/ Reading Recovery
One of the boldest actions one can make is to pursue a dream in the midst of challenges and difficulties. However, if one has the spirit and the nerve to make dreams come true, everything becomes possible.
This is what happened in my journey as I immersed in Reading Recovery Program. As a secondary teacher, I did not have the skills in handling elementary non-
My interaction with non-
This realization drives me to walk an extra mile everyday to sustain the Reading Recovery Program in the Region. From its first implementation in Legazpi City Division in 2010, the program expands to Albay Division, Sorsogon Division, Naga City Division, Camarines Sur Division, Camarines Norte Division and Catanduanes Division. At present there are sixty five elementary schools in the region with Reading Recovery Program with one hundred twenty six Reading Recovery teachers and five hundred ninety six pupils who benefit from this program. Children who are accelerated and eventually discontinue with the program show significant achievements in their class. The once shy pupils become active and participative in class discussions. The less confident pupils who are afraid to mingle with other pupils have transformed into friendly and accommodating individuals. The hard-
This experience has taught me three significant things: to love the children for who and what they are; commitment comes with action; and humility in the face of a child. I pray that the Reading Recovery Program will continue to change the lives of our children.
By: Sancha M. Nacion
EPS II, DepEd RO V
International cooperation between the Philippines and Japan has been continuously increasing and robust through the years. This is a far cry from six decades ago when their people were politically embroiled in seemingly insurmountable differences which caused sharp nosedive in their international cooperation in almost all aspects of human endeavor. Distrust, pain and tears were so great that the great peoples’ cultural, educational, political, and economic exchanges moved at a snail's pace.
But amazingly, in recent years, Japan and the Philippines’ healthy cooperation achieved through years of expanded and deep cultural exchanges particularly their student exchange programme have increased understanding leading to political, economic, and even defense ties. After years of people-
For this reason, students, teachers and young professionals should be more open to travel and learning from each other cultures. In a student exchange program, the purpose is not necessarily to earn a degree or acquire a foreign language but more of taking the opportunity to experience a foreign culture, traditions and understanding or accepting each other‘s diversity. Being a participant to the program, students learn to respect individual differences. In a small or big group sessions, expect diverse or varied responses increasing one’s perspectives and thus broadening, deepening our respect on others point-
Normally, an exchange program between Japan and our country lasts from about a week, to several months and to some extent years. Participants are exposed to an intensive activities that increases their understanding of other cultures, communities, and languages. Participants should expect to immerse themselves in the local community and be able to converse in Nihonggo while in Japan. Upon their return, students are expected to share their knowledge and experiences into their daily lives and to others.
Despite what we can learn about other countries and their people via the internet, our knowledge about individuals from those places needs to be broadened through a positive people-
Upgrading of Teacher Positions: An Elaboration of Guidelines
by: Salome D. Antonio
It has been five years now since I prepared a letter, properly indorsed by the Regional Office, specifically addressed to the public school teachers of this Region.
After the advocacy, a great number of our teachers have been upgraded or "promoted" to Teacher II or Teacher III positions.
Those teachers in far-
First, how are they going to do this?
Teachers may first apply for Equivalent Records Form (ERF) to their respective Human Resource Management Officers (HRMOs) by bringing the following basic requirements:
1. Original copy of the Official Transcript of Records (TOR) with Special Order Number and/or certification of graduation duly certified by the school concerned;
2. Sworn Statement of a teacher if units were earned in a private school.
3. Updated Service Record;
4. Certified Xerox copy of an approved ERF as Teacher II, if any (for an application to T-
for graduation in Master’s Degree; and
5. Performance Rating for the last two school years
A Teacher I can apply for ERF to become a Teacher II or a Teacher III and/or a Teacher II can apply for Teacher III based on the following qualifications:
2. 20 years of teaching experience in public schools (if not used in the computation of the length of service for the grant of step increment); or
3. Combination of units earned in Master’s Degree plus seminars attended (Division, Regional, National & International)
Item no. 1: 20 units in Master’s Degree = BSE + 20
Item no.3: Combination of units earned in Master’s Degree and seminars attended
15 units in Master’s Degree
5 units for seminars attended (125 hrs.)
2. 20 units earned in Master’s Degree + 20 years of teaching experience ( if not used in the computation of the length of service for the grant of step increment); or
3. Completed Academic Requirements (CAR) + 150 hours in seminars, conferences and trainings attended (Division, Regional, National and International) – equivalent to the
required units before finishing the Master’s Degree in the College/University attended; or
4. Bachelor’s degree or its equivalent plus Master’s Degree units equivalent to the no. of units required to finish the Master’s Degree as declared by College/University last attended.
Ex: Masbate College -
Once again, they have to visit the office of their Division HRMO, for the implementation request of their ERF. Hereunder are the items of requirements. Please take note that only one (1) copy for every document is required:
1. Plantilla Allocation List (PAL)
2. Updated Service Record
3. Certified true copy of his/her approved ERF
4. Certified true copy of the marriage contract (for married female teacher whose ERF has been approved while she was still single)
5. Indorsement by the Schools Division Superintendent
Similar to Promotion; Upgrading entails increase in salary, however, it must be noted that upgrading could be made even without vacancy hence, ranking is not necessary. Once the request for funding is approved (as confirmed by the Notice of Organization Staffing and Compensation Action [NOSCA]), from the Department of Budget and Management, using his old item in his previous position, an appointment is issued.
Whereas, speaking of promotion there is a natural vacancy or an item/ position in the so-
Those previously approved ERFs but still remain unimplemented up to now, and those recently approved ERFs, may be requested for implementation. However, requests are subjected to funds allocation.
Along with the teacher-
Upgrading may also apply to the existing Head Teachers who wish/desire to be upgraded, through an ERF. For instance, from Head Teacher I to Head Teacher II/ Head Teacher III and/or from Head Teacher II to Head Teacher III position (which is applicable to both elementary and secondary levels) and likewise, from Head Teacher IV to Head Teacher V/Head Teacher VI and/or Head Teacher V to Head Teacher VI position (such positions are only available in the secondary level).
In summary, the upward movement for teachers and/or the Head Teachers due to the ERF scheme is only within one (1) category, to illustrate:
T1, T2 and T3 = within one (1) category
HT1, HT2 and HT3 = within one (1) category
HT 4 -
HT 5 -
Collaboration in Special Education: Towards a More Inclusive Environment in School Communities
Current innovations in the field of special education have necessitated the implementation of modifications that aim to address the needs of learners with disability inside the school. One such reform is directed towards collaboration, which is now considered to be an integral part in today’s schools (Barth, 2006; James, 2007; Murray, 2004, as cited in Friend & Cook, 2010) because of the need to expand and respond to the complex responsibilities confronting the school community through pooling of thoughts and actions together (Frey & Pumpian, 2006; Kochhar-
It can never be discounted that collaboration in special education which aims to pave the way for greater inclusion of students with disability in regular classes and schools weighs heavily on special education teachers who need to consult, support and collaborate with regular teachers in order to uphold the well-
Researches have also underscored the difference that collaboration makes. Shannon and Blysma (2004) as cited in Friend and Cook (2010) have confirmed that in the school districts that they have studied, those that were found to be improving have pointed to the development of collaborative relationships as the key factor for their improvement. This sentiment is echoed by the research initiated by Caron and McLaughlin (2002) who also points to collaboration as the dominant feature in the individual school’s achievement outcomes.
In most cases, however, effective collaboration involving other stakeholders is not an easy task. Fields (1996) as cited in Barnsley (2005) has noted that collaboration between Support Teachers-
Personal commitment is a characteristic that needs to be developed by a support teacher who aspires to work effectively with others, enabling them to carry out their responsibility voluntarily and which also includes their personal belief that working with colleagues and parents are beneficial (Friend & Cook, 2010). Personal commitment also facilitates understanding of other people’s perspectives (Friend & Cook, 2010), making the support teacher open to diverse ideas coming from school staff and parents during meetings and planning sessions that need to be threshed out before coming to decision-
Building rapport, on the other hand, essentially builds goodwill to those working together in order to successfully achieve common goals. In the process of crafting a student’s individualised education program, for example, communication is considered to be the foundation that provides a basis for building a successful and effectively implemented plan
Still another area that needs to be taken care of is the appropriate use of language when communicating with school staff and parents. Sileo and Prater (2012) have stressed on the correct word choice as vital in facilitating understanding and encouraging participation. Care should be given that the support teacher’s words will not overpower other school staff, and a closer attention should be given as to how words are used when in front of parents during meetings and consultation (Sileo & Prater, 2012). Jargons, technical words, even acronyms should be limited and simplified (Diliberto & Brewer, 2012; Sileo & Prater, 2012) for clarity and fostering of a collaborative team environment. This stand is supported by Dabkowski (2004) cited in Sileo and Prater (2012) who pointed out that parents become more comfortable and involved when educators use words that make them feel valued and respected. In addition, the use of pronouns "we" and "us" also emphasizes team processes (Lytle & Bordin, 2001) that encourages partnership and equal treatment (Fish, 2006; Pruitt et al., 1998; Span et al., 2003).
Finally, there is a need to develop among support teachers the skills of active listening. It has to be understood that parents are oftentimes overwhelmed with dealing and understanding the needs of their own child and they need somebody to talk to and listen to their concerns. Here, it is essential that teachers know how to listen carefully to what parents have to say (Seligman & Darling, 2007, as cited in Sileo & Prater, 2012) and to give assurance and empathy whenever needed. For some teachers, listening can be challenging because of preconceived notions about the needs of a student with disability but it is imperative that during consultations and meetings, the support teacher should be ready to listen and understand the ideas presented by the parents. Sileo and Prater (2012) have noted how parents have reported that they appreciate educators who listen to them and respect their opinions and values. They also want to be active participants in the decision-
Despite the reforms initiated by the school in order to enhance collaboration, however, there are still circumstances that challenge the effective implementation of interventions that necessitate people to work together. One immense challenge is seen in the parent’s reluctance to engage in collaborative relationships. This hesitation can be attributed to several factors: lack to time, intimidation, poor knowledge of their child’s disability, differing cultural beliefs, distrust to educators, guilty, anxiety, and even stigma (Sileo & Prater, 2012). When the child’s family refuses to take part in the planning and decision-
One effective way of breaking the barriers of indifference and hesitation that block parent’s participation in the collaborative process is by giving them the information that they need. It has to be stressed that there are occasions when parents do not understand their child’s disabling condition and thus, should be given accurate and complete information
Still another way of establishing clear connections with the parents is to keep the communication lines open to them. Sileo and Prater (2012) have recognised effective communication as vital not only in conveying information, but also in establishing positive relationships with the parents. It is also seen by parents as an ongoing process (Lillie, 1998, as cited in Sileo & Prater, 2012) which enables them to keep updated about their child’s progress in school, which may occur not only during formal meetings and consultations, but also when they are contacted to respond to immediate needs of their child through personal visits and phone calls (Friend & Cook, 2010 ).
Inside the school, on the other hand, the standard school structure can get in the way of collaborative work. Professionals are used to doing great amount of work in isolation from others, even co-
Through all the reforms initiated by the school community in ensuring that students with disability are appropriately cared for and their needs effectively responded to, it is remarkable how special education teachers play a vital role in the achievement of collaborative goals. With their resources and experiences combined with their interpersonal and communication skills and the ability to work with school staff and parents of students with disability, special education teachers can pave the way for the attainment of increased student achievement and the protection of the students’ general well-
Risk and protective factors: how they impact on a child’s mental health
Every child needs to be assured with good mental health through the love, security and understanding of adults who are responsible for their welfare. This society, comprised of a child’s home, school and community, are stewards of a child’s future; and many researchers have underscored the critical role each of them play and how interactions in these three environments contribute to a child’s social and emotional well-
Regrettably, however, this ideal scenario does not always transpire because children nowadays have to advance in a complex society. There are numerous circumstances when children have to contend with the negative effects of various risk factors that exist in their home, school and community which challenge their social and emotional well-
Risks and buffers in a child’s social systems
Home. A child’s home is the primary environment that they are a part of, and is considered as pivotal in a child’s social and emotional well-
On the other hand, there are protective factors can be effective buffers against the identified risks inside the home. Supportive and close relationships inside the immediate family (Kids Matter, 2012; National Crime Prevention, 2001; Scales, Benson, Leffert, & Blyth, 2000, as cited in Bradshaw, 2006; Howard & Johnson, 2000) are fundamental in raising mentally balanced children. Setting high expectations for the child (Scales, Benson, Leffert, & Blyth, 2000 as cited in Bradshaw, 2006) and open communication (Scales, Benson, Leffert, & Blyth, 2000, as cited in Bradshaw, 2006) also serve as buffers to whatever risks that may exist within the home. A family, for example, may be financially challenged; but if the parents articulate their expectations for the child to post good marks and surmount academic challenges which indicate their support to the child’s endeavour, the child will likely increase the chance of achieving a balanced and positive disposition in life.
Interestingly, family difficulties such as economic hardships and belonging to a large family can sometimes represent as a buffer when appropriately utilised by a responsible parent. These situations can encourage independence and maturity (Howard & Johnson, 2000 p. 326) as the child is entrusted with care of younger siblings and assist in chores at home. Another equally appealing protective factor that influences a child is the level of maternal support and affection given to them. Children who chose not to get involved in crimes despite influence of delinquent peers point to their mother’s love and support as the key factor that spell the difference to them (The Sydney Morning Herald, 2002, p. 6).
School. A school-
Conversely, teachers are also considered vital in the development of protective factors inside the school. In fact, it has to be underscored that individual teachers are vanguards in the advancement of children who are resilient and mentally well-
One salient protective factor in the school that is oftentimes overlooked but is deemed significant to children is the provision of special help in order to overcome learning difficulties. The research conducted by Howard and Johnson (2000) reveals how the children give premium to the availability of teachers who can give individual attention to their learning problems and patiently work them out through the difficult learning tasks that they encounter. This also details the necessity of redirecting teachers’ attention to school achievement, because learning and achievement are equally important to children, as social skills training and development (Howard & Johnson, 2000, p. 332; Simpson, Peterson & Smith, 2011, p. 238).
Community. As the child grows, they inevitably expand their horizons and embrace the wider society where they belong; this time the community where they live and supposedly belong. Ideally, the community provides opportunities for the child to engage in enjoyable activities which will enable them to develop skills and competencies (Howard & Johnson, 2000, p. 334). However, there are communities that are admittedly short of these opportunities because of their peculiar characteristics such as socio-
It is crucial then, that the advancement of protective factors in the community should also be in place, in order to protect children from possible deterioration when exposed to various risk factors. Efforts exerted to forge linkages between communities that foster mutual support and social responsibility (Reinke, Herman & Turner, 2006) offer a strong buffer that enables the society to look holistically into the community needs and respond to them through social support networks initiated by social service agents (Howard &Johnson, 2000). It should not also be overlooked that children need access to community facilities, local shopping centers and sports and entertainment clubs (Howard & Johnson, 2000, p. 333) which enables them to interact with peers and develop positive relationship with others. Finally, careful attention should be given to children’s safety, and buffers should be made available that will protect them from bullying and harassment (Howard & Johnson, 2000, p. 333).
Behaviour problems vs. childhood resilience
The earlier discussion had accentuated the likelihood that children who are exposed to various risk factors may develop mental health difficulties as they grow up. In fact, some children who have genetic concerns towards psychological difficulties may succumb to mental illness if exposed to risk factors such as abuse and victimization (Salmon, James & Smith, 1998, as cited in Patton et al., 2000) further aggravated by the lack of support by their environment (Young Minds Professional). Unfortunately, a vast majority of children with mental health problems remain undiagnosed (Sawyer et al., 2001, as cited in Foggett, 2014) because of common misconception that challenging behaviour manifested by young children is a phase that they normally go through (Barkley, 1995, as cited in Infantino & Little, 2005, p. 492). Needless to say, early detection and intervention is crucial, because the challenging behaviour of young children if not addressed appropriately will eventually result to adverse concerns that will impact on the child and their environment (Dunlap et al., 2006, as cited in Simpson, Peterson & Smith, 2011, p. 230; Forness, Walker & Kavale, 2003).
In common instances when mental health problems remain undiagnosed, they are oftentimes interpreted as challenging or disruptive behaviours by the society. The defiance manifested against what is considered appropriate and proper behaviour (Balson, 1988, as cited in Infantino and Little, 2005, p. 492) often involves shunning orders and rejecting accord (Montgomery, 1989 as cited in Infantino & Little, 2005, p. 492) and can be very challenging to manage because of their demanding and unpredictable nature (Simpson, Peterson & Smith, 2011, p. 230). Oftentimes, disruptive behaviours are coping mechanisms that children adopt in order to deal with their difficulties (Infantino & Little, 2005, p. 503).
Still, it is remarkable that not all children succumb to mental health difficulties, despite their exposure to risk factors in their social systems. One protective factor that is worth investing on is the development of childhood resilience that will enable a child to successfully adapt despite the challenging circumstances in their environment (Mastern, Best & Garmezy, 1990, as cited in Howard & Johnson, 2000, p. 321). The capacity of children to display resilience despite the overwhelming odds that confront them can be attributed to their internal assets and the external strengths from where they draw their power to go beyond the adversities in lives (Howard & Johnson, 2000, p. 321; Patton et al., 2000).
Efforts should be exerted then, to capitalise and maximise the gains in the lives of these children and in the process, improve their resilience in battling the risk factors that surround them. Considering that the home is the most potent source of positive experiences especially among young children, programs that will provide support and advice to "at risk" parents (Gittin, 2001) should be in place. Parents should be taught how to render strong parental support to their children in order to cushion high-
Aside from the child’s home, the school and community also play significant roles in the development of childhood resilience. Teachers can provide prospects for a child’s active involvement in healthy, constructive and educational activity outside the home (Howard & Johnson, 2000, p. 334), while their communities can promote youth participation, opportunity enhancement and inclusion (National Crime Prevention and National Anti-
The school as haven of support
The teachers, at present, are confronted with myriad concerns inside the classroom which make teaching extremely difficult for some. The complexities and demands in teaching (Reid, 1999; Ball, 1993, as cited in Howard & Johnson, 2000, p. 335) are oftentimes too much, resulting to attrition of 30% in the United States of America who left teaching because of problems in classroom management and discipline concerns (Ingersoll, 2001, as cited in Arbuckle & Little, 2004, p. 61). As focal persons inside the classroom who are expected to initiate support most especially for children who are manifesting behaviour problems, it is imperative that teachers should be endowed with the personal and professional characteristics that will allow them to carry out their tasks appropriately. Just as children should be supported in adapting to their high-
Remarkably noted is the fact that children with behaviour problems are congruently academically challenged (Bos & Vaughn, 2006; Kauffman, 2005, as cited in Simpson, Peterson & Smith, 2011, p. 237, Zubrick, 1995, as cited in Foggett, 2014); and because of the disruptive manifestations of their behaviour, academic instructions have taken a back seat, with behavioural control given priority by the majority of their teachers (Bos, Coleman & Vaughn, 2002; Downing, 2007, as cited in Simpson, Peterson & Smith, 2011, p. 237; Hodge, Riccomini, Buford & Herbst, 2006; Reid, Gonzales, Nordness, Trout & Epstein, 2004, as cited in Simpson, Peterson & Smith, 2011, p. 237; Houghton, Wheldall & Merrett, 1988 as cited in Infantino & Little, 2005, p. 493; Little, 2005; Wheldall & Crawford, as cited in Beaman & Wheldall, 1997, further cited in Infantino & Little, 2005, p. 502; Infantino & Little, 2005, p. 503). Surprisingly, even children with behaviour problems are able to learn if they are appropriately exposed to methodologies that will encourage them to learn (Coleman & Vaughn, 2000; Griffith, Tout, Hagaman & Harper, 2008; Lane, 2004, as cited in Simpson, Peterson & Smith, 2011, p. 238). What is vital, therefore, is for the teacher to recognise that apart from managing the children’s social and emotional needs, the necessity to ensure that academic instruction is effectively carried out should be given premium. Whilst it is recognised that behaviour management remains to be the most frequent challenge in schools, (Beltman, Mansfield & Price, 2011,p. 190), academic achievement should not be neglected. This focus on achievement, competence and skill development (Howard & Johnson, 2000), of course, will not happen, if the teacher will not have the good management skills that encompasses sound behaviour management and effective academic instruction.
Classroom management remains to be the core in the strategies that have to be employed inside the classroom. It is important that children are informed of what are appropriate and inappropriate behaviours in the classroom (Little & Hudson, 1998, as cited in Infantino & Little, 2005, p. 502), thereby setting clear expectations (Infantino & Little, 2005, p. 502). The same is true with academic instruction; clear articulation of academic goals, consultations and planning on how objectives will be carried out and the existence of collaborative support system between the teacher, learners and classmates (Berliner, 1985, as cited in Simpson, Peterson & Smith, 2011, p. 236) can build on a positive relationship between the teachers and the learners and ensure that goals are clearly on sight and reachable. Simpson et al. (2011) have highlighted the importance of trusting and positive relationships of teachers and children in paving the way for the development of effective teachings that will post positive marks in the children’s academic development.
Currently, there are interventions advocated that aim to support students with behaviour problems. One such intervention is focused on the benefits derived from reinforcement and punishment/reward and punishment/praise and reprimand/incentive and deterrent which are seen to encourage on-
Additionally, another intervention that can be employed is anchored on the concept of inclusive practice which embraces every individual learner inside the classroom and is seen to foster positive academic impact and improved behaviour (Metzger, 2002; Roeser, Eccles & Sameroff, 2000; Ryan & Patrick, 2001, as cited in Lewis, 2004, p. 18). This highlights avoidance of coercion, promotes open communication, behavioural analysis and assertive discipline, and fosters collaborative decision-
For indeed, the promotion of children’s mental health is not the sole concern of the teacher inside the classroom, but this comprises the entire school community. It is important then, to develop a whole school approach that will put in place appropriate and timely policies and interventions that are meant to address the individual needs of learners with mental health difficulties often manifested through their challenging behaviour. This should be actively participated in not only by the teachers, but the child themselves, their parents, and the whole of community who are stakeholders to the child’s welfare and development (Tattum & Herbert, 1993; Sharp & Thompson, 1994; Rogers, 1997 as cited in Evans, 2001, p. 48, Foggett, 2014). It is equally important that teachers should be enveloped in a school atmosphere of solid support system coming from other professionals and school leaders in order to build on their competence and confidence in adequately responding to their learners’ needs (Rooser et al, 2000, as cited in Lewis, 2004, p. 18). This can be further bolstered by their engagement in personal enhancement sessions, reading appropriate literature, and attendance to staff meetings (Arbuckle & Little, 2004, p. 62).
Ultimately, whilst it is recognised that a child’s life can be wrought with numerous challenges in the form of risk factors that may impede their positive development and social and emotional well-
DEPED RAWIS, IWAS SA RABIS
ni: Pricilla Jadie – Ombao
Education Program Supervisor II
DEPED Regional Office V, Rawis, Legazpi City
Regional Office V, Rawis, Legazpi City
Rabis na nakamamatay at nakahahawa
Kalusugan ng mga tao ang nakataya
DEPED sa Rawis tumugon sa ahensya
Programa ng DOH sila’y sumuporta
Mga kaguruan sa iba’t ibang sangay
Sa rehiyon Bikol, dumalo nang sabay-
Implementasyon ng rabis sa kurikulum gabay
Mga tagamasid maging namumuno
DOH at DEPED tagumpa’y ay natamo
Pagkat natapos ang manwal ng guro
Na siyang gagamitin sa pagtuturo
Naging masaya at hindi nakakapagod
Ang tatlong araw na pangmumudbod
Ng karunungan sa pagsulat ay iniabot
Upang ang kabataa’y alam ang gamot
Maging mapagmatyag at bigyang lunas
Sakit na rabis na sadyang di matalastas
Sa laway ng mga aso at maging gasgas
Virus nito ay nakalat, biktima ay tataas
Kapag nakagat ng aso bigyan ng atensyon
Hugasan agad ng tubig na may sabon
Dalhin sa doctor upang di makunsumisyon
Kumagat na aso’y kailangan ng obserbasyon
Oobra pa kaya mga tandok ng albularyo
Sa nakamamatay na rabis ay matuto
Sa beterinaryo, sila’y dalhin dito
Mga alagang aso’y dapat bantayan
Malinis na pagkain, bahay at paliguan
Kanilang kalusugan ay dapat ingatan
LEARN TO BE A GOOD LEADER
By: Jinky A. Villareal
Education Program Supervisor II
Department of Education
Region V, Bicol
I always look up to people who are leaders and their leadership inspire others to work.
I admire leaders whose personality are extraordinary. They possess qualities of agreeableness, conscientiousness, emotional stability and openness to experiences. What does it mean ? Extraversion is someone who is sociable, talkative and assertive. Agreeableness is someone who is good-
Probe a woman who does not possess qualities of a leader but tends to believe she is a leader. She may not be consider a leader because she does not motivate others to work. She consider huge matters which will put other people to shame. Feeling rich as she is, she often does not smile thinking that she owns the world with her wealth and she can manipulate people to the best of her interest. She believes of herself only but, guessed others don’t see her what she believes she is a leader. How can this woman develop others if she needs to be retooled and learn ethics, good manners and right conduct. Degrading and humiliating other people are bad traits of a leader. She may ruin and talk ill against someone for her to be pleasant and worth emulating in the eyes of dignified people.
Leaders who give considerations to her subordinates are worth rewarded. Considerations which may motivate them to do their job well. Leaders are guiders too. Guiders that they themselves are the model . They walk their talk.
Leaders are open minded-
Jennilyn is a woman who is not open minded. She always presumed that she does the right thing. Nobody can question her and that what she wants she gets it. She maybe perfectionist in all her dealings.
The real definitions of a good leader and to exercise leadership can be deduced from her.
A leader is sociable, talkative and assertive. A good leader can mingle with people in any walks of life. He can be friends with all people regardless of their economic status. He knows how to handle people feelings and analyze their behaviour. A good leader is a good speaker. He can talk well with sense and even explains well any topic. In decision making he is assertive. Assertive in the sense that he further explains to his subordinates the best solution to every situation. He has that sense of control over matters in issue not taking things personally, but professionally.
A leader is good natured, cooperative and trusting . A good natured leader loves somebody , anybody and everybody. He respects living and non-
A leader is responsible, dependable, persistent and achievement oriented. A leader who has that authority over his decision. He is accountable of all the actions made by people under her responsibility. A leader is someone whom one can depend on. Dependent for any assistance, guidance, technical skills, communication skills, operational skill and know how to run the organization. Persistent leaders are leaders who are risk takers. They stick to rules and regulations but sometimes go beyond the policy for the benefit and welfare of the majority. Achievement oriented leaders are men of action. They manifest the attainment of mission, vision, goals and objectives of the organizations.
A leader is one who is calm, enthusiastic and secure. A leader must always possess emotional stability. He can resist stress and has tolerance for various situations in the workplace. He is capacitated to give sound advice to people who need help for them not to panic amidst challenges. A leader is always energetic. He has that tremendous energy to boost others to work and maintain productivity and effectiveness. A leader is secure. He has that confidence that things should goes on smoothly. Normal as it may, in an organization, conflicts will always rise in a group. But a good leader is secured that he and his subordinates work together solve minor and even major problems.
Can we be leaders who are like Jesus Christ, willing to sacrifice his personal interest for the sake of his fellowmen? It’s not too late to learn how to be a good leader. A great challenge! (8/27/2014)
The Need for School Principals as Instructional Leaders
by: Ms. Marivic P. Diaz, Ed.D.
Education Program Supervisor I
Ligao City Division
In the new millennium, the Philippines is aware of the global changes that bring about information to societies and new methods of learning based on a deeper comprehension of human capacity to think. "Education has become more global and international in its perspective. The Philippines continue to be more concerned about quality education that will respond to a technologically and information-
The challenges brought about by advancement in technology have a great impact in attaining quality education due to lack of qualified human resources that will lead in adopting these changes. It marks the difference in the direction of leadership styles that should be practiced by school leaders today. For indeed, we have to visualize the future. As Toffler quips:
All education springs from image of the future, and all education create images of the future. . . thus all education whether so intended or not is a preparation for the future. Unless, we understand the future for which we are preparing, we may do tragic damage to those we teach.
Education then calls for a strong leadership of school administrator like the school principal who would look into the enormous works and functions which can dramatically change or unchanged what happens in a particular school. As a leader in the 21st century, the principal will be far different from the principal of previous generations. He will have to face a different set of problems – the type of instruction and strategies, the school climate, the curriculum and approaches to be used. These are some of the challenges that a principal should be aware of insofar as attainment of quality education is concerned.
These concepts as cited by Sarajan 4 were supported by former Department of Education, Culture and Sports Secretary Gloria when he said that:
In developing our schools for the future programs, the key principle is to empower the school principal as an instructional leader so that together with a team of competent, committed and conscientious teachers, the potentials for pupil achievement can be brought to a higher level. Responsibility, authority and accountability for school improvement have been pushed down to the lowest level of the school.
In the new millennium, it is significant to recognize the pivotal role of the school principals as instructional leaders in creating a conducive teaching-
As instructional leaders, principals have to remember that good schools do not simply happen. Instead, what transpires in good school, functions in a way that which foster the achievement of the school goals. In good schools, people, process and technology -
Leaders need an ability to look through a variety of lenses. We need to look through the lens of the follower. We need to look through the lens of a new reality, through the lens of hard experience and failure, through the lens of unfairness and morality. We need to look hard at our future.
It is also equally important for principals as instructional leaders to recognize that it is necessary to establish and maintain the conditions for excellence and to enable others to collaborate to achieve excellence. Their role is to encourage collaborative groupings of teachers to play a more central role in the instructional, leadership of the school. This, then implies that one aspect of successful curriculum and instructional leadership is relying on the expertise of a strong teaching staff. As one principal so aptly stated, "one of the secrets of success for any principal is to surround himself with the best people he can have. If that is a given in any building that they’re in, then they’re off to the races." They need people, the kind of people who are willing to share, to take the risks, to work together, who are flexible and who really care about the pupils. . . nothing will happen if principals don’t have these kind of teachers. Sergiovanni further supported these ideas when he said that:
As principals engage their teachers in more authentic and deliberate decision-
Furthermore, school principals need to consider how staff development will provide teachers as forum to discuss what are their learning as they teach, to consider new ideas they are generating or others are supporting. In like manner, there is a need to evaluate whether held beliefs, attitudes, knowledge and practice should be altered because they are interfering with the teachers’ ability to accept and integrate new ideas or practices. Building upon this base, principals as instructional leaders, should consider providing teachers’ staff development experiences that offer concrete illustrations which highlighted the reason to engage in new learning, as well as to apply what one is learning in classroom practice. Books asserts that staff development must afford teachers enough time to practice and experience new strategies as well as to be given a feedback concerning their performance as they struggle to integrate new ideas or practices with their style and mode of operation in working with pupils. In this way, staff development will influence classroom practice as teachers make new ideas, and practices their own strategies.
With this scenario, the principal as instructional leader is really the pivotal point within the school who affects the quality of individual teacher instruction, the height of pupils’ achievement and the degree of efficiency in school functioning. They must be knowledgeable about curriculum development, teacher and instructional effectiveness, clinical supervision, staff development and teacher evaluation. Therefore, Stronge is right when he said that "if principals are to head the call for educational reforms to become instructional leaders it is obvious that they must take on a dramatically different role."
A principal may have grandiose visions for the school but without the respect of community, pupil and teachers, without the opportunities made accessible by professional organizations or the support of the other friends of education, such visions may remain beyond reach. Whether schools will be "beacons of brilliance" or "path holes of pestilence" depends largely upon the quality of leadership brought to the situation by the principal as instructional leader. How effective that instructional leadership will depend in turn, upon the conviction, credibility and competence of the principal and upon the degree to which constraints can be effectively removed or negated."
As educators, school principals are fully aware of the significant contribution of instructional leadership in the quest for quality education which is the main focus of education management. The government, the community and the school personnel are meant to provide the best educational opportunities to the learners. In search for effective, efficient and cost saving strategies to attain quality education, the need to have school principals as instructional leaders is of great importance and must be given due consideration.