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Republic of The Philippines Department of Education Instructional Leadership Program - For District and Division Supervisors

This document outlines an instructional leadership program for district and division supervisors in the Philippines. It includes a concept paper template that one participant, Roderick Tadeo, has filled out to identify a problem in his district to address. The three problems he identified include: 1) only 2 out of 11 schools producing NC-II holders in technical-vocational subjects, 2) one school with zero NC holders in its SHS technical-vocational track, and 3) few schools implementing the school gardening program. Through a prioritization matrix, he determined addressing limited implementation of the school gardening program as the "very high priority" problem for his application project, titled "Project SIGLA."

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Aldrin Bagasina
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Download as DOCX, PDF, TXT or read online on Scribd
43 views

Republic of The Philippines Department of Education Instructional Leadership Program - For District and Division Supervisors

This document outlines an instructional leadership program for district and division supervisors in the Philippines. It includes a concept paper template that one participant, Roderick Tadeo, has filled out to identify a problem in his district to address. The three problems he identified include: 1) only 2 out of 11 schools producing NC-II holders in technical-vocational subjects, 2) one school with zero NC holders in its SHS technical-vocational track, and 3) few schools implementing the school gardening program. Through a prioritization matrix, he determined addressing limited implementation of the school gardening program as the "very high priority" problem for his application project, titled "Project SIGLA."

Uploaded by

Aldrin Bagasina
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

DEPARTMENT OF EDUCATION
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
INSTRUCTIONAL LEADERSHIP PROGRAM - FOR DISTRICT AND DIVISION
SUPERVISORS

ILD-DDS Concept Paper TEMPLATE

A. PROJECT CONTEXT

INSTRUCTIONAL LEADERSHIP PROGRAM FOR DISTRICT AND DIVISION


SUPERVISORS
Name of Current
Participant Roderick A. Tadeo, Ph.D. EPS
Position
Area of
Specialization TLE/TVL/SHS

Division Olongapo City Region III


Introduction What is your understanding of DepEd’s vision and mission?
maximum of What is the role of the division in delivering DepEd’s vision and mission?
100 words

The DepEd’s vision and mission simply tells the direction that the department sets to
achieve. This shows a clear vision of its existence, moved by its mission that tells
everyone in the organization has to perform.
Considering the primordial concern of providing better educational services to the
stakeholders, supervisor’s role is to ensure that the curriculum is properly implemented;
periodic monitoring and evaluation shall be institutionalized as to gather feedback to
further improve the delivery of services. Provision of technical assistance in the areas of
curriculum, instruction and assessment requires in-depth understanding of supervisors
to realize this function.

Problem Nominate three issues and/or concerns in your school that you would like to work on in
Description this course. You will be helped in clarifying and selecting the final problem for your
Application Project. (See attached sheet for the course coverage. This will help guide
you in your problem selection).

For each problem, answer the following questions. Give quantifiable or


observable indicators.

(1) What is the problem? (maximum 20 words)


Prob.1. Only 2 out of 11 General High Schools in the city has produced a number of
NC-II holders.
Prob. 2. Out of the 5 SHS offering TVL, one school remains zero-NC holders.
Prob. 3. Out of 43 schools, only few schools have implemented the Gulayan sa
Paaralan Program

(2) When does the problem happen? (maximum 20 words)


Prob. 1. This phenomenon is still existing until this moment.
INSTRUCTIONAL LEADERSHIP PROGRAM FOR DISTRICT AND DIVISION
SUPERVISORS
Prob. 2. It was observed in the first two years of SHS implementation.
Prob. 3. This phenomenon is still existing until this moment.

(3) Where does the problem happen? (maximum 20 words)


Prob. 1. The problem happened in the Division of Olongapo City
Prob. 2. The problem happened in the Division of Olongapo City
Prob. 3. The problem happened in the Division of Olongapo City

(4) Who are affected by the problem? (maximum words)


Prob. 1. The TLE learners in the nine (9) Junior High Schools in the division.
Prob. 2. The SHS-TVL learners of KNHS.
Prob. 3. The students, parents and other stakeholders of the non-implementing
schools of GPP.

Problem 1  Non-NC holders in the 9 JHS offering TLE subjects

Problem 2  Non-NC holders in a SHS-TVL

Problem 3  Limited number of schools implementing GPP

Statement of What result do you want to see after solving the problem? Give quantifiable or
Project observable indicators. (maximum of 50 words)
Objective
Problem 1  To improve the number of schools with NC-holders

Problem 2  To achieve 100% SHS-TVL implementers with NCs

Problem 3  To revitalize the GPP in the division

Benefits of (1) Who benefits from solving this problem? Be specific. If possible, give exact
solving the numbers. (maximum 50 words)
problem  The beneficiaries of this problem are the 9 schools in the division.
 The beneficiary of this problem are the SHS –TVL students of KNHS.
 The beneficiaries of this problem are all internal and external stakeholders
in the division.

(2) What is the exact benefit to them? (maximum 50 words)


 Grade 10 students of the nine other schools shall possess NC-II necessary
for employment, entrepreneurship and middle level skills development.
 Grades 11 and 12 students shall possess NC-I/II in SMAW, TD, Animation,
Travel Services/Local Tour Guiding Services, FOS
 Students identified as wasted or severely wasted shall benefit of the
program. The inclusion of gardening and landscaping shall also contribute
to the beautification project of the school and the division in general.

(3) How will solving this problem contribute to achieving DepEd’s vision and mission?
(maximum 75 words)
 As stated in the vision “The Department of Education continuously
improves itself to better serve its stakeholders.” We can only facilitate
quality learning if the facilities and services are conducive to the learning
environment. This can be realized through collaboration of the internal and
INSTRUCTIONAL LEADERSHIP PROGRAM FOR DISTRICT AND DIVISION
SUPERVISORS
external stakeholders. Schools needs to continue improving and translate
all resources and programs into better learning outcomes.

When learners are capacitated with the competencies required


from them as stipulated in the Curriculum Guide, they will be
Problem 1
empowered to land for a job, engage in simple business, and
be ready for middle level skills development.

When learners are capacitated with the competencies required


from them as stipulated in the Curriculum Guide, they will be
Problem 2
empowered to land for a job, engage in simple business, and
be ready for middle level skills development.
Through revitalizing the GPP, learners will be engaged in
Problem 3 various activities necessary for developing lifelong learning
skills.

Your
signature over Roderick A. Tadeo, Ph.D. Date submitted September 18, 2018
printed name

Prioritization Matrix

CRITERIA
Strategic
Magnitud
Importanc Feasibility Urgency Total Priority Index
e
e
List of Problems (Sample
/Issue .25 .25 .25 .25 1.00  Weight) 
1. Non-NC holders in
the 9 JHS offering TLE 3x.25=.75 3x.25=.75 3x.25=.75 4x.25=1 3.25 High Priority
subjects
2. Non-NC holders in a
2.75 High Priority
SHS-TVL 3x.25=.75 2x.25=.50 3x.25=.75 3x.25=.75
3. Limited number of
schools implementing GPP
Very High
3.75
4x.25=1 4x.25=1 3x.25=.75 4x.25=1 Priority

Interpretation

3.26 4.00 Very High Priority

2.51 3.25 High Priority

1.76 2.50 Moderate Priority

1.00 1.75 Low Priority


Project SIGLA (Strengthening the Implementation of Gardening and Landscaping Activities)

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