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OF
HUMAN PERSON
Major Paper
BENEDICTA D. MARTIN
Ph. D. EM, Student
Teachers
facilitate
learning
and
constantly
nurture
every learner
environment
for
effective
learning to
happen
- Family, community, and other stakeholders are actively engaged and share responsibility
for developing life-long learners
Mandate
VISION
Awallan Elementary School is a recognized center of excellence with highly
competent teachers producing learners who are globally competitive, productive, welldisciplined, environmental friendly and God loving citizens who will become the future
leaders of our country.
MISSION
Awallan Elementary School commits itself to provide every child equal
opportunity to quality education through a curriculum for the learners total intellectual,
emotional, psychological, moral and spiritual development through active and strong
school community partnership with God as the guide and the learners the center learning
and working activities.
Core Values
Maka-Diyos
Maka-tao
Makalikasan
Makabansa
2. Identify the key ideas you want us (the readers) to know about your school mission
and vision.
One of the most important responsibilities of any leader is establishing a mission and vision
and inviting others to share in its development. As important as the vision/mission is, we have
found that keeping it alive throughout the year is not an easy task. For you to get the most out of
your vision, you must first remove the barriers from making it an integral, vibrant facet of the
school community. Our vision, as a community, is to inspire a passion for learning. You should
also make sure to have copies of your school's current vision statement at the meeting so that
participants can compare it with the examples. By discussing the current statement, the sample
statements, the bulleted questions, and pertinent articles that you might wish to share as well, the
vision oversight team should be able to reach an understanding of what makes a strong vision
statement. You might also urge team members to explain to the faculty how the vision is a
reflection of the school's values and hopes: it offers an opportunity to dream bigger, so stress to
the team that it shouldn't let the faculty develop a "get-by statement," something that expresses a
notion of mere adequacy. Tell team members to get the faculty to articulate what it is they truly
want from their students and school. Graduation or job attainment is the bare minimum of what
most educators hope for their students. The vision oversight team might consider having teachers
brainstorm a list of adjectives or values and beliefs that will help them come up with an
inspirational, compelling vision
When developing a vision, remember that less can be more; keep it short, and your staff
will remember it longer. The mission statement should encompass the values of the staff, the
actions that the school will take, and the areas it will address (e.g., curriculum, assessments, data)
to achieve its vision. The mission statement should be longer than the vision statement because it
is a specific plan for driving the school to fulfill its potential.
This goal is measurable. It clearly identifies the starting point as 79 percent and the minimal
acceptable value as 85 percent.
You can gauge whether a goal is achievable by asking yourself if the goal is pushing you beyond
your limits or if it is something you can accomplish if you stretch yourself. A goal of improving
to a 100 percent passing rate in one year would not be reasonable, but a 6 percent increase is.
This goal is relevant because it has identified a specific area of need. It is standards-based and
directly addresses academic achievement.
The end date for this goal is the 2008 main testing window.
Using Vision and Mission to Focus School Improvement
The school improvement plan (SIP) is the tool that will help you get the most out of your
vision, mission, and goals. It is a more detailed document than the mission and vision statements.
Like the mission statement, it falls within the scope of the vision.
The SIP is a blueprint for the school's progress toward its goals. It helps propel gradelevel teams, curriculum teams, and departments toward meaningful improvement. It provides
detailed expectations for administrators, teachers, counselors, and other stakeholders and
includes specific plans that guide improvement efforts throughout the year. Although the
majority of school improvement plans focus on improving student achievement through such
measures as high-stakes tests, advanced placement exams, and the SAT, we recommend
enriching the document to include several areas outside the realm of assessment. For example,
you might add a section about improving student attendance or reducing the number of
disciplinary infractions. You could seek to increase participation in extracurricular activities and
athletics and improve the delivery of student services offered by the guidance department, the
career center, and the library. Use your SIP as an opportunity to develop goals, plans, and actions
to improve all facets of your school's life.
If we ask students to create a plan for their improvement, we should be open to doing the same
for ourselves.
Keep in mind the following points as you develop your school improvement plan:
Make sure the plan includes a proposal for staff development. If teachers aren't learning
and growing, it is not likely that students are either.
An improvement plan is only useful when it is doable. All goals that are developed by
each department in the school should fall under the umbrella of the school system's goals
and objectives; if not, you could be trying to do too much or go in too many directions
and will end up accomplishing very little.
The SIP should help you not only look forward but also evaluate what has been done in
the past. Without such reflection, your efforts will be random, unfocused, and
unsupported.
1. Cover page. This should include the title, your school's name, and the date.
2. Committee member list. This should include the name and title of each member of the SIP
team.
3. State department vision and mission statements. Most state departments of education
have a published vision and mission.
4. School system vision and mission statements. Most school systems have a published
vision and mission.
5. The school's vision and mission statements. The overarching components of the school's
vision and mission should fall within the parameters of the school system's vision and
mission. If the school system does not have vision and mission statements, we still
recommend that your school develop its own.
6. School details and demographics. This includes school statistics on ethnicity; gender;
English proficiency; economic status; educational designation (e.g., general education,
gifted, special education, and twice exceptional); graduation rates; percentage of last
year's students who enrolled in a two-year or four-year college or trade school; and
enrollment in AP/IB courses.
7. NCLB AYP Report Card or High-Stakes Report (depending on the state). If provided by
the state, include a report of the most recent AYP results for your school by subject,
grade, and subgroup status.
8. School system goals and objectives (if available). These are typically created by the
school board and/or the superintendent's office. They may be referred to as objectives or
targets, among other descriptors.
9. SIP calendar. The calendar should include the dates and times when the SIP team is
expected to meet and when it is expected to deliver content and evidence of efforts and
completion.
10. Departmental goals. These goals focus on improving student achievement or delivery of
services (for example, from the guidance department, the main office, and so on) specific
to each department or team.
11. Indicators of achievement. These are specific indicators or results that will be reviewed to
determine effectiveness.
12. Areas of focus. These include specific content areas, skills, standards, anchors,
populations, and services that are targeted in the SIP.
13. Action plans for each department or grade-level team. Each department's specific action
plan includes data sources, point of contact, potential costs, staff development efforts,
required materials, activities, and time line to put the action plan in place and measure its
effect.
The sections of the school improvement plan that are specific to individual departments
and grade-level teams should provide focus for each of the areas with regard to content delivery.
For example, in our version, items 1013 would include any department in the building. In this
case, we use the math department as an example, which might have an overall goal such as
"Student passing rates on the Geometry Standards of Learning [Virginia's year-end high-stakes
assessment] will improve from 81 percent to 86 percent in the following year." In some cases,
the goal may target certain populations, such as "The percentage of African American students
successfully completing geometry will increase from 73 percent to 80 percent by the end of the
following school year." Departments and grade-level teams should measure their efforts and
indicators of effectiveness against these goals on a monthly basis to obtain objective information
to fuel their discussions.
We purposely mention "areas of focus" in item 12 to hone efforts and add value to
departmental discussions about curriculum delivery. In this section of the SIP you would find
statements such as "During the 20082009 school year, the mathematics department will increase
focus on (1) patterns, functions, and algebra and (2) numbers and number sense." At least once a
month, the department or team should assess the extent to which its content delivery hit these
specific areas of focus.
If there are existing vision and mission statements, review them to determine their
relevance and accuracy.
Devise a meaningful plan to involve the staff in either revising the existing vision and
mission statements or creating new ones.
Ask probing questions to guide staff in developing their vision and mission.
Use data to identify areas that need improvement and establish SMART goals.
Copyright 2009 by Association for Supervision and Curriculum Development. All rights
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field.
demands
better-designed
objects,
communication,
systems,
and
o Creativity, innovation, and a desire to challenge the status quo, both in what
and how we teach and in the intellectual ambitions of the School itself
o Social engagement, orienting students' academic experience to help them become
critically engaged citizens dedicated to solving problems and contributing to the
public good.
The New School must embrace these principles and innovate to address shifts in the
global economy, society, and environment, that require individuals to grapple with
complex problems, pursue more fluid and flexible career pathways, and collaboratively
create change.
Give Us Your Feedback on the Mission and Vision
The New School's Mission and Vision Statement sets forth an academic direction
informed by our values and strengths, the changing context of higher education, and a
paramount commitment to meeting the needs of 21st-century students. It was developed
over many months with participation and feedback from students, faculty, and staff
members in our community. It was approved by the Board of Trustees in May 2013.
Related Links
"We do refer to the mission and belief statements when we are discussing or debating programs
and decisions," says Toy. "Our school organization tends to reflect our mission and belief
statements. I have it posted in my office to remind me of the context for the many issues and
decisions I work through each day."
Toy adds, "I think the mission is a useful template from which to work. It's probably an ideal, but
not a reality, for many of us."
MISSION STATEMENT IN PRACTICE
"There was I time when I would inwardly groan when faced with the prospect of constructing yet
another mission statement. I saw such a task as too much time spent on something that would
soon be tucked away and forgotten," explains Jean Byl, a media specialist at Waverly-Shell Rock
(Iowa) Junior High School. "However, because we actually use the statement and remind
students and discuss with students our mission statement, I now see it as a useful means of
communication with the kids." Dick Jensen, principal at Waverly-Shell Rock, has reported that
80 percent of the discipline problems he deals with somehow relate to a lack of respect or
responsibility. The mission statement of the school targets that concern. It states, "We will
respect ourselves and one another, appreciate individual differences, and encourage one another
to reach our potential." "We realized that we needed a framework to express to students (and
parents) who and what we would like our students and school to be -- that is, an environment that
fosters respectful and responsible students," states Byl.
Each morning, the eighth grade-speech students give the morning announcements and
also read the mission statement at the junior high. The mission is also printed on the school
stationery and the students' agenda (planner) books. Though it is difficult for Byl to assess the
impact the mission statement has had on the school community, she has found "teachable
moments" in which the mission statement has provided a springboard for discussion. Faculty
members at the school emphasize the mission statement at the beginning of the year as a means
of clarifying expectations. The statement is also used in disciplinary conferences. The school is
now considering having students write personal mission statements.
"I like our mission statement because I think it's so pertinent for the junior high student," Byl
says. "It addresses what we hope they will strive to be as people. We all know the trials and
tribulations of adolescence. [Students] are seeking to define themselves and to find their niche.
The mission statement gives focus to some characteristics that are keys to happy young people
who are in healthy relationships with other people."
PUTTING VISION INTO THE MISSION
Many mission statements have little practical meaning, Mizell tells Education World.
They are posted on walls and in the student handbook or scheduler, but they rarely guide or
challenge the school. They are too safe and too easily forgotten. Even in the best of
circumstances, Mizell suggests, mission statements are often one more good intention pushed to
the background.
"I think a major problem with most mission statements is that they are static," Mizell tells
Education World. "They seem to say, at best, 'This is who we are. This is what we do. This is
what we value.' But if one believes, as I do, that most schools need to improve, such a statement
merely affirms what the school is rather than what it should be."
Mizell encourages schools to develop a vision statement rather than a mission statement.
"Of course, if either a mission or a vision statement is just so many words, then it is largely
useless," says Mizell. "That does not have to be the case. As in other areas of education, a school
will get out of its vision statement, or even a mission statement, exactly what it puts into it.
However, in my view the statement should also be a tool the school can use to push itself .
Establish Your Own Vision Statement
"See the Vision Statement of The National Forum to Accelerate Middle-Grades Reform for an
example. A school should develop its own vision statement. What is the school striving to
become? What does it want to achieve? To what extent will it hold itself accountable for
progressing toward fulfilling its vision?"
Revisit the Vision Statement During the School Year
"Several times during the school year, the principal may use the vision statement as the
opening for faculty meetings. Make sure each faculty member has a copy in his or her hand, then
read the statement, and then allow 15 or 20 minutes for open discussion about how the school is
or is not progressing toward fulfilling its vision. With this kind of prompt, there could be some
very interesting and lively discussions, and the vision statement will be a living document. The
vision statement could also be used this way for each meeting of the school site council or school
leadership team."
Reflect on the Statement at Year End
"Probably once a year, perhaps at the end of school, a school could use its vision
statement for an hour-long reflective discussion about progress or setbacks that occurred during
the school year in relation to the vision statement. What progress did we make? Where did we
drop the ball? What is the evidence that we are moving closer to fulfilling our vision or not?
What do we need to do next year to accelerate our progress toward fulfilling our vision?"
LINKS TO ADDITIONAL RESOURCES
3.What
Enumerate the skills (in number). These skills can be clustered or arrange in category
under which you write the particular/specific skills.
Tools for working. Information and communications technology (ICT) and information
literacy
Skills for living in the world. Citizenship, life and career, and personal and social
responsibility
4.Which of these skills are needed are needed by your students/learners to develop and are
aligned with the vision/mission of your school/institution? Enumerate the specific skills.
Nurturing the Holistically Developed Filipino (College and Livelihood Readiness,
21st Century Skills)
After going through Kindergarten, the enhanced Elementary and Junior High curriculum, and a
specialized Senior High program, every K to 12 graduate will be ready to go into different paths
may it be further education, employment, or entrepreneurship.
Every graduate will be equipped with:
1. Information, media and technology skills,
2. Learning and innovation skills,
3. Effective communication skills, and
4. Life and career skills
As the students who participate in this program move into high school, what skills do you
want them to possess that might be different from those that can be achieved in a
traditional learning environment?
Certainly a valid question, but difficult to give a concise answer. After rambling a bit
about educational maturity and using a few educational buzz words, I moved on to the
next question. However, after giving this considerable thought, I have arrived at a fivepoint skill set that I would like to see our students develop during their experience at the
Virtual Learning and Leadership Academy.
1. Engagement
Student engagement is perhaps the most misunderstood, and overused terms in education.
Unfortunately, it brings to mind visions of students, sitting attentively at their desks,
nodding their heads in understanding as the teacher reviews the days PowerPoint
presentation. However, true engagement means getting students involved, active and
participating. The hamster is running, the wheel is turning, and the light bulb is on.
Engagement is not about paying attention, it is about being an active participant in ones
education.
2. Self-Advocacy
Students need to understand that they have control over their educational destiny. This is
what I refer to as educational maturity the ability to take charge of their learning, ask
questions, search for answers and, perhaps most importantly, seek help when needed.
Take control.
3. Creativity Innovation
Pursuit of personal interests and development of creative solutions to problems is a
critical skill for our students to possess. It is unfortunate that the current educational
models focus on standardized testing has dampened student creativity and pursuit of
innovative solutions to challenging problems. Students should not be so concerned with
failure that they are afraid to stretch their thinking and test their ideas.
4. Collaboration
In a shrinking world, effective communication and the ability to work well with others
will be essential to student success. Students must be able to respect differences and
efficiently collaborate with diverse personalities. This skill is also essential for the full
realization of innovationas students work together to solve problems. Technology
affords many avenues of communication and collaboration and as educators we have an
obligation to assist students in the appropriate use of these tools to enhance these skills.
5. Empathy
An awareness, and concern, for the plight and challenges of others is a uniquely human
characteristicone that we should take care, as educators, to foster in our students. In
order to do this effectively, our kids need to possess knowledge of other cultures, possess
the ability to speak multiple languages and develop a sensitivity to the traditions and
customs of other nations.
This is certainly not intended to be a conclusive list there are many other skills that are
important for 21st century learners. I recently shared a Google spreadsheet, via Twitter,
asking educators to share their ideas. If you would like view the ideas of others, or
contribute your own, please feel free to view or contribute to the Google spreadsheet or
add a blog comment.
5. What should the DepEd and CHED and your school should know as the
corresponding competencies and learning outcomes of developing such skills? Write
the corresponding competencies and learning outcomes.
The 21st century dawned as the beginning of the Digital Age a time of
unprecedented growth in technology and its subsequent information explosion. Never
before have the tools for information access and management made such an
impact on the way we live, work, shop and play.New technologies and tools multiply
Daily and the new technologies of today are outdated almost as soon as they reach the
market.Numerous studies and reports have emerged over the past decade that seek to
identify the life, career, and learning skills that define the skills needed for success in the
21st century world. While there are some differences in how the skills are categorized or
interpreted, there are also many commonalities. Common skills across most of the studies
are the following:
COMPETENCIES
Creativity and
Innovation
LEARNING OUTCOMES
Using knowledge and understanding to create new
ways of thinking in order to find solutions to newproblems and to create
new products and services
Critical Thinking
and contexts for a wide range of purposes and usingmultiple media and
technologies
Collaboration
Information
Management
Effective Use of
Technology
Skills
Cultural Awareness
7. What teaching strategies should you use in building the students skills?
SOME TEACHING STRATEGIES INCLUDE:
Connecting the content knowledge to real-world applications and problem
situations that enable students to see how what they are learning connects with
their lives and the world around them. The work that is asked of students must
be authentic work that is relevant and that mirrors real life.
Emphasizing deep understanding of the learning by focusing on projects and
problems that require students to use the content knowledge in new ways and to
Helping students understand and monitor the thinking processes they are using
by including metacognitive activities that ask students to reflect on their use of thinking
structures and the effectiveness of the thinking strategies they employed.
Using technology to help students access, analyze, organize and share
what they are learning and allow
students to independently locate appropriate tools for the task.
Providing opportunities for students to become creators as well as consumers
of published information (Apple, 2008) by providing opportunities for creating and verifying
their own entries in collaborative sites and evaluating contributions of others.
Engaging students in solving complex problems that require higher order
thinking an application of content and that result in new perspectives and solutions to problems.
Providing opportunities for students to work collaborative as they gather
information, solve problems, share ideas, and generate new ideas.
Developing life and career skills by creating opportunities for students to
become
self-directed learners who take responsibility for their own learning and who learn
how to work effectively with others.
Helping students make connections between subjects, concepts and ideas and
with others, including those outside of the classroom.xtend their understanding through
collaboration with others.
The 21st century skills are not really different. We have always wanted students to
be creative thinkers and problem solvers who have the skills necessary to function effectively in
society and in the workplace. However, the way in which these skills are incorporated in the
classroom and how technology is integrated will greatly change instruction. Indeed, with
technology, todays classroom transcends physical walls and reaches around the globe. In
addition, we need to plan instruction with an understanding of the digital natives (Prensky,
2001) who have grown up in the Digital Age and who expect learning to be interactive, engaging
and up-to-date. Instruction that meets the needs of todays students will incorporate
A variety of learning opportunities and activities
The use of appropriate technology tools to accomplish learning goals
Project- and problem-based learning
Cross-curricular connections
A focus on inquiry and the student-led investigations
Collaborative learning environments, both within and beyond the classroom
High levels of visualization and the use of visuals to increase understanding
Frequent, formative assessments including the use of self-assessment.
The role of teachers in a 21st century classroom shifts from that of the expert to that of
the facilitator. The focus for instruction shifts from knowing to being able to use and apply
information in relevant ways. Students who are being prepared for the 21st century will
beinvolved in continuous cycles of learning (Lemke, et al, 2003) that lead to
deeperunderstanding of the subject area content and that develop the critical skills for meeting
the challenges of the future.
8. The four pillars of learning are: learning how to learn, (or learning how to know),
learning how to do, learning to live together, and learning to be. How such pillar of learning
connected to our understanding of a meaningful act of knowing.
Revisiting the Four Pillars of Learning
In order that the essence of the four pillars of learning be appropriately interpreted, a
brief snapshot follows of what each relates to in term of educational context.
Learning to know
This type of learning is radically different from acquiring itemized codified information
or factual knowledge, as often stressed in conventional curriculum and in rote learning. Rather
Learning to do
This pillar of learning implies in the first place for application of what learners have
learned or known into practices; it is closely linked to vocational-technical education and work
skills training. However it goes beyond narrowly defined skills development for doing specific
things or practical tasks in traditional or industrial economies. The emerging knowledge-based
economy is making human work increasingly immaterial. Learning to do calls for new types of
skills, more behavioral than intellectual. The material and the technology are becoming
secondary to human qualities and interpersonal relationship. Learning to do thus implies a shift
from skill to competence, or a mix of higher-order skills specific to each individual. The
ascendancy of knowledge and information as factors of production systems is making the idea of
occupational skills obsolete and is bringing personal competency to the fore. Thus learning to
do means, among other things, ability to communicate effectively with others; aptitude toward
team work; social skills in building meaningful interpersonal relations; adaptability to change in
the world of work and in social life; competency in transforming knowledge into innovations and
job-creation; and a readiness to take risks and resolve or manage conflicts.
Learning to live together
potential:
memory,
reasoning,
aesthetic
sense,
physical
capacity
and