LSA 5030-Dr. B.

Howard

Reflection on
Mission and Vision
in My School
Is your school’s mission impossible? What is your school’s vision and how
will it help you get where you want to be?

Deborah T. Arrington
9/9/2013
 According to research, a leading factor of more effective schools from less effective

schools is their commitment to a shared mission statement (Stemler, 2011). The first standard

articulated by the nation’s largest secondary school accreditation requires that schools establishes

and communicate a shared purpose and direction for improving the performance of students and

the effectiveness of the school. In fulfillment of the standard, the school: (i) establishes a vision

for the school in collaboration with its key stakeholders, (ii) communicates the vision and

purpose to build stakeholder understanding and support, (iii) identifies goals to advance the

vision, (iv) ensures that the school’s vision and purpose guide the learning process, and (v)

reviews its vision and purpose systematically and revises them when appropriate (AdvanceED,

2010, p. 1). In 2011, the first standard was modified. The standard requires school to maintain

and communicate a purpose and direction that commit to high expectations for learning as well

as shared values and beliefs about teaching and learning (AdvanceED, 2011, p. 1). Great schools

are not the ones with the biggest endowment or the best college placements; they are the ones

that constantly look for better ways to live their respective missions (Oliver).

The vision and mission statement at East Forsyth High School were rewritten by the

School Improvement Team in 2011. The belief statements were developed by the faculty. The

S.I.T. ask the staff to write down their beliefs about educating students at EFHS.

The Vision at East Forsyth High School is “to form collaborative partnership between

students, faculty, and parents of East Forsyth High with the community to facilitate the goal of

providing a quality education for every student.” In my opinion, this statement does not provide

the school with a dream of how to collaborate or define quality. When I ask the stakeholders to

recite the vision, no one knew the vision. Also, the stakeholders did not know the location or

where to find the vision statement. The stakeholders I interviewed agreed that a common vision

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statement is important to guide their actions. As I walked around my school, I did not come

across this statement until I entered our media center. It was posted on an 8.5 by 11 laminated

sheet of paper alongside the mission and belief statements of our school. As I looked online at

EFHS web page, I did not see our mission or vision statement on our school web page. At EFHS

it has become the forgotten vision and mission statement. My school vision statement reminds

me that, as a leader, collaboration with students, parents, faculty, and community members about

my goals will gauge students’ success. The mission statement has influenced me to work with

my students to create the classroom expectations. On my web page parents will find

mathematical resources to help increase their child’s academic success. I am encouraged to

continue to serve as a leader in our professional learning community.

The mission statement at my school states, “At East Forsyth High School, we focus on

the whole student, harnessing the energy of youth to develop well-rounded, responsible

achievers.” Again like the vision statement, the people I interviewed could not recite the

mission statement or knew the location of the mission statement. Mission statements should be

held accountable by their schools (Allen, 2001). It will be difficult to hold the stakeholders

accountable to a mission statement, when they do not know the mission of the school. The

wording of the mission does not inspire its stakeholders to new and greater heights. Our mission

statement does not tell us how we are going to harness this energy of our students to develop

well-rounded responsible achievers, therefore it is impossible to obtain. This mission statement

is not measureable.

After showing the vision, mission, and belief statements to the stakeholders at my school,

most recalled the statements. Most felt that the statements were too broad or could not give more

than two examples of how they used the vision or mission statements in improving student

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achievement. I think the goals should clearly define what we want our students to know and be

able to do. The goals should also describe how we are going to bring about the desired results

and how we will know if our goals are being met. Our students, faculty, and community are

committed to improving and holding ourselves accountable for the results. My school is

preparing for accreditation; therefore we will be revisiting our vision, mission and belief

statements. The schools improvement team, faculty and stakeholders in our community will

work on our new vision and mission statements. The faculty has completed a survey and the

results have been shared. Our students and parents are in the progress of completing surveys.

The results will be instrumental in designing our new vision, mission and belief statements. It

will be important that all stakeholders participate in the statements, take ownership, and be

accountable for the statements. It will be important for stakeholders to dream about the vision of

our school as we design our vision statement. It will also be important that we put the vision into

concrete terms. Our mission statement should include what we are going to do, why we are

going to do it and how we are going to measure our mission statement. These statements will

affect the culture of our school and the community that we serve. Our statements, once adopted,

need to be visible. Our stakeholders, faculty, and students should know our schools vision and

mission statements as we have a shared responsibility in student achievement and the

effectiveness of our school. The S.I.T. leader did not realize that the vision, mission and belief

statements were not on our web page. The S.I.T. leader explained that our measurable goals are

not part of our mission statements, but our S.I.T. goals. These goals are 1) to build relationships,

2) increase staff awareness on literacy and 3) increase student achievement.

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WHAT IS THE DEPED VISION, MISSION,
MANDATE AND CORE VALUES (VMV)?

WHAT IS THE DEPED MANDATE?

1. The DepEd Mandate

2. “The State shall protect and promote the right of all citizens to quality education at
all levels, and shall take appropriate steps to make such education accessible to
all.”

3. (Article 14, Section 1 of the Philippine Constitution)

4. The Department of Education (DepEd)  formulates, implements, and coordinates

policies, plans, programs and projects in the areas of formal and non-formal basic
education. It supervises all elementary and secondary education institutions,
including alternative learning systems, both public and private; and provides for the
establishment and maintenance of a complete, adequate, and integrated system of
basic education relevant to the goals of national development.

DEPED VISION
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.

WHAT DOES THE DEPED VISION MEAN?

“We dream of Filipinos who passionately love their country …”

Our vision is more than just the end-goal of a plan. It is a dream, a wish, a
prayer – what we fervently hope for and what we diligently work towards. By
envisioning, we begin to fulfill our mandate and responsibilities as a teacher
and do our duty as Filipinos. We want to develop learners who are true

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citizens and patriots, who have a strong desire to serve their country and
work for its betterment.

…and whose values and competencies enable them to realize their full potential…

We can do two things:

Inculcate the values and develop the necessary competencies deemed

necessary and desirable to ensure a lifelong learning.

…and contribute meaningfully to building the nation…

Because as a learner-centered institution we want them to know how to

improve themselves and realize their dreams, while keeping in mind and
heart their love for the country and care for fellowmen, maximizing the
endowment of skills and talents, not for selfish gain, but to contribute to
building a nation every Filipino deserves.

As a learner-centered public institution…

As stated in our mandate, the Department of Education (DepEd), “shall

protect and promote the rights of all citizens to quality education at all
levels, and shall take appropriate steps to make such education accessible
to all”.

In all our decisions and actions, we put the Filipino learner first. In the end,
our most important stakeholders are our learners…

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…the Department of Education continuously improves itself……to better serve its
stakeholders.”

Just like our students, we do not stop learning. We constantly seek to be

better, both as individuals and as an organization.

DEPED MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:

 Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment

 Teachers facilitate learning and constantly nurture every learner

 Administrators and staff, as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen

 Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners

WHAT DOES THE DEPED MISSION MEAN?

Section 17 under Article II of the 1987 Constitution mandates the State to give
priority to education, science and technology, arts, culture, and sports to foster
patriotism and nationalism, accelerate social progress, human liberation, and
development.

“As a learner-centered public institution…”

The Department of Education is the government agency that formulates,

implements, and coordinates policies, plans, programs, and projects in
areas of formal and non-formal basic education. In all our decisions and
actions, we put the Filipino learner first.

“..the Department of Education continuously improves itself..”

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Just like our students, we do not stop learning. We constantly seek to be
better, both as an institution and as individuals.

How can we serve our learners better?

“..to better serve its stakeholders.”

Through time, our learners have changing needs and the Department must
adapt and be better to serve them better.

A closer look at our DepEd Mission in action

A closer look at being an organization that embodies our DepEd Core Values

“To protect and promote the right of every Filipino to quality, equitable, culture
based, and complete basic education where:”

As stated in the 1987 Philippine Constitution, our mission states our duty as
stewards of education to protect and promote the right of all citizens.

HOW DO WE FULFILL OUR MISSION AS THE

DEPARTMENT OF EDUCATION IN DELIVERING
QUALITY, EQUITABLE, CULTURE-BASED, AND
COMPLETE BASIC EDUCATION?
“Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment”

Do we provide our learners a child-friendly, gender-sensitive, safe and motivating

environment?

“Teachers facilitate learning and constantly nurture every learner”

Do our teachers ensure the development of each uniquire learner?

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“Administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happen”

Do our policies, systems, processes, and behaviors ensure an enabling and

supportive environment for effective learning to happen?

“Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners”

Do we actively practice shared governance of basic education with the entire

community in developing all Filipinos?

DEPED CORE VALUES

A closer look at being an organization that embodies our DepEd Core Values

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

Republic Act No. 8491 states that our national Motto shall be “MAKA-DIYOS,
MAKA-TAO, MAKAKALIKASAN AT MAKABANSA.”

In adopting these as our 4 core values, what does it mean to be “Maka-Diyos”,

“Maka-tao”, “Makakalikasan”, and “Makabansa” in the context of the Department
of Education?

WHAT DOES THE DEPED CORE VALUES MEAN?

Core Values Behavior Statements Indicators

Maka-Diyos Expresses one’s spiritual beliefs while Engages oneself in worthwhile

respecting the spiritual beliefs of spiritual activities
others
Respects sacred places

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 Respects religious beliefs of others

Demonstrates curiosity and

willingness to learn about other
ways to express spiritual life

Tells the truth

Returns borrowed things in good

condition

Demonstrates intellectual honesty

Shows adherence to ethical principles
Expects honesty from others
by upholding truth
Aspires to be fair and kind to all

Identifies personal biases

Recognizes and respects one’s

feelings and those of others

Shows respect for all

Waits for one’s turn

Takes good care of borrowed things

Views mistakes as learning

opportunities
Is sensitive to individual, social, and
Maka-Tao Upholds and respects the dignity
cultural differences
and equality of all including those
with special needs

Volunteers to assist others in times

of need

Recognizes and respects people

from different economic, social, and
cultural backgrounds.

Demonstrates contributions toward Cooperates during activities

solidarity
Recognizes and accepts the
contribution of others toward a goal

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 Considers diverse views

Communicates respectfully

Accepts defeat and celebrates

others’ success

Enables others to succeed

Speaks out against and prevents

bullying

Shows a caring attitude toward the

environment

Practices waste management

Conserves energy and resources

Cares for the environment and utilizes
Makakalikasan resources wisely, judiciously, and
Takes care of school materials,
economically
facilities, and equipment

Keeps work area in order during

and after work

Keeps one’s work neat and orderly

Identifies oneself as a Filipino

Respects the flag and national
anthem

Takes pride in diverse Filipino

Demonstrates pride in being a
Makabansa Filipino; exercises the rights and
responsibilities of a Filipino citizen
cultural expressions, practices, and
traditions
Promotes the appreciation and
enhancement of Filipino languages

Abides by the rules of the school,

community, and country
Enables others to develop interest
and pride in being a Filipino

Demonstrates appropriate behavior in Manages time and personal

carrying out activities in the school, resources efficiently and effectively

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 Perseveres to achieve goals
community, and country despite difficult circumstances
Conducts oneself appropriately in
various situations

DEPED TARGETED OUTCOMES

Outcome A.1: Every Filipino has access to complete basic education

 Provide necessary basic education inputs (Policy and Tool across Key Stages)

 Provide affirmative action to learners with special needs and/or learners in special
circumstances

 Engage the private sector in broadening opportunities for basic education

 Utilize technology in expanding reach of basic education services

Outcome A.2. Every Filipino graduate of complete basic education is prepared for
further education and the world of work

 Ensure that a learner-centered curriculum is implemented

 Provide relevant instructional materials and equipment

 Improve quality of instruction and professional development of teachers

DEPED’S STRATEGIC DIRECTIONS

The Strategic Plan of the Department of Education (DepEd) provides that by
2022, we will have a nation-loving and competent lifelong learners able to
respond to challenges and opportunities through quality, accessible, relevant and
liberating K to 12 Program delivered by a modern, professional, pro-active,
nimble, trusted and nurturing DepEd. Hence, the subsequent goals:

 Expand Access to Basic Education

 Improve Quality and Relevance

 Modernize Education Management & Governance

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  Source: DepEd Strategic Plan/Direction (2017-2022)

DEPED RATIONALIZATION PROGRAM

These reform areas are the key steps being undertaken by the Department
towards K to 12 Basic Education Program Implementation. This represents the full
service delivery of quality education for all. All these reform areas are moving
forward simultaneously, and are being championed by the Executive Committee.

(There is no sequencing because these are all happening parallel to each other
and are   all   important)

1. Enhanced Curriculum   – covers the phased implementation of the K to 12

curriculum until full implementation by SY 2017-2018 when we roll out Grades 6
and 12. K to 12 aims to produce holistically developed graduates with 21st century
skills. The curriculum is contextualized and responds to learners’ needs.

2. Resource Gaps & PPP   – DepED aims to close input gaps by 2013, based on the
2010 commitments. PPP has been a main strategy in ensuring this.

3. Legislative Agenda   – to date, we have passed the law for Universal Kindergarten
and the Enhanced Basic Education Act of 2013 (K to 12 law) has been approved by
both houses and only needs the signature of the President.

4. Partnerships   – fixing the education system is an endeavour, not only of DepED,

but also its stakeholders and all Filipinos. It is crucial for DepED’s success in
providing quality education to have effective stakeholder management and strategic
partnerships.

5. Information, Communications, & Technology (ICT)   – we aim to equip all

schools with ICT capability and use it in the Department for efficiency and better
service delivery. It is a key strategy for the Department to achieve access and
quality.

6. Improving the Strategic Planning Process   – this is a shift from budget-based

planning to strategic planning to ensure sustainability and continuous development
for the Department.

7. Results-based Performance Management System   – to ensure quality service

delivery, DepEd staff must be measured in terms of performance and actual results.

8. Training and Development   – building capacity in the Department for various

levels of the organization supports the different reform areas, and ultimately,
develops itself as a learning organization.

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 9. Employee Welfare   – we must ensure the welfare of DepEd employees through
basic timeliness in salary delivery, incentives, and career progression, among
others.

10. Rationalization Plan   – restructuring the Department to a function-based structure

with the necessary staffing requirement.

11. SBM-PASBE   – School-based Management (SBM) and the Philippine

Accreditation System for Basic Education (PASBE) provides the assessment tools,
grants, accreditation, and capability-building to effectively decentralize the system.
In effect, processes and decision-making are done with better context and
efficiency.

12. Child Protection Policy   – through   DepED Order No. 40 s. 2012 , we have
institutionalized making our schools child-friendly through the Child Protection
Policy principles and the creation of a Child Protection Committee in every school.

13. Disaster Risk Reduction Management (DRRM)   – disasters must be treated as a

normal occurrence given recent events, and this ensures the resilience and quick
response of our systems.

14. Total Quality Management   – quality assurance and continuous improvement

must be standard behavior across the Department–from our schools and among all
offices.

15. Culture, Change Management, and Communications   – an integrated approach

in shaping behavior and communicating reforms effectively in the Department is
necessary for the proper management of change.

All these reform areas are rooted in the philosophy of having a child- and
community-centered education system (ACCESs). In everything we do, we always
prioritize the learners and how we are of better service to them.

EXECUTIVE ORDER NO. 366, S. 2004

The EO 366 review seeks to fulfill the purposes of:

 Focusing government efforts and resources on its vital/core services; and

 Improving the quality and efficiency of government services delivery by

eliminating /minimizing overlaps and duplications, and improving agency
performance through the rationalization of service delivery and support systems

 providing options and incentives for government employees who may be affected
by the rationalization of the functions and agencies of the executive branch.

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In 2006, the DepED submitted its Rationalization Plan to the Department of
Budget and Management (DBM) in line with EO 366.

Since DBM had not yet given any feedback on the approval of the 2006 DepEd
RAT plan, The new management team saw the need to review the plan vis-à-vis
strategic directions and changes in the department in the past years. Thus in
2010, DepED recalled the 2006 submitted plan for further review.

DBM approved the request for review and gave the following guidelines:

 Have the same or lower number of positions as compared to its filled items at the
start of the rationalization effort in 2005.

 Not exceed the Personnel Services (PS) level of the department at the start of the
rationalization effort in the aforesaid year

 The rationalization should be based on the core functions of the department

It is important to note that the rationalization plan is not about rationalizing the
people, or lessening the no. of people in the department. Rather, the RAT plan is
about rationalizing the FUNCTIONS, so that the department can focus on its core
business – EDUCATION.

SCOPE OF DEPED’S RATIONALIZATION

INCLUDED NOT INCLUDED

Central Office Units DepED – ARMM

16 regional offices Schools

206 schools division office (SDO) proper Attached agencies

Casuals/contractual employees with appointment attested by CSC COS (GAA-MOOE

and funded by GAA funded)

COS (foreign-funded)

For DepED to focus on its core business, there is a need to reiterate the goals of
the DepED rationalization plan in relation to the different organization levels of the
department. The goals are as follows:

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 Have a more efficient and effective central office that focuses on policy-making,
standards-setting and over-all leadership of the department

 Have a re-engineered regional office that focuses on localization of policies,

quality assurance and on being the technical support hub of its divisions

 Have a re-engineered division office that focuses on field leadership and

supervision to better support our schools in delivering our education services to the
learners

THE RATIONALIZED DEPED

ORGANIZATIONAL STRUCTURES

DEPED CENTRAL OFFICE FUNCTIONS:

 Set overall education agenda, directions and policies

 Formulate systems and standards for national adoption

 Perform investment programming

 Articulate national frameworks to guide the organization in the performance of its

core functions and the provision of support

 Oversee quality assurance and performance accountability

 Build Partnerships with GOs & NGOs

DEPED REGIONAL OFFICE FUNCTIONS:

 Set Regional agenda, directions and policies

 Localize curriculum

 Adapt to or adopt standards

 Manage Quality Assurance

 Provide technical assistance to Divisions

 Manage program investment and equitable allocation of resources

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  Establish and manage partnerships

DEPED DIVISION/DISTRICT OFFICE

FUNCTIONS:
 Implement education agenda and policies

 Manage curriculum implementation

 Provide Instructional Supervision

 Build communities of schools and LCs

 Give technical assistance to schools/LCs

 Execute equitable distribution of resources

 Establish and manage partnerships

DEPED SCHOOL/LC FUNCTIONS:

 Take accountability for learner outcomes

 Implement the curriculum

 Provide equitable opportunities for all learners in the community

 Create an environment conducive to teaching and learning

 Lead and manage school and its resources

 Establish and manage linkages with stakeholders

This was the result of the CMT review and analysis of RA 9155 to clarify the
mandates and core functions of each level in the department.

Central office   – setting of policies, standards, guidelines and programs for

national adoption

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Regional office   – adopting or adapting the national policies and programs to
address the context and needs of the region; ensuring that standards are being
followed

Division office   – supervises the implementation of the set policies and programs
in the schools and learning centers; provides technical support to the schools and
LCs

Schools/LCs   – frontline services of the dept; accountable for education and

learner outcomes

FEATURES OF THE STRUCTURES

Following the 5 strands, how do the DepEd structures look like after the review?

The existing structure is client-based, meaning the bureaus, for example, are
tasked to serve specific groups (BEE, BSE, etc.). The new structure is process-
based, (curriculum, learning delivery, etc.) which allows for flexibility to adjust and
accommodate changes in the future. This lessens, if not totally eliminates, the
need for ad-hoc committees and task forces.

 Focus is   “Support to the schools”

 Clustering   of Offices   to major strands   of service objectives and key functions

 Process-oriented   Organization – derived from functions

 Appropriate proportion   of the various types of positions:

o Key positions

o Technical positions

o Support To Technical

o Administrative

CLUSTERING OF OFFICES: STRANDS

CURRICULUM AND Ensure continuous improvement of the curriculum; 

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 actively seeking and understanding the “learner” to develop
INSTRUCTION the appropriate delivery systems; provision of learning
resources and ensuring quality

EDUCATION Ensure capacity of the organization to continuously improve

GOVERNANCE AND and be strategic in managing the environment for which
OPERATIONS “teaching and learning” takes place

Enable the organization to focus on long-term directions

STRATEGIC MANAGEMENT
and interface with the internal and external environment

Enhance capacity of the organization to deal with legal

LEGAL AND LEGISLATIVE
matters and be proactive in moving forward its legislative
AFFAIRS
agenda

FINANCE AN Ensure efficiency to support the organization as a whole to

ADMINISTRATION focus on its core business and thus attain its targets

Based from the core organizational functions, the CMT also identified the themes
or strands common to all levels which became the basis for developing the org
structures

Curriculum and instruction   – functions include development and delivery of the

curriculum; development and production of learning resources to support the
delivery and; development and administration of tools and processes to assess
the quality and effectiveness of the curriculum

Governance and ops   – functions include provision of services to directly support

and protect the delivery of basic education services; looking after the welfare and
development of the human resource; and ensuring that organization processes,
systems, structure and plantilla management are constantly reviewed and
enhanced to effectively support the dept’s goals and mandate

Strategic management   – functions include policy development, planning,

provision of ICT-enabled solutions, engaging stakeholders through partnerships
and linkages; and managing the communications and public relations matters of
the dept

Legal and legislative affairs   – <self-explanatory>

Finance and administration   – functions include management of finances and

finance-related matters; provision of administrative services

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These five strands can be found in all levels whether these are done by just one
office or by more than one office; usually integration of offices starts at the
regional level

DEPED CENTRAL OFFICE CHARTS AND

FUNCTIONS
Department of Education
Central Office Organization Chart (before R.A. 9155)
as of January 2005

Department of Education
Approved Organizational Structure
Central Office

DEPED REGIONAL OFFICE CHARTS AND

FUNCTIONS

DESCRIPTION OF THE RE-ENGINEERED

REGIONAL OFFICE
It works with the local government units and educational stakeholders to develop
a policy framework that reflects the needs, opportunities and aspirations of the
regional community.

It provides over-all field leadership to Schools Divisions by setting regional policy

directions, standards and strategies consistent with the national framework for the

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development and management of programs and projects relevant to the socio-
cultural context of the region.

Thus, it is responsible and accountable for building a community of Schools

Divisions and their continuous development in order to create a collective effort to
achieve the region’s goals.

DEPED SCHOOLS DIVISION OFFICE

CHARTS AND FUNCTIONS

DESCRIPTION OF THE SCHOOLS DIVISION

OFFICE
As frontline office of the Department for the management of basic education
delivery, the Schools Division Office (SDO)

 provides instructional leadership to schools and learning centers which are the
direct implementers of educational programs for learner development.

This is carried out through

 a strategic division education plan in consideration of the needs and concerns of

the division, districts, schools and learning centers and aligned with the regional
education development plans

GLOSSARY OF TERMS
 DepEd’s Mandate   – obligation enforced by law

 Vision   – an aspirational description of what an organization would like to achieve

or accomplish. It is intended to serve as a clear guide for choosing current and
future courses of action.

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  Mission   – a declaration of an organization’s core purpose and focus that is
normally unchanged over time.

 Values   – are the principles the Department adheres to in pushing the programs
into action.

 Strategic Direction   – a course of action that leads to the achievement of

organizational goals.

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