PPSSH 34 Strands

 Distribute written guidelines about the DepEd Vision, Mission, and Core Values to all teachers and staff and ask them to reflect individually on how their current practices align with these principles. Hold an informal meeting afterward to discuss the outcomes and provide suggestions for improvement.

 Host a series of focused workshops for school leaders and department heads, discussing how the DepEd Vision, Mission, and Core Values can influence decision-making processes, curriculum design, and school activities. Follow up with meetings to ensure that alignment is achieved, and teachers are provided with tools to reflect these values in their classroom practices.

Organize a whole-day school-wide seminar where each department and key stakeholder group reviews and aligns their specific policies and programs with the DepEd Vision, Mission, and Core Values. Lead discussions on how each activity can contribute to the national goals, ensuring that every member of the school community understands their role in achieving the shared vision. Provide concrete examples of how policies such as inclusive education, respect for the environment, and nation-building are integrated into the school’s daily operations and projects.

 Conduct an orientation for teachers and staff about the DepEd Vision, Mission, and Core Values, emphasizing the importance of aligning classroom practices with these principles. Provide them with written materials about the core values and their implications for daily school operations. Hold follow-up sessions to check if alignment is occurring across departments.

Design and distribute an informational brochure about the DepEd Vision, Mission, and Core Values to all members of the school community. Request parents to review the materials at home and have students reflect on them in their homeroom classes. Hold an optional meeting to answer any questions stakeholders may have.

 Launch a community-wide Advocacy Campaign featuring the DepEd Vision, Mission, and Core Values. Include school-wide activities like parent-teacher forums, student workshops, and community outreach programs emphasizing inclusivity, nation-building, and environmental stewardship. Use creative mediums like posters, newsletters, and social media platforms to disseminate the information widely. In these activities, facilitate discussions where stakeholders can share how the VMV can shape their roles and contributions to the school. Explicitly align the campaign with DepEd Order No. 36, s. 2013, which institutionalizes the VMV as the foundation for policies and programs.

 Conduct a Community Assembly with representatives from all stakeholder groups, including teachers, parents, students, and local partners. During the assembly, explain the DepEd Vision, Mission, and Core Values in detail and how they guide the school’s policies. Provide stakeholders with printed materials for reference, and invite feedback for aligning current programs and activities with the VMV. Establish regular assemblies to sustain engagement.

 Organize a Teacher and Staff Orientation to reinforce their understanding of the DepEd VMV and train them to communicate these principles to parents and students. Provide them with materials such as manuals and brochures to distribute during parent-teacher conferences. Set a schedule for teachers to discuss the VMV during homeroom periods and PTA meetings.

 Conduct a Training Session for Teachers and Staff to empower them as advocates of the DepEd VMV. Provide communication templates and pre-designed materials that they can share with parents during PTA meetings, homeroom classes, and outreach events. While this approach strengthens the role of personnel, it focuses more on instruction rather than collaborative implementation.

 Hold an Orientation Program for parents, students, and stakeholders led solely by the school head. Use visual aids and handouts to explain the DepEd VMV and its alignment with school policies. While informative, this approach limits collaboration and engagement from school personnel and may not sustain alignment across all stakeholders.

Create a School VMV Committee, including representatives from teaching and non-teaching staff, to develop strategies for VMV dissemination. The committee will organize quarterly assemblies and distribute informational materials to parents, students, and stakeholders. Teachers will also integrate the VMV into classroom lessons to reinforce understanding. This ensures active participation from school personnel but may lack continuous interactive engagement with the community.

Convene a Core Team of Teachers and Non-Teaching Personnel tasked with designing a VMV Advocacy Campaign for the wider school community. The team will conduct interactive activities such as role-playing for students, panel discussions for parents, and seminars for local stakeholders, emphasizing how the DepEd VMV guides school policies and activities. This collaborative approach ensures that school personnel play an active role in communicating the VMV while creating meaningful engagement opportunities for stakeholders. The program aligns with DepEd Order No. 36, s. 2013, which institutionalizes the VMV as a foundation for educational initiatives.

 Regularly demonstrate the DepEd Vision, Mission, and Core Values in personal and professional behavior by promoting inclusivity, integrity, and excellence. Actively participate in all school programs (e.g., environmental campaigns, community outreach, and value-formation activities) and connect these initiatives to the DepEd VMV. Organize reflection sessions with teachers, parents, and students, where you share real-life examples of decision-making based on the VMV, fostering deeper understanding. Explicitly align these practices with DepEd Order No. 36, s. 2013, which mandates institutionalization of the VMV in school operations.

 Conduct a series of Leadership by Example Workshops, where you explain how your actions and decisions as a school head align with the DepEd VMV. Use storytelling and case studies from your own leadership experience to inspire teachers and staff to embody the VMV in their respective roles. This involves regular school-wide assemblies to reinforce these values.

Lead by example by consistently referencing the DepEd Vision, Mission, and Core Values during meetings, assemblies, and other public appearances. Emphasize how these principles guide your decisions and encourage teachers and staff to do the same in their work. This strategy focuses primarily on verbal communication to convey alignment with the VMV.

 Include the DepEd Vision, Mission, and Core Values in your daily routines, such as starting meetings with a recitation of the VMV and displaying posters around the school. While emphasizing visibility, rely on teachers and staff to integrate these values into their classroom and extracurricular activities.

 Facilitate a series of workshops for the School Planning Team and stakeholders, focusing on the Enhanced School Improvement Planning Process as mandated in DepEd Order No. 44, s. 2015. During the workshops, guide the participants through the phases of planning: Preparation, Plan Development, and Plan Implementation and Monitoring, ensuring that each step is tied to the DepEd Vision, Mission, and Core Values. Provide templates and tools for collaborative goal-setting and evidence-based decision-making, fostering alignment with institutional policies and promoting inclusivity.

Convene the School Planning Team to revisit the SIP framework and conduct a needs assessment with input from various stakeholders. Use the data to guide discussions on prioritizing programs and projects that align with the DepEd Vision, Mission, and Core Values. Conduct regular follow-up meetings to track progress and ensure compliance with institutional policies.

 Assign subcommittees within the School Planning Team to focus on specific aspects of the SIP (e.g., academic goals, infrastructure, community programs). Provide a brief orientation on aligning their proposals with the DepEd Vision, Mission, and Core Values. Consolidate their outputs into a draft plan and present it for approval during a stakeholders' assembly.

Draft the SIP based on previous plans and known needs, aligning it with DepEd guidelines. Present the draft during a stakeholders’ assembly for feedback and finalization. Use the meeting to clarify how the plan reflects institutional goals and policies.

Develop a draft SIP based on readily available data and previously identified school needs. Share the draft with stakeholders for review and feedback during a General Assembly. Explain how the proposed plans align with DepEd policies and institutional goals, and finalize the plan based on their input.

Facilitate a collaborative planning process by convening the School Planning Team and orienting them on the phases of the Enhanced SIP Process outlined in DepEd Order No. 44, s. 2015: Preparation, Plan Development, and Implementation and Monitoring. Use a data-driven approach, including a comprehensive needs assessment and stakeholder consultations, to identify priority areas. Ensure all plans explicitly align with the DepEd Vision, Mission, and Core Values and integrate academic, infrastructural, and community-focused interventions. Conduct regular reviews to monitor progress and adjust strategies as needed.

 Assign specific components of the SIP (e.g., academic, infrastructure, community engagement) to subcommittees composed of teachers, parents, and students. Provide an orientation on the DepEd Vision, Mission, and Core Values and ask the subcommittees to ensure their proposals align with these principles. Consolidate their outputs into a final SIP and present it to stakeholders for validation.

 Conduct a series of stakeholder meetings to identify key issues and proposed solutions. Use this input to draft a School Improvement Plan, ensuring it addresses academic, infrastructural, and community needs. Present the draft SIP for feedback during a General Assembly, making adjustments as needed. Communicate how the plan aligns with DepEd policies and institutional goals.

 Establish a School Planning Team (SPT) with representatives from teachers, parents, students, and local stakeholders, as required by DepEd Order No. 44, s. 2015. Conduct capacity-building sessions to orient all members on the DepEd Vision, Mission, Core Values, and the Enhanced SIP Process. Facilitate a Participatory Rapid Appraisal (PRA) to identify school needs and priorities. Regularly consult the community during the planning and implementation phases, ensuring shared accountability and transparency in decision-making.

 Create a draft SDP based on the school head’s understanding of DepEd priorities and institutional goals. Host a meeting with teachers and parents to validate the draft, gather additional suggestions, and adjust the plan accordingly. Assign responsibilities to teachers and stakeholders for implementation.

 Form a working group composed of teachers, parents, and community stakeholders to draft the SDP. Conduct consultations with key stakeholders at every phase and adjust the plan based on their input. Share the finalized plan during a General Assembly to foster ownership and provide regular updates on implementation progress.

 Present a preliminary draft of the SDP to teachers, parents, and local stakeholders during a consultative meeting. Incorporate their feedback to finalize the plan. Assign committees for specific projects and provide guidelines to ensure alignment with the DepEd Vision, Mission, and Core Values.

 Prepare a structured presentation detailing the processes and strategies used in developing and implementing your SDP, explicitly referencing DepEd Order No. 44, s. 2015 and other relevant policies. Provide documentation, such as templates, PRA tools, and M&E frameworks, and offer a Q&A session to address specific concerns. Propose a follow-up workshop for hands-on application of the shared practices.

 Conduct a presentation highlighting your SDP journey and results. Share the key tools and strategies used, emphasizing stakeholder engagement and alignment with DepEd policies. Distribute handouts summarizing the practices and suggest forming a peer-learning group to support other school heads in implementation.

 Verbally share your SDP journey and successful strategies during the meeting, emphasizing general principles of stakeholder engagement and resource alignment. Offer to answer follow-up questions through email for those seeking more details.

 Present an overview of your SDP success story, focusing on major milestones and outcomes. Share anecdotal examples of how challenges were overcome. Offer to provide soft copies of planning templates for interested participants after the meeting.

Hold a general faculty meeting, discuss the importance of punctuality with all staff, and emphasize professionalism without singling out individuals. Remind them about DepEd’s ethical expectations and warn that future tardiness will result in stricter monitoring and potential administrative measures.

Resolve the issue informally by speaking to the affected teachers one-on-one. Remind them of the importance of punctuality and encourage improvement. Avoid formal measures to maintain harmony in the team.

Conduct an immediate meeting with the affected teachers, discussing the importance of punctuality and its implications for learners. Issue an oral warning and remind them of the relevant policies. Set up a monitoring mechanism to track tardiness moving forward, but do not issue a formal memo or written warning yet.

Issue a memorandum reminding all teachers of their duty to observe punctuality based on DepEd Order No. 7, s. 2023, emphasizing professionalism and accountability. Include a warning that repeated violations will result in administrative action in accordance with DepEd Order No. 49, s. 2006, and require affected teachers to submit an explanation in writing. Monitor compliance through regular reporting and dialogue to ensure sustained improvements.

Organize a workshop for teachers to review DepEd Order No. 32, s. 2019, and train them on developing compliant learning materials. Advise teachers to temporarily halt the distribution of unreviewed materials and submit their work to a designated committee in the school for initial review before forwarding it to the division office for final approval.

Call an immediate meeting with the teachers to explain DepEd Order No. 32, s. 2019, emphasizing the requirement for quality assurance of all learning resources. Direct teachers to submit their materials to the Learning Resource Management and Development System (LRMDS) for review and approval. Issue a written reminder to all teachers about adhering to the policy. Assign a focal person to coordinate the process with the division office and conduct regular follow-ups to ensure compliance.

Speak informally with the teachers to remind them of the importance of aligning learning materials with DepEd policies. Suggest that they review their materials independently to correct errors before continuing their use in classrooms.

Advise teachers to pause the use of self-made materials and inform the division office of the situation. Meanwhile, provide a list of approved learning resources available in the LRMDS and direct teachers to use them exclusively until further notice.

Reorganize the Child Protection Committee by calling a faculty meeting to reassign roles among teachers and school staff. Coordinate with the Parents-Teachers Association (PTA) to disseminate child protection policies to parents and barangay officials. Conduct a school-wide anti-bullying campaign and submit an activity report to the Division Office. Monitor the committee’s activities monthly but without a formal system for evaluation.

Remind teachers of their responsibilities under the Child Protection Policy and instruct them to address bullying cases directly in their classrooms. Encourage barangay officials and parents to participate in future school activities related to child protection. Keep track of these activities informally for school records.

Assign a focal teacher to revitalize the CPC and coordinate with barangay officials and the PTA for an orientation on child protection policies. Develop a schedule for anti-bullying activities and ensure that the focal teacher provides updates on the progress to the school head. Submit the schedule to the Division Office for compliance purposes.

Convene an emergency stakeholders' meeting with teachers, parents, barangay officials, and other community leaders. Review the DepEd Order No. 40, s. 2012, focusing on their roles and responsibilities in the Child Protection Committee. Reorganize the CPC, assign clear roles, and schedule regular activities, such as anti-bullying workshops, monitoring, and reporting mechanisms. Submit a comprehensive action plan to the Division Office for review and feedback. Establish a system to track and evaluate the committee's progress quarterly.

Send an email to the Division Office outlining the challenges faced by the school after recent flooding and requesting their advice on possible enhancements to the School DRRM Policy. Mention the importance of additional funding and LGU coordination but rely on the Division Office to provide specific recommendations.

Develop a detailed recommendation report citing specific gaps in DepEd Order No. 21, s. 2015, such as the lack of post-disaster recovery provisions. Propose actionable policy enhancements, including a framework for expedited classroom repairs in coordination with LGUs and a dedicated emergency fund for learning materials. Include data from past disasters, stakeholder feedback, and compliance reports as evidence. Submit the report to the Division Office with a request for escalation to the DepEd Central Office for policy revision.

Conduct a meeting with the School DRRM Committee and consolidate their inputs into a draft enhancement proposal for the policy. Focus on requesting additional funding for post-disaster recovery and formalizing partnerships with LGUs. Submit the proposal to the Division Office for review, with supporting documentation from recent flooding incidents and community surveys.

Prepare a brief recommendation letter to the Division Office requesting adjustments to the School DRRM Policy, particularly the inclusion of post-disaster recovery measures. Highlight the need for LGU coordination and additional funding but without providing detailed data or stakeholder input. Attach recent incident reports for context.