Jobelle Joy P.

Santillana MED-RLL A

Supervision of Instructions

Table 1

Vision Element Social Impact when vision elements in achieved Practices in your school that contribute to the realization of

the vision element

Filipinos who passionately love their country Collaborate with teachers and fellow students to create initiatives  Conducting a Flag Ceremony everyday

that reflect the school’s values.

Encourage peer learning that aligns with the academic goals of

the school

Filipinos whose values and competencies Demonstrate behaviors that reflect the school's values, such as  Playground Demonstration during events in school

enable them to realize their full potential respect, integrity, and responsibility. and community

 Joining in culture-oriented contest within the school or

competing to other districts and divisions

 Values Education Culmination (Slogan and Poster

Making Contest)

Filipinos contribute meaningfully to building the Demonstrate behaviors that reflect the school's values, such as  United Nation Celebration

nation respect, integrity, and responsibility.

A learner-centered institution Encourages a welcoming environment for all students thus  National Learning Camp

promotes diversity and inclusion.

Government)

Continuously improve itself Take on leadership roles that allow them to influence and inspire  Joining in every *School, District, Division Sports and

others in line with the school’s objectives Cultural Meet

Advocate for programs or policies that align with the school’s

mission, such as sustainability efforts or academic programs.

Serve its clients better Participate in school events, clubs, and committees that align with * Integrating the CORE Values in our daily lesson

the school’s goals.

Help raise awareness of the school's vision and mission within the

community.

Table 2

Our school provides…… Through…….

Quality basic education improving programs for training teachers, putting into practice efficient teaching strategies in classrooms, and advocating for inclusive education
Equitable basic guaranteeing that every student, whatever of their circumstances or background, has equal access to resources, opportunities, and support.

education

Cultured based basic Promoting culture in school by giving culture centered activities, students will feel included in their school community empowering them and creating a sense

education of pride for their cultural heritage. Students will perform better academically and also grow up to be more independent and active citizens when they learn in

an environment where their language and culture are valued.

Complete basic education Giving people the abilities and information they need to succeed in a variety of industries, improving their chances of landing well-paying and satisfying

careers.

Child friendly learning Ensuring a Child-friendly environments that are free from physical, emotional, and psychological aggression; gender-sensitive; allow children to express

environment themselves freely without fear of criticism; and respect their rights and background.

Safe learning Promoting a school where there are no distractions from instruction, few disruptions, no violence, drugs, bullying, or fear, no discrimination against students,

environment clear communication of expectations for behavior, and consistent and equitable application of sanctions for violations.

Gender sensitive learning

environment Avoiding dividing boys and girls into distinct lines, different sports activities, and ensure mixed seating arrangements in the classroom. Make sure that all edu
cational resources reflect genders equally. Combine boys and girls to collaborate on projects together. Examine concepts and roles related to gender across v
arious communities.

Motivating learning Involving students in the classroom that encourages them and teaches them responsibility and by making involvement enjoyable for example

environment by assigning each student a specific task. Assign students the task of cleaning or embellishing the classroom. Designate a student to clean the blackboard or

distribute materials.

Learners with nurturing Offering your time for tutoring, mentoring, or organizing extracurricular activities that support the learners.

teachers
Short paper # 1

Paragraph 1: How is your Mission Statement translated into school activities and classroom instruction?

Answer:

When school mission statements are clearly articulated, focused, and comprehended by school stakeholders, they can unite individuals around a shared concept.

The DepEd Vision’s first part means that the institution dreams of producing students who have love for their country and skilled enough to contribute to their country’s progress. As teachers,

we dream of students who are competent and prepared enough to face everyday life. We, teachers, dream to have students who are holistically developed and are ready for life. Our vision or

dream as teachers is much related to the DepEd vision in a way that the institution (DepEd) and the teachers have the same goal in mind – that is to produce students who are skilled with right

values and competencies that they can use as they go on with their day – to – day lives.

It is emphasized on the second part of DepEd vision the concepts “learner-centered” and “continuously improving”. Teaching must be learner-centered. That is, learning must be

done by the students and teachers must only facilitate the learning. It requires active engagement or participation of the learners while doing or delivering the lesson. Teaching and learning

process must not only one-man show. It is not only the teacher who will do the talking or sharing, there must be also students’ involvement.

It is essential in every institution, particularly in school to have a mission as guide. The DepEd Mission sees to it that every learner must have access to quality, equitable, culture-

based, and complete basic education. It is also discussed in its mission the ideal setup for quality education. The environment from where the learning happens must be conducive, child-

friendly, gender-sensitive, and safe for the learners. The teachers should facilitate learning and constantly nurture every learner. Even administrators, staff and non-teaching personnel must see

to it that the school is very enabling and supportive for effective learning. The teaching and learning process must not ony be confined between the teachers and the students. Active

engagement of the family, community, and other stakeholder is necessary to develop life-long learners.

Aside from the DepEd Vision and Mission, the Core Values are also essential. They serve as guide in doing the teaching and learning process. We should manifest or practice the

four core values in any simple ways that we can do. The Core Values teach us to have love for God (Maka-Diyos), love for fellow men or other (Maka-Tao), love for nature (Maka-Kalikasan),

and love for the country (Makabansa). Every program or co-curricular and extra-curricular activities done in school must be guided in the said values. Through such values we can put or Vision

and Mission into a reality.

Make each day a meaningful one. Inspire our students and imbibe to them the necessary values and competencies they need to involve themselves to what we call “life”. For our

students we may just be “teachers”. For us teachers we consider our work as a passion, which is putting love and our life to whatever we are doing. And the saying goes that if you love what

you are working or doing, as if you are not capable of getting tired.

Short paper # 1

Paragraph 2 : How are the goals and expectations communicated to the school community and stakeholders.

Answer.

The relationship between the school and the community is built on mutual understanding, allowing both entities to connect and work together toward achieving their shared goals. A school is a

social entity that operates efficiently through the successful interactions among its members and with the surrounding communities. A problem within a school impacts the community just as wh

at occurs in the community influences the school.

the partnership of our school to its community may involve use of school or neighbours facilities and equipment, sharing other resources, collaborative fund raising and grant applications,

volunteer assistance, mentoring and training from professionals and others with special expertise, information sharing and dissemination, networking, recognition and public relations, shared

responsibility for planning, implementation and evaluation of programs and services, expanding opportunities for internships, jobs, recreation and building a sense of community.

by having a collaborative meetng with the LGU, PTA, PNP nd AFP and non profit organizations and other stakeholders we encourage them to help us in our policies and guidelines in school

and ask for sugggestions for the betterment of the school.