WHAT IS SIP.pptx

Editor's Notes

• #5: Pursuant ot RA 9155 known as Governance of Basic Education Act of 2001, this policy aims to strengthen School-Based Management (SBM) by further devolving the governance of education to schools, empowering school teams and personnel, the expanding community participation and involvement,
• #6: and making the delivery of education services to the learners more responsive, efficient, and effective through an enhanced schools planning and communication process.
• #7: This is what the school leaders and the teachers strategically do to improve the school. Basically, It covers a plan for three consecutive years. It has been quite a while, we are called here to enhanced our SIP
• #8: Integral to the making of SIP are projects under the Continuous Improvement Program, the creation and mobilization of Learning Action Cells and the preparation of School Report Cards Where we involved in the school planning an evidence-based, systematic approach where the learners is the starting point and ultimately help schools reach the goal of providing access to quality education.
• #9: SIP involves 3 key result areas to improve So as a school, we will look into these areas to improve. Access – how to make education available to all, i Quality – refers to the quality of education you deliver, held them in their lives. Governance – how we manage the operation of the school, how we make sure that administrative procedures are well in place.
• #10: Evidence – based, you can not implement out of the blue, something that is based on data or facts, based from envestigation Results- based, means it should be measurable , you should be able to see if your project are accomplishing something, whatever initiative we have, it should be based on result, it should have a real concrete impact, the school process is being changed because of your initiative. Child or learner – centers, we want to be something that is a child centered, that’s why we will listen to the voice of the learners,
• #11: We should based our SIP on these VMGO, Since this is an evidence and result-based and child-centered, there should be preliminary data be done. The development of SIP We need to understand what is systems thinking, a paradigm of how we look at things, we see things as very complex, one dimension, one system, everything affects each other, what we do affects a lot of things, we need to be very sensitive on our process, it has domino effect. The complexity of planning, therefore there must a data on planning. The mindset of continuous improvement, that’s why we have that 3 phases, we assess, do and act in formulating our SIP
• #12: Three-year period that follows the Assess, Plan and Act Phases. The ASSESS phase is where the identification of the PIAs is done and the general objectives of the SIP are set. This phase includes listening to the voice of the learners and the other stakeholders and analyzing the school data and processes to determine the root cause of each PIA The PLAN phase involves the preparation and writing of the SIP and AIP. It is when the formulation of solutions and development of projects designs are done. The ACT phase involves small-scale testing then implementation of the solutions. Constant checking of the implementation progress is done in this phase as well. AS the school proceeds to plan their AIP for year 2 or 3, the process goes back to Assess where the School Community Planning Team (SPT) analyzes the impact of solutions that were implemented to check for progress. After this, the SPT reviews its AIP and SIP re-analyzing data and revisiting the root cause to ensure that projects continue to address existing needs and well contribute to the general objectives stated in the SIP. The AIP for the next year of implementation should contain the adjustments and lessons learned from the previous implementation. Once the SIP is prepared, it shall be signed by all the SPT members to ensure its ownership and accuracy.
• #13: From USEC Rivera, 2015
• #14: The school report card
• #15: In this DepEd Order, the SIP Guidebook is provided which details the preparation of enhanced SIP and SRC
• #16: The school report card
• #17: The school report card
• #18: The school report card
• #19: Reporting These project monitoring report forms are for the reference of the SDO as they coach the schools and monitor the implementation of the SIP
• #20: Annex I A – Please discuss the template – page 45 in DO 40 s 2015
• #21: Annexes Annex 1B Child Mapping Tool
• #22: Annex 2A Child-Friendly School Survey
• #23: Annex 2B Child Protection Policy
• #24: Annex 2C Student-led School Watching and Hazard Mapping
• #25: Annex 2C- Student-Led school watching and Hazard Mapping
• #26: Annex 5 Gap Analysis Template
• #27: Annex 4 Identifying Priority Improvement Areas
• #29: Annex 6 Guidelines in Listening to Voice of Learners and Other Stakeholders
• #30: Annex 7 Walk the Process Guidelines
• #31: Annex 8 Root Cause Analysis Overview
• #32: Annex 9 Project Work Plan and Budget Matrix
• #34: The school report card
• #35: The school report card
• #37: Why do SIP initiatives and implementations fail? (By Don Marlett Educators believe in the importance of learning from our mistakes and failures, and it isn’t uncommon to hear conversations about how we should support and maybe even celebrate failures. Students should understand that mistakes and failures are an integral part of learning and growing. But as educators, do we really embrace the same mindset for school improvement? Is learning from our mistakes or failures an important part of school improvement plans? An article written in the May – June 2021 issue of the Harvard Business Review with the title Why Start-ups Fail by Tom Eisenmann caught my attention. At first glance, I saw a glaring statistic: almost 66% of all startups fail. I wondered if start-up’s failures could help us learn more about the school improvement process.  Before we discuss the connection between start-ups and school improvement, it is vital to make a sharp distinction between Decisions and Outcomes.  Most of us connect Decisions and Outcomes to such a degree that at some point you have probably blamed making a wrong Decision because of the Outcome.  However, we must understand that we can make a sound Decision and get a poor Outcome and vice versa: make a poor Decision and get a good Outcome. Therefore, we must be able to reflect on the Outcomes from our decision-making skills.