St. Mary’s School of
Sagada
Strategic Plan
2010-2015
Historical
Background
St. Mary’s School of Sagada, Inc. was incorporated in 2003 by a
group of alumni headed by Frank Longid (Class 56) with the
objective of resuscitating a dying education institution and
restoring it to its former glory as one of the best high schools in
the Cordilleras. The incorporation meant autonomy from the
Episcopal Diocese of Northern Philippines (EDNP) in terms of
administration, management, and finance. Under the
chairmanship of Rufino Bomasang (Class 58), the corporation entered
into a 25-year lease of the school buildings and properties with
the church. The veteran faculty, being employees of the
church, were either given early retirement or severance pay.
An entirely new set of faculty and administration was hired, a
5-year strategic plan was written, and the corporation officially
took over operations for school year 2004-2005. Mr. John
Guitilen, a retired DepEd high school principal, was appointed
interim principal for one year, in anticipation of my appointment
as Principal in June 2006.
Mission and Vision of the
School
Mission
St. Mary’s School of Sagada, in partnership with its community,
will provide, maintain, and enhance avenues of learning in which
students, rooted in Godly faith, are directed towards excellence
and responsibility.
Vision
St. Mary’s School of Sagada is a Christian educational institution
in which students are empowered to pursue and realize their full
potential, in a holistic environment that instills Christian and
civic values, and nurtures passion for excellence.
School Philosophy and School
Credo
The High School program at St. Mary’s School of Sagada serves as
the academic preparation for acceptance to colleges and
universities, providing the necessary knowledge and skills to
pursue a career of choice. We believe in a choice-driven
curriculum that caters to the needs of our community, both
reflecting our indigenous culture and Christian heritage, while
providing lifelong skills and knowledge necessary to meet the
demands of the 21st Century. We also believe in a balanced
education that nurtures the intellectual, the physical, the social,
the aesthetic, and the psychological development of young
adults. Our ultimate quest as educators is to mold young
people into responsible global citizens with a humanist perspective
deeply rooted in Christian values, committed to excellence and
integrity in performance and achievement, and dedicated to
unselfish service towards humanity. We believe in recognizing
student achievement based on their potential ,not solely in
academics but also through the development of identity,
self-reliance, and self-esteem.
Goals and Objectives
-
Establish an environment which will promote the highest possible
standards of education
-
Promote the skills, knowledge, and attitudes necessary for
life-long development of the person
-
Prepare students to adapt and adjust to the complexities and
challenges of an increasingly interdependent and constantly
changing world
-
Foster awareness of rights, duties, and responsibilities of
citizenship, as well as respect for other cultures and
beliefs
-
Develop spirituality and instill pride in one’s
identity
The aforementioned statements were reviewed and revised in SY
2008-2009 during the self-review process for FAPE accreditation
(Financial Assistance for Private Education) in consultation with
students, faculty, and parents with the subsequent approval by the
SMSSI Board of Trustees.
A Review of the Accomplishments of
the First Strategic Plan
Infrastructure Changes:
In order to provide the appropriate environment for teaching and
learning, the school embarked on necessary renovations, with
classrooms as the priority. Funds were raised by the Board of
Trustees for four initial classrooms in the right wing of the
school, followed by another four in the 2nd floor, plus two modern
toilets. By the end of 2004-2005, all classrooms were
renovated—complete with custom-made trapezoidal desks and plastic
chairs (replacing the old and broken traditional desks);
whiteboards instead of chalk boards which cause respiratory
problems; lowered ceilings for better acoustics; bulletin boards
for student work displays; a teaching platform and recessed
fluorescent lighting for better visibility; and security grills,
dead bolt locks, and steel doors for better security.
By the second year of the plan (2006-2007), Dr. John and Josephine
Alipit (Class 56) donated the funds for the three
laboratories (Biology, Chemistry, Physics) on the second floor of
the school. Mapua Institute had donated second hand
laboratory equipment. 25 new microscopes and 10 dissecting
kits were purchased. With the help of private donors, some of
whom wished to remain anonymous, the computer lab was constructed,
and proceeds from the 1st SMS Golf Tournament, spearheaded by
Chairman Rufino Bomasang, were used to purchase 25 new
computers. Fortunately, access to the Internet was made
possible thereafter because of the upgrading of SMART facilities in
Sagada. Work was also done on the center of the school
building—the auditorium (made into a mini-theater), the business
and administration wing, and the faculty workroom.
Stapleton Hall was turned into a temporary dormitory for
out-of-town students, and a sizable cistern was constructed for
rainwater storage for the school toilets and laboratories.
The School Library was also renovated to include an audio visual
room, a general circulation area with six computers, and a reading
room housing special collections and fiction books. The
alumni, individual philanthropists like Mrs. Dayle Elsesser, and
institutions like Meros Foundation, International School Manila,
and Brent International School , gave ample donations of
books. Mrs. Soledad Belingon, an alumni and retired SMS
teacher donated the funds to purchase software to automate the
library’s records. In August 2008, the SMSS Library was
awarded by the Regional Office of the Department of Education as
the Most Functional Library in the Cordilleras (private high school
division) in 2008.
Another major addition to school facilities is the gymnasium,
partially completed and functional by June 2008. The new
facility allows physical education classes and sports practices to
proceed, in spite of rainy weather for five months out of the
year. It has also been shared with the community at large for
town fiestas and district meets. Eventually, the completed
gym will house a standard basketball court, bleachers, a performing
stage, sound and lighting equipment, locker rooms and showers, and
a large cistern for water supply.
Meanwhile, the SMS PTA has done its part for the improvement of
school facilities. Through its own fundraising efforts, the
school driveway was paved in 2006, and a standard
volleyball/badminton court was constructed in 2007. In 2008
the PTA also built a roadway stemming from the Daoangan Road and
leading towards the gymnasium. In 2009, the 2nd phase of the
gym project was partially completed, consisting of a large cistern
and the foundation of the locker/shower rooms and a septic
tank. The 3rd Golf tournament scheduled in February 2010 will
enable this phase of the gym to be completed, to include roof
gutters, plumbing, tiling, and a stage floor, in time for the start
of SY 2010-2011.
During the summer of 2008, through a donation of St. Luke’s Medical
Center, the Art Room, a seminar room, a new toilet for students,
and the school kitchen were completed in time for the 2008-2009
school year.
As of today, the only unimproved area in the school building is the
basement which houses the dining area for students and a room for
textbook storage. The final renovation of this area will be
done in tandem with the creation of student center with a veranda
leading to the gym area.
Curriculum and Instructional
Practices
A major thrust towards academic preparation of students for college
was adopted by the SMSSI Board of Trustees as envisioned in the
original Strategic Plan. While adhering to the minimum
requirements prescribed by the Department of Education, the school
has adopted a new curriculum, patterned after the international
school system.
Communication in English was emphasized, necessitating English as
the medium of instruction in all subject areas, except for
Filipino. In terms of curriculum, Filipino and English are
now aligned n instructional sequencing of curricular topics.
The two subjects now focus on the mastery of communication skills
such as reading comprehension, vocabulary expansion, active
listening, effective writing, and effective speech. The
study of literature provides the framework or model by which
students can develop such skills. Mathematics, which deals
with abstract reasoning, emphasizes practical applications.
Science utilizes observation and experimentation to deduce
scientific principles. Social Studies focuses on critical
thinking (the “why’s”) as opposed to the memorization of facts and
figures (the “who’s,” the “what’s,” and the “when’s”). Visual
Art and Music are now formally taught in tandem with Physical
Education and Health, as originally conceived by the authors of the
MAPEH concept in DepEd. Computer literacy and the use of
technology are the main core of Technology and Livelihood Education
(TLE). Christian Education uses the thematic approach
to develop character, instead of the traditional dogmatic
curriculum often taught as an academic subject. Participation
in the Service Learning Program which integrates academic learning,
community service, and social and cultural experiences) is now a
school requirement for graduation.
With the introduction of the Electives Program in SY 2007-2008, 3rd
and 4th Year students are enabled to choose courses that would
introduce and prepare them for careers. Subjects like
Advanced Biology, Advanced Chemistry, Advanced Physics, Business
Math and Intro to Accounting, Public Speaking, Contemporary World
History, World Religions, Intro to Psychology, Advanced English,
Art and Design, and Computer Programming take students on a more
advanced level of learning, comparable to 1st Year college
studies.
In SY 2008-2009, the 5th Year Program has been piloted, to allow
underage students to spend one more year of high school, in order
to focus on desired courses of study in anticipation of
college. The fifth year curriculum is composed of five
electives, supplemented by four hours of “on the job training” or
“practicum” per week.
Alongside the new curriculum, the school has also transitioned from
traditional teacher-directed methodologies into student-directed
instructional practices. The inquiry method, which has been
the common methodology used in international schools and other
premier educational institutions, has been adopted by the school
since 2005. However, it can only be effectively implemented
if class sizes are small, in order to give full individualized
attention to students and fit the varied learning styles of each
student. Hence, the Board has passed a guiding policy
limiting class size to a maximum of 25 students. With
the inquiry method and student-centered instruction, lectures are
held to a minimum. A variety of participatory activities are
utilized, predicated on pre-stated educational objectives.
Cooperative learning, peer coaching, and multiple intelligence
strategies are promoted. Assessment practices, traditionally
limited to written tests and quizzes, now include individual oral
exams, skills demonstrations, group and individual reports, and
creative projects that demonstrate understanding and mastery of the
subject matter.
In order to accommodate all the additions and innovations as stated
in the Strategic Plan, the school extended the teaching day from
7:25 a.m. to 4:15 p.m., allowing for two ten-minute breaks, a
one-hour lunch break, and eight fifty-five minute class periods
daily. In first and second year, two periods were added in
Math and in English to the required five weekly periods, during
which homework, seatwork, and tutorials are supervised by the
classroom teacher. Tutorials are regularly held after school
and during weekends. Reviews for national exams and college
entrance tests are also scheduled.
Instructional
Resources:
Every student is issued textbooks and curriculum materials as part
of tuition and fees. (Most private schools require the
purchase of textbooks in addition to tuition and fees.)
Supplementary handouts are made available through the photocopy
machine, for no extra cost to the student. Students are
trained to use library materials as well as computer and Internet
resources. In addition to an extensive teacher’s library
resources in the faculty room, teachers also regularly use Internet
resources. The art room and science labs have more than
adequate supplies for instruction and experimentation, replenished
by a yearly budget allotment. The school owns audio-visual
equipment like overhead projectors, televisions, and a multi-media
projector for instructional purposes.
All the computers ins school are networked through a server, which
enables students, faculty, staff, and visitors to access individual
computer accounts (roaming profiles) both for instructional
purposes and administrative purposes. The library utilizes a
WiFi system in which users can access the Internet in a wireless
environment. Overall, SMSS has by far the best automated and
functional computer system in the area.
Faculty Development
For the past five years, faculty and staff have undergone formal
and informal training, on and off campus, the expenses of which
have been shouldered by the school as part of faculty and staff
development. These have included visits to model schools like
International School Manila, seminars and workshops by visiting
consultants like Jeff Buscher (ISM), John Silva (National Museum),
Dr. Ophelia Veniegas (Brain Connection), Dr. Josette Biyo (Iloilo
Science High School), and many others. Many of our resident
faculty members like Nemia Lite, Leones Gonsoden, Michael Benter,
Krishtine Centeno, Lissa Octaviano, Gladuardo Butic, and Daniel
Ambasing have been developed as teacher rainers, giving seminars
and workshops to others. The school has also availed of the
services of qualified local talent like Fr. Moreno Tuguinay, Julie
Tuguinay, Dr. Clare Lalwet, Joy Bacwaden, Conchita Bosaing, and Dr.
Agnes Kollin. Particularly during the summer break, our
teachers have attended workshops in Baguio and Manila, usually in
tandem with the teacher training programs of FAPE, DepEd, and major
educational institutions. Topics range from teaching
methodologies to classroom management techniques, from the use of
technology to the integration of the arts in other disciplines, and
from mapping the curriculum to creating appropriate
assessments.
In SY 2008-2009, SMSS entered into a partnership with ABS-CBN
Foundation to serve as a training center for public school
elementary teachers like Ambasing Elementary School in Sagada and
Betty Go-Belmonte Elementary School in Quezon City. Using our
classes and students as laboratories to test and apply
student-centered strategies and methodologies in the classroom, the
teacher training program continues to be the crowning mark that
distinguishes our school as a center for developing teaching
excellence. As of today, four workshops have been given to
and attended by public elementary school teachers, including
technology, vocabulary expansion, the use of dictionaries, and
developing self-esteem.
True to the school motto which inspires all of us at SMSS to share
“what is good,” we continue to accommodate teachers from other
private educational institutions like St. Alfred’s School in
Tamboan and St. James School in Besao, as well as training
individual student teachers as part of the apprenticeship program
in tandem with MPSPC. The school has also hosted major
seminars on campus, like the SPRINT teacher’s seminar during the
summer of 2006, the Social Studies Workshop for Mountain Province
Social Studies Teachers in the summer of 2008, and the UP Baguio
Creative Writing Seminar in the summer of 2009.
Student Life and
Development
The student development program has reached its pinnacle in the
fifth year of the Strategic Plan. Student activities now
include formal organizations like student government, clubs, sports
teams, and interest activities. In addition, the school
regularly provides leadership trainings and social action
opportunities such as those held during the school’s service
learning program. Socials like school dances, intramurals,
and cultural celebrations are part of the school calendar.
The school has also adopted the “dap-ay” system which is patterned
after the British “house” system which provides vertical
interaction among grade levels. The school regularly
participates and excels in interscholastic
competitions. Goodwill activities in the form of sports
and cultural exchanges and visits are also a major component of the
student activities calendar.
Parental and Alumni
Involvement
In addition to their active involvement in school socials and
celebrations, the PTA regularly meets once a quarter to plan out
and implement their own projects such as the water cistern, the
volleyball court, the school driveway, and the beautification of
the school grounds. Quarterly parent-student-teacher
conferences are also scheduled to address academic concerns.
Both the parent community and the alumni have been tapped as
resource speakers for students during career week.
The SMSS alumni are the basic driving force behind the funding for
the school development. Through its efforts, and the
participation of their friends and corporate connections, the
school has received, in the past five years, more than P12 million
for the renovation of school facilities, teacher salary subsidies,
and student financial assistance. Truly, the active
involvement of the SMSS PTA and the SMSS alumni are regarded as the
cornerstones of the school’s quest to become a model school in the
country.
Student and School
Achievements
Through the past five years, the school has gathered many
achievements and commendations, ranging from excellent performances
in the NAT and NCAE exams, winning top places in interscholastic
competitions, citations on excellent student development programs,
to college acceptances and recognition by other educational
institutions and organizations. St. Mary’s School has been
cited as one of the four top performing schools by the Mountain
Province division of the Department of Education in SY 2009-2010,
after topping the National Achievement Test and the National Career
Assessment Exam. Our school has also developed a reputation
for teacher training in the student-centered methodology, which the
DepEd is hoping to adopt as its official pedagogical
philosophy. Most importantly, SMSS is reaching out, true to
its motto “Adi tako bokodan di gawis” by sharing the light with
others.
THE SECOND STRATEGIC
PLAN
Rationale for the Second Strategic
Plan
St. Mary’s School is now on the fifth year of implementation of the
original Strategic Plan written in August 2004. Thanks to
alumni and corporate donors, much has been accomplished in terms of
curriculum, teaching methodologies, facilities, and
resources. Much of the school’s reputation as a performing
educational institution has been restored, after a decade of
neglect, derision, and skepticism. Though many components of
the original plan were accomplished, some underwent revision to fit
the ever-changing nature of the school community and the
constraints of financial resources. Some (e.g. the renovation
of dormitories) have been delayed because of the global financial
crisis that affected the cash position of sponsors and
donors. Yet, as one reads the preceding portions of this
paper, much has been accomplished in so short a time.
It is therefore time to bring St. Mary’s School of Sagada to the
next level in its journey towards educational excellence.
Whereas the first five years were spent in establishing systems and
meeting the basic needs of a sustainable educational system, the
focus of the next five years would be on developing, improving, and
stabilizing what we have started.
Basic Assumptions and Agreements
towards a Sound Philosophy of Education
(The following assumptions and agreements remain the base by which
past and future strategic plans have been formulated.)
1. All resources and efforts must be primarily
directed towards the academic preparation of SMS students for
tertiary education. Our curriculum must continue to reflect
the knowledge (academic content) that is needed for our students to
enter university, the teaching of life-long skills that would
ensure their successful completion of academic endeavors, and the
inculcation of proper Christian values to produce mature, holistic,
and socially responsible, and productive global citizens.
This includes the development of skills to be independent critical
thinkers and effective communicators.
2. The inculcation of Christian values and
responsible citizenship must be integrated into the school’s
programs and practices. This is effectively done through the
deliberate integration of Christian values education into the
school’s academic, athletic, aesthetic (e.g. music, drama, and
dance) programs, and into other extra-curricular activities (e.g.
student government, publications, clubs). Every endeavor must
include active guidance by both the teachers and the
communit. The process must also encompass personal assessment
and self-reflection by students themselves on concepts like “why we
do things” and “how well we have done,” after they have been taught
the “what” and “how to.”
3. Educating the child is a joint partnership and
responsibility of the school and the parent community. The old
traditional paradigm of leaving the education of students solely to
the school is no longer effective in today’s society. The
community is a major source of expertise and knowledge which the
school should tap. The school teacher should no longer be
seen as the “sole authority” on academic areas, even in specific
subject areas. Like the student, the teacher is also a
lifelong learner who can benefit from the advice and guidance by
parents and professionals. Likewise, the development of good
values and the maintenance of discipline must be a common goal for
all—the parents, the church, and the community, and the school.
4. The school community will give its full
commitment to providing support for the school in order to achieve
school objectives. Patrons of the school must give their
share in providing the resources, financial and otherwise, that
will be needed to ensure the effective delivery of quality
education. While the school’s alumni and other agencies are
committed to provide the funds of capital development, the school
cannot function forever on subsidies or dole-outs. Thus, the
community must contribute its fair share of operational costs, in
terms of tuition and parental involvement in the education of their
children, particularly at home. On the other hand, the
faculty and administration of the school are expected to do their
share in the teaching process, and students are expected to commit
to and focus on learning.
Strategic Objectives for
2010-2015
The keyword for the second strategic plan is stabilization and
sustainability. In this regard, the school will:
1) Assess and re-assess its curriculum and
teaching practices, and institutionalize best instructional
strategies and processes, to ultimately integrate all learning
areas, including technology, towards a holistic education for
students.
2) Provide a nurturing environment for students,
and
3) Sustain its positive financial disposition and
become fiscally self-sufficient.
A. Curriculum
and Instruction
Areas for Improvement based on
Self-Evaluation:
1) Depth of curriculum coverage needs to be
delineated and appropriately structured
2) Teaching of basic skills needs to be
integrated across subject areas (vocabulary expansion, reading
comprehension, effective and concise writing, speaking, listening,
analysis, synthesis, application, correlation, study and time
management skills, development of independent critical
thinking)
3) Student-centered methodologies and strategies
need to be formalized and accepted by faculty as the philosophical
norm in addressing individual student academic needs.
4) Teachers need to expand their knowledge
towards other disciplines beyond their specific expertise and
academic designations
5) Assessment practices and strategies need to be
standardized and periodically analyzed, and include non-traditional
methods and tailor-made evaluations for learning-different
students.
Plans of Action:
1) Establish a curriculum review cycle,
addressing:
a. Articulation of the appropriate scope and
sequence of all subject areas
b. Proscription of remediation programs for
incoming freshmen and transferees
c. Establishment of advanced studies in selected
areas to enhance gifted students’ ability to cope with chosen
careers and specializations.
d. Formalization of the curriculum of the Fifth
Year of Study as an extension of basic education
2) Formalize and standardize curriculum
documentation and format for easier access and reference.
Including depth of coverage and timelines, while allowing for
individual teacher creativity and time to deal with individual
student learning differences (unit plans as opposed to daily lesson
plans).
3) Standardize. reinforce, and enhance assessment
practices, to include non-traditional alternatives
4) Integrate the use of computer applications and
other technological resources in acquiring knowledge (research),in
instructional practices (the teaching act), and in documenting
learning (assessments) by both students and teachers
5) Emphasize practical applications during the
delivery of knowledge in subject areas and its relationship to
other disciplines and prior knowledge
6) Aim for ACSU Accreditation
B. Faculty
Training and Development
Areas for Improvement:
1. The roster of faculty and staff needs to be
stabilized.
2. New faculty and staff need to be oriented
regarding expectations, responsibilities, professional development,
and school objectives and philosophy.
3. Faculty need to be trained regarding classroom
management, student character development, (motivation and
behavior), and guidance counseling techniques
Plans of action:
1. Develop a scheme to attract and retain
qualified personnel through attractive compensation packages,
benefits, and professional development to include:
a. Retirement Plan
b. Sabbatical Leave
c. Longevity Bonus
d. Housing
e. Educational Benefits for dependents
f. School-Subsidized and School-Directed
Professional Development for faculty and staff
2. Develop a Faculty and Staff Manual which
delineates job descriptions, school polices and philosophy,
procedures, and professional expectations
3. Develop a formal orientation program for new
staff and faculty, involving active involvement by veteran
personnel
4. Schedule ongoing in-service training during
the school year on educational issues, trends, and concerns, such
as curriculum development, teaching strategies, assessments, and
classroom management techniques. Focus will be placed on
motivating students to go beyond what is required and provide a
nurturing environment for all in school.
5. Develop an adjunct professional development
program for staff and faculty during vacation months for higher
education, advanced credentials, and specialization training.
This may also be achieved through universities which offer long
distance training during the school year.
C. Student
Services
Areas of Improvement:
1. As the guidance program at SMS is barely a
year old, there is a need for a more formal, organized, and
systematic system of providing counseling services to students and
their families. The program needs to address personal issues,
career choices and preparation, academic concerns, family and
social relationships, to spiritual development.
2. Christian Values Education needs to be
formally developed and be directly linked to student behavior and
character development.
3. Although the school offers numerous
co-curricular and extra-curricular opportunities for students, the
entire program needs to be assessed and focused on clear, specific
objectives to determine its effectiveness and sustainability.
Plans of Action:
1. Establish a comprehensive and holistic
Guidance Center to address the following:
· Academic Counseling – issues that pertain to
effective learning, including study habits, time management,
student motivation, and independent critical thinking
· Career and College Counseling – issues that
pertain to college acceptances, scholarships, career choices, and
standardized tests in aptitude and achievement
· Personal Counseling and Student Behavior –
issues that pertain to the child’s development as a teenager,
social interrelationships with peers, sexuality, and leadership
· Family Counseling – issues that deal with
familial interrelationships, promotion of proper family values.
2. Train Faculty and Staff to become surrogate
counselors who are part of and concerned with the development of
each child at SMS, in their capacity as advisors and classroom
teachers.
3. Establish a parent support program within the
community, through the help of the PTA, and other school community
resources. This is in tandem with Community Education and
Development below.
4. Design, organize, and implement a
Co-Curricular program that supplements learning in non-academic
areas such as athletics, aesthetics, leadership, service,
spirituality, and other supplemental interest areas that support
learning beyond the classroom. The program should contain
clear and specific objectives, timelines (performances, rehearsals,
practices, codes of behavior, budgetary provisions, and student
responsibilities and expectations.
5. Formalize an Extra-Curricular Program that
supports classroom learning, such as service learning, socials, and
cultural events.
6. Develop a Co-Curricular and Extra-curricular
Procedural Manual that outlines objectives, general timelines,
descriptions, expected output, and procedures. The manual
will also contain job descriptions and professional expectations of
advisors, consultants, and coaches, particularly if those positions
are not taken from the full-time faculty and staff.
7. Establish a compensation package for coaches
and advisors based on professional expertise and qualifications,
responsibilities, expectations, and time spent (seasonal or
year-round). The package will also address the nature of the
activity, differentiating which is either supervisory in nature or
directly instructional. The compensation package for
co-curricular and extra-curricular activities will only apply to
tasks beyond designated teaching loads or extensions of classroom
learning as stated in full-time faculty contracts.
8. A School Pastoral Program must be designed,
developed, and implemented, under the supervision of and guidance
by the school chaplain and the guidance counselor. This will
include:
· The implementation of a formalized Christian
Values Education course (homeroom)
· Regular religious services such as the School
Mass and Vespers
· Bible Studies and spiritual reflections
· The Christian Youth Ministry including church
choir, community service, and Sunday School instruction
· Individual, peer group, and family
counseling
· Family home visits and family community
activities
D. School
Community Education and Development
Areas for Improvement:
For the past five years, the PTA has been an active partner of the
school in implementing infrastructure projects, fund raising, and
involvement in school activities. PTA meetings have also been
effective in the dissemination of information and in the gathering
of feedback. However, the following areas need to be
addressed:
1. A more consistent and more complete
participation of parents in the life of the school
2. The involvement of parents of dormitory
residents and students from out-of-town needs to be delineated and
agreed upon.
3. The concept of guardianship—its obligations
and responsibilities—by members of the school community needs to
explained, accepted, and more effectively applied.
4. Open communication between home and the school
needs to be enhanced.
5. Parents/guardians need to be trained in
parenting skills, particularly in dealing with teenage
concerns.
Plans of Action:
1. Develop a Parent and Guardian Manual which
outlines rights, responsibilities, and obligations of parents and
guardians as partners in the education of their
children/wards. A special section should focus on absentee
parents (e.g. parents of dormitory residents, boarders, and
out-of-town students), to include formalized agreements on
guardianship.
2. Organize support groups and human resources in
partnership with the PTA to support the Pastoral Program of the
school which includes peer counseling, family home visitations,
barangay brigadas, and participation in student disciplinary
hearings and sanctions.
3. Provide ongoing training sessions in parenting
for parents.
4. Recognize contributions and achievements of
outstanding individuals or couples, who, as parents, can be
regarded as models for the rest of the parent community.
E.
Infrastructure and Instructional Resources
Capital Projects
The following infrastructure projects have been identified:
1. Completion of Gym Project, including stage,
backstage, shower and locker rooms, bleachers, lighting and sound,
and gym equipment.
2. Relocation and renovation of Business Office
and Guidance Office
3. Renovation of Student Center and Dining
Area
4. Upgrading of Computer System and establishing
a second Computer Lab
5. Expansion and refurbishment of Media Services
(Library, Audio Visual Room, Auditorium)
6. Renovation of the Girls and Boys
Dormitories
7. Renovation of Faculty Housing
8. Perimeter Fence and Campus Lighting
9. Beautification of Grounds, Face-lift of the
Main Building
Instructional Resources
1. Purchase of new textbooks and other
instructional materials, to be determined by the regular curriculum
review of subject areas
2. Computer units for the 2nd Computer lab and a
replacement cycle for retired units
3. 2 Laptop computers and a high-powered
multi-media projector
4. A photocopier, preferably one that can print
in bulk and can accommodate the needs of the school paper
5. Science laboratory equipment (to be
determined by the science department)
6. School furniture (chairs, steel lockers,
couches)
7. School Freezer and Refrigerator for the
school kitchen
8. Dining and student center furniture
9. School bus or van for official purposes
10. School Generator
F.
Finance
Areas for Improvement:
For the past five years, the school’s financial position has been
hampered by cash flow problems caused by delayed payments and
unfulfilled pledges. Financial policies, systems, and
procedures have been established, but implementation needs to be
carefully monitored. Another concern is the hiring and
retention of qualified personnel.
Plans of Action:
1. Hire qualified and committed personnel in the
Business Office, particularly a Business Manager who can oversee
the financial operations of the school.
2. Establish an endowment fund for operations, by
placing the proceeds of the sale of donated Pampanga land in a
trust fund.
3. Develop other potential sources of income,
such as the development of the Longid land in Quirino.
4. Ensure the viability of the Scholarship Fund,
through bequests, and long-term commitments by individuals and
corporate donors (e.g. Adopt a Scholar Program).
5. Review and re-assess the policies governing
student financial assistance.
6. Provide a reserve for faculty and staff
retirement benefits
Other Issues for Future
Consideration towards the 3rd Strategic Plan:
· The Future of Stapleton Hall
· Conservation of Energy and other Resources
· Expansion towards a Continuous SMS Education
(K-12)
· SMS as a formal Center of Continuing Education
for Teachers
· Non-Academic & Vocational Education at
SMS
Final Notes
In the next five years, we envision St. Mary’s School to be a
top-of- the-line educational institution that surpasses others with
its progressive curriculum, solid student-centered instructional
methodologies and practices, bountiful instructional resources, a
stable, competent, and committed faculty, a participative parent
community, and a supportive alumni association. In providing
quality education and learning opportunities, we therefore expect
our students to meet, or even surpass, their potential
academically, behaviorally, socially, and spiritually—all in the
spirit of being inspirational models for others to emulate.
At this point, we can truly say that we have not only achieved the
vision and mission of the school, but we also fulfilled as our
founding fathers had envisioned—to “Share the Light.”
Written by:
Dennis Faustino
March 2010
For the first part of the 5-year Development Plan,
please go
here.