case study

1. LA CONSOLACION UNIVERSITY PHILIPPINES
GRADUATE SCHOOL DEPARTMENT
Case Study on Management of Academic and Administrative Services
Case 2 Public Elementary School
Part I - The Institution at a Glance
Introduction
2. Historical Background of the Institution
Prenza Elementary School was built in 1956. It was formerly known as Prenza
National High School and Prenza Elementary School. When the number of enrollees
increased the Prenza Elementary School split into two in the year 1988.
3. Vision, Mission and Core Values
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.
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
 Administrations 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
Our Core Values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

2. School Directory
4. Official Functions, Duties and Responsibilities of Key Officials
Duties and Responsibilities for Teacher I-III
1. Applies mastery of content knowledge and its application across learning areas.
2. Facilities learning using appropriate and innovative teaching strategies and
classroom management practices.
3. Manages an environment conducive to learning.
4. Addresses learner diversity.
5. Implements and supervises curricular and co-curricular programs to support
learning.
6. Monitors and evaluates learner progress and undertakes activities to improve
learner performance.
7. Maintains updated records of learners’ progress.
8. Counsels and guides learners.
9. Works with relevant stakeholders, both internal and external, to promote learning
and improve school performance.
10. Undertakes activities towards personal and professional growth.

3. 11. Does related work.
1. Attends professional meetings, in-service training and related activities for self-growth and advancement.
2. Attends professional meetings, in-service trainings and related activities for self-growth and advancement.
3. Prepares daily logs and visual aids related to the lesson .
4. Conducts remedial episodes classes for slow learners.
5. Updates parents on children’s progress and problems through dialogues, conferences and PTA meetings
6. Assists the guidance counselor in handling students with problems
7. Gets involved in community and civic-organization activities.
8. Gets involved in community and civic-organization activities.
9. Observes proper decorum
10. Conducts echo seminars for co-teachers.
11. Mentors co-teachers in content and skills difficulties
12. Helps in the proper and accurate dissemination/implementation of school policies.
13. Assists principals in instructional monitoring of teachers.
14. Guides co-teachers in the performance of duties and responsibilities
15. Leads in the preparation and enrichment of curriculum; leads in the discussion of professional ideas,
problems, issues and concerns.
16. Initiates projects and programs that will enhance the curriculum
17. Makes the needed instructional materials available to teachers and students
18. Assists school heads in class monitoring
19. Conducts in-depth studies or action researches on instructional problems
20. Coordinates with the grade chairman in disseminating information about school problems, awards, promotion
21. Conducts demonstration teaching sharing effective techniques or strategies and helps identify potential
demonstration teachers.
22. Monitors the maintenance of discipline between and among teachers and learners
23. Assists in designing capacity development programs for teachers
24. Serves as trainer in school-based INSET
25. Evaluatyes teacher-made tests and interpret results
26. Checks regularly lesson plans of teachers in the assigned grade/subject area
27. Carries regular teaching load for the grade/subject area
28. Serves as a demonstration teacher
Part II- Professional Profile of the School Head
1. Personal Information
Name: Joie S. Germar
Birthdate: December 19, 1965
Place of Birth: Sta. Maria, Bulacan
Sex: Male
Civil Status: Single
Residential Address: 93 M. Sta. Ana St., M. Sapa, Sta. Maria, Bulacan
2. Educational Background
Elementary: Magsawang Elementary School
High School: Ramon Magsaysay High School
College: Far Eastern University - Bachelor of Science in Commerce Management
Graduate Studies: San Miguel University - Master of Arts in Educational
Management
San Manuel University - 18 units of Doctor of Education
3. Work/Educational Management Experiences

4. He began teaching in 1988, got his appointment as Teacher I in 1889. He worked
hard then appointed as Teacher III in 1996. After 9 years, he became Head Teacher III
then took up the Principal Exam.
In 2014, he became the principal of Abangan Norte Elementary School and now
the Principal II of Prenza Elementary School.
4. Leadership/Management Styles
We quote “I can be autocratic and I can also be democratic leader. It depends on
the situation where I need to make a decision.
He also give importance in knowing his teachers, their capabilities so that he can
maximize their potential to be an asset in the school.
In addition, he loves to give attention to working and physical environment.
Lastly, he believed that the physical environment of the school will reflect who
you are as a school teacher.
Part III - Institutional Governance
1. Management of the Curriculum and Instruction
d. Student Development Program
School Head assigned teachers to act as coordinators in pupils’ development
program. It performs in a supportive role and within a wide range of pupils
related functions. The assigned teachers lead, direct and administer overall
functions in service areas.
The following are some of the services and responsibilities of the institution:
 Advisory role to the Supreme Pupils Government (SPG) and Prenza
Kids against Disaster (PRESKAD).
 Facilitate pupils’ complaints and grievances in compliance with
procedures for conflict resolution.
 Promote “ No Bully Zone” for pupils
E. Student Scholarship Program
The institution provides educational opportunities to its constituents in the
form of grants through our municipal government of Marilao called “Iskolar ng
Bayan.”
F. Student Admission and Retention Policies
Through DO 32, S. 2018, “Policy Guidelines on the Collection of
Data/Information Requirements for Beginning of School Year 2018-2019 in the
Learner Information System (LIS) and Enhanced Basic Education Information
System (EBEIS).
All pupils must be admitted through Learner Information System (LIS) and
update the school’s profile and other data elements in the Enhanced Basic
Education Information System (EBEIS).

5. 2. Institutional Strategic Plans
A. School Improvement Plan SIP
This 3-year Enchanced School Improvement Paln (E-SIP) of Prenza
Elementary School for school year 2017-2020 is a resource for the continuing
growth of the school as an educational institution.
The Priority Improvement are the following: (1) low reading proficiency rate,
(2) dropping out of pupils, (3) low level of computer literacy among teachers on
Basic MS Office Application, (4) improve physical condition of the school, (5)
electrical services, (6) utility services, (7) water supply, and (8) procurement of
supplementary materials, office and school supplies.
For the current school year Prenza Elementary School has a total of 2,308
pupils. The number of male and female pupils tremendously increased. Due to
shortage of classrooms, shifting of classes was implemented in the school to
accommodate the number of pupils.
B. Annual Improvement Plan
Academic Improvement Plan (AIP) encapsulates the institution’s aspirations
to improve teaching and learning for all students and educators in our Prenza
Elementary School. The AIP represents the work of a diverse group of educators
and community partners committed to ensuring a high quality education for all
students. The plan very specifically outlines the work of our organization over the
next three years and provides direction to establish structures, protocols, and
guidance for increasing systemic capacity centered on academics. The AIP is
intended to be the driving force for improvement, while not limiting, future
opportunities to enhance the educational experiences of students.
Components/Sub-Compotents of Prenza Elementary School Annual
Improvement Plan (AIP) were divided into three namely; ACCES includes: (1)
Decrease the Rate of Pupils Dropping Out (DROP), (2) Active Participation of
Pupils in Learning Environment (APPLE); Quality includes: (1) Teach Intensive
English Reading Program (TeachIER), (2) Improvised Teaching Performance
(ITP) and Governace includes: (1) Improve SBM Level (ISLE), (2) Training
Educators in Computers through HAnds-on Instruction and Exercises (TECHIE),
(3) Strenthening Support from Stakeholders (SSS) and (4) Resource Generation
and Fund Management.
In Calendar Year 2017, Prenza Elementary School Annual Improvement Plan
(AIP) had a total allotment net tax of 1,332,682.30 with withholding tax of
52,150.00 and total allotment 1,301,034.00.

6. 2. Institutional Strategic Plans
A. School Improvement Plan SIP
This 3-year Enchanced School Improvement Paln (E-SIP) of Prenza
Elementary School for school year 2017-2020 is a resource for the continuing
growth of the school as an educational institution.
The Priority Improvement are the following: (1) low reading proficiency rate,
(2) dropping out of pupils, (3) low level of computer literacy among teachers on
Basic MS Office Application, (4) improve physical condition of the school, (5)
electrical services, (6) utility services, (7) water supply, and (8) procurement of
supplementary materials, office and school supplies.
For the current school year Prenza Elementary School has a total of 2,308
pupils. The number of male and female pupils tremendously increased. Due to
shortage of classrooms, shifting of classes was implemented in the school to
accommodate the number of pupils.
B. Annual Improvement Plan
Academic Improvement Plan (AIP) encapsulates the institution’s aspirations
to improve teaching and learning for all students and educators in our Prenza
Elementary School. The AIP represents the work of a diverse group of educators
and community partners committed to ensuring a high quality education for all
students. The plan very specifically outlines the work of our organization over the
next three years and provides direction to establish structures, protocols, and
guidance for increasing systemic capacity centered on academics. The AIP is
intended to be the driving force for improvement, while not limiting, future
opportunities to enhance the educational experiences of students.
Components/Sub-Compotents of Prenza Elementary School Annual
Improvement Plan (AIP) were divided into three namely; ACCES includes: (1)
Decrease the Rate of Pupils Dropping Out (DROP), (2) Active Participation of
Pupils in Learning Environment (APPLE); Quality includes: (1) Teach Intensive
English Reading Program (TeachIER), (2) Improvised Teaching Performance
(ITP) and Governace includes: (1) Improve SBM Level (ISLE), (2) Training
Educators in Computers through HAnds-on Instruction and Exercises (TECHIE),
(3) Strenthening Support from Stakeholders (SSS) and (4) Resource Generation
and Fund Management.
In Calendar Year 2017, Prenza Elementary School Annual Improvement Plan
(AIP) had a total allotment net tax of 1,332,682.30 with withholding tax of
52,150.00 and total allotment 1,301,034.00.