Revisiting The New Roles and Structures of the RO and SDO in the RSP: Challenges and Prospects Two years after the rationalization plan in DepEd has been approved for implementation, our region is by far among the first – if not the first region to make some big leaps towards the implementation of the program. I would like to think that just as the other regions are still halfway with the new structure, region 12 is already leading towards completing it.

Entry Points of Change People Technology Structure Tasks Knowledge By Dr. Harold Leavitt Knowledge Skills Efficiency Productivity Hierarchy Relationships Communication patterns Coordination People Technology Structure Tasks “aids / facilitates the people to perform the Tasks” Let me just say that the primary cause or reason for the rationalization program that our department has just undergone is CHANGE. So others say that the only permanent thing in this world is change. But what is change? What are the different entry points for change? Tasks: Relevance Benefits Goals Yield Productivity

External Factors Driving Change Technological Economic Political Social

Internal Factors Driving Organizational Change Values Leadership Mission Strategic Goals Vision ORGANIZATION

The Boiled Frog If you put a frog in cold water and slowly heat it, the frog will eventually let itself be boiled to death. We, too, will not survive if we don’t respond to the radical way in which the world is changing. -Charles Handy “The Age of Unreason”

We need to Change Start here. Link with the previous activity.

DepEd Order No. 53, s. 2013 Approval and Implementation of the 2013 DepEd Rationalization Program DepEd Order No. 50, s. 2014 Guidelines on the Recruitment, Selection and Placement of Personnel Pursuant to the DepEd Rationalization Program under EO 366 s. 2004.

Goals of DepED’s Rationalization MORE EFFICIENT & EFFECTIVE CENTRAL OFFICE Agenda-setting, policy-making, research, standards formulation, over-all leadership RE-ENGINEERED REGIONAL OFFICE Field leadership in the enforcement of standards, Technical support service hub for divisions RE-ENGINEERED SCHOOLS DIVISION OFFICE For DepED to focus on its core business, there is a need to reiterate the goals of the DepED rationalization plan in relation to the different organization levels of the department. The goals are as follows: Have a more efficient and effective central office that focuses on policy-making, standards-setting and over-all leadership of the department Have a re-engineered regional office that focuses on localization of policies, quality assurance and on being the technical support hub of its divisions -Have a re-engineered division office that focuses on field leadership and supervision to better support our schools in delivering our education services to the learners Core competence in field leadership and supervision HIGH PERFORMING SCHOOLS High EFA performance results. Effective management of schools & LCs

Organizational Functions Central office Set overall education agenda, directions and policies Formulate systems and standards for national adoption Perform investment programming Articulate national frameworks to guide the organization in the performance of its core functions and the provision of support Oversee quality assurance and performance accountability Build Partnerships with GOs & NGOs Organizational Functions (basic reference: RA 9155) Region Office: Set Regional agenda, directions and policies Localize curriculum Adapt to or adopt standards Manage Quality Assurance Provide technical assistance to Divisions Manage program investment and equitable allocation of resources Establish and manage partnerships Division/District Office: Implement education agenda and policies Manage curriculum implementation; Provide Instructional supervision Build communities of schools and LCs Give technical assistance to schools/LCs Execute equitable distribution of resources Establish and manage partnerships School/LC Take accountability for learner outcomes Implement the curriculum Provide equitable opportunities for all learners in the community Create an environment conducive to teaching & learning Lead & manage school & its resources Establish and manage linkages with stakeholders

Clustering of Offices: Strands CURRICULUM AND INSTRUCTION Ensure continuous improvement of the curriculum; actively seeking and understanding the “learner” to develop the appropriate delivery systems; provision of learning resources and ensuring quality EDUCATION GOVERNANCE AND OPERATIONS Ensure capacity of the organization to continuously improve and be strategic in managing the environment for which “teaching and learning” takes place STRATEGIC MANAGEMENT Enable the organization to focus on long-term directions and interface with the internal and external environment LEGAL AND LEGISLATIVE AFFAIRS Enhance capacity of the organization to deal with legal matters and be proactive in moving forward its legislative agenda FINANCE AND ADMINISTRATION Ensure efficiency to support the organization as a whole to focus on its core business and thus attain its targets

FEATURES OF THE STRUCTURES Focus is “Support to the schools” Clustering of Offices to major strands of service objectives and key functions Process-oriented Organization – derived from functions Appropriate proportion of the various types of positions: Key positions Technical positions Support To Technical Administrative

Target improvement in Staff Distribution

REGIONAL OFFICE Purpose & KRAs

Mandate per RA 9155 The Department of Education shall protect and promote the right of all citizens to qualify basic education, and take appropriate steps to make such education accessible to all. The Department of Education shall establish, maintain, and support a complete, adequate, and integrated system of basic education relevant to the needs of the people and society. It shall establish and maintain a system of free and compulsory public education in the elementary level and free public education in high school level. All educational institutions shall inculcate patriotism and . . . . . efficiency. The Department of Education : shall take into account Regional and sectoral needs and conditions and shall encourage local planning in the development of educational policies and programs.

Regional Office: Purpose & KRAs To ensure equitable access to quality and relevant basic education in the Region by: developing informed and responsive policies and plans, managing effectively the localized curriculum and learning resources, assuring quality performance, providing appropriate and timely technical assistance to schools divisions, and sustaining effective education support services and partnership with stakeholders KRA 1: Regional Policies, Plans, and Education Support Systems KRA 2: Curriculum Localization KRA 3: Human Resource Development KRA 4: Quality Assurance KRA 5: Technical Assistance KRA 6: Partnership Building KRA 7: Organizational Performance

Regional Office: KRAs Direction and Policies Issuance Regional and Educational Strategic Plan Researches on Educ. Governance Enhanced Education Support Systems KRA 1: Regional Policies, Plans, and Education Support Systems Localized and Indigenized Curriculum and Instruction Localized and Indigenized Learning Resources and Instructional Materials Research Studies on Curriculum Management KRA 2: Curriculum Localization HRD Policies, Plans and Programs Search, Recruitment and Selection System Implemented Professional Dev. Prog. Implemented Career Dev. Strategies Implemented Performance Management System Implemented Employee Welfare Provided Succession and Exit Programs Implemented KRA 3: Human Resource Development Quality Assurance Quality assurance Mechanism and Tools M&E System Assessment Reports  Human Resource Development    Technical Assistance  Technical Assistance Plans crafted Technical Assistance Interventions designed, implemented and Evaluated Best Practices recognized and sustained Partnership Building  Support of Educational Stakeholders Linkages and Partnership  Organizational Performance  Conduct of regular (at least monthly) regional management team meetings Performance Management implemented and results of which applied to other HRM systems

Regional Office: KRAs KRA 4: Quality Assurance Quality assurance Mechanism and Tools Assessment Reports M&E System KRA 4: Quality Assurance Technical Assistance Plans crafted Best Practices recognized and sustained Technical Assistance Interventions designed, implemented and Evaluated KRA 5: Technical Assistance Support of Educational Stakeholders Linkages and Partnership KRA 6: Partnership Building Conduct of regular (at least monthly) regional management team meetings Performance Management implemented and results of which applied to other HRM systems KRA 7: Organizational Performance

SCHOOLS DIVISION OFFICE Purpose & KRAs

Schools Division Office in the RS As frontline office of the Department for the management of basic education delivery, the Schools Division Office (DO) provides instructional leadership to schools and learning centers which are the direct implementers of educational programs for learner development. This is carried out through a strategic division education plan in consideration of the needs and concerns of the division, districts, schools and learning centers and aligned with the regional education development plans Purpose: The Schools Division Office supports schools and learning centres and enables them to deliver accessible and quality education to the community it serves, by: implementing education plans and policies, monitoring implementation of curriculum standards and providing instructional supervision and/or technical assistance and building communities of good practices, ensuring equitable distribution and allocation of resources while establishing linkages among educational stakeholders

Schools Division Office in the RS Key Result Areas Division Strategic Planning Hiring, Recruitment and Promotion of Personnel (teaching and non-teaching) Implementation of Education Agenda and Policies Implementation of Education Agenda and Policies Management of Curriculum Implementation Provision of Instructional Supervision Building Communities of Practice

Continuum of Service Set Curriculum Standards and Design Curriculum Implement / Direct delivery to Clients CO: responsible for designing and engineering the national standards and minimum requirements of the BE curriculum to ensure relevance to the long term needs of the country. RO: works with Regional agencies and education stakeholders to define a localized curriculum responsive to the needs and aspirations of the region and communities they serve SDO and District manages and supervises the implementation of the basic education curriculum and ensures that minimum requirements are met and exceeded. Schools and LCs implement the localized curriculum and innovate within the bounds of the standards set.

Connecting Offices for Curriculum & Instruction CENTRAL Office REGION Office BCD- Spec. Cur. Prog. Div. BCD- Cur. Stds. Division SD Office CLMD + LRMD BEA- Ed. Res. Division BEA- Ed. Asses. Division CID QAAD BLD- Student Incl. Div. BLD- Tchng. & Lrng. Div. SGOD S M, M & E Planning & Res. Educ. Facilities HRD Soc. Mob. School Health & Nutrition BLR- QA Div. BLR- LR Prod. Division HRDD R-NEAP BLSS – Sch. Health Div. BLSS – Sch. Sports Div BLSS - Youth Formation Div. ESSD

Continuum of Service Develop QA philosophy / Set quality, policy guides for QM, QA and M&E Implement Total Quality Management CO: Responsible for developing the philosophy, setting standards, providing policy guidelines for quality management and quality assurance and monitoring systems. RO: Performs oversight function QA the systems and processes as per standards and guidelines set Provides TA to the SDOs in the implementation of the desired systems SDO and District: Implement QM system to support delivery of BE services Manage implementation of standards and policies on governance of schools & LCs Determine & M&E educ. outcomes, services and resources Schools and LCs: Implement the TQM system and enforce standards set. M&E the SIP implementation Assess learners’ progress and utilize appropriate data to improve the Teaching-Learning outcomes

BCD + BLD + BLR + BEA + BLSS Connecting Offices For Quality Management CENTRAL Office REGION Office BCD + BLD + BLR + BEA + BLSS SD Office CLMD + LRMD CID BHROD-OED BHROD-SED QAAD SGOD S M, M & E Planning & Res. Educ. Facilities HRD Soc. Mob. School Health & Nutrition Organizational and School standards, policies and frames PS PPD PS – PPRD PS – EMIS PPRD ESSD AS - EFD HRDD R-NEAP NEAP-QD

Continuum of Service Provide policy guides; Develop and monitor organization systems Implement School-based Systems CO: Responsible for providing policy guidelines, organization systems development and monitoring (e.g. Planning System, Human Resource Development, etc). RO: Provide oversight, monitors and evaluates, and provides technical assistance to the SDOs in the implementation of the systems SDO and District: Ensure that schools are able to practice school-based management, get the support from stakeholders and from the organization, and operate efficiently and effectively. Schools and LCs: Implement the school-based systems Implement school-based professional development programs for teachers and staff

ISSUES and CONCERNS Acceptance of new tasks by the personnel Eligibility of applicants to the RAT created items - mismatch of skills to qualification standards - no eligibility 3. Cross-functionality of divisions - Overlapping of functions - “Turfing”

Issues and Concerns 4. “Comfort zones” 5. Political intervention or influence

Ways Forward Capability building - institutionalization of functions Setting up of standards (region, SDO) Establishment of an integrated organizational structure …..and…

DEPED REGION XII will have One message. One character. One direction. It is a must…. DEPED REGION XII will have One message. One character. One direction.

BACKGROUND: LEGAL BASIS DepEd Memorandum No. 4, s. 2014: “…schools, individuals, corporations, foundations or organizations, which fall within Categories A, B or C, may signify their intention to offer Senior High School.”

BACKGROUND: LEGAL BASIS Category A - private schools which have been granted recognition by DepEd to offer secondary education (Years I-IV) - at least Level II accreditation by any of the accrediting agencies under the FAAP

BACKGROUND: LEGAL BASIS Category B - Non-DepEd schools which have been issued a permit or government recognition by TESDA (any training course) and CHED (any higher education program) -- - Non-DepEd schools with at least Level II accreditation by any of the accrediting agencies under FAAP - Non-DepEd schools that have been granted at least Bronze accreditation status by the Asia Pacific Accreditation & Certification Commission

BACKGROUND: LEGAL BASIS CATEGORY C - other individuals, corporations, foundations or organizations duly recognized by the SEC

BACKGROUND: LEGAL BASIS REGION MEMORANDUM NO. 133, s. 2015 created regional and division SHS for Private Schools Validating Teams capacitated the division teams in evaluating required documents in the application to offer SHS REGION ADVISORY NO. 34, s. 2015 Three (3) regional teams conducted on-site validation of private schools that have applied to offer SHS On-going; started July 21, 2015

Number of Private & Non-DepEd Schools Visited Cotabato Division - 21 Kidapawan City - South Cotabato - 23 Koronadal City - 18 Tacurong City - 8 Sultan Kudarat - 15 Cotabato City - 7 General Santos City - Sarangani - 15

General Findings Except for 2-3 private /non-DepEd schools in every division, all private schools are SHS-ready (met basic requirements) Notre Dame schools have on-going construction of classrooms, laboratories in preparation for their track offerings

General Findings 3. Teachers identified to teach in SHS are qualified; are undergoing/will undergo retooling (2nd semester, 2016 summer) 4. Schools intend to hire on part-time basis private practitioners (CPAs, Engineers, college professors), retired DepEd personnel

General Findings 5. Private / Non-DepEd schools found to be not SHS-ready have deficiencies in: School site - not owned by the school Not enough laboratories as required for STEM; no library) Proposed classrooms: hazardous to users; not standard size, no room for simulation, not fitted for the track being offered

General Findings Teacher Qualification: no units of specialization; NC II certificate does not match the track or strand being planned to offer Documents: some branches only copied the documents of the mother school; incomplete documentation (list of proposed teachers, MOA)

NEXT STEPS 1.Completion of deficiencies in documents by concerned schools 2. Meeting of division coordinators for SHS, private schools, TLE 3. Private Schools Summit on SHS (done) 4. Issuance of Provisional Permit 5. Pre-Enrolment for SHS

Deadline for Private Schools applying for SHS – Aug. 30, 2015 Sept Deadline for Private Schools applying for SHS – Aug. 30, 2015 Sept. 1-9, 2015 – on-site validation Early Enrolment – Sept 14-19, 2015 ??? Action Plan for SHS in Private Schools Objective – Activity – Date – Persons - MOV Involved