1. INSTRUCTIONAL LEADERSHIP
Andrew C. Tolentino
Principal I

2. Planning and Meeting
Instructional Supervisory Development Plan/Minutes
Meets teachers to improve teaching if instructed by SDO.
Aligns ISP objectives and PAPs with DepED vision, mission and core values through integration of our environment .
Focuses goals and PAPs on the improvement of teaching and learning.
Institutionalizes and allocates funds for PAPs aimed to improve learning

3. Inset July 10, 2016 at RR RESORT Present:
PRINCESS G. GONZALES – PRE ELEM
JERAMIE GRAY DC. BOADO – GRADE 1
FLORDELIZA P. SABADO GRADE 2
MILADY G. EXALA – GRADE 3
DOLORES M. BALTAZAR GRADE 4
GERALDINE C. PIEDAD GRADE 5
SHIRLEY L. PACOL GRADE 6
SHARRY ANN S. GANAREAL- GRADES 4, 5, 6, ENGLISH, SCHOOL PAPER ADVISER
ELIEZAR ABALOS GRADES 4,5,6 MAPEH and School Ground Improvement
APPROVED BY: ANDREW C. TOLENTINO

4. Agenda
Improvement of Teacher’s capacity and enhance knowledge towards K12 curriculum and integrate the School Improvement Plan to make it competitive in the field of GULAYAN SA PAARALAN, NATIONAL SEARCH FOR SUSTAINABLE AND ECO FRIENDLY SCHOOL and to other SOUTH EAST ASIAN AND INTERNATIONAL COMPETITION
Improve learner’s capacity in Listening, Speaking, Reading, Writing and Comprehension.
Develop Lesson Plan and Daily Lesson Log as per programmed and designed by Division Office of Nueva in a manner suited to pupils cognitive, psycho-motor and affective scheme.
Develop Professional growth of teachers by giving them a chance to join in different seminars to enhance their knowledge and ability

5. The opening ceremony …PRAYER, during the In Service Training of Cambitala Integrated School both elementary and High School Department. An initiative of Principal Andrew C. Tolentino for the unity making it possible to act in ways according to DO 40, s Establishment, Merging, Conversion, and Naming/Renaming of Public Schools, and Separation of Public School Annexes in Basic Education in re: The Department issues the enclosed Revised Guidelines on the Establishment, Merging, Conversion, and Naming/Renaming of Public Schools, and Separation of School Annexes in Basic Education. It aims to provide comprehensive guidelines to streamline, synchronize and update the aforementioned work processes.

6. Cambitala Integrated School Family showing camaraderie with each other, after the short lecture of Sir Andrew and a short workshop of what should be done in the coming days to improve the (1) physical aspect of the school thus making it a cozy area for teaching learning process, (2) Improvement of the ideas, principles and manner of grading based on K12 curriculum (3) involvement of stakeholders in the realization of the plans(4) parents active participation must be appreciated and be give recognition (5) recognition of Barangay Support (6) recognition of Local Government support through the effort of HON. MAYOR ROBERTO T. AGDIPA (7) Improvement of Student’s competencies in different subject areas (8) Waste Management Program

7. Learning Action Cell (LAC) Session in re: Meets teachers to improve teaching headed by Principal Andrew C. Tolentino

8. During the LAC Session teachers learned more strategies and methods of teaching as principal Andrew C. Tolentino shared his point of view

9. The 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. Administrators 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.

10. Our Core Values
Maka-Diyos ( GOD Fearing) Maka-tao (Humane) Makakalikasan (Nature Loving Makabansa(Patriotic)

11. Aligns ISP objectives and PROGRAMS AND PROJECTS (PAPs) with DepED vision, mission and core values
The 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.

12. Our Mandate Our Mandate
The Department of Education was established through the Education Decree of as the Superior Commission of Primary Instruction under a Chairman. The Education agency underwent many reorganization efforts in the 20th century in order to better define its purpose vis a vis the changing administrations and charters. The present day Department of Education was eventually mandated through Republic Act 9155, otherwise known as the Governance of Basic Education act of 2001 which establishes the mandate of this agency.
The Department of Education (DepEd) formulates, implements, and coordinates policies, plans, programs and projects in the areas of formal and non-formal basic education. It supervises all elementary and secondary education institutions, including alternative learning systems, both public and private; and provides for the establishment and maintenance of a complete, adequate, and integrated system of basic education relevant to the goals of national development.

13. Inset on How Classroom Assessments Improve Learning
According to Sir Andrew C. Tolentino “Teachers who develop useful assessments, provide corrective instruction, and give students second chances to demonstrate success can improve their instruction and help students learn.” In Cambitala Elementary School For Teachers, The best classroom assessments also serve as meaningful sources of information for teachers, helping them identify what they taught well and what they need to work on. Gathering this vital information does not require a sophisticated statistical analysis of assessment results. Teachers need only make a simple tally of how many students missed each assessment item or failed to meet a specific criterion. State assessments sometimes provide similar item-by-item information, but concerns about item security and the cost of developing new items each year usually make assessment developers reluctant to offer such detailed information. Once teachers have made specific tallies, they can pay special attention to the trouble spots—those items or criteria missed by large numbers of students in the class.

14. SCHOOL PROGRAMS
As per DEP-Ed missions and visions is concerned, my administration in Cambitala Elementary School, projects that I prioritized to improve the teaching-learning environment is a reflection of love for country.
Greening the areas and exposing students to case modelling towards a sustainable living is such an important contribution to our nation building specially this new era in the educational system , thus making it aligned with Republic Act or Enhanced Basic Education Curriculum which deal with the reality of life.
The Income Generating Projects which was introduced in the school ground like vermi-compost production, organic liquid fertilizers (foliar), seedling nursery, solar dryer for post harvest facilities, flour making to maximize the community products like cassava and squash. One of the highlight of the IGP was the zero foul smell hog raising using biodegradable waste.

15. Institutionalizes and allocates funds for Program and Projects (PAPs) aimed to improve learning The installation as Cambitala Elementary School principal begun on my Emersion period during the Brigada Eskwela, those times the entire area was a barren piece of land considering the poor supply of water that hinders stakeholders, parents and students as well as teachers to engage in planting and greening activity for the school

16. Researches says exposure of children to greener environment, converting their energies into said endeavors will mean the process will be useful for them to reached their full potentials and later will turn them to be academically inclined.

17. Institutionalizes and allocates funds for PAPs aimed to improve learning.Each of the Cambitala Elementary School pupils was given an opportunity to show their talents, stage presence in preparation to ENGLISH FESTIVAL OF TALENTS

18. Checking of Daily Lesson Plans/Logs…Analysis Report
DO 42, s. 2016
Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program
In line with the implementation of Republic Act (RA) No or the Enhanced Basic Education Act of 2013, the Department of Education (DepEd) issues the enclosed Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.
Planning lessons is fundamental to ensuring the delivery of teaching and learning in schools. These guidelines aim to support teachers in organizing and managing their classes and lessons effectively and efficiently and ensure the achievement of learning outcomes.

19. Checking of Daily Lesson Plans/Logs…Analysis Report
Furthermore, these guidelines affirm the role of the K to 12 teacher as a facilitator of learning. Preparing for lessons through the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) and provides teachers with an opportunity for reflection on what learners need to learn, how learners learn, and how best to facilitate the learning process. These guidelines also aim to empower teachers to carry out quality instruction that recognizes the diversity of learners inside the classroom, is committed to learners’ success, allows the use of varied instructional and formative assessment strategies including the use of information and communications technologies (ICTs), and enables the teacher to guide, mentor, and support learners in developing and assessing their learning across the curriculum.
These guidelines will remain in force and in effect unless sooner repealed, amended, or rescinded. All issuances inconsistent with this Order are hereby rescinded.
Immediate dissemination of and strict compliance with this Order is directed.

20. Schedule of Checking DLL/DLPs…Personal Opinion of its effect in the teaching learning process in Cambitala Elementary School
As a principal of a small school having nine (9) teachers under my supervision from pre elem. to grade 6, the beginning part of said DEP Ed Order No. 42 series is part of our usual routine since the opening of classes. As per instruction of Dr. Ronaldo A. Pozon our Schools Division Superintendent ( SDS ) here in Division of Nueva Ecija where Pantabangan District and Cambitala Elementary School was covered, a massive and strict implementation was imposed.
In our case the only difference was there was a scheduling, the so called pre conference and post conference and of coarse the idea that the they, the teachers will be observed by Monitoring Officer Sir Laberne Ladignon Jr. , PSDS- Dr. Amelia P. Nebres and other principals from different nearby towns/municipality.

21. Continuation of my opinion…
This challenging feature among teachers is of great impact to the educational system…their blood run fast …enthusiasm was in high level and adrenalin was active.
Yes indeed, it’s an activity not merely to criticize teachers performance nor students capabilities but to really realized the evolution of education, the systems biggest turning point, thus this is giving justice to norms and principles of Kto12.
Since the pre-conference was a semi formal conversation to condition the teacher’s readiness, be at ease while they were being observed it is also my venue to really observe the strengths and weaknesses of our teachers here in Cambitala ES, what part they seemed to find difficulties and what factor they find easy and manageable.

22. Continuation of my opinion
Finally I could strongly utter that this is for the benefit of our students, teaching learning process will be in line with reality of life and so as in charge in the administrative side of educational system in our school I must guard and protect this K12 curriculum to really find out if this is what this new generation to happen.
My participation also is not limited to instructional alone, the remedial classes is also given emphasis as well as parents support and participation as needed. We advise them to join remedial class for them to be acquainted in the lesson specially in reading.
Finally the school ground improvement is essential as to how learners will consider it school-home environment. Making learners felt that they are safe, relax, and be exposed in reality of life. The school income generating and livelihood case modelling projects was expected in the future to be beneficial as the learners face the real life outside school ground.

23. Basic, traditional or common IMs (Instructional Materials).

24. Selects and acquires various Instructional Materials (IMs) and Schools Information Management System (SIMS).

25. Checks and makes creative IMs and SIMs through MOOE fund and from stakeholders.

26. Improvement of Learning Environment
School Learning ENVIRONMENT and COMMUNITY
Learning environment refers to the diverse physical locations, contexts, and cultures in which students learn. Since students may learn in a wide variety of settings, such as outside-of-school locations and outdoor environments, the term is often used as a more accurate or preferred alternative to classroom, which has more limited and traditional connotations—a room with rows of desks and a chalkboard, for example.
The term also encompasses the culture of a school or class—its presiding ethos and characteristics, including how individuals interact with and treat one another—as well as the ways in which teachers may organize an educational setting to facilitate learning—e.g., by conducting classes in relevant natural ecosystems, grouping desks in specific ways, decorating the walls with learning materials, or utilizing audio, visual, and digital technologies. And because the qualities and characteristics of a learning environment are determined by a wide variety of factors, school policies, governance structures, and other features may also be considered elements of a “learning environment.”

27. Improvement of Learning Environment in Cambitala Elementary School(continuation)…
Educators may also argue that learning environments have both a direct and indirect influence on student learning, including their engagement in what is being taught, their motivation to learn, and their sense of well-being, belonging, and personal safety. For example, learning environments filled with sunlight and stimulating educational materials would likely be considered more conducive to learning than drab spaces without windows or decoration, as would schools with fewer incidences of misbehavior, disorder, bullying, and illegal activity. How adults interact with students and how students interact with one another may also be considered aspects of a learning environment, and phrases such as “positive learning environment” or “negative learning environment” are commonly used in reference to the social and emotional dimensions of a school or class.

28. School is in need of classroom buildings.
Cambitala Elementary School is located in Barangay Cambitala, Pantabangan Nueva Ecija, a more or less 10,000 square meters piece of land which the 11 classrooms can be located and was allocated to the following as rooms of: Pre Elem, Gades 1,2,3,4,5,6,7,8,9,10.
At the moment after the semestral break, come November repairs of 3 classrooms for Grades 1,2,3 is in process.
If given a chance we need additional classrooms for English, Math and Science for better mastery of these subject matter/area of specialization.
Repairs of other rooms used by pre elem and grades 456 is also needed
Repais of rooms used by grades 7,8,9,10

29. Classrooms, school environment and other facilities are maintained and improved.
My first step in Cambitala Elementary School is a very challenging scenario. My observation of a barren school backyard, non functional comfort rooms, well painted walls but non functional sinks and small gardens watered by pupils effort by bringing 1 bottle of water each everyday for those plants to survive.
We had a very condusive Home Economics Building, so clean and later found out that no one is using it but a white elephant.
An ICT room which is seldom used and most of the time just for pictorial purposes.
A well verse traditional use of MOOE but K12 program is gravely deprived.
Huhh… those were the days wherein I started and now its in the 5th month and around half of the school year and I humbly can say lots of change had been through.

30. Classrooms, school environment and other facilities are maintained and improved. (continuation)
Changes is really a risky move, for an administrator to decide, sometimes the scenario has its own matrix to follow, traditionally done without making a step ahead, and anyone who did will face challenging consequences.
My age, 55, as principal is today’s age bracket that severely prone to highblood pressure, heart attack and other cancer diseases. Doing the best, I can to mark beginning of this Republic Act is a mission, making our calling a meaningful endeavor whatever happened to me in the future I know that within myself I have no wasted sunsets, I can close my eyes saying I had been through a journey and my mission was well done.
Repeatedly, vermi culture, animal raising, saturating plants around school ground, producing compost fertilizers, waste management and zero waste burning were some of my ways to show real solutions to the world’s problem … environmental issues that will soon can be destruction among us all.

31. Classrooms, school environment and other facilities are maintained and improved.(continuation)
There were times that I almost wanted to stop, due to so many factors such as support from the higher echelon of DEP-Ed, financial constraints, time bound, difficulties for the acceptance from some negative people, and now the issue of Integration between Cambitala National High School and Cambitala Elementary School which later might brough confusion to community.
The OIC Principal who housed in this school compound for almost a year receiving her MOOE does not even tried to make an improvement plan visible and useful for the high school students, thus, dependent on elementary’s water resource, and comfort rooms. As of now we share “School properties like projectors, chairs, tables, etc. making sense to make us in one package and one school ID so that we can share everything with equal expenses and equal effort under one administrator, after all Dep Ed Order No. 40 , series 2011states that way.”

32. Classrooms, school environment and other facilities are maintained and improved.(continuation)
Finally, our school is our second home, our concern must be visible in our daily activities making sense to realize our SCHOOL IMPROVEMENT PLAN(SIP) as well as ANNUAL IMPROVEMENT PLAN (AIP).
This making of sustainable school that I used to impart among my teachers, students, stakeholders, parent, local government officials as well as barangay, co-school administrators and entire community as well will still and always be part of my physical improvements wherever I go…
I’m looking forward one day the changes that will bear for the better for the Philippine Education System (PES), to move, as patterned in the k12 countries around the world, education will always be the guiding path in leading to success of the country for the future.

33. Laboratory-Solar Dryer

34. CAMBITALA COACHING AND MENTORING PROGRAM

35. Critical Incidents - What is a Critical Incident?
We are only too well aware from the local and national media that unfortunately traumatic incidents affecting schools and local communities seem to be on the increase.
Such incidents come in many forms from major disasters such as Lockerbie, Hungerford, Herald of Free Enterprise, and Dunblane, to smaller scale incidents involving the death or serious injury of pupils, staff or parents. Whatever the scale of the incident, the effect on the individuals involved can be equally devastating.
It is now recognised that children are no more or less resilient than adults to traumatic events and their reactions are basically the same. Schools, therefore, have an important role to play in helping children to understand and cope with the impact of such events. School is a normal place for a child to be and offers security at a time of insecurity. Teachers have many skills and techniques which they use routinely to help troubled children and, with some further training and confidence building, these skills can be adapted to help children cope with a range of traumatic incidents.

36. Critical Incidents affecting schools may include:-
 The death of a pupil(s) or member(s) of staff through sudden accident, murder, terminal illness or suicide. A serious accident involving pupils and school personnel on or off school premises. A violent attack or violent intrusion onto school premises, e.g. involving an armed intruder or a bomb alert. Fire, flood, building collapse or major vandalism in school. A hostage situation. A disaster in the community, e.g. transport accident, terrorism The TRAUMA caused by critical incidents challenges individuals mentally, physically, emotionally and spiritually.

37. Critical Incident Contingency Plan
Although it is not possible to predict when and where a disaster will strike, there is much that schools can do to be prepared should the "worst" happen. Foremost in this is the development of a Critical Incident Contingency Plan so that in the event of a disaster, on whatever scale, staff can act quickly to cope with the distress and confusion and begin to regain a sense of control. The experience of schools which have been involved in a critical incident shows that those which have made some preliminary plans are able to act promptly and cope most effectively with the traumatic consequences of a critical incident. These plans would include suggested actions, roles and responsibilities which can be initiated promptly in the event of a critical incident. Foremost in this planning is the creation of a Critical Incident Management Team, based on the Senior Management Team but also including staff who are most suited in terms of their personal and practical skills and their availability and reliability. This team should aim to meet annually to review and update the Critical Incident Contingency Plan.

38. School Testing Program- Testing Tools
Different Types of Evaluation
School Testing Program- Testing Tools
Evaluation Type
Definition
Formative
Evaluates a program during development in order to make early improvements Helps to refine or improve program
Summative
Provides information on program effectiveness Conducted after the completion of the program design

39. Goals-based evaluation
Evaluation has typically involved measuring whether predetermined targets have been met. You may be familiar with the term ‘SMART’ (Specific, Measurable, Attainable, Relevant, and Timely) targets. These type of targets fall under the banner of goals-based evaluation.
Goals-based evaluations have objectively-set targets usually determined by people responsible for the funding or implementation of the project.  Goals-based evaluation does not question whether the selected goals are valid, nor whether appropriate measures of effectiveness are being assessed. Recent behaviour change and research and evaluation practice proposes the use of goals-free evaluation.

40. Goals-free evaluation
Goals-free evaluation looks at emergence and unintended consequences of a project, by looking at the actual effects without pre-empting what these may be. This type of evaluation focuses on the change process within the target group. The goals-free evaluation parallels a social learning approach to evaluationwhich can be desirable where the goal of a project seeks to build capacity of people to manage a complex issue. In such cases, relying solely on a goals-based evaluation may not be appropriate as it can be difficult to set targets and quantify a process of change, as well as capture change which one may not anticipate.
A key point to consider in setting goals and indicators of success is the validity of the indicator. This is especially important when you are looking to measure a largely “unobservable” behaviour (for example, those that happen within the home, and cannot be readily objectively observed). In such cases, proxy indicators are often used (for example, household electricity use) but these indicators may be gross measures that consist of many varied behaviours, of which only one may be of interest. The question is how to establish meaningful indicators?

41. BEST PRACTICES (to make things better)intervention program
The Effects of School Gardens on Students and Schools: Conceptualization and Considerations for Maximizing Healthy Development
Abstract
There are thousands of school gardens in the United States, and there is anecdotal evidence that school garden programs can enhance students' learning in academic, social, and health- related domains. There has been little rigorous research, however, on the effects of school gardens or on the factors that promote the sustainability of these programs. This review draws on ecological theory to conceptualize school gardens as systemic interventions with the potential for promoting the health and well-being of individual students in multiple interdependent domains and for strengthening the school environment as a setting for positive youth development. This review (a) summarizes the small literature regarding the impact of school garden curricula on student or school functioning, (b) provides a conceptual framework to guide future inquiry, (c) discusses implications of this conceptualization for practice, and (d) suggests further research needed to better inform practice.

42. Intervention Activities: Impact of Garden-Based Youth Nutrition Intervention Programs: A Review 
Abstract
Garden-based nutrition-education programs for youth are gaining in popularity and are viewed by many as a promising strategy for increasing preferences and improving dietary intake of fruits and vegetables. This review examines the scientific literature on garden-based youth nutrition intervention programs and the impact on nutrition-related outcomes. Studies published between 1990 and 2007 were identified through a library search of databases and an examination of reference lists of relevant publications. Studies were included if they involved children and adolescents in the United States and examined the impact of garden- based nutrition education on fruit and/or vegetable intake, willingness to taste fruits and vegetables, preferences for fruits and vegetables, or other nutrition-related outcomes. Only articles published in peer-reviewed journals in English were included in the review. Eleven studies were reviewed. Five studies took place on school grounds and were integrated into the school curriculum, three studies were conducted as part of an afterschool program, and three studies were conducted within the community. Studies included youth ranging in age from 5 to 15 years. Findings from this review suggest that garden-based nutrition intervention programs may have the potential to promote increased fruit and vegetable intake among youth and increased willingness to taste fruits and vegetables among younger children; however, empirical evidence in this area is relatively scant. Therefore, there is a need for well-designed, evidenced-based, peer-reviewed studies to determine program effectiveness and impact. Suggestions for future research directions, including intervention planning, study design, evaluation, and sustainability are provided.

43. The Child in the Garden: An Evaluative Review of the Benefits of School Gardening
Abstract
Although educators widely use school gardens for experiential education, researchers have not systematically examined the evaluative literature on school-gardening outcomes. The author reviewed the U. S. literature on children's gardening, taking into account potential effects, school-gardening outcomes, teacher evaluations of gardens as learning tools, and methodological issues. Quantitative studies showed positive outcomes of school-gardening initiatives in the areas of science achievement and food behavior, but they did not demonstrate that children's environmental attitude or social behavior consistently improve with gardening. Validity and reliability issues reduced general confidence in these results. Qualitative studies documented a wider scope of desirable outcomes, including an array of positive social and environmental behaviors. Gardening enthusiasm varies among teachers, depending on support and horticultural confidence.

44. HARVESTING HEALTHIER GENERATION : IMPROVING CHILDHOOD HEALTH THROUGH SCHOOL GARDEN AND FARM CAFETERIA LUNCH PROGRAMS
Abstract
This report explores the current childhood obesity health crises in the United States and the potential solutions of school garden and farm-to-cafeteria lunch programs. The study of school garden and farm-to-cafeteria lunch programs investigates an environmental problem from a health outcomes perspective. Previously published, accredited scientific articles are systematically reviewed to identify both the success and failures of these programs, in addition to defining areas needing greater research. The research and data collected in the systematic review is later used to suggest a set of best practices for school garden and farm-to-cafeteria lunch programs. School garden and farm-to-cafeteria lunch programs offer viable solutions for the obesity epidemic that necessitates a change.

45. Designing Nature for Learning: School Gardens for Youth and Child Education