Republic of the Philippines

Department of Education
REGION XIII – CARAGA
SCHOOLS DIVISION OF SURIGAO CITY
SURIGAO CITY SPECIAL SCIENCE ELEMENTARY SCHOOL
SCHOOL ID: 213501

NEAP-RECOGNIZED PROFESSIONAL DEVELOPMENT PROGRAMS AND

COURSES

ACCOMPLISHMENT REPORT
I. COURSE DESCRIPTION
COURSE TITLE:
2023 SOUTHEAST ASIAN SCHOOL LEADERSHIP PROGRAM (SEA-SLP)
Course Date: SERVICE PROVIDER: SEAMEO
March 20-April 7, 2023 (Phase 1, Online) INNOTECH
April 24-May 3, 2023 (Phase 2, In-person)
June 5-16, 2023 (Phase 3, Online)
NAME OF SCHOLAR: LUCELLE A. QUEZADA
WORK STATION (School/Office Unit): SCHOOLS DIVISION OFFICE: REGION:
SURIGAO CITY SPECIAL SCIENCE SURIGAO CITY DIVISION XIII
ELEMENTARY SCHOOL

II. EXECUTIVE SUMMARY

My attendance at the 2023 Southeast Asian School Leadership Program,
a short course provided by the SEAMEO in coordination with the Department
of Education, proved transformative, equipping me with valuable insights and
practical strategies that I have implemented within Surigao City Special
Science Elementary School. The program focuses on growing the essential
competencies of school leaders and innovating through collaboration. The
knowledge and skills acquired has helped me in the implementation of the
different programs, activities and projects that we have undertaken since my
return.
One significant area of focus was enhancing collaborative leadership.
Inspired by the workshops and group activities participated by the
educacational leaders coming from the different countries of Southeast Asia,
I worked with teachers and stakeholders to make decisions and drive change
through shared responsibility, open communication and collective problem-
solving. We create a school environment where teachers, learners and
stakeholders have meaningful input into school operations and improvement.
In conclusion, the 2023 Southeast Asian School Leadership Program
provided me with the knowledge and skills to implement meaningful changes
within Surigao City Special Science Elementary School with 396 learner
populace and 15 teachers. The data on the table below shows how the
target objectives were accomplished.
 III. ACCOMPLISHMENT OF OBJECTIVES

Workplace Activities Success

Development Strategies Indicators
Objective

Provided 1. Provision of  Conducted Fun Run for a Cause  Single

a positive 1:1 class- to generate funds for the shift since all
and classroom construction of 2 classrooms classes have
nurturing ratio  Sought sponsors for additional classroom for
learning fund for the construction of each (4 more
environm classrooms classrooms were
ent for  Borrowed 2 classrooms from CV provided hence
learners’ Diez MCES class-classroom
promotion ratio is 1:1
of well-
being and  Constructed additional health  Improved
holistic 2. Improvement trough physical facilities
developm of physical  Repaired and improved school as shown in the
ent facilities clinic and menstrual hub CFSS Ratings in
 Improved pathway going to Goal 3
school
 Put up a fence to keep learners
away from the canal, which
poses a high risk for learners
falling into it
 Put up a school signage at the
gate and at the mess hall
 Repainted classrooms and school
facilities
 Partial rehabilitated school
science laboratory
 Improved of electrical wiring
 Added Internet connection to 4
more additional classrooms

 Unclogged canals with the help  Improved

of the LGU of Barangay rating in
3. improvement Washington and SPTA officers indicators 11
of drainage  Backfilled the lowland areas to and 12 of CFSS
system to eradicate stagnant water, which
prevent flooding can be breeding grounds for
and eradicate dengue-causing mosquitoes
stagnant water

 Conducted Run for fun and

wellness activities

4. Conduct of  Conducted Field

fun-filled Demonstration
activities that will
boost learners  Conduct various activities
morale and well- and contests for learners to
being participate

Enhanced 1.  Accomplished electronic Self-  100% of

conduct Accomplishment Assessment Tool (eSAT) the teachers
of of electronic  Summarized result of eSAT as accomplish
capacity Self-Assessment basis for the selection of topics for eSAT
building Tool (e-SAT) teachers’ professional development
through
the 2. Conduct of  Conducted Learning Action
school- Learning Action Cell (LAC Plan) CY 2024 , applied for
based Cell CPDization. Documents were  Approved CY
LAC already accomplished but due to the 2024 LAC
conduct of MATATAG trainings, LAC Plan
sessions
was not prioritized to be CPDized,
based on
according to the HRD office.
the result
of eSAT
for the
improvem
ent of
teachers’
instructio
nal
delivery

Managed  Proper MOOE  Accomplished AIP, WFP, PPMP and  Submissio

funds allocation to APP n of AIP, WFP,
judiciousl fund all the PPMP and APP
y by school’s  100% of
ensuring programs, the funds are
that all project and liquidated
regular activities for
school the entire
expenses calendar year
 Submission of  On-time
are  Submitted promptly liquidation
Liquidation submission of
allocated reports
report the liquidation
report

Strengthene  Collaborative  Showed active participation  80%

d partnerships and collaboration of the participation of
stakeholder with stakeholders as manifested in their the SPTA/SGC
engagement stakeholders involvement and attendance to officers in the
built on trust through various school programs and major school
and proactive activities activities
communicati communicatio
on n to achieve  75% of
aligned goals the SPTA
and shared members
responsibility attends
meetings and
general
 involvement assemblies
of  Strong support in the
stakeholders different programs, activities and  85% of
such as SPTA projects of the school the target is
and SGC in achieved in
the school’s support to the
activities that different
requires their programs,
presence and activities and
active projects of the
 participation school

Conducted Conduct of a  Accomplished the action research  70%

action research within the specified time accomplishment
research as entitled: LEARNERS, of documentary
a way of PARENTS AND requirements
improving TEACHERS’ PERCEPTION  Integratio
ON THE
one’s IMPLEMENTATION OF n of evidenced-
performanc THE DOUBLE SHIFTING based practice
OF CLASSES: INPUT FOR
e and POLICY IMPROVEMENT
personal
growth

VI. MAJOR PROBLEMS ENCOUNTERED

The implementation of the various programs, activities and projects were not very
smooth. There were challenges encountered. The major problems encountered were as
follows:
 Lack of Resources
Every activity requires funding. The fact that the school has insufficient budget to
fully implement the programs, activities and projects, the problem arises.
Especially with regards to finding ways in achieving 1:1 class-classroom ratio. To
build each classroom requires millions. And the school cannot afford that. Hence,
the school resorted to building 2 makeshift classrooms and borrowed another 2
classrooms from the CV Diez MCES which is very near to our school.

 Time Constraints
School schedules are often packed. Everyone is busy. Each is trying to succeed in
every task given to them. Being a school offering special science program, much is
expected. There are so many activities, contests and the like, leaving less time for
project development and implementation. Hence, the school head, as
transformative leader, inspire the team to work harder and go the extra mile to
achieve the goal despite time constraints.
V. OTHER INSIGHTS/ RECOMMENDATIONS

The conduct of Fun Run 2024 was a great activity that helps the school builds 2
classrooms. It was not only an income-generating activity but also a way of family
bonding while trying to be fit. Indeed, it was a very successful activity.
Since one more section is to be opened in the next school year, one more classroom
is needed inorder to provide learners with a child-friendly environment. It is therefore
the next school project to rehabilitate the science laboratory to be used as an
additional classroom.

Prepared by: Certified correct by:

LUCELLE A. QUEZADA MARCELINO D. BORJA

Signature of Scholar / Date Public Schools District
Supervisor

Verified by: Approved by:

GILBERT GAYRAMA, EdD, CESO VI MARILOU B. DEDUMO,PhD,
CESO V
Asst. Schools Division Superintendent Schools Division Superintendent

I. Provided a positive and nurturing learning environment

for learners’ promotion of well-being and holistic
development

1.Provision of 1:1 class-classroom

ratio
 Constructed
makeshift
classroom made
of prefabricated
materials
 Borrowing
of classrooms
from CVDMCES
2. Improvement of physical facilities

 Constructed additional health

trough
 Repaired and improved school clinic and menstrual
hub
 Improved pathway going to school
 Put up a fence to keep learners away from the
canal, which poses a high risk for learners falling
into it
 Put up a school signage at the gate
at mess hall

 Repainted classrooms and school

facilities
 Improved of electrical
wiring
 Partially rehabilitated school
science laboratory
 Added Internet connection to 4 more
additional classrooms
 3. improvement of drainage system to prevent
flooding and eradicate stagnant water
 Unclogged canals with the help of the LGU of
Barangay Washington and SPTA officers
 Backfilled the lowland areas to eradicate stagnant water,
which can be breeding grounds for dengue-causing
mosquitoes
4. Conduct of fun-filled activities that will boost
learners morale and well-being

 Conducted Run for Fun and Wellness

 Conducted Field Demonstration
 Conducted various activities and
contests for learners to participate
II. Enhanced conduct of capacity building through the
school-based LAC sessions based on the result of
eSAT for the improvement of teachers’
instructional delivery

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Building, DepEd Complex,
Meralco Avenue, Pasig City
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8638 �� email add:
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