Cultivating the CIP Spirit

Maila F. Gutierrez

It was in 2016 that I was first introduced to Continuous Improvement Program. This was when I attended a seminar-workshop provided by the Division. I could still recall how frequent I asked my co-trainees to re explained concepts that I do not fully comprehend. Though I completely understand that the program is design to improve services of the school and address perennial issues, back then, I don’t utterly know how it works. Key points seemed to be overwhelming and at that time I really couldn’t grasped the role of it amidst the SIP, SBM and RPMS

It was only when I was preparing and making a CI project that I fully comprehend its significance. Probably it has something to do with the fact I have come to take it to heart while being immersed in its procedure.

Oftentimes, in trying to address a problem, schools right away implement solutions or changes based on their perspective, thereby, ending up with interventions not quite targeting the root cause. Continuous Improvement Program on the other hand, designs solutions based on our most reliable search engine, the affected clienteles themselves, often, our students.

Although schools may share the same problems but factors affecting it differ. A solution that worked on a certain school may not function the same way on another. One thing is certain, there are varied ways and countless approaches in the Continuous Improvement Program.

True, it wasn’t easy to come up with a CI project, challenges would emerge along the way. Being teachers, probably, the biggest challenge of it is the acceptance that we do not always have the right answers. The good thing about a CI project we can always learn, modify and tailor fit solutions based on the needs of our clienteles. The prize in making one may not be tangible but knowing that you did something to improve the learning conditions of our students is definitely more rewarding.

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The author is Teacher III at Angeles City Science High School