LEADERSHIP JOURNEY AMIDST PANDEMIC

Ruby Ana T. Pineda, PhD

School Based Management (SBM) as mentioned in RA No. 9155 also known as Governance Act of 2001 and D.O. No. 45 s. 2015 speaks of decentralization efforts especially at the school level to address the immediate concerns of the institution and to ensure the delivery of quality services among its stakeholders especially to the most important assets of this country, the LEARNERS. As a school leader, the current pandemic brought by COVID-19 has challenged everyone within the Department to think of innovative ways partnered with massive planning to address the school needs while considering all the guidelines set by the Interagency Task Force (ASTF) prior to the implementation of all planned activities.

Educating oneself as a leader through reading important issuances relative to the tasks as a school frontrunner is a must, these serve as guide to guarantee the smooth transition from the old to the new normal in terms of educational endeavor. These issuances when fully explained and digested directs the entire institution towards the accomplishment of tasks.

Although leaders are bombarded with enormous issuances from various agencies such as the Interagency Task Force, Civil Service Commission, Department of Education and the local government units, these issuances are weapons for the guided implementation of various programs, projects and activities within the school system as it moves from old to new normal.

Massive changes in the previous practices was noted within the school system since the pandemic and new sets of guidelines were implemented such as alternative work arrangements, monitoring scheme, learning delivery modalities, assessment of learning and the optimum use of various online platforms were adopted to address the need to refrain for physical reporting to avoid the spread of the infectious disease.

DO No. 11 s. 2020, or the Revised Guidelines on Alternative Work Arrangements in the Department of Education during the Period of State of National Calamity Due to COVID-19 Pandemic is an essential guide to determine the alternative work arrangement among the teaching and the non-teaching personnel while under varied quarantine status. It directs heads of offices to vital decisions in terms of school management and leadership.

In terms of physical facilities, the collaborative efforts of the school personnel and through the help of stakeholders, preparations to address the activities related to the implementation of the new learning delivery modalities were done such as addition of hand washing areas, foot signages to ensure physical distancing, posting of tarpaulins reminding all stakeholders to follow the minimum health requirements such as wearing of face mask, disinfection using hand sanitizers and foot baths, temperature check and declaration of health status for contact tracing info were implemented. The pandemic brought everyone in a difficult situation thus, donations from stakeholders were limited. Creativity by innovating various equipment/facilities to fill the lapses of the school to implement the new learning delivery modalities were initiated.

On Curriculum and Instruction DepEd issuances that include RM No. 196 s. 2020 or Sample Class Programs Based on Different Learning Modalities of the Learning Continuity Plan and DM-CI-2020-00162 on suggested strategies in implementing distance learning delivery modalities (DLDM) for School Year 2020-2021 are some of the issuances that made planning and decision making clearer. Sample class programs for different learning delivery modalities are presented and guidelines in the implementation of the LDM were discussed comprehensively. The Learning Delivery Modalities Course 1, made a huge contribution to fully understand how the New normal will be implemented from gathering of necessary data, planning to evaluation process. The entire course is composed of 7Modules which helps school heads to become knowledgeable on the step by step procedure to accomplish the targets of the institution.

Partnerships play a vital role in the implementation of the new learning delivery modalities. Brigada Eskwela served as a avenue for the shared efforts of the stakeholders to support the LCP of the institution. Resources of varied types are in demand to address the needs of the school and adopt to the new normal. Human resources on partnerships with LGU, private individuals, professionals, non-government agencies and other stakeholders play a significant part for the distribution and retrieval of the learning materials to cover all learners and ensure that no one is left behind. The distribution and retrieval of learning resources will be done smoothly when stakeholders work together, provision of psychosocial/metal health webinars, online platforms and other types of webinars may be delivered by qualified stakeholders to prepare the school heads, teachers, parents and learners in the implementation of the PPAs. Material resources to implement the Learning continuity plan and Annual implementation Plan may be heightened by the supportive stakeholders who are beyond willing to offer both hands to help.

Behind all the accomplishments of the school are dedicated teachers who courageously face all circumstances to share their talents, time and resources to achieve the institution’s common goal to provide quality services for all and live the DepEd’s mantra Sulong Edukalidad.

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The author is Principal II at Amucao High School, Tarlac City Schools

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