UNDERSTANDING THE
RELATIONSHIP OF
COMPREHENSIVE SCHOOL
IMPROVEMENT PLANNING TO
STRATEGIC PLANNING
Prepared by: Grace V. Celis
MAEd –Ed. Mngt.
●
●
●
Is a declaration of intent.
Defines where you want to be in the long term
with an understanding on the processes
involved and the avoidance of the potential
pitfalls.
A plan of action or policy designed to achieve a
major or overall aim.
STRATEGIC
PLANNING
FRAMEWORK
Components are aligned and interrelated in
a logical manner
Entails a planning process that has two
series of consecutive steps or sequences.
Requires in-depth examination and
assessment of the internal and external of
the organization.
o
o
o
School Improvement Plan (SIP) is a roadmap that
lays down specific interventions that a school, with
the help of the community and other stakeholders,
undertakes within a period of three (3) consecutive
school years.
It aims to improve the three key result areas in basic
education: access, quality, and governance.
It is evidence-based, results-based, and child or
learner-centered.
●
●
The SIP is central in School-Based
Management (SBM) and is prepared by the
School-Community Planning Team (SPT).
It is the basis for the school’s Annual
Implementation Plan.
●
In accordance with the Governance of Basic
Education Act of 2001 (Republic Act 9155),
the Department of Education (DepEd) promotes
shared governance through SBM. Under this
mandate, school heads are tasked to develop
the SIP.
The development and implementation of the SIP shall be guided
by the following principles:
1.
2.
The SIP shall be anchored on the DepEd vision, mission, core
values, and strategies, and on Central, Regional, Division,
and school goals.
The SIP shall be evidence and results-based, child and
learner-centered.
3.
4.
The development of SIP requires innovative and systems
thinking, and a mindset of continuous improvement
The formulation and implementation of the SIP shall involve the
active participation of all education stakeholders in the school
and community such as the school heads, teachers, parents,
community leaders, and the learners themselves, among
others.
Access –
Every Filipino has the access to complete basic education.
o Quality –
Every graduate is prepared for further education and the
world of work
o Governance –
Effective, transparent, and collaborative governance of
basic education.
o