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ATENEO CENTER FOR EDUCATIONAL DEVELOPMENT The Enrichment Teacher Training Program. STRATEGIC MANAGEMENT Chua, de la Cruz, Joaquin, Rayel, Redota,Teo, Uy. ACED’s Public School Teacher Training Program (PSTTP). The flagship program of the ACED which started on 1997

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ATENEO CENTER FOR EDUCATIONAL DEVELOPMENTThe Enrichment Teacher Training Program

STRATEGIC MANAGEMENT

Chua, de la Cruz, Joaquin, Rayel, Redota,Teo, Uy

aced s public school teacher training program psttp
ACED’s Public School Teacher Training Program (PSTTP)
  • The flagship program of the ACED which started on 1997
  • Provides public school teachers (elementary and high school) opportunities to improve on their teaching skills and content development.
  • Faculty from the Loyola Schools, both Grade School and High School, formulate the modules and conduct three-day seminar-workshops at the Ateneo campus with batches of 500 participants in each subject area with a total of 5,000 teachers trained per subject area.
aced s public school teacher training program
ACED’s Public School Teacher Training Program
  • There is an average of 1000+ participants and only the public school teachers from partner schools and those sponsored by their respective local government units are allowed to join the program.
  • Teachers are trained in English, Mathematics and Science and Information Technology with 2 new additions, Filipino and Social Sciences.
aced s public school teacher training program1
ACED’s Public School Teacher Training Program
  • The program runs on three consecutive weekdays during vacation time and three consecutive Saturdays when school is still ongoing.
  • Participants are given take home instructional materials so that they can implement what they learned from the program in the classroom. Participants are also given a

Certificate from the Ateneo de Manila

University at the end of their training.

mission
Mission
  • The Ateneo Center for Educational Development (ACED) spearheads the University's mission to close the poverty gap and improve quality of life through improving public basic education in scale. It aims to move up the performance of clusters of public schools through initiatives that are needs-based, community-owned, and outcomes-based, by engaging various units of the Ateneo de Manila, the school communities, DepEd at the national and local levels, and local government. It facilitates partnerships with individuals and institutions to marshal human and material resources to support its mission.
vision
Vision
  • ACED shares ADMUs vision.

Objectives

  • To train the 5,000 teacher for the 5 major subjects
  • To share teaching strategies to public school teachers
  • To train how to use and give helpful instructional materials (lesson guides and other resources) to aid teachers when they go back to their respective schools
  • To encourage teachers to use what they have learned in the trainings
swot analysis
SWOT Analysis
  • Strengths
    • high employee morale
    • steady spply of student and post-graduate volunteers from ADMU
    • efficient school data gathering for projects
    • good reptation among school administrators and educators
    • good relationship with teachers from partner schools
    • diverse programs aimed at improving education and alleviating poverty
swot analysis1
SWOT Analysis
  • Weaknesses
    • Heavy reliance on volunteers
    • Does not have a specific budget for the teacher training program
    • Incomplete organization data including financial records
    • Many NGOs deal with education and alleviation of poverty (At least 57 official NGOs listed Phil Council for NGO Certification)
    • Reliance on donations and allocation from LGUs and DepEd
swot analysis2
SWOT Analysis
  • Opportunities
    • Good support from AdMU, DepEd, LGUs, and partner schools
    • Large number of public schools that need help in improving quality of education (increase in number of HS by 5.84%  and GS by 0.91% from 2004-2007)
    • Increasing demand for quality education by the community
    • More students enrolled in public schools rather than private schools due to economic constraints (Enrollment increase in HS 6.44% and GS 3.80% in 2006-2009)
    • 2011 budget for education increased by P32.3B (P175 billion)
swot analysis3
SWOT Analysis
  • Threats
    • Unstable economy influences donations received by organization
    • Many NGOs offering aid to schools which would mean division of donations
    • Inconsistent priorities of politicians in LGUs
    • Migration of teachers abroad
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To improve and strengthencontent of lesson guides and workbooks to be in line with public school needs
  • To revise lesson guides and workbooks to be aligned to Department of Education curriculum
  • To be able to correct errors in published workbooks before teaching students
  • To include group or pair activities and lesson plans that can be applicable to low-resource settings
  • To develop lesson guides and workbooks for other major subjects
  • To include activities and lesson plans that can effectively educate students who are below par of the level requirement (ie: non-readers or slow-learners).
2 to increase availability of lesson guides and workbooks
2. To increase availability of lesson guides and workbooks
  • To increase number of lesson guides and workbooks printed for use
  • To improve distribution of lesson guides and workbooks to teachers and their students

3. To develop sustainability of teacher training

  • To increase attendance of target teachers
  • To train teacher in all five major subjects
  • To impart teaching techniques
  • To acquire financial support for the program
4 to increase student engagement in classroom learning
4. To increase student engagement in classroom learning

5. To develop community support for extended student learning

  • To build parental or extended family support for continuing learning of subjects in the students’ homes
  • To create an environment within school premises that applies what the students learned in the classrooms
revise lesson plans and workbooks to
Revise LESSON PLANS AND WORKBOOKS to:
  • Be aligned with the public school curriculum created by the Department of Education
  • Be suitable for low-cost settings
  • Be applicable for students who are below par of their level requirement
  • Be able to impart effective teaching techniques
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2. Gather financial support from LGUs, parents and other stakeholders to aid in printing more workbooks for student use.

3. Redesign the 3-day training program to:

  • Train teachers on all 5 major subjects.
  • Impart teachers with basic IT skills
  • Include a motivational workshop for teachers to use the lesson plans and workbooks
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4. Develop materials that can aid parents and the community to provide extended student learning

5. Delegate tasks to stakeholders outside of ACED

  • Ateneo GS and HS teachers
  • Local Government Units
  • Ateneo Alumni and Undergraduates
  • Parents
  • Public School Administrators
create a lesson plan and workbook team from the volunteer ateneo gs and hs teachers
Create a lesson plan and workbook team from the volunteer Ateneo GS and HS teachers
  • keep track of changes to the public school curriculum created by the Department of Education
  • assess the learning needs of public school students
  • develop new activities and teaching techniques suitable for low-cost settings and for students who are below par of their level requirement
  • develop new lesson guides and workbooks for other major subjects
  • Make necessary revisions
  • Create informative materials (eg: pamphlets, brochures, etc.) that teachers can disseminate to parents and administrators
2 cost sharing model team
2. Cost-sharing model team
  • Composed of ACED QC Coordinator and his staff
  • Assess costs for printing and how much stakeholders can contribute for mass printing of workbooks and lesson guides
  • Responsible for soliciting financial support from the local government unit, communities of the target schools, and other potential donors (eg: Ateneo Alumni, etc.)
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3. 7-day training program to be designed by a program planning team

  • All teachers will be taught one major subject for one day. Last two days will be for basic information technology skills and a motivational workshop.
  • Program planning team will be composed of:
    • Core group teacher-leaders from target schools
    • ACED core project staff
    • ACED volunteers
financing requirements of aced s teaching program
Financing Requirements of ACED’s Teaching Program
  • Majority of expenses stems from the change from 3 to 7 days
    • Rent of Venue
      • Target venue: Ateneo de Manila University Grade school or High School Facility
      • May already include rent for projectors, computers, internet
        • Rent for projectors at Php 2500each/day
        • Computer fee + internet at Php 30/hour
    • Food and Transportation for volunteers
      • 50php/meal/person depending on # of participants
      • Rented Van and driver at Php 2000/day (route with designated pick-up and drop-off points)
financing requirements of aced s teaching program1
Financing Requirements of ACED’s Teaching Program
  • Workshop materials - Php 500
    • Manila paper, markers, white board markers, name tags, art paper
  • Professionals
    • Speakers professional fee Php 800-1,000/speaker
    • IT specialist fee Php 500 - 700/day
    • Tokens for Motivational speakers at Php 500-1,000 each
  • Seminar kits
    • Printing cost at Php 40/booklet for a 12-page booklet
    • Notebooks at Php 7.00
    • Ballpens at Php 6.00