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ANNEX 6-SIP-VOLS

The document outlines guidelines for listening to the needs and wants of learners and stakeholders at Nueva Gracia National High School. It emphasizes the importance of understanding stakeholder differences, using interviews and focus group discussions for data gathering, and distinguishing between needs and wants. Additionally, it suggests various programs to improve academic performance and create a supportive school environment.

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107 views

ANNEX 6-SIP-VOLS

The document outlines guidelines for listening to the needs and wants of learners and stakeholders at Nueva Gracia National High School. It emphasizes the importance of understanding stakeholder differences, using interviews and focus group discussions for data gathering, and distinguishing between needs and wants. Additionally, it suggests various programs to improve academic performance and create a supportive school environment.

Uploaded by

xylajoy.perez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
CARAGA Region
Division of Agusan del Sur
NUEVA GRACIA NATIONAL HIGH SCHOOL
Nueva Gracia, Loreto, Agusan del Sur
School ID. 317427

GUIDELINES IN LISTENING TO THE VOICE OF THE


LEARNERS AND OTHER STAKEHOLDERS
(based on the School Improvement Project Learning Guide)

Different types of stakeholders have different needs that they want to satisfy. It is
important to understand stakeholder differences in order to satisfy their different
needs.

FACILITATING AND PROBING


It is critical to have the stakeholders themselves help in identifying their own needs.
When stakeholders tell us in their own words what their needs or issues are, we may be
able to pick up new ideas and acquire a deeper understanding of their situation.

Stakeholders have different ways of saying what they need. We have to learn how to
scrutinize and understand what they truly mean. The real needs of the stakeholders
may have to be inferred or extracted from what they actually say during interviews.
While they may identify the things they need, it is critical to determine why they need
these things.

Oftentimes, stakeholders are unable to directly voice out what they need or want. As
such, it is important to ask follow-up questions to identify stakeholders’ needs that are
important to them. In terms of gathering qualitative data on your identified priority
improvement area, your learners and other stakeholders should also be asked about
interventions done by teachers or the school to address their existing problem.

NEEDS AND WANTS


When gathering the voice of our stakeholders, we must be careful in determining
whether something is a need or a want. Needs are what stakeholders expect to receive
from a concept or service. Wants are preferences of a stakeholder on how to receive a
concept or service. Needs are more likely common across our stakeholders. Wants may
vary from stakeholder to stakeholder even if they share the same needs. We have to
make sure to address the needs first before the wants. However, wants are important
to create a balance on what we deliver and how we deliver our service to our
stakeholders.
DATA GATHERING TOOLS
There are different tools that can be used in gathering the voice of the learners and
other stakeholders. The most common way is by conducting interviews or Focus Group
Discussions (FGDs). It is critical to allow our stakeholders to elaborate on their
responses in order to infer the specific needs that are critical for them. After gathering
data through interviews, we can conduct surveys to quantify and verify the responses
from the interviews. In most cases, tools need to be used in combination.

Interview questions should be open-ended. When necessary, follow-up the questions to


delve further into the stakeholder issues. In such cases, we should allow the
stakeholders to talk. We must avoid biased, leading, or loaded questions. Our questions
should be clear, and the way we word the questions should not be ambiguous.

PROCESSING
How do we analyze the responses of the learners and other stakeholders? We have to
transcribe the learners’ and other stakeholders’ responses verbatim, or word for word.
The use of their own language is important. We have to read through these interview
transcriptions and highlight any statements that you think are relevant to our PIA. It
might be good to group their responses to help you classify their needs, issues, or
suggestions.

Republic of the Philippines


Department of Education
CARAGA Region
Division of Agusan del Sur
NUEVA GRACIA NATIONAL HIGH SCHOOL
Nueva Gracia, Loreto, Agusan del Sur
School ID. 317427

NARRATIVE ON THE GUIDELINES IN LISTENING TO THE VOICE OF THE


LEARNERS AND OTHER STAKEHOLDERS

Introduction
Listening to the voice of the learners and other stakeholders is important to
understand their needs and wants on the different issues inside and outside the
school premise. The value of listening is a simple, disarmingly effective
pedagogical tool that signals respect, underscoring the value of student and
stakeholder’s contributions and the importance of the classroom conversation
we are guiding. It’s also a skill to model and a norm to set as you build a
community where all perspectives are welcome.

Narrative

Nueva Gracia National High School was set to address school concerning
issues that is part of our school improvement plan. With regard to this,
understanding the needs and wants of both stakeholders and students is crucial

for creating a supportive and effective school environment. The administrators


and teachers conducted casual interviews to selected students and stakeholders
to gather their needs and wants so far. Here are some of the identified needs
and wants of our students and stakeholders: Stakeholders Needs are (1) a safe
learning environment to their children, parents were very particular on their
children’s safety inside and outside the school wherein Bullying is a major issue
of todays generation, to address this issue the school conducted symposiums on
Anti-Bullying Campaign with the help of our uniformed personnel the PNP and
municipal social workers from the DSWD. (2) effective communication with the
school wherein there is a well-balanced relationship between the parents,
teachers and other stakeholders which provides a community that welcomes
different perspectives, (3) academic support for their children, parents as our
major stakeholders most importantly concerned on their children’s’ academic
endeavor (are they thought properly and regularly?). Wants: Extracurricular
activities, school facilities, high academic standards, and personalized learning
for their children.

cademic Needs:

 Clear and engaging curriculum


 Access to learning resources
 Supportive teachers
 Feedback and assessments

Emotional and Social Needs:

 Safe and inclusive environment


 Emotional support and counseling
 Socialization opportunities
 Respect and understanding from peers and staff

Physical Needs:

 Nutritious meals
 Adequate facilities (classrooms, labs, sports areas)
 Health services (nurses, mental health support)
 Safe transportation

Wants:

 Extracurricular activities (clubs, sports, arts)


 Modern technology (computers, tablets, smartboards)
 Interesting and engaging lessons
 Fun school events and trips
 Opportunities for creative expression

By addressing these needs and wants, schools can enhance the educational experience and create a
thriving community. Is there any specifi

Improving a school's Mean Percentage Score (MPS) involves implementing various programs and
interventions tailored to address specific areas of improvement. Here are some effective programs
that can help boost a school's MPS:

Programs for Low MPS Rating

**1. Turning Around Low Performance in English:

 Assessment: Conducting English Proficiency Tests for teachers.


 Teacher Training: Workshops on oral and written communication, teaching reading, and
communicative language teaching.
 Student Support: Providing supplementary reading materials and conducting reading camps.
 School Resources: Establishing libraries and speech laboratories.
**2. Electronic Strategic Intervention Material (E-SIM):

 Content: Using E-SIM to address least mastered competencies in subjects like Science.
 Implementation: Providing interactive and engaging materials to enhance understanding.

**3. 1 Week Review System Using Interactive Games (1WRS):

 Method: Implementing a review system that uses interactive games to reinforce learning.
 Evaluation: Regularly assessing students to monitor progress and adjust strategies as needed.

**4. Inclusive Learning Programs:

 Approach: Ensuring that all learners have equal opportunities to succeed through
differentiated instruction and varied learning activities.
 Support: Providing emotional and academic support to students to help them reach their full
potential.

**5. Parent and Community Involvement:

 Engagement: Encouraging parents and community members to participate in school


activities and support student learning.
 Partnerships: Collaborating with local organizations and NGOs to provide additional
resources and support.

By implementing these programs, schools can address the specific needs of their students and create
a more supportive and effective learning environment. Is there a particular program you'd like to
know more about?

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