ENTAKO SuMYA

Entako SuMYA, MPSDO’s Best Practice

Ensuring the attainment of what a Mountain Province learner or any learner deserves involves a network of people having the same purpose. They are entrusted with tasks which are part and parcel to honing and enabling that learner to realize and uncover his capabilities. Albeit some roles do not require much or direct interaction with that child, this does not undermine the breadth of their contribution as all plans are being forged and implemented with him in mind.

Such is the function of the sections in the Curriculum Implementation Division (CID) namely the Instructional Management handled by the Education Program Supervisors (EPSvrs), the District Instructional Management Section managed by the Public Schools District Supervisors (PSDSs) and the Learning Resource Management Section (LRMS) that deals with instructional materials prepared and developed by the schools. The former two sections’ main task is instructional supervision to the teachers in the field as to the delivery of learning to their pupils. Said technical assistance especially when done regularly could contribute to the improvement in their way of teaching resulting to better retention of learning to their learners. This was affirmed by Usec. Dina Ocampo who underscored the importance of being true and sincere in conducting instructional supervision to the schools as it has a great impact in improving the literacy and numeracy of learners particularly in Kindergarten to Grade 3.

Seeing the promising outcome prompted the conceptualization of the “Entako SuMYA” program by the CID Chief, Mr. Khad M. Layag, EdD. The title stands for “Let us go Supervise, Monitor/Mentor, and Yield Actions (SuMYA) to enhance and intensify instructional supervision and to make it more attuned to the demands of the K to 12 curriculum. This program maximizes the conduct of instructional supervision as it entails the participation of more people within the same division / section, different divisions within the office or with the school heads from the field as discernable in the term “Entako” meaning “Let us go” which is pluralistic in nature and purpose implying that more people are concerned. While it underscores that there is strength in numbers as the supervising and monitoring are done by the supervisors and other division personnel begetting more and other things accomplished; it also fosters cooperation and collaboration among those involved yielding good if not better results which is akin to “sumya” or progress. In hindsight, the “Entaku SuMYA” program is a proposition to Supervisors and other Division Personnel to enhance their way of instructional supervision as well as make their visits to the schools worthwhile and enjoyable while not losing sight of the real purpose which is for the benefit of the Mountain Province learner. This is encompassed in the program’s goal which is to improve access efficiency, quality and governance of basic education in Mountain Province. Ideally, this is also incorporated in the SIP-AD of all the schools.

With the sheer weight of that goal, supervising, monitoring and mentoring then must not be taken lightly as there a lot to consider. Such activity involves a group of people from the Division Office and/or the field so careful planning should be done to make full use of the time, energy and resources. An instructional supervision tool is to be used which would cover classroom management skills, learning management skills, instructional competence, content mastery, and learning assessment skills. The monitoring should also include all the components of School-Based Management where the monitors should be keen in noting the status of such components to ensure that what is being implemented, monitored and evaluated is in line with what is specified in the school’s Annual Implementation Plan.

Mentoring by the Supervisors, Schools Heads and Master Teachers should also be done as part of the supervision and monitoring. After every school visit, exit conference must also be executed to process and synthesize what has transpired particularly the findings noted and observed. Apart from impressing upon them the seriousness of the matter, it would also give them something to reflect on with regards to the concerns of the school and their learners. These activities should be captured in a report for consolidation and to see lapses which shall be considered in planning adjustments for the next visit. Lastly, the sharing of experiences from conducting the activities is also encouraged in order to benchmark from the practices of other districts and/or schools as well as learn how to deal with certain situations that arise in these.

As the field or the schools per se present different scenarios, needs and personalities which the monitoring team should aptly respond to, flexibility and perceptiveness should be exhibited. Nonetheless, these instances bring forth learnings and if coupled with the practice of the continuous improvement principles and a high level of commitment and competence in the practice of one’s profession, the expected result of Entako SuMYA which is an improved learning outcomes evidenced by NAT results and other measures of competence wherein the SDO of Mountain Province is at par with other divisions in the region if not the best can be achieved.