Excellence as Institution
Holy Child Educational Center of Iriga City had its humble beginning with few pupils housed in a rented space in Nabua. Armed with a vision of providing excellent pre-elementary education, Holy Child expanded with more pupils coming in for preschool and grade school. In 1999 the first batch of grade school graduated. At present, HCEC has two campuses, 50 teachers and more than 800 pupils.
HCEC does not only increase in population but it had built and established school facilities that meet the statutory and regulatory requirements that provide the pupils with a place conducive to learning. All classrooms in preschool are air-conditioned for maximum comfort, grade school classrooms are well-ventilated. Both campuses have computer laboratories with state of the art equipments that give the pupils hands-on computer learning experience with 1:1 ratio .and advanced computer education. Its library has a collection of great number of books in accordance to DepEd’s requirements. Pupils’ Activity Area and the School Cafeteria served as favorite places of the pupils. The entire campus as a whole gives an image of quality through its well-maintained and well kept facilities.
More than the facilities, HCEC offers curriculum that develops excellent learners. It is patterned after the McRel International Model (Mid-continent Regional Educational Laboratory, USA) standards which offer comprehensive guide to assessment standards and benchmarks for global educators. With these standards, academic programs are designed to suit the needs of the Filipinos through the school’s Expected Institutional Learning Outcome (EILO) that spell out the indicators of competence, character, commitment to achieve, creativity and collaboration. The EILO is inculcated to pupils not only through the classroom instructions but also with the Academic Related Activities or ARA. The academic instructions and the academic related activities together with values formation program are the school’s excellent tools in achieving its goal in the holistic development of the pupils. HCEC is visioning graduates that are excellent in academics and in character. With the programs intrinsically designed, the school will go forward into excellence.
The instructions in every classroom in HCEC have distinct methodologies and pedagogical system that are child center. Differentiated instructions and activities are used to address the individual needs of the learners. The Theories of the Brain Based Learning, Multiple Intelligences (Howard Gardner) and Learning Styles (Dunn & Dunn) greatly influence the instructions and learning in HCEC.
Academic programs that maximizes learning are implemented.HCEC offers programs like the Action Towards High Proficiency (Act Hi-Pro) which aims to increase the mastery level of the pupils in English, Math and Science thus decreasing the number of pupils who are not meeting the standards in different learning areas; the Enhancement Class given to pupils who did not meet the standards in English and Math which are skill subjects; Science and Math Review and Training Program (SMART) and the Pre-Secondary Program (PSP) are special academic programs for pupils with high aptitude in Math and Science; Tutorial Programs that addresses the individual learning needs of the pupils through a personalized instruction. All of these are contributory to the high performance of the HCEC Grade School Pupils with the latest (3rd term, AY 2008-09) Performance Level of 99% and Mean Performance Score of 91%.
Assessment and evaluation are great tools to measure the performance of each pupil, teachers and the school as a whole. The process of evaluation is benchmarked with the national standards and the systems used are with the international standards. The school’s annual evaluation is being handled by the Asian Psychological Systems and Assessment, Inc. that provides the Standard Based Assessment in the three (3) core subjects- English, Math and Science. The regular or classroom assessments are given as formative and summative tools to evaluate the pupils’ progress. The systems and procedures in pupils’ evaluation are not limited to a paper and pen test, HCEC is into authentic evaluation process where the pupil’s actual performance of the learned competencies and skills are observed and measured against a set rubrics and standards. Pupils are exposed to role playing, poem and story writing, song writing, extemporaneous speeches, investigatory projects, research works, etc.which measure the level of pupil’s understanding of the concept and mastery of the skills. Data gathered in the evaluation are utilized in helping the pupils maximize their potentials, data are the bases of designing the curriculum and academic programs, data are used as reference for teachers’ performance evaluation.
Parent’s involvement is visible in every event and affair in HCEC. Communication between the school and home is structured through the Parent-Teacher Conference Notebook, Quarterly Teachers- Parents’ Meeting, and active Parents- Teachers Association and through the weekly issue of the Parents’ Bulletin. These communication tools aim to make every HCEC parent well-informed of the programs and activities that are happening in the school.
In HCEC, pupils and teachers are working on set standards and mandatory habits which are clearly stated in the Key Results Are (KRA). KRA gives the HCECians their accountabilities- it spells the quantity and quality of their tasks as pupils and as teachers.
Excellence is not perfection. It is the presence of quality systems and procedures based from set standards that are acceptable and adequate. It is the presence of the passion and the commitment to do things right for the first time, the commitment to achieve the level that is more than the acceptable ratings. Excellence is not mediocrity. It is the opposite of the other. For us Filipinos, we have the 3 Ps in what we are doing, the Palpak, the Pwede na and the Pulido kind of work. In HCEC, everyone is encouraged and challenged to work with pulido or refinement, giving the best of what you can do or produce. HCEC does not and will not settle for less. Going on its 18th year, HCEC is building up the curriculum, systems and procedures that will eventually result into high productivity and excellent pupil’s performance. HCEC is working and moving forward to excellence as institution.
Holy Child Educational Center of Iriga City had its humble beginning with few pupils housed in a rented space in Nabua. Armed with a vision of providing excellent pre-elementary education, Holy Child expanded with more pupils coming in for preschool and grade school. In 1999 the first batch of grade school graduated. At present, HCEC has two campuses, 50 teachers and more than 800 pupils.
HCEC does not only increase in population but it had built and established school facilities that meet the statutory and regulatory requirements that provide the pupils with a place conducive to learning. All classrooms in preschool are air-conditioned for maximum comfort, grade school classrooms are well-ventilated. Both campuses have computer laboratories with state of the art equipments that give the pupils hands-on computer learning experience with 1:1 ratio .and advanced computer education. Its library has a collection of great number of books in accordance to DepEd’s requirements. Pupils’ Activity Area and the School Cafeteria served as favorite places of the pupils. The entire campus as a whole gives an image of quality through its well-maintained and well kept facilities.
More than the facilities, HCEC offers curriculum that develops excellent learners. It is patterned after the McRel International Model (Mid-continent Regional Educational Laboratory, USA) standards which offer comprehensive guide to assessment standards and benchmarks for global educators. With these standards, academic programs are designed to suit the needs of the Filipinos through the school’s Expected Institutional Learning Outcome (EILO) that spell out the indicators of competence, character, commitment to achieve, creativity and collaboration. The EILO is inculcated to pupils not only through the classroom instructions but also with the Academic Related Activities or ARA. The academic instructions and the academic related activities together with values formation program are the school’s excellent tools in achieving its goal in the holistic development of the pupils. HCEC is visioning graduates that are excellent in academics and in character. With the programs intrinsically designed, the school will go forward into excellence.
The instructions in every classroom in HCEC have distinct methodologies and pedagogical system that are child center. Differentiated instructions and activities are used to address the individual needs of the learners. The Theories of the Brain Based Learning, Multiple Intelligences (Howard Gardner) and Learning Styles (Dunn & Dunn) greatly influence the instructions and learning in HCEC.
Academic programs that maximizes learning are implemented.HCEC offers programs like the Action Towards High Proficiency (Act Hi-Pro) which aims to increase the mastery level of the pupils in English, Math and Science thus decreasing the number of pupils who are not meeting the standards in different learning areas; the Enhancement Class given to pupils who did not meet the standards in English and Math which are skill subjects; Science and Math Review and Training Program (SMART) and the Pre-Secondary Program (PSP) are special academic programs for pupils with high aptitude in Math and Science; Tutorial Programs that addresses the individual learning needs of the pupils through a personalized instruction. All of these are contributory to the high performance of the HCEC Grade School Pupils with the latest (3rd term, AY 2008-09) Performance Level of 99% and Mean Performance Score of 91%.
Assessment and evaluation are great tools to measure the performance of each pupil, teachers and the school as a whole. The process of evaluation is benchmarked with the national standards and the systems used are with the international standards. The school’s annual evaluation is being handled by the Asian Psychological Systems and Assessment, Inc. that provides the Standard Based Assessment in the three (3) core subjects- English, Math and Science. The regular or classroom assessments are given as formative and summative tools to evaluate the pupils’ progress. The systems and procedures in pupils’ evaluation are not limited to a paper and pen test, HCEC is into authentic evaluation process where the pupil’s actual performance of the learned competencies and skills are observed and measured against a set rubrics and standards. Pupils are exposed to role playing, poem and story writing, song writing, extemporaneous speeches, investigatory projects, research works, etc.which measure the level of pupil’s understanding of the concept and mastery of the skills. Data gathered in the evaluation are utilized in helping the pupils maximize their potentials, data are the bases of designing the curriculum and academic programs, data are used as reference for teachers’ performance evaluation.
Parent’s involvement is visible in every event and affair in HCEC. Communication between the school and home is structured through the Parent-Teacher Conference Notebook, Quarterly Teachers- Parents’ Meeting, and active Parents- Teachers Association and through the weekly issue of the Parents’ Bulletin. These communication tools aim to make every HCEC parent well-informed of the programs and activities that are happening in the school.
In HCEC, pupils and teachers are working on set standards and mandatory habits which are clearly stated in the Key Results Are (KRA). KRA gives the HCECians their accountabilities- it spells the quantity and quality of their tasks as pupils and as teachers.
Excellence is not perfection. It is the presence of quality systems and procedures based from set standards that are acceptable and adequate. It is the presence of the passion and the commitment to do things right for the first time, the commitment to achieve the level that is more than the acceptable ratings. Excellence is not mediocrity. It is the opposite of the other. For us Filipinos, we have the 3 Ps in what we are doing, the Palpak, the Pwede na and the Pulido kind of work. In HCEC, everyone is encouraged and challenged to work with pulido or refinement, giving the best of what you can do or produce. HCEC does not and will not settle for less. Going on its 18th year, HCEC is building up the curriculum, systems and procedures that will eventually result into high productivity and excellent pupil’s performance. HCEC is working and moving forward to excellence as institution.
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