INNHS: School Improvement Project
Special Features
INNHS has catered to the needs of its employees, students, and alumni. It has upheld their goals toward a wholesome service for the common good. Above all, it has fortified the quintessence of their existence through their involvement in the different fields of endeavor in the local, national, and international perspective.
In concordance with this, INNHS has developed and improved its components or features to meet the demand of the time toward a quality education.
The following are the special features that have assisted INNHS to realize its objective.
International
SEAMEO-RELC INTERNET PROJECT
In 1999, the Southeast Asian Ministers of Education- Regional Learning Center in Singapore established an Internet Project which includes young participants from 15 participating countries: Singapore, Philippines, Malaysia, Indonesia, Brunei, Thailand, Vietnam, Cambodia, Myanmar, Laos, Australia, etc. The project aims to promote a deeper understanding among different cultures through Information and Communications Technology (ICT). To attain this goal, the Project holds a yearly competition among the participating countries making it an international competition for:
1. Search for the Best Web Magazine
2. Search for the Most Cooperative Country
In the Philippines, only three schools from the entire country were chosen to make up the Philippine Team: Ilocos Norte National High School (INNHS), Victorino Mapa National High School (V.Mapa HS); and Olongapo Regional Science High School (ORSHS). The selection was based on a rigid screening of student training and ICT capabilities.
The team composed of the Country Coordinators, six participating students from each school, one English Critic, one Technical Coach, and one Project Coordinator. The project is funded by the collaborative efforts of the three schools.
Every year, a lead school is elected among the three by the participants themselves and approved by the DepEd Central Office.
The following awards were garnered by the Philippine Team wherein INNHS was always the Lead School:
2002 Best in Web Magazine
2004 Best in Web Magazine
2006 Best in Web Magazine
ASIA-PACIFIC ECONOMIC COOPERATION (APEC)- SISTER SCHOOLS NETWORKING (ASSN)
INNHS is a participant to this APEC-ASSN project. Its involvement was realized when two selected mentors attended the forum held in Thailand.
It aims to create virtual community of APEC students, teachers and administrators in an attempt to narrow down the digital divide in schools across Asia. A telecollaboration is maintained through the website of both sister schools.
Dr. Dany T. Daquioag (Principal), and Mrs. Mariecon Ramirez (Project coordinator) attended the Cyber Forum last September 2005 in Busan Korea. They were able to establish a sisterhood relationship with Ulsan Seo Girls’ Middle school which showcased their cultural programs and activities for the APEC Project.
This was the beginning of a successful telecollaboration of INNHS and USGMS which led to the visit of 25 Korean students, 2 teachers and the principal in the Philippines.
For 5 days, the students experienced regular schooling in the Philippines by joining several classes at INNHS while their teachers were shown some teacher activities. To ensure “Real Filipino Experience”, the students stayed with foster families who took care of their needs. Cultural activities were also conducted which included cultural show and educational tours.
In April 2006, 17 students, Mr. Benjamin Juan, Miss Rosemarie Maranan, and Dr. Venus Taylan traveled to Ulsan Korea as part of the Cultural Exchange Project of both schools.
And in July 2004, Billy Brian Piniera ( 4th yr student), Mrs. Mariecon Ramirez (Head Teacher), and Dr. Dany Daquioag (Principal) attended the 14-day APEC Youth Camp and Teachers’ Forum in Bangkok, Thailand.
UNESCO-ASPNET
Founded in 1953, UNESCO’s Associated Schools Project Network (ASPNET), commonly referred to as UNESCO Associated Schools, is a global network of some 7,900 educational institutions in 176 countries (ranging from pre-schools and primary to secondary schools and teacher training institutions), who work in support of quality education.
Associated Schools commit to promote ideals of UNESCO by conducting pilot projects in favor of better preparing children and young people to meet effectively the challenges of an increasingly complex and interdependent world. The new ADPNet Strategy and Plan of Action (2004-2009) puts emphasis on reinforcing the four pillars of Learning for the 21st Century (learning to know, to do, to be, and to live together) and promoting quality education as outlined in the Dakar Framework of Action.
ASPNet conducts activities at the national, regional and international level. At the international level, efforts are made to facilitate an exchange of information on ASPNet at all levels; the conduct of flagship programs, special events, campaigns, contests to encourage contacts and links of solidarity between participating institutions.
The INNHS was a participant in the competition for Best Photography in 2005 where its entry was adjudged as one of the five best entries from the entire country.
National
MENTORING PROGRAM
Mentoring is seen as an effective strategy in ‘professional and personal support’ development (Kay and Hinds 2002, p. 23). In contrast to the traditional teacher training, mentoring provides the much needed coaching and feedback giving that allows reflective thinking among teachers (Veenman and Denessen, 2001). In fact, Bowman and McCormick (2000) report that much improvement has been noted in the instructional skills of teachers who underwent peer coaching.
The Philippine mentoring program views mentors as facilitators of ‘on-going teacher learning’ (Mentor Training for DepEd Teachers’ Handout, 2003).
The acceptance of mentoring in schools necessitates the recruitment of ‘good’ mentors. Unfortunately, good mentors are not easy to find because not all teachers can become mentors. (Fletcher, 2000). Kyle, Moore and Sanders (1999) contend that not every teacher who is excellent with students can qualify as a mentor. Lohr (1999) and Rowley (1999) observe that choosing the right people to groom as mentors is a very important consideration in the mentoring program (Moir and Bloom, 1999).
It is on the basis of these criteria, in addition to English proficiency, that teacher mentors in the Philippines were chosen.
The Philippine MP started as a peer coaching program. It was conceived in response to an urgent need to improve the quality of English teaching in all the schools in the country. Department of Education (DepEd) Memorandum No. 232, series of 2003 created the National English Proficiency Program (NEPP) to address the perceived decline in the competency of students and professionals in the use of English.
The initial phase of the NEPP is a Self-Assessment Test (SAT) in English administered to all English, Mathematics and Science teachers in public secondary schools. This determined the mentors and the mentees among those who took the test. The top 10% were chosen as participants to the Mentor Training Programwhile the non-performers were identified as mentees.
In line with this, three teachers from the Ilocos Norte National High School were qualified as mentors: Mrs. Zenaida Ramos who topped the English Proficiency Test with a rating of 100%, Miss Emilia Alejandro and Mrs. Adelyn Domingo. They attended the Phase II of the Mentor Training Program for Teachers.
Through the all out support of the school administration (e.g., heads of the departments involved and the principal) significantly promoted the implementation of the school based mentoring program. Mentors were allowed by the principal to attend the mentor training program on official business. They were excused from their classes during training days and provided with travel and registration allowances. Teaching loads were lessened to make time for visitation of mentees and other mentoring related activities.
Each mentor had a group of mentees to visit during a scheduled class hour. She observed their classes and held post-conferences for the improvement of the English teaching. Follow-up class observations and post-conferences were also administered particularly to some mentees who needed more assistance in the English teaching.
REFINED SECONDARY CURRICULUM
The Bureau of Secondary Education of the Department of Education has developed the Refined Secondary Education Curriculum. INNHS has been chosen as one of the pilot schools.
The implementation of the pilot test started from the first year level in May 2006. Basically, it provided a training program which aimed to pilot the first year curriculum proposal and design as a result of the curriculum review and refinement conducted with the various stakeholders by the BSE. It sought to orient and train the participants on the conceptual organization and performance standards including teacher competency of the first year curriculum, and to improve the performance level of the students.
Miss Patricia Hapa (Filipino), Mrs. Veronica Rabang (English), and Mrs. Jenalyn Abad (Math) attended the said training program. The RSEC continued the pilot test in the second year level in April 2007. It oriented the teachers on the new approach to the refined curriculum, and enhanced teaching competencies essential in the implementation of the said curriculum. The training focused on Concept Process Model, new teaching strategies, and assessment for learning.
Mr. Benjamin Juan (English), Miss Katherine Macugay (Filipino), Mrs. Alma Yadao (Values), Mrs. Fatima Hernaez (Filipino), Mr. Efren de la Cruz (Science),Mrs. Maybeline Sta. Maria (Music/Arts), Mrs. Charissa Suangco (PE/Health), (Mrs. Beverly Domingo (Math) attended the said training program.
Supervisors from the bureau give follow-up and observe classes yearly to ensure the realization and improvement of teaching and learning.
LAOAG, ILOCOS NORTE SCHOOL OF LIVING TRADITIONS ON PLAYING “TAMBOR AND PITO”
INNHS is one of a kind in terms of programs and projects. It is renowned for its excellence in academics, information technology, sports, and arts. This makes it distinctive among other secondary schools in the Philippines.
The implementation of the School of Living traditions on Playing “Tambor and Pito” makes INNHS the ultimate catalyst to revive our dying culture, particularly in the music arts.
Dr. Venus Taylan, an art enthusiast, proved her worth in the world of music arts. She exerted much effort to reawaken the production and playing of “tambor and pito” not only in the community but also introduced as a part of the school project. She made it possible through the generosity of the sponsoring institutions: the National Commission for culture and the Arts (NCCA), the City government of Laoag, and KALAYAAN Philippines – Hawaii International.
This program continues to explore and discover features that provide knowledge and skills towards the preservation, revival and promotion of the rich Ilocano cultural heritage. Specifically, it enhances the talents of the students in the production and playing of “pito and tambor”.
INNHS was a recipient of this project. Its target beneficiaries were the first year and fourth year secondary students of Laoag City and Ilocos Norte. Only those who had the skill, interest and commitment were qualified for the training.
Initially, the trainees attended orientation to familiarize themselves with the rationale of the project. Some teachers of INNHS delivered lectures on music theory. The Master tamboreros taught and assisted in the production of bamboo flutes (pito) and drums (tambor). Most importantly, they learned how to play the “pito and tambor”. A music performance showcasing the “pito and tambor” culminated the training.
Today, INNHS takes pride with the new batch of active and talented “tamboreros and pumipitos” as they play during festivals, religious ceremonies, and other special occasions.
Local
ILOCOS NORTE NATIONAL HIGH SCHOOL EMPLOYEES ASSOCIATION
This association has been established to promote, elevate and maintain the standard of the teaching profession and to enhance and develop among all employees a genuine feeling of wholesome fellowship, unity and mutual respect.
It strives to foster the spirit of unity, good fellowship and cooperation among all employees. It aims to promote the educational and professional advancement and growth of teachers and personnel. It endeavors to encourage and promote professional reciprocity and symbiotic relations between teachers and personnel.
INNSHEA caters for the welfare and benefit of employees and the community they belong. It is responsible of accumulating specific contributions that serve as a cash gift to a member who retires/goes abroad/gets out from the service; a cash gift to a member who gets married; a mutual death aid to a member/to the beneficiary of a member who passes away. It also gives necrology service to any relative of a member and significant personality in the community.
INNHS MULTI-PURPOSE COOPERATIVE
This mutual society of INNHS has been instituted to extend supplementary assistance for the advantage of the members.
It encourages thrift and savings mobilization among the members. It provides quality consumer goods and services to the members. It promotes the cooperative as a way of life for improving the social and economic well-being of the people. It performs any related activity for the members’ self government, improves social and/or economic well-being under a truly just democratic society. It links with the cooperative movement, non-government and government organizations/entities in promoting and developing cooperatives and in carrying out government policies. It undertakes other activities for the effective and efficient implementation of the provisions of the Cooperative Code.
This cooperative is empowered to draw, make, accept, endorse, guarantee, execute and issue promissory notes, mortgages, bills of exchange, drafts, warrants, certificates and all kinds of obligations and instruments in connection within furtherance of its business operations. It Issues bonds, debentures and other obligations of the cooperative, to contract indebtedness and to secure the same with a mortgage or deed of trust, or pledge or lien on any or all of personal properties of the cooperative. It insures facilities, either by or through construction, purchase, lease, bequest or donation from local or foreign sources.
