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1. PROJECT PEACE P ursuing E xcellence by A dvocating for a C ourteous E nvironment WORK APPLICATION PROJECT

2. TARGET COMPETENCY IMPROVEMENT Innovative Leadership Strategic Management Stakeholder Engagement

3. Launch Leadership Training Workshops Implement New School Management Practices Initiate Interdisciplinary Projects Conduct First Leadership Training Workshop Enhance Community Outreach and Engagement Establish Monitoring and Evaluation Mechanisms ACTION STEPS 01. 03. 05. 02. 04. 06.

4. UKIT MARANGAL TRANSFORMATIVE M&E TOOL

5. Metamorphic Scale of Transformation 1-Dormant : No signs of transformation; stagnant or unchanged state. ( Metaphor: Like a dormant seed that has not yet sprouted) 2-Awakening : Beginning stages of transformation; initial movement and awareness of change. ( Metaphor: Similar to a caterpillar starting to move and prepare for change) 3-Transitioning : Actively undergoing transformation; in the process of significant change. ( Metaphor: Comparable to a caterpillar inside a cocoon, undergoing metamorphosis into a butterfly) 4-Evolving : Making substantial progress in transformation; visible growth and development. ( Metaphor: Like a butterfly emerging from its cocoon, with wings unfolding and preparing to fly) 5-Transformed : Complete transformation; fully evolved and adapted to a new state. ( Metaphor: Represents the butterfly in flight, fully transformed and embracing its new form and capabilities)

6. PART I. IMPLEMENTATION Impact of Program/project/activity implemented anchored on Ukit Marangal Framework Effectiveness of business process/es adopted to promote integrity in the office/organization Percentage of Implemented PPAs in the Approved Action Plan signed by SDS Participation in the Ukit Marangal Training Use of Ukit Marangal advocacy materials/media such as but not limited to FB Account/Page, Video Documentation, Posters, Magazines, Newspapers, etc. MEANS OF VERIFICATION Ukit Marangal Implementation Activity Report Target and Actual Participants/Attendance Form Brochure/Screenshot/Documentation of promotional materials Testimonies, Success Stories Signed Action Plan MOA SIP Accomplishment Reports Photo/Video Documentation/Activity Report of Conducted Activities Random Interview Photos Minutes of Meetings Signed Development Plan and Activity Report Inventory of PPAs aligned with the 4 Core Dimensions Reflections Testimonials

7. MARANGAL NA PAARALAN (advocates excellence, models state-of-art transparency and accountability, fosters cohesion, promotes innovation, empowers learners and teachers, encourages diversity, creates a legacy, and fights poverty) MARANGAL NA GURO (demonstrates standard and peace competencies attuned to the 21 st century education, does the right thing, believes in the potentials of all students, takes accountability) MARANGAL NA PINUNO/EMPLEYADO (has strong moral and ethical principles, standing by his/her words, does the right thing, cultivates leadership and future thinking skills) MARANGAL NA P UNONGGURO (spurs motivation, empowers stakeholders, exhibits honesty, credibility, and consistency, and strives for quality in school leadership and management anchored on strategic foresight Continuous personal & professional growth of teachers, school heads, and other education leaders to advance their standard and peace competencies responsive to the demands of the current and future education * I mplementation of the MATATAG Curriculum focused on the core competencies set by the local and global markets * GMRC/Values Education Integration of MARANGAL Framework in the Regional, Division, and School Strategic Plans MARANGAL NA MAG-AARAL Has Sterling CHARACTER (demonstrates good character, values, attitudes, & faith) ( holistically developed, upholds academic honesty, respectful, and responsible in all circumstances) (has mastery of the core competencies including the peace competencies, and contributes to national productivity) INPUT PROCESS OUTPUT MARANGAL FRAMEWORK

8. Part II. LEADERSHIP TRANSFORMATION School Heads, Teachers, and Non-Teaching Personnel practice integrity through fairness, honesty, accountability, respect, etc. Integrity can also be reflected in the transparency board, CS Form 48, Form 7, Program Implementation Review MEANS OF VERIFICATION Random Interview (Division and School Level) Activity Report of Implemented Ukit Marangal Programs Activity Report and Documentation highlighting integration of Ukit Marangal in different programs Schools Client Satisfaction Measurement (CSM) result Leadership Reflections Minutes of Leadership Meetings Trainings and Seminars Stakeholders’ Feedback Observation Reports

9. Part III. STUDENT TRANSFORMATION Evidence of Values Development: Acts of Kindness Acts of Courtesy Acts of Honesty Acts of Obedience Acts of Godliness MEANS OF VERIFICATION 2024 Anecdotal Record consolidated and sorted by guidance counselor/designate Random Interview

10. Part III. STUDENT TRANSFORMATION Evidence of Transformative Character SPIRITUAL, MORAL (has demonstrated sterling character, conscience, principles, values, truth, goodness, righteousness, and love) EMOTIONAL, RELATIONAL (has manifested marked degree of empathy, trust, collaboration, communication, openness, getting along with others) PHYSICAL, VITALITY (has shown significant improvement in the body mass index (BMI) through full energy, proper nutrition, exercise, sleep, breathing, hydration) MENTAL, COGNITIVE (has exhibited substantive skills in thinking, clarity, inquiry, learning, imagining, visualization, creativity, innovation, discovery, curiosity, transference, and problem-solving ETHICAL, SOCIAL (has exemplified responsibility, integrity, loyalty, confidentiality, fairness, active listening, teamwork, emotional intelligence)

11. Part III. STUDENT TRANSFORMATION MEANS OF VERIFICATION Guidance Office Reports/Records Forms Students Inventory Report, Attendance during Spiritual Gathering and Youth Activities Student Portfolios Comparative BMI Results Reports on Character Development Programs Behavioral Reports Core Value Checklist Peer Recognition Projects/ Essays about Ukit Marangal Integration

12. Part IV. CURRICULUM AND SCHOOL TRANSFORMATION CURRICULUM Develops lesson plans integrating peace competencies in relevant learning/subject areas Promotes character transformation in school through different activities/projects Initiates activities that alleviate poverty of learners and community Sustains cleanliness and orderliness in the school premises Develops a greener school as an environmental care initiative and ecological awareness to students MEANS OF VERIFICATION DLL GAD Plan and Activity Report Activity Report GAD Monitoring Tool

13. Peace Competencies 1. S ELF- AWARENESS: The learner... - has the ability to focus on oneself - has the knowledge and awareness of his own personality and character - has respect and value for his life

14. Peace Competencies 2 . SOCIAL RESPONSIBILITY: The learner... - seeks out ethical and respectful ways to engage with their peers and the world around them - shows good “relationships” with others & accountability

15. Peace Competencies 3. COMMUNITY RESILIENCE: The learner... - has the ability to prepare for anticipated hazards - adapts to changing conditions - withstands & recovers rapidly from disruptions

16. Peace Competencies 4. HUMAN SECURITY: The learner has the ability... - to protect the well-being of individuals - to respond to ordinary people’s needs and threats - to defend one’s country

17. Peace Competencies 5. DISASTER RISK REDUCTION: The learner... - has acquired life-long knowledge about handling emergency situations and mitigation skills in difficult times - is resilient towards various hazards

18. MARANGAL VALUES

19. Part IV. CURRICULUM AND SCHOOL TRANSFORMATION B. SCHOOL TRANSFORMATION Education as Role Models: Goal 1 – Holistic Development of Teachers on 4 Core Dimensions(4CDs) (This refers to the number of projects/initiatives that led to significant transformations – personally, and the teachers and students engaged) Students of Good Character: Goal 2 – Foster Familial Relationships among Teachers and Students (Based on the holistic development of the 4CDs, students are expected to nurture their positive attitudes, behaviors, and capacities parallel to their academic excellence. This can be measured through evident cases: decrease in bullying cases, drop-outs, student conflicts, and increase in participation and achievements, etc.) Engaged Parents & Entire School Members in Transforming Education: Goal 3 - Establish a Network of Parents and School Members to Support and Enhance Students’ Creativity, Entrepreneurship, and Provided Up-to-Date Access to Digital Technologies (This refers to the involvement and support of families and the entire school community in nurturing good attitudes, behaviors, and capacities of students leading to responsible and peace-loving global citizens)

20. Part IV. CURRICULUM AND SCHOOL TRANSFORMATION B. SCHOOL TRANSFORMATION 3. MEANS OF VERIFICATION No. or % of Teachers Engaged, No. or % of Students Engaged Curriculum Guides showing Ukit Marangal integration Description of Significant Transformation or Value-Add Environmental Project Reports No. of Initiatives Implemented in the School Lesson Plans, Exemplars Child Protection Policy Activity Report Project-Based Outputs Parents’ Engagement in SGC, SPTA Classroom Observations MOA/ Partnership with External Stakeholders Community Engagement Records

21. Part IV. CURRICULUM AND SCHOOL TRANSFORMATION B. SCHOOL TRANSFORMATION 3. SCORING SHEET Initiatives Implemented in SY 2024-2025 Number/ Percentage of Teachers Engaged Number / Percentage of Students Engaged Description of Significant Transformation Initiative 1 Initiative 2 Initiative 3 Initiative 4 Initiative 5

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