The idea is to make the school ever responsive to the needs of the students and their parents and being sensitive to the dreams and aspirations of the community people. In order to realize this, strategies must focus on the following:
The teaching personnel are aware that meeting the challenges need multifarious approaches. But they must not kowtow no matter how hard the obstacles are, because the mission of educating the youth is already etched in the hearts of the teachers.
Instructional – To improve school performance as glimpsed by the results of annual achievement tests as well as by other assessments, the teachers must first be competent and skilled enough in delivering the lessons. But before the right interventions could be made, there is a need to assess teachers' strengths and weaknesses through regular classroom observations topped by post observation dialogues when feedbacks are freely given, openly discussed and new commitments are set. There must be a tool to effectively identify the least competencies of each teacher wherein the teachers must rate themselves based on a set of questions. From these least competencies, the teachers set their targets of improving their competence within a specified time. The school head then monitors each teacher's progress.Supporting the teachers is the school's training program. Having drawn out the needed interventions, it is then high time for the school head to prepare a training plan based on needs and available resources.
Institutional – Parallel to teachers' competence is the need to make the school conducive to learning. Minor repairs shall be done, new projects shall be initiated and requested for funding. The school has to undergo a facelift, if necessary, in order to create more awareness and pride among the students.
