Project Wash

DEPARTMENT OF EDUCATION
Region VII, Central Visayas

Division of Cebu Province
District of Samboan
SUBA ELEMENTARY SCHOOL
Suba, Samboan, Cebu
PROJECT StaFWAr
(Stand for Wash Area)
BACKGROUND
Lack of access to school adequate water supply, insufficient toilet and proper
handwashing facilities, and non-practice of hygiene behavior remain key contributors
to hygiene and sanitation challenges. This situation also leads to anemia, stunted
growth, and higher incidence of absenteeism which consequently impede a child’s
learning and ability to stay in school. UNICEF correctly notes that poverty is linked
directly to poor sanitation and hygiene, and has emphasized the vital role of
government in breaking the cycle of poverty and ensuring access to improved drinking
water and sanitation. On the other hand, it has been estimated that about 43.7
percent and 44.7 percent of pre-school age and school-age children, respectively, in
the country have soil-transmitted helminth infections, which are also associated with
poverty, lack of access to safe and clean water, and poor sanitation and hygiene. The
situation is compounded by other factors, including shortage of funds for: (a) the
installation of toilet and handwashing facilities, (b) the provision of adequate water
supply, and hygiene items for schools, and (c) the implementation of school-based
solid waste management. Other compounding factors include the lack of mechanisms
for operation and maintenance to ensure facilities’ cleanliness and suitability for
continued use, and the scarce funding for the security and safekeeping of school
property, which is especially urgent in the most highly congested schools in the
country.
Best practices around the world show that improving access to and use of water and
sanitation facilities within schools and enhancing hygiene and sanitation practices can
effectively halt water and sanitation-related diseases. To address this challenge, the
Department of Education (DepEd) had been conducting semi-annual deworming of
kindergarten and elementary school children in all public schools nationwide under its
Integrated Helminth Control Program (IHCP). In the last six years, it had combined
deworming with daily toothbrushing and proper handwashing under one program. The
Department Order (D.O.) No. 56, s. 2009 titled “Immediate Construction of Water and
Hand Washing Facilities in All Schools for the Prevention of Influenza A (H1NI)” and
D.O. No. 65, s. 2009 titled “Implementation of the Essential Health Care Program
(EHCP) for the School Children” were issued in an effort to institutionalize good
health and hygiene practices among students.
These project StaFWAr propelled the efforts of our school the Suba ES to be closer
in achieving the 2015 MDG goal on the reduction of infectious diseases and improving
sanitation coverage. Even with the significant gains of DepEd’s on Deworming
Program, H1NI; and EHCP – the Department recognized the merit of having a
comprehensive approach to the promotion of hygiene and sanitation practices among
school children and a clean environment in and arouind schools to heep learners safe
and healthy.
Hence, our school the Suba ES crafted this Project StaFWAr as a holistic program for
personal health care of our learners and environmental sanitation through a set of
standards for proper and correct health practices in schools. It goes beyond
handwashing, toothbrushing, and deworming – which are the key programs of the
EHCP – to cover water, sanitation including food handling and preparation, hygiene
including Menstrual Hygiene Management, deworming, health education, and capacity
building. In crafting this set of guidelines, Suba ES hopes to address the gaps in the
areas of hygiene and sanitation and keep our learners healthy in school.
Prepared and submitted by:
BEBIGEN H. VILLAMONTE
Project Coordinator
Noted by:
JEANETTE F. BANTAYA
School Principal
District of Samboan
Suba, Samboan, Cebu
TEACHER DEVELOPMENT PROGRAM
BACKGROUND:
The Teacher Development Program with Teachers Training was an impactful initiative
that aimed to enhance the professional growth and teaching effectiveness of educators
within our school community. This narrative report provides an overview of the
program's objectives, activities, outcomes, and future prospects.
Objectives: The primary goal of the Teacher Development Program was to equip
teachers with the necessary skills, knowledge, and innovative teaching methods to
foster a more engaging and effective learning environment for students. The specific
objectives included:
1. Enhancing Pedagogical Skills: The program aimed to improve teaching
techniques, classroom management strategies, and differentiated instruction
methods to cater to diverse learning needs.
2. Integrating Technology: Teachers were trained to incorporate technology tools
and digital resources into their teaching approaches, enabling more interactive
and dynamic lessons.
3. Promoting Professional Growth: The program provided opportunities for
continuous learning and self-improvement, encouraging teachers to stay updated
with the latest educational trends and research.
4. Fostering Collaboration: Collaborative workshops and group activities aimed to
encourage the sharing of best practices, experiences, and ideas among
teachers.
Activities: The program spanned over [duration] and encompassed a variety of

activities:
1. Workshops and Seminars: Regular workshops were conducted by experienced
educators and guest speakers, covering topics such as active learning strategies,
assessment techniques, and classroom innovation.
2. Technology Training: Teachers received hands-on training in using educational
technology tools, such as interactive whiteboards, educational apps, and online
resources, to enhance their teaching methods.
3. Peer Observations: Teachers participated in peer observation sessions, where
they observed each other's classes and provided constructive feedback to
improve teaching practices.
4. Action Research: Participants engaged in action research projects, investigating
teaching challenges and implementing innovative solutions in their classrooms.
5. Professional Learning Communities: Small groups of teachers formed
professional learning communities to discuss challenges, share successes, and
collaborate on projects.
Outcomes: The Teacher Development Program yielded several positive outcomes:
1. Improved Teaching Techniques: Participants reported increased confidence in
implementing diverse teaching strategies, resulting in greater student
engagement and participation.
2. Technology Integration: Teachers effectively integrated technology into their
lessons, fostering a more interactive and digitally literate classroom environment.
3. Enhanced Collaboration: The program fostered a sense of community among
teachers, facilitating the exchange of ideas and the creation of a supportive
learning network.
4. Heightened Student Performance: Early indicators suggest that student
performance and learning outcomes have shown improvement due to the
enriched teaching methods.
Future Prospects: The success of this program has paved the way for future initiatives:
1. Ongoing Professional Development: Continuous training sessions and
workshops will be organized to sustain the momentum of teacher growth and
innovation.
2. Expanding Impact: The program's success could encourage its expansion to
involve more educators within our school district or even collaborations with
neighboring schools.
3. Research and Innovation: Building on the action research component, teachers
are encouraged to explore further innovative approaches and contribute to
educational research.
In conclusion, the Teacher Development Program with Teachers Training has proven to
be a transformative journey, equipping educators with valuable skills, enriching teaching
practices, and fostering a culture of continuous learning. The program's success is a
testament to the commitment of our teachers and their dedication to providing quality
education.
Prepared and submitted by:
JEANETTE F. BANTAYA
School Principal
Noted:
VICENTE T.
TOLOMIA
Public Schools
District Supervisor
StaFWAr Project
STAFF MEETING ATTENDANCE

October 12, 2022
GRADE LEVEL NAME OF TEACHER SIGNATURE
Kinder BEBIGEN H. VILLAMONTE
Grade 1 JOGIE P. MARCELLANA
Grade 2 APRILYN I. CAÑETE
Grade 3 MARY ANN A. HISOLER
Grade 4 MARITES L. TABASA
Grade 5 CHERYL E. RODA
Grade 6 PAZ G. TOPIA
Reliever Teacher YOJI F. LUAGUE
Reliever Teacher SARAH B. DELA CERNA
Reliever Teacher REBECCA M. HISOLER
Noted by:
JEANETTE F. BANTAYA
School Head
School Staff Meeting on Project StaFWAr
October 12, 2022
The School Principal Conducted a PTA meeting on Project StaFWAr
October 13, 2022
District of Samboan
Suba, Samboan, Cebu
Suba ES Accomplished Project StaFWAr

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DEPARTMENT OF EDUCATION

Region VII, Central Visayas

Prepared and submitted by:

TEACHER DEVELOPMENT PROGRAM

Activities: The program spanned over [duration] and encompassed a variety of

Prepared and submitted by:

STAFF MEETING ATTENDANCE

Kinder BEBIGEN H. VILLAMONTE

Grade 1 JOGIE P. MARCELLANA

Grade 2 APRILYN I. CAÑETE

Grade 3 MARY ANN A. HISOLER

Grade 4 MARITES L. TABASA

Grade 5 CHERYL E. RODA

Grade 6 PAZ G. TOPIA

Reliever Teacher YOJI F. LUAGUE

Reliever Teacher SARAH B. DELA CERNA

Reliever Teacher REBECCA M. HISOLER

Suba ES Accomplished Project StaFWAr

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