Mary Mount School of Koronadal Incorporated

MARY MOUNT SCHOOL OF KORONADAL INCORPORATED
Baldostamon Subdivision, City of Koronadal

Tel. No. (083)2283675
GUIDANCE PROGRAM
A. INTRODUCTION
It is hoped that, with this program, negative perceptions on guidance be redirected and lack of awareness on ethical standards be addressed to improve the
effectiveness of the Guidance Services. For with the negative perceptions and lack of awareness on ethical standards cause malpractices in guidance
programbeing implemented in such a “diluted fashion that people in need receive no or minimal benefit.” Hence, defeating the purpose of the program.
Some Negative Perceptions About Guidance.
Among the negative perceptions found out in the study are the following which need redirection or correction among the 940 respondents composed of
administrators, guidance implementers, teachers, students and parents: On the role of a guidance counselor-
A guidance counselor
1) is an enforcer of discipline; .
2). is somebody to be feared in the school;
3). substitutes for teachers who are absent; 4). works as a private detective;
4). gives punishment to erring student; and,
5). investigates cases;
Other views-
1). It is an embarrassing experience to be called to talk to a guidance counselor in the guidance office; and,
2). A guidance office is like a police station. Those items are misconceptions andnot with in the professional duties
and responsibilities of guidance counselors nor mark of an effective guidance program.
Authorities in the field of guidance and counselingdescribe Guidance Program as an organized group of services
established for the purpose of assisting each student to attain maximum potential development and adjustment to be
able to acquire mature sense of responsibilities.
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B. BASIC PRINCIPLES
This Guidance Program adopts the basic guidance principles as follows:
The guidance program is an integral part of the system.
Guidance is an integral part of the education system. It provides for the holistic development of the students.
Education and guidance support and complement each other to maximize students’growth and development.
Administrative and faculty understanding of Guidance Program is crucial to its success.
Guidance personnel perform specific task distinct and separate from teaching and disciplining.
Responsive to the student’s need.
The guidance program addresses the development and adjustment needs of the students.
The program considers the unique cultureand climate of the specific population and environment it serves.
Program offerings are based on regular, systematic assessment of the students’ needs and environment.
Guidance is a continuous process throughout the person’s stay in the school.
Guidance activities are specifically planned, and developed to ensure program effectiveness.
The Guidance team consists of the school guidance, psychologists, social workers, teachers, administrators, and other educational professionals and staff who work
together for the welfare of the students.
The Guidance Program recognizes the need to provide objective evidence of accomplishments and the rationale for its continued existence.
It recognizes the student as an individual and is premised on the following:
Every individual has needs that must be attended to.
Guidance should be extended to all.
Every individual is unique and possesses worth and dignity.
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Human beings can develop their own insights.

All individuals have the right and capability to make decisions and plan.
The program is in the hands of qualified personnel
The school guidance counselor is a role model of positive human relations.
Professionally trained guidance personnel are indispensable for ensuring competence, leadership and direction.
The Department of Education recognizes the right of the students to avail of school guidance and counseling services toward making decisions and in selecting
alternative fields of school works suited to their potentialities.
This Guidance Program, focuses on student development; physical features and resources; management and administration; stakeholders participation and staff
development.
C. CORE VALUES
This Guidance Program also adopts the core values as follows:
Professionalism
Guidance personnel possess a high level of commitment to do the best they can under any circumstance for the good of the students and the school.
Cooperation
Guidance personnel and staff work together with teachers and administration and other stakeholders in rendering service to the students and the school.
Excellence
Persons involved in the guidance services display quality in whatever tasks they do consistently based on high standards for the welfare of our students and school.
D. VISION:
An effective guidance program manned by competent professional guidance staff with corporate image among stakeholders who are fully aware of the
institutionalized guidance services and having one mind and common aspirations for the students to be well-adjusted individuals equipped with functional
knowledge and skills, right attitudes and best choices through well-informed decision making in life.
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E. MISSION:
To continually exert effort with full support of stakeholders, of turning the stigma of fear of guidance among students into excitement of availing standardized
guidance services for them to be able to attain maximum potential development and adjustment that would help them achieve better performance in academic and
occupational aspects; thus, raising the level of performance of school and community as well.
F. GOALS
To systematically assist students develop the skills they need to enhance their personal, social, educationaland career development.
To raise the students achievement in their academics, decrease dropout rate, and provide a child friendly environment conducive to learning.
G. OBJECTIVES
Student Achievement and Development
Dropout rate is decreased
Achievement rate is increased
Completion rate is increased
Physical Features and Resources
Increased budget
Extended guidance office with counseling and testing rooms well equipped with testing materials and other facilities.
H. THE ORGANIZATIONAL SET- UP
1.1.1 Organizes, develops, directs and administers and exercises general supervision over all programs including division guidance program.
Conducts in-service trainings of staff and field supervisors as well as other teachers and non- teaching personnel to keep them posted on new trends for
advancement and improvement of instruction, administration, and supervision and personnelmanagement.
Approves requisitions including those related to guidance programs.
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Tel. No. (083)2283675
Initiates and directs the development of local materials and programs (such as guidance) and coordinates the conduct of educational researches and surveys and
special funds campaign.
Provides technical assistance to schoolheads and guidance coordinators in the leadership in guidance program implementation
Introduces innovations and best practices in the guidance program
Develops guidance program assessment
Takes the lead in the analysis and utilization of test results
Formulates and conducts INSET programs in carrying out of Guidance Services
Promotes corporate image )
with the following corresponding duties and responsibilities:
Research and Evaluation Coordinator
Trains school guidance counselors with the rudiments of guidance research and evaluation so that they may be able to carry the following specific tasks:
Gets direction from the Guidance Program Supervisor regarding or areas needing research
Calendars research activities
Decides on most effective methodology for conducting study
Gathers and organizes data according to specification
Makes a systematic presentation of results, conclusions and recommendations.
Serves as technical consultant, resource persons of school guidance counselors/designate in the division
Testing Service Coordinator ( LicensedPsychometrist/ Psychometrician )
Identifies and selects, in coordination with the Guidance Supervisor and level counselors , the tests that must be purchased and administered
Schedules, administers, correct tests for each specific academic level
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Furnishes counselors with test results of each individual

Makes summaries of reports per school to share with administrators , school guidance coordinators and teachers
Prepares testing and related materials for schools
Secures test materials and results
Serves as technical consultant or resource persons of school guidance counselors/designate in the division
Guidance Secretary/Clerk
Ensures proper transmission of messages and appropriate reception of visitors to the office
Takes care of the following clerical tasks:
Welcomes people and informs clients of the whereabouts of Guidance Personnel
Receives and transmits messages to the appropriate people
Assists in checking and filing tests
Assists in making summaries of test results by school
Delivers call slips and other material to concerned parties
Encodes reports and research needed for final submission and filing
Ensures organization and security of piles in her care
b. School Level Staff Members
1.5.1. School Principal
1.5.1.1. Initiates the organization of school guidance program
1.5.1.2. Together with the administrative officer, selects the guidance
coordinator and counselors based on the qualifications set by the Civil
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Service Commission.
1.5.1.3. Ensures the provision and proper functioning of all guidance
personnel, budget, and facilities
1.5.1.4. Provides opportunities for the professional growth and development
of the guidance personnel through attendance to seminars,
trainings or post graduate studies
1.5.2. Guidance Coordinator
Duties and Responsibilities under General Supervision
1.5.2.1 .Assists the principal in the implementation of School Guidance Program
1.5.2.2. Plans and prepares the program together with the staff
1.5.2.3. Ensures the proper implementation and evaluation of all Guidance Services
1.5.2.4. Coordinates with the school community for proper support and understanding of Guidance
activities and services.
1.5.2.5. Ascertains that standards are observed by the Guidance personnel and in the extension of
services, programs and activities
1.5.2.6. Orients students, parents, teachers and other stakeholders on the guidance program
1.5.2.7. Acts as consultant or resource persons to counselors and teachers in the school
1.5.2.8. Supervises and evaluates the works of the guidance counselors, the results of a teachers’ work
of integrating guidance in the curriculum, and the operations of the homerooms
1.5.2.9. Plans the schedule of homeroom activities and the continuous training of the homeroom
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advisers
1.5.2.10. Plans the school testing program
1.5.2.11. Disseminates information to the teachers on the proper use of the test results and interprets
them
1.5.2.12. Conducts research in the school or district relative to the guidance and counseling
1.5.2.13. Disseminates research findings and recommendations to schools
and other stakeholders
1.5.2.14. Initiates programs utilizing research findings
1.5.2.15. Prepares and/or requisitions materials and equipment needed for guidance work
1.5.2.16. Takes the lead in maintaining linkages with GOs and NGOs offering guidance and counseling
services to students
1.5.2.17. Maintains database on the guidance program and submits required reports
1.5.2.18. Does related work.
1.5.3. Guidance Counselor
Duties and Responsibilities under supervision:
1.5.3.1. Gives students counseling interviews
1.5.3.2.Prepares functional annual guidance program.
1.5.3.3. Conducts a follow up counseling interview for students (students at risk, prospective dropouts,
etc.), when needed .
Consults with teachers, and other peersconcerning data and information about the students.
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Tel. No. (083)2283675
Helps in the appropriate placement of pupils and students as to grade/year and section.
Administers individual and group testing of students, when necessary.
Refers to the students with problems to appropriate agencies such as barangay, municipal
or provincial health office, DSWD and the PNP; and other concerned persons.
Gathers and distributes informational materials like bulletins, prospectus, and the like
about high schools, colleges and universities to guide students in the choice of institution and courses.
Invites and schedules resource persons to give information about high schools, colleges or
universities and various job opportunities.
Establishes good relations with the business community and communicates with them from
time to time.
Prepares forms, inventories, questionnaires, and other instruments needed for gathering
information about pupils/students.
Conducts research on students needing special protection and causes of absences,
tardiness, dropouts, failures, etc.
Conducts dialogues with parents of children at risk.
Prepares, maintains and updates guidance records with confidentiality.
Does related work.
Teacher-Adviser
1.5.4.1. Cooperates with the guidance counselors in the implementationof guidance program
1.5.4.2. Furnishes guidance counselors with relevant student data for proper understanding,
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decision making and placement

1.5.4.2. Refers students that need guidance attention
1.5.4.3.Detects students with difficulties or besettingproblems ant takes initial steps in helping
the students.
1.5.4.4. Assists guidance counselors in coordinating withparents as needed
Assists in following up students who have been referred to or given placement service by
the guidance office
Actively cooperates in the conduct of home visits
Conducts homeroom guidance and helps disseminate information on guidance
program/services offered in the school
Does guidance -related job.
Others
1.5.5.1. Department Heads
1.5.5.1.1. Assists in diagnosing academic difficulties of students in the area of concern
1.5.5.1.2. Recommends action plan or propose intervention based on the data submitted
by the subject teachers
1.5.5.1.3. Leads the department in the implementation of DepEdProgram related to students’
welfare, growth and development
1.5.5.2. School Nurse
1.5.5.2.1. Takes the role in health guidance
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1.5.5.2.2. Refers students whose health is affected byemotional, psychological problems.

1.5.5.2.3. Coordinates in the conduct of relevant information dissemination, preventive in
nature about student problems
1.5.5.3. Club/ Student Organization Advisers
1.5.5.2.3.1. Encourage students to join organizations
1..5.5.3.2. Provide activities to discover and develop students’ potentials/ abilities
1.5.5.4. Other Support Staff
1.5.5.4.1. Provide physical facilities for guidance
activities such as during career week celebration.
1.5.5.4.2. Ensure safety and security andconducive school environment tor the students.
Guidance program in also defined as a system of services designed to improve the adjustment of each and every person for whom it was organized. (Villar, 2008)
The following are brief descriptions of the services included in this program:
Individual Inventory – the collection of extensive information about the individual for proper understanding, decision making and placement.
Information- the comprehensive and systematic collection and dissemination of information outside the individual through various methods and programs to assist
students in their personal, educational and occupational planning.
Counseling- the dynamic personal interaction between counselor and counselee/s, where the counselor employs methods, approaches, or techniques to enhance
the counselee’s intrapersonal or interpersonal development and competencies.
Placement- the facilitation of clientele’s movement to the appropriate educational or occupational level or program; entry into the appropriate co-curricular and extra-
curricular activities, pursuit of further education and other employment upon leaving the institution.
Follow-up – the appraisal of how counselees who have been, counseled, placed, referred or have graduated are doing, to determine whether further assistance is
necessary.
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Career Development – the provision of educational and occupational information, experiences and understanding of one’s growth that will provide strong
foundations in career planning and decision making.
Testing- provision of efficient ways of securing data on educational, social and psychological area of individual. This enable guidance counselor to help client ina way
favorable for him.
Research and Evaluation – a means of producing additional knowledge, providing factual data or reinforce or guide counselor’s professional judgment, and for
seeking answers to questions and issues of professional concern. By evaluation, counselors find the extent to which the objectives of the guidance program are
attained.
J.PHYSICAL FACILITIES AND RESOURCES
Professional Guidance Counselors should be employed and adequate budget to support needs and goals should be allocated. Facilities must be accessible
and adequate to allow for implementation of the program.
To facilitate the school guidance and program, it is provided that a guidance room should be set aside and located, if possible, adjacent to the administrative
area. It is also specified that the guidance center should include separate enclosed space for the conducting individual counseling, testing, storage of pupil’s/students
records, etc.
Among the basic facilities that should be provided in the school guidance center are instruments and devices for testing, diagnosing, measuring aptitudes,
intelligence, etc., (Sec.13. Guidance and Counseling, Chap. 3.Equipment and Furniture, Part VIII. Educational Facilities,)
pouring of emotions. There should be no wall clock displayedto prevent time pressure or time consciousness by glancing at it. Alternative exits are also provided for
those who are uncomfortable to use the main door.
The design of the office follows the principle of equitability, value, quality, function, and flexibility.
Figure 2
Floor Plan of Model Guidance Office
Figure 2-A
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Model Guidance Office

K. MANAGEMENT AND ADMINISTRATION
School Principal understands and supportstheprogram´spriorities and itsdemands. Thegoals and objectives of theguidanceprogrammust be integrated in
theschoolimprovement plan.
L. STAFF DEVELOPMENT
In-service trainings should be provided to facilitate counselor’s achievement and professional growth. Likewise guidance personnel should also
beencouraged and be given opportunity to take post graduate studies and to join related professional organizations.
M. STAKEHOLDERS’ PARTICIPATION
Strong linkages with internal and external stakeholders should be established to sustain the implementation and effectiveness of the guidance program
students’ education and success. This supports what Drier (2011) demonstrates in his white paper with co-author, Gysbers, that successful guidance programs
are directly attributed to state and local program leadership, and state and local support. Furthermore, the paper suggests that “if the nation values improved
student achievement, school retention, seeks to stop self –abuse, promote career and life sufficiency, then educational and legislative leaders need to look at the
effects of such program as a powerful solution for educational renewal.
PROPOSED
ACTION PLAN
for
GUIDANCE SERVICES
INVENTORY SERVICES
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Objectives Activities Persons Involved Time Frame Budget

A.. To collect the following Guidance Counselor June
student data : Reproduction of student inventory form and
gathering information/data
-personal, health and social data Filling up of forms by students Class Advisers June
-vocational and occupational data Under the supervision of advisers Guidance Counselor
B. To collect filled out To gather filled out forms from the advisers Class advisers June -July
Modified School Forms
1. SF 1 –School Register Ask duplicate copy from the adviser Guidance Counselor June-July
2. SF 2- Daily Attendance Report Coordinate with class adviser or class Guidance Counselor Year round
for Learners monitor Class Adviser
Class Monitor
3. SF 4 – Monthly Learners Coordinate with Year Level Heads Year Level Heads Monthly
Movement and Attendance Guidance Counselor
4. SF5 –Report on Promotion and Coordinate with Year Level Heads Year Level Heads Quarterly
Level of Proficiency Guidance Counselor
5. SF6- Summarized Report on Coordinate with Year Level Heads Year Level Heads End of School Year
Promotion and Level of Proficiency Guidance Counselor
C. To collect and keep records Filling out of watch list Class Advisers Year round
Guidance Counselor
watchlist
D. To interpret data and Data analysis and interpretation Guidance Personnel and As need arises
determine appropriate Coordination concerned persons concerned persons
interventions, counseling,
placement, etc.
E. To keep test results and Filing other test and other assessment Guidance Personnel Year round
other assessment results
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Tel. No. (083)2283675
F. To update student records Follow up, coordination and collection of Guidance Counselor Year round
student data Class Advisers
Year/Grade Level Heads
II. INFORMATION SERVICE

Objectives Activities Persons Involved Time Frame Budget
A.To present plans & services of Room to room orientation on the guidance Guidance Counselors June –July
guidance to all year level services to all students
B.To provide information regarding Make a gallery display about the school, Guidance Counselors June-July
the physical lay-out guidance teachers other facilities of the school Support Staff
services and other ancillary
facilities of the school.
C.Tomakeavailabletostudents Conduct orientation program to first year Guidance Counselor Year round
informationaboutoccupational students and transferees: Students
and educationalopportunities and school directory
requirements. grading system
School rules & regulation
(Please see also Career Development
Service Action Plan for more activities)
D.To conduct advocacy on the Symposium, Orientation to all Guidance Counselor June / as
services programs available to stakeholders needed
students: Teachers
* Parents
Students and others
E .To develop among the students Encourage the students to join in the Guidance Counselor June-July
the feeling of belongingness different clubs and organization Support Staff
recognized by the school
F. To divert the attention of students .Posting of different school organizations Guidance Counselor July –August
into something positive and in the Guidance Bulletin board & other Club Advisers/officers
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develop their skills & interest strategic areas

G.To help irregular students make Identification of prospective summer Class Advisers February-March
up for their failed subjects enrollees Year Level Heads
Announcement of Summer Class Offering

to the public
H. To coordinate with parents Sending letters to parents of prospective Class Advisers March
regarding the need for summer summer students
classes of their children
I. To coordinate with the Submit proposal for the conduct of Principal 2nd week of
administration and HSC on the summer class to the administration and HSC Officers March
opening of summer classes PTA Guidance Personnel
J. To involve HSC in establishing Recruitment of summer teachers Principal February –
summer classes Coordination with PTA for a resolution for In-Charge of Summer March
the school to conduct summer classes Class (Guidance
Submission of documents to the region Coordinator)
for summer permit
Announcement of Summer Class Offering Guidance Coordinator March
K.To inform the public on the to the public to be indicated in the
school offering of summer Recognition and Graduation Progams
classes
L.To give information on summer Posting of Summer Class Schedule Guidance Staff March-April
class schedule
M. To accommodate students with Conduct of enrolment for summer class Enrolling Teachers 1st week of
failures in the summer classes (-interview and counseling) Guidance Counselor March
N. To disseminate information on Orientation of summer students and Guidance Last day of
summer class requirements parents on objectives of summer classes, Counselor/Coordinator enrolment for
student services available, rules and Head Teachers summer classes
regulations; requirements to pass subjects Principal
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offered, etc. Non -Teaching Staff

O. To disseminate information on Scheduling and posting of enrolment of Guidance Personnel May
the coming opening classes irregular students for the coming school Head Teachers
year Administrator
III. COUNSELING SERVICE

OBJECTIVES ACTIVITIES PERSONS TIME FRAME BUDGET
INVOLVED
A.To develop among students the skills, Conduct individual and group Guidance Counselor Year round
attitudes & values necessary to counseling focusing on: Counselee/s
acquire social & emotional -self-awareness
competence -social awareness
-self-management
-relationship skills
-responsible decision making
Interview with parents, teachers and Guidance Counselor Year round
students Parents, teachers
B..To guide students in making wise Explore with client, alternatives for Guidance Counselor Year round
decisions in life solutions of problem Counselee/s
To develop students’ feeling of Interview and conduct counseling to Guidance Counselor Year round
belongingness to the group student, identified/referred to have Counselee/s
maladjustments
C.To enable the students to gain a Process students’ concern in group Guidance Counselor Year round
better Discuss to students the different life Counselee/s
understanding of self and improve skills
their interpersonal skill
D.To provide opportunities for students Explore possible problem solutions Guidance Counselor Year round
to become independent focusing on one’s strengths. Counselee/s
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E.To help students overcome their Discuss to students the different life Guidance Counselor Year round
behavioral problems skills Counselee/s
Explore possible problem solutions
focusing on one’s strengths.
F.To help students overcome their Conduct debriefing to students who Guidance Counselor Year round
behavioral problems committed antisocial acts and had Counselee/s
undergone disciplinary actions
G.To help students overcome their Onduct academic counseling Guidance Counselor Year round
educational failures Counselee/s
IV. PLACEMENT SERVICE

INVOLVED
A. To assess the capabilities of students Conduct interviews of students during Guidance Counselor April-May
based on scholastic records and test the enrolment period Enrolling teachers
results. Assist in the conduct of appraisal of
students credentials prior to
enrolment.
Assist and interpret test result to
incoming students.
B. To ensure that all students are Posting of classification test result Guidance Counselor May
classified based on their learning Assist and interpret test results.
capabilities and potentialities. Dialogue with parents, teachers
Preparation of special programs of
irregular student
C. To assist in the screening of incoming -Receive application forms Head Teachers May
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ESC students _Conduct interview Guidance Counselor

D.To place students in appropriate -Conduct the interest inventory and Enrolling teachers
section, grade level, and interpret the result to student with the
program/curriculum parents.
E. To place students to appropriate Coordinate with year level heads and Year Level Heads May – June
section, year /grade level, and coordinator in determining the Program Coordinator
program/curriculum section, year level and curriculum Guidance Counselor
(BEC, STOC, SPA,SPS) appropriate
for students enrolled,
F.. To provide alternatives to drop outs Coordinate & make referrals to Guidance Counselor As scheduled
& quitters & avail the services of TESDA & ALS Coordinator
TESDA & ALS
G. To provide opportunities to over –
aged students the chance to be Facilitate the release & submission
accelerated. of PEPT application forms
H. To give due recognition to the Disseminate information on the Guidance Counselor Upon the release
PEPT Qualifiers results of PEPT to concerned Coordinator of PEPT results
students, parents and teachers
Facilitate the proper placement of
PEPT Qualifiers/passers
Giving distinct honor to PEPT passer- Guidance Staff Graduation Day
graduates
V. FOLLOW- UP SERVICE
INVOLVED
A. To monitor the status of Interview of individual students, Guidance counselors Year round
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attendance and performance of parents & significant people parents & teachers
identified students at risk of Secure reports on attendance
dropping out. tracking.
B. To assess the result of Conduct group/homeroom Guidance counselors Year round
monitored attendance and guidance. parents & teachers
performance of students and Hold meetings with parent, teachers
provide appropriate & students
interventions for
improvement.
Conduct counseling sessions, home Guidance counselor Year round

visitations Guidance counselors
Implement appropriate interventions. Teachers
C.To follow-up the status of Hold meetings with parents, students,
students with failing grades & teachers & other significant people. Guidance counselors Year round
other areas of concerns Conduct home visitation, counseling Guidance counselors
sessions & dialogues.
Dialogues with teachers and parents.
Dialogues with teachers and parents. Subject teachers & Year round
Conduct individual interview advisers
Filing and updating of individual
records of students for future use.
Conduct of monitoring and Guidance Counselor Year round
attendance tracking Class Adviser
Follow up of students with referrals Guidance Counselor Year round
to see if there is a change and Class Adviser
determine what other help school can Concerned agencies
extend
Recommending students with failures Guidance Counselor Year round
for summers classes Class Adviser
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A.To assist the student in making the Conduct focus group discussion on the Guidance Counselor June
MARY MOUNT
right choices in their specialization different areasSCHOOL
offered in TLEOF
givingKORONADAL
TLE Coordinator INCORPORATED
and career pathway emphasis on their individual Subdivision, City of Koronadal
Baldostamon
Tel. No. (083)2283675
Conduct Occupational Interest Testing Coordinator June
Inventory Test
Follow up students who have taken Guidance Counselor Year round
B.To develop among students the Conduct of career counseling that will Guidance Counselor Year round
summer classes for next enrolment Class Adviser
ability to make career decisions. lead to honest and forthright Counselee/s
and recommend appropriate
examination of one’s strength &
subjects to be taken for the coming
weaknesses
school year
C.To provide students with Implementation of Career Week Stakeholders Last week of
Schedule enrolment and interview Guidance Counselor May
information on: Celebrartion per DepED Order 25 s July
and counsel irregular students with Class Adviser
2013:
their parents during enrolment for Parents
-discovering one’s strengths and Lecture on Self-
irregular Assessment on Career
students Career Advocates
developing awareness planning focus on interest and values
D. To decrease dropout rate Conduct FICS analysis Guidance Counselor Year round
qualification standards for all types or Career Talk with CHED, TESDA, Resource persons from
Determine the condition of students Guidance Counselor Year round
career jobs DOST, Industries and Manufacturing TESDA, CHED, DOST
at risk of dropping out and
firms representatives Industries and
recommend alternative delivery mode
Manufacturing firms
Coordinate with stakeholders for Guidance Counselor Year round
-making informed decisions on a Career Planning (Goal Setting and Values Education
support to sustain Dropout Stakeholders
career choice Action Planning) Teachers
Reduction Program implementation Administrators
Guidance Counselors
Student Group
Talk on the Role of Parents in Students’ H
Choice of Career SC representative
Guidance Personnel
Students, Parents
D. Develop among students Career Talk with DOLE Guidance Counselor

awareness and appreciation of DOLE Representatives
the available job choices in the Students
labor market Advisers
E.To provide students with Career parade by students dressed in Students

experiences on career they are their future careers ( coat and tie for Class Advisers , School
aiming at lawyers) personnel as career
advocates
K.To provide students with Setting up booths /career fair / talk on Resource persons 21
experiences on matching their career matching Students
interest in a given array of choices Facilitation of Vocation Campaign by Advisers
and identifying a career fitted to higher education institutions and
one’s interest vocational schools in the community
Tel. No. (083)2283675
VI. CAREER DEVELOPMENT
VII. TESTING SERVICES

OBJECTIVES ACTIVITIES PERSONS INVOLVED TIME FRAME BUDGET
A.Tofacilitate the conduct of the Assist in the conduct of college Representatives from As scheduled
entrance examination of the entrance & admission tests different schools &
different schools & universities to universities
Grade Ten students Guidance counselor
B.To facilitate periodic DepEd Prepare the following: Class Advisers August –NCAE
Standardized Test such as NAT -List of Examinees Year Level Head March- NAT
and NCAE -Examination center/rooms School Testing
Coordinator
Attend Division Orientation on the School Head As scheduled
test administration Testing Coordinator
Coordinate with the DTC for testing Testing Coordinator As scheduled
materials
Conduct school orientation to Testing Coordinator As scheduled
assigned examiners
C.To administer test for data Identify and select other tests to be Testing
gathering needed for placement, secured for the school in Coordinator/Guidance
counseling and referral coordination with the division Counselor
testing coordinator or
psychometrician
D. gather organize and interpret data Uses data to help clients make Testing Coordinator
to provide a comprehensive picture informed judgment
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of a client
E.To help assess the interest of the Conduct of interest inventory Testing Coordinator
students for them to make the right
choice of courses in college
F.To facilitate the application of Releasing & receiving of PEPT Testing
PEPT forms Coordinator/Guidance
Counselor
H. RESEARCH AND EVALUTION

OBJECTIVES ACTIVITIES PERSONS INVOLVED TIME FRAME BUDGET
A. To gather accurate & reliable Administer appropriate test Guidance Personnel As needed
data as basis for counseling.
B. To make case studies for Assessment of students with Guidance Personnel As needed
students with behavior behavior problem
problems/abused children
Develop a study suited for a Guidance Personnel
particular student
Prepare & conduct evaluation Guidance Personnel
instruments
C. To determine causes and Conduct descriptive survey Guidance Counselor As needed
effects of some problems among the students Advisers/teachers
affecting the behavior of Students
students
D. To determine research needed Gather information or feedbacks Guidance Counselor As needed
by the school Other School Personnel
Students
Prepare research proposal and Guidance Counselor
submit to the Division Research Coordinator
Research Coordinator for approval
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Tel. No. (083)2283675
Conduct the research with Guidance Counselor

determination and publish findings Research Coordinator
for support to a relevant change it
would bring to the institution
E. To evaluate the effectiveness Develop or secure appropriate Guidance Counselor Yearly
of the guidance services evaluation instrument Stakeholders
Seek support for any needed action
for improvement
Conduct evaluation with the Guidance Counselor Yearly
knowledge of the administration Administrator and other
school personnel
Document and share findings with Guidance Counselor Yearly
the members of the institutional
community
24

Mary Mount School of Koronadal Incorporated

Uploaded by

Mary Mount School of Koronadal Incorporated

Uploaded by

MARY MOUNT SCHOOL OF KORONADAL INCORPORATED

Baldostamon Subdivision, City of Koronadal

Human beings can develop their own insights.

Furnishes counselors with test results of each individual

decision making and placement

1.5.5.2.2. Refers students whose health is affected byemotional, psychological problems.

Model Guidance Office

Objectives Activities Persons Involved Time Frame Budget

II. INFORMATION SERVICE

develop their skills & interest strategic areas

Announcement of Summer Class Offering

offered, etc. Non -Teaching Staff

III. COUNSELING SERVICE

IV. PLACEMENT SERVICE

ESC students _Conduct interview Guidance Counselor

Conduct counseling sessions, home Guidance counselor Year round

D. Develop among students Career Talk with DOLE Guidance Counselor

E.To provide students with Career parade by students dressed in Students

VI. CAREER DEVELOPMENT

VII. TESTING SERVICES

H. RESEARCH AND EVALUTION

Conduct the research with Guidance Counselor

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