Areas / Headings

Minimum Threshold

Excellent Performance

1. Educative-Pastoral

Community (EPC)

Our Educative pastoral Community is made up of human persons, all endowed with life and many other natural gifts. Our goal is that everyone – the youth in particular – attain the fullness of life.

Therefore, in our Salesian youth ministry……

We desire:

1. That every member of our community draw up and live a clear vision of human life in the world.

2. That the children and youth in particular, value and develop their physical , intellectual , and emotional powers.

3. That the community learns and appreciates the richness of its surrounding culture and contributes to its further development.

1 The Rector is the head of the school.

(For schools owned by alumni / parents / teachers of good standing, the head is an active member of the Salesian family- as carriers of the charism of St. John Bosco.

2. The EPC as educators to the faith.

3. The Council of Work as the central

organism.

4 Alumni in public service (as model

of the young)

5. Space for unstructured moments

6. The EPC with other institutions

7. Perceptibility

8 The Salesian-Educative Pastoral Project as the criterion and guide.

The Rector has the primary responsibility for the EPC. In it the final word, after patient research, will belong to him, always in dialogue with his council." ”(GC 24, 172)

In the EPC all the members, whether they are involved in tasks of education and human development, or more explicitly in what concerns matters of faith, are educators of the young to the faith. Their greatest joy is to pass on the unfathomable riches of Christ. (GC 23, 111)

The Council of the Work is “the central organism which animates and coordinates the whole salesian enterprise, through reflection, dialogue, and the programming and revision of the educative and pastoral activity.” (GC 24, 171)

Salesian education engages its past pupils, especially those in prestigious positions, to have an active desire for service and to consider what effects their options will have on those who are weak, on the defenseless, on those who cannot speak for themselves. (ExAllievi di Don Bosco, May 1997)

The EPC gives sufficient space for restful and unstructured conversation, in which members can exchange personal ideas and try out their ability for sharing. (cfr. Acts 370)

The EPC is in constant dialogue with other educational, social and religious institutions working in the same area, offering in this field, too, the gifts it has received as educators and evangelizers. (Acts 370)

The EPC plans with an eye on its own work as seen also from the outside. It acts in a certain sense to impress people and have selling power. Its presence is perceptible. (Acts 370)

The Salesian Educative-Pastoral Plan (SEPP) is the criterion and guide for shared action, verification for the activity of the EPC, practical instrument for animation, and privileged means for the ongoing formation of SDB’s and laity. (GC 24, 42)

1. He regularly meets the Council of Work.

2. He allots time for person to person contact with his personnel.

1. There is in place an EPC Core Group which serves as a consultative body for the head of the department.

2. Teachers integrate education to the faith and values formation as the core of the curriculum.

3. There is an induction program for new employees, both teaching and non-teaching personnel.

4. The setting has an alumni chapter that is actively involved in the life of the school.

5. There is a monthly gathering of non-teaching personnel for prayers and short talk.

6. Salesians are involved in the teaching of faith directly, formally and informally.

1. There is an active Council of Work that participates in the decision- making process for the operation of the school with regards pedagogical and pastoral perspectives, new mission fields, financial implications, constructions and restructuring.

1. The Alumni Affairs Desk has a system of tracking and networking with alumni in positions of influence and prestige for institutional development.

1. There are periodic occasions of spontaneity and fun in relationships among personnel: EPC Day, Christmas Day, Foundation Day, etc.

2. The personnel are given support for periodic moments of rest and recreation together, through out-of-town outings, intramural and extramural games, etc.

1. The setting is an active member of the Catholic Educational Association of the Philippines (CEAP) and the Don Bosco Educational Association of the Philippines (DBEAP) and the local associations of private / public schools.

2. Individual teacher or teachers by subject areas are active members of professional organizations related to their work.

3. There is a liaison / business office that coordinates and networks with schools or industry for:

1. Scholarships

2. Job Placements

3. Tracking of Alumni Performance

4. Pastoral Ministry to Working Students

5. Project Proposals

1. The setting has an official publication that makes its life and spirit known to the public.

2. The setting distributes to its potential market info kits to visitors, brochures and/or posters that invite new comers to enroll in Don Bosco.

3 The setting gives serious sanctions to students and personnel for scandalous associations and actuations that may result to a negative influence in and impression of the school.

4. The buildings and grounds meet the requirements of the government:

1. health

2. safety

3. legal

5. The buildings, grounds, and other facilities, particularly those seen in public, reflect functional, technical, ecological and aesthetic values.

6. The setting participates frequently in appropriate activities organized at inter-school, local and national levels

1. There is a functional and well-structured SEPP for a three-year cycle, with lines of action evaluated and reformulated annually.

2. Resolutions taken at BOT meetings are implemented immediately

1. He organizes the Salesianity formation of the EPC, particularly the Council of Work.

1. Parents are directly involved in the faith education of their children in school.

2. Parents organize a quarterly formation for personal and parenting growth.

3. Teachers organize themselves into faith circles that discuss their personal and professional journey in the light of the Word of God.

4. Non-teaching personnel are given regular catechetical formation.

5. The alumni are directly involved in the education to the faith.

1. There is a program that:

1. recognizes and celebrates the achievements of alumni in positions of influence and prestige

2. confronts, after reflection and dialogue, alumni in public service who do not live up to their Bosconian education.

2. There is a legacy program that educates the students to develop the sense of giving back to the alma mater

1. Don Bosco personnel are called upon :

1. by other institutions as resource persons

2. to occupy position of influence in various organizations

1. The setting documents and celebrates positive features made about it in media.

2. The setting establishes a network with media through its alumni and friends to make known to the public the good it is doing.

3. The setting has a prominent billboard that informs the public of its life and activities.

4. Personnel and students receive local, national, and international recognition.

1. The setting implements programs guided by a master plan.

2. Education and Culture

Our main strategies are:

1. We embrace the demanding task of education in order to promote the process of growth in all the members. In particular, we enable the young to discover and accept their positive potentials, appreciate and develop the basic values related to self and life, and learn the basic skills and behavior in life.

2. We foster critical appreciation and transformative creativity in front of culture. We emphasize being , not having , persons, not things, ethics, not technology or power, life not money. We enable people to read the events of society from the perspective of the person, to determine what is right and wrong behavior according to universal values and principles , and to transform culture and build the civilization of love.

9. Political participation

10. Enhancing self-esteem as requisite for interpersonal relationship

11. Attention to individual

rate and progress

12. Personnel Development

13. Social communication as the main highway for education and evangelization

14. Communication in the service of communion

15. Integral formation of youth

16. Relational virtues characterizing the family atmosphere

17. Progressive knowledge of the Preventive System

18. Salesian Assistance

19. Education to love

20. Work Orientation (dignity of labor, doing ordinary duties extraordinarily well)

21. Critical engagement in the social milieu

22. Linkages among Don Bosco schools and training centers

23. Environment of Giftedness

24. Perpetual Learning

25. Consistence and continuity in the

teaching staff

26. New Culture and New Evangelization

27. Proper management of resources

28. Linkages without boundaries

29 The young at home in new technologies

and languages

30. Technology with a Soul

31. Environmental protection

32. New paradigms and skills for educators

Political participation is a sector that Salesian education does not overlook or disown. Instead, it sets young people on the road to commitment and participation in public life. (GC 23, 214, 192)

Salesian pedagogy offers the youth a positive view of one’s self, enabling him to accept himself and responsibility for his life, as well as progressively opening himself up to interpersonal relationships.

(GC, 124-125)

Salesian pedagogy and spirituality call for a sensitivity: to be aware that every youngster has his rate of progress, which is not the same for everyone; the results at each stage are not the same for all either, and therefore the journey must be adapted to each individual. (GC 23, 107)

The school personnel avail of an institutionalized program for continuous personal and professional development. (Salesian Educators’ Congress Statement 2000, 2)

Social communication is the ‘main highway’ for the realization of the different areas of the Salesian mission and a necessary qualification forming part of the identity of the Salesian educator and evangelizer. It applies the new technologies to teaching and inserts media competence into the educative project. (Acts 370)

Salesian education produces educators and students who have the ability to express themselves adequately, using communication in the service of communion. (Acts 370)

Salesian educators, prompted by the call to render present to the young Christ’s love fore them, dedicate themselves to their integral education (GC24, 9)

The family atmosphere is characterized by a “predilection for the ‘relational virtues’ as the bearings for educative dialogue and practical collaboration.”

(GC 24, 91)

The Salesians of Don Bosco, as guarantors of the Salesian ethos of the school and training center (GC 24, 27), are committed to the reformulation of the preventive system as an ongoing task “in the light of the youth condition and culture of the present day.” (GC 24, 234)

Educators are cordially and faithfully present among the young in a family atmosphere characterized by unconditioned acceptance, constructive and positive rapport, sharing of joys and sorrows, and the ability to manifest educative love by signs.(GC 24, 100)

The EPC gives special commitment to the ‘education to love’ of the youth by: creating around the youth an environment rich in opportunities for communicational and affective exchanges; bringing them to appreciate the authentic values of purity (respect for themselves and others, the dignity of the individual, transparency in relationships) and to accept sexuality as a gift to be exchanged n a specific, exclusive and total relationship, open to responsible procreation; and leading them to see the possibility of living in chastity.

(GC 23, 195-201)

The students, through the technical curriculum, acquire relevant skills, develop the requisite discipline and responsibility, become self-reliant, and increase their employability and productivity.

(Primer for ‘Technology with a Soul’, 5)

The EPC is critically engaged with the social situation of its context. It actively involves itself in movements of advocacy for the liberation of the poor from different forms of oppression. (2000 Consultative Assembly on Poverty, 10)

Salesian education fosters stronger linkages among Don Bosco schools and training centers. (Congress 2000 Statement, 2)

Educators create an environment for the young to discover joyfully his own resources and stimulate in him the desire to bring to fruition the gifts he has received. (GC 23, 151)

Salesian education develops in the youth the attitude of “yearning for learning” and the skills for life-long learning. (Student’s Diary, III. 2)

Salesian education ensures consistence and continuity in the teaching staff and teams, so as to create a tradition of formative reflection and pedagogy.

(cfr. Acts 361, 7)

Educators are immersed in the youth context with the ability to dialogue and make effective suggestions through spiritual renewal, pastoral tendency, cultural preparation and educative competence. (Acts 361, 1)

Salesian education committed to the ‘new evangelization’, “is capable of an open intelligent and positive confrontation with the new phenomena, understand cultural tendencies, try to make a proclamation in the heart of life, interpret new languages and codes of meaning.” (Acts 361, 3)

The Salesians of Don Bosco not only administer well the resources they have inherited, but are also careful to produce them, multiply them and develop them for the future.

(Acts 361, 5)

The EPC goes beyond relationships of interpersonal kind, but projects itself into the world of technology with a large number of people and linkages without boundaries. (Acts 370)

Salesian education is familiar with virtual space and learns new forms of communicating and meeting. It has confidence in the young who show a surprising ability at becoming at home in new technologies and languages. (Acts 370)

The students are equipped with excellent technical skills and knowledge, good work ethic and Christian values, insuring that technological advances bring about genuine progress, solidarity, and a greater commitment to God’s kingdom. (Primer for ‘Technology with a Soul’, 5)

The EPC has an adequate knowledge of environmental problems and protection and develops its values and ethical responsibilities for the sound use of environmental resources.

Educators are equipped with the new paradigms of teaching and learning upon which the new technologies rest. As learning becomes self-directed, interactive and creative, the educators shift from being the sole authoritative source of information to being facilitators of learning.

Educators are re-educated and re-tooled in the use of technology for instruction.

1. The vision of servant-leadership is integrated into the curriculum.

2. Graduating students are given orientation on the exercise of servant-leadership as they commence their college or career life.

3. Voters education program is integrated into the curriculum.

1. The students develop positive attitudes about the learning climate by:

1. Each student feels at home in the classroom and in the school.

2. There is a comfortable and orderly learning environment inside the classroom.

2. In the tertiary level feedback from students are included in the performance appraisal of the teachers

3. Teachers foster positive perceptions about the learning climate by immediately intervening when students are being victimized by other students.

4. Secondary and post-secondary level students feel a sense of personal and collaborative efficacy by:

1. setting, working on, and periodically evaluating the class goals they have set at the beginning of the school year

2. being involved, through an appropriate forum and degree, in the evaluation of their teachers’ efficiency rating

5. Public warnings are not announced before the student assembly but are posted out in the official bulletin board for a period of three days highlighting not the name of the offender but the specific description of the offense.

1. There is a program to address individual learning needs.

2. The average class size is not more than 50 students.

1. There is a budget allocated for professional development of personnel.

   1. completed their graduate studies

MA – BED

PHD – Tertiary

1.2 continuous professional

development

2.. Implement educational practices that

enhance effective student learning.

1. Education through media is properly applied to teaching.

2. Education to media is integrated in the curriculum.

3. There is an integrated instructional media center which includes the library and audiovisual facilities.

1. There is in place a mechanism for communication to foster awareness and involvement in the events and activities of the school.

2. There is a program of activities that provide students with ample opportunities to express themselves persuasively, like morning talks, classroom dialogues, student council election campaigns, emceeing in programs, debates, etc.

1. The parents are informed regularly about student progress through written reports, telephone conversations, and private conferences.

2. The setting has a pervasive environment of discipline that fosters the over-all growth of the students.

3. The curriculum places emphasis upon the development of cognitive, behavioral, affective and creative skills.

4. The EPP outlines in its 5 areas elements essential for the integral formation of youth.

1. There are handbooks that are known, explained and regularly evaluated : administrative, faculty, employees, parents, and students

2. Those in the administrative positions provide open lines of communication between the groups that make up their respective departments.

1. Rector

2. Economer

3. Principal / Dean / Director

3. Human Resource Development (HRD) has in place mechanism for conflict resolution.

1. There is an induction program for parents, students, and personnel on the Preventive System

2. There is a systematic program of presenting the Preventive System to the parents, students, and personnel

1. newcomers

2. old timers

3. The setting is updated with cur direct the young to positive behavior

4. Teachers have undergone a certification program on Salesian studies.

1. Both Salesians and lay educators are visibly and actively present in the midst of the young that enable them to:

1. get to know the young more deeply

2. direct the young to positive behavior

3. prevent untoward incidents and inappropriate behavior

1. There is a program of guided encounters between sexes.

2. Students exhibits social graces and refined taste during cultural presentations and organized encounters with girls.

3. There is a dress code proper for modesty and the field of profession of the students.

4. There are no public displays of affection (PDA) between the sexes in the campus.

5. Textbooks used in class do not present, in subtle or obvious ways, counter values against love and life.[systematic sex education starting Grade V to post secondary]

6. Immediate intervention and / or sanction are given to personnel perceived to be in scandalous relationships.

7. The Family Day and parent-child encounters are organized to serve as formative experiences to the value of committed love.

8. Disciplinary actions are moments for “justice education”.

1. understanding of the nature of accusation

2. practical respect for the rights and dignity of both the offender and the offended

3. investigation and verification before punishment

4. the right to appeal

5. measuring in punishment

6. possibility of redeeming failure, except in cases of dismissal

7. proper recording and transmission of behavioral history

1. Students exhibit proper work attitudes and habits.

2. Students demonstrate competence in the use of technology.

3. Students manifest the ability to work in a team, as a leader and as a member.

1. Reflection papers and presentations are asked of the students regarding current social issues.

1. The setting aligns itself with the strategic decisions of the educational apostolate of the Province.

2. The setting is an active member of the Don Bosco Educational Association of the Philippines (DBEAP).

3. The alumni chapter is actively participating in the national federation.

1. Teachers are given basic notions about the Theory of Multiple Intelligences (MI).

2. The personality of teachers, in general, stimulates giftedness among the students:

1. openness for new ways of seeing and solving things

2. imagination and inventiveness

3. interest and enthusiasm in the development of the students

3. There is a perceptible and pervasive atmosphere of generosity and availability in the sharing of time and talents among teachers and students.

4. The school organizes events to highlight the giftedness of the students to the public.

1. The library, in coordination with the subject area heads, has a systematic program and adequate facilities to develop love for reading and skills for research.

2. There is a time and a program for students to integrate their lessons before the quarterly examinations.

1. The attrition rate of teachers is kept to a minimum of 10% each year.

2. There is a job evaluation and a wage and salary administration.

1. The library subscribes to journals and magazines that keep the teachers abreast with new trends in learning and new situations in the life of the youth.

2. Subject area meetings discuss and experiment new trends in teaching and learning.

3. The Office of the Rector organizes programs to promote renewal of faith among parents and personnel.

1. Budgeting is the numerical expression of the plans of the EPC for the school year. Hence, the Salesians initiate annually a budgeting process involving the Council of Work.

2. People who have a stake in school are able to read, to an appropriate extent, the institution’s balance sheet and understand how the individual efforts are impacting the school’s profit-and-loss statement.

3. Salesians keep a “lean but mean” personnel. Hence, there is a strategic reason for every personnel performing an assigned function.

1. clear job descriptions

2. job analysis that eliminates redundancy

4. Standard hiring procedure is observed in job applications to ensure professionalism and avoid patronage.

1. The setting maintains and updates its own website.

2. The faculty rooms has internet facilities in proportion to the number of teachers – at least one per subject area.

3. Students have access to internet facilities for research.

1. Teachers and students alike use the new technologies in the teaching-learning process.

2. New technologies are properly used to animate pastoral functions.

1. The setting offers courses in technology and the corresponding facilities.

1. The curriculum integrates education

to the care of environment and

sustainable development

1. There are modules in the in-service training of all educators on the new teaching paradigms that enable them to feel comfortable with the use of new technologies.

2. Teaching-learning process in the classroom are student-centered

1. The school paper publishes regularly profiles of alumni in public service for the emulation of the student body.

1. Conduct deliberations are held each mid-quarter, besides those at the end, in order to convey to the students and their parents patterns of behavior already observed and to leave room for improvement before a final conduct mark is placed on the card at the end of that quarter.

2. Offenses are seen not just as violations against rules but as harm to relationships. Hence, the Office of the Student Affairs has a forum that allows the offender (other than those exceptional cases when students are dismissed) to move beyond his inappropriate behavior, discard the offender label, and reintegrate himself to the class or community.

1. Advisers and religion teachers are given a primer and regular forum for discussion on the developmental stages of growth.

1. The setting has a knowledge audit of its personnel that determines their capabilities, the knowledge gaps, and the demands of the institution in relation to its vision and mission.

2. There is a clear awareness that salary alone does not raise professional level without:

1. high admission standards

2. excellent undergraduate and graduate preparation

3. continuing education on the job

1. The setting has clear criteria for

student recognition / awards

that support the development of

the whole person.

2. The curriculum uses processes

that enhance dialogue and

encourages teachers and

students to communicate

effectively.

1. The Council of Work employs

a process of consensus

building in making decisions.

1. There are modules that enable the students to be critical about and empowered against the undue presentation of violence and the exploitation of sex in media.

2. The Office of the Pastoral Affairs particularly for the secondary and the post-secondary levels has a special desk for the education and intervention of crises situation, such as teen pregnancy, sexual harassment, and parental abuse.

1. The school organizes during the year exhibits and fairs that showcase the ability of students in technology.

2. Students are able to integrate different technologies to produce a project that is self-directed, interactive and creative.

1. Teachers keep a portfolio of the best reflection papers and presentations on social issues for publication and / or exhibit.

2. The students, with the EPC, join movements of advocacy as determined by the Council of Work on local issues and by the Provincial on national issues.

1. The setting actively participates with the DBEAP in the:

1. formation modules

2. advocacy programs

2. The setting shares human and material resources with other Don Bosco settings.

1. There are teachers sent to be qualified in specialization like: early education, educational technology, curriculum instruction, etc.

2. Teachers use creative and multiple entry points to teach important concepts in instructions.

3. Tests and assessments allow students to display their intelligence in a variety of ways.

4. There is a program to tap the untapped talents of those with learning disabilities.

5. There is in place an enriched program for gifted children.

1. There is a place in the campus conducive for personal and group study.

2. The Office for Academic and Technical Affairs has in place a program to develop in the students skills for:

1. logical, critical, and analytical thinking

2. articulate and persuasive communication

3. creativity and innovation

1. The attrition rate of teachers for 3 years is kept at 0 to 5% of the faculty.

1. Teachers are given opportunities for travel in the country and abroad to keep connected with the wider group of people and a broader experience of matters related to their subjects taught.

2. Teachers share the results of their research and experimentation in different educational fora and journals.

1. The institution is able to use its facilities for resource generation.

1. Each classroom has access to internet for E-learning.

1. Class work which uses new technologies shift the focus of teachers from :

1. lecture to coaching

2. whole-group to small-group interaction

3. test performance assessment to assessment based on products and progress

4. individual work to teamwork and collaborative inquiry

2. New technologies are used to facilitate communication between school and home.

1. Specialization in various field of technology, with their corresponding facilities, are reexamined and redesigned every four years according to the trends of the time and the needs of the students. The written “technology plan” includes input from industry and the academe.

3. Evangelization and

Catechesis

Our main strategies are:

1. We make the first step of evangelization, and openly proclaim Jesus Christ, especially through these strategies: the presentation of the person of Jesus , direct contact with the Word of God , moments of celebration and of personal and community prayer, meaningful encounters with believers and Christian communities of yesterday and today.

2. We develop and accompany a systematic and inculturated program of catechesis, that leads everyone , according to his or her stage of development , along the journey of a renewed spirituality , emphasizing in a Salesian way these aspects of Christian maturing : encounter with Jesus Christ, especially through the Word and the liturgy ; gradual insertion into the community of believers or the Church ; commitment to the transformation of the world.

1. Adherence to the person and teaching of

Christ

2. Prayers and sacraments

3. Formation to Christian conscience

4. Counseling and spiritual direction

5. Immersion with the poor

6. Preference for the poor

7. The pedagogy of Holiness

8.. Devotion to Mary, Help of Christians

Salesian education leads the young to discovery of the presence of Christ in his life as the key to happiness and meaning. From this discovery follows the adherence to the person of Christ and a revisal of one’s view of life. to live it in a new way, to break with alienating attachments to sin and to models of life that stem from it. (GC 23, 137)

The EPC share in the mystery of the Church through prayer, listening to the Word, and the celebration of salvation, especially, but not exclusively, in the sacraments of the Eucharist and Reconciliation. Due attention is given to the deep nature of the mystery, and to youth sensitivity. Both education to celebration and education in celebration are in fact equally necessary. (GC 23, 148)

Salesian pedagogy forms in the young a Christian conscience by helping him to measure his own life against the Gospel and the teaching of the Church. (GC 23, 186)

Educators provide the young with personal guidance or spiritual direction which can suggest motives, help the youngster to read the signs of his own life, provide light to see how the vocation fits into his life, help to verify his path for growth and to overcome his dependence on external stimuli and on the educator himself (GC 23, 25)

Salesian schools working in the contexts of economic well-being physically introduce the youth into the world of those men and women who are asking for solidarity and help, enabling these youth to overcome a certain mentality disposed to serve the poor but not to share their life. (GC 23, 211)

The first concern of Salesian education is for young people who are poor. Their poverty may appear in many forms of living conditions, of significance, of perspective, of possibilities, of awareness of recources (GC 23, 150)

The educators, following Don Bosco in whom there is an admirable interchange between education and holiness (GC 24, 205), propose holiness as the practical objective of their pedagogy (Juvenum Patris, 5).

Salesian education promotes a well-motivated devotion to Mary, Help of Christians. It acknowledges the motherly presence of Mary as the one providing deep inspiration throughout the whole journey and in every phase of it (GC 23, 157). It teaches young people to look to Mary as the one who infuses hope, and suggests to them some typically gospel attitudes: listening, fidelity, purity, self-donation, service (GC 23, 177).

1. There is a Christocentric, integrated, and inculturated curriculum for faith formation translated in a developmental and updated syllabus.

2. Christian Living teachers are professionally trained to teach and are qualified to facilitate faith formation.

3. Textbooks and other instructional materials for faith formation are updated and promote the relational model of catechesis.

4. Faith formation sessions (religion classes) are conducted in the most conducive time of the school day.

5. Faith formation is the core of the curriculum. Faith values and teachings are articulated across the subjects to ensure integration of faith and culture and assimilate culture into the Christian vision.

6. There are regular schedules of retreats and recollections for all students at the secondary and post-secondary levels.

1. The Office for Pastoral Affairs stresses the role of the sacraments in the spiritual growth of the

students and personnel by offering: a) daily celebration of the Eucharist

b) regular pportunities for confession

2. There are monthly highlights for schoolwide Eucharistic celebration or prayer service marked by youthful vitality, creativity, and piety.

3. There is a perceptible spirit of prayer during the morning or evening prayer assemblies of students.

4. The setting has a visible religious environment:

1. chapel accessible for frequent visits to the Blessed Sacrament

2. ambience during important liturgical celebrations, such as advent and lent

3. inspiring quotations placed in appropriate places and frequency

1. Salesians take upon themselves the responsibility of teaching Christian Ethics.

2. Where lay educators are the ones teaching ethics, they are qualified through a certificated or degree program in moral theology.

1. The Spiritual Moderator, in coordination with the Guidance Office and the advisers, has the time and tranquility for the spiritual direction of the students.

1. The setting sends a significant number of students to join the Immersion Program of the

1. school

2. Commission on Youth Ministry

2. Military training is geared towards immersion with the poor and community service.

1 The setting has scholarship program

in place to support the poor

disadvantaged student.

2 The young who are poor are their first priority.

1. The life of the founder is introduced in the first year of studies.

2. Memorial of Salesian saints are commemorated.

3. The prayer s of a happy death are said on the last day of each month.

1. Angelus is recited in school or in class everyday.

2. The 24^th of the month is highlighted as the day of prayer in honor of MHC.

3. There is a sustained program of activities especially during the months of August and October to foster devotion to and imitation of Mary.

4. Members of the EPC begin all activities – classes, meetings, assemblies, athletics, etc. with a prayer and an invocation to Mary, Help of Christians.

1. Faith formation program is

integrated within its

components and with other

academic, technical and co-

curricular activities.

2. Teachers are comfortable in conducting interdisciplinary faith formation.

3. Parents are involved in the faith formation of their children.

4. There is a multi-functional faith formation center.

5. Evaluation and grading system for faith formation includes the cognitive, affective and behavioral aspects of Christian life.

6. The Office of the Pastoral Affairs involves parents, advisers, and past pupils in the retreats and recollections of the students.

7. Students take part in retreats and recollections outside the scheduled and obligatory ones.

1 Confirmation Program is

offered to third year and fourth

year students in Basic

Education Department (BED)

in addition to the regular faith

formation sessions

2. Periodical year-level

Eucharistic celebrations are

the summit of a particular

study of faith and also the

beginning of a greater

involvement in transforming

society.

1. The Office of the Pastoral Affairs articulates the stand of the Church through the school organ and religion classes whenever moral and social issues are raised or debated.

1. The Office of the Pastoral Affairs has the program of knowing and addressing crises issues of the personnel.

2. The Office of the Pastoral Affairs has a program of individual colloquy with each student at least twice a year.

1. One out of 50 students receive full scholarship awarded to poor students.

1. There is a progressive knowledge of the life of Don Bosco and the Salesian youth saints in the curriculum in Values Education / Christian Living / Ethics.

2. Salesian heroism and holiness are highlighted through memorials like names of sections, rooms, quadrangles, etc.

1. The setting promotes devotion to MHC to the locality through specially organized rosary rallies or Marian symposium.

4. Vocational Orientation

Our main strategies are:

1) We accompany every person through a journey of growth that culminates in responsible vocation-choice In particular, we offer the young career orientation and guidance with the possibility of discovering and using their talents, and spiritual guidance and direction.

2) We carry out vocation-promotion to identify and assist those who may be called to serve society and the church in a special way, and give special attention to the seeds of the Salesian vocation, both lay and consecrated.

1. Youth and the discovery of their mission in the Church and society

2. Promotion to the priestly and religious vocations

3. Availability of the EPC and their resources for poor youth

4. The EPC adopting and building up a poor community

5. Bridging the digital divide

6. Responsibility for self and others

7. Youth as artisan of their own welfare

Salesian education helps young people to discover their own niche in the building of God’s kingdom and to will it with joy and determination. (GC 23, 150)

Salesian education promotes and produces vocations to the priestly, religious and missionary life.

The EPC make themselves and their educational facilities and programs accessible to marginalized youth. (Congress 2000 Statement, 6)

The EPC adopt and help build up a poor community in their locality in coordination with the parish and local government concerned. (IPP 2000, 4.1)

The EPC helps the poor classes brought about by the digital divide between those who have access to knowledge and those who do not have through information technology. (Acts 370)

Educators create an environment for the young to discover joyfully his own resources and stimulate in him the desire to bring to fruition the gifts he has received. (GC 23, 151)

Salesian peadagogy leads the youth to become responsible for their own development, by staking off their passivity with a lively awareness of their own dignity, and by taking on responsibility not only for their own problems but also for those of their neighbors. (GC 23, 210)

1. The Guidance Office has program to match career choices of students based on assessment and the choice made by the parents.

2. The Office of the Pastoral Affairs has the program of orienting the students to the different states of life (married, single-blessedness, consecrated).

1. The Office for Pastoral Affairs implements the program for vocations promotion of the Commission on Youth Ministry.

1. Equitable opportunities in the use of the school facilities , such as recreational courts and audiovisual materials are provided for the manpower training center where one is attached to the house.

2. A program of supervised study period, with the Salesian or a lay mission partner assisting, plus the facilities required by it, such as a study room and library, etc.

1. The extension service of the setting as presented for accreditation to PAASCU/TESDA is operational.

1. Manpower students have access to computer literacy.

1. The school implements a program to

develop students’ giftedness

1. The setting has in place an elder-younger brother program that makes two levels mutually responsible for each other’s growth in their scholastic and conduct performances.

1 The Office of Pastoral Affairs

orients the students to the

different members of the

Salesian family.

1. The setting has a track record of past pupils who have entered the priestly or religious life and acknowledges in school affairs and programs.

2. The setting has an endowment program that can support any of its students entering the Salesian seminary.

1. The members of the EPC have a program of making themselves available as resource persons in the formation of the manpower and training center and / or youth center:

1. The school has an outreach program to narrow the digital divide especially among those who do not have access to it.

5. Group Experience

Our strategies are:

1. We consider groups as a hallmark feature of our ministry in whatever setting. We offer a variety of group experiences especially too children and youth, groups dynamics inside and outside the classroom; a wide choice of groups according to their different interests, needs, and age-levels; new forms of youth groups ; programs and activities that respect their pace of growth ; more serious programs for those with deeper commitment.

2. We guide the youth groups through a growth-enabling or “animating” style. We enable the young persons to become gradually responsible for their lives. We foster responsible leadership within the groups, identifying, forming, and accompanying potential and actual leaders. We insure the continuous formation of and coordination among young and adult animators.

3. We encourage groups to get involved in society and in the Church. We provide them adequate formation and the necessary processes and structures to get organized. We accompany them along the steps of genuine social involvement. We encourage them to discover and fulfill their role in the Church.

4. We introduce the youth to the dynamics and spirituality of the Salesian Youth Movement , and enable them to develop a strong sense of belonging . a clear vision an direction, and a firm commitment to action.

1. Youth as protagonists in the mission

6. Salesian Youth Spirituality

3. The Salesian Youth Movement and the

Volunteer Movement

4 Youth groups as living experience of

Church

Young people, in addition to being those to whom our work is directed, “are active subjects and protagonists in the measure in which they grow in the sharing of the mission.” (GC 24, 112)

Salesian education reveals progressively to the youth a distinct way of perceiving his faith and of choosing his values and gospel attitudes called Salesian Youth spirituality. The main nuclei of this spirituality are the spirituality of the ordinary life, of joy and optimism, of friendship with the Lord Jesus, of communion in the Church, and of responsible service. (GC 23, 160-180)

The students, through the Salesian Youth Movement and the Volunteer Movement, “commit themselves in various ways to animation for the benefit of their peers.” (GC 24, 84)

The EPC and the youth groups are a practical experience of Church. In this groups there are living signs of the ecclesial reality: the effort at communion by individuals, the complementary presence of different vocations, gospel assessments of events that take place, and the celebration of faith. (GC 23, 145)

1. The setting has a Student Council that meets regularly and contributes significantly for the good of the student body.

2. Class sections or year levels have a system of officers for the smooth running of the section or level.

1. The five nuclei of the SYS are expressed in the activities of the youth groups , particularly exemplified by the clubs formally affiliated with the Salesian Youth Movement.

2. Students help in the cleaning of their classrooms and other facilities like shops and laboratories as an expression of the Salesian belief that the daily life is primarily a gift too be offered for the common good.

3. Students submit their school requirements on time and with quality as an expression of their training to do their ordinary duties in an extraordinary way.

4. Students identify basic elements of the Salesian Youth Spirituality.

5. There are standard operating procedures that immediately check on truancy and absenteeism.

6. There is a perceptible atmosphere of joy:

a) in relationship expressed through spontaneity between students and educators;

b) in good living expressed through a “very satisfactory” general conduct average;

c) in worship expressed through creative preparations and lively participation in the liturgy;

d) in the ambience expressed through open space and youthful colors, as well as the absence of vandalism;

e) in movement as expressed particularly in times of relaxation and games;

f) in return as expressed

in the number of past pupils who come back for visits.

2. Students are member s of at least one 1) youth group.

1. SYM groups are in place in the setting.

2. Salesian and lay animators are trained to handle the youth groups through an animators course.

3. The youth groups belonging to the SYM participate actively in the Province gatherings organized for them.

1. Youth groups respond to the varied formation and interest needs of students.

2. Youth groups contribute to the smooth running of the school activities.

3. Youth groups animated by qualified moderators are organized by students themselves.

4. Students are involved in the youth groups of their parishes and civic organizations as their participation in the local church or local community.

1. There is a program and practice that trains non-graduating students to assume responsibilities in:

a) student governance

b) liturgy animation

c) youth group leadership

2. Students are given opportunities to address assemblies, (eg. good morning talks.)

3. There is a clear and consistent

program for: a) peer tutoring in

scholastic affairs

b) peer ministry in pastoral affairs

1. The youth groups belonging to the SYM diligently pursue the achievement ladder of each respective group

2. The Office of the Pastoral Affairs has a properly designed program for volunteerism among:

a) teachers

b) students

1. The achievement ladder provides the youth groups not only with a structure for growth and its recognition, but an arena for the students to see themselves competing not with others but with themselves.

2. Youth groups have opportunities for guided interaction with other clubs of like kind outside the school so that the students see themselves as part of a wider movement.