1.

The Pillars of Faith Christian Academy Vision, Mission and the Core Values

1|Page
 VISION
“Training today tomorrow’s Godly leaders, one child at a time.”

PFCA desires to provide the highest training to develop the potential of future leaders for the Philippines. It is our prayer
that those who join with us will agree with the truth in the Bible that says:

 Psalms 111:10 "The fear of the LORD is the beginning of wisdom: a good understanding have all they that do
his commandments: his praise endureth for ever."
 Proverbs 1:7 "The fear of the LORD is the beginning of knowledge: but fools despise wisdom and
instruction."
God has given us a great opportunity and we must work wisely for His glory and our good.

MISSION
To provide students with life preparation, academic excellence, and the development of high moral character values.
Through the use of Bible-based methods and curricula, teachers facilitate learning by addressing the unique and
individual needs of children and assisting students in reaching their God-given potential.
As stewards of the institution, administrators and staff create an enabling and supportive environment for effective
learning. Family, community, and other stakeholders are actively involved and share responsibility for the
development of life-long learners.

PFCA’s Mission is geared towards a child-centered curriculum by way it was delivered by a caring, committed and caring
teachers as they create a safe and nurturing environment where teachers, administrators and stakeholders are primarily
engaged in a shared responsibility of developing and identifying learners’ potential that could help improve the school’s
performance. In doing so, managing the school is a collaborative effort of those concerns who will work hand in hand to
make education possible to all.

CORE VALUES

Diligence
Integrity
Reverence
Excellence
Competence
Truthfulness

These principles suggest that every student at an educational organization should be completely aware of what they're
doing for one another and what others can do for them. Becoming Maka-Diyos, Makatao, Makakalikasan, and Makabansa
is a Filipino value that entails understanding in the presence of love for God, people, nature, and the community in which
they live. Therefore, pupils will understand how important it is for each and every one of them to contribute to the
development of themselves and the country in order to become productive members of society.
Assessment/Interpretation:
Indicator Statement/Question Response Evidence Remarks
1.1 A clear, unique, well aligned, The school purpose and direction  PVMGO statement Accomplished
active and living statement of had a clear, unique, well aligned,
philosophy, active and living statement of  School Catalogue/Prospectus
vision, mission, goal and philosophy,
objectives vision, mission, goal and
objectives.  Goals and Objectives

2|Page
 1.2 A philosophy that expresses the Shared values and beliefs about  School Philosophy Accomplished
school community’s shared education and student learning is
values and evident in documentation. It  Goals and Objectives
beliefs about education and regularly reflected in
student learning communication among the school
community.  Curriculum Guide

 Curriculum Map

1.3 School goals and objectives that School goals and objectives are  Learning Plans Accomplished
are supportive of the Philippine aligned to the to K to 12
Kto12 educational programs. It is clearly  Program
Educational program and are evident in the curriculum and
consistent with national and learning plan.  PVMGO Orientation and
global Dissemination
development goals
 Attendance during the
1.4 A program that disseminates to The importance and meaning of the PVMGO review and revision Accomplished
and orients the school PVMGO is disseminated in school meetings
community on the orientation for parents and
importance and meaning of the students, classroom meetings and
PVMGO school staff.  Minutes of the PVMGO
review and revision meetings
1.5 Participation of various Participation of various Partially
stakeholders in review and stakeholders in review and revision Accomplished
revision, when of the PVMGO is partially evident
appropriate, of the PVMGO and documented.

Documentation:

2. Evaluation
A basic framework of a quality educational system is one that succeeds in meeting its own goals; relevant to the needs of
students, communities and society; and fosters the ability of students to acquire knowledge and critical learning skills.
Quality is not the only factor keeping students out of school but it is when effective learning is not taking place, that
parents are more likely to withdraw their children from school early or not send them at all. Improving the school’s
quality is therefore essential to achieving the goal of universal access to and completion of basic education. This ESC
School (Re-) Certification instrument is designed to basically assess the extent of compliance with the DepEd Minimum
Quality Standards as well as to evaluate the school's characteristics, its qualitative indicators of excellence, and its level of
performance vis-à-vis the K to12 program. These standards contain specific criteria which ensure that the school is
functional and engaged in self-assessment for continuous school improvement.

3|Page
This is a quality assurance tool aimed at building effective and high performing schools through continuous focused
improvement efforts that are aligned with Kto12 standards. Being so, evidence of compliance with standards and
demonstration of quality needs to be gathered and examined throughout the certification process. Area items for
evaluation as well as the rating scale prompt the school and certifiers to search for evidences in the school system that are
in line with the standards for compliance.
This instrument covers different areas of school operations that produce quality student performance and organizational
effectiveness. These areas are:
A. School Philosophy, Vision, Mission, Goals and Objectives
B. Curriculum, Assessment and Instruction
C. Instructional Leadership
D. Faculty
E. Academic Support and Student Development Services
F. Physical Plant and Instructional Support Facilities
G. Administration and Governance
H. School Budget and Finances
I. Institutional Planning and Development

Format of the Survey Instrument and the Rating Process

Each Area is introduced by an explanatory paragraph presenting the basis of evaluation. The Area lists the standards for
compliance. A list of Examples of Compliance Evidences is given for the school’s guidance during its self-assessment and
preparation of exhibits and documents. With the exception of the area on "School Philosophy, Goals and Objectives",
standards in each area are accompanied by the following rating scale:

Assessment/Interpretation:

School: Pillars of Faith Christian Academy I.D. Number: 425056

AREA Interpretation Rating

A. Philosophy, The school’s PVMGO is evident in various ways. It determined the policies, practices, Level 3
Vision, Mission, resources, and curricular and other program components work together conceptually,
Goals and structurally, and operationally to achieve stated expectations for teaching and learning.
Objectives The contents of the school philosophy, vision, mission, goals, and objectives to the
different sectors and stakeholders of the school community were communicated and
disseminated to all the members and stakeholders of the school community. It also
articulated a common understanding of and commitment to institutional goals,
curriculum priorities, learning approaches, assessment procedures, and accountability
as well as accept responsibility for the students' attainment of the curriculum standards.
This PVMGO is also aligned with the community it serves, and is reviewed
periodically by stakeholder representatives.

B. Curriculum, The curriculum map in each subject areas are aligned with the philosophy, vision, Level 3

4|Page
 Assessment and mission, goals and objectives and Kto12 curriculum guides, standards and
Instruction competencies. It showed unpacked Kto12 standards and competencies in different
ways in all subjects and horizontal alignment between standards, competencies,
assessment, instruction and resources in all the learning units.

The implementation and continuous improvement of the curriculum maps were aligned
to the standards and competencies, activities and assessments and resources and
integration of the PVMGO in the curriculum maps are reflected in the unit learning
plans.

Learning plans in each subject showed a systematic and progressive development of

students’ skills resulting in understanding and culminating in transfer of learning and
used varied research-based and learner-centered strategies in the classroom for active
and engaged student learning. It also incorporated the teaching of the 21st century
skills, the use of real-world situations and technology.

C. Instructional The principal served as an instructional leader in a number of significant Level 3

Leadership activities in communicating all sectors and stakeholders the directions of the
school’s Vision and Mission and the desired learning outcomes of the Kto12
standards-based curriculum program.
The principal designed and implemented a system for aligning the different
school operations and departments with the school Vision and Mission and the
learning outcomes of the Kto12 standards-based curriculum program.

The principal had initiated changes in instructional and assessment practices to

make learning more relevant, meaningful and evident for all students by
actively monitoring and providing feedback to different sectors on their
implementation of and contributions to the accomplishment of the Kto12
curriculum goals.

The principal had supported the professional growth of the faculty and staff
and encouraged them to adopt a growth mindset and become lifelong learners
in the understanding and practice of relevant 21st century pedagogies.

The principal had provided time for teachers to collaborate on analyzing data
on student performance and planning interventions for higher student
achievement and managed the school’s resources and funds to provide the
needed instructional facilities and materials for successful teaching.

D. Faculty The school regularly conducted annual faculty performance appraisals and Level 3
clinical supervision to help faculty assess themselves and improve on their
performance. The school also offered varied professional development
opportunities to upgrade the faculty’s competence and deepen their
understanding of their particular functions.

The school had a system for recruiting, screening and hiring licensed and
qualified teachers, assigning teachers’ loads compliant with their qualifications
and other DepEd requirements and - disseminating latest DepEd and PRC
memos, circulars and orders.

E. Academic Recording of student admission, progress and achievement and preparations of Level 3
Support and transcripts of records, certificates and diplomas and organization of students’
Student academic data are done in the Registrar's Office. Adequacy, accessibility and
Development confidentiality of these data are measured with quality.
Services The library - Instructional Media Center served as the principal educational-

5|Page
 print, non-print and digital-materials repository of the school. The library-IMC
facilitated active and inquiry-based learning, individual study and research and
leisurely reading. It also served as an integral part of every learner’s
educational experience. Accessibility and adequacy in scope, quantity,
timeliness and relevance are measures of quality.
The Laboratories were evident and functioning such as: the Sciences
Laboratories (Biology, Chemistry and Physics), Computer Laboratories and the
Technology and Livelihood Education Laboratories. They promoted inquiry,
discovery and research, and application of theories and principles covered in
the different courses of study. The laboratory provisions met the DepEd
requirements defined by the enrolment and programs offered by the school:
space, number, appropriate and recent. The Laboratories are functional, well-
kept and safe. There are evidences of systematic operations management and
continuing improvement.
Guidance and Counseling included orientation for students to usher them to the
school and its various programs and offerings, individual student inventory of
personal and pertinent psychological information necessary for self-knowledge
and self-development, testing and research efficient towards assessment and
analyses of individual and institutional growth needs, individual and group
counseling in the learners’ effective understanding of the themselves,
developmental career guidance so learners may be assisted in making career
choices, and placement and follow-up procedures to ensure instructional
differentiation and learner assistance.
The Health and Nutrition Services provided primary medical and dental
procedures and proper nutrition essential for the well-being of the learners
while they are in school.
The Student Activity Program included co-curricular and extra - curricular
activities that promote the holistic development of the learners, complement
the academic program and pursued the PVMGO of the school. These activities
were collectively developed student initiative, responsibility and leadership as
well as desirable social relationships.

F. Physical Plant The physical environment supported robust teaching and promoted optimal Level 3
and student learning and growth. The physical plant facilities and buildings
Instructional conformed the DepEd requirements and National Building Code requisites. It
Support clearly provided the needs of the size and scope of the school community while
Facilities upholding their well-being such as health and nutrition, safety and security,
sanitation and hygiene. The campus facilities had curricular and co-curricular
activities. School buildings and classrooms are appropriate for educational
purposes. Inspections to ensure health and safety code requirements are
regularly conducted.

G. Administration The administrative organization established policies, structures and processes Level 3
and Governance to ensure effectiveness and efficiency of day-to-day operations and long-range
planning, implemented resource management systems to strengthen operational
stability and program sustainability, fostered productive learning climate
towards professional and student development, and cultivated collaborative and
reflective relationships with its stakeholders and the wider community
conducive for quality student learning.

The governing policies and system mechanisms are defined in a published and
well disseminated Manual of Operations or Administrative Manual.
Administrative leadership is manifest in the areas of operations management,
human resource development, resource management and program

6|Page
 sustainability. The school climate is characterized by positive culture and
harmonious relationships among the members of the school community. There
are collaborative structures which allow stakeholder participation in school
management and decision-making.

H. School Budget School Financial management involved budgeting, procurement, disbursement, Level 2
and Finances accounting and auditing processes and procedures which follow prescribed
principles and legislated requirements. The school sought to manage its fiscal
and material resources to attain its philosophy, vision, mission, goals and
objectives, scope and size.

School finances sustained their effective and efficient delivery of programs and
services. Income from tuition, fees and resource mobilization is appropriately
spent for their intended purposes. There is evidence of financial stability to
ensure the continued operations of the school and its programs in accordance
with DepEd standards. The school maintained accurate records of financial
transactions according to legal and ethical standards of accounting practice.

I. Institutional The school laid down specific interventions for improvement of access, quality Level 3
Planning and and governance with the help of the community and other stakeholders,
Development through a systematic and continuous cycle of assessment, planning and
implementation defined in a strategic three-year Standards – based School
Improvement Plan (SSIP) and Annual Operational Plan. It communicated the
progress towards achieving the objectives for the continuing improvement of
its educational programs and services which informs administrative decision-
making.

The school is successfully met the standards in implements a collaborative and

on-going process for improvement aligned to the school’s philosophy, vision-
mission, goals and objectives and curriculum goals with its size, function and
community expectations for student performance.

Documentation:

3. Institutional Environment

The quality and adequacy of the physical plant and facilities of a learning institution determine to a large measure the
successful implementation of its curricular programs. In a broad sense, physical plant and facilities include school site,
campus, buildings and other physical infrastructures, equipment and complement institutional and program effectiveness.
7|Page
Assessment/Interpretation:

Indicator Statement/Question Response Evidence Rating

3.1 A system for the design, The school complied with regulatory  Approved As-Built Plan Level 3
development, construction and and statutory requirements for design,  Approved School
maintenance of different school construction n and development Electrical Plan
facilities in line with regulatory and standards for size, safety and security  Local Engineering Unit
statutory requirements like the and environment protection.  Inspection Visit Results
National Building Code standards  Energy Management
for size, safety and security, Board Clearance
environment protection, etc. Certificate
 Fire Department
Clearance Certificate

3.2 Accessible and adequate provisions The school is accessible and adequate  Calibrated school map Level 3
for space with due consideration for in spaces and seats in learning areas. It  Number of classrooms for
maximum class size and total also provided enough number of student population
population requirements* classrooms for students’ population as  Number of seats per
well as the number of sear aper classroom
classroom.  Size of classrooms

3.3 Adequate equipment, tools and The school offered an adequate  Size of laboratories Level 3
supplies and appropriate laboratory equipment, tools, supplies in each  Inventory list of
fixtures (demonstration tables, laboratory for the needs of the equipment, tools and
electrical and water fittings, fume program and for maximum class size, supplies per laboratory
hoods where needed, first – aid kit,  List of Acquisition per
shower, etc.) which conform to the Laboratory in the last 3
minimum requirements of the years
DepEd and the needs of the  Laboratory fixtures
programs offered:
 Biology
 Chemistry
 Physics
 TLE
 Computer

3.4 A school facilities development plan The school facilities development plan  Physical Plant Level 2
that lays out provisions for different has set targets for improvement for the Development Plan
learning spaces and addresses varied different learning spaces.  SSIP
needs for student learning

3.5 Adequate provisions for space, The school contained adequate spaces,  Clinic Equipment Tools/ Level 2
equipment and supplies necessary equipment, tool and supplies needed Material Annual Inventory
for the conduct of annual medical for conduct of medical check-ups and  Clinic Annual Acquisition
and dental check-ups and delivery of delivery of emergency services. List of Equipment/
emergency services Tools/Materials
 Clinic Emergency and
First Aid Materials and
Equipment
 Emergency Care Policies
and Procedures
3.6 A system for ensuring the safety, The school provided potable drinking  Drinking fountains Level 3
health and well-being of the school water, healthy and nutritious food.
8|Page
 community through: The cleanliness is observed in all  Maintenance and
 healthy and nutritious food areas like canteen, drinking stations, sanitation SOPs
in the canteen or nutrition comfort rooms, school grounds,  Number of maintenance
center buildings and classrooms. personnel assigned
 sanitation and hygiene in  Preventive Maintenance
the canteen, drinking Safety fixtures, devices and signage Plan
stations, comfort rooms, are placed. The disaster and risk-  Sources of water
play areas and school reduction protocols were stashed and  Rainwater catchments
grounds, classrooms and disseminated.  Fire escapes/exits, fire
buildings Extinguishers, fire alarm,
 safety fixtures, devices and Disaster preparedness is conducted sand bags, water hoses,
signages Wherever needed through fire and earthquake drill. etc.
 disaster and risk reduction  Directions and signages,
protocols and regular warning signals, etc.
conduct of drills  Covered walks - Floor
 hazard-free environment plans
 Disaster and Risk-
reduction SOPs
 Fire/Earthquake/Bomb
Threat Evacuation plan
 First-Aid Kits
 Floor plans

Documentation:

4. Organization and Administration

Policies and practices clearly and directly support the school's purpose and direction and the effective operation of the
school. Policies and practices require and have mechanisms in place for monitoring effective instruction and assessment
that produce equitable and challenging learning experiences for all students. There are policies and practices requiring and
giving direction for professional growth of all staff. Policies and practices provide clear requirements, direction for, and
oversight of fiscal management.
The governing body has implemented a process to evaluate its decisions and actions to ensure they are in accordance with
defined roles and responsibilities, a formally adopted code of ethics, and free of conflict of interest. Governing body
members are required to participate in a systematic, formal professional development process regarding the roles and
responsibilities of the governing body and its individual members. The professional development curriculum also includes
conflict resolution, decision-making, supervision and evaluation, and fiscal responsibility. Members comply with all
policies, procedures, laws, and regulations and function as a cohesive unit for the benefit of student learning.

9|Page
The governing body protects, supports, and respects the autonomy of school leadership to accomplish goals for
improvement in student learning and instruction and to manage day-to-day operations of the school. The governing body
maintains a distinction between its roles and responsibilities and those of school leadership.
Leaders and staff align their decisions and actions toward continuous improvement to achieve the school's purpose. They
expect all students to be held to high standards in all courses of study. All leaders and staff are collectively accountable
for student learning. School leaders support innovation, collaboration, shared leadership, and professional growth. The
culture is characterized by collaboration and a sense of community.

Assessment/Interpretation:
Indicator Statement/Question Response Evidence Rating
4.1 A rationalized and functional The school provided functional and  School Organizational Level 3
organizational chart and system rationalized organizational chart and Chart
that clearly shows the different depicted a dynamic relationship.
positions, their areas of
responsibilities and accountabilities
and relationship of offices with
each other

4.2 Qualified School Principal with The school principal is a Master  201 File of the Level 3
MA Degree in Education Degree and PhD Holder. Principal
 OTR of the Principal
and Notarized Contract

4.3 A system that ensures compliance The school complied placed the  DepEd Permit, DepEd- Level 3
with DepEd, SEC, DOLE, BIR, documentary and procedural approved Schedule of
BOA, PRC and other legislated requirements of DepEd, SEC, DOLE, Fees, Student Forms
requirements and established BIR, BOA, PRC and other (SF 1-9), School
policies, processes and procedures government agencies. Calendar, e-BEIs, etc.
towards effective and efficient  GIS and Updated SEC
school management and operations Registration
 Audited Financial
Statements
 Alpha List, etc. - SSS,
Phil Health, Pag-Ibig
monthly Reports
 Others: PRC licenses
of teachers, etc.

4.4 A system that provides structures The school practiced a collaboration  School Calendar of Level 2
and opportunities for consultation and consultation with stakeholders Activities
and collaboration with internal and for decision-making, community  Minutes of General
external stakeholders and the wider involvement in school programs and Assemblies and
community towards informed activities and attainment of PVMGO. Council meetings, Ad
decision-making, significant Hoc and Standing
community support and attainment Committee meetings
of the PVMGO  List of Standing and
Ad Hoc Committees
and their Membership

10 | P a g e
  Minutes of
Consultation Meetings
with stakeholders
 Minutes of Planning
and Evaluation
meetings with
Stakeholders
4.5 An Administration Manual on Administration manual on school  Administration Manual Level 2
school policies, processes and a policies, processes and procedures  Minutes of the General
procedure that is accepted, are published and disseminated. Assemblies on
published and well-disseminated discussions of the
Administration Manual
 Records of Distribution
of the Administration
Manual
4.6 A professional development plan Development plan is evident for  Professional Level 3
for school leaders and academic upgrading and management Development Plan for
administrators that provides for training for administrators. Administrators
their academic upgrading and  (Proposed) List of
development of their management Upgrading Activities
skills for Administrators
4.7 A compensation policy that The salary scale compliant with the  Salary Scale Level 3
provides salaries and benefits labor laws as well as the benefits and  Pay Roll - Benefit
compliant with existing labor laws privilege package were established. Package
and recent legislations and  Administration Manual
promulgations such as Regional  Faculty Manual
Wage Orders, Magna Carta for
Women, Leave for Victims of
Violence Against Women and their
Children, etc.

Documentation:

11 | P a g e
5. Faculty and Other Resources

The school recruits, hires and maintains faculty who are licensed, qualified, competent, and sufficient in number to
effectively enable the school and the specific educational programs offered to accomplish their purposes. Faculty
assignments are such that faculty members are able to carry out their duties effectively. Faculty members have adequate
time to prepare and provide effective instruction, advice and evaluate students, continue professional growth, and
participate in service activities expected by the school. The student-faculty ratio is consistent with the size, scope, goals,
and the specific purposes and requirements of the programs offered. All faculty members are able to guide student
learning and to communicate personal knowledge and experience effectively.

Assessment/Interpretation:
Indicator Statement/Question Response Evidence Rating
5.1 A system for: The school established recruiting,  Recruitment, Level 3
 recruiting, screening and screening and hiring protocols for all Selection,
hiring licensed and professional licensed teachers. They Hiring/Placement
qualified teachers are also concentrated on their own Policies and
 assigning teachers’ loads loads and assignments. Procedures
compliant with their  Notarized Teachers'
qualifications and other Contracts
DepEd requirements  Administration Manual
 disseminating latest  Teachers’ profile
DepEd and PRC memos,  Teacher’s 201 File
circulars and orders.

5.2 A Faculty Manual defining faculty The school provided, accepted and  Faculty Manual Level 3
functions, duties and disseminated faculty manual  Minutes of the Faculty
responsibilities, benefits and including their functions and Meetings where the
privileges that is accepted, responsibilities, benefits and contents of the Faculty
published and well-disseminated privileges and school facilities. Manual were discussed

5.3 Faculty development plan designed The school used the Faculty  Faculty Development Level 2
to: Development Plan as strategy for Plan
 help teachers achieve teacher’s growth with the following:  Faculty Development
professional growth in the  Content Knowledge and Plan Evaluation
seven domains and meet Pedagogy Instruments, Results
the standards of the 2017  Learning Environment and Summaries
Philippine Professional  Diversity of Learners  Faculty Performance
Standards for Teachers  Curriculum and Planning - Evaluation
 enable teachers to Assessment and Reporting Instruments, Results
organize and participate in  Community Linkages and and Summaries
Professional Learning Professional Engagement
Communities for  Personal Growth and  List of PLC Activities
collaborative work, peer Professional Development  Minutes of the PLC
observation and improved meetings
student Learning The school also provided structures  Attendance Sheets
 recognize and reward for organization of and participation during the PLC
outstanding teacher in PLC by the teachers and inclusion meetings
performance, initiative of collaborative work and study and  Faculty Evaluation
and creativity peer evaluation. reports by Peers

Recognition for outstanding faculty  Faculty Awards and

performance, initiative, creativity and Recognition Package
12 | P a g e
 innovation were practiced.  List of Recipients of
Faculty Awards
 Faculty performance
appraisal instruments
and results

5.4 Regular conduct of faculty The school outstanding teacher  -Summary of Faculty Level 2
performance appraisal as basis for performance, initiative, creativity and Performance Appraisal
promotion and clinical supervision innovation is recognized through results
awards and appraisal.  Promotion Policies -
Salary Scale
These appraisals were conducted  Supervisory
regularly for promotion, salary Plan/Clinical
upgrading, recognition and clinical Supervision Plan
supervision.

Documentation:

13 | P a g e