With a global prospective, the Lord of Zion Divine School lives and learns under core values that are relevant to today’s world. The Ten Virtues give the administrators, faculty, staff, students, and parents a strong foundation from which to think, decide, and act. It prepares our students to meet all future challenges as active and ethical members of the society.
We live in respect, awe, and submission to the Almighty God, the source of our life and strength. Fear of God, as a part of one’s faith to Him, is not a fear that leads one to despair, rather it is coupled with trust, and most importantly, love. As Christians, we give precedence to fearing God and obeying His commandments; for, this is man’s all. Ecclesiastes 12:13 states, thus: “Let us hear the conclusion of the whole matter: Fear God, and keep his commandments: for this is the whole duty of man” (King James Version). Hence, whatever we do and wherever we are, we see to it that we submit ourselves to His will at all times. Furthermore, we will not waver in our faith to Him – entrusting everything we have and we do to Him – happen what may. We live up to the truism echoed by this biblical admonition: “Trust in the LORD with all your heart, and do not rely on your own understanding; think about Him in all your ways, and He will guide you on the right paths” (Proverbs 3:6, Holman Christian Standard Bible).
We value wisdom since it is the Almighty God Who declares, thus: “Getting wisdom is the most important thing you can do! And whatever else you do, get good judgment” (Proverbs 4:7, New Living Translation). Our wisdom and intelligence, which we apply in our daily life, are but tempered by common sense and good judgment. Thus, we make the right choices in life. We also uphold to the belief that wisdom only flourishes in the atmosphere of humility. When pride enters, wisdom is corrupted; it withers and dies (Proverbs 11:2).
We have a passion in life. We give our best in all of our endeavors; nothing is ,half-hearted‟. We show a love of learning and intellectual curiosity that goes beyond the classroom. We immerse ourselves in our hobbies and interests and appreciate the achievements of others. We find happiness in our friendships, with our professional colleagues, families and our loved ones.
We show our devotion to people around us and to our own being. We are loyal to the Lord of Zion Divine School, to each other, to our families, and to our respective community. In the community, we strive to be exemplary citizens of the Philippines and of the world. Among our peers, we stand by each other, help each other, and overcome all difficulties together. On a personal level, we are committed to our own values and principles, and we devote ourselves in the pursuit of our ideals, dreams, and passions, always striving for excellence.
We have an obligation toward our students and parents in our role as teachers. We respect and cherish our histories and traditions that define who we are. We show an attitude of respect for not only those around us, but also for ourselves. We are connected to our past and our traditions; we bridge the gap between the old and the new, building on the strengths of the past to create the future.
We show kindness and care to all. We care for the natural world by being kind to all creatures and protecting the environment. We are kind and compassionate to those who are less fortunate than we are. We choose forgiveness over revenge, generosity of word and action over meanness. By treating each other with kindness and empathy, we move beyond difference and indifference, to create common ground and become one with those around you.
We possess an exemplary, cultured behavior of true professionals. We find the rules and precepts that constrain our actions, and mold our routines and interactions. We treat others with courtesy and respect. We control our impulses and act after careful consideration. Our ceremonies and formal actions show our deep understanding and respect for our core values.
We embody the quality of being principled, committed to justice, and standing up for our beliefs. We believe in fairness, that right will prevail, and that we are all held accountable for our own actions. We show personal integrity in all that we do; we strive for higher standards that go beyond what is expedient, convenient, or arbitrary. We believe in justice in society and support it with our actions. We are trustworthy and always ready to help those around us.
We live in moderation, tolerance, good humor and joy. We control our tempers and promote peace. We seek to include and embrace others, replacing confrontation with understanding. We are peacemakers, avoiding words and actions that might cause unnecessary misunderstanding or conflicts. We seek to live with nature. We recognize that to achieve harmony, we need to give generously and receive graciously. We promote cross-cultural understanding.
We love balance and equality. We know that in all dimensions of life there is a time for work, a time for rest, and a time for play. We learn to find the balance between external demands and internal desires. Equality in our community is both the right and the responsibility of each member. We share common aspirations and goals that consider all genders, ethnicities, faiths, beliefs, socio-economic backgrounds, and physical abilities to be equal.
During the academic year, it is only natural that questions will arise. To keep you informed about the policies and procedures of the school, the following list should help you decide who to call for information.
| IF YOU ARE ASKING ABOUT: | CONTACT: |
|---|---|
| Attendance, Absence from School, Illness | Adviser |
| Bills or Tuition Assistance | Registrar’s Office |
| Curriculum | Teachers/Subject Heads |
| First point on contact on student matter or Homeroom | Teachers/Heads of Year |
| Disciplinary Action | SPGO Adviser |
| Pastoral Care and Student Development | Guidance Coordinator |
| Experiential Learning | Principal |
| Sporting Teams | Sports Coordinator |
| Holidays, Vacation, School Calendar | Principal |
| Primary/Secondary | |
| Homework or Class Assignments | Homeroom Teacher/Subject Teacher |
| Message to Your Child (emergencies only please) | School Office |
| Primary/Secondary | |
| Parent – Teacher Association | PTA President |
| Transcripts/Student Records | Principal |
In Pursuit towards quality education geared toward the total development of learners, the Lord of Zion Divine School, Inc. adapts a set of philosophical beliefs basic to modern teaching expressed in the following concepts:
In carrying out these beliefs, the Lord of Zion Divine School, is committed to the attainment of the following goals:
The student is expected to:
This section provides statutory and non-statutory guidelines and responsibilities regarding student support and counseling services at the Lord of Zion Divine School. This policy will be reviewed at the beginning of each academic year.
The scaffolding teacher will use both the push-in and pull-out methods of support. Sometimes scaffolding teachers will work with individual students or small groups inside the classroom (push-in) and sometimes scaffolding teachers will work with individuals and groups outside the classroom (pull-out).
A student is not a permanent member of a scaffolding group; instead, a student may work with a scaffolding teacher for three weeks, individually or in a group, depending on the identified needs.
It is all about best practices for learning and providing developmentally appropriate challenges for all levels of all abilities.
Stemming from the Lord of Zion Divine School vision, mission, goal, and core values, the Learning Support Team (LST) reinforces and develops the capacity of the whole school in providing necessary counseling support for students’ diverse needs.
To ensure that the Lord of Zion Divine School has a consistent understanding of the principles and protocols of student support and counseling programs;
To establish a ‘Whole School Approach’ that enhances student support and counseling – every faculty member is involved in student support and counseling.
Guiding Principles
Students are the primary stakeholders. From the counseling perspective, all of the policies and school operations should be student-oriented. Teachers, administrators, and staff are encouraged to meet student needs.
Every student is supported by a Class Adviser.
Counseling is a process that helps students to understand themselves and the environment. It enhances educational and psycho-social development.
The provision of comprehensive and integrated counseling through collaboration of multi-disciplinary efforts is a major element in student development.
The Learning Support Team (LST) plans, coordinates and implements counseling initiatives.
The counseling team serves the whole school community, which includes students, parents, teachers, and staff. A wide range of counseling programs are provided by LST, which focuses on individual needs and resources, as well as problems.
Coordination and responsibilities of different positions in executing the Counseling Policy.
Head of Learning Support (Guidance Counselor) assists the Head of School/Principal in the formation and review of the Counseling Policy.
The School Principal assist the Head of Learning Support in the formation and review of the Counseling Policy. They also support the implementation of the Counseling Policy.
The Learning Support Team coordinates and implements the Counseling Policy. This includes:
The Assistant Principal works collaboratively with LST to implement the Counseling Policy and discuss regularly department issues. The Assistant Principal assists Homeroom Teachers/ Class Advisers in understanding and reviewing student needs.
The Homeroom teacher and Subject teacher provides day-to-day support to students in the light of the Counseling Policy and procedures. Teachers communicate with parents, LST and Assistant Principal.
The Office of the Principal works with the Assistant Principals, Homeroom Teachers, and the LST in providing comprehensive support to senior high school students.
The diagram illustrates the structured support with a collaborative framework:
Individual Counseling
Group Counseling
Collaboration with the community and external resources
Parent workshops
Student development and leadership programs
Orientation and transitional programs for students and parents
Talent Development
Crisis management and intervention
When a counselor works on an assessment and intervention in the counseling process, there are different issues and different approaches involved. Case leveling is a useful tool to understand the general situation, and to give teachers and counselors a common ground for the provision of counseling. Case leveling is only used internally among teachers and counselors and does not serve any labeling purpose. It is implemented in a continuous cycle of review and assessment.
| Level | Student Needs | Examples |
|---|---|---|
| I | Student with good insight, requiring few reminders | Stable special needs cases |
| Students with weak social skills | ||
| II | Students with adjustment difficulties. | Students with low selfesteem/ with life peer support |
| Students with minor discipline concerns | Students who occasionally exhibit inappropriate behavior | |
| Student lacking learning motivation | Students with poor commitment to learning grades in several subjects | |
| III | Students with unsteady emotions | Students on behavioral or academic review for more than one semester |
| Students with low achievement | ||
| Students needing intensive special need support | Students exhibiting some symptoms of depression or psychological issues | |
| Student exhibiting frequent misbehavior | Students who exhibit disruptive behaviors in class | |
| IV | Students exhibiting selfdestructive behaviors | Students who are struggling in mental health issues |
| Students who are violent | ||
| Severe Special Needs cases | Suicidal Cases | |
| Students who are unstable | Drug Cases |
