SMCQCB1
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St. Mary’s College, Quezon City adheres to the RVM Philosophy of Education aimed at leading all to fullness of life in Jesus Christ.

We believe that…

God is Father who, in abundant love and total graciousness, created humanity and all creation to share His love.

When humanity chose to live apart from God, in his tender mercy the Father sent His Son Jesus to show humanity the way back to Him to pursue the path of justice, truth and love.

The Father sent the Holy Spirit to sanctify, inspire, guide and enlighten everyone in following Jesus so that the will of God for the well-being of all may be fulfilled.

God chose Mary to be the Mother of Jesus, the Son of God and the Mother of the Church. Mary, being the first disciple, journeys with us to fullness of life in Jesus Christ.

We believe that…

By the example set by Mother Ignacia del Espiritu Santo, the RVM Education proclaims that it is the heart that knows God, who is the source of all wisdom (cf. Prov. 2:6; 9:10; Job 28:20.23; Eccl 2:26; Ps 51:6; James 3:17-18).

Education is a life-long process whereby human persons grow and develop their potentials in the pursuit of their God-given mission of transforming all things in Jesus Christ.

Learning is growth for every person to become a witness to faith, excellence and service in varied socio-cultural settings; thus, participate in the transforming experience of life in Jesus Christ.

The School is where the process of growth is directed towards reverence for creation and persons, which fortifies the spirit of communion.

The Students who are citizens of their times, unique with their own history, capacities and inspiration, have the sacred and the good, the promise and the potentials for the actualization of the mission entrusted to them.

The Teachers are persons committed to the process of becoming whole and to the task of leading others to maturity in Jesus Christ.

The School Administrators are servant leaders committed to witness to the Good News and to journey with the academic community in their search for truth, beauty and goodness.

As a Catholic School, SMCQC works for the development of the whole person who recognizes one’s Christian role of exemplifying ethical and corporate responsibility in a humane society through constant encounter with Jesus Christ and others.

As a Filipino School, SMCQC is dedicated to the task of producing well-rounded citizens who can preserve and witness to relevant and wholesome Filipino culture, value and attitudes.

As an RVM School, SMCQC is committed to the Christian formation of Ignacian Marian leaders who are imbued with Ignacian Spirituality and live simply to serve God and creation.

QUALITY OBJECTIVES
(Revised February 7, 2018)

QO # 1   To offer quality transformative education through relevant and updated curriculum.

QO # 2   To provide adequate human and material resources through efficient financial management.

QO # 3   To ensure functional and efficient systems through responsive feedback mechanism.

QO # 4   To observe ethical and corporate social responsibility through active participation in community involvement programs.

QO # 5   To promote culture of appreciation, support and harmony among pupils/students and personnel.

THE RVM PEDAGOGY
(Revised April 2013)

The RVM Pedagogy is a way in which teachers journey with the learners towards their integral development and growth as productive citizens through interactive learning processes that lead to the realization of learning goals, unfolding of learning standards, and eventual demonstration of learning outcomes.

The theory of constructivism is applied considering:
a. the context of learners, their uniqueness, background, culture, experiences and willingness and readiness to learn and demonstrate learning outcomes.

b. the nature of the learning process where learning environment is created for learners to experience active social, collaborative and cooperative engagement and are encouraged to ask critical and reflective questions and make their own conclusions. Expanded opportunities and direct learning experiences are faithfully provided to enable learners to move away from the normal curve and achieve higher level of learning.

c. the role of teachers are active facilitators, mentors, coaches, consultants who have the responsibility of engaging learners in a creative and dynamic dialogue in order to raise the level of expectations for the latter to acquire knowledge, develop their skills and connect meaning of concepts to real life experiences and demonstrate learning outcomes in real life context.
Furthermore, learners construct new knowledge based upon the foundation of what they previously known thus making sense of the learners’ prior knowledge and its influence in the construction of a new and modified understanding of concepts taught. Learners’ new knowledge is internalized, reflected upon and becomes their enabling force in the demonstration of learning outcomes.

Understanding of concept taught is organized as statements of generalizations which are essential for life-long learning. These generalizations necessarily includes imperceptible assumptions involving long-lasting useful ideas that learners retain long after their class discussion on the many details about the concept and which will sustain them in their practical engagement in real life situation.

Learners are encouraged to engage in purposeful, critical and reflective inquiries to give deeper meaning and significance to long-lasting ideas presented and to make meaningful, creative and, functional connections and application of their knowledge and skills in varied real life situations including the shaping of their values system and enriching their faith-life experiences.

Moreover, teachers are required to have clear focal point in their sustained, and thought-provoking interaction with students through the utilization of connecting, exploring and leading inquiries to develop students’ critical, logical, creative, investigative, analytical and reflective thinking. This interaction also gives learners more opportunities to uncover and discover deeper the concepts presented thereby allowing them to gain more meaningful insights and connections that enable them to demonstrate successfully the desired learning outcomes.

These purposeful, reflective and critical inquiries are intended to essentially include the four-pronged integration of:

a. Ignacian core and related values

b. meaningful connections of concepts to contemporary social realities

c. concepts across subject boundaries

d. Biblical texts reflection to the concepts taught

Likewise, these integrations clearly reflect the transformative process because within the lesson proper FAITH AND LIFE DIALOGUE is experienced.
Assessment – the learners are evaluated on the lessons learned, values gained and how they connect and apply to the varied context of life what they learned and gained. These are done through other valid evidences but most importantly through performance tasks which should always be related or connected to real life context and with rubrics. Performance tasks should be in progression from the first to the last term (College) from the first to the last quarter (Basic Education). This includes the culminating demonstration of learning in the final stage of the course or subject.

Summary – the learners are made to express, illustrate or relate in their own words or in their own creative manner, their understanding of the concept taught and its utilization to their daily life including their reflection of the connection of the lesson to the aforementioned integrations.

Action – the learners are challenged to do something from what they have learned to determine the apt use of their knowledge, skills, values and social consciousness in their lives. In short, to express/manifest/articulate/demonstrate desired learning outcomes.

Strategies – active social engagement through expanded opportunities (College) or utilization of different instructional activities (Basic Education) but not limited to multiple intelligences and learning styles to:
a. address learners diverse needs and interests through differentiated instructional approaches (Differentiation of process, content, product and learning environment)

b. actively engage learners through focused inquiry and keep their interest always at the edge

c. equip and help learners explore and shape meanings through varied purposive interactive and collaborative learning process.

d. make learners demonstrate successfully the real or authentic end of the curriculum.