The increasing vulnerability of educational systems to disruptions such as natural disasters, pandemics, and infrastructure limitations has underscored the critical need for resilient mechanisms that ensure sustained learning. This study aimed to develop a systemic resiliency model to serve as a foundation for strengthening division-level Learning Continuity Plans (LCPs). Based on Resilience Theory, Organizational Learning Theory, and Systems Theory, the study employed a mixed-methods approach that involved surveys of secondary school teachers and school heads, complemented by qualitative interviews. It investigated the relationship between professional profiles such as educational attainment, years of experience, and training, and the level of systemic resiliency and LCP implementation. Findings revealed that respondents with more extensive training and longer years of service demonstrated higher levels of resiliency and more effective implementation of LCPs. The model that emerged from the study focuses on four interrelated dimensions of resiliency: cultivating meaningful connections with stakeholders, addressing systemic and contextual challenges, promoting strong institutional character through ethical leadership, and enhancing competence through continuous professional development. Quantitative data showed that connections were the most established, while challenges and monitoring mechanisms were the least developed. Qualitative results emphasized the importance of community partnerships, leadership adaptability, and innovative localized strategies in sustaining education delivery. The integration of data informed the development of a practical and adaptable resiliency model tailored to diverse school contexts. The study recommends institutionalizing this model through targeted capacity-building, participatory planning, and robust monitoring and evaluation systems to ensure continuity, equity, and quality in education, particularly during times of crisis and transition.