Republic of the Philippines

Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
SCHOOL HEADS’ DEVELOPMENT PROGRAM: FOUNDATIONAL COURSE

School Head’s Application Project Implementation Paper

A. PROJECT CONTEXT

NEAP PROGRAM School Heads Development Program –

Foundational Course

Name of School Head GREG S. MINGUA, J.D.

Region,Division,District Region I, Pangasinan II Division, 6th District

Name of School Natividad National High School

Key changes in my school as a Key changes in school shall be primarily on

result of this project student. Improved instruction and teaching
pedagogies shall be reflective to the school’s
What key changes do you want to
teaching force. Furthermore, School Heads are task
see in your school as a result of
to generate initiative as instructional leaders to
your having attended the SHDP
Foundational Course? What are harness the expected competencies in the teaching
your specific, verifiable indicators of and learning process.
these changes?

Target Competency As a School Head, instructional leadership and

Improvement school leadership reflect the competencies which
draw attention to address the existing problem.
What school head competency/ies Included also is the task of school management
will you apply through your project? and operation. This synergizes competencies that
are essential in the development of solutions to the
Identify maximum of three that are existing problem.
directly related to your project.

Describe current situation
(problem or opportunity) in
your school that you need to
address through your project.
Give specific, quantifiable,
observable details. For example,
number of non-readers in Grade 2.
Or, number of teachers that need
training by a certain period. Or,
timely utilization of MOOE.
English subject has been taught since Grade 4
where grammar rules are often emphasize in the
different competencies. Students were expected to
learn the use of the language upon graduation from
Grade-12. This draws the assumption that students
have mastered the grammar rules when they leave
the school. On the contrary, Grade-12 students
must submit their portfolio as part of their subjects
where writing letter and several reflections are the
content of said portfolio. With the recommendation

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 of their teachers, students lack mastery in writing
with the said language primarily the use of basic
grammar rule. And now one of the thrusts of K-12 is
employment. Thus, English will always be part of
the workload where writing of correspondence is
essential. This will be in the office where clients are
expected to be end user of said language in the
conduct of day-to-day operations. Hence, mastery
of grammar rule be it written or oral communication
is essential. In addition, students who will go further
studies should have stronger foundation in the
English grammar because the curriculum in the
collegiate level is no longer anchored on basic rule
for they have been taught already in their early
years of the study. Further, if the students have
mastered these basic rules in grammar they will be
more confident in attending higher education or ace
in their employment opportunities in the future. So,
the project is important in developing the mastery of
students before they will leave the school. It will
reshape their line of thinking when it comes to
communication. Anent thereto, an enhance
program focusing mainly on the grammar rules will
be of great help in addressing the improvement
needed in the mastery of such subject. The
program shall focus on the use of basic grammar
rule only. This is to give them strong foundation in
writing or oral communication to set their language
better.

Title of Application Project GRADE-12 REVIEW IN ENGLISH GRAMMAR

(Project GREG)

PROJECT OBJECTIVE/S: TO:

SMART- Specific, measurable, 1. Increase 50% of mastery level among

attainable, result-oriented and Grade-12 students with the use basic
with timeframe grammar rule.
2. Acquaint 75% of students in conversational
English either in written or oral form.
3. Improve 75% student's familiarity in

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 correspondence writing for employment or
self-improvement.

Start date March 1, 2019

Length of project March 1, 2019-December 2019

The project should be completed

within 3 to 6 months.

Expected Outputs 1. It will provide additional materials that will

enhance the teaching of basic grammar rules.

2. It will introduce teaching pedagogies necessary

in the in the teaching of basic English grammar
rule.

3. It enhances the available teaching resources and

can be also used in the teaching process for other
subject areas.

Beneficiary/ies Students and Teachers

This project will be a success when the following

indicators have been achieved and verified through
unbiased means (maximum of 3):
Identify Success Indicators or 1. Improved mastery level in the use of basic
measures of success grammar rule among Grade-12 students by
50%.
2. 75% of students is acquainted with
conversational English in written and oral
form.
3. 75% of students will be able to write
correspondence for employment or self-
improvement.

B. Action Steps
Identify significant Milestone targets that could be achieved by the end of 30
days and every 30 days thereafter. Milestones are (a) significant changes
achieved; and/or. (b) major steps taken towards achieving the desired
improvement in your school.

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 Action Steps Type of
Target Milestone (Predictive and Expected Output Support/Source of Date
Influenciable) Support
1. Conference with
Planned strategies for
Planning Stage English teachers Monitoring of
teaching English 1-Mar-19
(Milestone 1) and subject attendance by the
grammar
coordinators School Head
1. Preparation of
1. Training for SIM
materials for 1. SIM for English
writing for English 1-Mar-19
teaching English grammar
grammar
grammar
Crafting of enhanced
2. Critique/peer
material and strategies
2. Short listing of teaching among the
(Milestone 2)
effective teaching 2. Improved teaching teaching
1-Mar-19
pedagogies for pedagogies pedagogies
English grammar shortlisted in the
subject English
1. Validation of SIM
1. Utilization of among English
prepared SIM teachers in the
school
Implementation stage 1. Administration of 2. Classroom June-November
(Milestone 3) plan of action observation in 2019
2. Adoption of critique
teaching grammar
teaching pedagogies in
with the use of
teaching grammar
critique teaching
pedagogies
1. Monitoring in the
1. Administration of 1. 75% of students
administration of June-December
duly prepared passed the summative
summative test/ 2019
summative tests test
School Head
2. 75% of portfolio
Monitoring and
submitted by students 2. Portfolio
Evaluation (Milestone 4)
2. Evaluated the have less than 3 points Evaluation by
November-
portfolio submitted of grammatically English
December 2019
by students incorrect sentences for teachers/subject
resume and teachers
correspondence writing

C. Required Resources

Provide Specific Details of the physical and human resources required to

successfully implement your Application Project.

Milestone/Area Approval
of Concern Person/s Involve Time Frame Resources Needed Budget Needed
English Teachers/
Books and notes, Php.
Milestone 1 Subject March 1, 2019 School Head
anecdotal reports 1000
Coordinators, School

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 Heads

English Teachers/
Subject Coupon Bond,
Php.
Milestone 2 Coordinators, School April-May 2019 Printer, Laptop, School Head
5,000
Heads, Consultant- projector
SIM writing
English Teacher
June-November Coupon Bond, Php.
Milestone 3 (Grade 12), School School Head
2019 Projector, laptop 5,000
Head
English Teachers/
Subject
November- Coupon Bond, Php.
Milestone 4 Coordinators, School School Head
December 2019 printer 1000
Heads, G-12
English Teacher

D. Risk Management Plan

All projects are exposed to risk. Risk are unpredictable events that might or
might not happen, and endanger the achievement of your project objectives.
You should therefore know what risks to prioritize and what to do when the
risk happens.

If risk
Impact on happens,
Project if specific action
risk Specific action to soften
Target Milestone Likely Risk happens to prevent risk impact of risk
No plan of
action and Request for
1.Non-attendance of strategies another Requires
Assessment/Planning English teachers and attacking the schedule of English teacher
Stage (Milestone 1) subject coordinators problem conference for conference
Review Adapts existing
1.No material program will module/sim
produced not be 1. SIM writing that suits to the
(Module/SIM) implemented for English need of
Crafting of enhanced well grammar learners
material and
strategies (Milestone 2. Critique/peer
2) 2. No shorlisted Review teaching among Adoption of
teaching pedagogies program will the teaching former teaching
for English grammar not be pedagogies pedagogies
implemented shortlisted in the usually used in
well subject English classroom

1. Non- 1. Validate SIM Increase

Implementation stage 1. Non-administration utilization of among English number of
(Milestone 3) of plan of action prepared teachers in the observation
SIM school and preparation

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 2. Classroom of SIM
2. Non- observation in
adoption of teaching
teaching grammar with
pedagogies the use of
in teaching critique
grammar teaching
pedagogies
1. Monitoring in
1.No the
1. Non-administration Flexibility of
summative administration
of duly prepared schedule in
test of summative
summative tests administration
administered test/ School
Head
Monitoring and 2. Strictly
Evaluation (Milestone implement the
4) 2. Students'
portfolio will deadline for Deadline of
2. Non-evaluation of submission of
not be submission
the portfolio submitted Portfolio
evaluated shall be
by students Evaluation by
and extended
monitored English
teachers/subject
teachers

E. APPROVALS:

Printed Name Signature Date

Prepared by: GREG S. MINGUA,J.D. Feb. 8, 2019
Asst. Principal II-SHS

Checked and Reviewed

by: Dr. Cornelio Aquino _____________
Chief-CID

Recommending
Approval: Dr. Ely S. Ubaldo _____________
Assistant Schools Division
Superintendent

Approved: Atty. Donato D. Balderas, Jr. _____________

Schools Division Superintendent

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