Strategic Planning

Strategic Planning
A Koronadal National Comprehensive High Schools Perspective
JMJ MARIST BROTHERS

NOTRE DAME OF MARBEL UNIVERSITY
GRADUATE SCHOOL
City of Koronadal, South Cotabato
GULUGOD:
CONTEXT OF CURRICULUM DESIGN IN SCHOOL BASED

MANAGEMENT (SBM) A KORONADAL NATIONAL
COMPREHENSIVE HIGH SCHOOLS
PERSPECTIVE
A STRATEGIC PLAN PRESENTED BY:
RICHARD P. MORAL, JR.
Ph. D Educational Management-I
Presented to:
ANDRES O. MAGALLANES, Ph.D
Professor
Ang mundo ng ating kabataan
ay mundong dapat magmulat
sa kanilang imahinasyon at
pangarap: Kulayan natin ang
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Strategic Planning
WHY GULUGOD?
GULUGOD is a backbone that supports both the body and the mind, it connotes about foundation and pillars that in one way or
another the source of strength in every human being, hence GULUGOD is the CURRICULUM, the very core of education and
the spirit that gives life in educational system.
What is the use of running when we

are not in the right road?

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THE CORE LESS EMPHASIZED, MIRRORING THE CURRICULUM:

AN INTRODUCTION TO KORONADAL NATIONAL COMPREHENSIVE HIGH SCHOOL
-SCHOOL BASED MANAGEMENT PRACTICE
Allow me to begin my essay with my personal observation in the culture of Koronadal National Comprehensive High School in terms of
curriculum design, practice and delivery. The allegory of the bamboo in which the characters are the bamboo and the wind could relate in the
situation of KNCHS because bamboo should allow itself to bend and redirected to the current of the wind to stay alive and awake, thus every time the
strong wind come, the bamboo knows how to dance gracefully in the rhythm of the wind. This scenario is highly applicable in the public school, or in
the context of specification in KNCHS. This is because authority in the public school is very strong and initiative and creativity is less important. Why
do I say so? The wait until you become clich is an indication of suppressed ideas for the teachers who really are the armies in the battlefield they
called education.
In my 4 years in teaching public school, curriculum is the less emphasized area in school management, though ironically should be the focus
in all educational institution. In my perspective, more teachers did not know how to apply curriculum context inside the classroom, thus the result are
low performance and low scores of students. Teachers should not be blamed on this, because gigantic paper works, forms, LIS, examinations,
recording, lesson planning, with so and so of the students and report of some locally adapted policy, hence focus of the teachers are not anymore in
the culture of teaching but of answering and complying forms. The half-baked learning is now existing because really there is a need to re-orient the
teachers focusing on the delivery of curriculum, there is a need to revitalize the teachers in curriculum planning and mapping, there is a need to

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Strategic Planning
cultivate the instruction and curriculum as the heart of every educational system, because now as I can see it leaders and administrators are not
aware that there functions is really to supervise the curriculum and not the physical plant alone, not the forms alone, not the meeting alone, not the
absences of the teachers alone but really the capacity of the teachers to teach and to deliver the curriculum.
For example in the Filipino curriculum guides in Grade 7 implemented in the various schools in the Department of Education, was not align in
the curriculum guides to the materials of the students and to competencies expected to be mastered by the students. My humble suggestion is, there
should be massive and intensive training on the curriculum delivery, critiquing the curriculum competencies, allowing big universities to be topped by
DepEd to visualize the pattern and alignment of the curriculum, orient the teachers to the competencies of the grade level he or she handling and
focus on the instruction while the school intensify the supervision, and if there are lacking in the context of the delivery of the teachers, orient them
properly and emphasize the context of competencies to be mastered by the learners, for this, curriculum will be placing in the proper space it should
be.
Thats why as a teacher I really emphasized the context of what to be learned and how to learn the standard competencies, thus by looking
the Koronadal National Comprehensive High School- School Based Management Principle 2 (Curriculum & Instruction) I know I can create policies
that will address the lacking needs of the school and give them to the administrators for the implementation in the classroom.

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DepED Vision, Mission and Core Values

VISION
We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize
their full potential and contribute meaningfully to building the nation.
As a learner-centered public institution, the Department of Education continuously improves itself to better serve its
stakeholders.
MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based and complete basic education where:
Students learn in child-friendly, gender sensitive, safe and motivating environment;
Teachers facilitate learning and constantly nurture every learner ;
Administrator and staff, as steward of the institution, ensure an enabling and supportive environment for effective
learning to happen;

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Family, community and other stakeholders are actively engaged and share responsibility for developing life-long
learners.
CORE VALUES
Maka-Diyos
Makatao
Makakalikasan
Makaba
KORONADAL NATIONAL COMPREHENSIVE HIGH SCHOOLS PROFILE
Support Environment
Koronadal National Comprehensive High School existed in the year 1947, hence the year that was, made the Koronadal National
Comprehehnsive High School a glittering school in secondary schools in the region for more than 68 years.
True to its mandate of providing quality basic education, KNCHS continually upgrades itself to meet the demands of the technologically-driven
modern society. With this quest, the local government unit of the City of Koronadal and the Province of South Cotabato annually sustain the different
programs of the school through provision of Educational assistance to the respective constituents.
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The Teaching Force

The school is considered highly departmentalized, that is, each subject area is manned by a full-fledged Head Teacher III, as department
Head. These 9 Department Heads assist the School Principal in the supervision, management and administration of the school as well as the
implementation of the different programs, projects and activities of the school.
It also has adequate number of faculty and staff. School year 2014-2015, the school employs 272 Personnel: 203 teachers (Teacher I, II and
III), 33 Master Teacher I, 6 Master Teacher II,7 full-fledged Head Teacher III, 1 Head Teacher V, 1 Head Teacher VI, 5 Guidance Counselor/
Coordinator, 1 school nurse and 15 Job orders.
Moreover, the average age of teachers teaching in KNCHS ranges from 35-45 years old with teaching experience between 10-18 years in
teaching career, of this data, 64.32% are teaching in their area of specialization while the remaining 35.68% are teaching in non-major fields.
Physical Structure
With 6,980 students and 180 academic classroom solely use for instruction purposes the ratio is 39:1 which means classrooms are sufficient
to deliver single session. More so, laboratories such as: Computer Laboratory, Chemistry Laboratory, Physics Laboratory and Speech Laboratory are
available in the school. There were agriculture, nursery, math centrum and gym to cater curricular and extra-curricular activities.
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Curricular Offering and Achievement

The school is offering 5 curricula: Science, Technology and Engineering Program, Regular Kto12 Basic Education, Special Education Program
(SPED), Special Program for Sports (SPS) and Special Programs for the Arts (SPA).
Each curriculum has specific objectives and academic goals to produce holistic learners in our society. The currently concluded National
Achievement Test shows that the academic performance of the school are consistent in the Nearing Mastery Level (50-74 MPS) though there are
recorded increase in area like Filipino. But these number are quite disturbing for the fact that these scores are not actually increasing but fluctuating.
This unpredictable situation is generally attributed as a result of students lacking concentration of their studies, factor maybe: internet cafes sprouting
outside the school, high absenteeism, gang and lack of curriculum planning.
In the School Based Management (SBM) the need to strengthened and revitalize the curriculum is much needed to achieved higher NAT and
to diminish the big number of drop-outs. The curriculum as the backbone of the educational institution places a highly valuable contribution in the
learning process and schools achievement in the goals and objectives of the Department of Education.
Drop-out Rate of KNCHS
10.73% (340 students)
Cohort Survival Rate
71.81%
Completion Rate
80.65%
National Achievement Test Percentage
46.97% (Below Mastery Level)
Percentage of students who cannot

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Manipulate numbers and Frustrated

Readers
28.48% (1,988)

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SWOT ANALYSIS
(Focusing Curriculum Design)
Strengths
Curriculum Design in the
Context of School Based
Management
Sufficient curriculum
implementers (teachers,
guidance, nurse, etc.)
There were available
localized materials in
curriculum
There were different types
of curriculum to available
learners
Big numbers of teachers
teaching in their own fields
department heads to
manned and supervised
every subject area
supplementary materials
such as books and learning
resource materials
Availability of Audio-Visual
Room, Laboratories and
Library
STE programs has available
projector
Teachers ranks accordingly
based on their performance
Weaknesses
Lax supervision of curriculum

implementers/ classroom
observation (usually done for
compliance and not for
planning)
The low performance in NAT
Highly departmentalized
school
Big number of Drop-out
Lack of availability of
trainings to those who are in
need
Big school premise that
hinder to close supervision
Changes of school policies/
management that could
affect curricular offering
(shortened period)
Curriculum are not majority
localized and contextualized
The skill of 21st century
learning is not really
emphasized
Curriculum alignment and
vertical and horizontal
articulation in every subject
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Opportunities
Support of local
government are
available thru
assistance
Community linkages
is strong because of
access
More teachers are
enrolling in higher
studies in Ph.D and
M.A
Strong parental
support in the school
curriculum
Center of every
training thus the
available slot for
training is given
Close monitoring of
Division office in the
curriculum
implementation
Proximity of the
school
Talented school
Creation of Open High

School to cater those who
are working students
SO Strategies
Create school curriculum

monitoring team which
focuses on materials
evaluation and teaching
observation
Conduct school evaluation
on test materials for 3 years
and craft test materials
reflected the localization
and community based
learning
area was not done

Stick to book learning
environment still existing
WO Strategies
Write localized materials and

contextualized workbooks in
every subject areas in every
grade level
Conduct pedagogical training
about community based
learning thru localization and
contextualization of
curriculum materials

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personnel reflected
thru the achievement
and contest won by
the students
Alternative learning
options are available
Threats
Different perceptions
of teachers in
curriculum mapping
and planning
Level of Acceptance
of teachers in
implementing new
changes in the
curriculum
Source of funds and
available materials
for curriculum design
and implementation
Conducted training
and seminars of
DepED are not in line
with the need of
curriculum
Existence of
cafeteria, gangs and
big number drop-outs
ST Strategies
Conduct teachers
perception analysis in
change management
concepts
Create change
management seminars
during the MPRE to trigger
their interest in coping the
changes in curriculum
WT Strategies
Conduct action research in

community based learning
process wherein all subject
areas geared towards the
need of society
Implement new scheme in
seminar in curriculum where
teachers in every month
should report 1 Saturday to
raise commitment in the new
curriculum

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GAP ANALYSIS
(Focusing Curriculum Design)
Standard/ Benchmark
1. The Curriculum should
be localized to make it
more meaningful to the
learners and applicable
to life in the community
Status of the Institution
Only 1 subject area uses

localization and
contextualization
Minimal number of
materials which was
localized and
contextualized
Modules/workbook/
worksheets are not
localized
Gaps
2. There should be
representative group of
school and community
stakeholders that
develops creative and
problem solving materials
Teachers develop the

materials alone and not the
community
Developed materials did
not really shows creative
and problem solving nor
reflective activities
Teachers are not really

oriented about localization
and contextualization hence
other subject areas are not
implementing
Seminars and training in
localization are not available
Curriculum standards did
not specify the localization
materials to be used
Written localized materials
Evaluation materials lack in
terms of reflective, creative
and problem solving activity
thus the need of writing
critical materials should be
done.
Materials should be
reflected in societies needs
thus consulting expert or
practitioner in the field
should be done

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3. Learning systems that

collaboratively monitored
by the community using
appropriate tools to
ensure holistic growth of
the learners (evaluation
after every program,
assessment technique)
4. An environment that are

protective to all the
children thru facilitating
and nurturing activities
Teachers are not fully

aware of the assessment
scheme
Evaluation tool is not as
intensive requirement in
the program
Tools are not made
collaboratively
Classroom environment
are not really safe for the
learners
School environment lacks
facilities that trigger
students interest such as
covered or study area in
the campus
There were lacking in

teachers perception about
intensive assessment
method in learning
Re-orientation of clubs and
organization of the big role
of evaluation scheme
Community enhanced tool
should be crafted
Classroom assessment
standard will be done thus
evaluating all the classroom
Lacking study area or
benches that can motivate
students to learn efficiently

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Republic of the Philippines

Department of Education
Region XII
Division of City Schools
City of Koronadal
Koronadal National Comprehensive High School
ACTION PLAN
(Curriculum & Instruction-School Based Management)
GOAL: Strengthened the localization and contextualization approach in every subject areas
OBJECTIVES: To revisit DepEd curriculum by unpacking the competencies based on localization and contextualization
To conduct intensive seminar on localization and contextualization in every subject area; and
To develop localized and contextualized workbook and worksheets in every subject area.
PROGRAMS
KNCHS: Model of
Localization and
Contextualization
in the 21st
Century
ACTIVITIES
1. Assess the 3 Cs
(Curriculum Classroom
Competencies) through
revisiting and
unpacking the
competencies to
localize the teaching
approaches
2.Evaluate the status of
teachers teaching
approaches;
3. Design Intensive 3
day Seminar-workshop
based on the evaluation
RESOURCES
TIME FRAME
Human
Department
Heads,
Principal,
Teachers &
students
Materials
Curriculum
guides &
curriculum
matrix
Department
Heads,
Principal,
Teachers &
students
Evaluation
form,
Report on
evaluation
4 Months
(JuneSeptember)
Guest
speaker,
Department
Seminar
materials
such as
1 month
(October)
during MPRE
2 months
(April-May)
FINANCIAL
MOOE /PTA/ LGU
P500
OUTPUT
MONITORING
SCHEME
Findings and
results of
curriculum
evaluation
patterned in the
prepared matrix
Minutes of the
meeting, List of
committees on
evaluation,
Attendance of the
committee during
evaluation
P1,000
Observation form
properly filled-out
P3,000
Conducted seminar
workshop
Observation form,
list of classes
observed, list of
teaching
approaches used
by the teachers
Plan and proposal
project of seminar
workshop,

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Strategic Planning
in the context of 21st

Century: Localizing
classroom approaches
for effective learning
delivery
4. Application of the
intensive workshops on
localization &
contextualization thru
classroom observation
and monitoring
Heads,
Principal,
Teachers
workbooks,
papers,
visual aids
etc.
Department
Heads,
Principal,
Teachers
Evaluation
form
5. Write localized and

contextualized
materials such as
books, workbooks and
worksheets which
caters community
needs
6. Design reward
scheme for teachers
who intensively use
localization approach in
his/her class
Supervisors,
Department
Heads
&Teachers
Curriculum
guides,
sample of
locally
made
workbooks,
papers
Evaluation
form
Department
Heads,
Principal,
Teachers &
students
3 months
(NovemberJanuary)
P500
Observation form
properly filled-out
Report on
improvement of
teaching
approaches in
localization
Training design,
budgetary
requirement,
workshop
committee
Observation form,
list of classes
observed, list of
teaching
approaches used
by the teachers
5 months
(FebruaryJune)
P5,000
Workbooks and
worksheets which
is locally crafted in
each subject area
Time table of
writing projects,
list of writers,
weekly reports on
writing activity
3 months
(JulySeptember)
P3,000
Reward scheme
List of reward
committee, rubric
of demo-teaching
on localization
GOAL: Intensify the use of test materials, reviewer, test questions and diagnostic tests that utilizes HOTS & critical thinking
OBJECTIVES: To review & evaluate the level of test materials given to the students for the past 3 years;
To craft test materials that utilizes HOTS and 5 domains of skills such as knowledge, understanding etc.;
To assess the achievement of students based on the crafted test materials.

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PROGRAMS
KNCHS center for

quality and
standard material
development
gearing critical
and reflective
classroom
assessment
ACTIVITIES
1. Create committee
that will evaluate and
review the test
materials for the past 3
years. This committee
will continue its function
as Quality Standard
Assurance in every test
drafts submitted by the
teachers. It is
composed of 7 expert
teachers in every field
and 1 academic
proficient teacher.
2. Evaluate the level of
test materials produced
for the past 3 years in
every subject area
using the 5 domainsKnowledge,
understanding,
analyzing, application
and evaluation
3. Plan and craft test
materials based on the
evaluation using the
HOTS and 5 domains
of asking questions.
RESOURCES
Human
Materials
7 teachers
Policy and
representativ Guidelines
e, Principal
materials
and
Academic
coordinator
which will be
appointed by
the Principal
TIME FRAME
1 month
(June)
FINANCIAL
MOOE/ PTA/LGU
P500
OUTPUT
List of committee
on Quality
Standard
Assurance
MONITORING
SCHEME
Minutes of the
meeting during
the discussion of
Test Materials
Committee
Concept paper on
crafting test
materials effectively
Chosen
Teachers,
Department
Heads &
Principal
Old Test
Materials,
List of
Competenci
es
2 months (July
and August)
P1,000
Results of
evaluation,
List of evaluation
team
Time frame and

schedule of
evaluation, rubric
for evaluation
Chosen
Teachers
and Subject
experts
Paper,
computers
4 months
(SeptemberDecember)
P1,000
Test questions
using HOTS
Schedule in
writing the test
materials, plan of
action of the
committee

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This questions will be

standardized based on
the committees review
and analysis.
4. Pilot the test
Teachers,
Test papers 1 month
P500
Test results of the
materials in 5 sections
Department
(January)
students and item
in every grade level and Heads,
analysis of piloted
get the changes in
Principal and
sections
terms of scores and
Students
response of the
students using item
analysis.
5. Implement the test
Teachers
Test
1 month
P500
Findings and
materials and assess
and
materials
(February)
results on the nonthe scores and
Department
HOTS and HOTS
response of the
Heads
questions
students. Co-relate the
answered by the
achievement of the
students
students using the nonHOTS test materials to
the newly crafted test
questions.
6. Develop reward
Teachers,
Prizes,
1 month
P3,000
Reward scheme
scheme that recognizes Department
tokens,
(March)
sections that performs
Heads,
certificates
well in the test
Principal and
examination based on
Students
their Mean Percentage
Score using the HOTS
materials
GOALS: Address the gap between school & community thru responsive curriculum design
OBJECTIVES: Map out community and local knowledge, skills and industry suited behavior for responsive curriculum design;
Schedule of
examinations and
list of sections
involved in the
pilot testing
Implementation
schedule and
implementation
scheme
List of reward
committee, rubric
on choosing the
best sections

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Create community curriculum assessment board represented by multi-sector (IP, business, vendor, etc.)
PROGRAMS
KNCHS: Model
for community
curriculum
ACTIVITIES
1. Draw school and

community map where
business, establishment
and barangay hall are
indicated for easy
access and linkages
2. Map out the
community and industry
about their concern and
ask about their opinion
thru Focus Group
Discussion (FGD) about
the current curriculum
of the Department of
Education
3. Survey the
community using
validated questionnaire
about the needs and
relevance of the new
curriculum in the field of
work and industry
4. Create core group
which is representative
RESOURCES
Human
Materials
TIME FRAME
FINANCIAL
MOOE/PTA/LGU
P2,000
OUTPUT
Teachers,
Department
Heads,
Principal,
Community
stakeholders
Map,
papers,
computers
1 month
(June)
Teachers,
Department
Heads,
Principal,
Community
Stakeholder
s
Map,
papers
radio tape
and camera
2 months
(July-August)
Teachers,
Department
Heads,
Principal,
Community
Stakeholder
s
Teachers,
Department
Questionnai
re, papers,
pencils and
tape
recorder
3 months
(SeptemberNovember)
P4,000
Result of the
survey
Chart,
board and
1 month
(December)
P1,000
List of Core group

Committee
P5,000
School and
community map
School and
community map
Result of Focus
Group Discussion
MONITORING
SCHEME
List of committee
member in
community
mapping,
schedule of
community
mapping and list
of possible target
stakeholders
List of committee
member in
community
mapping,
schedule of
community
mapping and list
of possible target
stakeholders
List of possible
respondents,
criteria of
choosing possible
respondents,
schedule of
interview
Minutes of the
meeting,

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of each sector in the

Heads,
papers
community that will
Principal,
assess the current
Community
curriculum design of the Stakeholder
school
s
5. Based on the data
Teachers,
Curriculum
1 month
P1,000
Report on reobtained from the
Department
guides and
(January)
visiting school
community, re-visit the
Heads,
matrix
curricular offering
schools curricular
Principal,
focusing on the
offering and design in
relevance of
each subject and make
curriculum in the
a report of community
community
and school gap in terms
of curriculum design
GOAL: Make KNCHS sensitive to the academic needs of the learners by constructing students study area
OBJECTIVE: Provide conducive learning atmosphere for the students where benches, study area and academic tables are
available
PROGRAMS
ACTIVITIES
RESOURCES
TIME FRAME
FINANCIAL
OUTPUT
Human
Materials
MOOE/PTA/LGU
KNCHS: haven
for academic and 1. Conduct consultative
Teachers,
Plan
1 month
P3,000
Minutes of the
intellectual
meeting with the
Department
proposal,
(July)
meeting
activities
parents and
Heads,
principals
stakeholders and
Principal,
report, gym
Project proposal
present to the body the
Parents,
and sound
need of academic
students,
facilities
environment that will
Community
nurture the study habits Stakeholder
of the students. This
s
academic environment
define as tables,
benches, study area,
attendance of the
stakeholders and
school
representatives
List of evaluators,
minutes of
evaluation,
schedule of
evaluation
MONITORING
SCHEME
Schedule of the
meeting, agenda,
program or flow
the meeting, list
of invited
stakeholders

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student covered area

that allows student to
interact and review
lessons
2. Construct study area
where students
eventually exchange
ideas, study lesson and
make projects that
conducive and inviting
for academic purposes
3. Make policies and
necessary guidelines
and orient students how
to use properly the
students covered area.
Teachers,
Department
Heads,
Principal,
students,
Community
Stakeholder
s
Teachers,
Department
Heads,
Principal,
Students
All building
equipment
and tools
for
constructing
6 months
(AugustJanuary)
P50,000
Approved Project
proposal,
Constructed study
area
Budgetary
requirement,
schedule of work,
time table of
projects
Principals
report and
students
evaluation
1 month
(February)
P1,000
Approved School
Policy and
guidelines
regarding students
covered area,
students orientation
activity
Copy of
guidelines,
schedule
activities, minutes
of orientation
Prepared by:
RICHARD P. MORAL, JR.

School Based Management-Curriculum & Instruction Head
Teacher III

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Strategic Planning

A Koronadal National Comprehensive High Schools Perspective

JMJ MARIST BROTHERS

CONTEXT OF CURRICULUM DESIGN IN SCHOOL BASED

What is the use of running when we

Ang mundo ng ating kabataan

THE CORE LESS EMPHASIZED, MIRRORING THE CURRICULUM:

Ang mundo ng ating kabataan

Ang mundo ng ating kabataan

DepED Vision, Mission and Core Values

Ang mundo ng ating kabataan

The Teaching Force

Curricular Offering and Achievement

10.73% (340 students)

Cohort Survival Rate

National Achievement Test Percentage

46.97% (Below Mastery Level)

Percentage of students who cannot

Manipulate numbers and Frustrated

Ang mundo ng ating kabataan

Ang mundo ng ating kabataan

Ang mundo ng ating kabataan

Ang mundo ng ating kabataan

Ang mundo ng ating kabataan

Ang mundo ng ating kabataan

Lax supervision of curriculum

Creation of Open High

Create school curriculum

area was not done

Write localized materials and

Ang mundo ng ating kabataan

Conduct action research in

Ang mundo ng ating kabataan

Status of the Institution

Only 1 subject area uses

Teachers develop the

Teachers are not really

Ang mundo ng ating kabataan

3. Learning systems that

4. An environment that are

Teachers are not fully

There were lacking in

Ang mundo ng ating kabataan

Republic of the Philippines

Ang mundo ng ating kabataan

in the context of 21st

5. Write localized and

Ang mundo ng ating kabataan

KNCHS center for

Time frame and

Ang mundo ng ating kabataan

This questions will be

Ang mundo ng ating kabataan

1. Draw school and

List of Core group

Ang mundo ng ating kabataan

of each sector in the

Ang mundo ng ating kabataan

student covered area

RICHARD P. MORAL, JR.

Ang mundo ng ating kabataan

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