Project Proposal Sample | Reading and Writing

PSU- OUS Alaminos City Campus

Final Exam in Program/Project Planning and Evaluation


August 6, 2016


  1. Project Title: Project B.O.A.R.D. (Blackboards On AIS Rooms & Departments)


Work Unit/Office/ Department: DepEd- Anda/ Anda Integrated School/ High School Department


Proponent: Carl John C. Carolino


Designation: Teacher I


Timeline of Project: August 19, 2016


  1. Project Description
  2. Introduction/ Rationale


This proposed project, Project B.O.A.R.D (Blackboards On AIS Rooms & Departments) aims to solve the inadequacy of blackboards and bulletin boards in classrooms and offices of Anda Integrated School. Boards are very important in teaching- learning process and on information dissemination. Due to the fluctuation in the student population and the creation of the high school department, the number of boards cannot suffice the needs of everyone. By granting this proposal, the school teachers can illustrate concepts on the board and entice learning through bulletin boards and the administration can put the pertinent information in conspicuous places.


  1. Constraints

The following are the predicaments that the project team/ technical and working committee might encounter:

  • Budget/ capital/ materials- At present, the school is only utilizing the Maintenance and Other Operating Expenses (MOOE) of the elementary Thus the fund is not enough to address all the needs of the two departments. Furthermore, the school does not have materials like paints in creating boards.
  • Manpower- the school needs people who will create bulletin boards. Teachers cannot do the job of their teaching loads.


  1. Cooperating Units

The proponent needs people to do this Herculean task. The following organizations will be tapped to make the project successful:


  1. Anda Integrated School Teachers Faculty Club
  2. Parents- Teachers Association (Elementary and High School)
  3. Barangay Poblacion Council


  • Composition of Manpower with their Functions


Chair:                     Carl John C. Carolino


Members:               Mrs. Ernie Bauzon (AIS Teachers Faculty Club President)

Mrs. Grace Aqui     (AIS Teachers Faculty Club Vice President)

Mr. Raul Arig         (PTA President Elementary)

Mr. Berting Calinog      (PTA President High School)

Punong Barangay Arnel P. Catabay (Poblacion)


Consultants:           Alex M. Mamaril, Principal II

Ruth C. Caalaman, Ed. D., Monitoring Supervisor


Production Staff

Chair/ Team Leader:           Carl John C. Carolino


  • Spearhead meetings and program/ project launching.
  • Monitor the development of the project by checking the process of the creation of the outputs and updating all the concerned individuals on the deadline.
  • Lead the team in the creation of an accomplishment
  • Assess the outcomes of the project.


Members:               AIS Teachers Faculty Club, PTA Presidents, and Barangay Council


  • Create budget statements.
  • Suggest ways of how to collect funds.
  • Convince parents/ members to join in the creation and installments of blackboards.
  • Do auditing and accounting on the financial aspect of the project.


  1. Budgetary Requirements


Activities Brief Description Nature of Expenses No. of Persons Involved Amount Per Person Total Amount
Project Team/ Technical and Working Group First Meeting Meeting with the members to orient them about the project. Snacks




8 persons



8 persons

Php 30.00




   240. 00



560. 00

Project Team/ Technical and Working Group Second Meeting Meeting with the members to orient them about the project. Snacks




8 persons



8 persons

Php 30.00




   240. 00



560. 00

Total 1, 600. 00


Note: The budget for the meeting will be coming from the Revolving Fund of the school.


  1. Project Timetable
Time/ Duration Activities Expected Output
August 8, 2016 First Meeting with the Project Team Budget Statements, Launching Program Invitations.
August 10, 2016 PTA Assembly Meeting List of Workers, List of Donors
August 13, 2016 Project B.O.A.R.D. Program Launching Pictures
August 14- 18, 2016 Creation of boards Boards
August 19, 2016 Installments of  boards Pictures
August 23, 2016 Second Meeting with the Project Team Documentation/ Narrative and Financial Reports
August 26, 2016 Publication of Financial reports Financial reports posted on the Transparency Board



  1. Expected Output


The project team is expected to install chalkboards and bulletin boards at the right time. The team will pass the narrative report to the Schools Division Office I Pangasinan.


  • Attachments
  • Data about the Students Population.
  • Data about the number of rooms and the number of blackboards needed.

My Ideal Curriculum

This is my output for Curriculum Development subject in the Master’s Degree Program I graduated.



Philippine School of Communication Arts (PSCA) is a privately owned high school with branches in all regions of the country. The operation of the school is allowed having its compliance on the requirements set by the Department of Education.


With the large demands on information processing, communication is essential to deliver information at the right time and the right amount. PSCA found this need as opportunities for Filipinos to excel and to attain progress.



To be the frontrunner on developing Filipino students with exemplary communicative competence, good values, and skills who can pursue higher education and obtain jobs in the country and abroad.



The mission of PSCA is to provide quality education relevant to the needs of society; to nurture students to have a strong command in English language which is an important factor in joining interactions and communication processes from personal up to industrial aspects; and to showcase talents and abilities of students through the help of teachers, administrators and stakeholders.



The following are the goals and objectives of the school. These focus on education/ instruction:



  1. Educate students using the K- 12 Curriculum.
  2. Offer students subjects focusing on Communication arts
  3. Provide learning materials and experiences that happen in the actual


  1. Teach the subjects in high school level prescribed by the Department of Education.
  2. Teach the students English grammar, macro- skills and communicative competence theories and principles.
  3. Use social media platforms (e.g. Facebook, Twitter, Instagram, etc.) in discussing lessons.
  4. Elucidate to the students the importance of Communication Arts in daily living and in a professional
  5. Empower students to become expressive in giving their ideas considering the norms of the society they are living in.


Teachers are facilitators of learning. Students are expected to be the processors of knowledge which is based on learning by doing the notion of John Dewey, a progressivist.

Students are assessed through standard tests and practicums anchored in communication arts (e.g. interview, writing, theatre arts, radio broadcasting).

Teachers are encouraged to integrate social media platforms in discussing lessons. These media platforms are great avenues to accumulate opinions, obtain ideas and encourage students to interact especially those who are afraid to speak in front of many people.

Furthermore, the teachers should integrate Math concepts in the lessons. Math concepts are helpful to develop reasoning skills among students. Reasoning is an important activity in the communication process.



(Please see Appendix)



The following are the grades offered by the school in this school year:

  1. Junior High School- Grades VII- X
  2. Senior High School- Grades XI-XII

Strands offered: Academic, Technical- Vocational



The following are the partners of the school:


  1. Telecommunication Companies
  2. Smart Communications
  3. Globe
  4. PLDT


  1. TV Companies/ Newspaper Companies
  2. GMA- 7
  3. TV5
  4. CNN Philippines
  5. CNN International
  6. New York Times
  7. Associate Press
  8. Philippine Daily Inquirer


  1. Social Media Sites
  2. Facebook
  3. Twitter
  4. Instagram


  1. Blog Platforms
  2. WordPress




The graduates of PSCA are automatic members of the PSCA Alumni Association. The following are the positions available in the association.


  1. Alumni President
  2. Vice President
  3. Secretary
  4. Sub-secretary
  5. Treasurer
  6. Sub-treasurer
  7. Auditors (2)
  8. Business Managers (2)
  9. Peace Officers (2)

The elected officers will hold the position for three years.


To better serve its clientele, the school is accepting applicants for the following positions:

  1. Head for Research
  2. Head for Extension Programs
  3. Web Developer
  4. Speech Coaches (2)

Sample Human Resource Policy Review Position Paper

I wrote this output for my subject EDM 214 Personnel Management in the Master’s Degree program I graduated.


A Human Resource Policy Review Position Paper

Presented to

Dr. Nova Arquillano


In Partial Fulfillment

of the Requirements for the Course Subject

EDM 214 Personnel Management








Every opening of the school year, we can hear manifold clamor in the public basic education schools. Inadequacies of classrooms, books, restrooms are rampant in every school that these shortages are seemed incurable. Aside from physical facilities, the Department of Education (DepEd) is facing problem in terms of human resource. Yearly, there are news reports telling that the country has an insufficient number of teachers.  In 2015, Kabataan Party-list Teddy Ridon stated in a press conference done at University of the Philippines that there are shortages that public schools to address. According to Ridon, “The school year will open in a bleak tone, with students and parents not only facing new and higher fees, but also the same old problem of shortages in classrooms, books, teachers, and facilities.” ( He mentioned that to accommodate 21 million expected enrollees during that year, 114,304 teachers are needed based on 1:30 teacher-student ratio.

As we all know, teachers are human capital that greatly maneuvers the direction of our educational system and policies. To them lie the success of the implemented curriculum and the success of children after leaving the portals of the basic education institution. Thus the department needs to make sure that all schools across the country should have competent teachers to mold the next generation.

For the previous years, the government is struggling with solving and even mitigating the problem behind the lacking of a number of teachers. This problem is mild in schools located near town proper and city proper, but it is severe in the far-flung areas especially in the islands and mountainous regions.

The state has found a panacea to this predicament with the enactment of Local Government Code or RA 7160. The said republic act stipulates the creation of a local school board (Section 98). This board is tasked to give solutions to all the problems existing in elementary, integrated and secondary schools under their governance (Section 99) ( So, the local school board will answer the backlogs of the state in terms of physical facilities and human resource. If one school has inadequate regular permanent teachers to accommodate all the students, the school can request to the municipality or the city government to have local school board teachers.

The local school board (LSB) teacher is a licensed professional teacher who does the duties and responsibilities of a regular permanent teacher. However, the local school board teacher does not receive the same salary and benefits of a regular permanent teacher. The local school board is in charge of paying the service of the LSB teacher. An LSB teacher is like a contractual worker ( Anytime a regular teacher is appointed in the school, the contract of the LSB teacher lapsed. There is no security of tenure for LSB teachers.

Even that the stay of these teachers in schools is ephemeral, they also have the advantage. They have the working experience which will be converted into points as they apply for Teacher I position at DepEd. Based on DepEd Order No. 7, s. 2015, the teacher applicant who has served as LSB teacher will receive additional points aside from what he obtained in the teaching experience category. Furthermore, they have familiarized themselves on the recurrent system of education. It is easy for them to adapt to the dynamism happening in the department.

The writer was given an opportunity to become a local school board teacher for two months. On his dealings with the other school board teachers, some of his colleagues have been applying for more than two years. Teacher A, who has a specialization of Technology and Livelihood Education started her third year as LSB teacher in Anda Integrated School before she was appointed Teacher I in San Jose National High School. TLE degree holders are in demand in K- 12 curriculum. It is expected that she should have been hired by the department earlier. Teacher B, also a TLE major graduate taught in Awag Integrated School, Awag, Anda, Pangasinan for a year. She applied for the second time but she failed to enter the Registry of Qualified Applicants (RQA).

It is a great challenge to be part of the DepEd family nowadays. The Philippine Teachers Professionalization Act (Republic Act No. 7836) is strictly followed. Public school teachers should pass Licensure Examination for Teachers (LET). Then, he needs to garner specialized skills and teaching experience. After that, he needs to undergo a difficult job application. Department of Education uses DepEd Order No.7, s. 2015 which is an applicant should get 70 points and above. If in case that the number of qualified applicants is not enough, that will be the time that the department will use DepEd Order No. 22, s. 2015. The writer and his colleagues qualified on the latter department order.

Finally, the writer’s colleagues in Anda IS were appointed as Teacher I last year but deployed in other school and in other municipality. In the short time that the writer worked as LSB teacher, he felt the hardships of a contractual teacher.

His experience as an LSB teacher inspired him to create this position paper. The paper wants to discuss the prioritization of LSB teachers to be hired first than the other applicants. The Department of Education should ensure that all teachers who serve as volunteers and as local school board teacher for a year and above are the top priority. They have known the system already and their sacrifices are invaluable. They have shown chauvinism as they serve the localities that are in dire need of teachers.

  1. Statement Explaining the Relevance of the Policy to HR

The position of the writer on this issue has relevance to how the DepEd manages its human resource. It is apparent that to be part of the roster of DepEd teachers, the applicants need to undergo intense screening. By putting consideration on LSB teachers, DepEd will have lesser problems in hiring competent and tenacious educators because they are going to hire teachers that have seen and worked under the agency. It will be beneficial because the department can save money on orienting newly- hired teachers like how to cascade the curriculum.

Now, that DepEd is still yearned to curtail the shortage of a number of teachers, it is the right time to accommodate the said teachers to be permanent teachers. The number of students in public school is flourishing over the past years. There are now elementary schools converted to integrated schools that enable the elementary graduates not to travel far to have a high school education. This scenario needs teachers to cater quality education for the young dreamers.

For the case of Anda Integrated School, the school underwent a two- year transition period before it is approved by the DepEd to become an integrated school. For those years, the Municipality of Anda financed the compensation of those teachers. Unfortunately, those LSB teachers were hired to another school. There were two left LSB teachers in the school including the writer. If the DepEd is tracking the applicants, those teachers do not need to leave the area and just continue the public service they are practicing for the past two years.

C.Objective Analysis

There is no specific law and a current department order or memorandum that declares LSB teachers should be prioritized before the other applicants. But, these teachers do hold eligibility and other qualifications which are based on several legal documents.

LSB teachers and public school teachers share the same qualifications. They are graduates of college or university recognized by the government (Republic Act No. 9293, the amended R.A. 7836, Section 15 Qualification Requirements of Applicant). They are able to obtain their license after taking an examination to become a professional teacher (Republic Act No. 7836, Art. III, Section 13). They have skills that are useful in their teaching profession.

Indicated on the Basic Rules on Hiring and Deployment of Teacher Positions that residents of the locality, LGU-funded teachers, substitute teachers, volunteer teachers, and Philippine Business for Education (PBEd) graduate under the 1000 Teachers Program (1000 TP) shall be subject to these hiring guidelines (DepEd Order No. 7, s. 2015, 4. 3).

Based on 7.0 of the abovementioned order which is the Evaluation and Selection Procedure and Criteria, teaching experience has the big chunk in the overall points of teachers which 15 points. On the pointing system under teaching experience, one month is equivalent to 0.15 points. LSB teachers also are known as LGU- funded teachers shall obtain bonus points as follows: less than 2 years of experience = + 1 point; 2 to less than 5 years of experience + +2 points; and 5 or more years of experience – +3 points. If we are going to observe the figures, we can identify that a Local School Board teacher may reach five years or move just to be employed.

Based on the said department order, Local School Board Teachers somehow have an edge to their rivals. But, the advantage is not guaranteed for a teaching position. There is a high probability that he or she will be deployed but not at the school he or she has started.

Based on 3.2.1 of DepEd Order No. 7, s. 2015, an applicant who has taught as an LGU-funded teacher, Kindergarten Volunteer Teacher (KVT) or substitute teacher for at least one (1) school year in the barangay, municipality, city or province where the school being applied to for a teaching position is located shall also be considered as a bona fide resident, to be validated by a certificate of employment. Even that they are considered a bona fide resident, the hired applicant may not get the item in the school where he worked as an LSB teacher.

D.Effects of the Policy

This claim will greatly affect the human resource policy being implemented by the DepEd. The prioritization of local school board teachers has the following positive effects:

  1. Local School Board teachers are assured that their sacrifices are honored by DepEd; and
  2. The burden of the screening committee will be lessened for they will not exert much effort to look for the teachers who can adapt in the system because the LSB teachers have experiences while working in the department. The human resource personnel should think about the long-term effects of absorbing LSB teachers in the department. The department can save money and resources in boosting teachers and the department can answer the urgency in finding teachers who are badly needed by schools especially schools that are newly established or integrated schools that are on the early pace of establishment.

On the other hand, this might be discriminatory for the other applicants who worked in a private school to get teaching experience. But, the writer believes that the immersion of LSB teachers in the system is a plus factor because they have different levels of difficulty in teaching. Private school teachers commonly have 30 students in a classroom while LSB teachers can have 30 to 100 students (

DepEd should act immediately in this case because the talents or potentials are present through the years. They should tap them before these teachers embark on another quest in other professions/ jobs.



  1. Duka, Cecilio D. Reviewer for the licensure examination for teachers (LET) (5th edition). Manila: Manila Review Institute, Inc.


  1. Arcangel, Xianna. (2015). Classroom, teacher shortages to welcome new school year, lawmaker warns. Retrieved from
  2. Local school boards in the Philippines. (n.d.). Retrieved from
  3. (2012). The Philippines: school teacher. Retrieved from

PDF File

DepEd Order No. 7, s. 2015. Hiring guidelines for teacher I positions effective school year (SY) 2015-2016. Retrieved from