pasig catholic college k-12 transition management plan

PASIG CATHOLIC COLLEGE
K-12 TRANSITION MANAGEMENT PLAN
Beginning Steps towards K-12
In 2010, then Presidential candidate, Noynoy Aquino laid out
his 10-point Basic Education Program to improve the quality of
education in the country which includes the addition of
compulsory Kindergarten and two years of high school.
Upon Pres. Aquino’s assumption of office, Pasig Catholic
College started to explore the idea of implementing the K-12
program and set-up the necessary infrastructure for its
realization.
Beginning Steps towards K-12
From 2010 to the present, the school has been sending its
academic teams to various fora, seminars/trainings sponsored
by DepEd, CEAP, MAPSA and other organizations covering the
various components of the program. At the same time, the
community was conducting an audit of its capacity and
capability to implement the program. All stakeholders were
given orientation about K-12 and its implications on the
present set-up of the school.
In 2011, the school formally organized its own K-12 Transition
Management Team that was tasked to set directions towards
an orderly and plausible change in its operations. One of its
first steps was to conduct a School Readiness Assessment.
SCHOOL READINESS ASSESSMENT (SRA)
In response to K-12 Transition Management, Pasig Catholic
College formed sub-committees per area that would
address and facilitate the implementation of K-12.
.
Curriculum Program – VP for Academic Affairs (VP-AA)
with Academic Heads, Registrar, Director of Center for
Institutional Information Technology (CIIT), and
Academic Coordinators
SCHOOL READINESS ASSESSMENT (SRA)
.
.
Student Data – Registrar with Office of Student Affairs
(OSA) Heads, Guidance Counselors, Medical/Dental
Unit (Clinic) and Librarians, in coordination with the
VP for Research, Planning, Development and
Extension (VP-RPDE)
Physical Facilities – VP for Administration and Finance
(VP-AF) with the Executive Vice President (EVP),
General Services Unit (GSU) Head and Property
Custodian
SCHOOL READINESS ASSESSMENT (SRA) SUB-COMMITTEES
.
.
.
.
Faculty and Personnel – Director of Center for Human
Resources Management with the Teachers’
Coordinating Board (TCB) Presidents
Support Services – VP-AF with CHRM Director and GSU
Head
School Information – VP-RPDE with CHRM Director and
Registrar
Operating Industries – Director of Center for Linkages,
Networking and Public Affairs (CLNPA) with the EVP,
Alumni, Parents and College Guidance Counselor
CURRICULUM PROGRAM
Based on the complete K-12 Curriculum released by
the Department of Education (DepEd) on March 2012,
PCC prepared a curriculum for Grades 1 and 7 that
would focus on the competencies and skills needed to
be developed among students that will match the
needs of the industry. The review of the curriculum
was done during summer of 2012. Teachers attended
horizontal and vertical articulation to fully review the
curriculum. A regular basic education articulation is
being done to ensure that spiral progression is
actualized in the curriculum.
CURRICULUM PROGRAM
A survey on Career Preference was conducted during the first
week of classes. The said evaluation was administered to all
students. The results revealed the top ten program preferred
by students in each year level.
The top ten programs for each level are the following:
LEVEL
Grade 7
TOP TEN PROGRAMS
Broadcast Engineering
Operations Management
Design and Structural Engineering
Badminton
Volleyball
Management (Economics)
Account Executive
Veterinary Medicine
Music (Vocal and Instrumental)
Law Practitioner
%
59.86
46.71
41.52
39.62
39.10
35.12
34.60
33.39
33.04
29.76
2nd Year
Architecture
Badminton
Entrepreneurship
Volleyball
Design and Structural Engineering
Music (Vocal and Instrumental)
Tour Guide
Operations Management
Broadcast Engineering
Basketball
47.83
40.22
33.88
33.70
32.25
30.43
30.43
29.71
28.26
28.44
3rd Year
Architecture
Badminton
Operations Management
Basketball
Broadcast Engineering
Volleyball
Marketing Management
Entrepreneurship
Accountancy
Management (Economics)
46.50
38.88
34.06
34.06
28.93
26.28
26.28
25.51
23.79
22.40
4th Year
Badminton
Architecture
Management
Accountancy
Basketball
Entrepreneurship
Music (Vocal and Instrumental)
Design and Structural Engineering
Marketing Management
Volleyball
35.74
33.81
33.63
31.47
30.22
28.24
26.44
22.48
21.76
21.22
Students have Science, Mathematics and Computer as the subjects
that interest them. They would still want to continue their studies
in college (93.95%). The following programs (general division) are
the preferences of students:
Creative Arts :
Sports
:
Academics
:
Music (Vocal and Instrumental)
Badminton, Basketball and Volleyball
Design and Structural Engineering,
Architecture, Broadcast Engineering,
Operations Management, Accountancy,
Account Executive, Marketing
Management, Entrepreneurship
In the desire to validate these results, the students’ responses to
the Career and Interest tests administered and analyzed by the
Guidance and Testing Center, were considered. The “Interest and
Study Habits Inventory” shows the study habits and interest of the
students based on the eight multiple intelligences. The over-all
results showed the following:
1. Majority of the students scored high in the area of Logicality.
This suggests that a number of high school students prefer to
pursue careers in Accountancy, Engineering, Information
Technology/Computer Science and occupations that require
computations, analytical thinking and systematic problem
solving.
2. Coming in second is the area of Visual Arts. This means that
the students have the ability to think in pictures and create
vivid mental images in retaining information.
Possible
occupations are Graphic Designer, Architect, Painter, Art
Teacher, Photographer and the like.
3. The third highest score belongs to the area of Kinesthetic,
which may signify that they have the ability to control body
movements and handles objects skillfully, have a good sense of
balance and eye-hand coordination. Possible occupations
include becoming Architect, Athlete, Commercial Artist,
Dancer, Instrumental Musician, Physical Therapist, Physical
Education Teacher, Pianist and Recreational Worker.
4. Special
mention
also
goes
to
the
area
of
Sociability/Interpersonal Abilities, with possible careers as
Psychologist, Guidance Counselor, Manager, Politician, School
Principal, Salesperson and the like.
In relating the results to the National Career Assessment
Examination (NCAE) and in determining the occupational field of
interests of the examinees, the results show that more PCCians
enjoy activities and might perform better in careers related to
fashion, designing, landscaping, or would prefer to become artists,
musicians, singers, dancers or radio/television announcers.
Majority of the careers in this category tend to
require less scholastic requirement and are less
traditional. On the other hand, junior high school
students tend to be least interested in
occupations requiring clerical skills. Relatively,
these may indicate that PCC students tend to
prefer careers that would allow them to express
themselves without being too restricted to follow
a set of procedures and routines.
This means that the NCAE results validate the data
taken from the Survey on Career Preference.
Students’ career preference focuses on those that
require computations, analytical thinking and
problem solving. However, it could be noted that
there are career options in the field of sports and
entrepreneurship. This only implies that more
students want to be professional and pursue their
College education. There are also those who plan to
consider careers that would allow them to move
freely and with less restriction.
Based on the results of this study, it is recommended that PCC
considers the chosen careers/occupations of the students in
preparing for the tracks of Grades 11 and 12; intensify career
orientation to further guide the students in choosing the right
career for their abilities and interests; and inform the parents
regarding the results of the career test/survey for them to
assist and encourage their children in their career
options/decisions.
As such, PCC will pursue career academic tracks in
Science, Technology, Engineering and Math;
Technical-Vocational Tracks under its Business High
School Program and possibly a Sports Development
Track. Foreign Language subjects will be integrated
in the different tracks to be offered.
STUDENT DATA
The effects of the K-12 transition in the number of students of PCC
is yet to be felt or quantified, because students have been steadily
growing in PCC for the last five years (SY 2007-2012), although a
small decline could be noted. The latest averages are shown
below:
LEVEL
AVERAGE NUMBER OF STUDENTS 2007-2012
Preschool
306
Grade School
2,823
High School
2,514
Night High School
21
College (1st and 2nd Semesters)
1,454
Graduate School
40
Average for SY 2007-2012
7,159
PCC has enjoyed an average of around 7,000 during
the last five school years. However, it is more
important to note that PCC has enjoyed an average of
around 5,000 students for the last sixty years (school
year 1951-2012), further evidencing the stability of the
academic institution in terms of the number of
students.
PHYSICAL FACILITIES
The team looked into the capability of the school to implement K-12
in terms of physical facilities. As of the present, PCC has a total of
73 rooms with LCD projectors and 15 of them are ready for
Computed Aided Instruction (20.55%). Plans have been drawn-up
to make all rooms CAI-ready in the next three years.
The school also has the following facilities to support the
implementation of K-12:
• Speech Laboratories
• Two General Science Laboratory rooms and two Chemistry
Laboratory rooms
• Libraries for each academic level
• School Canteens
• Medical/Dental Unit (Clinic)
•
•
•
•
•
•
•
Bookstore
Auditorium (Aula Minor)
St. Joseph Gymnasium
Rev. Fr. Cornelis de Brouwer Audio/Visual Room or
Instructional Media Unit (IMU)
Presidents’ Hall
Veranda
Crown Jewel (Main Stage)
To further ensure that we can provide the additional the
classrooms, plans have been drawn-up to build the TenStorey Centennial Bldg. that is suppose to house the
College Department of the school.
FACULTY AND PERSONNEL
In ensuring a smooth transition to K-12, PCC faculty and personnel
were also given tasks during the last quarter of 2011 until summer of
2012.
The High School and Grade School departments reviewed the draft
of K-12 curriculum and identify salient features as input to year-end
curriculum review during summer 2012. They also used the input
from the NAT results and other assessment tests to identify areas
where students need beefing up on mastery.
On the other hand, the College department began identifying areas
for collaboration with High School and Grade School departments as
regards competency-building, mastery skills, and employability skills
of senior high, and the maximization of human and material
resources, aligned with the K-12 transition.
Subject Area Coordinators and teachers reviewed their respective
curricula and articulated on areas for improvement, intensification
and integration of skills (mastery/competency building). The Center
for Institutional Information Technology, with the Academic and
Subject Area Coordinators (SACs) conducted regular articulation on
the integration of technology skills and CAI implementation. The
said articulation also addressed the concerns and problems
encountered in the implementation of CAI.
The GS and HS departments also used the “Brigada Escuela” book by
Mr. Mike Luz of the Asian Institute of Management (AIM), and other
project-based, performance-based teaching strategies and
assessment. CAI instruction is being piloted in the Grade 7 level
using the the Data Science and Technology Corporation (DSTC)
program. 14 netbooks were forwarded to the High School
Department to be used by Grade 7 teachers. There is also a plan to
convert a room as CAI Room where it would house 45 netbooks.
SUPPORT SERVICES
The General Services Unit has provided an extensive list of
contents (intensified applications), occupation or career after
Senior High School and the facilities needed in line with the
Senior High School Technical/Vocational Track (career pathways
in Electrical Technology, Civil Technology, Clothing and Textiles,
Food and Food Services for Grade 11). It is interesting to note
that the list of facilities needed is already an assurance that PCC
could very well accommodate the transition to the K-12
program. Although these facilities are still subject for inspection
and improvement.
Some of these facilities include a shop room, electrician’s shop
room, ITC technician room, control booth, projection room,
workers’ headquarters, sewing rooms, canteen extension, the
second floor of TLE room, or even any simple office and the open
area located at the ground floor of the Fr. Smits Extension building
that could all be readily converted to accommodate
occupations/careers of entrepreneurs, electricians, electronic
draftsmen, electronic assemblers, electronic shop assistants, sound
system operators, radio mechanics, cellular phone repair
technicians, audio service technicians, carpenters, upholstery,
masons, plumbers, casual wear construction workers, children’s
wear workers, men and ladies garment construction workers, basic
cooks, meat, fish, drinks and vegetable processing workers,
bartenders, caterers, ideas and opportunities/market/operations
and human resources and finance personnel.
SCHOOL INFORMATION
During the MAPSA K-12 data gathering activity spearheaded by Dr.
Belen de Jesus in April 2012, the Office of the Research, Planning,
Development and Extension was able to gather data for PCC, and
five other schools in Pasig, Pateros and Parañaque. ORPDE was
able to collect these data in coordination and through the
cooperation of the concerned units.
The school also provided MAPSA the enrollment figures for ECE
and Grade 6, Day High School (all levels), Night High School,
College, and Vocational/Technical (Voc/Tech) for the last five years
in relation to the K-12 program.
The tuition and miscellaneous/auxiliary fees were also
considered in the transition to K-12 by the MAPSA
questionnaire to forecast future figures and its viability
because of the said transition.
The number of personnel, both faculty and support
personnel (also part of the MAPSA questionnaire) was
analyzed in order to determine if there is a sufficient
number of employees during the transition.
Operational Expenses
Salaries, as part of the school’s operational expenses was
also studied as it would definitely play a major role during
the transition to K-12 in terms of sustainability and
competitiveness.
Part of the financial analysis is the Maintenance and other
operating expenses incurred while running the school.
Competition with and gaining prospects from other academic
institutions is not far-fetched, as the MAPSA tool also asked for the
population of both public and private High Schools during school
year 2011-2012 of other schools within the 1-kilometer radius.
Name of Public High School
1.Rizal High School
2.Eusebio High School
3.Sagad High School
4.Pinagbuhatan High School
5.San Joaquin - Kalawaan High School
Population
8,893
3,227
2,256
4,152
3,464
Name of Private High School
Population
1.Sacred Heart Academy
431
2.La Consolacion College
373
3.Arellano University
462
4.Pasig Christian Academy
222
5.Sta. Rosa Parochial School
258
OPERATING INDUSTRIES
The Director of the Center for Linkages, Networking and Public
Affairs (CLNPA), who is also the Registrar and Monitum Chair, was
tasked to include concrete plans for industry partnership, in
addressing the employability component of the K-12 program. The
articulation between the CLNPA Director and the sub-committee
on Operating Industries yielded a total of 149 companies in Pasig
City where graduates of the K-12 program may be employed. This
would somehow assure K-12 graduates of employability within and
beyond the City of Pasig, which may include Makati City, Quezon
City and Taguig.
At present, the College Department is strengthening and
maximizing a tie-up with existing companies for the on-the-job
training of College students. The said partnership shall be
extended for the plans on the Senior High School program.
PCC’s TRANSITION TO K-12 PROGRAM
With all these factors considered, PCC is ready
for the smooth transition from the present
curriculum to K-12 program. The academic
institution is still in the process of addressing/
working on some recommendations/resolutions
made/arrived at during the K-12 Transition
Management Committee meeting held in August
2012 and the Midyear Evaluation Session held
last 22-24 October 2012.
Recommendations during the K-12 Transition Management meeting
(August, 2012)
1. That the Sub-Committee on Communications articulate with
the College instructors on the following issues:
a) Unconfirmed impressions on diminution of salary, ranking
and stature
b) Source of resistance - delivery of instruction in the high
school (preparation of learning plans, syllabus, etc)
c) Wrong assumptions on alignment
of curriculum
(alignment not limited to content but also ensuring
employability of graduates through hiring of practitioners
and exposure to the industry)
d) Qualifications of Senior High School teachers (retooling
and compliance with standards/requirements)
2. That the Sub-Committee on Curriculum conduct a validation of
the results of the career preference survey against:
a)
b)
c)
d)
Previous NCAE results 2010-12
Career inventory of the Guidance Office
NAT
MAPSA K-12 Survey on Career Preference by Parents for
their children
3. That the Sub-Committee on Curriculum conduct a second
articulation between HS and college with the Registrar
regarding alignment of BHS and BS Entrepreneurship
4. That the Sub-Committee on Curriculum finalize the career
tracks for Senior High and their corresponding curricula
5. That a re-survey of the facilities be conducted by the SubCommittee on Physical Facilities to find out deficiencies that
need to be addressed based on the identified career tracks for
Senior High
6. That the Sub-Committee on Physical Facilities address the
recommendations from the following evaluators:
a. CHED
b. PAASCU
c. Professional organizations (COMEPP, PACSB, etc.)
7. That the Sub-Committee on Personnel and Faculty need to
determine the number and qualifications of faculty based on
career tracks
8. That the Sub-Committee on Research and Administration come
up with the School Readiness Assessment (SRA) based on the
data received from the different sub-committees
9. That the Sub-Committee on Research and Administration
consider using the template on the school report card used by
the public schools in their school improvement plan
10. That the Sub-Committee on Operating Industries come up with a
shortlist of companies within the city of Pasig and beyond
11. That the Sub-Committee on Operating Industries come up with a
plan to establish strategic alliances with the identified
industries/companies based on identified career tracks in close
coordination with the Sub-Committee on Curriculum
12. That the Sub-Committee on Physical Facilities come up with a
proposed floor plan for the Centennial Building based on the
following:
a. Validated career tracks
b. Assessment of facilities
c. Viability
d. Results of the SRA
e. PAASCU and CHED recommendations
13. That the Sub-Committee on Faculty and Personnel ensure the
attendance of college professors in K-12 seminars and for the
latter to cascade the same to the faculty
14. That the K-12 School Transition Management Committee (Core
Group) recommend to the College President decision points on K12 concerns for his/BOT’s approval
15. That the K-12 STMC update the College President on the
progress of work of the committee
16. That the Sub-Committee on Communication update the school
community on the progress on the K-12 implementation through
different school assemblies/meetings
17. That an institutional K-12 Coordinator be appointed and given
honorarium based on the job description approved by the STMC.
The job description shall cover ECE to College.
Resolutions Arrived At During the Midyear Evaluation Session
(on K-12 Program Implementation) (October 2012)
1. That the teachers undergo intensive training on differentiated
learning and supervision with standard-based assessment.
2. That PCC fill out Don Brodeth’s K-12 Readiness Assessment
form (follow-up form).
3. That the High School Department differentiate Business High
School and the Technical/ Vocational program and respect the
evolution of the Business High School.
4. That articulation between the College Dean and the Business
High School Coordinator be done to determine who among the
College Professors will handle the K-12 program in the Senior
High School.
5. That the President be provided with a scientific data-based
study on the K-12 Program. A more solid plan should be
prepared regarding the said transition to address the issues by
the VPAA, College Dean and the Director for Human Resource
Management.
6. That College professors seek TESDA certification and that the
certification fee be charged to the Faculty Development
Program. A memorandum of agreement shall be issued to the
professors who would undergo TESDA certification.