Republic of the Philippines

Leyte Normal University

College of Arts and Sciences

Tacloban City

PROGRAM MANAGEMENT FRAMEWORK for the

ENGLISH ENHANCEMENT PROGRAM FOR ST. JOHN EVANGELIST MAJOR
SEMINARY
FRESHMAN THEOLOGIANS
LANGUAGES AND LITERATURE UNIT, LEYTE NORMAL UNIVERSITY

In Partial Fulfillment of the Requirements in

ELS MAJ 105 – Language Curriculum Development

Presented to

DR. JACQUELINE I. ESPINA

Professor

Prepared by

___________

BAEL 4-1 Student

Background and Rationale

As a leading university and the sole Center for Teaching Excellence in the whole of
Region VIII, the Leyte Normal University considers it part of its social responsibility to take the
lead in the training of teachers and other professionals and in assisting learning institutions in
the performance of their duty of honing the minds of their students.

One of the school beneficiaries of the expert services of the University is the St. John
Evangelist School for Theology (SJEST). Launched in 2005, the English Enhancement Program
for the SJEST Freshman Theologians has the improvement of the oral and written
communication skills of the theologians as its main goal. This is being implemented yearly as an
extension project of the University through the Languages and Literature Unit without
undertaking the preliminary activities in designing and implementing a curriculum such as the
analysis of the environment and the needs of the learners. The program has never been
evaluated either by the learners or the teachers. Although teachers conduct pre- and post-
assessments, results of these are not utilized as inputs to improve the curriculum. Hence, no
changes or modifications have been done to the curriculum ever since its first implementation.

Success is measured by the extent of achievement of goals and specific objectives set
prior to the implementation of an educational program. When no objectives have been
articulated early on, there is no way of evaluating the success of the program and of seeing to it
that it is useful, relevant and meaningful to the learners. Further, the lack of effective
management through careful planning, implementation and evaluation of the program will
result in dissatisfaction and frustration on the part of the implementers and the learners.

This management plan or framework for the SJEST Freshman Theologians was crafted to
ensure the correct design, proper execution, and the attainment of its desired outcomes. With
this, the Languages and Literature Unit will never go wrong in the implementation of the said
program and success is certainly within their reach.
 CURRICULUM OR PROGRAM MANAGEMENT MATRIX FOR THE
ENGLISH ENHANCEMENT PROGRAM FOR SJEST FRESHMAN THEOLOGIANS

ACTIVITIES OBJECTIVES ROLE OF THE PEOPLE TIME SUCCESS

PROJECT INVOLVED FRAME INDICATOR
MANAGER
A. Analyzing the
Environment
 Determining the To ensure Assign a Project 1 week Report on
nature of the that the faculty manager, the profile
learners through curriculum member to University of learners
survey and interview will be administer Extension and faculty
a. Age suitable, the survey Coordinator
b. Educational practical and questionnaire , faculty,
background realistic and interview seminary
c. Level of the target rector and
motivation group. theologians
d. Special
purpose for
learning the
language
e. Skills and
interests Do profiling of
 Determining the the faculty
qualifications of the members.
faculty
a. Highest
educational
attainment
b. Skills and
expertise
c. Number of
faculty
members Data
Coordinate regarding
d. Availability
with the class size,
 Determining the
Extension tentative
teaching situation
Coordinator class
a. Class size
and the schedule,
b. Venue
seminary venue and
c. Time
rector. logistics
allotment
d. Availability of 2 weeks
To have a Project
resources A list of
basis in Oversee the manager, tasks or
B. Analyzing Needs designing the construction University language
of the Learners curriculum and Extension features that
 Administering administratio Coordinator can be the
Needs Analysis n of the needs , faculty, basis for the
a. Oral and assessment seminary curriculum
written instrument rector and
communication and see to it theologians Action plans
skills that the tasks
b. Learning are done
styles within the
c. Preferred time set.
activities/strategi
es
d. Topics they
want to be
included
 Consulting
seminary rector as
regards the learners’
needs and lacks 1 week
 Collecting sample Statement
To clarify
oral and written Project of goals and
what the
outputs Lead the unit manager objectives
program is
in the and faculty
trying to
C. Setting of Goals achieve, to formulation
and /Objectives determine its of objectives
Based on Needs content and that are
Analysis focus, and to SMART.
guide
assessment 1 week
A short list
To make the Project of the most
connection manager important
Discuss with
between the and faculty principles
the faculty
D. Applying research and theories and
Language Teaching theory of researches on
and Learning language language
Principles learning and teaching and
 Review existing the practice learning and
theories and of designing make sure
research findings on the that these are
language teaching curriculum properly
and learning applied in the
a. Nature of curriculum.
language and
language
acquisition
b. Motivating
learning
c. OBE
d. Repetition
and
thoughtful
processing of
materials
e. Taking
account of
individual
differences
and learning
1 week A list of
styles Project language
f. Attitudes and To determine manager items that
motivation items that and faculty represent
g. Cooperative should be in Lead the sensible and
learning the faculty in the achievable
curriculum performance goals for the
E. Content and and exclude of this task. program
Sequencing those that
 Determine should not be Provide inputs
language items and there on curriculum
areas to be covered design.
(grammar, To ensure the
vocabulary, systematic
phonetics, discourse) and logical
 Decide on the progression 2 weeks
course of Prototype
of lessons Project
progression (topics, lesson plan
manager
tasks, themes) To make and faculty
 Determine lessons easier
Oversee and
sequence of lessons to make and
lead the
the
timely
curriculum
F. Format and accomplishme
easier to
Presentation nt of this task.
monitor, and
 Deciding on to check if all
teaching approaches
and methods that should
 Deciding on be included in
lesson format there and
 Gathering and that accepted 2 weeks List of
preparing principles are Project strategies
instructional plans followed manager and plan of
and materials and faculty activities
To ensure
Suggest
effective
strategies and
learning and
coordinate
G. Teaching achievement
with people
Strategies of goals
and offices
 Choosing and despite time
that will be
planning activities and resources 1 week Training
involved in
that encourage constraints Project matrix
the conduct
learning and are manager,
of learning
suited to the nature University
activities.
of the learners and Extension
the situation To put in Coordinator
Make the
place the , faculty,
training
implementati seminary
matrix and
H. Plotting the on of the rector
provide a
Schedule and curriculum
copy to the
Assigning Teachers and to ensure
faculty
to a Topic/s that there will
involved, the
be no conflict The
Extension Lesson plans
in schedule entire
office and the Project and
and duration
seminary manager, instructional
repetition of of the
rector. University materials
topics extensio
Extension n
To deliver its Coordinator progra
Monitor
function of , faculty, m
teachers,
I. Program providing and
address
Implementation quality theologians
teachers’
instruction to Through
concerns, and
learners Project out the Pretest/
troubleshoot
manager, duration Posttest,
problems that
faculty and of the test papers,
may arise.
theologians classes rubrics,
To gain
Collect portfolios,
J. Monitoring and information
reports from etc.
Assessing about the
progress of faculty
 Pretest/Posttest
  Proficiency tests the learners
 Achievement and the
tests effectiveness 2 weeks
 Observing and of the Project Duly
Monitoring curriculum manager, accomplishe
 Learning logs faculty and d evaluation
 Portfolio theologians forms
To gain
Lead in the Evaluation
K. Program insight on
preparation reports
Evaluation areas in
of evaluation
which the
forms, assign Action plan
program
faculty
needs to be
member/s to
improved
administer
the
evaluation,
analyze
findings and
utilize them
as basis for
improving the
program.

Language Curriculum Design

A. Theoretical Grounds (Enumerate and discuss the language learning theories and teaching
approaches that will be utilized as bases for the lesson format, strategies and assessment
techniques.)

B. Training Matrix / Learning Plans

 Learning Content/Topic Number Strategies Assessment Materials
Objectives/Learning of Hours Needed
Outcomes