MARCO DOMANAIS MEDURANDA GAWAD SA NATATANGING GURO
Nominee, Navotas National High School
DESCRIPTION OF MILESTONE ACCOMPLISHMENTS
Name Marco D. Meduranda
Current Position Master Teacher II
Division/Unit of
DepEd Navotas
Assignment
School / Office Address Navotas National High School
No. of Years in Service 10
Educational Attainment Doctor of Philosophy, major in English ( on-going)
Master of Arts in Education, major in English
A. CONTRIBUTION TO SERVICE
Undertaken Projects and Related Activities on Action Research as a
Accomplishment # 1
Means to Continuous Professional Development in the School, Division,
Region and National Level.
1. Your Specific Role in As Master Teacher II of Navotas National High School, I was in charge
It of curriculum and instruction and was tasked to be the program
proponent of action research (AR), responsible for doing the following:
conceptualized and coordinated all AR initiatives across all
learning areas of the school;
designed and conducted series of trainings that capacitated
136 teachers in making 32 team-based action research
projects.
helped in the mentoring process of the teams.
developed tools that simplify the writing of action research
which were endorsed by DepEd NCR Director, Dr. Ponciano
Menguito.
modelled how AR's can be used to make evidence-based, data
driven policy in the school by conducting own action research
presented in the International Conference in Teacher Education
organized by UP Diliman and Basic Education Sector
Transformation.
led in the development of monitoring and evaluation schemes
called A.R. Kumustahan to ensure quality of action research
projects.
assisted my principal in getting the Basic Education Research
Fund (BERF) grant from DepEd as well as the financial support
from AusAid and Basic Education Sector Transformation.
participated in DepEd Central initiated Focus Group Discussion
and Key Informant Interview for the Review of Basic Education
Research Fund held on July 19, 2016 at DepEd NCR Conference
Hall.
tapped as resource person by DepEd Central Office in the
Research Management Conference held in November, 23-25,
2016 at Baguio City.
2. Brief Description of Action Research as not so accepted and popular tool for
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MARCO DOMANAIS MEDURANDA GAWAD SA NATATANGING GURO
Nominee, Navotas National High School
Accomplishment continuous professional development process in the public school
system was courageously embarked by the nominee, together
with the school leadership, thus producing the first ever
recognized whole school action research program by DepEd and
BEST after having produced 32 action research projects done by
136 teachers which is 100% participation of teachers convinced to
embrace the research culture in the K to 12 basic education
context. It was a year-long activity beginning from topic
conceptualization to proposal writing, then implementation up to
the dissemination of findings.
2.1. Rationale This project supports DepEd Order 43 s. 2015 pertaining to the
Basic Education Research Fund (BERF) that aims to promote the
culture of research and evidence-based educational reform
development. It adheres to the principles of professional learning
community and continuous improvement approach that are all
intended towards improving quality of instruction in the school to
produce holistically developed learners.
2.2. Objectives The 1st NNHSARF aims to promote the culture of research,
innovation and data-driven instructional decision-making by
equipping teachers with the skills in conducting classroom-based
action research projects and by guiding them from the
conceptualization up to the presentation of their studies through a
school-based action research symposium.
2.3. Dates started and
December 28, 2015 - February 29, 2017
completed
2.4. Coverage Navotas City
2.5. Beneficiaries 136 teachers
2.6.Partner Implementing AusAid through the Basic Education Sector Transformation (BEST)
Organizations/
Individuals
2.7. Source of Funding AusAid
3. Impact The program has established the culture of research in Navotas
National High School. Through job-embedded research capability
training activities that we did, all 136 teachers (100%
participation) were able to produce 32 team-based action
research projects which were all given funding by DepEd. The
tool I developed, the BERF Action Research template that
simplified the writing of AR's, was endorsed for adoption by
other schools in the region through a memorandum by the
regional director from DepEd NCR.
This achievement was also recognized by the DepEd Central
Office when I and my principal were invited to present in the
National Research Management Conference on November 24,
2016 from which I presented our best practice in leading action
intervention research.
The 1st Navotas Action Research Festival held at First Pacific
Leadership Academy, Antipolo City on February 24, 2017 was the
culmination of our first attempt to embed action research in our
practice. Through the support of BEST, all 136 teachers from
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MARCO DOMANAIS MEDURANDA GAWAD SA NATATANGING GURO
Nominee, Navotas National High School
NNHS, 100 teachers from the Division of Navotas and 50 teachers
from Region VIII and NCR were able to come together to learn
from one another through action research.
CONTRIBUTION TO SERVICE
Helped improved teaching effectiveness through Projects on
Accomplishment # 2 Whole School Literacy Program, Active Learning & Differentiated
Instruction
1. Your Specific Role in It In 2012, my co-teacher Mr. Leo Mel Ramos developed Project
MCART (Mobile Computer Aided Reinforcement in Teaching)
(100 words max.)
that sought to infuse the use of multimedia to make lessons
engaging for learners in a large class setting with the use laptop
and projector. Seeing that the tool was becoming a high tech
Manila paper, I saw the need to capacitate teachers on how to
develop lessons that will address the most pressing need of the
learners - their poor reading comprehension skills. With that I
initiated programs for the continuous improvement of
curriculum and instruction in the school through the whole
school literacy program, active learning and differentiated
instruction. I conceptualized, designed and wrote the proposals
and action plans, coordinated with the principals in the
different stages of the implementation process, served as
resource speaker, facilitator and mentor who trained and
engaged teachers in using literacy building strategies, active
learning techniques and differentiated instruction practices in
their lesson plans.
From the traditional chalk-talk method in 2008, the school
underwent a continuous improvement of curriculum and
instruction processes to cope with the needs of the learners
through projects:
1. MCART 1.0 - integration of multimedia lessons and
digitizing lessons to engage learners (SY 2010-2011);
2. MCART 2.0 - adoption of modified in-school, off-school
scheme to decongest classroom; provision of
2. Brief Description of
intervention activity worksheets (SY 2011-2012);
Accomplishment
3. MCART 3.0 - incorporation of literacy building
strategies; non-negotiable use of information processing
tools like graphic organizers for reading skills
development of students across all learning areas (SY
2012-2013; 2013-2014;
4. MCART 4.0 - infusion of Active Learning techniques
and differentiated instruction that support student-
centered learning SY 2014-2015; 2015-2016).
The last two projects can be humbly claimed by the nominee.
2.1. Rationale NNHS Whole School Literacy Program or MCART 3.0 seeks to
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MARCO DOMANAIS MEDURANDA GAWAD SA NATATANGING GURO
Nominee, Navotas National High School
provide reading instruction training to content area teachers
such as Science, Mathematics and Social Studies. This school-
based program adheres to DepEd Order 39 s. 2012 which
supports the implementation of sound reading and writing
programs using whole school approach to address learning gaps
of students.
On the other hand, curriculum and instruction projects on Active
Learning & Differentiated Instruction aim to enrich the
instructional support to all students by equipping all teachers
with the necessary knowledge and skills on differentiated
instruction and active learning pedagogy through intensive
teacher development training and peer mentoring. This project
is in line with DepEd Order 72 series of 2009 which underscores
the need to provide teachers with the pedagogical skills that will
enable them to make curriculum modifications to 'foster
optimum learning based on individual’s needs and potentials’.
2.2. Objectives MCART 3.0 aims to equip all teachers with the knowledge and
skills that promote achievement in reading. Specifically, it aims
to:
a. guide subject teachers in developing reading
competencies of students
b. provide subject area teachers with research-based
strategic reading tools to improve reading
comprehension
c. promote subject area discussions on motivating,
engaging and strategy based reading instruction
MCART 4.0 aims to:
a. increase teachers ' repertoire of active learning strategies
and differentiated instruction techniques to make
teaching engaging and interactive; apply active learning
techniques and differentiated instruction strategies in
lesson planning
MCART 3.0 started on October 29, 2012 -and completed
on September, 2013;
2.3. Dates started and MCART 4.0 started on September 03, 2014 - January 20,
completed 2015.
2.4. Coverage Navotas National High School, Navotas City
Direct beneficiaries of the projects were the 110 (SY 2012-2016)
to 130 (SY 2014-2015) teachers of Navotas National High School.
2.5. Beneficiaries Consequently benefitting 3800 - 4000 learners per school year
from 2012 to 2016.
* For MCART 3.0, Cong. Tobias Reynald Tiangco donated 8 units
of projectors while Aboitiz Foundation donated
2.6. Partner Implementing
Organizations/ Individuals * CALTEX provided Active Learning Tables (round/detachable
tables for flexible groupings and independent work) for project
MCART 4.0
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MARCO DOMANAIS MEDURANDA GAWAD SA NATATANGING GURO
Nominee, Navotas National High School
Funds for professional development were coursed through
2.7. Source of Funding school's MOOE and canteen fund.
MCART 3.0 paved the way to realize the vision of making every
high school teachers a reading teacher. A total of 110 teachers
were trained. Each learning areas also presented a
demonstration teaching on a lesson that integrate reading tools
and literacy building strategies. A total of 220 MCART learning
plans per subjects were also either created or re-designed to
ensure that they will all support acquisition of essential reading
skills on top of prescribed competencies that each subject needs
to develop. I have also spearheaded a number of initiatives in
the succeeding yeas that helped improved reading levels of
students such as the Learners Enhancement Program in 2015,
Project SAALI (Supportive Adolescent Afterschool Literacy
Intervention) in 2016 and the Summer Reading Camp Across All
Learning Areas from 2013-2017. All of these projects contributed
on the reading achievements of the student participants.
3. Impact MCART 4.0 resulted to a richer repository of lesson plans as
teachers were able to create more than 210 learning plans and
instructional materials per learning areas that integrate Active
Learning and Differentiated Instruction. The enjoyment and
engagement in studying has also resulted to students taking
deeper ownership of their learning. They have become more
self-managed, information literate and responsible. One group
of students were able to impress the city mayor with their
community-based action researches ( http://bit.ly/2qBYKc3 )
DepEd Navotas and the Office of the City Mayor also awarded
Navotas National High School as the Most Improved School on
SY 2012-2013 and 2014-2015; and Best Performing School in
2015-2016.
Furthermore, these strategies were also shared to other
teachers in the division on April 17, 2015 (Topic: Active Learning
in the Teaching of Reading Across the Curriculum) and May 12,
2014 (Topic: Teaching with a Heart: Communicative Grammar
Teaching through Reading Development)
CONTRIBUTION TO SERVICE
Accomplishment # 3 Successfully carried out the English Access Microscholarship
(state in one phrase) Program (ACCESS PROGRAM) funded by the US Embassy Manila
1. Your Specific Role in It I was assigned as the focal person who accomplished the
project proposal of the Access Program funded by the US
Embassy, amounting to 34,500.00 dollars, that run from SY
2014-2015; 2015-2016 for 40 poor but deserving students of
Navotas high school. Being the head instructor of the program,
I developed lesson plans and created instructional materials
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MARCO DOMANAIS MEDURANDA GAWAD SA NATATANGING GURO
Nominee, Navotas National High School
and conducted service learning activities for Access students to
develop their English communication skills, civic knowledge
and skills, digital media literacy skills and critical and creative
thinking competencies.
English Access Microscholarship Program is a two year English
language program funded by the Embassy of the United States
and monitored by the Regional English Language Office (RELO-
Manila).
The English Access Microscholarship Program (Access) provides a
foundation of English language skills to talented 13-20 year-olds
from economically disadvantaged sectors through after-school
classes and intensive sessions. Access gives participants English
2. Brief Description of skills that may lead to better jobs and educational prospects.
Accomplishment Participants also gain the ability to compete for and participate
in future exchanges and study in the United States.
2.1. Rationale The purpose of the English Access Microscholarship Program is
to make the study of English more accessible to young people
from an economically disadvantaged background. In addition,
while working on their language skills, the participants will
become familiar with aspects of U.S. culture and thus develop a
deeper understanding of current issues in U.S. society. A greater
sensitivity to cultural differences, coupled with the acquired
language skills, will enable the participants to take advantage of
opportunities that had previously been unavailable to them.
The U.S. Embassy and the Navotas National High School trust in
the ability of the youth to become qualified bilingual
professionals that can help to expand the bilingual workforce
and prepare themselves to assume responsibilities in
international enterprises both in Philippines and abroad.
2.2. Objectives This program addresses three main areas:
English language acquisition:
• The program seeks to expose students to the target
language in real contexts in order to prepare students for
effective communication.
Culture:
• Students are encouraged to develop respect for and
interest in other cultures, customs and beliefs.
Personal Development:
• Various elements of the program seek to foster students’
personal development.
Community Service:
Community service activities aim to develop
volunteerism and civic engagement among students.
These include coastal cleanups, tree planting and literacy
outreach for street children.
2.3. Dates started and
completed June 19, 2014 - February 29, 2016
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MARCO DOMANAIS MEDURANDA GAWAD SA NATATANGING GURO
Nominee, Navotas National High School
2.4. Coverage Navotas National High School, Navotas City
2.5. Beneficiaries
Forty students
2.6. Partner Implementing
Organizations/ Individuals US Embassy Manila, Regional English Language Office (RELO)
2.7. Source of Funding US Department of States
The program made an impact not only to the forty student
beneficiaries but also to the entire school in general. For the
forty students, marked improvement in terms of their language
proficiency skills were recorded based on pre-test and post-test.
Through active learning of English in class, community outreach
activities and other educational opportunities, students did not
only gain academic achievements but also civic awareness and
leadership which can be verified from the projects and outputs
that the students were able to achieve. In fact, one student
namely Christine Jocson was even sent to US to participate in an
exchange program. Another won in a national oratorical contest
sponsored by the Bangko Sentral ng Pilipinas.
When the principal saw how productive the students were in my
Access class, she urged me to share these techniques to other
teachers in NNHS through an intensive faculty development
3. Impact training workshop. Thus, from only 40 students receiving active
learning instruction, it had then been applied to the whole 4000
student population at that time as 100% of teachers who
received training had infused active learning strategies in their
lesson plans. Furthermore, my successful participation in a
teacher-exchange program in South Carolina, USA from October
19 to November 09, 2014 further enriched my instructional skills
which I immediately shared to all my co-teachers through School
Learning Action Cell sessions on different dates from November
2014 through January, 2015. I was given another opportunity to
share my expertise when I was tapped by the US Embassy to
train Access teachers from NCR and Mindanao in a training held
in Cebu City from August 22-24, 2016. Last, April 26, 2017, I was
again asked by the embassy to facilitate an Access Alumni
Engagement activity with 160 Access alumni from four schools in
Metro Manila including our own. This continued linkage of the
school with the US embassy which made us access resources and
sometimes needed funding is one of the outcomes of this
program.
B. CONTRIBUTION TO COMMUNITY
Accomplishment # 1 Involvement in the Creation of Learning Action Cell
Starter Toolkit
1. Your Specific Role in It
Evaluator/Reviewer of LAC Starter Toolkit.
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MARCO DOMANAIS MEDURANDA GAWAD SA NATATANGING GURO
Nominee, Navotas National High School
Being the Learning Action Cell (LAC) coordinator of NNHS, I was
one of the teachers who was tapped by BEST's Teacher
Development LAC team to review and give feedback to the
entire LAC starter toolkit which include the Starter Guide and
Orientation Slides, LACbay Cards, Kuwentuhan Cards, and
2. Brief Description of Monitoring Sheets. This will be used to strengthen school-
Accomplishment based professional development through LACs.
(http://bit.ly/2qeuUJM).
2.1. Rationale DepEd Order 35 s. 2016 states the policy on the use of Learning
Action Cell (LAC) as a K to 12 Basic Education Program school-
based continuing professional development strategy for the
improvement of teaching and learning. Through this policy, the
DepEd fully supports the continuing professional development of
its teaching personnel based on the principle of lifelong learning
and DepEd’s commitment to the development of teachers
potential aimed towards their success in the profession. This can
be done through the school-based LAC, which primarily
functions as a professional learning community for teachers that
will help them improve practice and learner achievement.
The development of LAC Starter Toolkit will help schools in the
Philippines to effectively roll out LAC as a tool for improving
teaching practices.
2.2. Objectives The Learning Action Cell (LAC) Starter Guide aims to prepare
school leaders as they begin their journey of building and
sustaining dynamic and effective Learning Action Cells. It
provides tools and activities designed to support LAC Leaders in
setting up LACs and initiating LAC practice in their schools.
The Starter Guide is the main tool in the Preparatory phase
providing the LAC leader with the necessary information before
going through the LAC journey. Tools for planning,
implementation, and evaluation of LACs are included in other
parts of the LAC toolkit.
Workshop on Creating and Refining LAC Prototypes - June 25,
2016
Participation in LACbay Festival - December 09, 2016
2.3. Dates started and
completed Review of entire LAC toolkit - March 16, 2017
2.4. Coverage DepEd NCR, Basic Education Sector Transformation office
2.5. Beneficiaries
Teachers of DepEd
2.6. Partner Implementing
Organizations/ Individuals AusAid BEST Teacher Development team
2.7. Source of Funding AusAid
3. Impact To be able to give deep insight and quality feedback on the LAC
materials, I used them in facilitating our own Learning Action
Cells. My involvement in its development enabled me to
intensify our own professional development programs in school.
With the support of my principal, I was able to launch the Search
for the Most Functional Faculty Hub on December 2016, a
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MARCO DOMANAIS MEDURANDA GAWAD SA NATATANGING GURO
Nominee, Navotas National High School
project that aims to heighten the collaboration among teachers
towards the achievement of school goals. LAC has become our
mechanism "to inform, involve and inspire" our teachers. This
can be validated in the monthly LAC documentations of all
learning area departments here in NNHS. Hence, in our school
alone, the LAC starter toolkit has guided our efforts to
continuously improve the teaching-learning process in the
school. Once rolled out nationwide
CONTRIBUTION TO COMMUNITY
Accomplishment # 2
Isang Nanay, Isang Gulay: NNHS School-based Feeding Program
(state in one phrase)
1. Your Specific Role in It I was a team member who was in charge of the
conceptualization and documentation of the Isang Nanay, Isang
Gulay Project, a school-based feeding program that capitalized
on parent volunteerism in Navotas National High School. I also
assisted my principal in her presentation of the program in the
Senate with Senator Bam Aquino as chair. I was chosen as
representative of the principal during the technical working
group meeting on November 16, 2016 where I advocated for
the inclusion of high school students in the proposed national
school feeding program.
The program was recognized by Senator Bam Aquino and was
identified as one modality to sustain the proposed national
school-based feeding program for basic education students. My
attendance in the technical working group meeting helped
pushed for the inclusion of high school students and the
2. Brief Description of consideration of regional eating preferences for cultural
Accomplishment sensitivity. The bill is now on the period of Amendments before
its 3rd reading.
2.1. Rationale Currently, DepEd’s funded School-Based Feeding Program caters
only to schoolchildren from Kindergarten to Grade 6 (DepEd
Order 51 s. 2016). In the secondary schools, administrators and
teachers have to do resource mobilization to fund the school's
own feeding programs.
In Navotas National High School, a total of 120 severely wasted
Grade 7 students for SY 2015-2016 were identified. To address
this need, NNHS launched Isang Nanay, Isang Gulay. In this
program, parents plant vegetable seeds at home and bring the
grown vegetables in school. Children and teachers raise and take
care of the plants until vegetables become ripe for harvest. Upon
harvest, the produce are used for the school-based feeding
program. Some are sold to the cooperative managed canteen.
The income generated are kept for the fund of the feeding
program. This keeps undernourished in students in school. This
sustainable feeding program is our way of engaging the
community in nourishing disadvantaged children.
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MARCO DOMANAIS MEDURANDA GAWAD SA NATATANGING GURO
Nominee, Navotas National High School
2.2. Objectives This program seeks to:
1) Promote a spirit of volunteerism/ school-community
partnership.
2) Strengthen parents’ engagement in nourishing identified
students under the school-based feeding program.
3) Strengthen parents’ engagement in nourishing identified
students under the school-based feeding program.
2.3. Dates started and
completed July 25, 2016 - ongoing
2.4. Coverage Navotas City
2.5. Beneficiaries
Filipino school children in basic education
2.6. Partner Implementing
Organizations/ Individuals Senate of the Philippines
2.7. Source of Funding parents, private donors,
In terms of the impact of the Isang Nanay, Isang Gulay program
to Navotas National High Schol, an estimated 1,087,200 pesos is
saved by the government for SY 2015-2016 because of this
school feeding program. Student beneficiaries have gained
weight and have been observed to have good participation in
the school by the end of the program. 120 students in 2015-2016
3. Impact were benefitted and 302 parents participated in its
implementation in SY 2015-2016.
Now that the bill is waiting amendments for its 3rd reading, one
possible impact of my small contribution in this undertaking is
the possibility that all schoolchildren in the basic education
system will receive free food provision from the government to
combat malnutrition and hunger.
CONTRIBUTION TO COMMUNITY
Accomplishment # 3 Action Research Advocacy: School-to-school partnership for
faculty development
1. Your Specific Role in It I designed the training workshop for each school and served as
facilitator, resource speaker and evaluator of action research
outputs in the seminar.
2. Brief Description of The action research advocacy was conceptualized by me and my
Accomplishment principal in order to spread the use of action research as a tool
to improve classroom practice and as a mechanism to establish
data-driven, evidence-based and learner focused instruction.
Since October 2016, I was able to share my expertise to a total of
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MARCO DOMANAIS MEDURANDA GAWAD SA NATATANGING GURO
Nominee, Navotas National High School
382 teachers in five schools in Navotas, Malabon and Pasig.
2.1. Rationale This initiative is aligned to DepEd Order 43 s. 2015 pertaining to
the thrust of K to 12 program on basic education research and
DepEd Order 44 s. 2016 concerning the value of school to school
partnership to help improve school teaching and learning
process.
2.2. Objectives The objectives of our action research advocacy initiative are:
1. Equip teachers with the skills and mindset important for
them to understand the value of action research as a tool for
professional development and improvement of student
achievement.
2. Share best evidence-based practice in carrying out a school-
based action research program.
3. Promote collaboration and learning action cells as a way to
ensure the sustainability of the action research program.
3. 4. Guide teachers in topic conceptualization and proposal writing
of action research.
2.3. Dates started and
completed October 24, 2016 - ongoing
San Roque Elementary School, Bagumbayan Elem. School and
Navotas Elementary School in Navotas; Pasig City Science High
2.4. Coverage School in Pasig; Panghulo National High School in Malabon
2.5. Beneficiaries
To date, I was able to train 382 teachers.
2.6. Partner Implementing
Organizations/ Individuals School beneficiaries
2.7. Source of Funding n/a
Two schools with 123 teachers were able to develop 17 action
research project proposals that are aligned with the
requirements of the Basic Education Research Fund (BERF). One
school was able to get BERF funding for their 7 action research
3. Impact projects. DepEd Central office noticed our efforts and invited
me and my principal to share our best practices at the 1st
National Research Management Conference on November 23-
26, 2016 at Baguio City. In that event, we were able to share
our success story in managing action intervention research to
all research managers and coordinators across the country.
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