WORK IMMERSION EXPERIENCES AT

PROVINCIAL PLANNING AND DEVELOPMENT OFFICE (PPDO)

Tarlac Provincial Capitol

San Vicente, Tarlac City

of

OLIVER M. PALMA

HUMSS 12-CONFUCIUS

__________________________________________________________________________________________

A NARRATIVE REPORT

__________________________________________________________________________________________

Submitted to the Faculty of

TARLAC NATIONAL HIGH SCHOOL

Senior High School Department

Macabulos Drive, San Roque, Tarlac City

In Partial Fulfilment of the Requirements

for the Completion of the

SENIOR HIGH SCHOOL

HUMANITIES AND SOCIAL SCIENCES

SY: 2018-2019
 Republic of the Philippines

Department of Education

Region III - Central Luzon

School Division of Tarlac Province

TARLAC NATIONAL HIGH SCHOOL

Macabulos Drive, San Roque, Tarlac City

__________________________________________________________________________________________

APPROVAL SHEET

This Narrative Report of OLIVER M. PALMA containing his work immersion experiences, the school and
work immersion sites, self evaluation, and supervisor and teacher's assessment during work immersion in
PROVINCIAL PLANNING AND DEVELOPMENT OFFICE (PPDO)-TARLAC at Tarlac Provincial Capitol San Vicente,
Tarlac City was found to have sufficient content and meets all necessary requirements is hereby recommends
for approval and acceptance.

JENILYN RAZON BAUN

Work Immersion Teacher

Approved and accepted in Partial Fulfillments of the requirements for the

Completion of the SENIOR HIGH SCHOOL CURRICULUM

Humanities and Social Sciences Strand

Inclusive Dates of Work Immersion: January 10, 11, 14, 15, 21-25, 28, 2019

DR. EPIFANIA DUNGCA, Ed.D

Principal IV
 ACKNOWLEDGEMENT

There are number of people without whom this narrative report and work immersion itself might not

have been written nor accomplished, and to whom I am greatly indebted.

Foremost, my deepest gratitude goes to God who helps and guides us to accomplish the ten (10) days

work immersion at Provincial Planning and Development Office (PPDO) and for giving us the enough strength

we need to encounter any endeavour we faced in completing the two weeks of working outside the school.

Also, throughout the immersion, He took care of everything and leads us to where we are today. He took care

of everything and lets us fulfil our goals.

My utmost regard also goes to Mrs. Jen Razon Baun, our work immersion teacher, who also assists us

in processing the papers we need and in guiding us on how to be a proper employer since this is the first time

we worked outside the school without the supervisions of our teachers. Also, my deepest appreciation goes to

our previous adviser, Mr. Aries T. Galas, for supporting us in this project and for the efforts he did in helping us

to accomplish the days in working at PPDO.

I would also like to express my sincere gratitude to: Dr. Mark Anthony Pimentel, Mrs. Christina A.

Latoga, Mrs. Lea A. Cardinoza, Ms. Nica Alimurong, Mr. Joey Calma, Mrs. Joanne Pineda, Ms. Remson Capian

and to our current adviser, Mrs. Emma Concepcion V. Espino for letting us to do all our missed activities,

assignments, and quizzes while we are outside the school and for giving us enough time to cope up with the

lessons they've discussed.

Furthermore, this work would not have been possible without the support of the Tarlac National High

School heads, teachers, staffs, and also our beloved principal, Dr. Epifania Dungca, for their hardwork,

patience, motivation, and enthusiasm, and immense knowledge, for their encouragement who worked actively

to provide every students the best opportunities that they can give in order for us to succeed and pursue our

goals in life.
 Moreover, I am greatful to all those with whom I have had the pleasure to work during the immersion

and completing this report. Each of the staffs and employees at PPDO taught me what "HARDWORK" really is.

They provide me and my other co-workers an extensive personal and professional guidance.
 DEDICATION

This narrative report is dedicated to my dearest parents, Mr. Nestor S. Palma, and to my beloved and

supporting mother, Mrs. Vilma M. Palma for guiding and raising me all throughout, for giving me all the things

that I and my siblings need, for the unconditional love and support. I am truthfully thankful having you in my

life. Also, this report is dedicated to my Tita Hanelyn and Tito Wilfredo Mendoza for their guidance and

support, for the time of my difficulties and hardships, for the times in my life of darkness; you are one of my

lights. Thank you. To my sisters and brother for giving me the encourage to live, to focus and study well, this is

for you. To my cousins and to my niece and nephew, thank you for always being there in my ups and downs.

To my classmates and friends, thank you for always being there in times of need. Thank you for the love. To

my teachers who worked hard for us, for our success, to my former adviser Mr. Aries Galas and to my present

adviser Mrs. Emma Concepcion Espino and also to my work immersion teacher Mrs. Jen Razon Baun, and to

those who helps us accomplish this work immersion and narrative report, Thank you. My love and sincerity for

you all can never be quantified. God Bless you all!

Lastly, to our Almighty God, our creator, my strong pillar, my inspiration, wisdom, knowledge, strength

and everything. Thank you for being my wings.

 TABLE OF CONTENTS

Title Page: NARRATIVE REPORT

Approval Sheet

Acknowledgement-------------------------------------------------------------------------------------------------------------------------i

Dedication----------------------------------------------------------------------------------------------------------------------------------iv

Table of Contents--------------------------------------------------------------------------------------------------------------------------v

Foreward-----------------------------------------------------------------------------------------------------------------------------------vii

Introduction---------------------------------------------------------------------------------------------------------------------------------1

Part 1: MY ALMA MATTER

o DepEd Mission, Vision, and Objectives-------------------------------------------------------------------------------------4

o Tarlac National High School---------------------------------------------------------------------------------------------------5
 History-------------------------------------------------------------------------------------------------------------------------6
 TNHS March------------------------------------------------------------------------------------------------------------------9
o The Memorandum of Agreement (MOA)--------------------------------------------------------------------------------10

Part 2: MY WORK IMMERSION SITE

o History----------------------------------------------------------------------------------------------------------------------------20
o Mission, Vision, and Objectives--------------------------------------------------------------------------------------------21
o My Work Immersion Site----------------------------------------------------------------------------------------------------23
o The Organizational Structure-----------------------------------------------------------------------------------------------24
o My Work Immersion Supervisor-------------------------------------------------------------------------------------------25

Part 3: MY WORK IMMERSION EXPERIENCES

o My Daily Activities------------------------------------------------------------------------------------------------------------28
o My Most Significant Works-------------------------------------------------------------------------------------------------37

Part 4: MY WORK IMMERSION PERFORMANCE

o Short Introduction-------------------------------------------------------------------------------------------------------------41
 Supervisor's Assessment------------------------------------------------------------------------------------------------42
 Teacher's Assessment Tool---------------------------------------------------------------------------------------------43
 Daily Time Record--------------------------------------------------------------------------------------------------------44
 Certificate of Completion-----------------------------------------------------------------------------------------------45

PART 5: PICTORIALS

o Beyond The Scene-------------------------------------------------------------------------------------------------------------47

SYNOPSIS----------------------------------------------------------------------------------------------------------------------------------52

APPENDICES

 Appendix A: Endorsement Letter------------------------------------------------------------------------------------------53

 Appendix B: Acceptance Form----------------------------------------------------------------------------------------------54
 Appendix C: Non-disclosure Agreement----------------------------------------------------------------------------------55
  Appendix D: Parental Consent----------------------------------------------------------------------------------------------56
 Appendix E: Medical Certificate--------------------------------------------------------------------------------------------57

RESUME
 FOREWARDS

This narrative report is written based on the author's perspective and experiences on the ten days work

immersion. This also serves as a basis on tracking the development of students, on what skills they build, on

how they've changed, and on what knowledge they've gained after the immersion.

Therefore, this report is composed mainly of the work immersion program itself undergone by the student and

his experiences at Provincial Planning and Development Office-Tarlac.

This narrative report consisting of his detailed daily diary during the time allotted for the immersion

with reflection, his daily time record fully signed by his supervisors, the necessary orientation programs he

attended, his most significant performances, and pictures and documentations of his daily activities.

Department of Education's mission, vision, and objectives, Tarlac National High School's history and TNHS

March were also been included as well as PPDO history, mission, vision, mandate, and core functions,

organizational structure and work immersion supervisors. Memorandum of Agreement, supervisor's and

teacher's assessment were also been attached as a proof that the said student has undergone the program

and completed the requirements for this work immersion. This narrative report also introduced what work

immersion really is, its purpose and benefits to students, its impact to every students life and many more.

Furthermore, this narrative report also consist all the needed and necessary papers completed by the

student as also a proof. These are the endorsement letter, acceptance form, non-disclosure agreement,

parental consent, and medical certificate.

 INTRODUCTION

Work Immersion is a key feature in the Senior High School program. Senior High School (SHS) students

are now given the chance to enhance their skills in their respective academic track throuh the K to 12 Work

Immersion Program as a means to develop competencies and work ethics in preparation for the real world and

its challenges.

Under DepEd Order No. 30 Series of 2017, the Guidelines for Work Immersion apply not only to both

public and private senior high schools, but also to technical vocational institutions offering the different

academic strands.

Furthermore, Department of Labor and Employment (DOLE) Labor Advisory No. 9,states that students

are allowed to immerse themselves in a workplace between 8:00 a.m. until 5:00 p.m. every day for a minimum

of 80 hours or a maximum of 240 hours per term. Students below 15 years old need to have parent's consent

and shall be at the workplace for at most four hours a day. In the same DOLE advisory, this work immersion

shall not be considered as an employment arrangement. Also, the safety of the students while they are in the

work immersion program was continually highlighted by the different government agencies during the

conference yesterday.

Dr. Danilo Gudelosao, assistant superintendent of DepEd Cebu City Schools Division, said that the Work

Immersion Partner Institution Supervisor should be the one to supervise the students during the said

immersion.

In relation to Republic Act (R.A.) 9231 or the "Special Protection of Children Against Child Abuse, Exploitation,

and Discrimination Act", the DOLE has implemented Department Order No. 149 which provides guidlines for

assessing hazardous work areas for working students under 18 years old.

DOLE forbids all Senior High students engaging in this types of work immersions: mining, construction,

transportation, waste management, water supply, forestry and logging, security and investigation,
manufacturing (e.g. tobacco, alcoholic beverages), farm related work, sales and services industry, integrated-

science-related work, including as personal and protective workers. Both the industries and the senior high

schools agree that a minimum of 80 hours is not enough for students to be fully immersed in the practices of

the workplace.

An immersion program is the best way to learn a new language as it allows for students to achieve high

speaking and literacy skills. Because students have different language levels immersion classroom use

differentiated instruction and flexible groupings allowing students to learn at their own pace and without

limits. Classroom are not just language immersion but cultural immersion as well, giving them a greater

appreciation for different traditions and perspectives.

Students in an immersion environment can also become more flexible thinkers and excel at critical

thinking and problem solving. When presented with a problem, they are able to look for more than one

solution. The mental stretch students receive in an immersion classroom helps develop their executive

function (cognitive control), allowing them to have better focus, juggle multiple tasks, and adapt to changing

conditions. The skills gained through an immersion education make students more appealing to prospective

employers when entering the workforce.

PART 1:
MY ALMA
MATTER
 DEPARTMENT OF EDUCATION

MISSION

To protect and promote the right of every Filipino to equality, equitable, culture based and complete

basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for

effective learning to happen.

Family, community, and other stakeholders are actively engaged and share responsibility for developing life-

long learners.

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.

MANDATE

The Department of Education was established through the Education Decree of 1863 as the Superior

Commission of Primary Instruction under a Chairman. The Education agency underwent many reorganization

efforts in the 20th century in order to better define its purpose via the changing administrations and charters.

The present day Department of Education was eventually mandated through Republic Act 9155, otherwise

known as the Governance of Basic Education act of 2001 which establishes the mandate of this agency.
 The Department of Education (DepEd) formulates, implements, and coordinates policies, plans,

programs and projects in the areas of formal and non-formal basic education. It supervises all elementary and

secondary education institutions, including alternative learning systems, both public and private; and provides

for the establishment and maintenance of a complete, adequate, and integrated system of basic education

relevant to the goals of national development.

CORE VALUES

Maka-Diyos, Makatao, Makakalikasan and Makabansa.

TARLAC NATIONAL HIGH SCHOOL

Tarlac National High School Front Building TNHS Logo

 TNHS Logo

HISTORY

Tarlac National High School, commonly referred to as TNHS or Tarlac High or Pambansang Mataas na

Paaralan ng Tarlac, formerly Tarlac High School, is a public secondary school in Tarlac City, Philippines.

Established on September 2, 1902 by American Thomasites, it is considered as the seat of the oldest public

high school system in the country. It is one of the largest secondary schools in the region with over 7,000

student population.

The first principal of the school was Frank Russel White, a Thomasite teacher assigned as the deputy

division superintendent for Tarlac Province in 1900. The current head of the school is Dr. Epifania V. Dungca.

TNHS has two campuses within Tarlac City- the main campus, located along Macabulos Drive, San Roque, and

the annex campus, located along McArthur Highway, San Miguel.

The Province of Tarlac once belonged to the Pangasinan, Tarlac-Zambales schools division

superintendent by Mr. S.C. Newson. In October, 1900, Mr. Frank R. White was named deputy division

superintendent for Tarlac Province and during his incumbency, the Tarlac Provincial highschool was opened

on September 1, 1902, with Mr. White as the first principal. He served only for two months after which he was

appointed division superintendent for the Tarlac Province. He was succeeded by Mr. S.A. Campbell as a

principal of the high school. Classes were held in rented buildings and four American men and two American

women assisted the principal in teaching. The students were classified according to their mental abilities.

However, this system of classifying students was abolished in 1905 in favor of another. The subjects taught

were grammar, language physiology and music. A history book was used as a reader. All books and writing

materials were given free.

White and Campbell did not stop after organizing an embryonic high School. Through their initiative

and resourcefulness, they were able to secure a permanent building and to them goes the credit of having

Tarlac build the first high school building in the Philippines.The site, a short distance south of the town plaza,
contained 7,860 square meters . The building was made of Oregon pine and was 42 feet wide and 76 feet long.

The upper storey contained twoo classroom and an assembly hall, while the lower portion has four classroom

and the principal's office. Aside from the equipment which was all imported from the United States, the total

coast of Tarlac Provincial High School was P48,000. Superintendent White started the construction of the

building and superintendent O.S rimold saw it completed. The Honorable James Francis, secretary of public

instructions, opened it in January, 1904. Mr. George Egan was the principal. A large flag of the United States, a

gift of the Martha Washington society of New York, was unfurled at the time in honor of the first public high

school in the Philippines. The building was used untill 1915 when it was commended as unsafe by the district

engineer and was demolished , For a time, Tarlac had no high school building.

In 1905, the enrollment was 40.this increased to 382 in 1918. The intermediate department which was

also housed in the same building as the secondary, hard 85. In 1918, there were 368 pupils enrolled. The first

year of the Tarlac Provincial High School was permanently introduced in 1905; the Second Year, in 1906; the

third year, 1910; and the Fourth Year in 1917.

Since June 1915, The provincial high school and the intermediate School have used rent-free, the

primary school building of Tarlac and until October of 1917, a temporary building for the domestic science

department. A new high school site containing 78,405 square meters has been acquired after two years of

persistent effort on the part of the then superintendent of schools l, Dr. Adam C.Deikum. The site contained

three lots of 68,084, 5,419 and 4,902 square meters, respectively. These were acquired between April 20, 1917

and June 27, 1917.

Sufficient ground was in the site to hold all the department of a high school together with a track, a

baseball field and a school garden. Based on the estimate of enrollment of increases, The Tarlac Provincial High

School should be a building capable of serving five hundred secondary students. To this, P100,000 was needed.

(The source of this article failed to mention when the new high school building was constructed.)
 Athletic held a prominent place in the school life of Tarlac ever since Mr. White, school principal,

started his pupils of the municipal school to play among themselves and againts American soldier. In 1906, the

high school base baseball team played against teams outside the province for the first time when Mr. Barton

took it to Manila. In the second year of the Central Luzon Athletic Association, Organized in 1907 to include

Bulacan, Pampanga, Tarlac and Nueva Ecijia, Tarlac won the championship in baseball and in track and field.

And in 1914, when Agno Valley Athletic Association was formed of Tarlac and Pangasinan, Tarlac won the

baseball competition.

THS MARCH

THS Alma dear

List to our song of cheer

Echoing from the campus loud and clear

Giving us courage strong that knows no fear

Filling our hearts with joy the goal is near

THS is the song for us to sing along

From June to March till Victory is won

Cheering us in our fight for fame renowned

Let us raise our voice and sing the THS Song

Onward let’s stick to the fight

Do the tasks with all our might

And keep the torch burning bright

 Tell the world we’re right

Sing as we roll along

Keeping our spirit strong

Waving our banner high before the throng

Oh, what a pride it is to her belong

Let us sing aloud the

Tarlac High School song.

 PART 2:
MY WORK
IMMERSION
SITE
 TARLAC PROVINCIAL CAPITOL HISTORY

From Bacolor, Pampanga came the leaders and first settlers who cleared the land, fertile the soil, and

started a settlement in the area now known as Tarlac City. It was formally founded in 1788. The little

community grew rapidly as settlers from Zambales, Pampanga, Bataan and elsewhere flocked the town. The

Pampanga dialect became the native language of the town as it was part of Pampanga province in those days.

Decades after, roads were built and barrios were established without monetary expenditure but only through

the common efforts of everyone.

It is said, “the past is a prologue to the future”.  This brief account of the town’s colorful history is by no

means complete.  Since 1788, the town has progressed significantly, leading to its becoming the nucleus of

Tarlac province.  It has encountered countless hardships in the course of its existence, including those

precipitated by earthquakes, cholera and other epidemics, great fires, devastating floods and similar

calamities.  Through the years, Tarlac’s ability to survive wars, economic difficulties and political turmoil among

others, has been proven by its consistent re-emergence as a stronger and better town, eager to meet the

challenges of tomorrow.

PPDO Mandates and Functions

The Provincial Planning and Development Office is a mandated office and created through Republic Act

No.  7160 otherwise known as the Local Government Code of 1991.

General its mandates are:

 Formulate integrated economic, social, physical and other development plans and policies for

consideration of the local government development council;

  Conduct continuing studies, researches, and training programs necessary to evolve plans and

programs for implementation;

 Integrate and coordinate all sectoral plans and studies undertaken by the different functional

groups or agencies;

 Monitor  and  evaluate the implementation  of  the  different development  programs,  projects,

and activities  in  the  local government  unit concerned in accordance with the approved

development plan;

 Prepare comprehensive plans and other development planning documents for the consideration of

the local development council;

MISSION

In support of the vision for the province, the mission of the Provincial Planning and Development

Office (PPDO) is to formulate and monitor the implementation of sustainable physical, social and

economic development plans.

VISION

A resilient Tarlac with a diversified and integrated rurban economy, nestled in an ecologically

sound environment, governed by accountable citizenry towards sustainable inclusive growth.

Tarlac Provincial Capitol Province of Tarlac Official Seal

MY WORK IMMERSION SITE

THE PROVINCIAL PLANNING AND DEVELOPMENT OFFICE (PPDO)

The Provincial Planning and Development Office (PPDO) Front Office

 Inside the PPDO Office

The PPDO Community Based Monitoring System (CBMS)

THE ORGANIZATIONAL STRUCTURE
 MY WORK IMMERSION SUPERVISOR

This is Ma’am Nilda Espino together with my classmates and co-workers in Provincial Planning and
Development Office.
 PART 3:
MY WORK
IMMERSION
EXPERIENCES
 MY DAILY ACTIVITIES

January 10, 2019

This is the first day I deploy in the PPDO Office because I am the only one who deploy late in our class.

First I arrived at 7:50 in the Tarlac Provincial Capitol then I go to the lobby to see my classmates. At 8:00 a.m

we go to the office together with my classmates Jiah, Jockeyneil and Ellyssa. I login to the log book of the

office. After that I introduced myself to the employees of the PPDO Office. One of the first person I met is

Ma’am Quincy, she is kind and gorgeous. Then after that I met Ma’am Nadja, Ma’am Rufa, Ma’am Carla,

Ma’am Maryon, Ma’am Susan, Ma’am Nilda, Sir Richard and also our boss Engr. Ferdinand Milla also known as

Sir Bong. After I met some of them, they taught us to photocopy in the xerox machine and also to be a

responsible. At 12:00 pm we log out because it is already lunch break. After the lunch we take a rest in the

rooftop of the capitol together with my other classmates who deploy in different office. We take groupies in

the rooftop. At 1:00 pm we log in to the log book to continue working in the office. Lastly at 5:00 pm in the

afternoon we log out in the log book and we go home.

January 11, 2019

This is my second day in work immersion. I arrived at PPDO office at exactly 8:00 a.m in the morning.

After that Ma’am Nilda instructed us to photocopy the paperworks she need. I feel nervous that time because

I don’t know how to use the xerox machine but I learn to use it. Then Ma’am Rufa tour me and my classmate

Ellysa in the different offices for us to know where we go when we receive a memorandum to other office.

Then after that Ma’am Grace told us to help her in encoding at the PPDO CBMS office. Lastly at 5:00 p.m we go

home.

January 14, 2019

 I arrived at 7:30 in the capitol. I go to the lobby together with my other classmates. At 8:00 a.m I go to

the office, I log in and we continue working in the office. We cut stabs for the CARAVAN. After that we

photocopy in the PPDO CBMS. At 12:00 p.m we log out and we eat lunch in the canteen together with my

classmates. At 1:00 p.m we take a rest and we take selfies and groupies. Then after that we go back to the

office. Lastly at 5:00 p.m we go home.

January 15, 2019