Chapter 6-8

 CHAPTER 6:
Opportunities for School-Community Partnership

What can the community do for Schools?
Brigada Eskwela - This program engages all education stakeholders to contribute their time,
effort and resources in ensuring that public school facilities are set in time for the forthcoming
school opening.
Curriculum Development - This can mean use of community resources for learning. e.g
museum, elders of the community as key informants in research or resource persons in the
study of local history
Work Experience Programs - A concrete example is the Work Immersion required of Senior High
School students. To help develop in them
What can Schools do for communities in return?

•Classroom used by community organizations for meetings
• School used as a polling place and venue for medical mission which to may co-sponsor with
the Rural Health Unit
• School used by the rural health unit for mothers' class on child care
• School used as an evacuation center
• School basketball court used for local celebrations and barangay sports league
• School conduct livelihood skills training programs for parents and out of school youth by using
school resources
• Livelihood skills training for parents and out-of-school youths by teachers themselves
Learning from the Experiences of Schools and Community Partner

1. Dumingaga Central School, Dumingag, Zamboanga Del Sur
• Strong school community partnership – Feeding program was maintained by community
donors.
• “Kiddie Cop” classes – Cop lectures on good manners and right conduct, drug addiction, child
abuse, child welfare.
• Municipal Welfare and Development Office – Municipal Health Office conducted special
classes on health and nutrition, rights of the child.
2. Pembo Elementary School, Makati

• Pembo Angels Magic Spot (PAMS) – The dumpsites/empty lots in the barangay were
converted by students into vegetable gardens.
2. Pembo Elementary School, Makati

• Project BOWLS (Brain Operates Well on Loaded Stomach) – Feeding program for the
underweight and the malnourished in the school.
• Project Revitalized Enthusiasm for Assistance to Children of Humanity (REACH) - Each teacher
adapted one student and acted as his/her mentor for the entire school year.
Sociological Basis of School-Community Partnership
-The functionalist theory states that institutions must perform their respective function for the
stability of society. The school cannot do it all. "It takes a village to educate a child", African
proverb.
Legal Bases for Parents and Community Involvement

-RA 9155, Governance of Basic Education Act, Section (10) explicitly states that one of the
responsibilities of school heads is establishing school and community networks and encouraging
the active participation of teachers organizations, non-academic personnel of public schools,
and parents-teachers-community associations."
Section 3 of the same act encourages "local initiatives for the improvement of schools and
learning centers and to provide the means by which... improvements may be achieved and
sustained."

-Batas Pambansa Blg. 232, known as the Education Act of 1982, Section 7 states that: "Every
educational institution shall provide for the establishment of appropriate bodies through which
the members of the educational community may discuss relevant issues and communicate
information and suggestions for assistance and support of the school and for the promotion of
their common interest.
Another law, RA 8525, adopt A-School Program Act. It allows "private entities to assist a public
school whether elementary, secondary, or tertiary

The Philippine Education for All (EFA) 2015 plan likewise states: "Schools shall continue to
harness local resources and facilitate involvement of every sector of the community in the
school improvement process. “
This EFA 2015 Plan was extended in Education for All Beyond 2015-Agenda 2030. UNESCO
Assistant Director General for Education, Dr. Qian Tang said: "Our vision must be more
aggressive, more committed not just involving government, nongovernment agencies but all
stakeholders.“
RA 9155 also ensure... that: 1) educational programs, projects and services take into account the
interest of all members of the community; 2) the schools and learning centers reflect the values
of the community by allowing teachers/learning facilitators and other staff to have the flexibility
to serve the needs of all learners; and 3) local initiatives for the improvement of schools and
learning centers are encouraged and the means by which these improvements may be achieved
and sustain are provided.
CHAPTER 7:
Code of Ethics for Professional Teachers, Article III
-Teachers are expected to be part of the community. The 8 sections of Article III of the Code of
Ethics refers to the community within the school and the community outside the school.
Teacher as Facilitator of Learning

-Article III, Section 1 states that the teacher is a facilitator of learning and the development of
the youth... therefor shall render the best service by providing an environment conducive for
such learning and growth.
-Facilitator comes from the word "facilitate" which means to make something easy or easier. As
a professional teacher, you can make learning easiest when you simplify the complex and
concretize the abstract. This is what is ethical for every professional teacher like you ought to
do.
-To facilitate learning, a conducive learning environment is necessary. A pleasant environment is

where the learners can be themselves because teachers are caring. It makes learners believe
they can do the work and they feel accepted. A favorable learning climate is not competitive
where everyone is tense.

Teacher Leadership and Initiative for Community Participation
-Section 2 refers to the "leadership and initiative of the professional teacher to participate in
community movements for moral, social, economic and civic betterment of the community."
Schools are at the heart of communities and you as professional teachers are expected to be be-
in-the-world and to be-in-theworld-with-others and for others. (Heidegger)
-Section 6 explicitates "Every teacher is an intellectual leader in the community, especially in the
barangay, and show welcome the opportunity to provide such leadership when needed, to
extend counseling services, as appropriate and to be actively involved in matters affecting the
welfare of people."
-Teachers as they participate in community affairs prove that they "are the most responsible and
most important members of society because their professional efforts affect the fate of the
earth."

Professional Teacher with Honor and Dignity
-Section 3 states “Every teacher shall merit reasonable social recognition for which purpose he
shall behave with honor and dignity at all times and refrain from such activities as gambling,
smoking, drunkenness, and other excesses much less illicit relations.
Teacher’s Attitude Toward Local Customs and Transitions
-Section 4 expects every teacher to live for and with the community and shall therefore study
and understand local customs and traditions in order to have a sympathetic attitude, therefore,
refrain from disparaging the community.

The Professional Teacher and Information Update
-Section 5 states that the teacher “shall help the school inform the community about the schools
were accomplishments needs and problems.” Community he refers to the internal as well as
external stakeholders.
The Parents-Teachers Association

This is for internal stakeholders only. A PTA is an association of teachers and parents with
children who are enrolled in a school. It is a forum for discussions on school problems and how
they can be solved.
The School Governing Council

-A School Governing Council as a policy making body has the school head as Chief Executive
Officer, Manager and Chief Operations Officer.
The Professional Teacher and Government Officials and other Professionals

-Section 7 states "Every teacher shall maintain harmonious and pleasant personal and official
relations with other professionals, with government officials and with the people individually or
collectively.
CHAPTER 8
Organizational Leadership
-Leaders help set a strategic goals for the organization while motivating individuals within the
organization to successfully carry out assignments in order to realize those goals.
Leadership Vs. Management
-A school head must be both a leader and a manager. A school head leads the school and
community to formulate the vision, mission, goals, and school improvement.
Types of Skills Demanded of Leaders
The ideal school leader possesses all three:

Technical skills refers to any type of process or technique like sending email, preparing a PowerPoint
presentation.
Human skill is the ability to work effectively with people and to build teamwork. This is referred to as
people skills or soft skills.
Conceptual skills is the ability to think in terms of models, frameworks and broad relationships such as
long range plans.
Leadership Styles
Autocratic leaders do decision-making by themselves.
Consultative leaders allow participation of the members of the organization by consulting them but
make the decision themselves.
Democratic leaders allow the member of the organization to fully participate in decision making.
Decisions are arrived at by way of consensus.
Laissez faire or free-rein leadership style, leaders avoid responsibility and leave the members of the
organization to establish their own work.
Types of Skills Demanded of Leaders

In Situational Leadership, effective leaders adapt their leadership style to the situation of the members
of the organization, the readiness and willingness of group members.
Servant Leadership
Robert K. Greenleaf (1977) coined the paradoxical term servant leadership. He describes the servant,
"...servant first. It begins with the natural feeling that one wants to serve. Then conscious choice brings
one to aspire to lead.
Transformational Leadership
Robert Kennedy once said: "Some men see things as they are and ask why. I dream of things that never
were and ask why not." The transformational leader is not content with status quo and sees the need to
transform the way the organization things, relates and does things.
Sustaining Change
For reforms to transform, the innovations introduced by the transformational leader must be
institutional and sustained. Morato of Bayan ABS-CBN, (2011) gives the following advice:
1. Seek the support of the stakeholders - the leaders must build a strong coalition of allies in order to
push for any meaningful change that would yield results.
2. Get people involved early and often - resistance drops of in proportion to the involvement of
participants. It is best to setup networks to reach out to as many people as possible.
3. Plan a communications campaign to "sell" the innovation - Morata (2011) asserts: "the change
envisioned mass cascade downwards to the last lesson plan and ripple sidewards to win the support of
major stakeholders".
4. Ensure that the innovation is understood by all - the benefits and costs must be appreciated and
weighed carefully.
5. Consider timing and phasing - these are highly critical; missteps my back fire and lack of sensitivity to
stakeholders might lead to resistance.

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 CHAPTER 6:

Opportunities for School-Community Partnership

What can Schools do for communities in return?

Learning from the Experiences of Schools and Community Partner

2. Pembo Elementary School, Makati

2. Pembo Elementary School, Makati

Legal Bases for Parents and Community Involvement

Legal Bases for Parents and Community Involvement

Legal Bases for Parents and Community Involvement

Teacher as Facilitator of Learning

-To facilitate learning, a conducive learning environment is necessary. A pleasant environment is

Code of Ethics for Professional Teachers, Article III

Code of Ethics for Professional Teachers, Article III

Code of Ethics for Professional Teachers, Article III

The Parents-Teachers Association

The School Governing Council

The Professional Teacher and Government Officials and other Professionals

The ideal school leader possesses all three:

Types of Skills Demanded of Leaders

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