Parent Involvement and Community Partnership: Doris J. Yu School Head, Tnhs

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The key takeaways are that parent involvement improves student outcomes, benefits everyone involved in a child's education, and its effectiveness can be impacted by cultural, ethnic and socioeconomic factors.

The benefits of parent involvement include more positive attitudes towards school, higher achievement and attendance, higher graduation rates, and better future school choices.

Factors that can affect family involvement include cultural and ethnic background, socioeconomic status, whether parents have single or multiple caregivers, whether parents work outside the home, how far the family lives from the school, and the age of the child.

PARENT INVOLVEMENT AND

COMMUNITY PARTNERSHIP

DORIS J. YU
SCHOOL HEAD,TNHS
PARENT INVOLVEMENT
PARENT INVOLVEMENT

• Effective parent involvement improves student


outcomes throughout the school years
• Everyone -- students, parents, teachers,
administrators, and communities -- benefits
from parent involvement.
• While parent involvement improves student
outcomes, variations in culture, ethnicity, and/
or socioeconomic background affect how
families are involved
PARENT INVOLVEMENT

• Single parents, parents who are


employed outside the home, parents who
live far from the school, and fathers are
less involved
• Parent involvement at home has more
impact on children than parent/family
involvement in school activities.
• The nature of effective parent/family
involvement changes as children reach
adolescence.
PARENT INVOLVEMENT
• The most promising opportunity for student
achievement occurs when families, schools,
and community organizations work together.
• To be effective, school programs must be
individualized to fit the needs of the students,
parents, and community.
• Schools that have been the most successful in
involving families look beyond traditional
definitions to a broader view that considers
parents as full partners in the education of
their children.
• These schools view children’s learning as a
shared responsibility among everyone involved
in the child’s education.
PARENT INVOLVEMENT
• Partnerships tend to decline across the grades
• Affluent communities currently have more
positive family involvement, on average, unless
schools and teachers in economically distressed
communities work to build positive partnerships
with their students’ families
• Schools in more economically depressed
communities make more contacts with families
about the problems and difficulties their
children are having.
PARENT INVOLVEMENT
• Teachers who create partnerships with parents are
more likely to report that all parents can help their
children.
• These teachers are less likely to stereotype single
parents, poor parents, or those with less education as
unable to help.
• The more involved parents are in their child’s
education, the more likely the child is to succeed in
school
WHAT ARE THE BENEFITS?

• More positive attitudes toward school;


• Higher achievement, better attendance, and
more homework completed consistently;
• Higher graduation rates and enrollment
rates in college
• Better schools to attend.
Benefits for Parents
• Greater knowledge of education programs
and how schools work;
• Knowledge of how to be more supportive of
children;
• Greater confidence about ways to help
children learn;
• More positive view of teachers; and,
• Greater empowerment.
Benefits for School Staff

• Greater teaching effectiveness;


• Higher expectations of students;
• Increased ability to understand family views
and cultures;
• Greater appreciation of parent volunteers;
and,
• Improved morale.
Benefits for Communities

• Greater strength;
• Greater impact of services through
comprehensive, integrated approach;
• Increased access to services for families.
Outdated Thinking
on Parent Involvement
• Parents should come to school only when
invited;
• Stay-at-home mothers serve as “homeroom
mothers”;
• Parents visit school mainly for children’s
performances and attend to grievances
meeting
• Parents help raise money for school.
Barriers to Involvement
• Lack of a school environment that supports
parent/family involvement;
• School practices that do not accommodate the
diversity of family needs;
• Child care constraints;
• Families’ past negative experiences with
schools and/or feelings of uncertainty about
“treading on school territory.”
• Cultural differences (language barriers,
attitudes toward professionals, lack of
knowledge of the American education system);
Barriers to Involvement
• Primacy of basic needs (food, clothing, and
shelter take precedence over educational
needs);
• Feelings of inadequacy associated with
difference in income or education;
• Safety, especially in inner-city school
neighborhoods;
• Uncertainty about what to do; and,
• Lack of time.
Guiding Principles
• Parents are equal partners in a child’s
education.
• The home environment is the “primary”
educational environment.
• Schools must respect the diversity of
parents and their varied needs.
• All parents care about their children.
Guiding Principles
• Parent involvement is important through all
years of a child’s education.
• Parent involvement takes many forms and
may not require a family’s presence at
school.
• Families, schools, and communities are
closely interconnected and must collaborate
in educating children.
Guiding Principles
• School leaders and staff need support and
training in how to encourage parent
involvement.
• One size does not fit all when developing
school-family partnerships.
• Change takes time and building successful
partnerships requires much effort over time.
WHAT HAPPENS WHEN PARENTS
ARE INVOLVED?
• Children get higher grades and
test scores.
• Children have better attitudes
a n d b e h a v i o r.
• Children complete more
homework.
• Children are more likely to
complete high school and enroll
in college
If we want the very best, most
productive education for children
today, we need to combine what
parents do best and what schools
do best.
Once you have parents involved…..
Ensure the success of your meeting by
• E s t a b l i s h i n g a f u n , f r i e n d l y, n o n -
threatening atmosphere.
• Having plenty of signs and or helpers
to guide parents to the right room as
they arrive.
• Greeting parents individually or
cordially as they enter the room .
• Avoiding questions that any parent can
a n s w e r i n c o r r e c t l y, s o t h e r e i s n e v e r a
possibility of embarrassing anyone .
• Having nametags for parents and staf f.
What if a parent still will not come out?
Send home information they will read
• Keep it shor t .
• Keep ar ticles in the document
short
• Make headlines exciting
• Good quality print
• Tr y i n c l u d i n g p i c t u r e s .
Try a home visit
• Don’t surprise parents-let them
know that you are coming
• Send a letter to remind them
• Be on time
• Focus on the student
• Give parents information they can
use
• Thank parents for allowing you to
visit
Ideas to ponder throughout the year
• What major factors contributed to the
success of my school’s family and
community involvement ef for ts this
year?
• What major factors limited the
success of my school’s family and
community involvement ef for ts this
year
• What is one of my school’s major
goals for improving its program of
s c h o o l , f a m i l y, a n d c o m m u n i t y
par tnerships over the next three
years?
We Need Excellent Schools!

• Schools can’t do it all

• Parents can’t do it all.

……… But when parents and schools


work together great things happen….
• PTA- Parents
• LGU/Brgy Council
• Local School Board
• School Governing Council
• Socio-Civic Organization
• Alumni Associations
• Religious Groups
• Business Establishments
• Private Individuals
• Skilled Workers
• OFWs/Balikbayans
• Professional Groups/Associations
“The problem of education is everybody’s
problem. As building literacy is our collective
responsibility, so too is improving of our
schools, our collective responsibility. We must
build bridges between the school and the
community.”

Former DepEd Secretary Florencio Abad


Let’s revisit the communities where our schools are
located:
Let’s do a resource mapping of the community where
your school is located. Answer each questions orally:

1. Give at least 5 resources in the community


where your school is located.
2. Where does the community gets its financial
resources?
3. Do you think the community has rich financial
resources? Why?
4. What are the rules/norms and traditions
practiced by the community that help the school
attain its objectives?
Below are community norms/traditions/practices that contribute to
the attainment of specific goals of a school. Identify additional
practices
School Community
Goals/Objectives Practices/norms/traditions that can
held reach the objective
To raise the academic Example: Honor graduates are looked
achievement of the pupils up to in the community
Your own example: ________________

To prepare school for the Example: Bayanihan/Brigada Eskwela


opening of classes Example: ________________
To maintain school Example: Clean and Green movement
cleanliness throughout the SY Example:______________

To provide security Example: Pagroronda ng mga Brgy for


pupils tanod
Every community has resources that
surround the school. These can be:
Human
Social
Material
Financial
Natural resources

Human resources – refer to the skills,


talents, qualities and attitudes of the people
living in the community
Social assets – the relationships, rules, established course
of action, and practices that can serve as instruments in
attaining specific school goals in a given situation
Material resources – man made things such as equipment,
property, facilities, tools, and the like which can be used by
the community anytime
Financial assets – monetary, income or cash resources
Natural resources – refer to the physical environment of the
community

Teachers who are skillful in tapping these resources


have the power to break the cycle of financial
difficulties of the school.
Go over this table that lists down lessons which can involve
the community:

Lessons Learning Method Utilizing


Community resources
Justice Simulation of a court proceeding
Health (Alternative Interviewing local healers
Medicines) about their herbal medicines

Peace and Order Visiting barangay headquarters


or police precinct
Entrepreneurship Interviewing local businessman
Environmental Joining the clean and green
protection
Descriptive Writing Writing descriptions of the scenic
spots in the community
Analyze the caselets below. Answer the questions that follow.
Caselet A
Mrs. Guevara, a new teacher in Ma. Lopez ES
noticed that one of her pupils was unusually quiet, and
hardly recited in class. She would not participate in
group activities and seldom interacted with her
classmates. The teacher noticed also that she was
untidy and shabbily dressed. She was habitually absent.
So she talked to her and asked her if she had a problem.
The pupil hesitated but after some prodding, she
confided her problem which shocked the teacher – the
girl was sexually harassed by her own father.
1. In caselet A the teacher is expected to
be____________.
Caselet B

The Brgy Chairman of Brgy Poblacion


wanted to initiate an information campaign about
illegal drugs. But he and his councilmen lacked
the knowledge and resources to do the campaign.
To help them, they asked one of the teachers in
Brgy Poblacion to help them do the information
campaign.

What role must the teacher assume in caselet B?


Caselet C

Mr. Buenafe was informed by one of his


pupils that a fraternity initiation was being
conducted at an abandoned building within the
school vicinity. He hurriedly went to the alleged
place and found that two of his pupils were
being initiated.
What role must the teacher in caselet C
assume?
Do you think you can do away with the
roles that the community is expecting from you?
Why?
How can the schools foster effective and
sustainable partnership with the community?
1. develop intelligent public understanding of the
school on all aspects of its operations
2. help citizens feel more responsibly for the
quality of education the school provides;
3. earn the goodwill, respect and confidence of
the public in the professional and personal
services of the school
4. involve the community in the work of the school
and in solving educational problems
How can the schools foster effective and sustainable
partnership with the community?
1. develop intelligent public understanding of the school on all
aspects of its operations
2. help citizens feel more responsibly for the quality of
education the school provides;
3. earn the goodwill, respect and confidence of the public in
the professional and personal services of the school
4. involve the community in the work of the school and in
solving educational problems
5. promote a genuine spirit of cooperation between the school
and community for the improvement of the community
6. secure community support for the school and its program
7. keep the community informed of developments
and educational trends 8. secure an unofficial but
honest evaluation of the school program in terms
of educational needs as the community sees them
How can schools/teachers effectively
coordinate with the community on the use
of its resources?

1. cultural sensitivity
2. sincerity/gratitude
3. integrity/honesty/humility
4. follow up
5. good public relations
6. two way communications
7. proper channeling
Harnessing school support from PTA

`The PTA is a vital force in linking the school


to its service area, the community. The PTA is
founded on the spirit of volunteerism and
serves as a means by which funds maybe
generated and community support to the
school maybe mobilized. If properly organized
and directed, the PTA can be a strong partner
in improving the welfare of the pupils.
Ways by which schools/teachers can use to
effectively enlist the support of PTA
1. Home visits -get to know them well. This is the
rule of thumb in starting and nurturing relations
with parents. Provide time to find out more
about the pupils’ home conditions
2. Parenthood seminars -invite parents to attend
seminars on parenting, responsible parenthood,
child development and proper guidance and
connecting
-seminars on helping parents help their better help
their children in developing good study habits may
also be conducted
3. Parent conferences -should focus on
problems related to the child -know the
parents very well -tips on conducting
parent conferences
a. Know the parents personally even before the
problem arise
b. Have all the relevant information about eh child
before the conference
c. Inform the parents the purpose of the
conference
d. Conduct your conference with the parents in a
face to face, give and take, no hold barred manner.
Create an atmosphere of an informal chat rather
than that of a formal meeting
4. School- home projects -if parents are too
busy/occupied to come to attend meetings
and conferences, an alternative is to send
home printed materials about school/class
programs -information should include a brief
description of its’ learning areas and the
materials the child needs that should be
presented in a clear and understandable
language
5. Establish a “Two-way communication “ with
parents/community -occurs when teachers and
parents dialogue together. Effective dialogue
“develops out of a growing trust, a mutuality of
concern, and an appreciation of contrasting
perspectives” (Lawrence-Lightfoot,2004). A
teacher may contact parents to celebrate a child’s
successful school experience.

-However, more frequently, the contact is to share


a concern about the child, which can be a source
of significant tension for both teachers and parents
alike. Teachers should strive to make these
interactions as productive as possible.
Tips in Dealing with Parents
1. Use conversational tone
2. Create an atmosphere of an informal chat
rather that that of a confrontation
3. Make more positive than negative
comments and suggestions
4. Involve parents in school programs and
activities
Creating a community of learning partners in school
recognizes that many public and private community
institutions share responsibility for helping
• Children develop socially, emotionally,
physically, and academically
• Students become motivated and engaged
in learning
• Families and schools work effectively
together
• Communities become safer and more
economically vibrant
DEPED MEMORANDUM NO.143 , S.2016
REITERATION OF THE "NO COLLECTION POLICY" FROM PARENT-TEACHER
ASSOCIATIONS (PTA’S)
Republic act 8525
AN ACT ESTABLISHING AN "ADOPT-A-SCHOOL
PROGRAM," PROVIDING INCENTIVES THEREFOR, AND
FOR OTHER PURPOSES

be it enacted by the senate and house of representatives of


the philippines in congress assembled::
section 1. Title. – This act shall be known and cited as
the "adopt-a-school act of 1998."
Section 2. Declaration of policy. – It is the policy of the
state to provide quality and relevant education to the
filipino youth and to encourage private initiative to support
public education. Towards this end, the state shall institute
programs to encourage private companies and enterprises
to help in the upgrading and modernization of public
schools in the country, particularly those in poverty-
stricken provinces.
Section 3. Adopt-a-school program. – There is hereby established
the "adopt-a-school program" which will allow private entities to assist a
public school, whether elementary, secondary, or tertiary, preferably
located in any of the twenty (20) poorest provinces identified by the
presidential council for countryside development or any other
government agency tasked with identifying the poorest provinces in, but
not limited to, the following areas: staff and faculty development for
training and further education; construction of facilities; upgrading of
existing facilities, provision of books, publications and other
instructional materials; and modernization of instructional
technologies.
A memorandum of agreement (MOA) specifying the details of the
adoption shall be entered into between the adopting entity and the head
of the school concerned: provided, that such MOA shall be subject to
review and approval of the superintendent of schools of the province or
district concerned: provided, further, that the agreement shall last for at
least two (2) years with the possibility of extension: provided, finally,
that such period may be shortened only in cases where the adopting
entity is dissolved before the end of such period unless otherwise earlier
terminated in accordance with the succeeding sec..
Section 4. Periodic review. – A review of the
adoption shall be undertaken by the local school
board of the province or city where the school is
located. The standards and guidelines for the
review shall be formulated by the coordinating
council created under sec. 7 hereof. The results of
the review shall be taken into consideration in the
assessment of the application for tax credits by the
adopting entity. The school board may, after an
appropriate review, recommend to the coordinating
council the termination of the adoption. The
adopting entity may appeal the assessment to the
coordinating council whose decision shall be final
and unappealable.
Section 5. Additional deduction for expenses
incurred for the adoption. – Provisions of
existing laws to the contrary notwithstanding,
expenses incurred by the adopting entity for
the "adopt-a-school program" shall be allowed an
additional deduction from the gross income
equivalent to fifty percent (50%) of such expenses.
Valuation of assistance other than money shall be
based on the acquisition cost of the property. Such
valuation shall take into consideration the
depreciated value of the property in case said
property has already been used.
Section 6. Additional incentives. – The adopting
company or enterprise, in addition to the incentive
provided in the preceding sec., Shall be entitled to
have its name emblazoned beneath the name of the
school after words indicating that the school is
under the "adopt-a-school program."
Moreover, the adopting entity shall be represented
in the local school board of the municipality where
the adopted elementary or high school is located.
Section 7. Coordinating council. – A coordinating
council, hereinafter referred to as the council, is
hereby created to coordinate and monitor the
implementation of this act. The council shall be
composed of the secretary of the department of
education, culture and sports (DECS), as
chairperson; the chairman of the commission on
higher education (CHED) and the director-general of
the technical education and skills development
authority (TESDA), as co-chairpersons; and the
chairperson of the presidential council for
countryside development (PCCD), and a
representative from a national federation of
chambers of commerce and industry to be appointed
by the president of the philippines, as members.
The council shall meet once every three (3)
months. The chairpersons and members
shall not receive compensation but shall be
entitled to reimbursements for reasonable
expenses related to the council's activities.
The DECS, CHED and TESDA, through a
mutual agreement, shall each make
provisions for the secretariat of the council.
Section 8. Rules and regulations. – The
DECS, CHED and TESDA, in consultation
with the department of finance, shall
formulate the rules and regulations to
implement this act.
Section 9. Separability clause. – In the event
that any provision of this act is declared
unconstitutional, the validity of the other
provisions shall not be affected by such
declaration.

Section 10. Repealing clause. – All laws, decrees,


orders, rules and regulations or parts thereof
inconsistent with this act are hereby repealed or
modified accordingly.

Section 11. Effectivity. – This act shall take effect


fifteen (15) days after its publication in two (2)
national newspapers of general circulation.
ADOPT-A-SCHOOL PROGRAM
Extending a Hand Towards Educational
Development
The Adopt-A-School Program, which started in
1998, was created to help generate
investments and support to education outside
the mainstream funding and the national
budget.
They are enjoined to support the schools in any
of the following areas: infrastructure, health
and nutrition, teaching skills development,
computer and science lab equipment and
learning support.
Under the program, legally instituted by
the passage of RA 8525, private
entities, either local or overseas are
given the opportunity to become
partners in education through their
assistance in the upgrading and
modernizations of public elementary
and high schools. In return, they are to
enjoy additional tax incentives (150
percent) as they implement their project
ADAPTION PROCESS
A Memorandum of Agreement (MOA) will
specify the details of adoption between the
adopting entity and the head of the school
concerned. MOA is subject to review and
approval of the School Superintendents. A
standards and guidelines for review of adoption
shall be formulated by the Coordinating Council
(assessment for the application for tax credits
by the adopting entity) The agreement shall last
for at least two years.
ADAPTION PROCESS
Schools that make it to the list are the less
privileged, those who have limited resources
but have very large student population. Most of
them experience classroom shortage,
insufficient textbooks and instructional
materials and overcrowding. Schools in low-
income municipalities, those that are poor but
have high performing students and those with
undernourished students are also given due
considerations.
THE PROMISE IN EDUCATION
• With the demand for public education in the
secondary level growing at the rate of five
percent a year, more than twice the
population growth rate.

•a big shift in the enrollment from private


education to public education because of the
rising costs of living in the country, parents
could no longer afford the tuition fees being
charged
THE PROMISE IN EDUCATION
• with the continuing problems in budgets and
limited resources. As a result, government
funded schools often experience shortage in
about everything except the number of
enrollees
•and as much as DepEd wants to provide
public school students first class learning
environment that they deserve, such task is
enormous and difficult
THE PROMISE IN EDUCATION
• Education… a concept that would impact whole country,
affecting not only this generation but the future ones as
well, should not be left in the hands of the few but should
be developed and cultivated by every Filipino in every way
that they can
• As DepEd former Secretary Edilberto De Jesus mentioned
in his speech, “Basic education is too big and too
important a task to leave to the government.” Education
is the country’s answer to the growing problem of
poverty. “We do not only want to alleviate it but to totally
eradicate it.
• Idealistic the statement might be, it is within reach if every
Filipino will join hands and make an effort to instill change
•Impossibilities are impossible to a nation that reaches for
the stars together. United, the nation is unbreakable.

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