School and Community Partnerships: A Guide for Teachers, Study Guides, Projects, Research of Professional Communication

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MODULE 5

DEPARTMENT OF EDUCATION

BEST | CARDNO

TEACHER INDUCTION

PROGRAM

Contents MODULE 6. THE SCHOOL AND COMMUNITY LINKAGES ......................................................................... 1 I. SESSION 1: COMMUNITY AS A RESOURCE IN THE TEACHING-LEARNING PROCESSS ..................... 2 Desired Learning Outcomes ........................................................................................................ 2 Objectives: .................................................................................................................................. 2 Pre-Test ....................................................................................................................................... 3 Glossary of Terms ........................................................................................................................ 4 Key Concepts ............................................................................................................................... 5 Activities and Assessment ........................................................................................................... 6 Reflection .................................................................................................................................... 8 Post-Test ..................................................................................................................................... 9 II. SESSION 2: THE SCHOOL AND COMMUNITY RELATIONSHIPS ...................................................... 10 Desired Learning Outcomes ...................................................................................................... 10 Objectives.................................................................................................................................. 10 Pre-Test ..................................................................................................................................... 11 Glossary of Terms ...................................................................................................................... 13 Key Concepts ............................................................................................................................. 13 Activities and Assessment ......................................................................................................... 13 Reflection .................................................................................................................................. 14 III. SESSION 3: PARENTS AS TEACHERS’ PARTNERS IN THE STUDENTS’ LEARNING AND AS STAKEHOLDER OF THE SCHOOL ............................................................................................................ 15 Glossary of Terms ...................................................................................................................... 15 Key Concepts ............................................................................................................................. 15 Activities and Assessment ......................................................................................................... 16 Reflection .................................................................................................................................. 16 IV. SESSION 4. STRENGTHEN AND SUSTAIN GOOD RELATIONSHIPS WITH THE PARENTS/GUARDIANS AND THE WIDER COMMUNITY ........................................................................ 17 Glossary of Terms ...................................................................................................................... 17 Key Concepts ............................................................................................................................. 17 Activities and Assessment ......................................................................................................... 17 Reflection .................................................................................................................................. 18

ii| P a g e T e a c h e r I n d u c t i o n P r o g r a m ( V e r s i o n 1. 0 )

MODULE 6. THE SCHOOL AND COMMUNITY LINKAGES This domain affirms the role of teachers in establishing school-community partnerships aimed at enriching the learning environment, as well as the community’s engagement in the educative process. This Domain expects teachers to identify and respond to opportunities that link teaching and learning in the classroom to the experiences, interests and aspirations of the wider school community and other key stakeholders. It concerns the importance of teachers’ understanding and fulfilling their obligations in upholding professional ethics, accountability and transparency to promote professional and harmonious relationships with learners, parents, schools and the wider community.

____________ 2. Community does not affect the teaching-learning process in school. _____________3. Human and physical resources can be found in the community. _____________4. Schools have all the resources to answer its needs. _____________5. Support is manifested when people in the community became assets for the school. _____________6. Environmental scanning is a tool in identifying resources that can help the teaching-learning process. _____________7. Recognizing the stakeholders in the community is done to ensure allout support from them. _____________8. Teaching-learning process is acquiring necessary competencies and skills for lifelong learning. _____________9. School is considered as the “laboratory of learning”. ____________10. Learning environment and community contexts work in synergy.

F

Glossary of Terms

Term Definition Community a barangay where the school is located. However, it may also be expanded to refer to the following; a. adjacent barangays where a significant number of children enrolled in the school come from b. Municipality/City/Ancestral domain (DepEd Order No. 44 s. 2015).It is a shared attributes of the people and/or the strength of the connections among them which led to continuous improvement. Stakeholder a person who has an interest or concern in the organization at hand. In terms of education, a stakeholder is someone who has a vested interest in the success and welfare of a school or education system. This includes all parties that are directly affected by the success or failure of an educational system, as well as those indirectly affected. (Roundy, 2016). Internal stakeholders These are those individuals or groups who directly produce and consume the product (education). These are the groups in the school like teachers, pupils, and staff. External stakeholders – individuals or groups who have an interest in the product, but do not produce or consume it directly. These groups are the parents, LGUs, NGOs, alumni, private organizations, and companies. Resources supply of money, materials, staff, and other assets that can be drawn on by a person or organization in order to function effectively (Merriam Dictionary). Teaching-learning process the process by which learners acquire the necessary competencies and skills for lifelong learning Parent-Teacher Association an organization operating in a school both in elementary and in high school. It is composed of all parents, enrolled students, Board of Directors, School Head, Teachers, and Non- Teaching Personnel (DO 54 s. 2009) School Governing Council sustainable governance structure in school to produce stable and effective leadership which underpins achievement of the school’s objectives. It is composed of various gov’t agencies, nongovernment agencies, students, civic and social organizations students organization, alumni, parents of students, parents of alumni, parents association, retirees, professionals in the school, basic sectors (bussiness, fisherfolk, farmers, indigenous peoples, cultural minoritiesm and others) ( DepEd SGC Manual)

Activities and Assessment

What are the available resources in your community and how can they facilitate the teaching-learning process? You may ask the help of your school head or your colleagues in data gathering or you can conduct field trip in your community. Types of Resources What can it offer? How can it facilitate the teaching-learning process? Human (PTA/SGCOfficers, LGU Officials, Local Heroes, Field Experts, etc)

1. KAGAWAD
2. PARENTS Help us promoting peace in the sitio Help us in teaching and molding the child if the environment of the learners are not safe it can impede the learner success. The learner who has a good relationship with their parents can perform better. Physical( Machines, Materials, libraries, Sports center, mall/establishment, etc) 1.LIBRARIES
3. SOLAR
4. TV Books/Reading materials Electricity Educational vedio/ movie They can generate new information. Electricity can operate the sound system, the tv ,printer, and laptop. With help of those machine we can transfer information clearly to the learner. We can deliver the topic easily and motivate the learner to listen. After completing the activity, how do you feel? Are you motivated and inspired because you have a deeper understanding of your community?

For the next activity, read the situation below and answer the questions that follow: Ms. Ramos is a newly hired teacher assigned in a school 15 kilometers away from the Poblacion. Upon reaching the school she found out there is nothing left in the room where she will handle the Grade 5 class. The room is bare with only 35 tablet chairs for the learners fill in the room. There is no bulletin board, teacher’s table and chair, and even comfort room. How down-hearted she felt seeing the situation in her class. Her school head told her that since her class is newly organized, she must deal with the situation and that challenged her to do something about it because the school MOOE is meager and is only enough to pay for electric and water bill and other priority needs of the school. It would take a year before a budget could be allotted for the improvement of her classroom. The school even told her to “make some miracles” to improve the physical condition of her class. Ms. Ramos contemplated on it. For quite sometimes she reflected on her school head’s words. She approached one of her colleagues whose classroom is well- structured and fully equipped with the necessary materials for teaching-learning activities. She then started organizing her homeroom PTA and showed them the situation in their classroom. She also talked to her friends and some relatives abroad. And in just 2 months she was able to make miracles! Answer the question below

1. Why was Ms. Ramos discouraged and downhearted in her new assignment? Mrs. Ramos felt downhearted because when she arrive in her assign station she found out there is nothing left in the room. There is no bulletin board, teacher’s table and chair, and even comfort room.
2. What gave her the idea to “make miracles” in her classroom? It gave her the idea to “make miracles” in her classroom when the school even told her to “make some miracles” to improve the physical condition of her class.
3. What strategy did she employ? The strategy did she employ is she started organizing her homeroom PTA, talked to her friend, some relatives and her colleagues about the situation of her classroom
4. If you will be in a situation like that of Ms. Ramos, would you do the same? Why? Yes, because the parents, friends, relatives and colleagues is also a form of resources. THE SCHOOL AS A LABORATORY FOR LEARNING Sta. Isabel Integrated School is one of the farthest schools in a certain town. It offers Kindergarten, Elementary, Junior and Senior High School.

Reflection

Ask a colleague who is capable of coaching and mentoring you on how to improve your teaching-learning process using the resources in your community. Be guided with the form below. What are the resources in the community? How will it be utilized in the teaching and learning process? When will this be utilized?

EVIDENCE

OF

OUTCOME

Post-Test

Write T if the statement is true and F if it is false. ____________1. Community is a province, town or barangay where the school is located. ____________ 2. Community does not affect the teaching-learning process in school. _____________3. Human and physical resources can be found in the community. _____________4. Schools have all the resources to answer its needs. _____________5. Support is manifested when people in the community became assets for the school. _____________6. Environmental scanning is a tool in identifying resources that can help the teaching-learning process. _____________7. Recognizing the stakeholders in the community is done to ensure all-out support from them. ______________8. Teaching-learning process is acquiring necessary competencies and skills for lifelong learning. ______________9. School is considered as the “laboratory of learning” _____________10. Learning environment and community contexts work in synergy. II. SESSION 2: THE SCHOOL AND COMMUNITY RELATIONSHIPS

Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators (PTIs) 6.2. Seek advice concerning strategies that build relationships with parents/ guardians and the wider community

Build relationships with parents/guardians and the wider school community to facilitate involvement in the educative process.

Objectives

a. Explain the roles of teachers as he/she seeks advice to the person in authority in building good relationships with parents/ guardians and the wider community.

5. As a new teacher, it is difficult to make the________________ to a parent or guardian. Developing a ____________ parent-teacher relationship is a great way to improve your child’s performance in school. Inside each call out below is an activity in school and in the community. Number them according to your priority where 1 is the most priority and 9 as your least priority. Write your insights on the space provided based on your prioritization. Family Day Parents Teachers Barangay Assembly Conference Community Festival Christmas Town Fiesta

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Cl eanliness Drive Party _____________________________Teachers’ Night _________________________________________________________Coastal Clean-Up

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Glossary of Terms

Term Definition Teacher a critical thinker, good communicator and effective collaborator and has the ability to learn with technology Roles the various tasks the internal and external stakeholders can do in the school community Agent of change someone who facilitates change for school improvement Legal Counsel a person who gives advice Person of Authority someone who is empowered to manage and supervise the teaching-learning process in the school Multitasking concept of performing multiple activities or processes over a certain period of time by executing them at one time Linkage establishing connections to the people in the community Expectations a belief that someone should achieve something

Key Concepts

1. Today’s educational endeavor needs a multitasking teacher who can respond to the needs of the present time. This teacher is expected to be facilitator of learning, a sharer of knowledge, an agent of change, a legal counsel and a person in authority. His/her roles are not only limited in the four walls of the classroom but he/she needs to establish linkages with the people in the community. The people in the community where the school is located believe that he/she can do something in the achievement of the school goals.
2. Thus, a beginning teacher seeks advice in finding ways to collaborate with the community in all aspects of endeavors in the educational process. Establishing linkages with parents/guardians and the wider community can be done through consultations and involvement in decisions that would contribute to the success of school’s programs, projects and activities; utilizing the documents needed in entering into partnerships; as such Memorandum of Understanding (MOU), Memorandum of Agreement (MOA), Letters, etc. All these will facilitate effective communication in building good relationships with parents and a wider community.
3. As a teacher you must be ready to collaborate and seek advice to the human resources inside and outside the school.

Activities and Assessment

Case Analysis No. 1 The barangay chairman in the community where your school is located comes to your school and requested you to render a song in the annual barangay day celebration. It so happened that you are not very good in singing. How will you respond to the request of the barangay chairman?

III. SESSION 3: PARENTS AS TEACHERS’ PARTNERS IN THE STUDENTS’ LEARNING AND AS STAKEHOLDER OF THE SCHOOL

Glossary of Terms

Term Definition Academic Program the various subjects the child is going to undertake in the school year. Benefits the profits gained from the strong relationship of teachers and students. Communication Skill

- the ability of the teacher to establish connection with the parents through proper communication Motivation an act of encouraging the parents for them to cooperate in school activities. Partnership working together for a common benefit. It is a mutual understanding between two entities to achieve a desired outcome. It is an effort to engage communities and stakeholders in achieving desired goals Student’s Performance the students’ academic and co-curricular performance in school.

Key Concepts

1. Positive parent-school communications benefit parents. The manner in which schools communicate and interact with parents affects the extent and quality of parents' home involvement with their children's learning. For example, schools that communicate not so good news about students’ performances more often than recognizing students' excellence will discourage parents’ involvement by making them feel they cannot effectively help their children.
2. Parents also benefit from being involved in their children's education by getting ideas from school on how to help and support their children, and by learning more about the school's academic program and how it works. Most importantly perhaps, parents benefit by becoming more confident about the value of their school involvement. Parents develop a greater appreciation for the important role they play in their children's education.
3. Substantial evidence exists showing that parent’s involvement benefits students, including raising their academic achievement. There are other advantages for children when parents become involved — namely: increased motivation for learning, improved behavior, more regular attendance, and a more positive attitude about homework and school in general.
4. Parental involvement can free teachers to focus more on the task of teaching children. Also, by having more contact with parents, teachers learn more about students' needs and home environment, which is information they can apply toward better meeting those needs. Parents who are involved tend to have a more positive view of teachers, which results in improved teacher morale.

Activities and Assessment

A. Reflect on your previous engagements/interactions with the parents/guardians and wider community in your school’s programs, projects and activities. Write down on the space provided below, at least five ways on how you were able to establish partnership with the parents/ guardians or wider community. B. Visit at least five elders/leaders in the community and ask the ways on how they were and can be effectively engaged in school programs and projects. Record their answers. C. Work on this activity with a partner teacher (maybe a Master Teacher or Teacher III) who is already staying in the same school for a long time.Evaluate each situation and determine if the described behavior of a teacher manifests partnership. Show a thumbs up to your partner if you think the situation stated below manifests partnership and a thumbs down if you think it is not. ____________ 1. Mrs Lopez, a Grade 4, teacher conducted a meeting with her high school classmates and presented her project proposal on coming up with a LCD projector and a laptop for instructional purposes. ____________ 2. Mr. Aguas wanted to donate a water dispenser to the Grade I class of Ms. Noble. He sent letter to the teacher informing her of his intention but Ms. Noble just ignored the letter. ____________ 3. It has been Mr. Antonio’s dream to organize a drum and lyre group for the learners in his school. Mr. Antonio asked permission from his principal to source fund from his relatives and friends in which the principal allowed. After a year, Mr. Antonio was able to organize the drum and lyre group with complete instruments. ____________ 4. A foundation of widows from the community but living in the US is coming up with a project of providing all learners in the school complete set of school supplies. The principal, Mrs. Cabrera required the attendance of all teachers in MOA signing at the principal’s office. It is also a way of forging stronger partnership with the community. Mr. Datul did not attend the said activity saying it’s just a waste of time. ____________ 5. Mr. de Guzman is handling TLE class specializing in machining. The school has no available equipment for the learners to use. Mr. de Guzman coordinated with the owner of a machine shop in the locality. He allowed the use of his machine shop between 4:00-5:00 in the afternoon and three times a week only.

Reflection

“How will I develop my interpersonal skill so that I continue dealing with and getting support from the PTA?”