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Prepared by: Ma. Edylyn L. Noguerra

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PROGRAM OUTCOMES

In pursuance of the above-stated mission, the objectives of the Bachelor of Elementary Education are as
follows:
1. acquire basic level literacy, communication, numeracy, critical thinking, learning and ICT skills needed
for lifelong learning;
2. demonstrate deep and principled understanding of the learning processes and the role of the teacher
in facilitating these processes in their students;
3. manifest a meaningful and comprehensive knowledge of the subject matter they will teach;
4. cultivate direct experience in the field/classroom (e.g . classroom observations, teaching assistance,
practice teaching);
5. demonstrate and practice the professional and ethical requirements of the teaching profession;
6. facilitate learning of diverse types of learners, in diverse types of environment, using a wide range of
teaching knowledge and skills; and
7. show creativity and innovative thinking of alternative teaching approaches and evaluate the
effectiveness of such approaches in improving student learning

(Please insert the program outcomes for BSEd)

COURSE TITLE

The Teacher and the Community, School Culture & Organizational Leadership

COURSE DESCRIPTION

This course focuses on society as a context upon which the schools have been established. Educational
philosophies that are related to the society as a foundation of schools and schooling shall be emphasized.
Further, principles and theories on school culture, and organizational leadership shall be included to prepare
prospective teachers to become school leaders and managers. The last part of this course focuses on the
essential concepts and principles of peace education. Active engagement in the planning, implementation
and documentation of service-learning project via the celebration of International Day of Peace shall be this
course’s culminating activity.

COURSE OUTCOMES (CMO)

1. Demonstrate an in-depth understanding of the connections between the school and society;
2. Demonstrate critical understanding of the influence of school culture on the roles of teachers and student
learning;
3. Exhibit critical attitude towards effective organizational leadership and ethos; and
4. Demonstrate appreciation on the role of schools in creating culture of peace in the society.

Course Requirements

-Compilation of Required Readings

-Quizzes
- Reflection Journal
-Case Analysis and Presentations
- Quarterly Projects
-Major Examinations
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MODULE 6- THE WHY AND HOW OF SCHOOL AND COMMUNITY

PARTNERSHIP

INTRODUCTION

As the school lays the foundation of education, the community serves as the laboratory for holistic
learning experiences for the learners.
Undeniably, the school and the community may influence the child’s character and may determine the
quality of formal and non-formal education he received. It is not only in school that education takes place, the
community also offers a wide array of learning experiences that enable learners to be sociable, interactive
and participative to communal affairs. Either formally or informally, the school and community work hand-in-
hand in giving the utmost welfare for the learners in order for them to succeed in various life challenges.
According to former DepEd Secretary Florencio Abad, “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.”

PRE-ASSESSMENT

Let’s Do These

Instructions.

Based on your school experiences, list down ways by which a community helps a school and ways by which
a school helps a community. Come up with an exhaustive list.
Questions: Is there a real partnership between school and community? Or do you find one party (like the
school) more favored because it gets more help than the other? Defend your answer.
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LESSON MAP

What can the community do for What can schools do for the
schools? community?

School and Community Partnership

Sociological Basis of School- Legal Bases for Parents and

Community Partnerships Community Involvement

The Lesson Map shows what can the community do for the schools and schools do for the community in return
supported by sociological basis and legal bases for parents and community involvement to give the utmost welfare for
the learners in order for them to succeed in various life challenges.

Lesson Learning Outcomes

At the end of this module, the students should be able to:

1. Explain what school and community partnership means;

2. Discuss the legal and sociological bases of school and community partnership ; and
3. Emphasize the importance of a strong school and community partnership

CONTENT

ENGAGE

Let’s See

Instruction. Answer the following questions briefly.

Questions:
1. School and community partnership enhances sense of ownership and sense of belonging. What do
these mean? How will these impact on schools and communities?
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2. Can schools take place of families in the rearing of children? Why or why not?

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EXPLORE Le

tTaking it to the Net

Instruction. Research on successful school and partnerships in high performing countries like Finland,
Singapore and Canada.

EXPLAIN Let Let’s Conceptualize

Opportunities for School-Community Partnership

Partnership implies two parties helping each other. Both parties benefit. This means that if a school –
community partnership exists, both parties benefit from the relationship. Thus in the following paragraphs we
shall present what communities can do for schools and what schools can do for communities.

What can the community do for the schools?

Here are examples of what a community can do for schools:

1. 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. It takes place more or less two weeks before classes begin in June. This is school
maintenance program that has been institutionalized since 2009 when DepEd issued DepEd Order
#100.
2. 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.
3. Work experience programs- Business establishments and offices in the community can serve as
training ground for learners. A concrete example is the Work Immersion required of Senior High
School students. In this Work Immersion, students are given the opportunity to work in relevant
establishments or offices in the community to help develop in them “the competencies, work ethics,
and values relevant to pursuing further education and/or joining the world of work…Partner offices for
immersion provide Senior High School students with opportunities: “1)to become familiar with the
work place; 2) for employment simulation; and 3) to apply their competencies in areas of
specialization /applied subjects in authentic work environments (Enclosure to DepEd Order No. 30. 3.
2017).
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In this school-community partnership, the school can fulfil what curriculum requires and may
improve on their curriculum based on community feedback, enables the students to undergo
hands-on work experience, while community establishments contribute to the formation of
graduates who are more ready for life and more equipped for the world of work. Business
establishments or any world of work in the community are the ultimate beneficiaries of these
graduates who have been more prepared through work immersion.
Some schools call this service learning since it actively involves students in a wide
range of experiences which benefits students and the community at the same time fulfilling the
requirement of a curriculum.
4. Remediation and enrichment – Parents and retired teachers may be involved in the School Reading
remediation and Learning Enrichment Programs.
5. Youth Development Programs- The young may involve themselves in youth development programs
and develop their skills and talents, learn how to deal positively with peers and adults and serve as
resources in their communities.
6. Community Service- Examples of community service are students participating in tutorial programs,
community reforestation programs, clean up drive for a river, assisting in medical mission; school
head involved in planning local celebrations, teachers managing programs , projects, activities; school
band playing in fiesta parade.

What can schools do for communities in return?

Schools may allow the community to use school resources. Here are concrete examples enumerated
by the DepEd Primer on School-Community Partnership:
 Classroom used by community organizations for meetings
 School used as a polling place and venue for medical mission which it may c-sponsor with the Rural
Health Unit
 School used by the Rural Health Unit for mother’s class on child care.
 School used as an evacuation center
 School facilities used for community assemblies
 School basketball court used for local celebrations and barangay sports league
 Schools conduct livelihood skills-training programs for parents and out-of-school youths 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 Partners

Here are concrete examples:
1. Dumingaga Central School, Dumingaga Zamboanga del Sur
Strong school community partnership – Feeding program was maintained by community
donors- Mother Butler Mission Guild, barangay councils, office of the mayor, parents who
budgeted, cooked, purchased.
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“Kiddie Cop” classes – Cops lectures on good manners and right conduct, drug addiction,
child abuse, child welfare, Municipal Welfare and Development Office-Municipal Health Office
conducted special classeson health and nutrition, rights of the child.
2. Angels Magic Spot and Project REACH, etc.- Pembo Elementary School, Makati
Pembo Angels Magic Spot (PAMS) were the volunteer environmental steward-students of
Pembo Elementray School while magic spots were the small dumpsites or empty lots in the
barangay which were converted by the students into vegetable gardens from which members
of the barangay could harvest for home supply, the school for their feeding program or sold
them for cash for the purchase of seedlings and planting of more vegetables,
PAMS brought together students, teachers, school head, parent barangay officials and other
members of the community clean up little nooks for garbage and converted them into green
areas with vegetables shared by all. It also taught gardening skills and positive attitude toward
work to students and supplemented the feeding program for the underweight and the
malnourished in the school, Project BOWLS (Brain Operates Well on Loaded Stomachs).
Another effective practice was Project Revitalized Enthusiasm for assistance to
Children of Humanity (REACH) where each teacher adopted one student and acted as his/her
mentor for the entire school year. The teacher gave free tutorial to the adopted student during
his/her free time, visit the student’s family every now and in some instances gave the student
a daily allowance of ten pesos from the teacher’s own pocket. This contributed to improved
performance of Pembo Elementary School, 23rd in rank in the Division Achievement Test
zoomed up to rank 9 and six years later rank 1. (near- zero drop out rate), ad Kid
Urbanidad Kids were ideal students who acted as role models for the students and the
PEMBO community. They were the cleanest, most well-mannered and most diligent in class.
BOWLS means Brain Operates Well on Loaded Stomach. Every recess, children who
were selected by the school as BOWLS beneficiaries due to malnutrition were provided a free
bowl of lugaw.
Pera sa Panapon was a weekly trash market where students, their parents and other
members of the community were invited to bring their recyclable garbage. The project helped
the school purchase the necessary supplies and was able to support two students to a 2010
match competition in Singapore.

Sociological Basis of Schol-Community Partnership

The functionalist theory states that institutions must perform their respective functions
for the stability of society. Other institutions must come in if one institution fails to do its part for
the sake of society.
The school cannot do it all. “ It takes a village to educate a child, “ so goes the African
proverb. It has to work in partnership with other institutions in the community such as the
church, government organizations and non-government organizations. With the breakdown of
families, schools face greater challenge in educating the young.
The rearing and education of the child is the primary obligation of parents. The school,
the Church and other social institutions come in to assist parents and families to fulfil their
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irreplaceable obligation. The breakdown of marriages, the demand for both nother and father
to work to meet the demands of a rising cost of living resulting to less or practically no more
time time for parents to spend time with their children have, however, attacked the stability
families and have adversely affected families in the performance of their irreplaceable duty to
educate children. Added to these is the increasing number of families composed of single
mothers struggling to raise a family. With the burden of earning lodge solely on the shoulders
of one parent, single parents struggle to earn enough to provide for their families.
Consequently, their responsibility leads to their having alimited amount of time to spend and
with growing and developing childrenwho, unfortunately become more likely single-parent
families themselves. The cycle goes on.
This is not to mention the negative effect of uncontrolled and unregulated use of
technology on the young. While the use of technology has brought a lot of convenience its
uncontrolled and unregulated use by the tech-savvy kids expose these kids to all sorts of
information not necessarily favorable for their development. So families, schools and other
social institutions need to work together to save the youth.

Legal Bases for Parents and Community Involvement

It is no wonder why even our laws support school-community partnership. RA 9155, Governance of
Basic Education Act, Section E (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 asscociations.”
Section 3 (f) of the same Act encourages “local initiatives for the improvement of schools and learning
centers and to provide the means by which …improvement may be achieved and sustained.” Batas
Pambansa Blg. 232, otherwise 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 informationand
suggestions for assistance and support of the school and for the promotion of their common interest.
Representatives from each subgroup of the educational community shall sit and participate in these bodies,
the rules and procedures of which must be approved by them and duly published.
Another law RA. 8525, Adopt - A - School Program Act, also provides for school- community
partnership. It allows “private entities to assist a public school, whether elementary, secondary, 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.
Even the Philippine Education for All (EFA) 2015 Plan, then a vision and a holistic program of reforms
that aimed to improve the quality of basic education for every Filipino by end 2015 likewise states “School
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. Agenda 2030
has 7 new educational targets from 2015 to 2030 that must involve education stakeholders which in essence
is school-community partnership. UNESCO Assistant Director General for Education, Dr. Qian Tang, himself
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admits that Agenda 2030cannot be realized without schools partnering with community. He said:” Our Vision
must be more aggressive, more committed not just involving government, non-government agencies but all
stakeholders.”
RA 9155, states that partnership between school and community also ensures …that 1) educational
programs, projects and services take into account the interests of all members of the community (Sec 3, d);
2) the schools and learning centers reflect the values of the community by allowing teachers/leanring
facilitators and other staff to have the flexibility to serve the needs of all learners (Sec 3, e); 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 sustained are provided (Sec 3, f) . so schools and communities
function better when they work as a team.

EXTEND LLE
LET’S CHECK FOR UNDERSTANDING

Instructions:
1. Illustrate with a cartoon or a diagram the partnership between school and community.
2. Develop a tool to evaluate the extent and quality of schools and community partnership.

EVALUATE LETLET CLINCHERS

Instructions. Answer the following questions on the space provided.

1. Pretend you are an Instructor/Professor in this professional course, The Teacher and the Community,
School Culture and Organizational Leadership. Your lesson has this learning outcome: To explain
the sociological and legal bases of school and community partnership . How will you proceed?
Deliver your lecture.
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2. What sociological reality in the Philippines and in the world demand that schools partner with the
community (Church, mass media, business estabishments, etc.) for the education of children?
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3. State the provisions of law that refer to school-community partnership.

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TOPIC SUMMARY

School and community partnership means school head, teachers, learners, parents of learners and
non-teaching personnel working together with civic and religious leaders, alumni, other parents, non –
government organization, government organizations for the good of children. The upbringing of children is
the main and irreplaceable duty and responsibility of the family. But with the weakening influence of the
family on the upbringing of children and with children’s unlimited exposure to modern technology like the
internet, the challenge for schools to teach the young has become even greater. So schools cannot do it all.
They have to partner with community. In this partnership, children, the primary customers of schools, are
most benefited but school and community are likewise mutually benefited. RA 9155, also known as the
Governance of Basic Education Act, BP 232 which is Education Act of 1982, RA 8525, Adopt- A- School
Program Act and Agenda 2030 stipulate school and community partnership. There are many opportunities
for school and community partnership. The Brigada Eskwela which is now institutionalized in DepEd Schools
is a glaring proof of school and community partnership. Schools with all its human and material resources
can offer services also to the community in many ways.

POST-ASSESSMENT

Instruction. Select the correct answer by writing the letter on the space provided.

__1. Which is TRUE of a school and community partnership?

A. Community helps school.

B. School is a recipient of assistance from community.
C. Both school and community benefit
D. Both school and community lose.

__2. Which program is a proof of school and community partnership where every month of May education
stakeholders contribute their time, talent and treasure to ensure that school facilities are set in time for the
school opening?

A. Parents and Teachers Association Assembly

B. School Governing Council Annual Assembly
C. Brigada Eskwela
D. Palarong Pambansa
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__3. Which statement is TRUE of school and community partnership?

A. Elders in the community can be key informants of a research in local history.

B. Parents can help school in terms of school facilities.
C. Donations from politicians are not accepted to prevent electioneering.
D. Only school benefits from the partnership

__4. “It takes a village to educate a child.” Which does this statement imply?

A. PTA is more than enough partnership

B. Institutionalize school-community partnership
C. School can substitute for absentee parents.
D. Children need more models.
__5. Adopt-A-School Program allows private entities to assist which schools?

A. Public elementary schools

B. Public secondary schools
C. Public tertiary schools
D. Public schools in all levels

REFERENCES

https://deped.u/NCBSSHwww.facebook.com/DepEdNEAP

Strengthening the School and Community Relationship. Retrieved from www.pressreader.com › philippines › sunstar-
pampanga

School and community partnership. Retrieved from PressReaderwww.pressreader.com › philippines › sunstar-

pampanga