Republic of the Philippines

BATANGAS STATE UNIVERSITY

The National Engineering University
ARASOF-Nasugbu
R. Martinez St., Brgy. Bucana, Nasugbu, Batangas, Philippines 4231
Tel. No.: +63 917 107 2200
E-mail Address: email@g.batstate-u.edu.ph | Website Address: http://www.batstate-u.edu.ph

LEARNING MODULE IN THE TEACHER AND THE COMMUNITY,

SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
1st Semester, A.Y. 2023-2024

CHAPTER 5
SCHOOL-COMM

Duration: 3 hours/week
Subject Code: Ed 103
Subject Teacher: Asst. Prof. JAPNER XAVIER L. GUEVARRA
 SCHOOL-COMMUNITY RELATIONS

EXPECTED LEARNING OUTCOMES

1. Explain what school and community partnership means.

2. Explain the relationships between school and community.
3. Explain the legal, sociological and ethical bases of school and community partnership.
4. Analyze communication methods between schools, parents and community.
5. Describe methods of developing active partnerships with parents and community.
6. Cite examples of school-community partnerships.

THE BIG IDEA

1. What ways can the community help a school? How about a school helping the community?
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DEEPEN YOUR UNDERSTANDING

Legal and Ethical Aspects of School Community Relations Programs

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A school-community relationship is a two-way symbiotic arrangement through which the school and the
community cooperate to realize the goals of the community and vice versa. It is the degree of
understanding and goodwill, that exists between the school and the community (Okorie, Ememe&Egu
2009).

The community builds its schools and the schools build their community (Sidhu, 2007). Therefore,
school-community interdependence is unbreakable. There is a reciprocal relationship. The two work for
one another and the two have a direct impact on one another. If schools are expected to be successful in
their primary mission of educating the community’s children, they need to know a great deal about the
community and the families from which the children come. This means that the school cannot exist in
isolation but in cooperation with the community in which it finds itself (Ihebereme, 2008).

Republic Act No. 9155, Governance of Basic Education Act of 2001

Sec. 3. (d) To ensure that schools and learning centers receive the kind of focused attention they
deserve and that educational programs, projects and services take into account the interests of all
members of the community;
Sec. 3. (e) To enable the schools and learning centers to 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;
Sec. 3. (f) To encourage local initiatives for the improvement of schools and learning centers and to
provide the means by which these improvements may be achieved and sustained; and
Sec. 7 (e) The school head, who may be assisted by an assistant school head, shall be both an
instructional leader and administrative manager. The school head shall form a team with the school
teachers/learning facilitators for the delivery of quality educational programs, projects, and services. A
core of non-teaching staff shall handle the school’s administrative, fiscal, and auxiliary services.
Sec. 7 (e) Consistent with the national educational policies, plans, and standards, the school heads shall
have authority, accountability, and responsibility for the following:
(10) Establishing school and community networks and encouraging the active participation of teachers
organizations, non-academic personnel of public schools, and parents-teachers-community associations;
(11) Accepting donations, gifts, bequests, and grants for the purpose of upgrading teachers’/learning
facilitators’ competencies, improving and expanding school facilities and providing instructional
materials and equipment. Such donations or grants must be reported to the appropriate district
supervisors and division superintendents;

Education Act of 1982 sec. 7. Community Participation.

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.
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.

Republic Act 8525 provides for school-community partnerships. It is to build and sustain a mutual
connection between DepEd and partners, by providing a venue for the strong and dynamic private
sectors to participate in nation-building through investments in the education of Filipino children.

The Department of Education in collaboration with the Bureau of Internal Revenue (BIR) works
together in order to grant incentives to the private partners of DepEd. The incentives are provided
through the tax deduction (Gross Income) of the private companies, industries, and private individuals
who imparted their financial and or in-kind services to the public schools.

This provides opportunities for donor partners to apply for the availment of tax incentives or tax
exemption arising from the partners’ expenses incurred in the program since such entitlement is

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permitted under Republic Act No. 8525 otherwise known as the Adopt-a-School Act of 1998 and of
Revenue Regulations No. 10-2003.

According to Republic Act No. 8525, organizations/agencies can adopt public schools to help them elevate the
quality of education.

Types of School Community Relationships

There are different types of relationships that exist between school and community. Pawlas (2005)
identified six types of school-community relationships:
 Parenting: Schools and communities relate as parents of a student.
 Communication: The school must reach out to families with information about the school
programs and student reports, as well as new information on topics such as school choice and
making the transition from elementary school to higher grades.
 Volunteering: Parents can make significant contributions to the environment and functions of a
school. Schools can get the most out of this process by creating flexible schedules, so more
parents can participate, and by working to match the talents and interests of parents to the needs
of students, teachers, and administrators.

Parents can volunteer to help implement school activities.

 Learning: With the guidance and support of teachers, family members can supervise and assist
their children at home with homework assignments and other school-related activities.
 Decision Making: Schools can give parents meaningful roles in the school decision-making
process, and provide parents, with training and information so they can make the most of those
opportunities. This opportunity should be open to all segments of the community.
 Collaboration with the Community: Schools can help families gain access to support services
offered by other agencies such as health care, cultural events, tutoring service, and after school
child care programs.

Areas of School Community Relationship

The areas of school community relationship imply those areas where school and community can partner
with each other for mutual benefits. Partnering according to Michigan State University (2004) requires
give and-take conversation, goal setting for future, and regular follow-up interaction. School community
partnership should be considered as connections between school and community resources.

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The area of this partnership according to Yelena Mitrofanova Extension Education (n.d.) may involve
the following:
 Use of School or Neighborhood Facilities
 Sharing Other Resources
 Collaborative Fund Raising and Grant Application
 Volunteer Assistance
 Mentoring and Training
 Information Sharing and Dissemination
 Shared Responsibility for Planning, Implementation and Evaluation of Programs

In here, the College gives basketball balls and other materials that the school can used.

Agencies for School Community Relationship

An agency can simply be referred to as a government department, organization or business corporation
that provides a particular service especially on behalf of community or other organizations.
Lucas and Thompson (n.d) stated that community agencies are concerned with what opportunities are
available for cooperation with community organizations and institutions.

The following list reflects community agencies that could or currently partner with schools (Yelena
Mitrofanova Extension Educator n.d).
 State Agencies and Bodies (Department of Health, Mental Health, Children and Family
Services, Public Social Services, Ministry of Education, Police and Fire Service Department,
Planning Area Council, Recreation & parks, Library, Housing Authority, etc).
 Municipal Agencies and Bodies (Courts, Civic event units).
 Service Clubs and Philanthropic Organizations (Rotary clubs, Communication Service Fund,
etc).
 Youth Agencies & Groups (Boys & Girls clubs, Scouts, etc).
 Sports/Health/Fitness/Outdoor Groups (Athletic leagues, Football clubs, Local gyms,
Conservation association, etc).
 Community Based-Organizations (Farmers clubs, Economic development groups, Community
development corporations, Civic associations, etc).
 Faith Community Institutions (Religious congregations and subgroups, Churches, Mosques
Shrine, etc).
 Ethnic Associations (Meyatti Allah association of the Fulanis, Igbo’s associations, Kogi people
associations, etc).
 Artists and Cultural Institutions (Museums, Art galleries, zoo, theatre groups, TV & Radio
Stations, literacy club, Art groups, writers’ organizations, etc).
 Business/Corporations/Unions (Neighborhood business associations, Chamber of commerce,
Local shops, Restaurants, etc).
 Media (Local Newspapers, TV & Radio, Local access cable.
 Family members, Local Residents, Senior Citizens Groups.

Below are example of the agencies that help the Department of Education.

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KI

Challenges of Managing School Community Relationship

There are numerous challenges before the general education and before the agencies of school
administration. According to Sidhu (2007) these challenges are:
 Lack of Credibility
 Lack of Devotion
 Poor Facilities
 Out-Date Expertise
 Unrest
 Wastage
 Lack of Cooperation
 Poor Planning
 Non Performance

Building Partnership with the Community

Planning Effective School Community Relationship

Although schools have their own uniqueness and similarities, there are specific ways by which school
administrators can make a school very special in the community. To be effective, school administrators
should have well-developed school-community relationship plans. The 10 components of such a plan
according to Pawlas (2005)are as follows:
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  Provide the community with information about the school
 Provide the school with information about the community
 Establish and maintain public confidence in the school
Secure community support for the school and its program
 Develop a community of purpose, effort, and achievement
 Develop in the community recognition of the vital importance of education in our social and
economic life.
 Keep the community informed of new trends and developments in education
 Develop an atmosphere of cooperation between the school and other social institutions of the
community
 Secure an evaluation of the school’s programs in terms of educational need as the community
sees them
 Develop public goodwill towards the school

Strategies for School Community Relationships

1) Identify your community–relations goals.
At the board level, ideally, as part of the strategic-planning process, establish community relations goals
and assign responsibility for addressing them. These should include:
 Kinds of support the school expects to obtain from the community.
 Ways in which the school plans to work with and benefit the community.
 A means to ensure the school performs community relations in a manner that will protect
community interest and constitute a competitive advantage with the community

It is a must to establish and communicate the goals of the partnership in both parties.

2) Research concrete, specific ways in which the communities need school help, support, involvement,
or presence.
3) Identify the areas where the school needs community help.
4) Learn how the channels of communication really work in your community.
5) Develop a prioritized plan of action based on research.
6) Get to know community expectations, concerns, and sensibilities – including local regulations and
local regulatory bodies.
7) Ensure that each time the strategic plans are revisited and the community relation strategies are
reviewed.

According to Bulloch (n.d), communication is the foundation for all involvement activities.

What are family-school partnerships?

Family-school partnerships are collaborative relationships and activities involving school staff, parents,
and other family members of students at a school. Effective partnerships are based on mutual trust and
respect and shared responsibility for the education of the children and young people at the school.

Principles that underpin effective Family-School Partnerships

1. All families and schools want the best for their children.
2. All children have the right to the opportunity to reach their full potential.
3. Families are the first and continuing educators of their children.
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4. Effective schools provide a nurturing and supportive learning environment.
5. Families and schools value quality teaching and respect teachers’ professional expertise.
6. Families and schools value the diversity of families and use this as a resource for building
partnerships and communities.
7. Family-school partnerships are based on mutual responsibility, respect, and trust.
8. Leadership is critical to building, maintaining, and renewing partnerships.
9. Family-school partnerships improve student motivation and learning.
10. Family-school partnerships strengthen the connections between schools and their communities.
11. Partnerships can involve all organizations that support families and schools.

Key Dimensions of Family-School Partnerships

The Family-School Partnerships Framework identifies seven dimensions as guidelines for planning
partnership activities. These seven dimensions are:
A. communicating;
B. connecting learning at home and at school;
C. building community and identity;
D. recognizing the role of the family;
E. consultative decision-making;
F. collaborating beyond the school; and
G. participating.

School-Family Communications

What benefits are associated with effective family-school communication?

It is widely recognized that effective family-school communication and related family involvement in
education contribute to improved student achievement and better learning outcomes. Less well
recognized, however, is the important finding that the relationship between family involvement and
student achievement rests on students’ development of several attributes and characteristics that lead to
achievement.

Family involvement, in fact, may have its most important effects in supporting a set of student beliefs
and behaviors that contribute significantly to achievement, among them:
 more positive attitudes about schooling;
 greater time spent on learning tasks;
 increased attention to and persistence in completing schoolwork; and
 an enhanced sense of personal responsibility for school learning outcomes.

Effective family-school communication and family involvement have also been related to improved
student behavior at school, which itself contributes to improved student achievement.

Page 8 of 22
Page 9 of 22
School Policies and their Functions

DepEd Memorandum No. 036, s. 2019

Brigada Eskwela is the National Schools Maintenance Week that aims to bring together all education
stakeholders to participate and contribute their time, effort, and resources to prepare public school
facilities for the opening of the school year in June.

DO 54, s. 2009 Revised Guidelines Governing Parents-Teachers Associations (PTAs) at the School
Level
Every elementary and secondary school shall organize a Parents-Teachers Association (PTA) for the
purpose of providing a forum for the discussion of issues and their solutions related to the total school
program and to ensure the full cooperation of parents in the efficient implementation of such program.
Every PTA shall provide mechanisms to ensure proper coordination with the members of the
community, provide an avenue for discussing relevant concerns, and provide assistance and support to
the school for the promotion of their common interest. Standing committees may be created within the
PTA organization to coordinate with community members. Regular fora may be conducted with local
government units, civic organizations and other stakeholders to foster unity and cooperation.

As an organization operating in the school, the PTA shall adhere to all existing policies and
implementing guidelines issued or hereinafter may be issued by the Department of Education. The PTA
shall serve as a support group and as a significant partner of the school whose relationship shall be
defined by cooperative and open dialogue to promote the welfare of the students.

Organization of PTAs at the School Level

Membership in a PTA is limited to parents, or in their absence the guardian, of duly enrolled students,
and teachers in a given school. For this purpose, a guardian is hereby defined as any of the following:
a) an individual authorized by the biological parent/s to whom the care and custody of the student has

Page 10 of 22
been entrusted;
b) a relative of the student within the fourth degree of consanguinity or affinity provided that said
relative has the care and custody over the child;
c) an individual appointed by a competent court as the legal guardian of the student; or
d) in case of an orphan, the individual/institution who has the care and custody of the student. A
teacher-member refers to homeroom advisers, subject teachers, and non-teaching personnel.

Within fifteen (15) days from the start of the school year the Homeroom Adviser and the
Parents/Guardians shall organize the Homeroom PTA with the approval of the School Head.

The elected presidents of the Homeroom PTAs and their respective Homeroom Advisers shall elect the
Board of Directors within thirty (30) days from the start of the school year. The Board of Directors shall
immediately elect from among themselves the executive officers of the PTA on the same day of their
election to the Board.

The official name of the PTA shall bear the name of the school (example: Parents-Teachers Association
of Rizal High School or Rizal High School Parents-Teachers Association).

For representation in the Local School Board and other purposes, the schools’ PTAs within a
municipality or city or province shall federate and select from among the elected Presidents their
respective officers. The president-elect shall sit as representative of the Federation to the said Local
School Board.

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1. Read the following then answer the questions.

Page 12 of 22
Post from DepEd Philippines (July 15, 2020, 5:30pm)
https://www.facebook.com/DepartmentOfEducation.PH/posts/3786306751428991

EDUKASYON SA DIGOS, TULOY NA AAGOS

Kabalikat ng sektor ng edukasyon ang komunidad upang masiguro ang kalidad na edukasyon.
Ika nga nila, "It takes a village to raise a child."
Ito ang nais abutin ng DepEd-Digos City katuwang ang pribadong sektor. Sa pagharap sa "new
normal in education," nagbukas ang napakagandang oportunidad upang malawakang maihatid ang
edukasyon.
Pirmado na ang Memorandum of Agreement (MOA) sa pagitan ng DepEd-Digos City at ang
Cable TV provider na Sur Telemedia Network para sa ilulunsad na "DigoSkwela."
Dalawang libreng channels ang inilaan ng Sur Telemedia para maipalabas ang mga TV-based
lessons. Ayon kay Senior Education Program Specialist Peter-Jason C. Senarillos, "isang napakalaking
tulong ito dahil kahit apektado ng pandemya ang ekonomiya ay naging bukas ang Sur Telemedia para
sa libreng serbisyo sa ngalan ng edukasyon."
Maliban sa dalawang channels na inilaan ng Telemedia, bukas rin daw ito na maglaan ng dagdag
na channel para sa DepEd-Digos City kung kinakailangan upang mas mapaigting pa ang mga
programang pang-edukasyon.
"We are committed to providing every client with service that does not compromise integrity,
honesty and perseverance," bahagi ng kanilang pahayag.
Ang DigoSkwela ay isa lamang sa mga alternatibong pamamaraan upang tuloy-tuloy ang pag-
agos ng edukasyon sa Digos. Kasado na rin ang plano ng DepEd-Digos City para sa RadioSkwela
(radio-based instructions) at MoSkwela (modular delivery).
#SulongEduKalidad #DepEdBayanihan #DepEdPhilippines #DepEdTayo

1. Who is/are the partner agency(ies)/organization(s) for the project/activity/program?

___________________________________________________________________________________
___________________________________________________________________________________
_______________________________________________
2. What is the goal of the partnership?
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Page 13 of 22
___________________________________________________________________________________
___________________________________
3. What is the role of the school in the partnership? How about the partner agency(ies)/organization(s)?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_______________________

Post from DepEd Philippines (July 15, 2020, 10:26am)

https://www.facebook.com/DepartmentOfEducation.PH/posts/3785947798131553

KONEKTADO SA MUNDO

Konektado ang adhikain ng DepEd-Iligan City at pribadong sektor para sa pagdaloy ng

edukasyon sa gitna ng pandemya.
Upang tugunan ang mga pangangailangan ng blended learning, isang Memorandum of
Agreement (MOA) ang sinelyuhan ng DepEd-Iligan City, Iligan Light and Power, Inc. (ILPI) at
Southern Cable Vision, Inc. (SCVI) para sa libreng internet connectivity at paggamit ng cable channel.
"We are making ourselves available so that education can continue," pahayag ni ILPI at SCVI
President Ralph B. Casiño.
Sa ilalim ng kasunduan ay mabibigyan ng free internet connection ang 15 pampublikong
paaralan (12 public elementary, 3 secondary) ng city division. Ito ang mga natukoy na public school na
gagamit ng online distance learning bilang learning modality gamit ang self-learning modules.
Libre ring magagamit ang DepEd Channel mula sa ILPI at SCVI na ayon sa pamunuan ng
DepEd-Iligan City, malaking tulong para maipalabas ang mga educational materials.
Pasasalamat ang tugon ni Schools Division Superintendent Roy Angelo E. Gazo sa naturang
inisyatibo at ayon sa kanya, "Education is everybody’s concern and this program is a concrete
manifestation of it."
Ang MOA ay bahagi ng programa ng ILPI at SCVI para sa mga pampublikong paaralan na
“Internet Connectivity: Programang Paglaum sa Edukasyon, Kahayag sa Kaugmaon,” at alinsunod rin
sa Adopt-a-School Program.
#SulongEduKalidad #DepEdBayanihan #DepEdPhilippines #DepEdTayo

1. Who is/are the partner agency(ies)/organization(s) for the project/activity/program?

___________________________________________________________________________________
___________________________________________________________________________________
_______________________________________________

Page 14 of 22
2. What is the goal of the partnership?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________
3. What is the role of the school in the partnership? How about the partner agency(ies)/organization(s)?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_______________________

Post from DepEd Philippines (July 10, 2020, 3:00pm)

https://www.facebook.com/DepartmentOfEducation.PH/posts/3771310509595282

SULONG DUNONG

Isinasagawa ngayon ng SDO-Quezon City ang blended learning dry-run bilang paghahanda sa
darating na pasukan. Sa tulong ng LGU at private sector, naniniwala ang SDO-Quezon City na
magiging matibay ang pagsusulong ng karunungan ngayong taon gamit ang printed modules, online
classrooms at digitized learning materials.
Bakas ang mataas na interes ng mga magulang at mag-aaral sa makabagong paraan ng pag-aaral.
"Taos puso akong nagpapasalamat sa inyong pagpupunyaging mabigyan ng tulong ang aming
anak upang makamit ang dekalidad na edukasyon sa panahon ng pandemya. Salamat sa makabuluhang
layunin para isulong ang kagalingan ng mga Batang Kyusi," kwento ni Nanay Jocelyn Batin.
Dahil ang tunay na pagmamalasakit sa kapakanan ng bayan at kabataan ay nagsisimula sa
tahanan, pinaigting ng Lagro HS ang pagpapaliwanag ng iba’t ibang modality.
Ayon kay Maria Noemi Moncada, Presidente ng Secondary Principals and Supervisors
Association, pinagtibay ng SDO-Quezon City ang partnership nito sa Smart Communications.
Nagdisenyo ang Smart ng infocast system (free text messages), namigay ng libreng SIM cards sa mga
mag-aaral at libreng WiFi connection sa mga paaralan para mas epektibo ang ugnayan ng guro at
magulang.
Mula sa mga naatasang gurong magpapadala ng mensahe sa estudyante, ang mga magulang o
guardian ang kukuha ng modules at printed worksheets sa naitakdang “dropbox” at isasauli sa oras din
na itinakda ng guro.
Bilang suporta, namigay ang city government ng tablets sa bawat mag-aaral ng pampublikong
paaralan sa lungsod. Bawat gadget ay may laman nang module kaya hindi na kailangan pa ng internet
connectivity.
Page 15 of 22
 Ang ugnayang ito ng SDO-Quezon City, city government at pribadong sektor ay patunay na
kahit may pandemya, tuloy ang pagsulong ng karunungan at susulong ang bayan.
#SulongEduKalidad #DepEdBayanihan #DepEdPhilippines #DepEdTayo

1. Who is/are the partner agency(ies)/organization(s) for the project/activity/program?

___________________________________________________________________________________
___________________________________________________________________________________
_______________________________________________
2. What is the goal of the partnership?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________
3. What is the role of the school in the partnership? How about the partner agency(ies)/organization(s)?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_______________________

Post from DepEd Philippines (July 13, 2020, 6:00pm)

https://www.facebook.com/DepartmentOfEducation.PH/posts/3780332492026417

UGNAYANG GURO AT MAGULANG PARA SA MALIWANAG NA BUKAS

Pinalakas ang ugnayan ng mga guro at magulang sa bagong pamamaraan ng pag-aaral sa

Buenavista Elementary School sa Sorsogon City sa pamamagitan ng programang E.NAY.COM o
Education for Nanay in the Community.
"The main objective of the program is to continue education in time of emergecies through
alternative delivery mode with the aid of worksheets and other materials by capacitating parents in
different essential learning objectives and strategies on how to deliver it," pahayag ni Teacher Rowan
Celestra.
Naniniwala si Teacher Rowan na mahalaga ang paglinang at pagpapalakas sa kapasidad ng mga
magulang upang gabayan ang mga anak sa mga araling nakapaloob sa Most Essential Learning
Competencies (MELCS) ngayong "new normal."
"The capacity building includes topics on understanding teaching, MELCS walk through,
Page 16 of 22
Strategies for Teaching and Learning, workshop on instructional materials, and dry run of home-based
learning using worksheets on week 5-6," dagdag niya.
Para naman kay Nanay Marilyn Jañolan na may dalawang anak, mahalaga raw ang kaniyang
mga natutunan sa pagsasanay kasama ang iba pang magulang. Mas nabuhayan daw siya ng loob na
kahit nasa bahay lang ay matututo pa rin ang mga anak sa kaniyang paggabay at pakikipagtulungan sa
guro.
"Bilang magulang, mahalaga po ito sa akin para mas madagdagan ang aking kaalaman at matuto
pa ako na i-guide ang aking anak. Hangad ko rin pong matulungan ang iba pang bata dito sa amin kaya
isa po akong mother volunteer," aniya.
Mula sa mga Nanay na sumali sa capacity building ay mapipili naman ang magsisilbing lider
kada purok. Magdedeklara ng E.NAY.COM Center bawat purok sa tulong ng mga Tatay at dito kukuha
at magsa-submit ng woksheets sa pagtutulungan ng guro at magulang.
#SulongEduKalidad #DepEdBayanihan #DepEdPhilippines #DepEdTayo

1. What is the program all about?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_______________________
2. What is the role of the school in the program?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_______________________
3. What is the involvement of the parents in the program?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_______________________

Post from DepEd Philippines (July 13, 2020, 8:57am)

https://www.facebook.com/DepartmentOfEducation.PH/posts/3779669225426077

Page 17 of 22
 KABALIKAT SA EDUKASYON

Bilang paghahanda sa nalalapit na pagbubukas klase, ang Schools Division ng Baguio City at
Federation of Parents-Teachers Association (FPTA) ng Baguio City ay bumuo ng isang programa para
sa mga magulang upang mas maintindihan nila ang kanilang papel at importansya sa edukasyon ng
kanilang mga anak sa panahon ng new normal. Ito ay ang Parents Academy program.
“Malaki po talaga ang role ng mga parents, kaya nga po we are looking forward to the Parents
Academy at dahil po dito we will equip the parents with sufficient knowledge and skills. Iyan po ang
sinasabi natin na ang edukasyon ay primary duty ng parents na nakasaad po yan sa konstitusyon” sabi ni
Atty. Ron Perez, president ng FPTA.
Ang Parents Academy ay isang programa na aagapay sa mga magulang at maghahanda sa mga
pamilya sa pamamagitan ng mga talakayan tungkol sa tungkulin ng mga magulang; paglago ng mga
teenager; pagpapaliwanag ng mga programa ng paaralan at ang pag-aaral sa tahanan.
“Ang DepEd Baguio ay masusing nakipag-ugnayan sa mga magulang noong Abril upang
malaman ang sitwasyon ng kanilang mga anak. Kinuha din natin ang kanilang pananaw upang matantya
ang kanilang pakiramdam tungkol sa pagsimula ng klase. Marami sa kanila ang nagsabi na hindi nila
naiintindihan ang mga learning modalities at sila ay nag-aalala. Ito ang nagbunsod sa Parents Academy
upang masuportahan ang mga magulang at maihanda ang mga pamilya sa kanilang gagampanang papel
sa pagpadaloy ng pagkatuto sa mga tahanan ngayong panahon”, ani Soraya Faculo, Assistant Schools
Division Superintendent.
May apat na bahagi ang Parents Academy: 1) pagpapalago ng kaalaman at kasanayan sa
pamamagitan ng mga seminar na pangungunahan ng FPTA at ng organisasyong Champions of Hope; 2)
Parenting Power: Guidebook for First Teachers ay isang manwal na mapaghahalawan ng mga magulang
ng mga gabay at aral tungkol sa mga pamamaraan sa pagtulong sa kanilang mga anak sa pag-aaral, at
ano ang mga tulong sa pag-aaral (learning resources) na makikita sa Baguio; 3) Events- ang bahaging
ito ay magtataguyod ng mga parents fairs at pagkikita ng mga magulang sa panahong maayos na ang
sitwasyon; d) Parents’ Portal – isang online na pahina na maaaring mapagkunan ng impormasyon ng
mga magulang.
May mga preliminary na aktibidad na ang Parents Academy na naisagawa gaya ng dayalogo,
survey, adbokasiya at pakikipagtulungan sa City LGU at mga organisasyon.
Ang Bottled Voices Parents Edition, ay isang dayalogo na dinaluhan ng mahigit 500 na mga magulang
kasama si Baguio City Mayor Benjamin Magalong na kung saan ipinangako niya ang kanyang suporta
sa programa.
Katuwang ang FPTA sa pagsasagawa nito, at ang mga opisyal ng Division ay nakibahagi bilang
mga panel member.
“Masaya kami sa tagumpay ng Parents Academy. Malaking tulong ang Parent Guidebook para
matulungan namin ang aming mga anak sa kanilang home study,” sabi ng isang magulang na nakilahok
sa Bottled Voices.
Sa Parents Academy, ang buong pamilya ay kaisa sa paglago ng mga mag-aaral at paghahanda
sa pagbukas ng mga paaralan.
#SulongEduKalidad #DepEdBayanihan #DepEdPhilippines #DepEdTayo

1. What is the program all about?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________
2. What is the role of the school in the program?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________

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3. What is the involvement of the parents in the program?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________

DepEd’s first virtual Brigada Eskwela, Oplan Balik Eskwela set to promote Bayanihan amid COVID-19
situation

PASIG CITY, May 31, 2020 – Kicking off on June 1, 2020, the Department of Education’s
(DepEd) 2020 Brigada Eskwela (BE) and Oplan Balik Eskwela (OBE) initiatives are setting its first
virtual launch to assist every school and stakeholder in their respective preparation for the upcoming
school year.
For this year, the BE and OBE, the annual activities of DepEd to prepare for the opening of
classes, were reconfigured to be locally implemented under the joint theme “Pagpapanatili ng
Bayanihan Tungo sa Kalidad na Edukasyon para sa Kabataan”, which will run on June 1 until August
29, 2020.
The joint OBE and BE national virtual kickoff program will be hosted by DepEd Region VI via
Facebook and Youtube livestreaming on June 1, the first day of enrollment period for School Year
2020-2021.
Secretary Leonor Magtolis Briones will give her keynote message and call to action for
“Bayanihan sa Paaralan” while Undersecretaries Nepomuceno Malaluan, Alain Del Pascua, and
Tonisito Umali, Esq. will present DepEd’s Basic Education-Learning Continuity Plan (LCP), DepEd
Commons, and OBE-BE Framework and Action Plan, respectively.
Meanwhile, education advocates and partners including Senator Sherwin Gatchalian, Senator
Pia Cayetano, Congressman Roman Romulo, Cabinet Secretary Karlo Nograles, former Chief Justice
Renato Puno, League of Provinces of the Philippines National Chairperson Dakila Carlo “Dax” Cua are
scheduled to give their messages of support virtually.
Aimed at promoting sustainable and safe living, the reconfiguration of OBE and BE will
highlight the application of knowledge and convergence of efforts to address health and social issues at
home, in school and community relative to the new framework.

BRIGADA IN THE NEW NORMAL

Brigada Eskwela will deviate from the traditional concept of physical cleaning, painting,

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repainting, and doing minor repairs in schools and will instead prioritize preparations and strengthening
partnership engagement to ensure that quality basic education will continue despite the challenges posed
by COVID-19.
Stakeholders can support the initiative by donating thermal scanners; hand sanitizing equipment
or materials; and printing of COVID-19 and sanitation/proper hand washing hygiene information
materials to aid BE and OBE in introducing protection and health protocols to learners and teachers.
BE will also engage partners in the promotion and provision of learning options such as local
radio and TV stations and other available media, and the printing of self-learning modules for distance
learning, as a form of partnership to deliver the basic education curriculum in the time of COVID-19.

https://www.deped.gov.ph/2020/05/31/depeds-first-virtual-brigada-eskwela-oplan-balik-eskwela-set-to-
promote-bayanihan-amid-covid-19-situation/

1. How will the Brigada Eskwela be implemented if mass gathering and face to face interaction is not
allowed?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_______________________
2. What can the stakeholder do to help the teachers in the Brigada Eskwela?
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________

TAKEAWAYS

Five things that I learned from this chapter are the following:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________

ASSESSMENT

Directions: Matching Type: Match column A to column B by writing the letter of the correct answer in
the line before the number.

_____1. RA 8525 A. National Schools Maintenance Week

_____2. RA 9155 B. Governance of Basic Education Act of 2001
_____3. DO 39, s. 2017 C. An Act Establishing Adopt-A-School Program

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_____4. DO 54, s. 2009 D. Pilot Implementation of the School Inside a Garden
Program
_____5. DM 36, s. 2019 E. School-Based Feeding Program for School Years 2017-
2022
_____6. DM 95, s. 2018 F. Revised Guidelines Governing Parents-Teachers
Associations at the School Level
_____7. DM 187, s.
2018 G. Quarterly Conduct Of The National School-Based
Earthquake and Fire Drills
_____8. DO 48, s. 2012 H. Declaring the Third Saturday of September of Each Year
as the International Coastal Clean-Up Day
_____9. Education Act
of 1982 I. Sustaining the Implementation of the Gulayan sa Paaralan
Program in Public Elementary And Secondary Schools
Nationwide
_____10. Proclamation
No. 470, s. 2003 J. Establishment of Appropriate Bodies through Which the
Members of the Educational Community may Discuss
Relevant Issues
K. Promoting the social economic status of all school
personnel, uphold their rights, define their obligations,
and improve their living and working conditions and
career prospects.

Directions: Multiple Choice: On the line before the number, write the letter corresponding to the
correct/best answer.
_____1. Is it an obligation on the part of teachers to report student progress to parents?
A. Yes, reporting is very important
B. Yes, the Code of Ethics states it so
C. No, reporting to parents is voluntary
D. No, students performance reporting is students’ concern not teachers
_____2. The Code of Ethics states that ‘every teacher…shall refrain from disparaging the community.”
Which act negates this?
I. Teacher looks down on community’s culture
II. Teacher relates lesson to the culture of the community
III. Teacher makes use of community resources for learning
A. II B. I C. III D II and III
_____3. In the context of school partnership with parents and community, what does PPP mean?
A. Public People Partnership
B. Public-Private Partnership
C. Private People Partnership
D. Position-Power Partnership
_____4. Which is DepEd’s version of modern “Bayanihan” where all sectors help to ensure conducive
schools?
A. 4Ps
B. PPP
C. e-Impact
D. Brigada Eskwela
_____5. With whom can DepEd establish partnership?
I. Local Government Units
II. National Government Agencies
III. Non-Government Organization
A. I B. II C. I and II D. I, II, III

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 LEARNING RESOURCES

The contents of this module are from:

Prieto, Nelia G., et al (2019). The Teacher and the Community, School Culture and
Organizational Leadership. Metro Manila: Lorimar Publishing Inc.
Llgas, Avelina T., et al (2018). Essentials of Teacher Leadership. Metro Manila,
Lorimar Publishing Inc.
Llgas, Avelina T., et al (2018). Becoming a 21st Century Educational Leader. Metro
Manila, Lorimar Publishing Inc.
Bilbao, Purita P., et al (2015). The Teaching Profession. Metro Manila, Lorimar
Publishing Inc.
Family-School Partnership Framework. Available at
http://www.familyschool.org.au/files/3013/8451/8364/Familyschool_partnerships_framework.p
d
https://www.facebook.com/DepartmentOfEducation.PH/posts/3786306751428991
https://www.facebook.com/DepartmentOfEducation.PH/posts/3779669225426077
https://www.facebook.com/DepartmentOfEducation.PH/posts/3780332492026417
https://www.facebook.com/DepartmentOfEducation.PH/posts/3771310509595282
https://www.deped.gov.ph/2020/05/31/depeds-first-virtual-brigada-eskwela-oplan-balik-eskwela-set-to-
promote-bayanihan-amid-covid-19-situation/

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