2018

TEACHER INDUCTION
PROGRAM

MODULE 5
DEPARTMENT OF EDUCATION

BEST | CARDNO
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
Post-Test:.................................................................................................................................19
V. SESSION 5: BUILDING PARTNERSHIP AND ESTABLISHING LINKAGES............................................21
Desired Learning Outcomes.....................................................................................................21
Objectives.................................................................................................................................21
Pre-Test....................................................................................................................................22

Glossary of Terms.....................................................................................................................25
i|Pag TeacherInductionProgram(Version1.0)
 Key Concepts............................................................................................................................25
Activities and Assessment........................................................................................................26
Reflection.................................................................................................................................26
Post -Test.................................................................................................................................28

REFERENCES

ANSWER KEYS

i|Pag TeacherInductionProgram(Version1.0)
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.

1
I. SESSION 1: COMMUNITY AS A RESOURCE IN THE TEACHING-
LEARNING
PROCESSS
Desired Learning Outcomes

Beginning Teacher Indicators Proficient Teacher Indicators

(BTIs)
(PTIs)

.
6.1.1: 6.1.2:
Demonstrate an understanding of Maintain learning environments
knowledge of learning that are responsive to community
environments that are responsive contexts
to community contexts

6.2.1
6.2.2
Seek advice concerning strategies
Build relationships with
that build relationships with
parents/guardians and the wider
parents/guardians and the wider
school community to facilitate
community
involvement in the educative
6.4.1 process.
Demonstrate knowledge and 6.4.2
understanding of school policies
Comply with and implement school
and procedures to foster
policies and procedures
harmonious relationship with the
consistently to foster harmonious
wider school community
relationships with learners,
parents, and other stakeholders.

Objectives:

a. Describe the community where your school is located;

b. Identify the different resources in the community that facilitate
learning;
c. Express appreciation to school community's contribution in
improving the teaching-learning process; and
d. Prepare a work plan to further enhance the understanding in using
community as a resource in teaching-learning process.

2
 Pre-Test

Read each of the following items. Write T on the blank before each
number if the statement is true and F if it is false and write the reasons
why it is false on the next line.
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.

3
 Glossary of Terms

Term Definitio
n
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 an organization operating in a school both in
Association 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,
4
parents association, retirees, professionals in
the school, basic sectors (bussiness, fisherfolk,
farmers, indigenous peoples, cultural
minoritiesm and others) ( DepEd SGC Manual)

5
 Key Concepts

Scan your community. Filling the table below will help you get acquainted
with your school community. If you have no answer for some items, just
leave it blank.

Name of the Community:

Indicators Description(name, quantity, location,
background)
Type (urban, rural,
industrial)
Indigenous group
Topography
History

Community
library/Learning
Resource Centers
Religion
Source of income
Celebration/Feast

Available
establishments (e.g
malls, bakery)

Songs/folklores
Local heroes
Tourist spots/Parks

You might be asking, “Why do I need to know about these things? “How
important knowing one’s community? “How can these improve my
teaching-learning process”? Well, what you are thinking will be addressed
as you go through this lesson. For the meantime, park your responses
because you will need them when I ask you to immerse yourself in the
community.

6
 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 How can it facilitate

it offer? the teaching-learning
process?

Human
(PTA/SGCOfficers,
LGU Officials, Local
Heroes, Field
Experts,
etc)
1.
2.
3.

Physical( Machines,
Materials, libraries,
Sports center,
mall/establishment,
etc)
1.
2.
3.

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.

7
Answer the question below
1. Why was Ms. Ramos discouraged and downhearted in her new
assignment?

2. What gave her the idea to “make miracles” in her classroom?

3. What strategy did she employ?

4. If you will be in a situation like that of Ms. Ramos, would you do

the same? Why?

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 .
Mr. Santos, the school principal and his teachers have been stormed
with a lot of challenges concerning the needs of the school. One of his most
pressing problems is the unavailability of materials, facilities and equipment
for the learners. There are no rooms for laboratory work and the school has no
budget for the procurement of the materials and building laboratory rooms.

Mr. Santos met his teachers and made initial plans. They scanned the
community and found out that there are establishments within the community
where their learners could apply their skills. She scheduled a dialogue with the
barangay officials, parents and theowners of the different establishments and
together they made a plan.
To prepare their learners and provide them lifelong learning, the school
heads, teachers, parents, barangay officials and local business people made a
program in which the learners will enhance their skills in the different areas.
During weekend, the learners were allowed to practice in the machine shop
and bakery located within the barangay. The learners were also given an
allowance by the store owners for their services. Students who enrolled in the
agriculture strand works in the agricultural store and study the different
varieties of seeds, feeds, process of planting and other activities related to
agriculture. They also get part time job during planting and harvest season.
The learners are also compensated.

In this way both the school and community were benefitted. The school
prepares its curriculum in a way that it responds to the needs of the

1. What challenges do the school principal and the teachers face?

2. What was the action of the school principal?

3. How did the school community members arrest the problems?

4. How did the community serve as a laboratory for learning?

8
 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 How will it be EVIDENCE
When will
resources in utilized in the OF
this be
the teaching and OUTCOME
utilized?
community? learning process?

9
 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.

1
 II. SESSION 2: THE SCHOOL AND COMMUNITY RELATIONSHIPS

Desired Learning Outcomes

Beginning Teacher Indicators Proficient Teacher Indicators

(BTIs)
(PTIs)

6.2.1 6.2.2

Seek advice concerning strategies Build relationships with

that build relationships with parents/guardians and the wider
parents/guardians and the wider school community to facilitate
community 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.

b. Identify and apply strategies that the school can use to

build good relationships with parents/ guardians and the
wider community.

c. Strengthen and sustain the involvement of parents/guardians

and the wider community in the educative process.

1
 Pre-Test

Read each of the following items. Write T on the blank before each
number if the statement is true and F if it is false and write the reasons
why it is false on the next line.
1. We are now in the 21st century.
2. Lecture method is still applicable for millennial learners.
3. Teacher is the only source of knowledge at present.
4. As an agent of change, the teacher is the most powerful
person in the school and community.
5. Twenty first (21st) century learners need differentiated
instructions.
6. Establishing linkage with the people in the community can
help develop the learners.
7. People in the community expect so much from the teacher.
8. The 21st century teacher is someone who is a good
communicator.
9. The teacher and the people in the community are
expected to work hand in hand to ensure students’
success in school.
10. Different people have different motives and aspirations but
if they understand the school’s direction they can help the
teaching-learning process succeed.

Inside the box is terms that are closely related to teachers and parents
relationship. Choose the correct term to complete each of the
sentences that follow:

two-way communicationfirst callsociety

phone call healthy parents and teachers

1. Good between families and schools is necessary

for your students' success.
2. The more share relevant information with each other
about a student, the better equipped both will be to help the
student achieve academically.
3. The establishment of effective school-home communication has
grown more complex as has changed.
4. Establishing contact may occur by means of an introductory or
a letter to the home introducing yourself to the parents and
establishing expectations.
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.

1
 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 Barangay Assembly Parents Teachers

Conference

Community Festival Christmas

Town Fiesta
_______________________ CPlaeratnyliness ___________________
D_rive
_______________________
Teachers’ Night Co_astal Clean-Up
_______________________
_______________________

1
 Glossary of Terms

Term Definitio
n
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

1
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?

Case Analysis No. 2

Mr. Gregorio L. Ocampo, the father of Walter who is one of your
learners, visited your school at 6:30 in the morning and was angry about
what happened to his child the other day. According to Mr. Ocampo, his
son went home with a bruise on his arm

1
due to quarrel with one of his classmates during your class period. How
would you react to the angry parent?

Case Analysis No. 3

You were assigned to teach Computer Literacy in your new school.
Though you know basic information about computer, you are fully aware
that your knowledge about it is still limited. You came to know that one of
your parents in school is an ICT coordinator in the school division. How will
you approach the parent? You know that there are documents to
accomplish as you respond to the situation, what will you do as a
beginning teacher?

Case Analysis No. 4

You came to a remote school without a gate and even a fence that
would help secure the children in the school. How would you start
accomplishing the project? Who are the people you need to approach in
doing so? Why?

After the first part of the lesson, work in partnership with your school
head and ask how you will respond to the following situations.
1. A mother came in and hit the child who was seated beside her
daughter while you were in front of the class teaching, what will
you do?
2. A group of parents organized themselves and bought a very big
television for your classroom without your knowledge. How will
respond to the situation?
3. Being an agent of change—though a beginning teacher—you believe
that you can contribute in the success of the school’s programs and
projects, how will you do it?
4. You are very good in organizing events but in your school’s activities,
it is always the parents who organize programs. You want to share in
the success of the activities. What could you do?

Reflection

Journal Writing

1
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 the students’ academic and co-
Performance 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

1
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.

1
 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

1
“How will I develop my interpersonal skill so that I continue dealing
with and getting support from the PTA?”

2
IV. SESSION 4. STRENGTHEN AND SUSTAIN GOOD RELATIONSHIPS WITH
THE PARENTS/GUARDIANS AND THE WIDER COMMUNITY

Glossary of Terms

Term Definitio
n
Bond strong connections among teachers,
parents/guardians and wider
community
Forum an avenue for the discussion of issues and solutions
by
the parents and teachers
Common interest the benefits of everyone
Mechanism process to produce a particular result
PTA an acronym which stands for Parents Teachers
Association

Key Concepts

1. As stipulated in DepEd Order No. 54, s. 2009, every elementary and

secondary school shall organize a Parents-Teachers Association (PTA) to
provide 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.
2. Every PTA shall provide mechanisms to ensure proper coordination with
the members of the community, provide an avenue for discussing
relevant concerns and provide 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.
3. There is a need to build the strong bond among the teachers
parents/guardians and wider community through PTA. More than
this, sustaining the school and community relations is a great
challenge to the teachers in school. How can teachers build the
strong bond with the parents in the community? How can teachers
sustain the smooth relationship with the community?

Activities and Assessment

The following scrambled letters in the first column of the table when
rearranged will form the name of activities that can build a strong
connection between teachers and students and help sustain the school and
community relations. Help me arrange these letters to form the words.
Write your answer on the space provided, second column.

MIFALY YAD
COGRENOITNI AYD
MASTSIRCH YAD

2
TIONDUAGRAD YAD

2
 RENTPA HERTEAC
RENCECONFE
GADABRI WELAESK

Given the activities above, think of ways on how you can provide an
opportunity for rewards and recognition for each activity. Design a
program for each.

Write an Action Plan in which you can fully sustain good relationships
and partnerships with parents/guardians and wider community flowing
the format below.
School Objectives Activities Time Human Financial Source
Projec Fram Resource Resource of Funds
t e s (in- s
charge

Reflection

What are my potentials that would enhance strong partnership and

good relationships with the parents/ guardians and the wider
community?”

2
 Post-Test:

Read each of the following items. Write T on the blank before each
number if the statement is true and F if it is false and write the reasons
why it is false on the next line.
1. We are now in the 21st century.
2. Lecture method is still applicable for millennial learners.
3. Teacher is the only source of knowledge at present.
4. As an agent of change, the teacher is the most powerful
person in the school and community.
5. Twenty first (21st) century learners need differentiated
instructions.
6. Establishing linkage with the people in the community can help
develop the learners.
7. People in the community expect so much from the teacher.
8. The 21st century teacher is someone who is a good communicator.
9. The teacher and the people in the community are expected to
work hand in hand to ensure students’ success in school.
10. Different people have different motives and aspirations but
if they understand the school’s direction they can help the
teaching-learning process succeed

Inside the box is terms that are closely related to teachers and parents
relationship. Choose the correct term to complete each of the sentences that
follow:

two-way communicationfirst callsociety

phone call healthy parents and teachers

a. Good between families and schools is necessary

for your students' success.
b. The more share relevant information with each other
about a student, the better equipped both will be to help the
student achieve academically.
c. The establishment of effective school-home communication has
grown more complex as has changed.
d. Establishing contact may occur by means of an introductory or
a letter to the home introducing yourself to the parents and
establishing expectations.
e. 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.

2
 “PRIORITIZE ME”
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 Barangay Assembly Parents Teachers

Conference

Community Festival Christmas

Town Fiesta
CPlaeratnyliness
_______________________ D_rive ___________________
_______________________
Teachers’ Night Co_astal Clean-Up
_______________________
_______________________

2
V. SESSION 5: BUILDING PARTNERSHIP AND ESTABLISHING LINKAGES

Desired Learning Outcomes

BTI 6.4.1 PTI 6.4.2

Demonstrate knowledge and Comply with and implement

understanding of school school policies and
policies and procedures to procedures consistently to
foster harmonious relationship foster harmonious
with the wider school relationships with learners,
community parents, and other
stakeholders.

Objectives

a. Understand the policies and procedures of the programs on

school and community partnership
b. Identify the provisions for programs that promote school and
community relations
c. Identify your school’s key partners and stakeholders
d. Describe concrete ways or steps of collaborating with a
potential partner/stakeholders
e. Evaluate your involvement in specific activities that promote
school and community partnership
f. Cite concrete ways to maximize your participation/ involvement in
school and community partnership activities

2
 Pre-Test

Check the corresponding box which shows your knowledge on the given program using the scale:
5 – Completely Understood
4 – Almost All Provisions are
Understood 3 – Half of the Provisions
are Understood 2 – Somewhat
Understood
1 – Don’t Know

PROGRAMS 1 2 3 4 5
1. BrigadaEskwela
2. Adopt-A-School
Program
3. School Governing
Council (SGC)
4. K to 12 Partnerships

5. School-Based
Management
6. Parent-Teacher
Association
7. Disaster Risk
Reduction and
Management
8. School-Based Feeding
Program
9. Gulayan Sa Paaralan
10.Reading Program
11.Peace Education

2
Identify the provisions or activities for each program by writing the letter of the program that
corresponds to your answer on the space provided before each number.

A. Adopt-A-School Program
B. Guidelines on K to 12 Partnerships
C. BrigadaEskwela
D. School-Based Management
E. Guidelines Governing Parent-Teachers
Association
F. Disaster Risk Reduction and Management
G. School-Based Feeding Program
H. GulayansaPaaralan

1. Memorandum of Agreement signing by the restaurant owner and

the school head for the immersion for SHS students in Cookery.
2. A coordination meeting was conducted between the Head of Fire
Department, Police Safety Officer, and the School Coordinator for
Safety and Disaster Risk Reduction.
3. The LGU supplies seeds for cabbage, tomato, beans and sili
green for the garden of Malaya Elementary School.
4. A nongovernment organization has donated a two-storey
building for the newly-established IPED School in a nearby
sitio.
5. The parents’ organization has sponsored a medical and dental
mission to Balite Elementary School during the second quarter
of the school year.

6. The barangay LGU has issued a resolution to close any

internet café if pupils/students are seen engaging into it
during class hours. This is in support of the school’s objective
to keep the learners in school during class hours.

7. An organization of alumni from a private school pledge an

amount of P10,000.00 monthly to support the school’s program
to provide nutritious food to pupils.

8. The Tricycle Drivers Association in PurokSison volunteered to

build a concrete fence for the school to ensure safety for the
learners before the classes start in June.

Give the meaning of the following acronyms. Write your answers on the space provided.
1. BE
2. ASP
3. GO
4. NGO
5. LGU
6. SGC
7. PPP-
8. SBFP
2
9. DRRM

2
Read the following Issuances:
 DepEd Order No. 54 s. 2009 (Revised Guidelines Governing PTA)
 DepEd Order No. 50, s. 2011 (Disaster Risk Reduction and
Management)
 DepEd Memo. No. 12, s. 2006 (BrigadaEskwela)
 DedEd Order No. 40, s. 2015 (Guidelines on K to 12 Partnerships)
 DepEd Memo. No. 293, s. 2007 (Gulayan Sa Paaralan)
 DepEd Order No. 83, s. 2012 (School-Based Mangement)
 DepEd Order No. 87, s. 2012 ( School-Based Feeding Program)
 RA 8525 (Adopt-A-School Program)

List all programs in your school relating to school and community partnerships. Identify the partners or
stakeholders from the wider community.
PROGRAMS PARTNERS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Analysis:
1. How did you find the activity?

2. What did you feel when you identify programs or policies in

your school including the respective partners from the
community? Was it easy or difficult? Why?

3. What insight/s did you learn?

3
 Glossary of Terms

Term Definitio
n
Policies guiding rules and strategies prescribed by the
and department of education in undertaking various
procedure programs, activities and
s projects in school
Harmoniou a respectable and mutual understanding between the
s school and its stakeholders
relationshi
p
Community the level of engagement of the people or
involvemen organization in the school activities
t
Support system the people who give support to the school in terms
financial, networks of goods, services, personnel,
and organizations to sustain the implementation of
the programs and projects
(PAPS) in school
School goals guiding principles of the school anchored on the
and objectives department’s vision, mission and core values which
serve as basis for planning, developing and
implementing various programs and projects
SBM or School Based Management is a type of governance
of in
school directly managed by the school heads

Key Concepts

1. Policies and procedures provide mechanism and guidance in

implementing various programs, activities and projects that calls for
partnership with the private sector.
2. Policies and procedures serve as guiding principles of the teachers in
establishing linkages and partnerships with stakeholders
3. Continuous involvement in planning, organizing and implementing
plans and programs of the school is needed to achieve the desired
learning outcomes.
4. Good relationship is necessary towards the improvement of the school
which will benefit the school populace in general.
5. BrigadaEskwela or School’s Maintenance Week is an annual
program of the department of education implemented in schools
that gathers support from various stakeholders making our
schools ready for the opening of classes.
6. Adopt-A-School Program encourages private sectors and other non-
government organizations and individuals to build partnerships with
the public schools for the needed support.
7. Deped Order No. 40, s. 2015- Guidelines on the K to 12 Partnerships
with focus on work immersion opportunities for public Senior High
School learners.
8. School-Based Management- a form of management practice which is
characterized by shared accountabilities, shared responsibilities and
3
 shared governance in school with the stakeholders.
9. Guidelines on Governing Parents-Teachers Association (PTA) – allows the
organization of Parents and Teachers Association to provide a forum of
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.
10. Disaster Risk Reduction and Management – mandates all national
government agencies including DepED to institutionalize the culture
of safety at all levels and this gives opportunities for the department
to coordinate with the LGU and the community to ensure readiness
for safety in times of emergency.

3
11. School-Based Feeding Program – addresses the malnutririon problem
and short term hunger among public school children. This calls for
financial support to augment the budget for the program and schools
may link with stakeholders for assistance.
12. Gulayan Sa Paaralan – seeks to raise the level of public
consciousness on the health and nutritional dimension as well as
economic benefit of establishing school, household and community
gardens. Guarding the garden against the grass-eating domesticated
animals can be a great support from the community.

Activities and Assessment

Directions: Study each case presented below and identify what activities/steps you will take in
response to the situation.
Case Analysis No. 1
From the training on Developing 21st Century Learners, you realized
the need of an LCD Projector which is a non-eligible expenditure in the
School MOOE in your classroom instruction. Your Homeroom PTA could
not afford to purchase such. What steps will you take to address the
problem?

Case Analysis No. 2

You are designated as one of the members on the Committee on
Resource Generation during BrigadaEskwela. What concrete steps
will you take to get the support of the private organizations in your
community?

Case Analysis No. 3

You are a newly-hired teacher who is tasked by your School Principal
to persuade a potential benefactor from the private sector to adopt your
school through the Adopt-A-School Program of DepEd. What actions will
you take to convince the said benefactor?

Reflection

Complete the following to show what you have learned on this session.
1. The stakeholders who could help achieve the school goals and
objectives are

2. It is important to foster good working relationship with the community

because

.
3. The school can foster effective and sustainable partnership with the
community by
.

My Involvement
SELF-EVALUATION: Evaluate your involvement in specific activities that
promote school and community relationships. Use the scale below:
4 – Outstanding
3
3 – Very
Satisfactory 2 –
Satisfactory
1 – Needs
Improvement NA – Not
Applicable

3
 Note:You may fill in other programs not indicated below.
Programs Encircle your level of involvement.
1. Adopt-A-School Program 4 3 2 1 NA
2. BrigadaEskwela 4 3 2 1 NA
3. School Governing Council 4 3 2 1 NA
4. K to 12 Partnerships for SHS 4 3 2 1 NA
5. School-Based Management 4 3 2 1 NA
6. Parent-Teacher Assiciation 4 3 2 1 NA

7. Disaster Risk Reduction & 4 3 2 1 NA

Management
8. School-Based Feeding Program 4 3 2 1 NA
9. Gulayan Sa Paaralan 4 3 2 1 NA
10. Reading Program 4 3 2 1 NA
11. Peace Education 4 3 2 1 NA
12. 4 3 2 1 NA
13. 4 3 2 1 NA
14. 4 3 2 1 NA
15. 4 3 2 1 NA
16. 4 3 2 1 NA
17. 4 3 2 1 NA

Gen. Average:

Journal writing activity: What can I do more?

1. How will I establish strong partnerships and linkages with the public
and private stakeholders?

2. How will I sustain partnerships with my stakeholders?

3. Cite concrete ways to maximize your participation/ involvement

in the implementation of school policies and/or activities to
promote strong and harmonious collaboration between the
school and community.

3
 Post -Test

Check the corresponding box which shows your knowledge on the given program using the scale:
5 – Completely Understood
4 – Almost All Provisions are
Understood 3 – Half of the Provisions
are Understood 2 – Somewhat
Understood
1 – Don’t Know

PROGRAMS 1 2 3 4 5
1. BrigadaEskwela
2. Adopt-A-School
Program
3. School Governing
Council (SGC)
4. K to 12 Partnerships

5. School-Based
Management
6. Parent-Teacher
Association
7. Disaster Risk
Reduction and
Management
8. School-Based Feeding
Program
9. Gulayan Sa Paaralan
10.Reading Program
11.Peace Education

3
Identify the provisions or activities for each program by writing the letter of the program that
corresponds to your answer on the space provided before each number.

A. Adopt-A-School Program
B. Guidelines on K to 12 Partnerships
C. BrigadaEskwela
D. School-Based Management
E. Guidelines Governing Parent-Teachers
Association
F. Disaster Risk Reduction and Management
G. School-Based Feeding Program

H. GulayansaPaaralan

1. Memorandum of Agreement signing by the restaurant owner and

the school head for the immersion for SHS students in Cookery.
2. A coordination meeting was conducted between the Head of Fire
Department, Police Safety Officer and the School Coordinator for
Safety and Disaster Risk Reduction.
3. The LGU supplies seeds for cabbage, tomato, beans and sili
green for the garden of Malaya Elementary School.
4. A non-government organization has donated a two-storey
building for the newly-established IPED School in a nearby
sitio.
5. The parents’ organization has sponsored a medical and dental
mission to Balite Elementary School during the second quarter
of the school year.

6. The Barangay LGU has issued a resolution to close any

internet café if pupils/students are seen engaging into it
during class hours. This is in support of the school’s objective
to keep the learners in school during class hours.

7. An organization of alumni from a private school pledge an

amount of P10,000.00 monthly to support the school’s program
to provide nutritious food to pupils.

8. The Tricycle Drivers Association in PurokSison volunteered to

build a concrete fence for the school to ensure safety for the
learners before the classes start in June.

3
References

American Federation of Teachers. Building Parent–Teacher Relationships.

http://www.readingrockets.org/article/building-parent-teacher-relationships
Child Development Institute. Establishing A Parent–Teacher Relationship.
https://childdevelopmentinfo.com/learning/parent_teacher/#.WYLhvmLyvIU
Edglossary.org. https://www.edglossary.org/
Edutopia. https://www.edutopia.org/discussion/15-characteristics-21st –century-
teacher
Government of the Philippines. Department of Education. A Manual on School
Governing Council. Manila.
https://depedzn.net/files/downloads/SchoolGoverningCouncilManual.pdf
Government of the Philippines. Department of Education. 2006. BrigadaEskwela. DepEd
Memo.
No. 12, s. 2006. Manila.
———. 2009. Revised Guidelines Governing PTA. DepEd Order 54 s. 2009. Manila.
———. 2015. Guidelines on K to 12 Partnerships. DepEd Order No. 40, s. 2015.
Manila.
———. 2007. Gulayan Sa Paaralan. DepEd Memo. No. 293, s. 2007. Manila.
———. 2011. Disaster Risk Reduction and Management. DepEd Order No. 50, s.
2011. Manila.
———. 2009. Revised Guidelines Governing PTA. DepEd Order No. 54 s. 2009.
Manila.
———. 2012. School-Based Mangement. DepEd Order No. 83, s. 2012. Manila.
———. 2012. School-Based Feeding Program. DepEd Order No. 87, s. 2012. Manila.
Government of the Philippines. 2001. An Act Instituting A Framework Of
Governance For Basic
Education, Establishing Authority And Accountability, Renaming The
Department Of
Education, Culture And Sports As The Department Of Education, And For
Other Purposes. Republic Act No. 9155. Manila.
———. 1998. Adopt-A-School Program. Republic Act No. 8525. Manila.
———. 2001. Anti-bullying Act. Republic Act No. 10627. Manila.
Leaders for Tomorrow Schools. The Importance of School and Community Collaboration.
https://www.michigan.gov/documents/The_Importance_of_School_and_Community_
Colla boration_156613_7.pdf
Merriam-Webster.com. www. m-w.com
NEAP. SHDPFC Module on Partnership. NEAP Program Package.
O’Keefe, B. 5 Steps to Better School/Community Collaboration.
Edutopia.
https://www.edutopia.org/blog/school-community-collaboration-brendan-okeefe
Seen. School–Community Collaboration.
http://www.seenmagazine.us/Articles/Article- Detail/articleid/1298/-
school-8212-community-collaboration
Study.com. Stakeholder in education.
http://study.com/academy/lesson/what-is-a- stakeholder-in-education-
definition-examples.html

3
Teach. Teachers Are Role Models.
https://teach.com/what/teachers-change-lives/teachers-are- role-models/

3
Answer Keys

Session 1:

Pre-Test/Post-Test

1.T

2.F

3.T

4.F

5.T

6.T

7.F

8.T

9.F

10.T

Possible Answers to Activity 1.2

1. Ms. Ramos was discouraged and down-hearted because her

classroom is bare and is not conducive to teaching-learning

activities; and the school could not give her the resources she

needs due to limited budget.

2. The advice coming from her co-teacher gave her the idea to

partner with the community members, particularly the

organized homeroom PTA. She also extended partnering with

her friends and family.

3. Partnership. She was able to work with the PTA. Together

they planned and implemented the plan successfully.

4
 4. Yes. In today’s context educating our learners is a shared
responsibility.

It is a responsibility of the parents, the school, and the

community through partnership. Partnership brings about

quality learners.

Answers to Activity 1.3

1. No provision for facilities, equipment and classroom laboratory

for Senior High School TVL learners

2. The school principal together with the SHS teachers conducted

environmental scanning. They presented the problem to the

local officials, parents and business community.

3. They prepared a plan and came up with immersion. The

community served as laboratory for learning.

4. How did the community serve as a laboratory for learning?

Students applied the competencies they learned in school in the

different establishments aligned with their specialization.

Session 2

–No Answers–

Session

3: I. T F T 10. T
F T 6.T T
F T

II.

1. Family Day

4
2. Recognition Day

3. Christmas Day

4
 4. Graduation Day

5. Parent Teacher Conference

6. BrigadaEskwela

III.

1. two way communication

2. parents and teachers

3. society

4. phone call

5. first call

6. healthy

Session 4:

Answers to Pre-Test and Post-

test B.
1. B
2. F
3. H
4. A
5. E
6. D
7. G
8. C

Answers to Priming

Activity DO YOU KNOW

ME?

1. BE - BrigadaEskwela
2. ASP - Adopt-A-School Program
3. GO’s - Government Organizations
4
4. NGO’s - Non-Government Organizations

4
 5. LGU - Local Government Unit
6. SGC - School Governing Council
7. PPP - Public-Private Partnerships
8. SBFP - School-Based Feeding Program
9. DRRM - Disaster Risk Reduction and Management

Session 5:
- No Answer –

4
 Acknowledgment

TEACHER EDUCATION

COUNCIL

Ex-Officio Chairman
Sec. Leonor Magtolis
Briones

Ex-Officio Members
Hon. Prospero De Vera
III Hon. Teofilo
Pilando
Hon. Guiling Mamondiong
Hon. Virgilio Almario

Regular Members
Dr. Lourdes R.
Baetiong Dr. Lorina
Y. Calingasan
Dr. Evelyn G. Chavez
Dr. Allan B. De
Guzman Dr. Myrna
B. Libutaque Dr.
Rita May P. Tagalog

TEACHER EDUCATION COUNCIL

SECRETARIAT

Dr. Runvi V. Manguerra

Jayson A. Peñafiel
Rex Augus M.
Fernandez Jun M.
Garcia
Maricel B. Flores

BASIC EDUCATION SECTOR

TRANSFORMATION

Ms. Kaye Cox

Ms. Allison
Atwell
Ms. Soledad
Lecaroz Dr. Twila
G. Punsalan

PARTICIPANTS IN THE WRITESHOPS

DepEd Central Office

Joanna Christina Sta.
Isabel Jona Kirsten M.
Valdez

4
Cordillera Administrative Region
Jennifer P. Ande
Sonia D.
Dupagan
Asuncion C.
Saguio

Region 1
Philip John Gregory G.
Aldos Anselmo R.
Aludino
Ma. Theresa M.
Bautista Dinah C.
Bonao Ronie D.
Bonao

4
Raymond T. Bustamante
Marilu N. Cardenas
Mari Sailani G. De
Leon Rica A. Perez

Region 2
Melany M. Asuncion
Sheryl Marivi M.
Alindayu Eduardo Jr.
C. Escorpiso Maricel
S. Franco Alexander
G. Geronimo Norma
C. Guillermo Rachel
R. Llana
Jerry B. Sario
Emeyn L.
Talaue

Region 3
Helen R. Bose
Ma. Editha R.
Caparas Lauro L.
Lagman Imelda
P.Macaspac Jerome
N. Manansala Ariel
T. Perez
Rhoda T. Razon
Edgardo S.
Serrano

CALABARZON
Lerma l. Flandez
Jennifer E. Lopez
Viernalyn M.
Nama Luz E.
Osmeña Cristina
C. Salazar
Chinita A.
Tolentino Erma
S. Valenzuela

MIMAROPA
Ronald S. Brillantes
Florinda B.
Dimansana Jesusa
C. Iglesias Laida L.
Mascareñas Rafael
G. Manalo
Leah G.
Rondael Eric G.
Teñoso Elbert
R. Tolentino

4
 Bicol Region
Ernie M.
Baranquel
Wilfredo J.
Gavarra Nympha
D. Guemo
Noel V. Ibis
Erlyn D. Moises
Sancha M.
Nacion
Jilly L. Roces

4
 Mai Anne D. Rondola

National Capital
Region Rosalie E.
Bongon Jenilyn Rose
B. Corpuz Cora C.
Manansala Maria
Teresa A. Namoro
Genia V. Santos
Gemma D. Villanueva
Jennifer F. Vivas

Region 6
Renato T.
Ballesteros
Leonerico E.
Barredo
Toribio M.
Berano Roel F.
Bermejo Josanlo
M. Caldera
Marilyn N.
Galvez Samuel J.
Malayo
Dency Grace A. Padillon
Gladys D. Sales
Jonel D. Sembrano
Schubert C. Sialongo
Leilanie F. Sindingan

Region 7
Wlifreda D.
Bongalos Misael
G. Borgonia
Elena S. De Luna
Gregorio Cyrus R.
Elejorde Doris F.
Esmero
Nicetas D. Fudolin
Leah M. Gaudiel
Neilsor R. Gonzales
Raylene S.
Manawatao
Maria Ligaya G.
Panganiban Elaine F.
Perfecio
Nilita L. Ragay
Nonale Q. Resoor
Rosemarie A.
Vailoces

Region 8
Amor O.
Abando Jason
5
 V. Ang Cristito
A. Eco Lyndon
B. Macato
Henrietta T.
Managbanag
Josemilo P. Ruiz
Harvie D. Villamor

Region 9
Marietta R. Anhaw
Lida A. Borongan
Filma B. Catalan

5
 Majarani M.
Jacinto Elesio m.
Maribao Roy C.
Tuballa Visminda
Q. Valde

Region 10
Olga C. Alonsabe
Raymund S.
Antolo Omar Q.
Hussien Rebecca
P. Postrano
Mitchell V.
Rodriguez Para D.
Talip
Jean G. Veloso

Region 11
Raymond S.
Aquino Josie T.
Bolofer Danilo M.
Canda Lorenzo
E. Mendoza Alma
D. Mercado
Antonio Jr. R.
Pasquito Nor-ain S.
Sani Angelita G.
Suelta Florence G.
Victoria

Region 12
Zaida N. Abiera
Leonardo M.
Balala Ofelia C.
Beton Shirley S.
Bulosan Regan
B. Dagadas
Romelito G.
Flores
Grace Patrice M.
Mondragon Macario C.
Ontal
Antonio R. Pasigado Jr.

CARAGA
Isidro M. Biol Jr.
Ma. Fe C. Climaco
Fluellen L. Cos
Flordelisa R.
Dalin Karen L.
Galanida Angelita
A. Kuizon Edmund
D. Mendoza Ma.
Teresa M. Real
5
 Roy S. Rele

ARMM
Fatima B.
Abubakar Agnes
D. Manampan
Edna S.
Pasandalan Helen
A. Piol
Edna S. Purong