Department of Education

Region III
DIVISION OF MABALACAT CITY
Mabalacat City, Pampanga

SCHOOL AND
THE

COMMUNITY PARTNERSHIP
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 THE 1987
CONSTITUTION
OF THE
REPUBLIC OF
THE PHILIPPINES
ARTICLE XIV
 Section 3.
(2) They shall inculcate patriotism and nationalism,
foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the
historical development of the country, teach the
rights and duties of citizenship, strengthen ethical
and spiritual values, develop moral character and
personal discipline, encourage critical and creative
thinking, broaden scientific and technological
knowledge, and promote vocational efficiency.
A child-friendly school
consults parents and invites their
opinions regarding school policy and
activities.

holds regular dialogues with parents

and collaborates with them to
encourage their children to practice at
home what they learn in school.
A child-friendly school
cares about the childrens
safety not only within the school
premises but also on their way to
and from school.
enlist the support of community
institutions and individuals for its
projects and activities for
children, and,
A child-friendly school
acts on behalf of and upholds
the interest of children in
community assemblies.
 PARENTS, TEACHERS ASSOCIATION (PTA)
Harnessing school support from PTA

The PTA is a vital force in linking the school to its service area, the
community. The PTA is founded on the spirit of volunteerism and serves
as a means by which funds maybe generated and community support to
the school maybe mobilized. If properly organized and directed, the PTA
can be a strong partner in improving the welfare of the pupils.
Ways by which schools/teachers can use to effectively
enlist the support of PTA

1. Home visits
-get to know them well. This is the rule
of thumb in starting and nurturing
relations with parents. Provide time
to find out more about the pupils
home conditions
Ways by which schools/teachers can use to effectively
enlist the support of PTA

2. Parenthood seminars
-invite parents to attend seminars on parenting, responsible
parenthood, child development and proper guidance and
connecting.
-seminars on helping parents help their better help their children in
developing good study habits may also be conducted.

-organize PLAC to help parents develop the skill of guiding their

children at home in developing study habits
Ways by which schools/teachers can use to effectively
enlist the support of PTA

3. Parent conferences
-should focus on problems related to the child
-know the parents very well
-tips on conducting parent conferences
a. Know the parents personally even before the
problem arise
b. Have all the relevant information about eh child
before the conference
Ways by which schools/teachers can use to effectively
enlist the support of PTA

3. Parent conferences
c. Inform the parents the purpose of the conference
d. Conduct your conference with the parents in a face
to face, give and take, no hold barred manner.
Create an atmosphere of an informal chat rather
than that of a formal meeting
Ways by which schools/teachers can use to effectively
enlist the support of PTA

4. School- home projects

-if parents are too busy/occupied to come to attend
meetings and conferences, an alternative is to send
home printed materials about school/class programs
-information should include a brief description of its
learning areas and the materials the child needs that
should be presented in a clear and understandable
language
Ways by which schools/teachers can use to effectively
enlist the support of PTA

5. Establish a Two-way communication with

parents/community
-occurs when teachers and parents dialogue
together.
Effective dialogue develops out of a growing trust,
a mutuality of concern, and an appreciation of
contrasting perspectives (Lawrence-Lightfoot,2004).
A teacher may contact parents to celebrate a childs
successful school experience.
COMMUNITY BASED ROLES OF THE TEACHER

Community expectations of the teachers

Teachers play various roles beyond the

boundaries of the school. Local
communities from the school turn to
teachers for a lot of their needs. They
expect teachers to perform other
functions besides teaching. They act as:
Community expectations of the teachers

They act as:

a. Agents of change

b. Legal counsel

c. Person in authority

d. Source of knowledge
Community expectations
of the teachers
COMMUNITY BASED ROLES OF THE TEACHER

Caselet A
1. The parent complained about her sons classification as Slow
Reader student. She believed her son should not undergo
the Intervention Program in Reading because, as she argued,
he has good reading skills. She also said, the program will
give burden to her son.
2. Initially, the teacher was caught by surprise, but she managed
to give an explanation
1.Caselet A
The teacher underwent intensive trainings
about the Reading Program, so I believe she
could enlighten the mother about its
relevance. She could explain to her the
rationale of the intervention
program, citing data on student
achievement and the various DepED
issuances on the Reading Program
COMMUNITY BASED ROLES OF THE TEACHER

Caselet B
1. The Barangay Chairman liked to hold an anti-drug
campaign but he was not quite knowledgeable
about the topic. He didnt even know how to start the
project.
2. The chairman decided to seek the help of a teacher.
2. Caselet B
The teacher will surely assist the
Barangay Chairman in his
project. She will give the needed
resources and information about
illegal drugs, as well as
the steps in the project
implementation
COMMUNITY BASED ROLES OF THE TEACHER

Caselet C
1. The problem is about a high school student who
was sexually abused by her own father.
2. The teacher noticed her students unusual
behavior. She talked to the girl and was able to
convince her to confide her problem.
3. The teacher couldnt believe what she discovered.
She was really shocked with her students
revelation.
3. Caselet C
The teacher will explain to her
student that the act is a heinous
crime, punishable by death. She
will guide/assist the student to
file her case in the court
of law and help her seek
help from the DSWD.
COMMUNITY BASED ROLES OF THE TEACHER

Caselet D
1. Fraternity activities are prohibited within the school
campus. It saddened the teacher to find out that his
own students were violating the prohibition.
2. The teacher was informed by one of his students that an
initiation rite was being held within the school campus.
3. After learning about the prohibited activity, the teacher
immediately went to the place where it was
conducted.
4. Caselet D
The teacher will stop the initiation
rite and bring the students to the
office of the principal. He will
inform their parents about the
violation committed by
their children as well as the
corresponding sanction that will
be imposed on them.
End of Activity
Blessed are the partnership-builders,
for they make many things possible.
Former DepEd Undersecretary Mario A. Deriquito
THANK YOU