Enhancing School-Community Relations: A Collective Responsibility for Education

1. The Teachers, Parents and the Community School and Community Relations By: Caballero, Kate L. Estolas, Mara Seprima M. ALLPPT.com _ Free PowerPoint Templates, Diagrams and Charts

2. Objectives: At the end of the lesson, the students are able to: A. Identify the role of the parent, teacher and the community in the learning process of the students. B. Determine and understand the six types of involvement and their importance in the school and community.

3. Objectives: c. Distinguish community resources as context of learning and teaching; d. Identify and establish areas of linkages between the school and the community for mutual linkages.

4. “The problem of education is everybody's problem. As building literacy is our collective responsibility, so too is improving of our schools, our collective responsibility. We must build bridges between the school and the community.” -Former DepED Secretary Florencio Abad

5. A. The Teacher, Parents and the Community

6. DepEd Order 54, s. 2009 Revised Guidelines Governing Parents-Teachers Associations (PTAs) at the School Level

7. 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.

8. PTA (Parent-Teacher Association) -formerly known as Parents-Teacher and community Association (PTCA) -undertake projects and activites aimed at promoting a harmonious and enjoyable relationship among themselves.

9. Teachers continue to enrich students' experiences at home, thus strengthening the valuable, personal traits and charateristics initially developed. A teacher-member refers to homeroom advisers, subject teachers, and non-teaching personnel.

10. Parents The first teachers to their child, responsible for the development of values, attitudes and habits. In the absence of the parent, a guardian is hereby defined as: an individual authorized by the biological parent/s to whom the care of the student has been entrusted; a relative of the student an individual appointed by a competent court as the legal guardian d)In case of an orphan, the individual/institution who has the custody of the student.

11. Community members of the community such as local government officials and civic organizations to solicit their support or active participation in school activities. uplifts the moral and quality of life in the locality.

12. SCHOOL an institution for teaching and learning Community body of people living in the same place under the same laws.

13. Instructional Centers for Materials The Community can serve as rich sources of instructional materials. Professionals and practitioners from the community can be invited as resource speakers during observance of significant school rites.

14. Epstein's Framework of Six Types of Involvement

21. Epstein's Framework of Six Types of Involvement

22. School and Community 1. Collaborative Relationship a. The school officials actively participate in community projects. b. The municipal/city officials are ready to provide help not only in improving the physical facilities of the school but also in paying the salaries of the teacher. c. during historic celebrations in both places, participation by each is easily elicited with such positive and civic-consciousness activities enjoyed by the school and the community, a strong feeling of togetherness become evident.

23. Organized associations Brigada Eskwela -DepED's National Schools Maintainanc Week meant to help schools prepare for the opening of classes with the assistance of education stakeholder by repairing and cleaning public schools nationwide. SGC (School Governing Council)

24. School Activities Involving the Community Different Organization of Schools such as: e.g Gray Matter organization in STELA NSTP Projects: Tree Planting Outside Community Service Segregation Fund Raising activities

25. Public Safety, Beautification, and Cleanliness Peace and order, safety in public conveyances and compliance with ordinances afford ample protection and disciplinary measures deserved by all. Beautification of the community through tree planting in every household and cleanliness through proper waste disposal are voluntarily undertaken by both, thus creating a disciplined and wholesome community.

26. Values Developed Values and strong inclinations are instilled starting from the home and are developed further in the school. Some of the most desirable are: Respect for elders, authority and for the rights of others. Willingness to share Deep sense of responsibility Persistence Self-discipline Values of nationalism and unity

27. Remember It takes a whole village to raise a child. -African proverb

28. QUESTIONS: What do you think is the common interest being pertained in DepEd Order No. 54?

29. 2. From the discussion, what community collaboration can you remember and how is it done?

30. 3. Among the six types of involvement, what type of involvement is the most important for you?

32. Assignment: In a short bond paper, create a graphic organizer of the teacher parents and school community relationship.

33. References: DO 23, s. 2003 - Revised Guidelines Governing PTAs/PTCAs at the School Level (n.d.). retrieved on November 12, 2017. Retrieved from: http://www.deped.gov.ph/orders/do-23-s-2003 Bilbao, P., Corpuz B., Llagas, A., Salandanan, G. (2006). The Teaching Profession. Philippines: Lorimar Publishing Co., Inc.

34. Thank you! Salamat! Bayarlalaa!