The document discusses stakeholders in education and community involvement. It identifies stakeholders as students, parents, teachers, administrators, government and businesses. Involving stakeholders improves schools by allowing ideas and common goals. There are internal stakeholders like students and teachers, and external like government and businesses. Community resources can be utilized by organizing field trips, inviting community members to speak, and involving parents. Effective coordination requires cultural sensitivity, integrity, follow-up, and two-way communication.

1. Stakeholders and
Community Involvement
in Education
RUSSEL M. PAGANAO
Lipit National High School

2. Who are the stakeholders?
A stakeholder is an individual or group with an
interest in the success of an organization in fulfilling
its mission—delivering intended results and
maintaining the viability of its products, services
and outcomes over time.

3. The Existing Stakeholders and their
Role in Education
1. Parents- provide financial, moral and
spiritual support for the students.
2. Educators and Teachers- to educate the
students
3. Federal State and Local Government-
finance the schools enact effective policy.

4. 4. School Administrators- implement effective policy
and aide teachers in their efforts to better
educate the students.
5. Future Employees and the Public at large-
contribute to the other needs of the school to better
assist the school and the students.
6. The Students- learn valuable skills that can be
used in business, or in administrative roles.

5. Why Involve Stakeholders in
Education?
1. Involvement of internal stakeholders
have greater capacity to produce
positive changes in school.

6. What Purpose do the Stakeholders in Education
Serve?
• By working with other stakeholders and sharing
ideas and plans, they often achieve common
educational objectives.
• Using instruction to prepare students for life after
school helps them become productive members of
society. This strengthens the community as a
whole.

7. The two Types of Stakeholders
in Education
1. Internal Stakeholders
2. External Stakeholders

8. Internal Stakeholders
An internal stakeholder is someone who works
or studies in an educational institution. This
includes those who receive remuneration for
their contribution. Internal stakeholders focus
more on the organization’s success because
their income or education depends on it.

9. Students
• They are the primary stakeholders because
they are the reason for a school’s existence.
• They rely on the system to provide them with
good education and the skills to succeed in
life as adults.
• Many educators believe that students
deserve input regarding what they learn and
how they’re taught.

10. Parents
• They are key stakeholders because they
pay for their children’s education.
• Parents ensure they attend classes and
comply with the school’s policies.
• Parents expect the school to keep their
children safe and reinforce the values
taught at home.

11. Teachers
• Teachers are directly responsible for student education.
• Teachers prepare lessons according to the curriculum
and prepare students to progress to the next year.
• They also help children accept and adapt to a class of
students with different abilities, diverse cultures and
various backgrounds.
• They engage with parents and other stakeholders to
formulate the best way to deal with each child.

12. Support Staff
• Support staff includes cleaners, kitchen staff, transport,
security and office staff.
• They ensure the premises are clean and hygienic, the
meals students receive are nutritious, transportation to
extracurricular or off-campus activities is safe and the
building is secure at all times.
• Other support staff professionals, such as social
workers and psychologists and school nurses. They help
schools to support children with special needs and help
them progress.

13. School Administrators
• Administrators include school principals,
assistant principals and other senior staff
members.
• They are responsible for ensuring that the school
runs efficiently and effectively.
• They collaborate with other stakeholders to help
them make strategic decisions and implement
improvements.

14. The School Board
• School boards mostly consist of community members
that the community elects to oversee the facilities in
their local area and ensure that they provide a quality
education that meets educational standards.
• Board members are responsible for ensuring that their
schools help students succeed. They may request that
administrators develop and implement programmes to
meet educational goals.

15. External Stakeholders
External stakeholders are those who do not
directly participate in the school system daily.
They are not employees of the institution and
do not realize any financial gain from it. They
have a personal interest in the institutions’
success or failure, as it could impact them.

16. Local Businesses
• The business community’s stake in education
revolves around ensuring that students leave
school with the knowledge and skills to enter the
workforce.
• They provide various resources to the schools in
their area, including financial aid, books and other
supplies. Many businesses offer internships and
training opportunities to students and graduates.

17. Government and Local Authorities
• Government officials determine the protocols and
objectives of the education system. Different
ministers regulate educational strategies, including
health and nutrition.
• Local authorities and officials want to ensure that
the future workforce learns essential knowledge and
skills. They want to ensure that students are ready
to become productive members of their
communities.

18. Education Policymakers
• They determine the laws and regulations governing
schools and other educational institutions.
• They also allocate funds to enable schools to remain
effective in preparing students for life after school.
• Policymakers often collaborate with other
stakeholders to ensure that schools accommodate
the requirements of students, their parents, local
businesses and the community.

19. Community
• Local communities are stakeholders
because they are the ones who benefit
from an educated community. Well-
educated students are likely to become
civic-minded, self-confident leaders. They
may participate in community programmes
and local campaigns.

20. State Universities and Colleges
• Universities and other tertiary learning institutions are
stakeholders in high school education. They want to
ensure that students leave with the knowledge and
skills to succeed in furthering their education.
• Suitably qualified high school graduates enable
universities to maintain their academic benchmarks
without spending money on remedial education for
students not ready for more in-depth learning
endeavors.

21. Parental Involvement in Education
Parental involvement refers to parents’ participation
in their children’s education at home and school. This
can take many forms, such as helping with
homework, attending school events and parent-
teacher conferences, participating in decision-making
processes, or regularly communicating with the
child’s teacher.

22. Involvement
• It includes participation in school events or activities,
with teachers providing learning resources and infor-
mation about their student’s grades.
• While teachers can offer advice, families and care-
givers have important information about their children
that teachers may not know. So a student’s learning
experience is enriched when both bring their perspec-
tives to the table.

23. Engagement
• Home and school come together as a team.
Schools empower parents and caregivers by pro-
viding them with ways to actively participate, pro-
moting them as important voices in the school and
removing barriers to engagement.
• Examples include encouraging families to join the
family-teacher association or arranging virtual fam-
ily-teacher meetings for families with transportation
issues.

24. Types of Behaviors
that Nurture
Collaboration.

25. Harmful Behaviors Helpful Behaviors
Avoidance Involvement
Blaming Problem-Solving
Rumor Honesty
Collusion Trust
Pessimism Optimism
Judgement Mutual Respect
Apathy Empathy
Defensiveness Active Listening
Opposition Collaboration

26. 5 Categories of Parents
Behaviors within a
school Community

27. Traditional Parent Volunteer
• Volunteering at school- helping in the
classroom, fundraising, chaperoning, etc.
• The traditional parent volunteer
contributes highly to the success of the
school community but does not
necessarily contribute to student
success.

28. Reactive Parent
• The “provoker” parent, instead of
employing helpful behaviors to influence
change, uses techniques such as blaming,
rumor, collusion, and gossip to achieve
results.
• The Reactive parent is a low contributor to
the success of the school community and
a low contributor to student success.

29. Uninvolved Parent
• The “outsider” parent is generally
invisible in the school community
and is isolated from other parents.
• The Uninvolved parent is a low
contributor to school success and a
low contributor to student success.

30. Mindful Parents
• “Mentor” parent approaches parenting
with conscious intention but does not
necessarily get involved at their children
in school.
• The Mindful parent is a high contributor
to student success but a low contributor
to the success of the school community.

31. Fully-Engaged Parent
• “Collaborator”, acts in ways that facilitate its
development, and recognizes that effective parenting
cannot occur in isolation from other parents and the
school.
• Emphatic listeners, communicators and problem
solvers.
• The fully-engaged parent is a high contributor to the
effectiveness of the school community and a high
contributor to student success.

32. Ways that parents can
get involved in their
children’s education

33. 1. Helping with homework
Parents can help their children
with homework by providing
guidance, support, and
encouragement.

34. 2. Attending school events
Parents can show their support for
their children’s education by attending
school events such as open houses,
parent-teacher conferences, and school
plays.

35. 3. Participating in decision-making
processes
Parents can have a voice in their
children’s education by participating in
school decision-making processes, such
as serving on a school committee or
joining a parent-teacher organization.

36. 4. Communicating with the school
Parents can stay informed about their
children’s education by communicating with
the school regularly. This can be done
through Facebook, email, phone calls, or in-
person meetings.

37. 5. Volunteering in the classroom
Parents can contribute to their children’s
education by volunteering in the classroom or on a
school committee.
6. Supporting the school
Parents can show their support by participating in
fundraisers, attending school events, or becoming a
member of the school’s Parent-Teacher
Organization.

38. Parental Involvement
Outside the Classroom

39. Researchers have noted that parent involvement in school
governance, for instance,
• Helps parents understand educators’ and other parents’
motivations, attitudes and abilities.
• Gives them a greater opportunity to serve as resources
for their children, often increasing their own skills and
confidence.
• While providing improved role models for their children,
these parents also ensure that the larger community
views the school positively and supports it.

40. READING AND HOMEWORK
Very early in their school career — by fourth grade —
children are expected to be able to read to learn other
subjects. But recent research shows that about two-
thirds of the nation’s public school fourth graders
aren’t proficient readers.
To make children successful in reading, and in school
more generally, the single most important thing you can
do is to read aloud with them.

41. YOUTH SPORTS AND OTHER EXTRACURRICULAR
ACTIVITIES
Parents can make or break their child’s relationship with sports and other
extracurricular activities, so they should think deeply about how to show chil-
dren the fun of mastering a new skill, working toward a group or individual goal,
weathering adversity, being a good sport and winning or losing gracefully.
Beyond this, parents with coaching skills should consider volunteering to get
involved. The National Alliance for Youth Sports notes that only about 5%
to 10% of youth sport coaches have received any relevant training before
coaching, with most coaches stepping up because their child is on the team
and no one else volunteered.

42. PARENTAL INVOLVEMENT IN JUVENILE
JUSTICE
• Parents finding themselves involved in the juvenile justice
system on behalf of their kids face a system that offers
many challenges and few resources.
• Parents whose children face the judicial system can make
a difference. The importance of parental involvement in
juvenile justice system, including receptivity to receiving
help, a belief in positive change, and a good working rela-
tionship between the parent and the justice system.

43. WHAT SUCCESSFUL PARENTAL INVOLVEMENT
LOOKS LIKE?
As noted in the Annie E. Casey Foundation “Parental
Involvement in Education Policy” brief, the Nation-
al PTA lists six key standards for good parent/family involve-
ment programs:
1. Schools engage in regular, two-way, meaningful commu-
nication with parents.
2. Parenting skills are promoted and supported.
3. Parents play an integral role in assisting student learning.

44. 4. Parents are welcome in the school as volun-
teers, and their support and assistance are
sought.
5. Parents are full partners in the decisions that
affect children and families.
6. Community resources are used to strengthen
schools, families and student learning.

45. HOW TO AVOID NEGATIVE
PARENTAL INVOLVEMENT?

46. Teachers may, on occasion, complain with the
following reason:
• “helicopter parents” whose involvement —
sometimes called “hovering” — does more harm
than good.
• growing influence of “a group of usually well-
intentioned, but over-involved, overprotective and
controlling parents who bubble-wrap their
children.”

47. The teacher’s plea: “Please partner
with us rather than persecute us.
That will always be in your
children’s best interests.”

48. What are the Benefits of
Parental Involvement?

49. There are several reasons why parental
involvement leads to positive outcomes for
students:
1. When parents are involved in their child’s
education, the child is more likely to have
positive attitudes towards school and
learning.

50. 2. Parental involvement provides support
for the child both at home and at school.
Studies have shown that children whose
parents are involved in their education
have higher grades and test scores and
are more likely to complete their
education.

51. 3.Parental involvement can lead to
increased communication and
collaboration between families
and schools.

52. Community Partnership
in Education

54. School Goals or Objectives Community
practices/norms/traditions that
can held reach the objective
To raise the academic
achievement of the learners
Honor graduates are looked up to
in the community
To prepare school for the opening
of classes
Bayanihan or Brigada Eskwela
To maintain school cleanliness
throughout the school year
Clean and Green Movement
To provide security and safety of
the learners
Barangay Officials or Tanod on
duty.

55. Community resources that surround the school.
• Human Resources- refers to the skills, talents, qualities
and attitudes of the people living in the community.
• Social Assets- the relationships, rules, established course
of action, and practices that can serve as instruments in
attaining specific school goals in given situation.
• Financial Assets- monetary, income or cash resources.
• Natural Resources- refers to the physical environment of
the community.

56. Tapping Community Resources
Learners learn through discussion, simulation,
reading, writing, field trips, listening speakers, and more.
These are common activities inside the classroom when a
teacher is teaching a lesson. There are also lessons that
can be effectively taught and learned by going to the
community and observing, asking experts and actively
participating in, or even initiating, community activities
(Lardizabal, 1988).

57. Lessons Learning Method Utilizing
Community Resources
Justice Simulation of a court
proceeding
Health (Alternative Medicines) Interviewing local healers about
their herbal medicines
Peace and Order Visiting barangay headquarters
or police precinct
Entrepreneurship Interviewing local businessman
Environmental Protection Joining the clean and green
Descriptive Writing Writing descriptions of the
scenic spots in the community.

58. Tapping community members in teaching the
learners
a.Organizing field trips so students can learn from
community members in their institutional setting.
b.Inviting community members to come to school to
serve as resource
persons/lecturers/speakers/demonstrators.
c.Involving parents directly or indirectly in the learning
process.

59. Community expectations of the teachers
a. Agents of change (making people understand and observe
policies, programs, and DepEd and government programs.)
b. Legal counsel (informing/advising community of
actions/decisions to make based on the country’s laws and
that of DepEd.)
c. Person in authority (knowing and exercising authority with
regard to student’s discipline and working relationships with
others based on existing laws and DepEd orders.)
d. Source of knowledge (knowing current events/issues; ability
to share information with others)

60. The School Partners and Key Stakeholders
The teachers have social partners and fellow
stakeholders who work with them in attaining
their goal of developing and improving the
education process. These partners are: the
parents, GO’s, NGO’s and civic organizations.

61. How can the school foster effective and
sustainable partnership with the community?
1. Develop intelligent public understanding of the school on
all aspects of its operations
2. Help citizens feel more responsibly for the quality of
education that the school provides;
3. Earn the goodwill, respect and confidence of the public in
the professional and personal services of the school
4. Involve the community in the work of the school and in
solving educational problems.

62. 5. Promote a genuine spirit of cooperation between the
and community for the improvement of the community.
6. Secure community support for the school and its
program
7. Keep the community informed of developments and
educational trends
8. Secure an unofficial but honest evaluation of the
school program in terms of educational needs as the
community sees them.

63. How can schools/teachers effectively coordinate with the
community on the use of its resources?
1.Cultural sensitivity
2.Sincerity/gratitude
3.Integrity/honesty/humility
4.Follow up
5.Good public relations
6.Two-way communications
7.Proper channeling

64. 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
learner’s home conditions.

65. 2. Parenthood seminars- invite parents to attend
seminars on parenting, responsible parenthood, child
development and proper guidance and connecting.
- Seminars on helping parents help better 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.

66. 3. Parent conferences- should focus on problems related to the
child.
- Know the parents very well
- Tips on conducting parents conference
a. Know the parents personally even before the problem arise
b.Have all the relevant information about their child before the
conference
c. Inform the parents the purpose of the conference
d.Conduct your reference with the parents in face-to-face, give
and take, no hold barred manner. Create an atmosphere of an
informal chat rather than that of a formal meeting.

67. 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.

68. 5. Establish a “Two-way communication” with
parents/community
• occurs when teachers and parents dialogue together.
• effective dialogue “develops out of growing trust, a
mutuality concern, and an appreciation of contrasting
perspectives” (Lawrence-lightfoot, 2004).
• the contact is to share a concern about the child,
which can be a source of significant tension for both
teachers and parents.

69. Tips in dealing with parents
1.Use conversational tone
2.Create an atmosphere of an informal chat rather
than that of a confrontation
3.Make more positive than negative comments and
suggestions
4.Involve parents in school programs and activities

70. It takes a village to
educate a child!