The document emphasizes the importance of building a community of learning partners in schools, outlining objectives for participants to identify community resources and the roles of teachers beyond traditional teaching. It discusses various ways to engage community members in education, highlighting the necessity of partnerships between schools, parents, and local organizations for improving educational quality and student outcomes. Additionally, the text provides practical strategies for fostering these collaborations, ensuring that education is a collective responsibility.

1. Creating a
Communit
y of
Learning
Partners
in School
Marilu S. Bandolon
Facilitator

2. School & Community Partnership
“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

3. Session objectives:
At the end of the session, the participants are able to:
1. identify community resources as context of learning and
teaching;
2. identify and establish areas of linkages between the school
and the community for mutual linkages;
3. describe the various roles of teachers in the community
where the school is situated;
4. recognize the roles and elicit the support of the LSB, PTA and
other organizations and institutions, both GO’s and
NGO’S

4. SCHOOL

5. Let’s revisit the communities where our schools are located:
Let’s do a resource mapping of the community where your
school is located. Answer each questions orally:
1. Give at least 5 resources in the community where your school is
located.
2. Where does the community gets its financial resources?
3. Do you think the community has rich financial resources? Why?
4. What are the rules/norms and traditions practiced by the
community that help the school attain its objectives?

6. Below are community norms/traditions/practices that contribute to
the attainment of specific goals of a school. Identify additional
practices
School
Goals/Objectives
Community
Practices/norms/traditions that can
held reach the objective
To raise the
academic
achievement of the
pupils
Example: Honor graduates are looked up
to in the community
Your own example: ________________
To prepare school
for the opening of
classes
Example: Bayanihan/Brigada Eskwela
Example: ________________
To maintain school
cleanliness
throughout the SY
Example: Clean and Green movement
Your own example:______________
To provide security
Example: Pagroronda ng mga Brgy tanod

7. Every community has resources that surround the school. These
can be:
 Human
 Social
 Material
 Financial
 Natural resources
Human resources – refer to the skills, talents, qualities and attitudes
of the people living in the community

8. Social assets – the relationships, rules, established course of action,
and practices that can serve as instruments in attaining
specific school goals in a given situation
Material resources – man made things such as equipment, property,
facilities, tools, and the like which can be used by the
community anytime
Financial assets – monetary, income or cash resources
Natural resources – refer to the physical environment of the
community
Teachers who are skillful in tapping these resources have the
power to break the cycle of financial difficulties of the school.

9. “Learning and the areas to be learned should not have
boundaries. Education, as a public property, should belong everyone,
not just the academically successful but also those who have wisdom
outside the school.”
Sayer and Williams, 1989

10. Tapping community resources
Pupils learn through discussion, simulation, reading, writing,
field trips, listening speakers, etc. 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).

11. Go over this table that lists down lessons which can involve the
community:
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
Joining the clean and green
protection
Descriptive Writing Writing descriptions of the scenic spots in
the community

12. Think of some more lessons in your subject area. Tell whether
they can be effectively learned in school or in the community.
Identify a community resource that can be tapped to help you teach a
lesson that you believe is best learned in a community, and how it will
be done.

13. Tapping community members in teaching the pupils
Community members maybe tapped in the education of our
pupils. Lessons in history, geography, social studies, and values
maybe learned from community members. Below are the suggested
ways by which we can tap community members in teaching our pupils
:
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/demonstrators
c. Involving parents directly or indirectly in the learning
process

14. Community expectations of the teachers
Teachers play various roles beyond the boundaries of the
school. Local communities from the school turn o teachers for a lot of
their needs. They expect teachers to perform other functions besides
teaching. They act as:
a. Agents of change (making people understand and observe
policies, programs, and DepEd & govt 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 & exercising authority with
regard to students’ discipline & 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)

15. Analyze the caselets below. Answer the questions that
follow.
Caselet A
Mrs. Guevara, a new teacher in Ma. Lopez ES noticed that one
of her pupils was unusually quiet, and hardly recited in class. She
would not participate in group activities and seldom interacted with
her classmates. The teacher noticed also that she was untidy and
shabbily dressed. She was habitually absent. So she talked to her and
asked her if she had a problem. The pupil hesitated but after some
prodding, she confided her problem which shocked the teacher – the
girl was sexually harassed by her own father.
1. In caselet A the teacher is expected to be____________.

16. Caselet B
The Brgy Chairman of Brgy Poblacion 2 wanted to initiate an
information campaign about illegal drugs. But he and his councilmen
lacked the knowledge and resources to do the campaign. To help
them, they asked one of the teachers in Brgy Poblacion 2 to help them
do the information campaign.
What role must the teacher assume in caselet B

17. Caselet C
Mr. Buenafe was informed by one of his pupils that a fraternity
initiation was being conducted at an abandoned building within the
school vicinity. He hurriedly went to the alleged place and found that
two of his pupils were being initiated.
What role must the teacher in caselet C assume?
Do you think you can do away with the roles that the
community is expecting from you? Why?

18. The School Partners and Key Stakeholders
Quality education is the responsibility of the school and the
community, hence it is important that the school and the community
must build a partnership in bringing about quality education to all
children.
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.

19. Quality education is the responsibility of the school and the
community, hence it is important that the school and the community
must build a partnership in bringing about quality education to all
children.
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.

20. How can the schools foster effective and sustainable
partnership with the community?
PRODED has enumerated the following areas that teachers
must nurture in order to develop an 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 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

21. 5. promote a genuine spirit of cooperation between the
school 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

22. 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

23. 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.

24. 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
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

25. 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
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

26. 4. School- home projects
-if parents are too busy/occupied to come to attend meetigns and
conferences, an alternative is to send home printed maaterials
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

27. 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 child’s
successful school experience.
-However, more frequently, the contact is to share a
concern about the child, which can be a source of
significant tension for both teachers and parents alike.
Teachers should strive to make these interactions as
productive as possible.

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

29. Creating a community of learning partners in school
recognizes that many public and private community institutions
share responsibility for helping:
• Children develop socially, emotionally, physically, and
academically
• Students become motivated and engaged in learning
• Families and schools work effectively together
• Communities become safer and more economically
vibrant

30. What have you learned?
1.List down the important learning points that you have
gathered from the session.
2.Why do you consider these learning points important to you?

31. Always remember……………….
It takes a village to educate a
child!