UNIT 3

The Teacher And

the Community
Lesson
1.1-1.2
 DepEd 100, s. 2009

Launching Brigada Eskwela Plus and

Directing Selected Public Schools to
Volunteer in this Community
Involvement in Education Initiative
 DepEd 100, s. 2009

1.The DepEd will launch the Brigada

Eskwela Plus, the National
Community Involvement in Education
Initiative.
 DepEd 100, s. 2009
2. Partnerships of public schools
with their annual National Schools
Maintenance Week which empowers
the various opening of classes in
June.
 DepEd 100, s. 2009

3.Brigada Eskwela Plus shall

contribute to the attainment of the
UNESCO
prescribed Education for All (EFA)
 DepEd 100, s. 2009
4.Particularly, it shall aim for EFA
Objective No. 4 to total community
commitment to the attainment of basic
education competencies for all and EFA
Enabling Task No. 8 which is to create a
network of community-based groups for
local attainment of EFA goals.
 DepEd 100, s. 2009
5.The Adopt-A-School Program
National Secretariat, the main
proponent of Brigada Eskwela, shall
implement Brigada Eskwela Plus in
cooperation with other Department
units and in support of existing DepED
programs and projects.
 DepEd 100, s. 2009
6.Brigada Eskwela Plus shall focus on three (3)
main activities:
a)School maintenance activities throughout the
school year;
b)Community-led efforts to improve student
participation and reduce
dropouts; and
c)Community-led efforts to improve student
performance.
 DepEd 100, s. 2009
7.The DepED hereby directs all Provincial
Schools Divisions to establish at least fifty (50)
Brigada Eskwela Local Chapters to support the
existing Brigada respective areas and all City
Schools Divisions to establish atmost five (5)
Brigada Eskwela Local Chapters in public
elementary and secondary schools in Eskwela
committees in public elementary and secondary
schools in their respective areas.
 DepEd 100, s. 2009
Each local chapter will undertake school
maintenance activities throughout the
year. The maintenance activities that
shall be undertaken are:
a. National Projects
b. Regional Projects
 DepEd 100, s. 2009
8.This Department also hereby directs all
Schools Divisions to identify at least five (5)
secondary schools in their respective areas
that will undertake efforts to improve
student participation and reduce dropouts. In
the Schools Division that has less than five
(5) secondary schools, all their secondary
schools are encouraged to participate in this
initiative.
 DepEd 100, s. 2009
School heads of the participating schools shall:
a)Get in touch with their respective municipalities
for the purpose of identifying the secondary
school-aged children in the areas belonging to the
age bracket 12-16 years old, and match the data
with the combined enrolment of all high schools in
the area. This is to identify those who are in
school and out-of-school youth in their respective
municipalities; and
 DepEd 100, s. 2009
b)Conduct sign-up activities to bring
those 12-16 years out-of-school
youth back in school. Guidelines for
Implementation shall be provided
to the participating schools by October
31, 2009.
 DepEd 100, s. 2009
9.The Adopt-A-School Program shall identify
fifty (50) public elementary and activities
provided for under this particular component
of the Brigada Eskwela secondary schools from
the Brigada EskwelaHall of Fame awardee
schools to serve as pilot schools for the
community-led effort to improve student
performance. These schools are hereby
directed to participate in the training Plus
initiative.
 DepEd 100, s. 2009
10.ThisBrigada Eskwela Plusinitiative shall commence
with a series of communications and social
marketing efforts, including orientation programs,
exhibits, publications and other activities, to enable
the Department to effectively disseminate
information about Brigada Eskwela Plus to the
public and secure their much-needed support and
cooperation for this initiative.
 DepEd 100, s. 2009
11.TheBrigada Eskwela Plus shall not
supersede the annually conducted
Brigada Eskwela (National Schools
Maintenance Week) that is schedule or
to the opening of classes.
Lesson
11.2
 DepEd Order 30, s. 2017
Guidelines for Work Immersion
 DepEd 0rder 30, s. 2017
This subject will provide learners with
opportunities:
a)to become familiar with the work place;
b)for employment simulation; and
c)to apply their competencies in areas of
specialization/applied subjects in
authentic work environments.
 DEFINITION OF TERMS

These Guidelines for Work Immersion

will use the following terms and their
corresponding definition:
DEFINITION OF TERMS
Partner Institutions
Memorandum of Agreement
Partnership
School Partnership Focal Person
Work Immersion
Work Immersion Partner Institution Supervisor
Work Immersion Teacher
Workplace Immersion Venue
 Objectives of Work Immersion
appreciate the importance and application of
the principles and theories learned in school;

enhance their technical knowledge and skills;
enrich their skills in communications and human
relations; and
develop good work habits, attitudes,
appreciation and respect for work.
To assure the achievement of the
above objectives of Work Immersion,
this policy serves to guide schools in:
creating flexible work immersion arrangements
for their learners;
providing options for work immersion that are
relevant to learners’ purposes
and needs;
To assure the achievement of the above objectives of
Work Immersion, this policy serves to guide schools in:
organizing work immersion opportunities for
learners that are consistent with the diverse
human resource requirements of partner
institutions for work immersion; and
articulating the scope and limits of work
immersion in the context of basic education
when building relationships with work
immersion partners.
Principles and Policy Statements
Work Immersion requires parental consent.
Partner Institutions and Work Immersion
Venues shall be selected only after thorough
study.
Schools may partner with any institution or
organization duly registered/recognized by any
accrediting government agency.
Principles and Policy Statements
All Work Immersion agreements at the school
level must be covered by a
Memorandum of Agreement (MOA) for the
security of all parties involved.

The Memorandum of Agreement (MOA) for

Work Immersion:
Principles and Policy Statements
DepEd, in collaboration with its partners and
stakeholders, shall ensure that all
schools and venues for learning are conducive
to the education and safety of
the learners.
School Partnerships Focal Persons must be
capacitated with networking skills
and cultivating connections with possible
partner institutions.
 Principles and Policy Statements
Although one of the objectivesof the Work
Immersion is to develop skills that are relevant to
the needs of the job market in the area, Work
Immersion should not be reduced to a mere
recruitment tool of a Partner Institution.
Expenses in securing partnerships, such as the
travel expense of the School Partnerships Focal
Person and the Immersion Teacher, shall be
charged to the school’s local funds or MOOE.
 Principles and Policy Statements
Schools and students shall not be asked to
pay the SHS Partner Institution for
any Work Immersion activity conducted. Fees
for Work Immersion must only be set after
consultation with parents.
The partnerships shall be governed by existing
laws and DepEd issuances such
as, but not limited to the following:
DepEd Order No. 39, s. 2009 on the
commercialization of schools,
DepEd Order No. 6, s. 2012.
DepEd Order No. 40, s. 2012 entitled “Child
Protection Policy”
DepEd Order No. 80, s. 2012 entitled
“Strengthening the integration of
breastfeeding education in the curriculum
DepEd Order No. 55, s. 2013
DepEd Order No. 40, s. 2015
Republic Act 7877
The Adopt-A-School Act of 1998 (Republic Act
No. 8525) and related DepEd
Article 218 and 219 of the Family Code on the
special parental authority and responsibility of
schools, administrators and teachers
Article 2176. ” Article 2180 provides in
one’s own acts or omissions, but also for those
persons for whom one is part: “The obligation
imposed by article 2176 is demandable not only for
responsible.”)
Department of Labor and Employment (DOLE)
and Technical Education and Skills Development
Authority (TESDA) issuances, whenever
applicable.
The duties and responsibilities of SHS personnel
shall be reflected in their Office Performance
Commitment Review Form (OPCRF) or
Individual Performance Commitment Review
Form (IPCRF) for DepEd Schools only.
Private Schools and non-DepEd schools may
devise a scheme on how to
remunerate teachers assigned as School
Partnerships Focal Person/Immersion
Teacher.
Duties and Responsibilities of Personnel
The successful implementation of Work
Immersion will depend on the strong
collaboration, support, and commitment of the
school personnel and Partner Institution.
These personnel shall always exercise due care
and diligence in the performance of their
duties.
Duties and Responsibilities of Personnel
a)be the authorized person to sign the MOA
with Partner Institution on behalf of the
school and ensure that all provisions in the
MOA are adhered to by both parties;
b)assign a personnel/teacher to be the School
Partnerships Focal Person if the
school offers more than one (1) program;
Duties and Responsibilities of Personnel
c)determine the number of teaching loads of the
School Partnerships Focal track/strand for
immersion, provided that provisions in the Magna
Carta for Person and the Work Immersion
Teacher subject to the nature of the Teachers
are followed;
d)sign the Travel Authority (TA) of the School
Partnerships Focal Person/Work The Schools
Division Superintendent will sign if these are
conducted outside Immersion Teacher if work
immersion tasks are conducted within the division;
Duties and Responsibilities of Personnel
e)report to the Division Office the
activities in the Work Immersion Venue,
as applicable; and
f)supervise the work of School
Partnerships Focal Person, Immersion
Teacher including but not limited to the
duration, provisions, and issues and
concerns and Learners.
Duties and Responsibilities of Personnel
The School Partnerships Focal Person
from the school or division office. S/He
may also be the school Senior High School
S/He is the authorized person to seek
partnerships between DepEd and Partner
Institutions following the processes
mentioned in the guidelines. S/He may be
assigned Coordinator. S/He shall:
Duties and Responsibilities of Personnel
a)manage the conduct of Work Immersion;
b)establish/pursue and maintain the Work
Immersion partnership between the
Institutions
c)use evaluation and monitoring results to
recommend decisions on partnerships;
Duties and Responsibilities of Personnel
d)coordinate with the Work Immersion Teachers
regarding the placement of students in partner
institutions;
e)conduct regular visits to the venue to ensure that
learners’ activities are completion and performance of
learners, performance of the Poperly implemented; and
f)submit report regularly to the Schools Partnership
Focal Person on the Institution, and issues and
concerns.
Duties and Responsibilities of Personnel

The Work Immersion Teacher

S/He is the school
personnel/teacher assigned to
supervise the learners at the Work
Immersion Venue. S/He shall:
Duties and Responsibilities of Personnel
a)exercise supervision on learners
doing Work Immersion in coordination
with Work Immersion Partner
Institution Supervisor;
b)participate in the Joint Working
Group of Work Immersion;
Duties and Responsibilities of Personnel
c)coordinate with the School
Partnerships Focal Person learners’
activities and class and venue
schedules;
d)conduct the Pre-immersion and
Post-immersion activities;
Duties and Responsibilities of Personnel
e)conduct regular visits to the venue to
ensure that learners’ activities are
completion and performance of learners,
performance of the Partner properly
implemented; and
f)submit report regularly to the Schools
Partnership Focal Person on the
Institution, and issues and concerns.
Duties and Responsibilities of Personnel
The Work Immersion Partner Institution
Supervisor
S/He shall be identified in the MOA and
shall serve as the counterpart of the
Work Immersion Teacher S/he shall:
Duties and Responsibilities of Personnel
a)exercise supervision over learners
during the Work Immersion;
b)participate in the Joint Working Group;
c)coordinate with the School Partnership
Focal Person and Work
ImmersionTeacher on Work Immersion
venue schedules and capacities;
Duties and Responsibilities of Personnel
a)exercise supervision over learners
during the Work Immersion;
b)participate in the Joint Working Group;
c)coordinate with the School Partnership
Focal Person and Work Immersion
Teacher on Work Immersion venue
schedules and capacities;
d)provide input in the Pre-immersion and
Post-immersion activities;
e)schedule the learners’ activities in the
Work Immersion venue together with the
Work Immersion Teacher; and
f)inform the Work Immersion Teacher on
capacities, Work Immersion completion
performance of learners, and issues and
concerns.
The Learner
S/He shall:
a)attend Pre and Post Immersion Activities;
b)report to the Work Immersion Partner
Institution Supervisor during actual
immersion;
c)perform the duties and tasks as indicated
in the prescribed template for work
d)prepare the documentations and reports
required in the curriculum and by the
immersion list of tasks/activities, and
Partner Institution.
Monitoring and Evaluation

The Work Immersion Teacher and the Work

Immersion Partner Institution Supervisor will
jointly assess the learners’ performance
following the DepEd Order No. 8, s. 2015
(Policy Guidelines on Classroom Assessment
for the K to 12 Basic Education Program).
Monitoring and Evaluation
CENTRAL OFFICE
REGIONAL OFFICE
DIVISION OFFICE
SCHOOLS
DepEd Order
8, s. 2015
1.3
 an ongoing process of

identifying, gathering, organizing and

interpreting quantitative and
qualitative information.
Theoretical
Basis
What is classroom assessment?

process of observing, collecting,

analyzing, and interpreting evidence
that can be used to draw inferences
and inform decision making.
types of classroom assessment

• FORMATIVE ASSESSMENT
• SUMMATIVE ASSESSMENT
 FORMATIVE ASSESSMENT

Includes diagnostic testing.

Range of formal and informal assessment
procedures conducted by teachers during
the learning process.

Needed in order to modify teaching and

learning activities to improve student
attainment.
 FORMATIVE ASSESSMENT

BEFORE THE LESSON - informs the

teachers about the students'
understanding.

DURING THE LESSON - assess the

development of students.

AFTER THE LESSON - assesses

whether learning objectives were
achieved.
EXAMPLES OF FORMATIVE ASSESSMENT

Clicker questions
Low-stakes group work
Weekly quizzes
1 minute reflection
writing assignments.
 SUMMATIVE ASSESSMENT

Always formally graded.

Evaluates student learning, knowledge,
proficiency, or success at the
conclusion of an instructional period.
Can be used to great effect in
conjunction and alignment with
formative assessment.
 COMPONENTS OF SUMMATIVE
ASSESSMENT

Written works (WW)

Performance Task (PT)
Quarterly Assessment (QA)
EXAMPLE OF SUMMATIVE ASSESSMENT

Standardized Test
Final Projects
Final Essay
Final Presentation
 classroom assessment

aimed at helping students perform

well in relation to the learning
standard
two kinds of learning standards

• CONTENT STANDARD
• PERFORMANCE STANDARD
CONTENT STANDARDS-
identify and set the essential knowledge
and understanding that should be learned.

PERFORMANCE STANDARDS-
describes the abilities and skills that
learners are expected to demonstrate in
relation to the 21st century skills.
CONTENT STANDARDS-

"What should the learner's know?"

PERFORMANCE STANDARDS-

"How well must the learner's do their

work?"
DepEd Order
54, s. 2009
 revised guidelines governing
parents-teachers association
(PTA) at the school level
GUIDELINES
1. General policy
2. Organization of PTAs at the school level
3. General Assembly
4. Board of Directors and Officers
5. Recognition and Monitoring of PTAs
6. Priviledged and Recognized PTAs
7. Activities
8. Financial Matters
9. Prohibited Activities and Sanctions
10. Transitory Provision
11. Repealing Clause
 GENERAL POLICY
every elementary and secondary
schools shall organize a PTA for
the purpose of providing a forum
for the discussion of issues
ORGANIZATION OF PTAs AT SCHOOL LEVEL

TEACHER - homeroom advisers, subject

teacher, non-teaching personnel.
Within 15 days from the start of the school
year the homeroom adviser and the
parents/guardians shall organize the
HOMEROOM PTA with the approval of the
school head.
 GENERAL ASSEMBLY
main deliberative, policymaking
and representative organ of the
United Nations.
 BOARD OF DIRECTORS AND
OFFICERS
corporation's governing body and
manages the corporation's
business and affairs and has the
authority to exercise all of the
corporation's power.
 RECOGNITION AND
MONITORING OF PTAs
there shall be only one PTA that
will operate in a school which
shall be recognized by the school
head upon formal notification in
writing by the elected board of
officers.
 PRIVILEGE OF RECOGNIZED PTAs
• authorized to collect voluntary contributions
from parents/guardian-members.

ACTIVITIES
• activities are prior to the consultation and
approval of the school head.
 FINANCIAL MATTERS
• collections shall be made by the PTA
• the amount collected shall be remitted
immediately to the school on the day it was
collected.
PROHIBITED ACTIVITIES AND SANCTIONS
• the PTA should also follow the rules and
regulations of thr school.
 TRANSITORY PROVISION

• existing duly recognized PTCAs and its

federations shall no longer be given recognition
effective S.Y. 2009-2010.

REPEALING CLAUSE
• all existing DepEd Memoranda, orders and
other administrative issuances of similar
nature which are inconsistent with this.
Lesson 2
2.1-2.4
SCHOOL-BASED
MANAGEMENT
DEFINED
The learners should be able to...

Discuss the school-based management

system;
Elaborate the importance of school-based
management in education; and

Prove how effective is the

implementation of SBM in schools.
 1980s

The school reform movement-

School-Based Management
 Decentralization

is the dispersion or distribution of functions

and powers, decentralization in education
means the devolution of authority from
higher to a lower level of authority
Different names in different setting of SBM

School-self management
School autonomy
Local management of schools
Site-based management

Your paragraph text

 Oswald, 1995
Lori Jo Oswald
School-Based Management(Microform)

SBM is the decentralization of

decision-making authority to the site.
 Caldwell(2004)
Brian J. Caldwell
The Self-Managing School
a system of public education as "the systematic
and consistent decentralization to the school level
of authority and responsibility to make decisions
on significant matters related to school operations
within a centrally determined framework of goals,
policies, curriculum, standards and accountabilities"
 Malen, et. al. (1990)
Betty Malen

formal alteration of governance structures, as a

form of decentralization that identifies the
individual school as the primary unit of improvement
and relies on the redistribution of decision-making
authority as the primary means through which
improvement might be stimulated and sustained
 Santibañez (2006)
Lucrecia Santibañez

a reform strategy, strong theoretical appeal

due to its participative decision-making and
autonomy wherein schools under SBM are
expected to be more efficient in the use of
resources and more responsive to local needs.

 Cromwell (2006)

Philosophy supporting site-management has its

roots in industry and business. In the last 20th
century, and industrial model touting the benefits
of empowering factory workers to change their
work roles gained widespread celebrity and
credibility.

 Peter Drucker

-laid out the idea on decentralization as early as 1940s

amidst of command and control corporation.

-favored decentralized organizations because they

create small pools in which employees gain satisfaction by
witnessing the fruits of their efforts, and nascent
leaders can make mistakes without bringing down the
business.

 School-Based Management

as decentralization strategy, engages in

delegating authority to the school instead of
the central office, a shared decision-making
model engaging various stakeholders and
facilitative rather than directive leadership.

Decentralization in three complementary ways;

Asking elected local authorities to take

charge of education in their area.

Strengthening the role of regional and

district education offices.

Increasing school autonomy in resource

management.

Your paragraph text

Variations in the degree decentralization in four
domains of school decision-makings;

Personnel management
Financial resources
Student policies
Curriculum instruction

Your paragraph text

 Barrera-Osorio, et. al. (2009)

put in a continuum SBM as regards

the degree to which decision making is
devolved in the school.
 Barrera-Osorio, et. al. (2009)

Weak SBM -reforms at one end of the

continuum in schools with limited autonomy
regarding instructional methods and planning
school improvement _ school councils serve
only as advisory role.
 Barrera-Osorio, et. al. (2009)

Strong SBM -characterized by school councils

that receive funds directly from national
government, have granted to hire and fire
teachers and have also given the responsibility
to setting curricula.

ADVANTAGES OF
SCHOOL-BASED
MANAGEMENT
Greater commitment by staff to
decisions
Greater support for how funds
are spent

Increased professional growth

Improvement in morale
Your paragraph text
The school board and public have a
better view of spending
More effective spending of limited
funds
Educational equity is maximized

“Student based” budgeting is

adaptable to vouchers and tuition
credits.
Your paragraph text
School based management sets a good
model for students.
More leadership opportunity is
provided for principals.
The school becomes more responsive to
the community.
Teachers are empowered for enhanced
student learning.
Your paragraph text
Educational concerns take highest
priority.

The educational constituency is

enlarged.

School based management means

“effective schools”.
Your paragraph text
 The Effective School Movement

-It began about 15 years ago

-They began to look for schools in which equal
proportions of low-income students and middle-
to-upper income students were achieving
mastery of the essential (basic) skills.
CORRELATES OF AN EFFECTIVE SCHOOL

Strong instructional leadership

High expectations
Instructional focus
Positive school climate
Measurement of effectiveness
Your paragraph text
Lesson
2.3 2.4
Disadvantages of School
Based
TheTh

Management
Disadvantages of School Based

Management

Are the unfavorable

circumstances that could lead
to inefficiency of the school.

The Disadvantages of School Based

Management

Preparation requires significant planning

time and effort

Extra financial assistance is needed to

finalize a recommendation

Extra time on the part of everybody is

required initially

Your paragraph text

The transition will probably involve
controversy

Labor relation may become a problem

Organizational ineffeciency can result...

There is no guarantee that things will be

better

Your paragraph text



Requirements for
Success

Success requirements are the

factors that influence whether or
not prepared to accomplish their
TheTh
current and future academic,
personal, and professional goals
through the development of
knowledge, a sense of responsibility
and self-reliance, and a connection
The Requirements for Success are:

Effective Operation within a Decentralized

Management

Clear Purpose understood and supported

by the School and Community

Effective Process for Identifying and

adopting goals aimed at better Education

Your paragraph text

Effective Decentralized Management
Structure
Clear, Published,and Understood Description
of Authorities and Responsibilities

Effective Program Planning

Effective Collection and Utilization of

Information

Your paragraph text

Effective Resource Allocation Procedures

Useful financial Accounting System

Practical Staff development

Productive Labor Relation

Your paragraph text

Effective Monitoring Program

Evaluation Program Based on Results not

Methodology

Sound Principles of Organization

High Degree of Satisfaction among

Student,and Staff.

Your paragraph text

Lesson 3
3.1-3.7
SCHOOL AS SOCIAL,
CULTURAL
AND COMMUNITY
INSTITUTION

In this lesson, challenge yourself to:

Describe the relationship between school

and community
Elaborate the importance

of school-
community relation
Prove how school as a social, cultural, and

community institution influence the teaching and

learning process
 WHAT IS SCHOOL?

“School is where you go

between when your parents
can’t take you and industry
can’t take you.”

-John Updike
 School is an institution
designed for the
teaching of students or
pupils under the
direction of teacher.
 WHAT IS COMMUNITY?

A community is composed of group

of people living in the same place
having a particular characteristic in
common.
 CHARACTERISTICS
Practicing common ownership

Particular area

Common interest

and responsibilities
Social values

Attitude and interest

 RELATIONSHIP
BETWEEN SCHOOL
AND COMMUNITY
Community is a part of the society and
education is counterpart of both.

School is the social institute where consciously

designed learning experience are provided with
the objectives of achieving social aim at large,
over a period of time.

Community is a part of the society and

education is counterpart of both.

School is the social institute where consciously

designed learning experience are provided with
the objectives of achieving social aim at large,
over a period of time.

 IMPACT OF PARTNERSHIP
Upgraded school facilities

Improved school leadership and staffing

programs for
Higher quality learning
students
New resources and
programs to improved

teaching and curriculum

Resources for after-school programs and

family supports.
 Main Group and Agents involve in the Dynamics
of Relationship between School and Community

1.School administration
2.Teachers

3.Non-teaching

staff
4.Students and parents

5.Governing bodies and School Board

SCHOOL AS A
SOCIAL
INSTITUTION
School is an established sets of norms and
subsystem that support each society’s
survival.
School is the most important social institution.

School has identifiable structure and set

of functions.
School is the place
where child learn
interacting and communication skills.
SCHOOL AS A
CULTURAL
INSTITUTION
TRANSMIT THE CULTURE

School is an institution by which society

through school colleges,universities,and
other institutions deliberately transmit its
culture heritage,its accumulated
knowledge,values and skills from one
generation to another.

CULTURE DEVELOPMENT

School is an agent for culture development.

School better prepare individual for life in

a society that is being enriched by
different culture.

 Education needs freedom of

expression, freedom of participation,
knowledge and culture creativity.

 PRESERVE THE CULTURE

A society established school to

preserve and transmit its culture
to the coming generations.

Social values are ideas

which help an individual to
distinguish a particular
object or behavior if its is
desirable or undesirable.
Roles of the School
in the Community
 Represents the future
Transforms our children
The strength of the society
Development agent for the community
Daily bread that feeds our kids
brain and a pride for their future
 Shines the community
Makes our children dream differently
Hopes for us and our children
Educating people who solve the problems of
the country and the community
A treasure that was hidden somewhere
and this community is the one who found it
Effect of a School
on Communities
Schools have a deep impact on the
community. Parents' school choice
and decisions are influenced by the
groups or organizations to which
they belong
Upgraded school facilities
Improved school leadership and staffing
Higher quality learning programs for students
New resources and programs to improve
teaching and curriculum
Resources for after-school programs and family
supports
Increased social and political capital of
participants
 Effects of
Communities on a
School
An effective method of promoting
education and ensuring school
support is involving the community
in school activities.
 By inviting community members to join in
school festivities, the school administration
can improve the overall satisfaction of the
student body, increase the effectiveness of
the education and raise the likelihood that
the school will continue to be supported by
the community.
To prepare and educate the children for a change

Cooperation and collaboration between school and

community
Family and school together

Community aspirations and ideals in life

Process of community living

Mirror of the feelings, attitude, values and mode of

behaviors of community
Properly perform this duty in the best
interest of the community
Schools and communities should work together
Naturally depended on each other

Effective development of personality of the

child
Miniature /small communities