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STUDY GUIDE FOR MODULE NO. 3

Unit 3 - The Teacher and the Community

MODULE OVERVIEW

The Teacher and the Community

Teachers are perhaps the most essential members of our society. They give children purpose, set
them up for success as citizens of our world, and inspire in them a drive to do well and succeed in life. The
children of today are the leaders of tomorrow, the backbones of the future and teachers are that critical point
that makes a child ready for their future. As future educators you have the power to shape leaders of the
future in the best way for society to build positive and inspired future generations and therefore design
society, both on a local and global scale. Educators have the most important job in the world. Those who
have an impact on the children of society have the power to change lives. Not just for those children
themselves, but for the lives of all. This module identifies the various stakeholders as integral environmental
resource of the wider school community, it presents sociological considerations affecting the learning
environment in relation to the external environment and it also reflect on laws and regulations that apply to
teachers specially as specified in the Code of Ethics for Professional Teachers.

MODULE LEARNING OBJECTIVES

At the end of this module, pre- service teachers should be able to:

1. Identify the stakeholders as integral environmental resource of the wider school community;
2. discuss the sociological considerations affecting the learning environment and the wider school
community in relation to the external environment and other factors;
3. reflect on laws and regulations that apply to teachers in the context of the community; and
4. demonstrate understanding of the teachers’ responsibilities to the state and the community as specified
in the Code of Ethics for Professional Teachers.

LEARNING CONTENTS: External Environments and Accountability of Schools

A. External Environments and Accountability of Schools

The External Environment

All outside factors that may affect a school make up the external environment. The external
environment is divided into two parts:
 Directly interactive: This environment has an immediate and firsthand impact upon the school. This
includes teachers, administrators, learners, community, stakeholders, etc.
 Indirectly interactive: This environment has a secondary and more distant effect upon the school. This
includes, pertinent laws, codes, and statuettes related to the education and school’s operation.

To succeed and thrive, schools must adapt, exploit, and fit with the forces in their external environments.
Organizations such as “Schools” are groups of people deliberately formed together to serve a purpose through
structured and coordinated goals and plans. As such, schools operate in different external environments and
are organized and structured internally to meet both external and internal demands and opportunities.

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While the type, size, scope, location, purpose, and mission of an organization all help determine the
external environment in which it operates, it still must meet the requirements and contingencies of that
environment to survive and prosper. 

The Environment-Structure Fit

Change the Structure to fit the Environment
— If the environment is stable, a mechanistic structure is an effective accommodation.
— If the environment is unstable, then an organic structure is the better fit.
— If the environment is stable and the organizational structure is organic, a dysfunctional flexibility
emerges.
— If the environment is unstable and the structure is mechanistic, a dysfunctional rigidity is produced.

1. Resource-Dependence Perspective

Resource dependency theory is based on the principle that an organization, such as a school, must
engage in transactions with other actors and organizations in its environment in order to acquire resources.
Although such transactions may be advantageous, they may also create dependencies that are not.
Resources that the school needs may be scarce, not always readily obtainable, or under the control of
uncooperative organizations. The resulting unequal exchanges generate differences in power, authority,
and access to further resources. 

Resource-dependence characteristics

 Dependence is characterized as the extent of the need for resource and its availability.
 It is directly related to the need for resources controlled by other organizations/stakeholders.
 If organizations are unable to generate resources internally, they must enter into external exchanges
which may consume vital resources and/or demand changes from the organization. (Pfeffer,1982, 997).

 General Environmental Resources, Availability of Resources and Dependence

The general environmental resource lies in the school environment which refers to factors with in
the school that influence the teaching-learning process. The school environment includes classrooms,
library, technical workshops, teachers’ quality, teacher’s methods, peers, among other variables that
can affect the teaching-learning process. The extent to which pupils learn could be enhanced
depending on what the school environment provides to the learners and the teacher.
It is believed that a well-planned school will gear up expected outcomes of education that will
facilitate good social political and economic emancipation, effective teaching-learning process and
academic performance of pupils.

2. Administering Resource Environments

Schools’ Environmental resource management is the management of the interaction and impact

of community on the school environment. It is not, as the phrase might suggest, the management of the
school environment itself.

Characteristics of a Good School Environment

1. A Clear and Shared focus
Everybody knows where they are going and why. The focus is on achieving a shared vision, and all
understand their role in achieving the vision. The focus and vision are developed from common beliefs
and values creating a consistent direction for all involved.

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2. High Standards and Expectations for all students

Teachers and staff believe that all students can learn and meet high standards. While recognizing that
some students must overcome significant barriers, these obstacles are not seen as impossible to
achieve. Students are offered an ambitious and rigorous course of study.

3. Effective School Leadership

Effective instructional and administrative leadership is required to implement change processes.
Effective leaders are proactive and seek help that is needed. They nurture an instructional program and
school culture to learning and professional growth. Effective leaders have different styles and roles –
teachers and other staff often have a leadership role.

4. High Levels of Collaboration and Communication

There is a strong teamwork among all staff across all grades and subject areas. Everybody is involved
and connected to each other; including parents and members of the community, to identify problems
and work on solutions.

5. Curriculum, Instruction, and Assessments aligned to the State Standards

The planned and actual curricula are aligned with the essential academic learning requirements.
Research-based teaching strategies and materials are used. Staffs understand the role of classroom
and state assessments, what the assessment measures, and how student work is evaluated.

6. Frequent Monitoring of Learning and Teaching

A steady cycle of different assessments identifies students who need help. More support and
instructional time are provided, either during the school day or outside normal school hours, to students
who need more help. Teaching is adjusted based or frequent monitoring of student progress and
needs. Assessment results are used to focus and improve instructional programs.

7. Focused Professional Development

A strong emphasis is placed on training staff in areas of most need. Feedback from learning and
teaching focuses extensive and ongoing professional development. The support is also aligned with the
school or district vision and objectives.

8. Supportive Learning Environment

The school has a safe, civil, healthy, and intellectually stimulating learning environment. Students feel
respected and connected with the staff and are engaged in learning. Instruction is personalized and
small learning environments increase students contact with teachers.

9. High Level of Family and Community Involvement

There is a sense that all has a responsibility to educate students, not just teachers and staffs in
schools. Families, as well as businesses, social service agencies, and community colleges and
universities all play a vital role in this effort.

Schools Accountability

One of the most prominent issues in education policy today, accountability is a key element in the
success of education improvement systems. Literally the process by which students, teachers, and
administrators give an account of their progress, accountability is a means by which policy makers at the DepEd
—and parents and taxpayers—monitor the performance of students and schools. Accountability systems

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include a range of mechanisms, from simply requiring schools to report on progress to the DepEd and the
public, to placing consequences—rewards for high performance and sanctions for poor performance—on the
results of performance measures.

Accountability plans generally include three components:

 Standards to identify the subject matter knowledge and skills to be learned.
 Tests aligned with the standards.
 Consequences of differing levels of goal attainment.

Accountability and Reform (W. K. Hoy © 2003, 2008. 2011)

The drive for accountability is based on three underlying principles:

 Schools should be held accountable for higher standards of performance.
 Schools should be provided with assistance to build their capacities for delivering improved education.
 Schools must increase the quality and quantity of their performance outcomes, especially student
achievement.
LEARNING CONTENT: Adapting to External Environment

B. Adapting to External Environment

Factors outside the school or organization are the elements of the external environment. The school
has no control over how the external environment elements. The external environment embraces all general
environmental factors and school’s specific-related factors. The general environmental factors include those
factors that are common in nature and generally affect the school. Enumerated below are external environment
that shapes the school.

1. National Standards and Frameworks

The National Framework for Professional Standards for teaching provides the basis for agreement on and
consistency around what constitutes quality teaching facilitates the articulation of the knowledge,
understanding, skills and values for effective teaching through development of standards at the local level.
Standards set clear performance expectations for students, helping them understand what they need to do to
meet the standards. Standards lead to improved student performance and promote more challenging,
equitable, and rewarding experiences for all learners.

National standards and framework calls for the creation of new structures and professional bodies through
which policy makers and the profession can meet on equal terms and exercise their joint responsibility for
standards in teaching. The nature and content of teaching standards vary according to their purpose. When we
say national standards, these are created by a variety of national organizations. These are voluntary and
students are not held accountable to them. But when we say national frameworks, these are part of the national
preparedness system. They describe how the whole community can work together to achieve the national
preparedness goal. Additional to the national framework, the national preparedness goal is to secure and
resilient nation with the capabilities required across the whole community to prevent, protect against, mitigate,
respond to, and recover from the threats and hazards that pose the greatest risk.

What is the Philippine Qualifications Framework (PQF)?

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The PQF describes the levels of educational qualifications and sets the standards for qualification
outcomes. It is a quality assured national system for the development, recognition and award of qualifications
based on standards of knowledge, skills and values acquired in different ways and methods by learners and
workers of the country.

Qualifications 

It refers to the formal certification that a person has successfully achieved specific learning outcomes
relevant to the identified academic, industry or community requirements.  A Qualification confers official
recognition of value in the labor market and in further education and training. 

Objectives:

(a) To adopt national standards and levels of learning outcomes of education;

(b) To support the development and maintenance of pathways and equivalencies that enable access to
qualifications and to assist individuals to move easily and readily between the different education and training
sectors and between these sectors and the labor market; and
(c) To align domestic qualification standards with the international qualifications framework thereby enhancing
recognition of the value and comparability of Philippine qualifications and supporting the mobility of Filipino
students and workers.

The Philippine Qualifications Framework - It is a collaborative program by the Department of Education

(DepEd), Technical Education and Skills Development Authority (TESDA), Commission on Higher Education
(CHED) , Professional Regulation Commission (PRC) and Department of Labor and Employment (DOLE).

The ASEAN Qualifications Reference Framework (AQRF)

The ASEAN Charter, which was signed by the ten ASEAN Leaders in Singapore on 20 November 2007,
provides the basis for an ASEAN Qualifications Reference Framework (AQRF). The Charter aims to: “create a
single market and production base which is stable, prosperous, highly competitive and economically integrated
with effective facilitation for trade and investment in which there is free flow of goods, services and investment;
facilitated movement of business persons, professionals, talents and labor; and free flow of capital” and
“develop human resources through closer cooperation in education and life-long learning and in science and
technology, for the empowerment of the peoples of ASEAN and for the strengthening of the ASEAN
Community”

Purpose The purpose of the AQRF is to enable comparisons of qualifications across ASEAN Member States
(AMS) that will:

• Support recognition of qualifications

• Encourage the development of qualifications frameworks that can facilitate lifelong learning
• Encourage the development of national approaches to validating learning gained outside formal education
• Promote and encourage education and learner mobility
• Promote worker mobility
• Lead to better understanding of qualifications systems
• Promote higher quality qualifications systems

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The AQRF will support and enhance each ASEAN Member State’s national qualifications framework or
qualifications system while providing a mechanism to facilitate comparison, transparency and higher quality
qualifications systems. This is achieved through:

• A process of peer learning across AMS, for example in design and operation of qualifications systems
• A better understanding of a Member State’s national qualifications system, for example by making it clearer
to those in other AMS • Applying quality processes used in other AMS

2. Internationalization

Internationalization of higher education is described as 'the process of integrating an international,

intercultural and global dimension into the goals, teaching/learning, research and service functions of a
university or higher education system' . Internationalization emphasizes the relationship between and among
nations, people, cultures, institutions, systems while globalization stresses the concept of worldwide flow of
economy, ideas, culture, etc.

Internationalization is a process of change which is tailored to meet the individual needs and interests of
each higher education entity. Consequently, there is no 'one size fits all' model of internationalization. Adopting
a set of objectives and strategies which are 'in vogue' and for 'branding' purposes only negates the principle that
each program, institution, or country needs to determine its individual approach to internationalization based on
its own clearly articulated rationales, goals and expected outcomes. This recognizes that the internationalization
process is driven by an assessment of individual needs and priorities and that a 'formulaic' or latest fad
approach is not appropriate, beneficial or sustainable. This truth can also present challenges. For example,
what if an institution or county sees internationalization of higher education as a tool for economic gain or
political advantage? This is an example where the academic purposes and values of cooperation, mutual
benefit and partnership need to be emphasized.

After several decades of intense development internationalization has grown in scope, scale and
importance. There is no question that it has transformed the world of higher education, but internationalization
has also undergone fundamental changes itself. The key question is whether the changes have been for better
or worse? For instance, twenty-five years ago could anyone has imagined that international student mobility in
2014 would be big business and more closely aligned to the recruitment of brains for national innovation
agendas than helping developing countries build human capacity. Recent national and worldwide surveys of
university internationalization priorities and rationales show that establishing an international profile or global
standing is becoming more important that reaching international standards of excellence. Capacity building
through international cooperation projects is being replaced by status building initiatives to gain world class
recognition and higher rankings. Awarding two degrees from institutions located in different countries based on
the workload for one diploma is being promoted through some rather dubious double degree programs. And all
of this is in the name of internationalization?

At the same time, there are countless examples of positive initiatives which illustrate how collaborative
scholarship, cross-border education exchange, and campus-based internationalization strategies contribute to
the development of individuals, institutions, nations, and the world at large. The benefits of internationalization
are many and varied, so are potential risks and unintended consequences.

Quality issues and challenges related to internationalization.

It is forecasted that by 2025 the demand for international education will grow to 7.2 million students- a
quantum leap from 1.2 million students in 2000. Some, but certainly not all of this demand, will be met by
student mobility. Consequently, the number of new providers are delivering programs to students in their home
countries is accelerating at an unprecedented rate. It is no longer just students, faculty, and researchers who

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are internationally mobile - -academic programs are being delivered across borders and branch campuses are
being established in developing and developed countries around the world.

While, these new developments are intended to increase access to higher education and meet the
appetite for foreign credentials and employment, there are serious issues related to the quality of the academic
offer, the integrity of the new types of providers, and the recognition of credentials. The increase in the number
of foreign degree mills (selling 'parchment' only degrees) and accreditation mills (selling bogus accreditations
for programs or institutions), and rogue for-profit providers (not recognized by national authorities) are realities
that face students, parents, employers, and the academic community. Who would have guessed two decades
ago that international education would be struggling to deal with fake degrees and accreditations; academic
credentials that are earned but not recognized; and non-regulated 'fly by night' institutions? Of course, it is
equally important to acknowledge innovative developments by bona fide new providers and universities who are
delivering high quality programs and legitimate degrees through new types of arrangements and partnerships
(franchise, twinning, branch campus). The perpetual issue of balancing cost, quality and access significantly
challenges the benefits and risks of cross-border education.

Regional institutional agreements and networks 

It if is often believed that the greater number of international agreements or network memberships a
university has the more prestigious and attractive it is to other institutions and students. But practice shows that
most institutions cannot manage or even benefit from a hundred plus agreements. To maintain active and
fruitful relationships requires a major investment of human and financial resources from individual faculty
members, departments and international offices. Thus the long list of international partners often reflects paper
based agreements not productive partnerships. Quantity is perceived as more important than quality and the
international agreements list is more of a status symbol than a record of functional academic collaborations. A
more recent trend is the paring down of the number of agreements to ten or twenty institution-wide priority
partnerships. This can lead to more comprehensive and sustainable relationships but also to a sense of
disgruntlement among faculty members and researchers about a top down approach to international
collaboration and the curtailment of individual international research or curricular interests.

Academic mobility

The expansion of academic mobility schemes is a hallmark of internationalization today. Twenty five
years ago, could anyone have anticipated that international academic mobility for students, as well as scholars
and professors, would have the potential to grow into a highly competitive multi-million dollar international
recruitment business. Several countries are investing in major marketing campaigns to attract the best and
brightest talent to study and work in their institutions in order to supply the 'brain power' for innovation and
research agendas . The complexities and challenges related to academic and profession mobility should not be
underestimated. Nor should the potential benefits. But, it is impossible to ignore the latest race for attracting
international students and academics for 'brain power' and for 'income generation'. The original goal of helping
developing country students to complete a degree in another country and then return home to contribute to
national development is fading fast as nations compete in the 21st century brain race.
It is impossible to gaze into a crystal ball to forecast the future, but if the experiences of the last decade are
harbingers of the future it is likely that the competition for the brightest of students and scholars will only
increase bringing with it benefits for some countries and higher education institutions and losses for others.
Perhaps technology and social networking will bring new opportunities for brain sharing that will mitigate the
overall effect of winners and losers, but the current obsession with global rankings and the economic
competitiveness agenda suggest otherwise. For better or worse, the great brain race through student mobility is
likely to be in active mode for a while.

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A recent trend has been the establishment of collaborative programs between institutions in different
countries that lead to double (or multiple degrees) and in some cases joint degrees -although the latter face
steep legal constraints.

Joint programs are intended to provide a rich international and comparative academic experience for
students and to improve their opportunities for employment. But, with all new ideas, come questionable
adaptations and unintended consequences. For instance, in some cases, double degrees can be nothing more
than double counting one set of course credits. Situations exist where two/three credentials (one from each
participating institution) are conferred for little more than the work load required for one degree. While it may be
very attractive for students (and potential employees) to have two degrees from institutions in two different
countries, the situation can be described as the thin edge of academic fraud if course requirements for two full
degrees are not completed or differentiated learning outcomes not achieved . It is important to point out that
there are many excellent and innovative joint and double degree programs being offered, but one of the
unanticipated consequences is the potential misuse or abuse of degree granting and recognition protocols.

The impact of new forms of international academic mobility on the recognition and promotion of
indigenous and diverse cultures is a subject that evokes strong positions and sentiments. Many believe that
modern information and communication technologies and the movement of people, ideas, and cultures across
national boundaries presents new opportunities to promote one's culture to other countries and to enhance the
fusion and hybridization of cultures. An important benefit is a greater understanding of cultural diversity and
hopefully stronger intercultural appreciation and communications skills. Others contend that these same forces
are eroding national cultural identities and that, instead of creating new hybrid cultures, indigenous cultures are
being homogenized which in most cases means Westernized. Because education has traditionally been seen
as a vehicle of acculturation, these arguments focus on the specifics of curriculum content, language of
instruction (particularly the increase in English) and the teaching/learning process in international education.

MOOCs 

It is still too soon to say what the impact of MOOCs on international higher education. In general,
MOOCs have a powerful role to play in broadening access to non-formal learning opportunities which is an
underdeveloped area of international higher education. However, the question looms large as to how long it will
be before the majority of MOOCs will offer formal credentials accredited by the providing institution or a third
party. Far into the future, the crystal ball presents a faint and very fuzzy picture of students customizing their
own menu of programs by combining courses offered by local, regional and international public and private
providers; through face to face, distance and a combination of the two – all of which will be accredited by
different agencies with a final qualification being offered by a local or TNE provider. MOOCs may eventually be
seen as a stimulus for this scenario! Who knows?

Universities rankings 

There is no question that international and regional rankings of universities have become more popular
and problematic in the last five years. The heated debate about their validity, reliability and value continues. But
at the same time, university presidents state that a measurable outcome of internationalization is the
achievement of a specific position in one or more of the global league tables. But it is an incorrect assumption
that the purpose of a university's internationalization efforts is to improve global brand or standing. This
confuses an international marketing campaign with an internationalization plan. The former is a promotion and
branding exercise; the latter is a strategy to integrate an international, intercultural and global dimension into the
goals and teaching, research, and service functions of a university. The objectives, anticipated outcomes and
investment in a global branding initiative are different from those required for academic internationalization. It is
a myth that an international marketing scheme is the equivalent of an internationalization plan. This does not

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deny the fact, that a strategic and successful internationalization agenda can lead to more international visibility,
but recognition is not the goal- it is a by-product.

Internationalization vs. regional characteristics and connection with the local community 

Internationalization acknowledges and builds on local, national and regional priorities, policies and
practices. Internationalization is intended to complement, harmonize, and extend the local dimension, not
dominate it. If this fundamental truth is not respected there is a strong possibility of back lash and for
internationalization to be seen as a homogenizing or hegemonic agent. Honoring and building on local culture
and context is a fundamental tenet of internationalization.  

3. Globalization

Historical Background

Globalization – described as a structural phenomenon of increasing interdependence among various

parts of the world, for which the effects of an action feel at a distance has produced a variety of economic,
cultural, and social changes that have shaped the world over the past 50 years. Without doubt this process was
favored by development and pervasiveness of digital technologies that make the communications faster and the
information more easily sharable. Globalization has had a relevant impact also in the educational field: the
convergence of models of educational organizations, the internationalization of key competencies definition and
the diffusion of large-scale assessment of student's performance (PISA-OECD), are only a few of more relevant
aspects of this process.

Globalization and education are highly interrelated from a historical view. At the most basic level,
historical processes that many identify as essential precursors to political-economic globalization during the late
modern colonial and imperialist eras influenced the development and rise of mass education. Thus, what we
commonly see around the world today as education, mass schooling of children, could be regarded as a first
instance of globalization’s impact on education, as in many non-Western contexts traditional education had
been conceived as small-scale, local community-based, and as vocational or apprenticeship education, and/or
religious training.

Positive and negative impacts globalization in education has led to.

1. Globalization has radically transformed the world in every aspect. But it has especially transformed the
world economy which has become increasingly inter-connected and inter-dependent. But it also made
the world economy increasingly competitive and more knowledge based, especially in the developed
western countries
2. Global education interconnects methods of teaching from worldwide systems to encourage the
international development of environmental sustainability, as well as contribution toward fortifying global
industries. These educational initiatives prioritize global access to school from the primary to the
university levels, instigating learning experiences that prepare students for multinational leadership roles.
3. As education serves as foundational to global stability, the development of multicultural awareness from
an early age may integrate ideologies sourced from various societies in order to arrive at well-balanced
conclusions regarding issues that surround the world as a whole. Globalization and education then come
to affect one another through mutual goals of preparing young people for successful futures during which
their nations will grow increasingly connected.
4. With globalization some of the challenges for knowledge, education and learning will provide today’s
learners the ability to be more familiar and comfortable with abstract concepts and uncertain situations.

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5. Information society and global economy requires a holistic understanding of systems thinking, including
the world system and business eco-system. Globalization uses a holistic approach to the problems. The
interdisciplinary research approaches are seen as critical to achieving a more comprehensive
understanding the complex reality currently facing the world system.
6. It enhances the student’s ability to manipulate symbols. Highly productive employment in today’s
economy will require the learner to constantly manipulate symbols, such as political, legal and business
terms, and digital money.
7. Globalization enhances the student’s ability to acquire and utilize knowledge. Globalization enhances the
ability of learners to access, assess, adopt, and apply knowledge, to think independently to exercise
appropriate judgment and to collaborate with others to make sense of new situations.
8. Globalization produces an increased quantity of scientifically and technically trained persons. The
emerging economy is based on knowledge as a key factor of production and the industries demand the
employees remain highly trained in science and technology.
9. It encourages students to work in teams. To be able to work closely in teams is the need for employees.
Working in teams requires students to develop skills in-group dynamics, compromise, debate,
persuasion, organization, and leadership and management skills.
10. Globalization breaks the boundaries of space and time. Using advanced information and
communications technologies, a new system of knowledge, education and learning should apply a wide
range of synchronous and asynchronous activities that aid teacher and student in breaking boundaries
of space and time.
11. Globalization meets the knowledge, education and learning challenges and opportunities of the
Information Age. Knowledge based businesses often complain that graduates lack the capacity to learn
new skills and assimilate new knowledge. Globalization makes it easier for businesses.
12. Globalization creates and supports information technologists, policy makers, and practitioners for the
purpose of rethinking education and supports mechanisms for the exchange of ideas and experiences in
the use of educational technologies.
13. Globalization encourages explorations, experimentation to push the frontiers of the potential of
information technologies and communications for more effective learning.
14. Global sharing of knowledge, skills, and intellectual assets that are necessary to multiple developments
at different levels.
15. Mutual support, supplement and benefit to produce synergy for various developments of countries,
communities and individuals.
16. Creating values and enhancing efficiency through the above global sharing and mutual support to
serving local needs and growth.
17. Promoting international understanding, collaboration, harmony, and acceptance to cultural diversity
across countries and regions.
18. Facilitating communications, interactions, and encouraging multi-cultural contributions at different levels
among countries.
19. The potential fallback of globalization in education can be the increased technological gaps and digital
divides between advanced countries and less developed countries.
20. Globalization in education may end up creating more legitimate opportunities for a few advanced
countries for a new form of colonization of developing countries.
LEARNING ACTIVITY 1:

Assignment 1 – Questions to ponder on.

I. Answer the following questions.

1. What is your own understanding of Internationalization in Education? Globalization in Education?
2. What are the changes and challenges brought by Internationalization and Globalization in your
school? In your community?

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3. How can education address the demands, issues, and challenges brought by globalization in the
society?

LEARNING CONTENT: The Teacher and the Community

C. The Teacher and the Community

 The Why and How of School and Community Partnership

When schools and community organizations work together to support learning, everyone benefits.
Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved
program quality, more efficient use of resources, and better alignment of goals and curricula (Harvard Family
Research Project, 2010).
First and foremost, learning partnerships can support student outcomes (see, for example, Little,
Wimer, & Weiss, 2008). For example, the Massachusetts Afterschool Research Study found that afterschool
programs with stronger relationships with school teachers and principals were more successful at improving
students’ homework completion, homework effort, positive behavior, and initiative. This may be because
positive relationships with schools can foster high quality, engaging, and challenging activities, along with
promoting staff engagement (Miller, 2005).

In addition to supporting student learning directly, partnerships can have additional benefits to students and
their families. They can
 provide continuity of services across the day and year, easing school transitions and promoting
improved attendance in after school programs;
 facilitate access to a range of learning opportunities and developmental supports, providing
opportunities for students and teachers alike to experiment with new approaches to teaching and
learning;
 facilitate information sharing about specific students to best support individual learning; and
 provide family members with alternative entry points into the school day to support their student’s
learning.

Learning partnerships can also greatly benefit schools. They can
 complement the academic curriculum with a wider range of services and activities, particularly
enrichment and arts activities that may not available during the school day;
 support transitions across the school years, particularly the critical middle to high school transition,
which research indicates is a key predictor of high school graduation (Neild, Balfanz, & Herzog, 2007);
 reinforce concepts taught in school without replicating the school day, often exposing classroom
teachers working in the after school program to new pedagogies;
 improve school culture and community image through exhibitions and performances that help “shine
the light” on students whose talents may not be apparent in the classroom; and
 gain access to mentors, afterschool staff, and other resources to support in‐school learning and
improve the teaching and learning in the classroom itself.

Finally, learning partnerships with schools can strengthen and support community partners. They can
 help gain access to and recruit groups of students most in need of support services;
 improve program quality and staff engagement, particularly when there is crossover between school
and community organization staff;
 foster better alignment of programming to support a shared vision for learning, one which aligns
curriculum to support state and local standards; and
 maximize resource use such as facilities, staff, data, and curriculum.

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 The Teacher’s Ethical and Professional Behavior

Code of Ethics for Professional Teachers, Article III.

The very title of this Unit indicates that teachers are expected to be part of the community. To be part of
the community, means to participate in the life of that community. What is that community referred to here? The
8 Sections of Article III of the Code of Ethics refers to the community within the school and the community
outside the school, How can teachers be a part of the community? The various Sections of Article III give more
details.

Teacher as Facilitator of Learning

Article III, Section 1 states that the teacher is a facilitator of learning and the development of the youth.
therefore shall render the best service by providing an environment conducive for such learning and growth .
Facilitator comes from the word “facilitate” which means to make something easy or easier. You as, the
professional teacher, facilitate learning or make learning easier. Learning is a difficult task and is made easier
when you make dry lesson interesting, exciting and enjoyable. As a professional teacher, you make learning
easier when you simplify the complex and concretize the abstract. This is what is ethical for every professional
teacher like you ought to do. This you can do after four long years of academic preparation. What happens
sometimes, however, is teachers complicate the simple and teaches only at the abstract level. To facilitate
learning, a conducive learning environment is necessary. It has been proven that learners learn best in a
pleasant environment. A pleasant environment is where the learners can be themselves because teachers are
caring. No need to put best self forward because teachers and classmates truly care and take you for who you
are. All forms of bullying have no place in a conducive learning environment. A conducive learning environment
makes learners believe they can do the work and they feel accepted. A favorable learning climate is not
competitive where everyone is tense. The teacher who believes that “ Every child deserves a champion, an
adult who will never give up on them, who understands the power of connection and insists they become the
best they can possibly be’” like Teacher Rita Pierson in TED Talk is a facilitator of learning. ‘

Teacher Leadership and Initiative for Community Participation

Section 2 refers to the “leadership and initiative of the professional teacher to participate in community
movements for moral, social, economic and civic betterment of the community. ” As professional teachers you
do not live in an ivory tower, meaning you are not supposed to be removed nor aloof from community life.
Schools are at the heart of communities and you as professional teachers are expected to be in the world and
to be in the world with others and for others (borrowing the words of Heidegger ).
The words in Section 2 of Article III are “provide leadership and initiative...” This implies that as a
professional teacher you have not to wait for community to ask for help. Section 6 further explicitates how you
can show your professional leadership, to wit: “Every teacher is an intellectual leader in the community,
especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to
extend counseling services, as appropriate, and to be actively involved in matters affecting the welfare of
people.”
You do not just welcome the opportunity to lead. Section 2, states that you, the professional teacher
ought to take the initiative to offer your help for the improvement of the community . Many a time, you can be a
guidance counselor, a prayer leader, commentator or reader in religious celebrations, fiesta coordinator, judge
in or coach for a contest, financial adviser, a nurse, a doctor, commentator, prayer rolled into one.
Providing leadership and initiative also means working with the community. This means getting the
parents and other members of the community participate in school activities. Teachers, as they participate in

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community affairs prove that they “are the most responsible and most important members of society because
their professional efforts affect the fate of the earth.”

Professional Teacher with Honor and Dignity

Section 3 states: “Every teacher shall merit reasonable social recognition for which purpose he shall
behave with honor and dignity at all times and’ refrain from such activities as gambling, smoking, drunkenness,
and other excesses much less illicit relations.” Obviously, if as a professional teacher, you are an inveterate
gambler, Chain smoker and alcoholic or if it is common knowledge that you are engaged in an illicit relationship,
how can you have moral authority? Who will listen to you when you advise your class not to smoke, not to drink
alcoholic drinks, not to gamble, etc? Your audience will say “Look, who is talking!” It is a matter of “do what I say
not what I do Society expects so much of teachers that when they fail to y live up to the challenge to behave or
model good behavior, they an “condemned without trial!” It is no wonder why many are afraid to answer the call
to teach. Society seems to expect much more professional teachers than from any other professional and so
look a teachers with scrutinizing eyes. The quotation states “The influence of a good teacher can never be
erased” but the influence of a dishonorable teacher is as lasting.”

Teacher’s Attitude Toward Local Customs and Traditions

Section 4 expects every teacher to live for and with the community and shall, therefore study and
understand local customs and traditions in order to have a sympathetic attitude, therefore, refrain from
disparaging the community.” The professional teacher is neither ethnocentric nor xenocentric. He/she is not
ethnocentric and so does not look down on community’s culture because of the thought that his/her culture is
superior to the culture of the community. Neither is he/she xenocentric and so looks at his/her culture as inferior
in to other community’s culture.
Fortunate and happy is the community that has teachers who live with them, exert effort to understand
their local customs and traditions and consequently appreciate the same. This author sees no culture as
perfect. Every culture including hers has its positive and negative aspects. What we need to pass on are the
positive aspects of the culture. We need to purify, however, the negative aspects with teacher pointing them out
tactfully and sincerely.

The Professional Teacher and Information Update

Section 5 states that the teacher “shall help the school inform the community about the school’s work,
accomplishments, need and problems. Community here refers to internal as well as external stakeholders.
Internal stakeholders include the students, the parents of the students and the teachers. The external
stakeholders are the other parents in the community without children enrolled in school, barangay officials and
other government officials, non-government organizations, government organizations, alumni /alumnae and
retirees. Why do these stakeholders have to be informed? The school is there for the community and so the
community has the right to be informed about its activities, accomplishments, needs and problems, informing
them about the school’s projects, needs and problems give them a sense of ownership. Having a sense of
ownership, these stakeholders will participate more actively in the resolution of school’s problems and needs.

The Parents-Teachers Association

We have Parents’ and Teachers’ Associations (PTA) in place in every school. Some private schools
call it Home School Association or Family Advisory Council. This is for internal stakeholders only. A PTA is an
association of teachers and parents with children who are enrolled in a school. It is a forum for discussions on
school problems and how they can be solved.

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The School Governing Council

Other than the PTA is the School Governing Council. The SGC has different membership and
functions. A School Governing Council as a policy-making body has the school head as Chief Executive Officer,
Manager and Chief Operations Officer. The formation of SGC in every school is a proof of school head sharing
his/her leadership with members of the community.
It determines general policies on student welfare, discipline, wellbeing; it is concerned with the
development and implementation, monitoring and evaluation of the School Improvement Plan (SIP), and
reporting of the progress of the SIP implementation to the Schools. Division Superintendent and the community.
In addition to PTAs are the School Governing Council in every public school. This School Governing
Council shares in the management of the school with School Head as Chair. This School Council is another
opportunity for communities to participate in school activities.

The Professional Teacher and Government Officials and Other Professionals

Section 7 states: “Every teacher shall maintain harmonious and pleasant personal and official relations
with other professionals, with government officials and with the people individually or collectively.” As a
professional teacher, you cannot afford not to be in pleasant relations with others especially those with whom
you work with like other professional teachers. It is always best to be in good terms with everyone else in the
community.

Desiderata gives this advice: “As far as possible, without surrender, be on good terms with all persons.
speak your truth quietly and clearly; and listen to others, even the dull and the ignorant they too have their
story.”

The Professional Teacher Does not Use Position to Proselyte

Finally, Section 8, says: “A teacher possesses freedom to attend church and worship as appropriate,
but shall not use his position and influence to proselyte others.” To be in a position means to have power or
influence for a purpose, i.e. for you to use that position to perform your job as a professional teacher. It is highly
unprofessional for a teacher like you to use your position of influence to proselyte. Besides freedom of religion
is guaranteed by the 1987 Philippine Constitution. “No law shall be made respecting an establishment of
religion or prohibiting the free exercise thereof. The free exercise and enjoyment of religious profession and
worship, without discrimination or preference, shall forever be allowed.” (Article II, Section 6).

D. The Teacher and the State (Article 2, Code of Ethics)

Section 1. The schools are the nurseries of the future citizens of the state: each teacher is a trustee of the
cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as
well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the
constitution and for all duly constituted authorities, and promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carryout the declared policies of the state, and
shall take an oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his own. every teacher shall be
physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.

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Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and
shall not. directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material
from any person or entity for such purposes

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.

Section 7. A teacher shall not use his position or facial authority or influence to coerce any other person to
follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of
his researches and investigations: provided that, if the results are inimical to the declared policies of the State,
they shall be brought to the proper authorities for appropriate remedial action.

LEARNING ACTIVITY 2:

Assignment 2 – Questions to ponder on.

1. The Bible says: “You are the salt of the earth. Thus if the salt loses its saltiness, how can it be made salty
again? It is no longer good for anything, except to be thrown out and trampled underfoot. You are the light of
the world. A town built on a hill cannot be hidden. Neither do people light a lamp and put it under a bowl.
Instead they put it on its stand, and it gives light to everyone in the house. In the same way, let your light
shine before others, that they may see your good deeds and glorify your father in heaven. (Matthew 5:13-16)
 Based on this Chapter on the teacher as a community leader, How do these biblical passages apply
to the professional teacher?

2. “I don’t hear what you are saying because you speak louder than what you say”. How does this quote apply
to the professional teacher as a community leader? Discuss.

3. A teacher is fully convinced that her religion is the only true religion, the only way to salvation. As a result,
she proselytes. Can her good intention of salvation for all justify her proselyting? Why or Why not?

4. As a community leader, what will you do if you see something negative in the community culture? Example. -
Your town mayor has a teacher candidate for a teaching position. Your ranking is over. Your mayor’s
candidate was not part of the ranking and is not a licensed teacher. As a professional teacher, what would
you do?

5. Cite at least 3 specific ethical behaviors of a professional teacher based on Article III of the Code of Ethics
for Professional Teachers.

6. One instance that proves that school-community partnership has been established is the Brigada Eskwela of
the Department of Education. Research on what Brigada Eskwela is and the good things it has brought to
schools. Share your research findings.

7. In what other ways can parents and community leaders be involved in the school to improve school
performance?

SUMMARY

 All outside factors that may affect a school make up the external environment.
 To succeed and thrive, schools must adapt, exploit, and fit with the forces in their external environments.

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 Accountability is a key element in the success of education improvement systems.

 The National Framework for Professional Standards for teaching provides the basis for agreement on and
consistency around what constitutes quality teaching facilitates the articulation of the knowledge,
understanding, skills and values for effective teaching through development of standards at the local level.
 The PQF describes the levels of educational qualifications and sets the standards for qualification
outcomes.
 The AQRF will support and enhance each ASEAN Member State’s national qualifications framework or
qualifications system while providing a mechanism to facilitate comparison, transparency and higher
quality qualifications systems.
 Internationalization of higher education is described as 'the process of integrating an international,
intercultural and global dimension into the goals, teaching/learning, research and service functions of a
university or higher education system' .
 Globalization – described as a structural phenomenon of increasing interdependence among various parts
of the world, for which the effects of an action feel at a distance has produced a variety of economic,
cultural, and social changes that have shaped the world over the past 50 years.
 When schools and community organizations work together to support learning, everyone benefits.
Partnerships can serve to strengthen, support, and even transform individual partners, resulting in
improved program quality, more efficient use of resources, and better alignment of goals and curricula
 Teachers are expected to be part of the community.

REFERENCES

Online Sources:
https://www.britannica.com/topic/resource-dependency-theory
https://slideplayer.com/slide/8634845/
https://www.nap.edu/read/9609/chapter/9
https://opentextbc.ca/organizationalbehavioropenstax/chapter/the-organizations-external-environment/
https://www.iedunote.com/organizational-environment-elements
https://pqf.gov.ph/
https://pqf.gov.ph/Uploads/AQRFC%204-33%20Ref.%20ASEAN%20Qualifications%20Reference
%20Framework%20(Endorsed).pdf
https://www.aqu.cat/elButlleti/butlleti75/articles1_en.html#.YH0rn-gzZPY
https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-
e-52#acrefore-9780190264093-e-52-div1-3
https://edtechreview.in/news/2730-globalization-in-education#:~:text=%2D%20Globalization%20enhances
%20the%20student's%20ability,make%20sense%20of%20new%20situations.
https://depedtambayan.net/the-code-of-ethics-for-professional-teachers/

Book
 The School and the Community, School Culture, and Organizational Leadership, G. Pawilen, et.al, Rex
Bookstore, 2019, Manila, Philippines.
 The School and the Community, School Culture, and Organizational Leadership, N. Prieto, et.al, LORIMAR
Publishing, 2019, Quezon City, Philippines.

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