REPUBLIC OF THE PHILIPPINES

CAGAYAN STATE UNIVERSITY

www.csu.edu.ph
COLLEGE OF TEACHER EDUCATION
OBE -FLEXIBLE WEEKLY COURSE GUIDE & MODULES

THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND

ORGANIZATIONAL LEADERSHIP
(LESSON 5)
 REPUBLIC OF THE PHILIPPINES
CAGAYAN STATE UNIVERSITY
www.csu.edu.ph
COLLEGE OF TEACHER EDUCATION
OBE -FLEXIBLE WEEKLY COURSE GUIDE & MODULES

UNIT 2: THE SCHOOL AND COMMUNITY LINKAGE

This domain affirms the role of teachers in establishing school-community partnerships aimed at enriching
the learning environment, as well as the community’s engagement in the educative process. This Domain
expects teachers to identify and respond to opportunities that link teaching and learning in the classroom to the
experiences, interests and aspirations of the wider school community and other key stakeholders. It concerns
the importance of teachers’ understanding and fulfilling their obligations in upholding professional ethics,
accountability and transparency to promote professional and harmonious relationships with learners, parents,
schools and the wider community.

Topics:
 Community as a Resource in the Teaching-Learning Process
 Parents as Teachers’ Partners in the Students’ Learning and as
Stakeholder of the School
 Strengthen and Sustain Good Relationships with the Parents/Guardians
and the Wider Community
.
 Building Partnership and Establishing Linkages

TOPIC 1
 REPUBLIC OF THE PHILIPPINES
CAGAYAN STATE UNIVERSITY
www.csu.edu.ph
COLLEGE OF TEACHER EDUCATION
OBE -FLEXIBLE WEEKLY COURSE GUIDE & MODULES
COMMUNITY AS A RESOURCE IN THE TEACHING-LEARNING PROCESS

Intended Learning Outcomes:

At the end of this lesson, the learners are expected to:
 Describe the community where your school is located;
 Identify the different resources in the community that facilitate learning;
 Express appreciation to school community's contribution in improving the
teaching-learning process; and
 Prepare a work plan to further enhance the understanding in using community
as a resource in teaching-learning process.

What is a Community Resource?

Our definition is broad. A community resource (or community asset, a very similar term) is
anything that can be used to improve the quality of community life. And this means:

 It can be a person -- Residents can be empowered to realize and use their abilities to
build and transform the community. The stay-at-home mom or dad who organizes a
playgroup. The informal neighborhood leader. The firefighter who risks his life to
keep the community safe. These are all community resources.
 It can be a physical structure or place -- a school, hospital, church, library, recreation
center, social club. It could be a town landmark or symbol. It might also be an
unused building that could house a community library, or a second-floor room ideal
for community meetings. Or it might be a public place that already belongs to the
community -- a park, a wetland, or other open space.
 It can be a community service that makes life better for some or all community
members - public transportation, early childhood education center, community
recycling facilities, cultural organization.
 It can be a business that provides jobs and supports the local economy.
 REPUBLIC OF THE PHILIPPINES
CAGAYAN STATE UNIVERSITY
www.csu.edu.ph
COLLEGE OF TEACHER EDUCATION
OBE -FLEXIBLE WEEKLY COURSE GUIDE & MODULES
 You and everyone else in the community are potential community assets. Everyone has
some skills or talents, and everyone can provide knowledge about the community,
connections to the people they know, and the kind of support that every effort need -
making phone calls, stuffing envelopes, giving people information, moving equipment or
supplies - whatever needs doing. This suggests that everyone in the community can be a
force for community improvement if only we knew what their assets were, and could
put them to use.

 Poblacion or población (literally "town" or "population" in Spanish) is

the name commonly used for the central, downtown, or central
business district area of a Philippine city or municipality, which
may take up the area of a single barangay or multiple barangays. It
is sometimes shortened to "Pob."
 MOOE refers to the maintenance of other operating expenses

THE SCHOOL AS A LABORATORY FOR LEARNING

Sta. Isabel Integrated School is one of the farthest schools in a
certain town. It offers Kindergarten, Elementary, Junior and Senior High
School .
Mr. Santos, the school principal and his teachers have been stormed
with a lot of challenges concerning the needs of the school. One of his most
pressing problems is the unavailability of materials, facilities and equipment
for the learners. There are no rooms for laboratory work and the school has
no budget for the procurement of the materials and building laboratory
rooms.
Mr. Santos met his teachers and made initial plans. They scanned the
community and found out that there are establishments within the
community where their learners could apply their skills. She scheduled a
 REPUBLIC OF THE PHILIPPINES
CAGAYAN STATE UNIVERSITY
www.csu.edu.ph
COLLEGE OF TEACHER EDUCATION
OBE -FLEXIBLE WEEKLY COURSE GUIDE & MODULES
dialogue with the barangay officials, parents and the owners of the different
establishments and together they made a plan.
To prepare their learners and provide them lifelong learning, the
school heads, teachers, parents, barangay officials and local business people
made a program in which the learners will enhance their skills in the different
areas. During weekend, the learners were allowed to practice in the machine
shop and bakery located within the barangay. The learners were also given
an allowance by the store owners for their services. Students who enrolled in
the agriculture strand works in the agricultural store and study the different
varieties of seeds, feeds, process of planting and other activities related to
agriculture. They also get part time job during planting and harvest
season. The learners are also compensated.
In this way both the school and community were benefitted. The school
prepares its curriculum in a way that it responds to the needs of the
community. The community, on the other hand; provides laboratory for
learning for learners.

TOPIC 2
THE TEACHER AND THE COMMUNITY

BASIC TERMS

TERMS DEFINITIONS

Teacher a critical thinker, good communicator and effective

collaborator and has the ability to learn with technology

Roles the various tasks the internal and external stakeholders

can do in the school community
Agent of Change someone who facilitates change for school
improvement
Legal Counsel a person who gives advice on legal matters

Person of authority someone who is empowered to manage and supervise the

teaching-learning process in the school
 REPUBLIC OF THE PHILIPPINES
CAGAYAN STATE UNIVERSITY
www.csu.edu.ph
COLLEGE OF TEACHER EDUCATION
OBE -FLEXIBLE WEEKLY COURSE GUIDE & MODULES
Multi-Tasking concept of performing multiple activities or processes over
a certain period of time by executing them at one time
Linkage establishing connections to the people in the community

Expectations a belief that someone should achieve something

KEY CONCEPTS

1. Today’s educational endeavor needs a multitasking teacher who can respond to the needs
of the present time. This teacher is expected to be facilitator of learning, a sharer of
knowledge, an agent of change, a legal counsel and a person in authority. His/her roles
are not only limited in the four walls of the classroom but he/she needs to establish
linkages with the people in the community. The people in the community where the
school is located believe that he/she can do something in the achievement of the school
goals.

2. Thus, a beginning teacher seeks advice in finding ways to collaborate with the
community in all aspects of endeavors in the educational process. Establishing linkages
with parents, guardians, and with wider community can be done through consultations
and involvement in decisions that would contribute to the success of school’s programs,
projects, and activities; utilizing the documents needed in entering inti partnerships
through letters or memorandum of agreement. All these will facilitate effective
communication in building good relationships with parents and wider community.
3. As a teacher you must be ready to collaborate and seek advice to the human resources
inside and outside the school.

TOPIC 3
PARENTS AS TEACHERS’ PARTNERS IN THE STUDENTS’ LEARNING
AND AS STAKEHOLDER OF THE SCHOOL
 REPUBLIC OF THE PHILIPPINES
CAGAYAN STATE UNIVERSITY
www.csu.edu.ph
COLLEGE OF TEACHER EDUCATION
OBE -FLEXIBLE WEEKLY COURSE GUIDE & MODULES

BASIC TERMS

TERMS DEFINITIONS

Academic Program the various subjects the child is going to undertake in the school
year.
Benefits the profits gained from the strong relationship of teachers and
students.

Communication Skills the ability of the teacher to establish connection with the parents
through proper communication

Motivation an act of encouraging the parents for them to cooperate in school

activities.

Partnership working together for a common benefit. It is a mutual

understanding between two entities to achieve a desired outcome.
It is an effort to engage communities and stakeholders in
achieving desired goals
Students’ Performance the students’ academic and co-curricular
performance in school.

KEY CONCEPTS:

1. Positive parent-school communications benefit parents. The manner in which schools

communicate and interact with parents affects the extent and quality of parents' home
involvement with their children's learning. For example, schools that communicate not so
good news about students’ performances more often than recognizing students' excellence
will discourage parents’ involvement by making them feel they cannot effectively help their
children.

2. Parents also benefit from being involved in their children's education by getting ideas from
school on how to help and support their children, and by learning more about the school's
academic program and how it works. Most importantly perhaps, parents benefit by
becoming more confident about the value of their school involvement. Parents develop a
 REPUBLIC OF THE PHILIPPINES
CAGAYAN STATE UNIVERSITY
www.csu.edu.ph
COLLEGE OF TEACHER EDUCATION
OBE -FLEXIBLE WEEKLY COURSE GUIDE & MODULES
greater appreciation for the important role they play in their children's education.

3. Substantial evidence exists showing that parent’s involvement benefits students, including
raising their academic achievement. There are other advantages for children when parents
become involved — namely: increased motivation for learning, improved behavior, more
regular attendance, and a more positive attitude about homework and school in general.

4. Parental involvement can free teachers to focus more on the task of teaching children. Also,
by having more contact with parents, teachers learn more about students' needs and home
environment, which is information they can apply toward better meeting those needs.
Parents who are involved tend to have a more positive view of teachers, which results in
improved teacher morale.

TOPIC 4
STRENGTHEN AND SUSTAIN GOOD RELATIONSHIPS WITH THE
PARENTS/ GUARDIANS AND THE WIDER COMMUNITY

BASIC TERMS

TERMS DEFINITIONS

Bond strong connections among teachers, parents/guardians

and wider community
Forum an avenue for the discussion of issues and solutions by
the parents and teachers
Common Interest the benefits of everyone

Mechanism process to produce a particular result

PTA an acronym which stands for Parents Teachers

Association

KEY CONCEPTS:
 REPUBLIC OF THE PHILIPPINES
CAGAYAN STATE UNIVERSITY
www.csu.edu.ph
COLLEGE OF TEACHER EDUCATION
OBE -FLEXIBLE WEEKLY COURSE GUIDE & MODULES
1. As stipulated in DepEd Order No. 54, s. 2009, every elementary and secondary school shall
organize a Parents-Teachers Association (PTA) to provide a forum for the discussion of
issues and their solutions related to the total school program and to ensure the full
cooperation of parents in the efficient implementation of such program.

2. Every PTA shall provide mechanisms to ensure proper coordination with the members of the
community, provide an avenue for discussing relevant concerns and provide support to the
school for the promotion of their common interest. Standing committees may be created
within the PTA organization to coordinate with community members. Regular fora may be
conducted with local government units, civic organizations, and other stakeholders to foster
unity and cooperation.

3. There is a need to build the strong bond among the teachers parents/guardians and wider
community through PTA. More than this, sustaining the school and community relations is a
great challenge to the teachers in school. How can teachers build the strong bond with the
parents in the community? How can teachers sustain the smooth relationship with the
community?
TOPIC 5

BUILDING PARTNERSHIP AND ESTABLISHING LINKAGES

BASIC TERMS

TERMS DEFINITIONS

Policies and Procedures guiding rules and strategies prescribed by the department of
education in undertaking various programs, activities and projects
in school

Harmonious Relationship a respectable and mutual understanding between the school and its
stakeholders

Community Involvement the level of engagement of the people or organization in the

school activities

Support System the people who give support to the school in terms financial,
networks of goods, services, personnel, and organizations to
 REPUBLIC OF THE PHILIPPINES
CAGAYAN STATE UNIVERSITY
www.csu.edu.ph
COLLEGE OF TEACHER EDUCATION
OBE -FLEXIBLE WEEKLY COURSE GUIDE & MODULES
sustain the implementation of the programs and projects (PAPS) in
school

Schools’ Goals and guiding principles of the school anchored on the

Objectives department’s vision, mission and core values which serve as basis
for planning, developing and implementing various
programs and projects
SBM School Based Management is a type of governance of in
school directly managed by the school heads

KEY CONCEPTS:

1. Policies and procedures provide mechanism and guidance in implementing various

programs, activities and projects that calls for partnership with the private sector.
2. Policies and procedures serve as guiding principles of the teachers in establishing
linkages and partnerships with stakeholders
3. Continuous involvement in planning, organizing and implementing plans and programs
of the school is needed to achieve the desired learning outcomes.
4. Good relationship is necessary towards the improvement of the school which will benefit
the school populace in general.

5. Brigada Eskwela or School’s Maintenance Week is an annual program of the department

of education implemented in schools that gathers support from various stakeholders
making our schools ready for the opening of classes.

6. Adopt-A-School Program encourages private sectors and other non-government

organizations and individuals to build partnerships with the public schools for the needed
support.

7. Deped Order No. 40, s. 2015- Guidelines on the K to 12 Partnerships with focus on
work immersion opportunities for public Senior High School learners.

8. School-Based Management- a form of management practice which is characterized by

 REPUBLIC OF THE PHILIPPINES
CAGAYAN STATE UNIVERSITY
www.csu.edu.ph
COLLEGE OF TEACHER EDUCATION
OBE -FLEXIBLE WEEKLY COURSE GUIDE & MODULES
shared accountabilities, shared responsibilities and shared governance in school
with the stakeholders.

9. Guidelines on Governing Parents-Teachers Association (PTA) – allows the

organization of Parents and Teachers Association to provide a forum of discussion of
issues and their solutions related to the total school program and to ensure the full
cooperation of parents in the efficient implementation of such program.

10. Disaster Risk Reduction and Management – mandates all national government
agencies including DepED to institutionalize the culture of safety at all levels and this
gives opportunities for the department to coordinate with the LGU and the community to
ensure readiness for safety in times of emergency.

11. School-Based Feeding Program – addresses the mal-nutrition problem and short-term
hunger among public school children. This calls for financial support to augment the
budget for the program and schools may link with stakeholders for assistance.

12. Gulayan Sa Paaralan – seeks to raise the level of public consciousness on the health
and nutritional dimension as well as economic benefit of establishing school,
household and community gardens. Guarding the garden against the grass-eating
domesticated animals can be a great support from the community.