CHAPTER 1

The Social Dimensions of

Education

Module 4. The School and THE COMMUNITY

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Module 4. The School and THE COMMUNITY

Learning Topic Resource Materials Assessment

Outcomes Tasks
During and upon Topic: The Pawilen, G.T., Reyes, E.M., Worksheet 4:
completion of the School and the Rivera, J.A., & Sison, T.M.
A. Activities
course the students Community (2019). The school and
should have: community, school culture, B. Concept
LESSON 1. and organizational
Mapping
1.1. Discussed the leadership. Manila: Rex
foundations of Revisiting Code Book Store.
school - of Ethics (Article
community V) and PPST Prieto, N.G., Arcangel, C. N.,
relationship and Domain 6 & Corpuz, B. B. (2019). The
realized the teacher and the community,
roles of school LESSON 2. school culture and
community in educational leadership.
fostering change The What, Why Quezon City: Lorimar
and and How of Publishing
transformation. School-
1.2. Manifested Community [Link]
commitment to Relationship abKhan/school-and-community
school -
LESSON 3. [Link]
community content/uploads/2017/08/DO_s2
relations by
conducting The Roles and 017_042-[Link]
community Characteristics of
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visitations / School rg/teachercodes/codes/Asia/Phili
dialogues and Community- [Link]
designing Administrators,
activities that Teachers, Students- [Link]
foster school- - in Promoting content/uploads/2017/08/DO_s2
community School as Agent of 017_042-[Link]
relationship. Change and
Transformation [Link]
[Link]/teachercodes/codes/A
sia/[Link]

[Link]
e/55262f50-c5a3-469e-8b1a-
8510f0fc5f0a

Prepared by:

RACSO C. DALIVA, EdD

MARY ANN L. DECREPITO, EdD

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LESSON 1. REVISITING CODE OF ETHICS (ARTICLE III) AND PPST
DOMAIN 6

Learning Outcomes:
During and upon completion of the course the students should have:
1. Described teacher’s ethical and professional behavior in the community by
citing examples; and
2. Enumerated the community’s expectations on teacher’s behavior in the
community.

Let start our discussion by doing the following activities.

Activity 1
Think and Share
Directions: Think of your favorite teacher and answer the questions below. Then
think also one of your classmates under your identified favorite teacher (many years ago
or up to now). Reach out your classmate through text or chat or call and talk about
his/her feelings towards the same teacher, ask the last 3 questions below and record
his/her answers. Then, compare your answers with that of your classmate and finally,
complete the Venn diagram as shown below.
1. Why was he/she your favorite teacher?
2. Is he/she your ideal teacher? Why/why not?
3. What influence/s did he/she have in your life?
4. What is/are the good thing/s he/she made in your community?
5. What have you done to show that you appreciate his/her good deeds?

Distinct Distinct
Answer Common Answer
Answer

YOU CLASSMATE

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By doing the activity 1, we can see the ideal characteristics of a teacher who is worthy to
be modeled in the community. But how could we live in accordance to the community’s
expectations as future teacher? Of course, the first thing we need to know is/are the
expectation/s of the people of having professional teachers in the community. This will be
followed by knowing the Code of Ethics for Professional Teachers, morality, Divine Law
and the Philippine Professional Standards for Teachers (PPST). Finally, live with these
knowledge and wisdom.
Activity 2
What Do You Expect?
(You may choose Option 1 or Option 2)
Option 1. Directions: Research or conduct an online interview/survey regarding the
expectations of the people in the community towards a professional teacher. Use at least
10 respondents/participants. Be sure that your respondent/participant is a bonafide resident
of your community. Record, organize, analyze, present, and synthesize your data using the
template below:
Respondent/
Participant Expectations About a Professional Teacher
Number
1
2
.
.
9
10
Synthesis:________________________________________________________________.
Option 2. Directions: Make a comic strip and illustrate what the community expects
towards a professional teacher. Consider the different thoughts vis- a - vis: How he/she
should take a lead and initiate community participation?; How he/she should regard
his/her honor and dignity?; What should be his/her attitudes toward the local customs and
traditions in the community where he lives in?; and How he/she facilitates teaching and
learning process? Then, explain/synthesize your work in not less than 100 words.

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 CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Source: [Link]

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 The Code of Ethics for Professional Teachers, Article III (The Teacher and the
Community) indicates that teachers are expected to be part of the community – that is –
to participate in the life of the community where he/she belongs. The 8 sections give us
the summary of the things a professional teacher must do.
Section 1. A professional teacher is a facilitator of learning and facilitator of the
development of the youth and therefore shall provide conducive learning environment.
This means that a teacher should not be intimidating but approachable, make the lesson
easier to comprehend, prioritize the development of students, eradicate bullying, and
make a student as center in teaching-learning process.
Section 2. A professional teacher is a leader that leads people in the community
and an initiator of change for the better. He/she leads and initiates actions that promote
moral, social, economic and civic betterment of the community. Teachers should not say
“NO” to the request of the community leaders about their expertise for the good of the
community and if morals and other rights of teachers are not compromised. This means
that teachers should work with the community and should encourage and get the
participation of parents and students in doing school and community activities. It is
therefore, teachers are role model leaders of the community.
Section 3. A professional teacher is a role model in the community that upholds
honor and dignity at all times. This section prohibits teachers from committing
immoral activities like gambling, smoking, drunkenness and other excesses much less
illicit relations. On the contrary, this section does not prohibit drinking of alcoholic
drinks but it prohibits drunkenness or too much drinking of alcoholic drinks. Similarly,
this section does not prohibit teachers to engage in business and in recreational activities
like majong and other card games unless it involves chance for money. It does not also
prohibit teacher to fall in love with his/her student but our customs and traditions
discourage teacher to be in love with his/her student. The point here is that, as long the
love of a teacher is true and genuine and legal, he/she could marry his/her student.
Section 4. A professional teacher is neither ethnocentric nor xenocentric. He/she
should not look down the community’s culture and sees that his/her culture is the correct
way of living or superior to the culture and tradition of the community. Similarly, he/she
should not look down his/her own culture or feel that his/her culture is inferior to the
culture and tradition of community and he/she should avoid a tendency to prefer foreign
culture and tradition.

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 The role of professional teacher in this aspect is to purify his/her culture by
knowing the positive and negative aspects of his/her own and his/her community’s
culture and live and pass on the positive aspects of these cultures to other people
especially the young generations.
Section 5. A professional teacher is an informant of the community with regards
to school’s work and accomplishments as well as the needs and problems arises in the
school and community. He/she shall inform all stakeholders about the non-confidential
activities, projects, accomplishments, needs, and concerns of the school to the
stakeholders both internal and external. Informing them about these will give them a
sense of ownership. Note that non-confidential information are only disseminated.
The Parents – Teacher Association (PTA)
According to the Revised Guidelines Governing Parents – Teachers Association
(PTA) at the School Level dated June 1, 2009 under the DepEd Order 54, series 2009,
the general policy states that “Every elementary and secondary school shall organize a
Parents-Teachers Association (PTA) for the purpose of providing 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. Every
PTA shall provide mechanisms to ensure proper coordination with the members of the
community, provide an avenue for discussing relevant concerns and provide assistance
and 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.”
([Link]
parents-teachers-associations-ptas-at-the-school-level/).
This association is for internal stakeholders only whose members are teachers and
parents with children who are enrolled in the school. In some private schools, they call it
Home School Association or Family Advisory Council. PTA through its President has
the right to participate in the policy making of the school, selection process, and other
school projects and programs limited to its BY-LAWS and DepEd Order and
Memorandum.

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 The School Governing Council (SGC)
A School Governing Council (SGC) as a policy-making body has the school head
as Chief Executive Officer, Manager, and Chief Operations Officer. This is the proof that
there is a shared leadership, responsibility and accountability in the school.
This council determines the general policies on student welfare, discipline, and
well-being concerned with the development, implementation, monitoring, and evaluation
of the School Improvement Plan (SIP) and reporting the progress of the SIP
implementation to the Schools Division Superintendent and the community. This council
is another opportunity for the people in the communities to participate in school
activities.
Section 6. A professional teacher is an intellectual leader in the community and
should welcome opportunities where he/she can lead people, extend services like
counseling, policy making, and to be actively involved in matters affecting the welfare of
the people. As teachers, we cannot say NO to the request of the barangay council asking
for our help, our expertise, and our services unless it has a conflict with our religious
beliefs and other rights. Teachers have no rights to refuse exigency of service as called
by the community and school unless the teachers’ health and beliefs are compromised.
Section 7. A professional teacher shall maintain harmonious and pleasant personal
and official relations with other professionals, with government officials, and with the
people, individually or collectively. Thus, it is always best to be in good terms with
everyone else in the community. He/she will not initiate actions that will lead and put the
organization or the community in chaos. However, if the right to life of teacher is at
stake, the teacher can defend himself/herself against his/her aggressors.
Section 8. A professional teacher has a freedom to religion as appropriate
(meaning in accordance to standards or morality) but shall not use his/her position to
influence and convert others especially his/her students to become one of their members
in the church. Teachers can share God’s word but they are not legalized to indoctrinate
and persuade other people to become their church members otherwise, the students or
people gave their consent to the teacher.

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 What is Philippine Professional Standards for Teachers?
In line with the new professional standards for teachers, the Department of
Education (DepEd), through the Teacher Education Council (TEC), issues the DepEd
Order No. 42 series of 2017 entitled National Adoption and Implementation of the
Philippine Professional Standards for Teachers (PPST)
([Link]
This PPST shall be used as a basis for all learning and development programs for
teachers to ensure that teachers are properly equipped to effectively implement the K to
12 Program. This can be used also for the selection and promotion of teachers. All
performance appraisals for teachers shall be based on this set of standards.
PPST has 7 domains namely: (1) Content Knowledge and Pedagogy; (2) Learning
Environment; (3) Density of Learners; (4) Curriculum and Planning; (5) Assessment and
Reporting; (6) Community Linkages and Professional Engagement; and (7) Personal
Growth and Professional Development.
Let us focus on the Domain 6 Community Linkages and Professional Engagement.
This domain is consists of 4 strands namely: (1) Establishment of learning environments
that are responsive to community contexts; (2) Engagement of parents and the wider
school community in the educative process: (3) Professional ethics; and (4) School
policies and procedures. Domain 6 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.

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 As to your reference for the future career, examine the table below.

Strands Beginning Proficient Highly Proficient Distinguished

Teachers Teachers Teachers Teachers
Strand 6.1 Demonstrate an Maintain Reflect on and Model exemplary
Establishmen understanding of learning evaluate practice and
t of learning knowledge of environments learning empower colleagues
environment learning that are environments to establish and
that is environments responsive to that are maintain effective
responsive to that are community responsive to learning
community responsive to contexts. community environments that
contexts. community contexts. are responsive to
contexts. community
contexts.
Strand 6.2 Seek advice Build Guide Lead in
Engagement concerning relationships colleagues to consolidating
of parents strategies that with strengthen networks that
and the wider build parents/guardi relationships strengthen
school relationships ans and the with relationships with
community with wider school parents/guardian parents/guardians
in the parents/guardian community to s and the wider and the wider
educative s and the wider facilitate school school community
process community. involvement community to to maximize their
in the maximize their involvement in the
educative involvement in educative process.
process. the educative
process.
Strand 6.3 Demonstrate Review Discuss with Lead colleagues in
Professional awareness of regularly colleagues the regular review
ethics existing laws and personal teaching and of existing codes,
regulations that teaching learning laws and regulations
apply to the practice using practices that that apply to the
teaching existing laws apply existing teaching profession,
profession, and and codes, laws and and the
become familiar regulations regulations that responsibilities as
with the that apply to apply to the specified in the
responsibilities the teaching teaching Code of Ethics for
specified in the profession profession, and Professional
Code of Ethics and the the Teachers.
for Professional responsibilitie responsibilities
Teachers. s specified in specified in the
the Code of Code of Ethics
Ethics for for Professional
Professional Teachers.
Teachers.

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Strands Beginning Proficient Highly Proficient Distinguished
Teachers Teachers Teachers Teachers
Strand 6.4 Demonstrate Comply with and Exhibit Evaluate existing
School knowledge and implement commitment to school policies
policies and understanding of school policies and support and procedures
procedures school policies and procedures teachers in the to make them
and procedures consistently to implementation more responsive
to foster foster of school to the needs of
harmonious harmonious policies and the learners,
relationship with relationships procedures to parents and other
the wider school with learners, foster stakeholders.
community. parents, and harmonious
other relationships
stakeholders. with learners,
parents and other
stakeholders.

The table above shows the domain 6 of PPST and this gives the teachers and the
future teachers the ideas how to become an ideal (distinguished teacher) and to have an
excellent performance in this domain.

LESSON 2. The What, Why and How of School - Community

Relationship

Learning Outcomes:
During and upon completion of the course the students should have:
1. Explained the legal and sociological bases of school and community
partnership; and
2. Cited examples of school – community partnerships.

The What of School – Community Relationship

Community is composed of groups of people living together as part of the society
while education is one of the means in developing, shaping, directing, and improving
mindsets of people in the community. School is the social institution where consciously
designed learning experiences are provided with the objectives of achieving social aim at
large, over a period of time. School is also defined as a subsystem of the larger system of
the society where education is delivered through its manpower, the teachers. It has to
functionally coordinate with its immediate environment, the community in which it is
situated.

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 Partnership is a relationship between two parties who are working and helping
each other for achieving their common goals. There is a school – community relationship
if both parties give and take each other or they both benefit from their relationship.
Let’s do the activity 3 to find out if there is a school – community relationship
exists in your favorite school.

Activity 3
What Help?

Directions: Think of your favorite or ideal school. List down ways by which a community
helps a school and ways by which a school helps a community. Come up with an
exhaustive list following the template below and answer the guide questions that follow.
Ways by Which a Community Helps a Ways by Which a School Helps a
School Community
1. 1.
2. 2.
. .
. .
. .

Guide Questions:
1. Which party benefits more, the school or the community? Justify.
2. Based on your group list, is there real partnership between your ideal school and
your community? Justify.
3. As a future teacher, how will you help the school and your community in realizing
their visions, missions, and goals?

What Can the Community Do for Schools?

1. People in the community contribute their time, effort, and resources in
ensuring that public school facilities are set in time for the forthcoming school
opening through Brigada Eskwela Program (DepEd Order 100, series
2009).

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2. Historic, elders, and other community resources can be used as resources for
learning.
3. People in the community participate in the curriculum development or
curriculum streamlining as well as the other school activities and programs like
School Reading Remediation, Learning Enrichment Programs, Youth
Development Programs, and others.
4. Business establishments and other offices in the community can serve as
training ground for learners (On – the – Job Training or OJT). Some school call
this OJT as service learning since it actively involves students in a wide range
of experiences which benefits students and the community at the same time
fulfilling the requirement of a curriculum.
5. People in the community provide community service and they participate and
support extension and other activities of the school.
What can Schools Do for Communities?
1. Schools may allow the community to use school resources. As enumerated by
the DepEd Primer on School – Community Partnership, the following practices
are allowed:
a. Classroom used by community organizations for meetings.
b. School used as a polling place and venue for medical/dental mission in
which it is may co-sponsor with the Rural Health Unit.
c. School used by the Rural Health Unit for mothers’ class on child care.
d. School used as an evacuation center.
e. School facilities used for community assemblies.
f. School basketball court used for local celebrations and barangay sports
league.
g. Schools conduct livelihood skills – training programs for parents and
out of school youths by using school resources.
h. Livelihood skills – training for parents and out – of – school – youths
by teachers themselves.
2. Schools provide shelter and assistance to locally stranded COVID – 19
individuals in the community as well as the marginal students/people.

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3. Schools provide technical assistance to the community by sending the school
representative/s that attended their needs. Example: Sending teacher as Host of
the community local celebration.
4. Schools assist the local and national government in implementing their
programs like Feeding, Deworming, and others.
5. Schools facilitate local and national elections, community meetings/assemblies,
local celebrations, sports league, and other community related activities.
6. Schools provide research and extension activities where students, their parents
and other members of the community are involved addressing the needs and
the problems of the community.

The Why of School – Community Partnerships

1. Sociological Basis. The functionalist theory states that all institutions in the
society must perform their respective functions for its stability. One institution
must complement the other. The school cannot do all things just to fully
educate a child. It has to work with other institutions (family, church,
government organizations, business sectors, etc.) to educate the young. In this
pandemic period, the families, churches, schools, and other social institutions
need to work together to save lives through Health education. Therefore, there
is a need for the school to tie-up and build partnerships with the community.
2. Legal Basis. There are several legal bases for school – community partnership.
These are:
a. RA 9155 (Governance of Basic Education Act, Section E (10)) which
explicitly states that one of the responsibilities of school head is
“establishing school and community networks and encouraging the
active participation of teacher organizations, non-academic personnel of
public schools, and PTA”.
b. Batas Pambansa Blg. 232 otherwise known as the Education Act of
1982, section 7 states that “every educational institution shall provide
for the establishment of appropriate bodies through which the members
of the educational community may discuss relevant issues and
communicate information and suggestions for assistance and support of
the school and for the promotion of their common interest”.

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 c. RA 8525 (Adopt A-School Program Act). It allows “private entities to
assist a public school, whether elementary, secondary, or tertiary, …in,
but not limited to the following areas: staff and faculty development for
training and further discussion; construction of facilities; upgrading of
existing facilities, provision of books, publications, and other
instructional materials; and modernization of instructional
technologies.”
d. Philippine Education for All (EFA) 2015 Plan. It aimed to improve
quality of basic education for every Filipino by end 2015 stating
“schools shall continue to harness local resources and facilitate
involvement of every sector of the community in the school
improvement process.” This plan was extended in Education for All
Beyond 2015 – Agenda 2030. This agenda has 7 new educational
targets from 2015 to 2030 that must involve education stakeholders
which in essence is school – community partnership.

The How of School – Community Partnership

This is the most difficult part to most schools if the School Governing Council did
not include this goal (to build school-community partnership) in the school’s SIP.
Another difficulty is the will power of the school head and teachers to build school-
community partnership.
However, if the school head, teachers, parents, and students have will power to
have this partnership with the community, this partnership is very easy to successfully
establish. The following ways are suggested on how to build school – community
partnership according to Hanover Research ([Link]
c5a3-469e-8b1a-8510f0fc5f0a):
1. Define partnership. School leaders must first understand the nature of
partnerships – as well as the different forms of partnerships can take – relative
to educational contexts. Essentially, partnerships between schools and
community organizations involve a mutual commitment of resources, services,
and collaborative efforts to support a predefined need or goal, usually to the
benefit of all involved parties.

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2. Identify potential partners. School leaders need to select community partners
and navigate partnerships in such a way that community partners supplement
school-based operations rather than detract from the execution of effective
academic, extracurricular, and student support programming. As a foundational
consideration, districts and schools must understand their needs and wants as
they relate to potential partnerships. Specifically, educational leaders need to
weigh the relative likelihood that a given community partner can help their
organization achieve their outlined vision and strategic goals. In particular,
community partners should have capacity and a willingness to support students'
achievement, students' physical, mental, and emotional wellness, and families'
ability to participate constructively in their child’s educational experience.

3. Memorandum of Agreement (MOA) signing. School should draft a MOA

stating the agreement of both parties of their shared responsibilities and
accountabilities in realizing their common goals in relation to the holistic
development of learners. This agreement must be notarized after signing for the
sake of legality.
4. Work effectively with community partners. Both parties must work actively
to ensure that the assets gained via the partnership are used to achieve the goals
and vision outlined by all participating entities. As part of this, partners must
establish firm mechanisms for governance of activities resulting from the
partnership, as well as accountability structures for ensuring that activities are
completed and meet established expectations as stated in the MOA.
5. Establish clear and open communication. School leaders must always
collaborate with community partner through transparent and open
communication. Decisions to non-confidential and partnership programs and
projects must be open to both parties and must be decided by them.

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 6. Provide opportunities for community partner to feel the sense of
ownership. This can be done by recognizing the community partners in every
activity, meeting or program of the school, giving of certificates during the
recognition day, and by making a billboard, tarpaulin, streamer or signage
recognizing and expressing the deepest gratitude of the school for having them
as school partner in realizing school’s vision, mission, and goals.

The table below is the practices of North Carolina Education Department in

building school – community partnership.

Can you cite some ways how to build school – community partnerships? What are
the examples of school – community partnerships? Can you identify those?

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 LESSON 3. The Roles and Characteristics of School Community-
Administrators, Teachers, Students-- in Promoting
School as Agent of Change and Transformation

Learning Outcomes:
During and upon completion of the course the students should have:
1. Enumerated the roles and characteristics of school community –
administrators, teachers, and students in promoting school as agent of
change and transformation ; and
2. Cited ways on how they could help the school community to become an
agent of change and transformation.

Each member of the stakeholders plays a very crucial role in helping the school as
an agent of change and transformation because every social individual belongs to social
institutions that are working together to attain the stability of society. Based from the
functional theory, every part of the institution and every institution must work together
hand in hand in order to realize society’s stability or to make the society functions well for
the betterment of the lives of the people that composed the society.
This time, let’s work the activity 4 to find out what are the roles and characteristics
of the school community which is compose of administrators, teachers, students, and
parents in promoting school as agent of change and transformation.
Activity 4
My Characteristics
Directions: Think of your experiences and observations regarding your school community
from your Kindergarten up to now (college). Also, think of the roles and characteristics of
your school community, school head, teachers, students, and parents in promoting the
school as an agent of change and transformation. Then, complete at least 5 characteristics
per column of the table below:
School School Head Teachers Students Parents
Example: Responsible Approachable Not bullying Have good
leader and dedicated. anyone. discipline to
Evolving
their siblings.
social
institution.

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The Roles and Characteristics of a Good School as an Agent of Change and
Transformation

1. Schools should evolve and be a model of a good social institution.

2. Schools should be learner – centered.
3. Schools should be a provider of a good physical and socio-emotional
environment for all students.
4. Schools should be provider of instructional support system (competent
staff or teachers, quality facilities, and conducive learning environment).
5. Schools should eliminate any forms of bullying and discrimination.
6. Schools should provide many opportunities for the stakeholders to
develop their full potentials by providing programs, projects, and
activities that could cater their needs, interests, and problems.
7. Schools should be open to and embrace positive change and suggestions.
8. Schools should model a dynamic social organization characterized by the
following:
a. The school climate must be professional and friendly to all;
b. T h e r e m u s t b e a p o s i t i v e r e l a t i o n s h i p a m o n g s t u d e n t s ,
f a c u l t y , s t a f f , administrators, and stakeholders;
c. The classroom atmosphere must be mentally and emotionally
engaging for learning;
d. There is enough and adequate support for learning;
e. The teachers and other staff received support for professional and
personal growth;
f. The school must be efficient in managing its resources;
g. There must be an efficient communication system among teachers,
students, administrators, staff, parents, and other stakeholders; and
h. The school has a system to recognize good works and other achievements.

Based on the study of MacBeath, Boyd, Rand, and Bell (1995), there are six
indicators or an effective school that were also affirmed by Sergiovanni (2000):

Indicators of a Good School from Six Composite Perspectives

I. Pupil
1. Pupils are nice to each other.
2. Everyone is treated fairly.
3. There is a friendly atmosphere.
4. Teachers control the classes but not too strict.
5. Teachers help you with things you are not good.
II. Teacher
1. Communication is good among all members.
2. Staff development is good.
3. The environment is good to work in.
4. Pupils are happy and well-motivated.
5. All pupils are helped to achieve what they are capable of.

19
 III. Parent
1. There is a welcoming friendly atmosphere.
2. Staffs are caring and communicate well with pupils.
3. Discipline is good.
4. Extra time is spent with children who learn less quickly.
5. Relationships are good between teachers and parents
IV. School Head/Management
1. Pupils are safe.
2. All members of the school community work toward clear objectives.
3. A high quality of information is given to parents and visitors.
4. Rules are applied evenly and fairly.
5. All pupils are helped to achieve what they are capable of.
V. Support Staff
1. Resources are good and up to date.
2. Classrooms are clean, well-ventilated, and comfortable.
3. Support staffs are given credit for their competence and contribution.
4. The environment is friendly and welcoming.
5. Staff development involves all staff.
VI. Board Member/Trustee
1. Excellent reputation with the local community.
2. Strong leadership from senior management.
3. A happy and welcoming environment.
4. Pupils being helped to reach their individual potential.
5. A safe place for pupils

From the above characteristics, we can conclude that school head, teachers,
students, parents, and other school staffs have crucial roles in helping the school to
function well as an agent of change and transformation. As a future teacher and as a
student today, I am sure that after reading and studying this module, you would be
equipped with necessary information that will help you in promoting the school as an
agent of change and transformation.

20
Worksheet 4. Just follow the directions stated in every task.

Performance Task 1. Make the Four Activities Stated in this Module.

Directions: Just follow the directions stated in every activity (Activities 1
to 4).

Performance Task 2. Make a reflective essay.

Directions: Choose 1 question below, reflect, and write your discussion.

Cite your reference if needed but do not copy the full article of your
reference/s. Beware of plagiarism. Be ethical.

1. Why do schools need school – community partnership? What are the

foundations of having this kind of partnership? What are the roles of
stakeholders in this partnership?
2. In the Code of Ethics for Professional Teachers Article III, what do
you think is the most violated section by a teacher based from your
observations and experiences from the moment you entered the
school community? Justify your answer. In addition, how will you
avoid this violation in the future once you are a full pledge teacher?
Performance Task 3. Make Action Plan and Pledge of Commitment

Directions: Conduct a community visitation (if possible) or dialogues

with the people in the school community via technology (cp, PC, other
gadgets) about the school community needs and problems. Identify at
least two major needs or problems of the school community and make
an action plan (suited to this time of pandemic) to address these
needs/problems using the format below. Then, make a pledge of
commitment that you will implement your plan as soon as possible.
Note: You must design a plan that is doable or possible.

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 Support to School Community Action Plan

Identified Needs/ Goals/Objectives Activities/Strategies Persons Resources Time Success

Problems Involved Needed Frame Indicator
Example:
Inadequate supply To solicit coupon 1. Coordinate Principal, Cellphone, April to
of coupon bond bonds from well off with the teachers, well laptop or June,
for the modules of individuals through school head off personal 2021
students. social media. about this individuals, computer,
plan. proponent internet
2. Conduct services
solicitation
through social
media through
private
messages or
blogs.
3. Send a letter
of solicitation
with
supporting
documents.

Proponent:
Your Name
Section

PLEDGE OF COMMITMENT

I, ____(put your name here)__________________ of _______(put your section

here), do hereby commit to thrive and implement my action plan no matter how hard
is the time now for the sake of the children in the future. As one of the members of
school community, I am going to fulfil my responsibility and role for the realization of
the school and community’s vision, mission, and goals. Despite of all struggles life has
to offer this pandemic period, I will not turn back on my goals and dreams to become
a professional teacher. This too shall pass with the help of God and I know that Thy
will be done and soby then, everything will be worth it. So help me God.

___Your Signature___
Your Name

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 Rubrics for Student’s Reflective Essay

Above Meets Approaching Below

Expectations Expectations Expectations Expectations

Reflective The reflection The reflection The reflection The

Thinking explains the explains the attempts to reflection
(40%) student’s own student’s demonstrate does not
thinking and thinking about thinking about address the
learning his/her own learning but is student’s
processes, as learning vague and/or thinking
well as processes. unclear about and/or
implications for the personal learning.
future learning. learning
process.

Analysis The reflection is The reflection The reflection The

(40%) an in-depth is an analysis attempts to reflection
analysis of the of the learning analyze the does not
learning experience and learning move beyond
experience, the the value of experience but a description
value of the the derived the value of the of the
derived learning learning to self learning to the learning
to self or others, or others. student or experience.
and the others is vague
enhancement of and/or unclear.
the student’s
appreciation for
the discipline.

Making The reflection The reflection The reflection The

Connections articulates articulates attempts to reflection
(20%) multiple connections articulate does not
connections between this connections articulate
between this learning between this any
learning experience and learning connection
experience and content from experience and to other
content from other courses, content from learning or
other courses, past learning other courses, experiences.
past learning, experiences, past learning
life experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the
connection is
vague and/or
unclear.

_
 Rubrics for Doing an Activity

Presentation & Organization Content & Discussion Making Connections

of Ideas (50%) (40%) (10%)
Exemplary (95-  Illustrate a clear concept  Demonstrates an accurate It articulates multiple
100)  Addresses the question and complete connections between
 Presents arguments in a logical understanding of the learning experience and
order directions and question content from other courses,
 Uses acceptable style and  Uses several arguments past learning, life
grammar (no errors) and backs arguments experiences and/or future
with examples, data that goals.
support the conclusion
Quality (90 - 94)  Combination of above traits, but  Demonstrates an accurate It articulates connections
less consistently represented (1-2 and complete between this learning
errors) understanding of the experience and content from
 Same as above but less thorough, directions and question other courses, past learning
still accurate  Uses only one argument experiences, and/or future
and example that goals.
supports conclusion

Adequate (85 - 89)  Does not address the question  Demonstrates minimal It attempts to articulate
explicitly, though does so understanding of connections between this
tangentially directions and question, learning experience and
 States a somewhat relevant still accurate content from other courses,
argument  Uses a small subset of past learning experiences,
 Presents some arguments in a possible ideas for support or personal goals, but the
logical order of the argument. connection is vague and/or
 Uses adequate style and grammar unclear.
(more than 2 errors)
Needs  Does not address the question  Does not demonstrate It does not articulate any
improvement (80 -  States no relevant arguments understanding of the connection to other
84)  Is not clearly or logically directions and question, learning or experiences
organized inaccurate
 Fails to use acceptable style and  Does not provide
grammar evidence to support
response to the question
No Answer (70)
 Rubric for Action Plan

Criteria Fair Performance (30 Good Performance Excellent

points) (40 points) Performance (50
points)
Accuracy of Plan With 1 or more than With 1 to 2 parts are All parts are
(40%) 2 parts are not correct not correct but there accurate. No
and with grammar is no grammar error. grammar errors.
errors.
Relevance of With 2 irrelevant With 1 irrelevant All school
Needs/Problems school school needs/problems are
(40%) needs/problems in needs/problems in relevant in this time
this time of this time of of pandemic.
pandemic. pandemic.
Feasibility of With more than 2 not With 1 to 2 not All strategies are
Strategies (20%) feasible/doable feasible/doable feasible/doable.
strategies. strategies.

Rubrics for a Comic Strips

Presentation of Ideas thru Content & Discussion Making Connections

Illustration (50%) (10%)
(40%)
Exemplary (95 -  All the illustrations and captions  Demonstrates an accurate It articulates multiple
100) reflect an exceptional degree of and complete connections between
creativity. understanding of the learning experience and
 Addresses the questions/thoughts directions and question content from other courses,
that should be considered  Uses several arguments past learning, life
 Presents arguments in a logical and backs arguments experiences and/or future
order with examples, data that goals.
 Uses acceptable style and support the conclusion
grammar (no errors)
Quality (90 - 94)  Combination of above traits, but  Demonstrates an accurate It articulates connections
less consistently represented (1-2 and complete between this learning
errors) understanding of the experience and content from
 Same as above but less thorough, directions and question other courses, past learning
still accurate  Uses only one argument experiences, and/or future
and example that goals.
supports conclusion

Adequate (85 - 89)  All but 1 of the illustrations and  Demonstrates minimal It attempts to articulate
captions does not reflect an understanding of connections between this
exceptional degree of creativity directions and question, learning experience and
 Does not address the question still accurate content from other courses,
explicitly, though does so  Uses a small subset of past learning experiences,
tangentially possible ideas for support or personal goals, but the
 States a somewhat relevant of the argument. connection is vague and/or
argument unclear.
 Presents some arguments in a
 logical order
 Uses adequate style and grammar
(more than 2 errors)
Needs  The illustrations and captions are  Does not demonstrate It does not articulate any
improvement (80 - not presented clearly. understanding of the connection to other
84)  Does not address the question directions and question, learning or experiences
 States no relevant arguments inaccurate
 Is not clearly or logically  Does not provide
organized evidence to support
 Fails to use acceptable style and response to the question
grammar
No Answer (70)