MODULE

Build relationships with parents/guardians and the wider

MODULE 22
school community to facilitate involvement in the educative

22
process.

6.2.2. Build relationships

with parents/guardians
and the wider school
community to facilitate
involvement in the
educative process

1
MODULE

22
6.2.2. Build relationships
with parents/guardians
and the wider school
community to facilitate
involvement in the
educative process
 PPST RESOURCE PACKAGE

“
INTRODUCTION TO TEACHERS’ RESOURCE PACKAGE

Hello, dear Teacher!

Welcome to this Resource Package.

I am Teacher Rey!

And I am Teacher Dulce!

We are members of your support group in the Department

of Education (DepED). Together with your Principal, Master
Teachers, and colleagues, we are pleased to be your
mentors and companions as you use this resource package.

Are you ready?

W e begin by letting you know the journey of how we put together this resource
package.

In August of 2017, the Department of Education Secretary Leonor Briones signed

the Philippine Professional Standards for Teachers (PPST) into policy through
DepEd Order No. 42, S. 2017. The policy states, among other things, that the PPST
“shall be used as a basis for all learning and development programs for teachers.”

The Department of Education is committed to supporting your continuing

professional development. This resource package hopes to contribute to this
commitment.

As a teacher, understanding the PPST is crucial in order for you to grow and
flourish in your profession. The PPST identifies what you are expected to know, be
able to do, and value in your profession.

ii
 Build relationships with parents/guardians and the wider
Introduction

MODULE 22
school community to facilitatetoinvolvement in the educative
Teachers’ Resource Package
process.

How can this resource package help you?

This resource package can help you as it:

• serves as your guidebook towards becoming better acquainted with the

PPST;
• provides you with another 12 modules for Proficient Teachers based on
12 indicators aligned with the Results-based Performance Management
System (RPMS); and
• contains illustrative and instructive information that you will find realistic,
sensible and workable, and can help you achieve the target indicators
across the curriculum teaching areas and key stages of learners’ education.

We are happy to say that this resource package has been developed and compiled by
teachers in support of other teachers.

Why do you need this resource package?

You will find the materials here useful if you:

• reflect on your own classroom practices and ensure that your teaching
practices are aligned with the next 12 indicators for Proficient Teachers;
• are part of a group of teachers who need materials for your school-
based Learning Action Cell (LAC) sessions in order to (i) learn
more about the PPST, and (ii) innovate
with practices using the samples in the
resource package material as guide; and
• want to develop or expand the current
work by (i) providing more examples of
practices, or (ii) working on other career
stages or indicators other than the 12
presented in this resource package.

If learning is your passion, this resource

package is for you.

iii
 “
PPST RESOURCE PACKAGE

You will discover that each module discusses a specific indicator

on becoming a Proficient Teacher. There are key concepts that
will be unpacked as you read the next few parts of these modules.
Most importantly, they will show you relevant illustrations of
practices that may help you understand and attain the indicators.

The modules explore the following indicators.

MODULE 13
1.3.2 Ensure the positive use of ICT to
facilitate the teaching and learning process

MODULE 14 MODULE 20
1.6.2. Display proficient use of Mother 5.3.2 Use strategies for providing timely,
tongue, Filipino and English to facilitate accurate and constructive feedback to
teaching and learning improve learner performance

MODULE 21
MODULE 15
5.5.2 Utilize assessment data to inform
2.4.2. Maintain supportive learning
the modification of teaching and learning
environments that nurture and inspire
practices and programs
learners to participate, cooperate and
collaborate in continued learning

MODULE 16 MODULE 22
2.4.2. Maintain supportive learning 6.2.2. Build relationships with parents/
environments that nurture and inspire guardians and the wider school
learners to participate, cooperate and community to facilitate involvement in the
collaborate in continued learning educative process

MODULE 17 MODULE 23
3.2.2. Establish a learner-centered culture 7.3.2 Participate in professional networks
by using teaching strategies that respond to share knowledge and enhance practice
to learners’ linguistic, cultural, socio-
economic and religious backgrounds MODULE 24
7.4.2 Develop personal professional
MODULE 18 improvement plan based on reflection of
4.2.2. Set achievable and appropriate one’s practice and ongoing professional
learning outcomes that aligned with learning
learning competencies.

MODULE 19
4.3.2 Adapt and Implement learning
programs that ensure relevance and
responsiveness to the needs of all learners

iv
“
Build relationships with parents/guardians and the wider
Introduction

MODULE 22
school community to facilitatetoinvolvement in the educative
Teachers’ Resource Package
process.

Each module contains the following parts:

OVERVIEW introduces you to ILLUSTRATIONS OF PRACTICE

the indicator for the Proficient walks you through sample
career stage and why you need illustrations of specific teaching
to achieve it; practices that show how the
SELF-REFLECTION allows you standards are put into action;
to reflect on your knowledge, PROFESSIONAL DEVELOPMENT
skills and attitude related to the PLAN helps you identify your
indicator; strengths, development needs
and plans for specific action for
KEY CONCEPTS defines
professional development;
operationally the concepts used
pertinent to the indicator;
RESOURCE LIBRARY provides
SUPPORT GROUP allows you to resources with annotations that
consult and collaborate with your can help you further understand
teacher-friends who will provide the indicator.
suggestions on how to improve
your current practice;

Each module takes you through a journey of exploration and discovery, while you learn more
about the indicator and apply it to your teaching context.

We encourage you to actively engage with the texts as you read through the module.

“
We hope that you find the information, materials and resources in this package helpful as you
use the Philippine Professional Standards for Teachers as your guide towards professional
development.

We will be with you every step of the way.

Have a happy journey!

v
 PPST RESOURCE PACKAGE

vi
 MODULE

22
BUILD RELATIONSHIPS WITH
PARENTS/GUARDIANS
AND THE WIDER SCHOOL
COMMUNITY TO FACILITATE
INVOLVEMENT IN THE
EDUCATIVE PROCESS
CONTENTS
ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

6 SUPPORT GROUP
- Probing
- Suggestions for Improvement

10 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: Engaging Parents and
Other Stakeholders during Early Registration
Illustration of Practice No. 2: - Working hand-in-hand
with parents and stakeholders
in conducting the CHILD MAPPING
- Illustration of Practice No. 3: Encouraging
Volunteerism with Parents and Other Stakeholders
through Brigada Eskwela
- Illustration of Practice No. 4: Developing a Strong
Homeroom Parent-Teacher Association (HRPTA)
- Illustration of Practice No. 5: Conducting a Parent-
Teacher Conference (PTC)
- Other Illustrations of Practice

18 PROFESSIONAL DEVELOPMENT PLAN

19 RESOURCE LIBRARY
- Bibliography

21 ACKNOWLEDGEMENTS

01
PPST RESOURCE PACKAGE

OVERVIEW

“
Hello! I am Teacher Rey and with me is Teacher Dulce.
Welcome to Module 22!

We are glad to meet you here. We are going to accompany

you as you read this module.

Get ready to begin.

The success of the education for learners does not solely come from the school, but it
needs also a strong cooperation from other stakeholders such as from the parents or
guardians and other sectors in the community. Republic Act 9155 clearly emphasizes
that education is a shared responsibility to provide learners with the skills, knowledge and
values they need to become caring, self- reliant, productive and patriotic citizens.

The relationship of school heads and teachers to parents and various stakeholders is
significant to the educative process. It is an undeniable reality that their engagement at
the school level can make a big difference toward achievement of the outcomes specified
in the different programs, policies and projects of the Department of Education (Dep
Ed). A teacher needs to establish a professional relationship with parents and the wider
school community to ensure that educational services are delivered to the heart of the
educative process, the learners.

In this module, Teacher Dulce and Teacher Rey as members of the support group will
explore ‘why’ and ‘how’ we build relationships with parents/guardians and the wider
school community to facilitate involvement in the educative process.

We will also help you examine various scenarios focusing on the teacher’s ability and skills
to engage parents in the educative process of the learners.

In this module, we will focus on:

STRAND: Engagement of parents and the wider school

community in the educative process

INDICATOR: 6.2.2: Build relationship with parents/guardians

and the wider school community to facilitate involvement in the
educative process
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 Build relationships with parents/guardians and the wider

MODULE 22
school community to facilitate involvement in the educative
process.

“
KEY CONCEPTS

Defining the following key concepts will help you

understand the indicator. So, let us now familiarize
ourselves with stakeholder relationship concepts.

COMMUNITY. This refers to the immediate barangay where the

school is located. However, it may also be expanded to refer to the
adjacent barangays where a significant number of children (enrolled
in the school) come from, municipality, city, and ancestral domain
(The School Improvement Plan Guidebook, DepEd 2015.)

EDUCATIVE PROCESS. This refers to the active involvement of

parents and the community in the education of the child. It can
be done through participation and coordination between and
among schools, the local school boards, and the Parent Teachers
Association (PTA). This will harness and develop parents’ strengths
as active partners of other stakeholders and as advocates
for community concerns that affect their children (RA 9115,
Governance of Basic Education Act of 2001).

PARENT OR GUARDIAN. This refers to a person whom the child

is under custody by the law. He/She is first responsible for the
development of values, attitudes, and habits that will be needed as
their children associate with other children in school. He/she can
forge a kind of partnership with the other stakeholders to share
information as well as responsibilities to the best interest of the
children (DepEd Order 54, s. 2009).

STAKEHOLDERS. Stakeholders are individuals or groups who have

an interest or concern for the school. They include parents, school
administrators, board members, local government officials, alumni
and socio-civic groups who contribute to the development of the
school community (DepEd Order 54, s. 2009).

WIDER SCHOOL COMMUNITY. It refers to the internal and

external stakeholders, including teachers, school administrators,
parents, guardians, community members, local business leaders,
local authorities and elected officials, among others (PPST, 2017).
2009).

3
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“
SELF-REFLECTION

In this part of the module, we will identify the various stakeholders

we have in relation to our teaching profession. More so, we will also
identify the different ways in which we involve these stakeholders
in the educative process.

I have identified two stakeholders in school. Teacher Dulce, can you

identity another stakeholders?

NO. WHO IS YOUR STAKEHOLDER? HOW DO YOU ENGAGE THE STAKEHOLDER?

1 Parent I write a letter addressed to the parent

expressing my intention/plan for the
class.
2 School Head I’ll make an appointment with our
School Head and suggest initiatives to

“
better organize the Brigada Eskwela in
our school.

Teacher Rey, those are good practices of communicating

with other stakeholders . Please see my examples below.

NO. WHO IS YOUR STAKEHOLDER? HOW DO YOU ENGAGE THE STAKEHOLDER?

1 Co-teacher I’ll discuss with my co-teacher the

challenges and opportunities of
handling students who would need
further learning assistance. In this way,
we could help each other addressing
students’ academic concerns.
2 School Guidance I’ll make a request to our school
Counselor guidance counselor to discuss with us
the signs of depression in order for us
to address concerns relevant to this
mood disorder.

4
 “
Build relationships with parents/guardians and the wider

MODULE 22
school community to facilitate involvement in the educative
process.

Let us now reflect on your current practices regarding building

relationship with parents and the wider community. In this sense,
you will see a clear picture of how you deal with your stakeholders
to involve them in the educative process.

Considering the key concepts, I have written down my own

reflection on this.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
…good practices of building … communicate and conduct …that I have a deep
partnership with parents dialogue with parents sense of responsibility to
and other stakeholders for and other stakeholders on build good relationships
the benefit of my learners matters related to students’ with parents and other
academic performance, stakeholders to foster
behavior in school and strong spirit of cooperation
school programs. and to involve them in the

“
educative process

Good reflection, Teacher Dulce! Now, it is your turn to reflect

on your knowledge, skills and attitudes in relation to the
indicator. You may write it in the boxes below

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
______________________. ______________________. ______________________.

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PPST RESOURCE PACKAGE

“
SUPPORT GROUP

Welcome back! We, your Support Group, will help you affirm
your prior knowledge, clarify thoughts and provide professional
support. Before we do that, please read intently the following
words from staunch believers of the interconnectedness between
the school and the community in the educative process of our
learners.

“The problem of education is everybody’s problem. As building literacy is

our collective responsibility, so too is improving our schools, our collective
responisbility. We must build bridges between the school and the community”

(Forencio Adab, Former DepEd Secretary)

“To fulfill our goals of developing successful students, teachers must work
together with school stakeholders in planning and building a school community
where children thrive as they enhance their learning capabilities.”

(Rose Macapulay, Principal II in Afusing National High School in Alcala,

Cagayan)

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

(Sayer and Vivian Williams, 1989)

Now, let me introduce you to Teacher Shane and a problem she had. Reflect on
it. Then answer the questions that follow:

It was the last week of August and the School Head of Sikap High
School called the first Parent-Teacher Conference. Teacher Shane, a
Grade 9 Adviser was excited to give the class cards for his 50 learners.
On the day of the first Parent-Teacher Conference, she was expecting
all parents invited would be present. However, there were only five (5)
parents who attended. Majority could not come due to some concerns.
She got worried because it was already the end of the school day, and
she had yet to give 45 class cards to parents who regretted to attend.

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MODULE 22
school community to facilitate involvement in the educative

“
process.
Probing

Can we all relate to Teacher Shane’s case? If so, let us

understand more her case by answering the following
probing questions:

1 Based on Teacher Shane’s case, what do you think is the challenge for her?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________.

2 Do you experience the same problem? Yes or No? Why do you think many parents do not
attend Parent-Teacher Conferences?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________.

3 What are your realizations on Teacher Shane’s case?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________.

4 What specific steps will you take to encourage parents to attend Parent-Teacher
Conferences and other school programs?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________.

7
PPST RESOURCE PACKAGE

“
Suggestions for Improvement

Now, here are a few suggestions to help build

relationships with parents/guardians and the wider
school community to facilitate involvement in the
educative process.

Building relationships with parents/guardians and the wider school community to

facilitate involvement in the educative process is challenging. However, it is important
since a sustainable relationship and partnership with various stakeholders is one key
in bringing quality education to our learners.

Teacher Hermes talks to the parents to involve them in a school activity.

Many years ago, the Program for Decentralized Education (Department of Education, Culture
and Sports:1983) enumerated the following areas in which teachers need to nurture in order to
develop a sustainable partnership with the community. These are still sensible even today.
1. Develop intelligent public understanding of the school on all aspects of its operation.
2. Help citizens feel more responsibly for the quality of education the school provides.
3. Earn the goodwill, respect and confidence of the public in the professional and
personal services of the school.
4. Involve the community in the work of the school and in solving educational problems.
5. Promote a genuine spirit of cooperation between the school and community for the
improvement of the community.
6. Secure community support for the school and its program.
7. Keep the community informed of developments and educational trends.
8. Secure an unofficial but honest evaluation of the school program in terms of
educational needs as the community sees it.
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 Build relationships with parents/guardians and the wider

MODULE 22
school community to facilitate involvement in the educative
process.

Aside from these there are several ways by which schools and teachers can effectively build
relationships, engage parents and stakeholders, and sustain partnerships with the community.
These are basic, but when maximized can produce desirable results.

1. Conduct Home Visits. A teacher who conducts a home visit will have a clear understanding
of the learner’s home conditions. Getting to know the parents and their children well is the
first step in fostering relationships.

2. Organize Seminars for Parents. There are various seminars which are appropriate for
the parents. Topics such as responsible parenthood, child development and understanding
learners are close to the hearts of parents. These seminars can equip parents with the skills
and understanding necessary to help their children.

3. Maximize Parent Conferences. The adviser must take the opportunity to talk to parents
during conferences. The purpose of the conference must be clear to the parents. The
achievement and needs of the learners must be communicated to their parents. The teacher
must honest, direct to the point and organized. The conference may be informal to facilitate
more fluid communication.

4. Create School-Home Projects. BBusy parents have a hard time attending school affairs.
However, there are alternatives such as sending letters to parents informing them of the
school programs. Printed materials can be sent to parents to update them on various school
events.

5. Establish Two-Way Communication with Parents/Community. A dialogue between the

school and parents/community can develop open communication. In this way, trust and
honesty develop between the school and the parents/community.

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“
ILLUSTRATIONS OF PRACTICE

Teacher Rey and I will now walk you through

illustrations of practice that provide clear examples
to help teachers to better grasp the idea of building
relationships with parents/guardians and the wider
school community to facilitate involvement in the
educative process.

Together, let us explore some ways teachers can foster

a lasting relationship with the parents, the wider school
community and other stakeholders.

The following illustrations of practices are common to the proficient teachers. These
will speak familiarity since most of them are currently being done in the field. In this
way proficient teachers shall understand that these practices must be strengthened.
More so the best practices in the field must be adapted eventually since they are
essentially substantial. The substantiality convey that they conform to the standards
that are being looked for among the teachers in the public schools. It is envisioned that
these standards shall become the language of quality in order to build relationships
with parents/guardians and the wider school community to facilitate involvement in the
educative process.

ILLUSTRATION OF PRACTICE NO. 1:

“
Engaging Parents and Other Stakeholders during Early
Registration

Early Registration is one major activity of the Department of

Education (DepEd) which aims to strengthen access to quality
education. For the recent years, it usually lasts for one month,
from the third week of January until the third week of February. It
caters the incoming Kindergarten, Grades 7 and 11 students. There
are various ways in which schools and teachers prepare for Early
Registration which include, but not limited to, the following:

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 Build relationships with parents/guardians and the wider

MODULE 22
school community to facilitate involvement in the educative
process.

School-to-School Campaign. Teachers visit school feeders. School feeders are the schools
in which their students enroll to a certain school. The teachers usually leave registration
forms to office of the School Head. A target date shall be set for teachers to pick up the list
of students who are interested to enroll in a certain school. In this way even before the Early
Registration officially starts, a list of pre-registered students is made available.

Barangay-School Collaboration. The school can partner with the barangay officials specifically
with the Committee on Education. Based on a clear understanding and agreement parents
and their children may be registered in the barangay under the supervision of the Barangay
Kagawad who chairs the Committee on Education. After which, the Chairperson can turn-
over the list to proper school authorities.

Maximization of Social Media Page. The power of technology has to be maximized for
the benefit of the learners. Information dissemination has to be done in relation to Early
Registration. The creation of an official social media page such as Facebook page will update
incoming learners. Many learners can access the on-line information and this facilitates the
early registration.

Utilization of Tarpaulin, Announcement, Brochure, Poster and other means. While technology
is an important tool in the early registration, the traditional means of letting the community
know about it is equally important. The hanging of tarpaulin in the school fence will create
an awareness. The announcement of teachers directly informs students. The distribution
of brochures provides basic information among interested individuals. The use of poster is
another way of encouraging learners to participate in early registration. Aside from these
there are other means to intensify early registration.

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HOW TO DO IT
To ensure the synchronization of the Early Registration across the country, many
teachers and school heads can come up with creative strategies even before the DepEd
Memorandum on the Early Registration is released. The following may be done by
teachers to ensure utmost participation of stakeholders in Early Registration;
• Share social media announcement in their own social media account
• Create text brigade to parents, learners and other concerned parties
• Share through word of mouth and home visitation
• Directly inform learners inside the classroom about early registration
• Write letters to parents informing them about it
• Conduct Parents’ Meeting
• Conduct meeting among colleague to create Action Plan for Early Registration

“
• Tie-up with local radio station to promote early registration

All of the above-mentioned actions can help build relationship with parents and
various stakeholders to facilitate involvement in the educative process.

Thank you Teacher Rey!

This clearly tells us the importance of Early Registration in building

relationship with parents and the wider school community. It also
shows us that there are several means to conduct it.

Let us see more practices employed by teachers in schools in relation

to Early Registration.

ILLUSTRATION OF PRACTICE NO. 2:

Working hand-in-hand with parents and stakeholders
in conducting the CHILD MAPPING
One of the preliminary steps in the crafting of Enhanced School Implementation Plan (E-SIP)
is to conduct child mapping. The aim to provide access to quality education is the very
reason why child mapping is being conducted at least every three (3) years. Although it
can also be conducted every year. Under the leadership and supervision of a school head,
all teachers are encouraged to participate in child mapping. A committee must be formed
under the directive of the school head. It allows collaboration with colleagues in the planning
of community engagement activities. The school head and the teachers must coordinate
with the barangay officials before entering the community. It is basic specially in the context
of the safety of the teachers. Once everything has been cleared between the school and
the barangay, that is the time that teachers can start child mapping. In fact, some barangay
officials assist teachers in the conduct of such until the end. There are even times when
parents help them in child mapping. The Annex 1B of Dep Ed Order No. 44, s. 2017 is also
known as the Child Mapping Tool. It is the official form which teachers use as they move
from one house to another. It contains important basic information on the status of 4-17
year-old children in the community which can be used in school planning.

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 Build relationships with parents/guardians and the wider

MODULE 22
school community to facilitate involvement in the educative
process.

Figure 1: Annex 1B (Child Mapping Tool)

The inclusion of child mapping in the crafting of Enhanced- School Improvement Plan (E-SIP)
is a relevant activity which essentially establishes partnership among several stakeholders.
In line with this the school head can form a committee on child mapping which shall be
composed mostly of teachers. However other stakeholders like parents can be tapped to take
part in the committee. The committee can make the following suggested actions:
• Meet members of the committee as early as November or December
• Create plan of actions to be done in the child mapping
• Ask population data and barangay map from the barangay officials where
the school is situated
• Coordinate with barangay officials
• Sign Memorandum of Understanding (MOU) or Memorandum of Agreement
(MOA) to ensure safety of teachers and other members
• Invite volunteer stakeholders such parents or learners from the barangay
• Seek assistance from barangay officials as soon as child mapping starts
• Divide the barangay among members of the committee
• Distribute child mapping tool
• Conduct house-to-house child mapping by carefully completing the needed
information in the tool
• Consolidate data from the child mapping tool
• Encode date to create date base

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PPST RESOURCE PACKAGE

Great Teacher Rey!

Aside from these illustrations, there are other illustrations of

practices which can demonstrate how to build relationships with
parents/guardians and the wider school community to facilitate
involvement in the educative process. Let us take a look at the
succeeding examples.

ILLUSTRATION OF PRACTICE NO. 3:

Encouraging Volunteerism with Parents and Other
Stakeholders through Brigada Eskwela
The National School Maintenance Week also known as Brgida Eskwela has been a major initiative
of DepEd for many years. There is no doubt that the partnership of various stakeholders is put into
action during this time. The wider community come together at this point to make the school at on
its best form. It is held during the last week of May just a week before the classes open in June
of every school year. However, the preparation for Brigada Eskwela starts as early as January
of the year. The essence of Brigada is to foster the Filipino spirit of voluntereerism or bayanihan.
This is translated in the context of education. It aims to unify various stakeholders of education in
improving the physical condition and social atmosphere of schools, thus making them conducive
for learners. The leadership of the school head and the Brigada Eskwela Coordinator count a
lot here. Again all teachers must be involved in Brigada Eskwela. Their contribution weigh more
than anything else. With the week long activities in Brigada Eskwela, one important activity is the
Kick-Off. This serves as the Opening Program of Brigada Eskwela in a Division. A chosen school
becomes the host school. The host school takes care of everything. Various stakeholders gather in
this major activity. The LGU officials, Parent-Teacher Association (PTA) officers, Supreme Student/
Pupil Government (SSG/SPG), businessmen, Dep Ed offiicials, parents, alumni, learners, volunteers,
school personnel and other concerned stakeholders converge in the Kick-Off. It officiallly starts
the Brigada Eskwela in a particular Division. Likewise a Kick-off program can also be done in the
school level.

Source:http://www.
ndbcnews.com.
ph/news/brigada-
eskwela-kicks-off-
in-koronadal-city
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 Build relationships with parents/guardians and the wider

MODULE 22
school community to facilitate involvement in the educative
process.

HOW TO DO IT
The creativity and genuine desire of the school head and teachers to deliver
quality education is a vital ingredient in the success of Brigada Eskwela.
Schools in different places have peculiarity, however the spirit of volunteerism
(bayanihan) keeps Brigada Eskwela alive. No matter what the contribution
is, as long as it wil benefit the learners, must be valued. Several practices in
Brigada Eskwela can be done such as the following:
• Brigada Eswkela Coordinator and members meet to draft plan for
Brigada
• Assess the school needs
• Identiy potential stakeholders and partners for Brigada Eskwela
• Write and send communication letters to identified stakeholders
• Secure the name and number of the contact person
• Make constant follow-up
• Review and finalize plan for Brigada Eswela
• Seek technical assistance from School Head and Division personel
• Communicate plan for Brigada Eskwela among fellow teachers,
parents and students
• Conduct school-based Kick-Off Ceremony
• Take daily pictures of Brigada Eskwela
• Prepare and complete Brigada Eswkela forms
• Have boodle fight with parents and other stakeholders
• Volunteer in anyn possible wlay
• Conduct closing program
• Distribute certificates of appreciation to stakeholders

ILLUSTRATION OF PRACTICE NO. 4:

Developing a Strong Homeroom Parent-Teacher Association
(HRPTA)
Many School Divisions today practice meeting parents in the school level prior to the
opening of classes. The reasons behind this are obvious: first, to explain key policies of the school
and Dep Ed and second, to build relationship with parents. It starts with a general assembly of
all parents in the school covered court. During this time, school head talks to parents on school
and Dep Ed policies. The teachers both old and new can also be introduced to the parents.
After the general assembly, parents go to their respective advisory rooms. Advisers prepare the
attendance sheets for parents. Students usually assist them in going to the rooms. Inside the
classrooms, advisers reiterate the school head’s pronouncements. This is the best time to start
builidng relationship with parents. A simple getting to know activity is a good way to start winning
parents. The teachers can also share their plan for the class for the current school year. If possible,
refreshments can be served to the parents which can be done by the leaners themselves. The
meeting can end with the teacher expressing words of appreciation to the parents.

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HOW TO DO IT
Vacation time is special among parents and their children. It is the best time for
them to rest from the challeging tasks in the school. The HRPTA meeting prior to the
opening of classes is an equally important activity. It can be done even in simple ways
such as:
• Inform parents about the activity thru text message, chat message, letter,
announcement, verbal message or home visitation
• Prepare copies of agenda of meeting and attendance sheets
• Serve refreshments
• Discuss agenda clearly
• Entertain questions and verification
• Assign parents to take minutes of the meeting
• Present plan for the school year
• Take pictures

ILLUSTRATION OF PRACTICE NO. 5:

Conducting a Parent-Teacher Conference (PTC)

Another important activity in school is the parent-teacher conference (PTC). This is quarterly
done by the teacher among the parents/guardians Prior to the actual day of the PTC, some
school heads release school memorandum containing the suggested agenda. It helps teachers
to become more organized in the conduct of the PTC. This is the time when teachers give
feedback to parents on the academic performance of the learners. Parents become aware of
the academic standing of their children. The learners who reach an average of at leasts 90%
with a grade of at least 80% in each learning area recognized during this day. Aside from it,
teachers update parents on the different programs, policies and projects of the school. The
parent-teacher conference allows parents to voice-out their comments and suggestions for
the school I improvement. This may only be four (4) times a year, but it can result to positive
outcomes. More so, teachers get the early chance to see parents who can be engaged in various
projects. Parents who are reluctant to attend PTC may be visited by the advisers.

HOW TO DO IT
The preparation prior to the PTC is a key element to its success. A successful PTC can
generate support from the parents. The following actions can be done in the conduct of
Parent-Teacher Conference:
• Inform parents about the activity thru text message, chat message, letter,
announcement, verbal message or home visitation
• Prepare copies of agenda of meeting and attendance sheets
• Assign tasks to PTA officers and Class officers
• Serve refreshments
• Discuss agenda clearly
• Entertain questions and verification
• Allow parents to participate in the discussion
• Assign PTA officers to take minutes of the meeting
• Recognize learners who have Perfect Attendance
• Recognize learners who are Academically Outstanding
• Take pictures
16 • End on a positive note by thanking parents
 Build relationships with parents/guardians and the wider

MODULE 22
school community to facilitate involvement in the educative
process.

Other Illustrations of practice

GIVING RECOGNITION TO PARENTS AND VARIOUS STAKEHOLDERS

Schools which recognize the value of their parents are motivated to support school
programs, projects and policies. Teachers can prepare certificates of appreciation or
recognition to parents who consistently attend PTA meetings. At the end of the school
year, there are schools which give certificates of recognition to parents who generously
share their resources. Certificates of recognition can also be given to the HRPTA officers
who served their term for one school year. Tokens of appreciation can also be given to
them. This is a way of thanking them for the continuous support. This recognition can
mean a lot to parents. The same thing can be done to stakeholders who continue to
support the school endeavors. In way or the other the contribution of various stakeholders
help schools to become performing public institutions.

EXTENDING INVITATION TO PARENTS AND OTHER STAKEHODLERS TO SCHOOL

ACTIVITIES, EVENTS AND PROGRAMS

Parents love to see their children participate and perform in school activities, events
and programs. The invitation that is extended to them by the school head and teachers
are truly values. They feel that they are important since this is about their children who
happen to be learners in the school. At the same time this strengthens the connection
between learning in school and at home. Allotting of chairs for them during school
activities, events and programs is genuinely encouraging. This fosters relationship which
in the long run facilitate involvement in the educative process of the learners. The same
thing can be done to other stakeholders thus involving the wider school community.

Indeed, there are more than one way to build a relationship

between the teachers and the parents and the wider school
community.

“
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“
PROFESSIONAL DEVELOPMENT PLAN

After exploring the module, you now have a better appreciation of

the indicator. Based on your professional reflection, think of ways
you can further enhance your knowledge, skill and attitude in this
indicator.

Fill in the personal action plan.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

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 Build relationships with parents/guardians and the wider

MODULE 22
school community to facilitate involvement in the educative
process.

RESOURCE LIBRARY

Bibliography
This section provides you resources that can help you further
understand the indicator.

“
Aguilar, E. (2011). 20 Tips for Developing Positive Relationships with Parents. Retrieved from
https://www.edutopia.org/blog/20-tips-developing-positive-relationships-parents-elena-
aguilar
This resource material enumerates 20 practical ways on how teachers can build positive
relation with parents.

Australia Department of Education and Training (2008). Retrieved from https://www.education.

gov.au/
This resource material contains several items on family-school partnership. In fact it has
a framework which outlines the whole idea of building a sustainable partnership with
parents. It is produced by the Department of Education and Training of the Australian
government.

DepEd Order No. 54, s. 2009. Revised Guidelines Governing Parents-Teachers Associations
(PTAs) at the School Level
It contains guidelines which governs the establishment of Parent-Teacher Association in
public sschools in the Philippines.

DepEd Order No. 77, s. 2009. Guidelines for the Conduct of Elections of the Parents-Teachers
Associations (PTAs) at the School Level and their Federations
It contains guidelines which governs the establishment of Parent-Teacher Association in
public schools and their federations in the Philippines.

DepEd (2015). The School Improvement Plan (SIP) Guidebook. Retrieved from
www.deped.gov.ph
This guidebook is for the school heads, teachers, school staff, and other school
stakeholders in DepEd. It is a product of consultations with planning experts and experts
from the field – principals, supervisors, and teachers – to ensure that school improvement
planning becomes easier and effective them.

Department of Education, Culture and Sports, (1983). Program for Decentralized Education
(PRODED).
A program launched by the Department of Education, Culture and Sports (DECS) or
elementary education to modify the curriculum and put emphasis on science, technology, 19
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math, reading, and writing.

Macapulay, R. (2018). Teachers need to build strong relationships with stakeholders.

Retrieved from https://businessmirror.com.ph/2018/07/19/teachers-need-to-build-
strong-relationships-with-school-stakeholders/.
It is an opinion in an online column which writes about the importance of fostering
a healthy relationship between the teachers and stakeholders. This column sends a
positive note of asking the school and the community to working harmoniously together,
which will have a positive impact on the students.

Meador, D. (2017). Why Principals Must Build Relationships. Retrieved from https://www.
thoughtco.com/why-principals-must-build-relationships-with-parents-3956178
This resource material emphasizes the importance of building relationship with parents
not by teacher, but by the school head or principal.

Republic Act No. 9155. An Act Instituting a Framework of Governance for Basic Education,
Establishing Authority and Accountability, Renaming the Department of Education,
Culture and Sports as the Department of Education and for other Purposes
The act decentralizes the governance of schools in the Philippines. It also features
several changes in the educational landscape of the country.

Republic Act No. 9115. Governance of Basic Education Act of 2001.

The act contains guiding principles that include encouragement from DepEd to parents
and community in the education of the child. This public document also encourages, not
just the school and the parents, but also volunteerism from among all sectors to ensure
sustainable growth and development in education.

Sayer and Williams, V. (1989). Schools and external relations: Managing the new partnership.
London: Cassell Educational Ltd.
This books discusses the relationship between the school and other sectors in a wider
community. It shows a new direction of partnership which aims to benefit the learners
in a establishing a well-coordinated support among the stakeholders.

20
 Build relationships with parents/guardians and the wider

MODULE 22
school community to facilitate involvement in the educative
process.
TEACHER EDUCATION COUNCIL
Leonor Magtolis Briones Evelyn G. Chavez, Ph.D. Lorina Y. Calingasan, Ph.D.
Secretary Mindanao Zonal Representative Social Studies Subject Representative
Department of Education
Lourdes R. Baetiong, Ph.D. SECRETARIAT
Allan B. De Guzman, Ph.D. Language Subject Representative Runvi V. Manguerra, Ph.D.
Luzon Zonal Representative Executive Director II
Myrna B. Libutaque, Ph.D.
Rita May P. Tagalog, Ph.D. Mathematics Subject Jayson A. Peñafiel
Visayas Zonal Representative Representative Education Program Supervisor

ACKNOWLEDGMENTS
PROJECT TEAM WRITER-COORDINATORS Christopher A. Cantos
Carmina L. Patriarca
Philip Jay N. Alcoberes, Ph.D. Jennifer E. Lopez Ma. Julieta San Jose
Senior Program Manager and Project OIC Director III Nancy D. Landicho
Leader Bureau of Human Resources and Merlinda C. Dominguez
Organizational Development Vilma S. Fernando
Christine Reading, Ph.D. Joyce Karen D. Dulnuan
Senior Research Fellow Maria Concepcion Beltran - Montenegro Isabel U. Bongtiwon
UNE-SiMERR Faculty, Ateneo de Manila University Miltrudes A. Dango
Delia A. Macalalad
Jan Albert G. Suing WRITERS Leonora C. Rubio
Research Officer Alfred James A. Ellar, Ph.D. Imee P. Aldea
PNU-RCTQ Annie Michelle F. Laurzano Ronald C. Dumapias
Arcangel Q. Bañez Jr. Jose Ariel S. Padsoyan
Rejelyn L. Vega Domingo R. Cueto Ronald C. Lontoc
Research Officer Gregorio T. Mueco Merlyn Conchita O. De Guzman
PNU-RCTQ Hermes P. Vargas
John Paul O. Dela Rosa EDITOR
May Grace D. Salazar Leonore L. Mingo, Ph.D.
PNU-RCTQ and UNE-SiMERR National Ma. Regaele A. Olarte
Research Centre Ryan G. Dela Torre GRAPHICS & LAYOUT ARTIST
Shiela Nina L. Rea-Santes Raymond S. Bermudez
Gina O. Gonong, Ph.D. Vilma A. Buhay
Director, PNU-RCTQ
REVIEWERS PNU PRESS
Jennie V. Jocson, Ph.D. Neil Vincent C. Sandoval, Ph.D.
Deputy Director, PNU-RCTQ Allen U. Bautista. Ed.D.
Vivian Buhain, Ed.D. Special Thanks
Allan S. Reyes. Ph.D. Leonardo Munalim, Ph.D.
Senior Program Manager, PNU-RCTQ Amparo M. Muñoz, Ed.D. AUSTRALIAN EMBASSY
Mary Ann P. Malipe
John Pegg, Ph.D. Jacinto S. Bose Francesca Lawe-Davies
Director, UNE-SiMERR Karen Clarissa L. Perez First Secretary-Education
Francis G. Baltazar
Joy Hardy, Ph.D. Marcela B. Lazaro BASIC EDUCATION SECTOR
Deputy Director, UNE-SiMERR Ofelia C. Ribot TRANSFORMATION (BEST)
Mercedes S. Oplas PROGRAM
Ken Vine, Ph.D. Maricel D. Ambid Alison Atwell, Ph.D.
Principal Research Adviser Bobby P. Caoagdan Team Leader
UNE-SiMERR Eliseo P. Buhain
Leah C. Vidal
Support Staff Odessa R. Duping
Silvia Danieli, FCA, MBA, B Bus Estrella B. Bulay Special thanks: All Regional
June Billings Christine Joy T. Beloken
Ambrose McDermott Richard Rizalino S. Salazar Directors, Superintendents and
Pamela L. Lamparas Gemma S. Santiago Principals who supported the
Beverly E. Estocapio Lederma A. De Guzman
Ruby Ann G. Gantalao Marvin R. Victorio Project
Michael Wilson I. Rosero Jobert Rodriguez
Mikkey Mari M. Tuazon Diane Marie B. Lavarias
Sarah Joy T. Alimboyong Aileen I. Carbonell
Rey L. Galido Jennie Joie A. Malangis
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