LESSON 3 – SCHOOL AND COMMUNITY RELATIONS

TEACHER’S ROLES IN THE SOCIETY AS A TRANSFORMATIVE AGENT OF

CHANGE

Lesson Objectives:

At the end of the lesson, the students are expected to:

1. Determine ways by which a school can partner with its community

Guide Questions:

(1) As educators, how can we ensure that approaches to teaching and learning adeptly foster
the knowledge, skills, and competencies needed to tackle complex global challenges, as
well as cultivate conceptions of citizenship grounded in genuine commitments to
sustainable development, equity, and peace-building within diverse contexts?

(2) What difference am I trying to make personally?

INTRODUCTION

Teachers play a key role in realizing successful changes in education. Among them
are real “change agents” at both classroom and school level. As we continue our march into
the 21st century, education is no longer defined solely by grades. Educators needs to address
an individual’s social and emotional capabilities as well—key competencies that will
determine one’s success in life. Teachers also now play a crucial role in nurturing a lifelong
love for learning in their students.

Teachers are regarded as agents of change in any society. Their roles do not stop in
the classroom, as educators and architects of a well-educated nation but are community
activists too. Hence, they are expected to promote social change in schools and in
communities in which they serve on several issues.

The first and foremost responsibility of the teacher is in relation to his students. His
job cannot remain confined to a delivering a set of lectures or mere “coverage of syllabus.”
He should go out the institution with a sense of values and purpose and fully “equipped to
pay his role not only as a professionally trained person”, but as an enlightened and dedicated
member of the society, committed to the values of democracy, secularism, and socialism.

In the past, many reforms reached a dead end because of the apathy of the teacher.
The teacher should accept his responsibility of our social objective, which implies that
education should be related to the life, needs, and aspirations of the people.
 From this point of view, it becomes important that the teacher becomes an active
participant in the following activities:
I. Programs of community development
II. Adult education and extension
III. Social and national services
IV. Co-curricular activities
V. Programs of non-formal education
VI. Social and national integration

According to Michael G. Fullan, “Why Teachers Must Become Change Agents?”

“Teacher Education Programs must help teaching candidates to link the moral
purpose that influences them with the tools that will prepare them to engage in
productive change.”

Teaching at its core is a moral profession. Scratch a good teacher and you will find a
moral purpose. Those with a clear sense of moral purpose often become disheartened, and
those with a limited sense of purpose are never called upon to demonstrate their commitment.
Many begin their careers with a sense that their work is socially meaningful and will yield
great personal satisfactions. This sense dissipates, however, as “the inevitable difficulties of
teaching… interact with personal issues and vulnerabilities, as well as social pressure and
values to engender a sense of frustration and force a reassessment of the possibilities of the
job and the investment one wants to make in it.

Certainly, calls for reestablishing the moral foundation of teaching are warranted, but
increased commitment at the on-to-one and classroom levels alone is a recipe for moral
martyrdom. To have any chance of making teaching a noble and effective profession—
teachers must combine the mantle of moral purpose with skills of change agentry.

Moral purpose and change agentry, at first glance, appear to be a strange bed-fellows. On
closer examination they are natural allies. Stated more directly, moral purpose—or making a
difference—concerns more bringing about improvements. It is, in other words, a change
theme. In addition to the need to make moral purpose more explicit, educators need the tools
to engage in change productively. Moral purpose keeps teachers close to the needs of
children and youth; change agentry causes them to develop better strategies for
accomplishing their moral goals.

But we are facing a huge dilemma. On the one hand, schools are expected to engage in
continuous renewal, and change expectations are constantly swirling around them. On the
other hand, the way teachers are trained, the way schools are organized, the way the
educational hierarchy operates, and the way political decision makers treat Educators results
in a system that is more likely to retain the status quo. One way out of this quandary to make
explicit the goals and skills of change agentry.

Working on personal visions means examining and re-examining why we came into
teaching. For most of us, the reasons are there, but possibly buried. For the beginning teacher,
they may be underdeveloped.

Personal vision comes from within. It gives meaning to work, and it exist independently
on the organization or group we happen to be in. Paradoxically, personal purpose is the route
to organizational change. When it is diminished, we see in its place a group-think and a
continual stream of fragmented, surface changes acquired uncritically and easily discarded.

In sum, the moral purpose of teaching must be reconceptualized as a change theme. Moral
purpose without change agentry is martyrdom; change agentry without moral purpose is
change for the sake of change. In combination, “not only are they effective in getting things
done, but they are good at getting the right things done.” The implications for teacher
education and for redesigning schools are profound.

WHY COMMUNITY INVOLVEMENT IS IMPORTANT

It is no secret that parental involvement is an integral part of a successful educational

framework. The high rates of student success are generally the result of three groups
collaborating to provide the best opportunities for the future—teachers, parents, and the
community. In a 2002 research review by Anne T. Henderson and Karren L. Mapp—A New
Wave of Evidence: The impact of School, Family, and Community Connections on Student
Achievement—the researchers concluded that there is a significant positive correlation
between school, family, and community involvement and student success

What happens before the school day starts and after it ends can just be as important
and impactful in the lives of your students as what happens during the traditional school day.
This is why the community engagement and involvement in schools is such an important
facet of the educational process.

THE BENEFITS OF COMMUNITY INVOLVEMENT

Consistent community involvement and engagement at all levels of the school have
been shown time and again to have significant short-and-long term benefits. According to the
National Education Association (NEA), “when schools, parents, families, and communities
work together to support learning, students tend to earn higher grades, attend school more
regularly, stay in school longer, and enroll in higher level programs.” With these important
benefits in mind, it’s clear that a focus on increasing community involvement programs and
opportunities should be consistent goal for your school.

Volunteering is one of the most common and popular ways to encourage community
involvement in schools. Connect with local businesses, civic organizations, charities, no-
profit foundations, and other groups in your community to enlist volunteers to come before,
during, and/or after school day. Volunteering can come in different shapes and forms. Invite
local leaders and individuals in the community to visit classes and speak about their chosen
profession for Career Day. Encourage community members to get involved by volunteering
with enrichment opportunities before and after school, such as tutoring, and athletic teams.

Not every organization, business, family, or individual in your community is going to

have time or capacity to participate in in-person and on-premise volunteer opportunities. That
is why it’s important to also prioritize community involvement in the form of donation and
sponsorship programs. Create and publicize sponsorship and donation needs throughout your
community, to give local organizations and businesses the opportunity to partner with your
school.
The responsibility for raising a well-educated and civic-minded generation of children
cannot rest solely with schools. However, you work to increase community involvement,
remember that when schools, parents, and community partner together, great things happen in
the lives of children and young adults.

The List Reflects Community Resources that could or currently partner with schools:

 Country Agencies and Bodies (Department of Health, Mental Health, Children

and Family Services, Public Social Services, Office of Education, Police and
Fire Departments, Planning Ares Councils, Recreation and Parks, Library,
Housing Authority etc.)
 Municipal Agencies and Bodies (Parks and Recreation, Library, Courts, Civic
Event Units)
 Mediation Center (Clothing and Food Pantry, Visiting Nurses Association,
Cancer Society, Red Cross, Volunteer Agencies, etc.)
 Service Clubs and Philanthropic Organizations (Rotary Club, Veteran’s
Groups, Charitable Fund, Community Foundation, Community Services, etc.)
 Youth Agencies and Groups (Boys and Girl Scouts Clubs, Child Advocacy
Center, etc.)
 Sports/Health/Fitness/Outdoor Groups (Athletic Leagues, Local Gyms,
Conservation Association, etc.)
 Community-Based Organizations (Neighborhood and Homeowners’
Associations, Neighborhood Watch/Patrol, Housing Project Associations,
Civic Associations, etc.)
 Faith Community Institutions (Interfaith Council, Catholic Services,
Congregations and Subgroups, etc.)
 Ethnic Associations (Asian Community Center, Hispanic Community Center,
Indian Center, Germans from Russia Society, etc.)
 Artists and Cultural Institutions (Museums, Art Galleries, Zoo, Theater
Groups, TV and Radio Stations, Literary Clubs, Art Groups, Writers’
Organizations, Collectors Group, etc.)
 Businesses/Corporations/Unions (Neighborhood Business Associations,
Chamber of Commerce, Goodwill Industries, Local Shops, Restaurants,
Banks, School Employee Unions, etc.)
 Media (Local Newspapers, TV and Radio, Local Access Cable, etc.)
 Family Members, Local Residents, Senior Citizens Groups, etc.
Activities in Which Schools Can Become Involved to Build/Improve School-Community
Partnerships:

 Encourage Community Use of School Facilities—encouraging non-profit community

groups to use the facilities is not only good use of resources but also provides
opportunities for the school to get involved in community projects.
 Senior Citizens Banquet—at least once a year and can be sponsored by a school
service organization and usually, parents are willing to come assist in the preparation
of the meal.
 Back to School Week—make a special effort to personally invite community and
business leaders to attend school for the day, or part of a day.
 Career Day—this is not only good educational experience for the students, but also
helps local business people to learn more about the school and the school’s needs.
And helps to understand the unemployment needs in the area.
 New Releases—news mailed to local media could be a good strategy for public
relations and community outreach programs.
 Newsletters—provide periodic newsletters not only to the families of the students but
also to the board members, business leaders, and other community members
 Honor Roll—in the local media, publish a list of students who made significant
accomplishment during the school year
 Gold Cards—give students who earn a place on the Honor Roll a Gold Card which is
sponsored by participating businesses who provide discounts to those students for
marking a period.

The school and the community are the mainsprings of effective and powerful forces that
can create a wholesome climate for mutual gains and betterment. They can forge a kind of
partnership where both are willing to share information as well as responsibilities to the best
interest of the children while in school, likewise when dealing with members of the
community. Parents from the community are ready to offer much-needed assistance in terms
of resources while teachers are equally committed to spend time, effort, and expertise in
serving the school children. Ensuring strong alliance is guaranteed to foster sound academic
practices in the school, civic-mindedness and public accountability in the community. A
positive affiliation is an overwhelming bond that all stakeholders are willing to be part of.

In recognition of the tremendous benefits that school and community residents stand to
experience and enjoy, some teaming up will be suggested.

The Teachers, Parents and the Community

Parents are the first teachers in the home. They are responsible for the development of values,
attitudes and habits that will be needed as their children associate with classmates in school.
Such inculcations are likewise beneficial when they work and play with neighbors and the
community at large.

Teachers in the schools continue to enrich the students’ experiences at home, thus
strengthening the valuable, personal traits and characteristics initially developed. In the end,
the contrive attention and efforts of both “custodians” are accorded acknowledgment and
recognition by members of the community.
The members of the community, in addition to the parents, include the local government
units, the non-government agencies, civic organizations and all the residents. They are highly
motivated to participate in the school activities and projects that will likewise redound to the
uplifting of the morale and quality of life in their own locality.

1. Difficulties

Teachers are endowed with a caring and compassionate attitude that are expressed in
their love and unending sacrifice in guiding the young. Despite conscious effort,
children experience difficulties and problems regarding:
a. ability to accomplish assignments
b. irregular attendance
c. study habits in school
d. negative attitudes
e. problem with self-discipline

2. Solutions

The best way to thresh out causes and come up with solutions is to conduct a dialogue
wherein parents may be invited to drop by the school or the teacher may pay a visit to
their home.
a. A calm and friendly face-to-face exchange of observations could straighten some
disturbing interactions ending with a promise of undertaking remediation in both
quarters.

b. Extremes of behavior need detailed consideration of past experiences in school

and at home.

3. Values Developed

Values and strong inclinations are instilled starting from the home and are developed
further in the school. Some of the most desirable are:
a. Respect for elders and for the right of others
b. Cooperation
c. Willingness to share
d. Deep sense of responsibility
e. Persistence

4. Interests

Special interest and innate talents noticed at a young age such as heightened
propensity for music and drama, athletics and the arts must be attended to by sensitive
mentors and guardians in order to provide them with continued opportunities to attain
full realization of their natural gifts.
School and Community

The school is usually located at the center of the town or city. As such, it is subjected to daily
scrutiny by the members of their community. Seeing their students at play or work, personnel
busy with everyday tasks and teachers with the usual eyeful watch, everyone passing by
witnessing such would full proud of their school. The community would in turn show their
gratitude and appreciation by keeping their school surroundings clean and comfortable for the
children, and by sharing resources whenever needed.

1. Collaborative Relationships

a. The school officials actively participate in community projects such as literacy

assistance project for out-of-school children and house campaign for healthful
practice.

b. The municipal/city officials are likewise ready to provide help not only in
improving the physical facilities of the school but also in paying the salaries of
teachers who, for the moment, do not have teacher items. There are a number of
School Board-paid teachers in the country.

c. During historic celebrations in both places, participation by each is easily elicited

with such positive and civic-consciousness activities enjoyed by the school and
the community, a strong feeling of togetherness become evident.

2. Organized Associations

Schools have organized Parent-Teacher Associations (formerly referred to as the

Parents, Teachers and Community Associations) with the officers coming from both
their members. They undertake projects and activities aimed at promoting a
harmonious and enjoyable relationship among themselves. Regular meetings are
conducted to discuss activities that are intended to improve/assist conditions
prevailing in both. A strong spirit of cooperation is exhibited as well as sharing of
expertise and material resources. Representations during town or school affairs create
strong ties among the members, thus helping hands are volunteered in times of needs.

The Brigada Eskwela is another example of collaboration among the school, parents
and community. Brigada Eskwela conducted at the beginning of the school year is
now institutionalized at the Department of Education and has resulted to strong
partnership of the school with the community. This is DepEd’s National Schools
Maintenance Week meant to help schools prepared for the opening of classes with the
assistance of education stakeholder by repairing and cleaning public schools
nationwide. Brigada Eskwela aims to revive the bayanihan spirit among Filipinos by
engaging the participation of education stakeholders in the community.

With the implementation of School-Based Management (SBM), the School

Governing Council (SGC) per school has been organized. The School Governing
Council is more than the PTA in the sense that the SGC shares in the task of policy
making in the school, with the school head leading.
 3. Public Safety, Beautification and Cleanliness

Peace and order, safety in public conveyances and compliance with ordinances afford
ample protection and disciplinary measures deserved by all. Beautification of the
community through tree-planting in every household and cleanliness through proper
waste disposal are voluntarily undertaken by both, thus creating a disciplined and
wholesome community.

4. Values Exhibited

Outstanding school personnel as well as barangay officials are honored. This serves as
a motivation for both parties and their followers to continue with their commendable
practice. Values of nationalism and unity are developed through the examples
demonstrated by the school and government officials. Respect for authority and self-
discipline are modeled for the young to follow.

5. Instructional Centers and Materials

The community can serve as rich sources of instructional materials. The clean rivers,
town library, factories and other industrial establishment could be learning centers for
field trips. Recreational areas and concert halls offer enjoyable entertainment for all.
The parks and beaches become relaxation areas for school children together with their
teachers and families. Professionals and practitioners from the community can be
invited during observance of significant school rites.

SUMMARY

A favorable partnership between the school and the community will yield bountiful
harvest by way of establishing a conducive learning environment in the school and an orderly
and civic-minded citizenry in the community. The teachers are committed to spend time,
effort and expertise in serving the academic needs and interest of the community members
while the community leadership and authorities are equally willing to provide assistance by
way of material resources and learning center for the school population. Teachers and parents
from the community can establish a close relationship than can pave the way towards a better
understanding of the difficulties met in both locations and jointly suggesting positive
solutions. The same holds true with the strengthening of values and attitudes of students
through modeling by the teacher in school and by parents at home. A voluntary and firm
partnership between the school and the community is indeed a product of valuable investment
of time, efforts and resources willingly shared by both.

ACTIVITY
a) Name some problems originating from the community that are experienced by the
teachers in the school, regarding:
 Availability of lighting system and water
 Security measures of children
In what way can the community help?

b) Describe how the school and the community officials work together in each of the
following events:
 Peace and order situation
-In school
-outside the school
 Projects