EDUC

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PATRICIA ANN T.

PENUELA EDUC 206


MAED

1. What is EDUC 206 all about? Why is this subject important in the
educational system?

Answer: EDUC 206 or School Community Relations focuses on the


relationship between schools and the community in which they operate. It
aims to promote harmonious, active, and collaborative engagement among
teachers, parents, and the community in the implementation of school
programs for learners’ welfare. The importance of this subject lies in the fact
that the community plays a crucial role in supporting the school’s mission
and vision. Successful schools understand the importance of establishing
good and harmonious relations with the community in which they belong.
These relationships exist at two levels, at a formal and legal level, as well as
an informal and voluntary one. The former is expressed by the
representation of the community through formal organizations such as
School Planning Team (SPT) and Parent and Teachers Associations (PTA).
The latter takes the form of voluntary participation, where community
members get involved through special activities or events. In order to
enhance the community’s participation in education, it is essential to
promote a school environment where community members feel welcomed,
respected, trusted, heard, and needed.

2. Give at least 5 bases for dealing with the stakeholders and the community.
Make the first one, the DepEd Order No. 54 series 2009.

Answer:

Legal bases for dealing with the stakeholders and the community include:

a. DepEd Order No. 54 series 2009. It is a Department of Education


(DepEd) order that provides revised guidelines governing Parents-
Teachers Associations (PTAs) at the school level. The order mandates
that every elementary and secondary school in the Philippines must
organize a 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. The PTA shall serve as support
group and as a significant partner of the school whose relationship
shall be defined by cooperative and open dialogue to promote the
welfare of the students.

The order also provides guidelines for the organization of PTAs at the
school level. Membership in a PTA is limited to parents, or in their
absence the guardian, of duly enrolled students, and teachers in a
given school. A guardian is defined as any of the following: an
individual authorized by the biological parent/s to whom the care and
custody of the student has been entrusted; a relative of the student
within the fourth degree of consanguinity or affinity provided that said
relative has the care and custody over the child; an individual
appointed by a competent court as the legal guardian of the student;
or in case of an orphan, the individual/institution who has the care
and custody of the student. A teacher-member refers to homeroom
advisers, subject teachers, and non-teaching personnel.
b. Presidential Decree No. 603, s. 1974, Article 77. Also known as
“The Child and Youth Welfare Code.” It states that “Every elementary
and secondary school shall organize a parent-teacher association for
the purpose of providing a forum for the discussion of problems and
their solutions, relating to the total school program, and for insuring
the full cooperation of parents in the efficient implementation of such
program. All parents who have children enrolled in a school are
encouraged to be active members of its PTA, and to comply with
whatever obligations and responsibilities such membership entails.

Parent-Teacher Association all over the country shall aid the


municipal and other local authorities and school officials in the
enforcement of juvenile delinquency control measures, and in the
implementation of programs and activities to promote child welfare.”

c. DepEd Order 13, s. 2022. Omnibus Guidelines on the Regulations


of Operations of Parents Teachers Association. It aims to promote
harmonious, active, and collaborative engagement among teachers,
parents, and the community in the implementation of school
programs for learners’ welfare. The order provides guidelines on the
regulation of operations of Parent-Teacher Associations (PTAs) to
update and harmonize its functions to the DepEd’s mandate. The
guidelines cover the following areas: (1) PTA organization and
membership; (2) PTA meetings and activities; (3) PTA funds and
financial management; (4) PTA roles and responsibilities; and (5) PTA
monitoring and evaluation. The order also mandates that every
elementary and secondary school in the Philippines must organize a
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.

d. Executive Order No. 209, s. 1987 or The Family Code of the


Philippines, Article 209 & 220 (5).

Article 209. It is mandated that the natural right and duty of the
parents shall include the caring for and rearing them for civic
consciousness and this can only be achieved through shared
responsibility between teachers and parents.

Article 220 (5). To represent them in all matters affecting their


interests.

e. Batas Pambansa Blg. 232 (Education Act of 1982)

II. THE EDUCATIONAL COMMUNITY (Section 7)

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.

Representatives from each sub-group of the educational community


shall sit and participate in these bodies, the rules and procedures of
which must be approved by them and duly published.

3. Give at least 5 problems you have encountered in your school and how do
you solve them.

Answer:
Problems are inevitable in every school and classroom setting. The following
are among the problems I have encountered so far in school:

a. Learner’s Absenteeism. A perennial problem that is always being


addressed by every school each year. It may be due to various factors
such as learners having health issues, family problems, or lack of
interest in school. To address this issue, in our school, we have the
provision of Home Visitations every Friday to learners accumulating
three consecutive absences for a week. This intervention effectively
communicates with parents to identify the reasons for the student’s
absences and work together to find possible solutions. Providing
incentives for good attendance is one that encourages students to
attend school regularly.

b. Limited parental support for reading and numeracy that stems


from educational disparities: Parents play a crucial role in
supporting their children’s learning. The follow-up activities regarding
reading and numeracy done at home could greatly improve the overall
and holistic learning of the learners. Aside from regular monitoring
and communication with parents, our schools also provide parent
education programs that teach parents how to support their
children’s learning at home. These programs include workshops on
reading and numeracy, as well as strategies for creating a conducive
learning environment at home. We also provide resources such as
books and educational materials that our parents can use to support
their children’s learning.

c. Aggressive behaviors of learners resulting in physical harm or


emotional distress. Aggressive behavior can stem from a range of
factors, including bullying, mental health challenges, or
underdeveloped social skills. In such instances, I strive to
comprehend the perspectives of all parties involved to gain a
comprehensive understanding of the issue or situation. I initiate
individual conversations with the involved students to facilitate an
immediate resolution. However, if the matter exceeds my capacity to
address, it is escalated to the school level. The principal, in
collaboration with the Child Protection Committee led by the School
Guidance Coordinator, then assumes responsibility for resolving the
issue. Furthermore, our school implements comprehensive guidance
programs tailored to address the diverse needs of our learners,
fostering their holistic well-being and academic success. These
programs encompass a range of initiatives carefully designed to
promote learners’ personal, social, emotional, and academic growth.
By providing individualized support and proactive interventions, our
guidance coordinators empower learners to navigate challenges,
develop resilience, and make informed decisions.

d. Lack of appropriate instructional materials. Appropriate


instructional materials are essential for effective teaching and
learning. In our school, we recognize the crucial role of instructional
materials in enhancing the learning process and fostering learner
success. To ensure that our learners have access to the resources
they need, we conduct a comprehensive needs assessment or
inventory at the beginning of each school year. This assessment
involves gathering information from teachers, learners, and parents to
identify any gaps or deficiencies in our current instructional materials
supply.

Based on the results of the needs assessment, we then develop a


detailed report outlining the specific instructional materials required.
This report is submitted to higher offices within the department for
consideration and potential support. We also actively seek
partnerships with private institutions to supplement our instructional
materials resources.

In addition to procuring external resources, I am committed to


creating my own instructional materials or adapting existing materials
to tailor them to the specific needs of my learners. This approach
allows me to personalize the learning experience and address the
unique learning styles and interests of my learners.

By implementing a multi-faceted approach to instructional materials


acquisition, we ensure that our learners have access to the high-
quality resources they need to succeed in their academic endeavors.
Our commitment to providing comprehensive and relevant
instructional materials is a testament to our dedication to fostering a
nurturing and supportive learning environment where every learner
can reach their full potential.

e. Low level of proficiency among learners. The COVID-19 pandemic


disrupted education worldwide, exacerbating existing educational
disparities and widening the achievement gap among learners. Our
school district was not immune to these challenges, and we observed
a significant decline in student performance, particularly in the areas
of reading, numeracy, and scientific skills. This decline was attributed
to the prolonged disruption of in-person learning, the limited access
to quality educational resources, and the increased stress and anxiety
experienced by students during the pandemic.

To address these learning losses and mitigate the impact of the


pandemic, our school implemented a comprehensive recovery plan
focused on providing targeted interventions and support for our
students. Our plan prioritized the following key areas:

Psychosocial Support: Recognizing the emotional toll that the


pandemic had taken on our learners, we prioritized providing
psychosocial support to help them cope with stress, anxiety, and
social isolation. We implemented various provisions of the
department’s Mental Health and Psychosocial Support (MHPSS),
collaborated with experts, guidance counselors, social workers,
and community partners to offer individual and group counseling
sessions, mindfulness practices, and social-emotional learning
activities to learners. These interventions aimed to create a safe
and supportive environment where students felt comfortable
expressing their emotions, developing coping mechanisms, and
fostering resilience.

Reading Intervention: To address the decline in reading


proficiency, we intensified our reading programs by establishing
reading centers. In the case of our district is Reading Villages.
These centers provided learners with access to a wealth of reading
materials, including leveled books, engaging stories, and
interactive reading materials. I also implemented differentiated
instruction practices to cater to the diverse reading levels and
learning styles of my students. I provided individualized support,
guided reading sessions, and engaging reading activities to
promote reading fluency, comprehension, and a love for reading.

Numeracy Intervention: Understanding the importance of


numeracy skills in everyday life, I implemented various numeracy
intervention programs to strengthen students' mathematical
abilities, in line with our school’s programs. These programs
focused on developing conceptual understanding, problem-solving
skills, and computational fluency. I utilized hands-on activities,
manipulatives, and technology to make math concepts engaging
and relatable. I also provided additional support to learners who
struggled with math concepts through individualized tutoring and
small group instruction.

Scientific Intervention: Recognizing the significance of scientific


inquiry and critical thinking, I implemented science intervention
programs to enhance students' scientific process skills. These
programs focused on hands-on experimentation, data analysis,
and scientific communication. I incorporated project-based
learning and real-world applications to make science concepts
relevant and engaging. I also provided additional support to
students who struggled with science concepts through
individualized tutoring and differentiated instruction.

4. Differentiate internal stakeholders from external stakeholders and give at


least five examples each.

Answer: Internal stakeholders are individuals or groups within an


organization who have a direct interest in the success or failure of the
organization. They are actively involved in the day-to-day operations of the
organization and are directly affected by its decisions. Examples of internal
stakeholders in the school include teaching personnel, non-teaching
personnel such as the Principal, Administrative Officers and/or
Administrative Assistants, Public Schools District Supervisors, Division
Chiefs and Supervisors, and the Secretary of the Department.
On the other hand, external stakeholders are individuals or groups outside
the organization who have an interest in the success or failure of the
organization. They are not directly involved in the day-to-day operations of
the organization but are affected by its decisions. Examples of external
stakeholders include parents, suppliers, government agencies (such RHU,
PNP, BFP) and the general public.

5. Give some ways on how to have a strong partnership with your stakeholders.

Answer:
Here are some ways on how to have a strong partnership with the
stakeholders:

1. Establish clear goals and expectations. Establishing clear goals and


expectations is essential in building a strong partnership with
stakeholders. This helps ensure that everyone is working towards the
same objectives and minimizing misunderstandings.

2. Prioritize open communication. Prioritizing open communication is key


to building trust and rapport with stakeholders. Regularly checking in,
sharing feedback, and establishing clear goals and expectations can help
minimize misunderstandings and foster productive collaborations over
the long term.

3. Foster transparency and mutual understanding Fostering


transparency and nurturing mutual understanding is crucial in building
effective communication. Continuously exchanging knowledge,
challenges, solutions, success stories, and needs can help build trust
and rapport with stakeholders.

4. Build trust. Building trust is essential in any relationship. It is important


to be honest, transparent, and reliable in all dealings with stakeholders.
This helps establish a strong foundation for the partnership.

5. Seek first to understand before being understood. This rule applies to


all relationships: by listening and showing empathy, you can better
understand the needs and concerns of your stakeholders. This can help
build stronger relationships, get aligned on goals, communicate better,
work more efficiently, share resources, exchange ideas, and improve
project outcomes.

6. What are some of the projects made by your stakeholders? How did they
manage?

Answer:

In a remarkable display of collaboration and dedication to intensify reading


programs, our school community embarked on the transformative journey of
establishing our very own Reading Village. This ambitious project,
spearheaded by our visionary Public Schools District Supervisor (PSDS),
brought together stakeholders from all walks of life, united by a shared
commitment to empowering our learners through the transformative power
of reading.
The Reading Village stands as a testament to the unwavering belief in the
power of reading to ignite imaginations, broaden horizons, and open doors to
a world of possibilities. Its vibrant spaces, brimming with an enticing array
of books, beckon our learners to embark on literary adventures and explore
the vast realms of knowledge.

The realization of this dream would not have been possible without the
unwavering support of our dedicated stakeholders. Local government
officials, recognizing the transformative potential of the Reading Village,
provided much-needed funding to ensure its effective implementation.
Parents, eager to witness their children's growth as lifelong readers, readily
offered their time and expertise, lending a helping hand in the construction
and upkeep of Reading Village.

Through the collective efforts of our stakeholders, the Reading Village has
emerged as a beacon of literacy, fostering a culture of reading that
permeates our school community. The tangible presence of the Reading
Village serves as a constant reminder of the importance of reading, inspiring
our learners to embrace the joy of reading and embark on a lifelong journey
of learning and discovery.

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