THE WHY AND HOW OF SCHOOL AND
COMMUNITY PARTNERSHIP
SCHOOL AND COMMUNITY PARTNERSHIP
School and community partnership means
school head, teachers, learners, parents of
learners and non-teaching personnel working
together with civic and religious leaders, alumni,
other parents, non-government organizations,
government organization for the good of
children.
What can the community do for schools?
BRIGADA ESKWELA
DEPED Order No. 100 s. 2009
a program that engages all education
stakeholders to contribute their time, effort, and
resources in ensuring that public school facilities
are set in time for the school opening.
CURRICULUM DEVELOPMENT
This can mean use of community
resources for learning.
 Museum
 Elders of the community as key
informants in research or resource
persons in the study of local history.
WORK EXPERIENCE PROGRAM
Business establishment and offices in the
community serve as training ground for learners.
Work Immersion (SHS) - Enclosure to Deped
Order No. 30 s. 2017
1) Familiarity with the work place
2) Employment simulation
3) Apply authentic work environments
Remediation
REMIDIATION AND ENRICHMENT CLASSES
Parents and retired teachers may be involved in
the School Reading remediation and Learning
Enrichment Programs.
YOUTH DEVELOPMENT PROGRAM
Youth develops their skills and talents, learn how
to deal positively with peers and adults and
serve as resources in their communities.
COMMUNITY SERVICE
Students take part in tutorial programs,
community reforestation programs, clean up
drive for a river, school band playing in fiesta
parade, and etc.
What can school do for the community in return?
1. Classroom used by community
organizations for meetings.
2. Schools used as polling place and
venue for medical mission.
3. School used as an evacuation center.
4. School facilities used for community
assemblies.
5. School basketball court used for local
celebrations and barangay sports
league.
6. Schools conduct livelihood skills-training
programs for parents and out-of-school
youths by teachers themselves.
7. Livelihood skills-training for parents and
out-of-school youths by teachers
themselves.
What are the learnings from experiences of
schools and community partnership?
(DAE KO NA NILAAG SI MGA EXAMPLES NI
MAAM HAHHHA MAPAGALON)
What are the sociological basis of School-
Community Partnership?
FUNCTIONALIST THEORY states that
institution must perform their respective
functions for the stability of society.
The school cannot do it all. "It takes a village to
educate a child"
 The rearing and education of the child is
the primary obligation of parents.
 The social institutions (church and
school) come in to assist parents and
families to fulfill their irreplaceable
obligation.
What are the legal bases of School- Community
Partnership?
R.A. 9155, GOVERNANCE OF BASIC
EDUCATION ACT, SECTION E (10)
RESPONSIBILITY OF SCHOOL HEADS
"establishing school and community networks
and encourages the active participation of
teachers, organizations, nonacademic personnel
of public schools, and parents-teachers-
community associations"
R.A. 9155, GOVERNANCE OF BASIC
EDUCATION ACT, SECTION 3 (F)
"local initiatives for the improvements of schools
and learning centers and to prove the means by
which ..... improvements may be achieved and
sustained"
BATAS PAMBANSA BLG. 232, EDUCATION
ACT OF 1982, 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."
R.A. 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 education, construction of facilities;
upgrading of existing facilities, provision of
books publications and other
instructional materials and modernization of
instructional technologies."
PHILIPPINE EDUCATION FOR ALL (EFA)
2015 PLAN
"Schools shall continue to harness local
resources and facilitate involvement of every
sector of the community in the school
improvement process."
EDUCATION FOR ALL BEYOND 2015-
AGENDA 2030
Dr. Qian Tang
(UNESCO Assistant Director General for
Education)
"Our vision must be more aggressive, more
committed not just involving government,
non-government agencies BUT ALL
STAKEHOLDERS" , because Agenda 2030
cannot be realized without schools partnering
with community.
R.A. 9155, GOVERNANCE OF BASIC
EDUCATION ACT
1. Educational programs projects and
services take into account the interests
of all members of the community. (Sec.
3, d)
2. The schools and learning centers reflect
the values of the community by allowing
teachers/learning facilitators and other
staff to have the flexibility to serve the
needs of all learners. (Sec 3, e)
3. local initiatives for the improvement of
schools and learning centers are
encouraged and the means by which
these improvements may be achieved
and sustained are provided. (Sec. 3, f)
The Teacher and the Community: Teacher’s
Ethical and Professional Behavior
Code of Ethics for Professional Teachers
Article III
Article III Section 1 says that “Teacher is a
facilitator of learning and the development of the
youth... therefore shall render the best service
by providing an environment conducive for such
learning and growth”
Facilitator comes from the word "facilitate" which
means to make something easy or easier.
Teacher Leadership and Initiative for
Community Participation
Section 2 refers to the "leadership and initiative
of the professional teacher to participate in
community movements for moral, social,
economic and civic betterment of the
community."
The words in Section 2 of Article III are "provide
leadership and initiative..." This implies that as a
professional teacher you have not to wait for
community to ask for help.
Section 6 further explicitates how you can show
your professional leadership, to wit: "Every
teacher is an intellectual leader in the
community, especially in the barangay, and shall
welcome the opportunity to provide such
leadership when needed, to extend counseling
services, as
appropriate, and to be actively involved in
matters affecting the welfare of people."
Providing leadership and initiative also means
working with the community. This means getting
the parents and other members of the
community participate in school activities.
Teachers, as they participate in community
affairs prove that they "are the most responsible
and most important members of society because
their
professional efforts affect the fate of the earth."
Professional Teacher with Honor and Dignity
Section 3 states: "Every teacher shall merit
reasonable social recognition for which purpose
he shall behave with honor and dignity at all
times and refrain from such activities as
gambling. smoking, drunkenness, and other
excesses much less illicit relations."
Teacher's Attitude Toward Local Customs
and Traditions
Section 4 expects every teacher to live for and
with the community and shall, therefore study
and understand local customs and traditions in
order to have a sympathetic attitude, therefore,
refrain from disparaging the community."
The professional teacher is neither
ethnocentric nor xenocentric. He/she is not
ethnocentric and so does not look down on
community's culture because of the thought
that his/her culture is superior to the culture of
the community. Neither is he/she xenocentric
and so looks at his /her culture as inferior in to
other community's culture.
The Professional Teacher and Information
Update
Section 5 states that the teacher "shall help the
school inform the community about the school's
work, accomplishments, needs and problems.
Community here refers to internal as well as
external stakeholders. Internal stakeholders
include the students, the parents of the students
and the teachers.
The external stakeholders are the other parents
in the community without children enrolled in
school, barangay officials and other government
officials, non-government organizations,
government organizations, retirees. alumni
/alumnae.
Why do these stakeholders have to be
informed? The school is there for the
community and so the community has the right
to be informed about its activities,
accomplishments, needs and problems. norming
them about the school's projects, needs and
problems give them a sense of ownership.
Having a sense of ownership, these
stakeholders will participate more actively in the
resolution of school's problems and needs.
The Parents-Teachers Association
We have Parents' and Teachers' Associations
(PTA) in place in every school. Some private
schools call it Home School Association or
Family Advisory Council. This is for internal
stakeholders only. A PTA is an association of
teachers and parents with children who are
enrolled in a school. It is a forum for
discussions on school problems and how
they can be solved.
The School Governing Council
Other than the PTA is the School Governing
Council. The SC has different membership and
functions. A School Governing Council as a
policy-making body has the school head as
Chief Executive Officer, Manager and Chief
Operations Officer. The formation of SC in
every school is a proof of school head sharing
his/ her leadership with members of the
community.
It determines general policies on student
welfare, discipline, well-being, it is concerned
with the development and implementation,
monitoring and evaluation of the School
Improvement Plan (SIP), and reporting of the
progress of the SIP implementation to the
Schools Division Superintendent and the
community.
In addition to PTAs are the School Governing
Council in every public school. This School
Governing Council shares in the management of
the school with School Head as Chair. This
School Council is another opportunity for
communities to participate in school activities.
The Professional Teacher and Government
Officials and Other Professionals
Section 7 states: "Every teacher shall maintain
harmonious and pleasant personal and official
relations with other professionals, with
government officials and with the people
individually or collectively." As a professional
teacher, you cannot afford not to be in pleasant
relations with others especially those with whom
you work with like other professional teachers. It
is always best to be in good terms with everyone
else in the community.
Desiderata gives this advice: "As far as possible,
without surrender, be on good terms with all
persons. Speak your truth quietly and clearly;
and listen to others, even the dull and the
ignorant; they too have their story."
The Professional Teacher Does not Use
Position to Proselyte
Finally, Section 8, says: "A teacher possesses
freedom to attend church and worship as
appropriate, but shall not use his position and
influence to proselyte others. "To be in a position
means to have power or influence for a purpose,
i.e. for you to use that position to perform your
job as a professional teacher. It is highly
unprofessional for a teacher like you to use your
position of influence to proselyte.
Besides freedom of religion is guaranteed by
the 1987 Philippine Constitution. "No law shall
be made respecting an establishment of religion,
or prohibiting the free exercise thereof. The free
exercise and enjoyment of religious profession
and worship, without discrimination or
preference, shall forever be allowed." (Article II,
Section 6).
 Article III of the Code of Ethics for Professional
Teachers states that a professional teacher shall
live for and with the community.
 The community includes internal stakeholders
(learners and their parents/guardians, teachers
and the school head) and external stakeholders
(members of the community who have no
children. enrolled in the school such as
community non-government officials, church
leaders, non-organizations and government
organizations).
 For the learners, you facilitate learning and the
development of the youth. To do this, you have to
create a nurturing, positive learning environment.
 For the community, you are a leader. You take
the initiative and leadership to actively participate
in community affairs and movements and in turn
to involve the community in school activities for
the upliftment of both school and the community.
This can readily happen if you are in a
harmonious relation with all people in the
community.
 To keep parent and community involvement in
school, they must be updated with happenings in
the school- accomplishment, achievements,
problems and projects.
 At all times, at all places and for all people, don't
misuse nor abuse that authority or power
bestowed on you as a professional teacher.
  For you to be credible as a community leader,
you shall behave with honor and dignity twenty-
four hours a day, 7 days a week, respect
community culture and seek to understand them
or else lose your "favor" as a community leader.
Organizational Leadership
 Leaders help set strategic goals for the
organization while motivating individuals
within the organization to successfully
carry out assignments in order to realize
those goals.
 In the school setting, the school leader
helps set the goals/targets for the school
and motivates teachers, parents,
learners, non-teaching personnel and
other members of the community to do
their task to realize the school goals.
 Works towards what is best for
individual members and what is best for
the organization as a group at the same
time.
Leadership Versus Management
Types of Skills Demanded of Leaders
1. Technical skills - refer to any type of
process or technique like sending e-
mail, preparing a power point
presentation.
2. Human skills - is the ability to work
effectively with people and to hold
Teamwork. This is also referred to as
people skills or soft skills.
3. Conceptual skills - is the ability to think
in terms of models, frameworks and
broad relationships such as long- range
plans.
Leadership Style
1. Autocratic leadership
 Also known as authoritarian leadership,
is a leadership style characterized by
individual control over all decisions and
little input from group members
 Autocratic leaders do decision making
by themselves.
2. Consultative leadership
 Leaders allow participation of the
members of the organization by
consulting them but make the decision
themselves.
3. Democratic leadership
 Allow the members of the organization
to fully participate in decision making.
Decisions are arrived at by way of
consensus.
4. Laissez faire or free-rein leadership
 Leaders avoid responsibility and leave
the members of the organization to
establish their own work.
 This leadership style leads to the
"kanya-kanya mentality", one
weaknesses of the Filipino character.
The Situational Leadership Model
Situational leadership
 Refer to leading the organization in a
way that fits the of the followers.
 Adapting your leadership style to each
unique situation or task to meet the
needs of the team or team members.
 Effective leaders
 Adapt their leadership style to the
situation of the members of the
organization.
 According to Paul Hersey and
Kenneth H. Blanchard (1996)
characterized leadership style in terms
of the amount of task behavior and
relationship behavior that the leader
provides to their followers.

Servant Leadership
 Robert K. Greenleaf (1977) coined the
paradoxical term servant-leadership. the
paradox is Greenleaf's deliberate and
meaningful way of emphasizing the
qualities of a servant leader.
 For him servant is :
...It begins with the natural feeling that one
wants to serve. Then conscious choice brings
one to aspire to lead.
Transformational leadership
ROBERT FRANCIS KENNEDY (1925-1968)
 "Some men see things as they are and
ask why. I dream of things that never
were, and ask why not."
 It is concerned with introducing and
sustaining innovations.
 The transformational leader is not
content with status qou and sees the
need to transform the way the
organization thinks, relates and does
things.
 To do this the transformational leader
combines charisma, inspirational
leadership and intellectual stimulation to
introduce innovation for the
transformation of the organization.
Sustaining Change
-For reforms to transform, the innovations
introduced by the transformational leader must
be institutional and sustained or else that
innovation is simply a passing fad that loses its
flavor after a time. he/she introduces leads to
the transformation of the organization, Morato of
Bayan ABS - CBN, 2011) gives the following
advice:
➢ Seek the support of the stakeholders
➢ Get people involved early and often
➢ Plan a communications campaign to "sell" the
innovation
➢ Ensure that the innovation is understood by
all
➢ Consider timing and phasing
TAKEAWAYS
➢Organizational leadership is also an attitude and work
ethic that empowers organization an individual in any role
to lead from the top, middle, or bottom of an organization.
➢ Leadership and management are not synonymous but
are related to each other.
➢ Leadership is focused more on the vision, the future
state of the organization, while management is concerned
with daily operations.
➢ An effective school head is both a leader and a
manager. There are various leadership styles - from
autocratic,
consultative, democratic and laissez faire (free rein) style.
➢ The democratic leadership style is the most
participative. Decisions are arrived at by consensus.
Consultative
style is also participative because it involves members of
the organization but the leader decides. Autocratic
leadership is dictatorial leadership. The members of the
organization do not participate in decision - making. In
the laissez faire leadership style, the leader does not
interfere with the members of the organization who are left
to decide for themselves.
➢ In servant leadership, it is most important that the
leader sees himself/ herself as a servant first before he/she
is
a leader.
➢ Transformational leadership is concerned with
introducing and sustaining innovations.
➢ Situational leadership is leading the organization in a
way that fits the situation - the readiness of the followers.

THE SCHOOL HEAD IN SCHOOL BASED-
MANAGEMENT (SBM)
The Meaning of School-Based Management (SBM)
 School based-management is a decentralized
management initiative by developing power or
authority to school heads, teachers, parents and
students. (SBM) is a strategy to improve
education by transferring significant decision-
making authority from the DepEd Central Office,
regional offices, division offices to individual
schools.
 SBM provides principals, teachers, students, and
parents greater control over the education
process by giving them responsibility for
decisions about the budget, personnel, and the
curriculum. Through the involvement of teachers,
parents, and other community members in these
key decisions, SBM can create more effective
learning environments for children.
SBM and the Principle of Subsidiarity
 SBM is in keeping with the principle of
subsidiarity which states that it is the people at
the lowest level who will know best their
problems and so are in the best position to
address the same. This tenet holds that "nothing
should be done by a larger and more complex
organization which can be done as well by a
smaller and simpler organization. In other words,
any activity which can be performed by a more
decentralized entity should be done by that more
decentralized entity."
Advantages of SBM
The following are strengths of SBM:
• Allow competent individuals in the schools to make
decisions that will improve learning;
•Give the entire school community a voice in key decisions;
•Focus accountability for decisions; Lead to greater
creativity in the design of programs;
• Redirect resources to support the goals developed in
each school;
• Lead to realistic budgeting as parents and teachers
become more aware of the school's financial status,
spending limitations, and the cost of its programs; and,
• Improve morale of teachers and nurture new leadership at
all levels.
Through SBM, decision making authority is devolved to
school heads, teachers, parents and students. This is
school empowerment. This reduces bureaucratic controls
on schools and encourage school heads, teachers and
parents to use greater initiative in meeting the needs of
students and
community. This results in a sense of community school
ownership which makes the school realize its vision and
mission.
 Involving stakeholders - parents, teachers,
students and other members of the community -
is also helpful in the mobilization of local
resources to complement public resources.
 Through SBM, problems and needs at the school
level get solved faster and specific personalities
and cultures are taken into consideration. These
personalities and cultures are usually ignored in
multi-layered in hierarchical organization like
DepEd. In a hierarchical organization, straight
jacket rules, procedures and allocation norms are
given and apply to all. It takes time to solve
problems if schools have to wait for answers from
above. As a result, teachers, parents and
students are frustrated due to delays.
 Since schools are given more power to direct
themselves, they are made accountable for
results. SBM makes schools accountable to the
stakeholders.
Legal Basis of SBM
The Philippine Constitution provides that Congress shall
enact a local government code that will institutionalize a
system of decentralization (Article 10, Sec. 3) whereby
local government units shall be extended more power,
authority.... The Local Government Code in 1991 is a
fulfillment of this Constitutional provision.
This means that long before the Department of Education
(DepEd) legally introduced decentralization in schools
through School-Based Management (SBM) in 2001
through the enactment of RA 9155, local government units
were already empowered for local governance. RA 9155,
Basic Governance Act transfers the power and authority as
well as the resources to the school level. School
empowerment
is based on the assumption that the school heads including
teachers, key leaders in the community, parents know best
the root and solution to the problem.
Conditions for the Success of SBM
• Teachers, school heads must be given the opportunity to
make choices. They must actively participate in school
improvement planning.
• The involvement of parents and teachers must be
strongly
encouraged and highly welcomed.
• Stakeholders must participate in the development of a
School Improvement Plan. They must have a say on
resource allocation to meet specific needs.
• Higher authorities must actively encourage thoughtful
experimentation and innovation in an atmosphere where
mistakes are viewed as learning experiences. They must
be willing to share their authority with the academic and the
larger community.
• Teachers must develop reflection, problem solving.
- Gives the entire school community a voice in key
decisions;
- Practices focuses accountability for decisions;
- Demands greater creativity in the design of programs;
-Redirects resources to support the goals developed in
each school;
- Leads to realistic budgeting as parents and teachers
become more aware of the school's financial status,
spending limitations, and the cost of its programs;
- Improves morale of teachers and nurtures new leadership
at all levels.
• Disadvantage of SBM
- Participatory decision-making needs time and may slow
down process
• Demands of SBM
- Active and intelligent participation of stakeholders
- Democratic and transformative leadership of school head
- Support and openness of higher authorities to schools.
THE SCHOOL HEAD IN SCHOOL BASED-
MANAGEMENT (SBM)

In addition, based on international experience, the following

must be present for SBM to succeed in schools:
• have basic resources;
•have developed an effective school support system;
•are provided with regular information on their
performance;
• are given advice on how they may improve; and
•emphasize the motivational element in the management
work of the principal

TAKEAWAYS
• SBM means school-based management. It is the
empowerment of schools to direct their own affairs for high
performance.
• It involves the school head leading his/her teachers,
students, parents and other members of the community to
address problems and concerns with the ultimate goal of
improving school performance.
• It is based on the principle of subsidiarity which states
that it is those who are most involved at the lowest level of
the organization who can best solve their problems.
• The advantages of SBM include:
- Allows competent individuals in the schools to make
decisions that will improve learning;

Factors of School Effectiveness Based on Research
School-Based Management (SBM) is the mechanism
introduced by the Department of Education in the
Philippines to continuously work on effective schools. As
the term implies, in SBM, schools are given greater
autonomy to make decisions regarding the education of
children.
 This research finding of OECD confirms "that
school autonomy has a positive relationship with
student performance when accountability
measures are in place and/or when school
principals and teachers collaborate in school
management" (OECD, 2012).
 China and Singapore have been "devolving more
responsibility to the school level" (Stewart, 2008)
 In Finland, accountability rests on the trust
placed by families and the government in the
professional competence of teachers (Stewart,
2008).
 In the Philippines, more responsibility was
devolved to the schools through School-Based
Management (SBM). SBM was introduced during
the implementation of the Third Elementary
Education Project (TEEP), 1999-2005
 In 2005, TEEP conducted a study to determine
the effect of school- based management on
student performance in the Philippines using the
administrative dataset of all public schools in 23
school districts over a 3-year period, 2003-2005.
"SBM provided "principals, teachers, students, and parents
greater control over the education process " by giving them
responsibility for decisions about the budget, personnel,
and
curriculum. Through the involvement of teachers, parents,
and other community members in these key decisions,
SBM can create more effective learning environments for
children.
To further strengthen the School-Based Management
(SBM)
practice and re-emphasize the centrality of the learners
and the involvement of the relevant community in basic
education service delivery, the Department of Education
(DepEd) embarked on revisiting the SBM framework,
assessment process, and tool to improve on already
recognized successful SBM practices across the regions
DO
83, s. 2012).
To institutionalize "decentralization " efforts es the school
level and in line with Republic Act No. 9155 a so otts at as
the Governance of Basic Education Act of 2001, the
Department of Education (DepEd) provided School-
Based Management (SBMI Grants as additional funds to
public elementary and secondary schools,... to augment
the school fund on Maintenance and Other Operating
Expenses (DO 45, s. 2015).
Philippine Accreditation System for Basic
Education (PASBE)
 The institutionalization of SBM was strengthened
with the introduction of the Philippine
Accreditation System for Basic Education
(PASBE) which was launched through DepED
Order No. 64, s. 2012.
 Accreditation is a process of self-evaluation and
peer-review to ensure that quality standards
agreed upon by stakeholders are understood,
implemented, maintained, and enhanced for
continuous improvement of learner outcomes
(DepEd DO 20, s. 2013 - The Philippine
Accreditation System for Basic Education
(PASBE) Supplemental Guidelines to DepEd
Order No. 83, S. 2012).
 The agreed upon standards of quality or effective
schools are grounded on the four principles of A
Child-and -Community - Centered Education
Systems (ACCESs), namely: principle of
collective leadership, principle of community-
based learning, principle of accountability for
performance and results and; principle of
convergence to harness resources for education.
 The school's level of SBM practice can either be
Level 1, Developing; Level II, Maturing and Level
III, Advanced. A school that reaches the highest
level of SBM practice qualifies for an accredited
status.
In conclusion, PASBE is a means to institutionalize SBM,
the granting of more autonomy to schools for them to chart
their destiny to grow in effectiveness continuously.
Factors that Contribute to School Effectiveness
1. Human factors - These include a dynamic school head,
highly selected
competent and committed teachers, highly motivated pupils
with high
expectations, and a supportive community.
2. Non-human factors, processes - These refer to clear and
shared vision- mission (focus), high expectations/
ambitious standards, emphasis on accountability, aligned
curriculum, instruction and assessment with state /
DepEd standards, efficiency or optimal utilization of
resources and facilities, collaboration and communication,
focused professional development, and global and future
orientation.

The SBM Assessment Tool is an instrument used to assess

schools! effectiveness and its use for accreditation of
schools is an assurance that effective practices get
institutionalized to build the school's culture of excellence.