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Welcome back to our learning session entitled “Legal and Sociological Bases of School and Community Partnership.” In this video, we will acquaint ourselves with two important pieces of information which carry an impact on teacher’s attitude and behavior. These are the legal bases as well as sociological bases of school and community partnership. First, we’ll take a look at the fundamental law of our land, the nineteen eighty six Constitution of the Philippines. Second, Republic Act Number seventy-one sixty known as the Local Government Code of nineteen ninety one has devoted a set of policies on the Local School Boards (LSB). Sections 99 to 101 under Title 4 of this code deal with the functions of the LSBees. A. Determine, in accordance with the criteria set by the Department of Education, Culture and Sports, the annual supplementary budgetary needs for the operation and maintenance of public schools within the province, city, or municipality, as the case may be, and the supplementary local cost of meeting such needs, which shall be reflected in the form of an annual school board budget corresponding to its share of the proceeds of the special levy on real property constituting the Special Education Fund and such other sources of revenue as this Code and other laws or ordinances may provide; B. Authorize the provincial, city or municipal treasurer, as the case may be, to disburse funds from the Special Education Fund pursuant to the budget prepared and in accordance with existing rules and regulations; C. Serve as an advisory committee to the sanggunian concerned on educational matters such as, but not limited to, the necessity for and the uses of local appropriations for educational purposes; and D. Recommend changes in the names of public schools within the territorial jurisdiction of the local government unit for enactment by the sanggunian concerned. Deped shall consult the local school board on the appointment of division superintendents, district supervisors, school principals, and other school officials. Another law that has bearing on our topic is Republic Act Number 9.1.5.5. or Governance of Basic Education Act of 2001. Section 3 paragraph (d) provides To ensure that schools and learning centers receive the kind of focused attention they deserve and that educational programs, projects, and services take into account the interests of all members of the community; Paragraph provides (e) To enable the schools and learning centers to 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; To provide us the sociological perspective as to reason for instituting a school-community partnership, we will use the Ecological Systems Theory of Urie Bronfenbrenner. This framework views “child development as a complex system of relationships affected by multiple levels of the surrounding environment, from immediate settings of family and school to broad cultural values, laws, and customs”. In this context, Brigada Eskwela becomes an excellent demonstration of this partnership. In 2003, a nationwide voluntary effort aimed to bring together parents, teachers and community to do clean up and repairs to prepare the rooms for the beginning of the new school year. It is also participated by individual, private organizations, business sectors, local and national government agencies which together share their efforts, time, and resources. By 2008, then Deped Secretary Jesli Laahpus signed Deped Department Order Number 24 series of 2000 institutionalizing the Brigada Eskwela or the National Schools Maintenance Week. In essence, laws in the country were enacted to create a situation where the school authorities would engage with community members and elected officials. It’s easier to solicit the help of community partners and donors given the collectivist character Filipinos. Remember, we should enjoy the support of the people where our school is located. There are laws instituting our engagements and relationship with them. The generous nature and bayanihan spirit among Filipinos make this partnership thrives. What are your contributions to the conduct of Brigada Eskwela in your community? That ends our exploration of the topic “Legal and Sociological Bases of School and Community Partnership.” I’m inviting you to browse and read the files contained in the links provided on the webpage. It will give you in-depth information about our topics. See you in the next video. Welcome back to our learning session entitled “The Teacher and the Community.” In this video, we will acquaint ourselves with two important pieces of information which carry an impact on teacher’s attitude and behavior. These are the Teacher’s Ethical Behavior and the Teacher’s Professional Behavior. On one hand, the ethical behavior of teachers is based on the 2019 Code of Ethics for Professional Teachers adopted by the Board for Professional Teachers. There are 13 articles under this code. For our purpose, we will dwell on the eight provisions enumerated in Article 3. On the other hand, the professional behavior of teachers is guided by the Philippine Professional Standards for Teachers or PPST released by the Department of Education. It has 37 strands distributed under seven domains. Let’s first take on the code of ethics. What makes the code of ethics important to the personal lives and professional practices of any teacher in basic education whether public or private? As stated, the focus of our session is the eight sections of Article 3 aptly titled “The Teachers and the Community.” Section 1. A teacher is a facilitator of learning and the development of the youth: he shall therefore render the best service by providing an environment conducive to such learning and growth. Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral social educational economic and civic betterment. Section 3. 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. Section 4. Every teacher shall live for and with the community and shall therefore study and understand local customs and traditions in order to have sympathetic attitude therefore refrain from disparaging the community. Section 5. Every teacher shall help the school keep the people in the community informed about the school’s work and accomplishments as well as its needs and problems. Section 6. Every teacher is an intellectual leader in the community, especially in the baranguy and shall welcome the opportunity to provide such leadership when needed to extend counseling services as appropriate and to actively be involved in matters affecting the welfare of the people. Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals with government officials and with the people individually or collectively and Section 8. A teacher possesses freedom to attend church and worships as appropriate but shall not use his positions and influence to proselyte others. Let’s apply some of these provisions to hypothetical situations. For instance, is it proper for Teacher Sally to distribute DOH health information materials on COVID-19 prevention? The answer is “Yes,” based on Section 6 of the Code of Ethics which provides that “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 actively be involved in matters affecting the welfare of the people.” Another situation tells us a certain Principal Anton proposes to build Calisthenics Park in the school ground where his adolescent students can perform physical exercises subject to school policies. Is it an appropriate proposal? The answer is “Yes” consistent with Section 1 which states that a teacher is a facilitator of learning and the development of the youth: he shall, therefore, render the best service by providing an environment conducive to such learning and growth. Another example is Teacher Michael, a PE teacher. Under the Code of Ethics, is it appropriate to spend half of the class period telling about his church and religion? The answer is “No.” While he may have the best intention, the code prohibits him from doing so. Section 8 states that a teacher possesses the freedom to attend church and worships as appropriate, but shall not use his positions and influence to proselyte or recruit others. Going further, under the Code of Ethics, is it right for Teacher Tina to maintain an affair with a married man? The answer is “No.” Article 3, Section 3 of the Code of Ethics states that every teacher shall refrain from illicit relations. Those were only three situations that call for our judgment of right and wrong. In our highly complex lives, there will always be doubt or questions about an act or situation. If this happens, you may always revisit the Code of Ethics. Check the other articles in the Code of Ethics. Now, let’s focus on the Philippine Professional Standards for Teachers or P.P.S.T. As previously noted, PPST has 7 domains, each having a descriptor and represented in a continuum of career stages describing a Beginning Teacher, Proficient Teacher, Highly Proficient Teacher, and a Distinguished Teacher. The ideal scenario is that each teacher can demonstrate the attribute of a distinguished teacher as he or she progresses in the practice of the teaching profession.