is a social unit (a group of living things) with commonality such as norms, religion, values, customs, or identity. - Community, Community can be defined as multidimensional within: - a. Location / b. Structure / c. Process, The principles on which community provision is built are based on certain assumptions that relate to inclusive practice: - Social Provision / School Climate and Culture / Ethos / Environment / School Climate, generally refers to the system of government programs and services designed to meet the social needs of the population. - school provision, school provision: - Education is part of social provision, strongly related to all other branches of social provision; education does not exist just as an academic entity. / Social provision is determined by the prevailing social and economic framework of society. / Throughout civilized history, the level of social provision has sustained societies in an unequal manner, balancing those who ‘have’ with those who ‘have not’. / Both social and educational provision have become more centrally controlled. / There has been a move towards devolution of power at an operational level, reflecting the need to provide community-type activities led by the community. / There is a greater emphasis on participation that has contributed to the emancipation of the teacher., refers to the way teachers and other staff members work together and the set of beliefs, values, and assumptions they share. - school climate and culture, A school culture will manifest itself in many forms: - communications / practice / physical forms / common language, stories, legends, symbols and slogans - communications, rites, rituals and ceremonies - practice, location, style and condition of the school buildings, fixtures and fittings - physical forms, phrases or jargon common to the school. - common language, refers to the collective organizational and social structure, along with interpersonal relationships, shaping shared beliefs and values. - ethos, is the backdrop where members of the community are encouraged to fulfill their potential. - environment, It emerges that the connection between the school and the community is not static but develops on a continuum. - school community, Three possible patterns of connection between the school and the community - Closed door pattern / open door pattern / balanced pattern, The school deals with all the child’s educational and social problems, and community involvement and intervention are minimal. - closed door pattern, makes the parents partners to their child’s educational process and strives to become an influential factor in the life of the community. - open door pattern, The school and the parents set the degree of closeness or distance between them, in order to achieve their educational and social goals to the optimal extent. - balanced pattern, is a collection of people who have a shared interest in a topic or area, a certain type of discourse about its phenomena, and tools and sense-making processes for developing collaborative knowledge and valued activities. - learning community, Four Types of Community of Practice - Knowledge Sharing Communities / Best Practices Communities / Problem-solving Communities / Innovation Communities, informal groups of people collaborating to generate new knowledge that improves processes or performance. - Knowledge Sharing Communities, an informal group of people focusing on sharing and learning about established best practices. - Best Practices Communities, informal groups of people come together with diverse expertise to address specific problems or issues. - Problem-solving Communities, an informal group of people, mostly technical experts, whose goal is to discover new technology areas. - Innovation Communities, Benefits of Community of Practice - It's a powerful vehicle for sharing knowledge. / Help drive strategy. / Support faster problem solving. / Builds core competencies. / Quickly disseminates best practices for optimal operational performance. / Build a sense of community with colleagues and within the school. / Increases access to expertise across the school. / Helps school personnel do their jobs / Cross fertilization of ideas. / Helps a knowledgeable school personnel stay current. / Provides challenges and opportunities to contribute. / Helps develop individual skills., all the external factors that may affect school. - The External Environment, The external environment is divided into two parts: - directly interactive and indirectly interactive, This environment has an immediate and firsthand impact upon the school. - directly interactive, This environment has a secondary and more distant effect upon school. - indirectly interactive, The Environment-Structure Fit: If the environment is stable, - a mechanistic structure is an effective accommodation., The Environment-Structure Fit: If the environment is unstable, - then an organic structure is the better fit., is based on the principle that an organization, such as a school, must engage in transactions with other actors and organizations in its environment in order to acquire resources. - Resource Dependence theory, A well-designed school environment significantly influences the teaching-learning process, fostering positive outcomes such as - effective teaching, improved academic performance, and overall socio-political and economic development, refers to the management of the interaction and impact of community on the school environment. - School’s Environmental Resource Management, Characteristics of a Good School Environment - 1. A clear and Shared Focus / 2. High Standards and Expectations for all students / 3. Effective School Leadership / 4. High levels of collaboration and communication / 5. Curriculum, instruction, and assessments aligned to the state standards / 6. Frequent Monitoring of learning and Teaching / 7. Focused professional development / 8. Supportive learning environment / 9. High level of family and community involvement, The focus is on achieving a shared vision, and all understand their role in achieving the vision. - A clear and Shared Focus, Teachers and staff believe that all students can learn and meet high standards. - High Standards and Expectations for all students, Effective instructional and administrative leadership is required to implement change processes. - Effective School Leadership, There is a strong teamwork among all staff across all grades and subject areas. - High levels of collaboration and communication, The planned and actual curricula are aligned with the essential academic learning requirements. - Curriculum, instruction, and assessments aligned to the state standards, Teaching is adjusted based on frequent monitoring of student progress and needs. - Frequent Monitoring of learning and Teaching, strong emphasis is placed on training staff in areas of most need. - Focused professional development, The school has a safe, civil, healthy, and intellectually stimulating learning environment. - Supportive learning environment, There is a sense that all have a responsibility to educate students, not just teachers and staff in schools. - High level of family and community involvement, is a key element in the success of education improvement systems. - accountability, The process by which students, teachers, and administrators give an account of their progress. - school's accountability, Three Components of Accountability Plans: - Standards to identify the subject matter knowledge and skills to be learned. / Tests aligned with the standards. / Consequences of differing levels of goal attainment., Accountability and Reform (W. K. Hoy 2003, 2008. 2011) - Schools should be held accountable for higher standards of performance. / Schools should be provided with assistance to build their capacities for delivering improved education. / Schools must increase the quality and quantity of their performance., it embraces all general environmental factors and school's specific-related factors. - external environment, it ensures consistency and defines quality teaching. - National Standards and Frameworks, these created by a variety of national organizations. - national standards, These are part of the national preparedness system. - national frameworks, outlines educational qualification levels and establishes standards for qualification outcomes. - Philippine Qualifications Framework, Philippine Qualifications Framework collaborated programs: - DepEd, TESDA, CHED, PRC, and DOLE, signed in 2007, serves as the foundation for the ASEAN Qualifications Reference - the ASEAN Charter, It aims to establish a stable, prosperous, and highly competitive single market and production base within - Framework (AQRF), are formal partnerships between academic institutions within a specific geographic area. They aim to promote collaboration, resource sharing, and knowledge exchange among member institutions. These agreements support regional development and academic excellence. - ASEAN Internalization Regional institutional agreements and networks, involves students, scholars, and staff moving between educational or research institutions across borders. It includes student exchanges, research collaborations, and professional development opportunities abroad. - Academic mobility, refers to the movement of students, scholars, and researchers between institutions. It's an important aspect of international education, allowing individuals to study and work in different countries. - academic mobility, It is an online course aimed at unlimited participation and open access via the internet. It typically offer video lectures, readings, quizzes, and discussion forums to facilitate learning. They are designed to be accessible to anyone with an internet connection, regardless of geographical location or educational background. - Massive Open Online Course. (MOOCs), are lists that assess higher education institutions based on factors like academic reputation, research output, and faculty quality. They're published by organizations such as QS, Times Higher Education, and ARWU. These rankings influence perceptions of institutional quality and are used by students, academics, and policymakers. - University Rankings, refers to finding a balance between global engagement and local roots. While it expands beyond borders and fosters global collaborations, it's important to respect regional traits and maintain ties with the local community. This balance ensures institutions remain responsive to both global trends and local needs, maximizing their impact and relevance. - Internationalization vs. regional characteristics and connection with the local community, Learning Partnership Benefits: - It can support student outcomes / It can greatly benefits schools / It can strengthen and support community partnerships, ollowing the mandate of Code of Ethics for Professional Teachers, Article III - Teachers need to participate in the life of the community, “The teacher is a facilitator of learning and the development of the youth” - ARTICLE III, SECTION 1, “Leadership and initiative of the professional teachers to participate in community movements.” - ARTICLE III, SECTION 2, “Professional teachers shall have honor and dignity at all times.” /“The influence of a good teacher can never be erased but the influence of a dishonorable teacher is as lasting.” - ARTICLE III, SECTION 3, 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.” - Teacher's Attitude Toward Local Customs and Traditions (Article III, Section 4), 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, alumni /alumnae and retirees. - The Professional Teacher and Information Update (Article III, Section 5), We have Parents’ and Teachers’ Associations (PTA) in place in every school. Some private schools call it the 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 Parent's - Teachers Association, 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 - Parents’ and Teachers’ Associations (PTA), Parents’ and Teachers’ Associations (PTA) in place in every school. Some private schools call it - Home School Association or Family Advisory Council, Other than the PTA is the School Governing Council. The SGC 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 SGC in every school is a proof of the school head sharing his/her leadership with members of the community. - The School ' governing Council, as a policy-making body, they have the school head as Chief Executive Officer, Manager and Chief Operations Officer. The formation of SGC in every school is a proof of the school head sharing his/her leadership with members of the community. - School Governing Council, “Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials and with the people individually or collectively” - Article III, Section 7, “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 - Desiderata gives this advice, A teacher possesses freedom to attend church and worship as appropriate, but shall not use his position and influence to proselyte others.” - Article III, Section 8, “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 2 - The Teacher and The State, The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the constitution and for all duly constituted authorities, and promote obedience to the laws of the state. - Article II, Section 1, Every teacher or school facial shall actively help carry out the declared policies of the state, and shall take an oath to this effect. - Article II, Section 2, In the interest of the State and of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit. - Article II, Section 3, Every teacher shall possess and actualize a full commitment and devotion to duty. - Article II, Section 4, A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or entity for such purposes. - Article II, Section 5, Every teacher shall vote and shall exercise all other constitutional rights and responsibility. - Article II, Section 6, A teacher shall not use his position or social authority influence to coerce any other person to follow any political course of action. - Article II, Section 7, Every teacher shall enjoy academic freedom and shall have the privilege of expounding the product of his researches and investigations; provided that, if the results are inimical to the declared policies of the State, they shall be brought to the proper authorities for appropriate remedial action. - Article II, Section 8,

EDUC 13 (2)

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