Domain 5 -building connections PPSSH (DOMAIN 5)

DOMAIN 5: BUILDING CONNECTIONS
Strand 5.1: Management of Diverse Relationships
Republic of the Philippines

DEPARTMENT OF EDUCATION
Three important
aspects of
Relationships

Three important aspects of Relationships
Building
Rapport

DEPARTENT OF EDUCATION
Establishing
Trust

DEPARMENT OF EDUCATION
Effective
Communication

Skills Needed for Effective
Communication

Attending Behaviors

Active
Listening

Questioning

Top 8
Interpersonal Skills
for the
Workplace

1. Exercising Self-Awareness
2. Being Cognizant of Nonverbal
Communication
3. Being Respectful of others.
4. Showing Empathy and Understanding

DEPARTMENT OF EDUCATON
5. Being a clear communicator
6. Engaging Active Listening
7. Behaving Appropriately
8. Being Receptive to Feedback

Researchers have found that…

1. The school principal must be builder
of relationships among a number of
constituents including teachers,
students, parents and the community
at large. (Sorensen & Machell, 1996)

2. The best administrators spend an intense
amount of time in developing, improving,
and investing in relationships. Positive
relationships are the heart of what makes a
school extraordinary. (Connors, 2000)

DEPRTMENT OF EDUCATION
4. Teachers need to see
their principals as
partners in education,
learning with and from
them. (Hoerr, 2008)

5. Relationship building with teachers
by principals helps to underscore the
adage that “all business is personal.”
In order to get the most of their staffs,
principals must establish relationships
that are time-tested and solid. (Hyland
and Yost, 1994)

6. Building relationships
between the principal and
faculty can happen if the
principal occasionally offers
to lend a hand.
(Kellison, 2007)

7. Positive relationships between teachers
and principals do not happen naturally. Open
communication is a key factor in any
relationships; thus, teachers and principals
must stay in constant communication with
each other and the families and communities
whom they serve. (Reig,2007)

DEPARTMENT OF EDCATION
8. Nothing motivates a child
more than when learning is
valued by school, family,
and community working in
partnership. (Fullan, 1997)

DOMAIN: BUILDING CONNECTIONS
Strand 5.2 : Management of School Organizations
Department of Education

School organizations serve as ally
and support to the school
community in order to improve
learning performance and holistic
development of learners

School organizations are the school’s
learning laboratories where the
theories, concepts, and skills learned
in the classrooms are practiced and
through which values and attitudes
are honed and deepened.

Different interest clubs or
organizations should aim at
developing the diverse potentials of
every student so as to hone the self-
confidence and surface the
abilities/gifts of each one. It is through
these that schools honor and uphold
the giftedness of each learner.

There are policies and guidelines that
will help the school head in
establishing and managing school
organizations

Salient Points on Constitution and By – Laws of the Supreme
Pupil Government and Supreme Student Government of
Elementary and Secondary Schools
- The SPG/SSG shall have
the power which emanates
from the student body. It
shall be an autonomous,
unified and the highest
democratic representative
of the student body.

- It shall serve as an avenue to
develop leadership potential of
the youth.

DEPRTMENT OF EDUCATION
- The SPG/ SSG shall uphold and
adhere with the mission statement
of the Deped “ to protect the right
of every Filipino to quality,
equitable, culture-based and
complete basic education” where
“students learn in a child-friendly ,
gender sensitive , safe and
motivating learning environment”.

- It shall be the forefront of the students’
rights and welfare and shall be the
model of the students’ excellence,
grounded on good character, and deep
sense of moral values.

The School Governing Council
- The SGC provides a forum for
parents, students teachers,
community stakeholders and the
school head to work together
towards continuously improving
student learning outcomes.

DEPARTMENT OF EUCATION
- The role of the SGC is to assist
in planning and setting direction
for the school.

- The role of the school head is to
provide the day to day
management of the school.

- The positive relationship founded on
mutual respect between the SGC and the
school head will be essential for the
success of the school shown in the
children’s learning growth and
development.

- Clear understanding of the
rules for membership; roles and
procedures must be developed.

SCHOOL HEADS’ LEADERSHIP SKILLS

INFLUENCING
OTHERS

FOSTERING ACCOUNTABILITY

BUILDING POSITIVE WORKING RELATIONSHIP

COACHING FOR IMPROVEMENT

COMMUNICATING EFFECTIVELY

WORKING EFFECTIVELY

Key Points from Policies and
Guidelines in
Managing School Organizations

Salient Points on Parents-Teachers Association
- Every elementary and secondary school shall
organize a PTA for the purpose of providing a
forum for discussion of issues and their solutions
- Provide mechanisms to ensure proper
coordination with the members of the community
- Provide an avenue for discussing relevant
concerns

- Provide assistance and support to the
school for the promotion of their
common interest.
- It shall serve as support group and as
a significant partner of the school

- Membership is limited to parents or in their
absence the guardian of duly enrolled
students and teachers in a given school
- Within fifteen days from the start of the school
year the homeroom adviser and the
parents/guardians shall organize the
homeroom PTA with the approval of the
school head

Strand 5.3 : Inclusive Practice

-Reaching out to all learners
-Addressing and responding to diversity of needs
of all children, youth and adults
- means making changes and modification in
content, approaches, structures and
strategies
INCLUSION means;

INCLUSIVE EDUCATION
Is an approach that enjoins schools
to accommodate all children regardless
of their physical, intellectual, emotional,
social, linguistic, or other conditions
(Article 3, Salamanca Framework for Action).

Schools must adopt an inclusive
orientation as a means of combating
discriminatory attitudes, creating
welcoming communities, building an
inclusive society, and achieving
education for all.

EDUCATION POLICIES
• The right to education is a basic human right.
• All children and youth shall have access to quality education.
• Inclusive education shall be concerned with all learners, with
focus on those who have traditionally been excluded from
educational opportunities.
• Support system shall be organized and delivered holistically.

PUBLIC POLICY SUPPORT ON INCLUSIVE EDUCATION
• The 1987 Philippine Constitution
• P.D. 603 - The Child and Youth Welfare Code
• RA. 7610 – Special Protection of Children against Child Abuse,
Exploitation and Discrimination Act
• R.A. 7277- The Magna Carta for Disabled Persons amended by
R.A 9442
• Policies and Guidelines in Special Education

PHILIPPINES ADOPTS INTERNATIONAL DOCUMENTS ON
INCLUSIVE EDUCATION
▪ UN Conventions on the Rights of the Child (1989)
▪ World Declaration on Education for All (1990)
▪ UNESCO Salamanca Statement and Framework for Action
(1994)

PROGRAMS AND STRATEGIES
FOR INCLUSIVE PRACTICES

Adopting the National Indigenous Peoples (IP) Education
Framework
• Policy statement
provide inclusive basic education for all, it shall be
the policy of the Department to maintain an education
system that will recognize, protect, and promote the
rights and welfare of ICCs/IPs, as well as equip them
with the knowledge and skills needed to face various
social realities and challenges.

IP education interventions are to be
developed and implemented in consultation
and cooperation with IPs concerned in order to
address and incorporate their special needs,
histories, identities, languages, knowledge, and
other aspects of their culture, as well as their
social, economic, and cultural priorities and
aspirations.
Adopting the National Indigenous Peoples (IP) Education
Framework

Towards this end, the DepEd Shall :
a. Ensure the provision of universal and equitable access of all IPs to
quality and relevant basic education services towards functional
literacy for all .

b. Adopt appropriate basic education pedagogy, content, and
assessment through the integration of Indigenous Knowledge
Systems and Practices (IKSPs) in all learning areas and
processes.

c. Provide adequate and culturally-appropriate learning resources
and environment to IP learners.

d. Strengthen the hiring, deployment, and continuous development
of teachers and learning facilitators in the implementation of its IP
Education Program.

e. Establish and strengthen appropriate multi-level units within
DepEd responsible for planning, implementing and monitoring IP
education.

f. Expand and strengthen institutional and civil society linkages to
ensure proper coordination, knowledge sharing, and sustainability
of the IP Education Program.

g. Implement stronger affirmative action to eradicate all forms of
discrimination against IPs in the entire Philippine Educational
System.

Policy Guidelines on Madrasah Education in the K to 12 Basic
Education Program
Program aims :
a. provide Muslim learners with appropriate
and relevant educational opportunities while
recognizing their cultural context and unique
purposes for participating in the Program
offerings ;

b. Integrate content and competencies
which are relevant and of interest to
Muslim learners.
Policy Guidelines on Madrasah Education in the K to 12 Basic
Education Program

SCOPE :
D.O. No. 41, s. 2017 specifies the programs of
the Department of Education for Muslim
learners in basic education. It covers standards
and guidelines for the implementation of the
Madrasah Education programs in both public
and private madaris. This policy provides
implementers and stakeholders with provisions
on policy formulation and contextualization;

Operationalization of the curriculum
support system ; program management ;
and monitoring and evaluation that are
unique to the implementation of the MEP.

ALTERNATIVE DELIVERY MODES for DISADVANTAGED
CHILDREN
• MISOSA
(Modified In-School and Off-School Approach
for elementary)
• Open High School Program for secondary
• Distance Learning
• Modular learning
• On-line learning
• Home-based learning

Enhanced Alternative Learning System 2.0
(DepEd Order No. 13, s. 2019)
Rationale :
ALS provides opportunities for out-of-
school youth and adult (OSYA)
learners to develop basic and
functional literacy skills and to access
equivalent pathways to complete basic
education

Basic Literacy Level – refers to the first ALS
key stage for learners who cannot read or
write.
Non-Literate Learners – refer to learners
with little or no exposure to literacy in their
first or second language.
Neo-Literate Learners- refer to learners with
minimal exposure to literacy in their first
language.They often lack confidence in their
literacy skills.

Post Literate Learners refer to learners
who are able to read with comprehension,
to compute and solve simple numeracy
problems and ability to express ideas in
writing and speaking in one’s language.

Learning Assessment
1. The ALS Task Force has completed
development of a new Functional
Literacy Test (FLT) based on the six
strands of the new ALS K to 12 BEC.

Learning Assessment
2. At the start of each implementation of the
ALS 2.0, all learners shall be assessed using
the revised Functional Literacy Test (FLT) and
existing Assessment for Basic Literacy (ABL)
(for Basic literacy level learners only) in
conjunction with an assessment and
documentation of their prior learning.ALS
teachers will make use of the latest version of
approved FLT, ABL, and RPL Assessment
Forms in accordance with set policies and
procedures.

GENDER RESPONSIVE BASIC
EDUCATION POLICY
• commits to integrate the principles of
gender equality, gender equity, gender
sensitivity, non-discrimination and human
rights, in the provision and governance of
basic education.

Results of the 2016 national Baseline Study
on Violence Against Children by the
Council for the Welfare of Children and the
Systematic Literature Review on the
Drivers of Violence Affecting Children by
the United Nations Children’s Fund
(UNICEF) show that :
a) There is a high prevalence of violence
against children among both boys and girls
and increasingly, more boys

Policy aims :
a. Promote inclusive education that
ensures girls’ and boys’ and
women’s and men’s equal access to
learning opportunities, fair treatment
in the learning process, and
equitable outcomes as well as
access to opportunities in all
spheres of life ;

b. Promote the protection of children
against all forms of gender-based
violence, abuse, discrimination and
bullying in schools.

c. Address gender-based barriers and
the different forms of discrimination as
a result of being exposed to gender
inequality suffered by vulnerable and
marginalized group.
This includes taking affirmative steps
where necessary to reduce gender
gaps and disparities in basic education,
and rectifying through affirmative action

such discrimination suffered by a gender
group in the workplace as a result of
treatment that fails to recognize gender
differences and thus adversely affects
that gender group (e.g. adopting gender-
sensitive promotion standards that give
due consideration to women’s absence
from the workplace on account of
maternity leave) ;

d) involve all learners, teachers, and non-teaching personnel and
other stakeholders in the promotion of gender equality and non
discrimination through their engagement in the curriculum, learning
materials, teaching methodologies, and support services that should
not only aim at eliminating gender stereotypes, but also at
transforming gender relations toward empowerment and social
change.

e. Strengthen structures,
systems, and methodologies that
promote coordination to address
gender dimensions in planning,
information, exchange, design,
and delivery of services.

f. Ensure that public and private
partners are fully oriented to adopt
gender- equality standards and
procedures in program implementation;
and

g. Continuously enhance policy
implementation and sustainability of
results through periodic reviews,
consultations with stakeholders,
documentation, and promotion of good
practices.

Through its Gender-Responsive Basic
Education Policy (GRBE), the DepEd
commits to :
A. Make its Strategic framework gender-
responsive
B. Mainstream gender in all Policies and
Programs, Projects, and Activities (PPAs)

C. Ensure gender parity in staffing and
create an enabling work environment
D. Strengthen gender and development
institutional mechanisms

Education, Promotion of Mental Health in
Educational Institutions and in the
Workplace
a. Age-appropriate content pertaining to
mental health shall be integrated into the
curriculum at all educational levels;
a. Psychiatry and neurology shall be required
subjects in all medical and allied health.

SEC. 25. MENTAL HEALTH PROMOTION IN EDUCATIONAL
INSTITUTIONS
(Implementing Rules and Regulations of Republic Act No.
11036,Otherwise Known as the Mental Health Act)
Educational institutions, such as
schools, colleges, universities, and
technical schools shall develop
policies and programs for students,
educators, and other employees
designed to:

raise awareness on mental health issues, identify and provide
support and services for individuals at risk, and facilitate access,
including referral mechanisms of individuals with mental health
conditions to treatment and psychosocial support.

The DepEd, CHED and TESDA in coordination with other
relevant government agencies and stakeholders, shall
provide guidance in the development and implementation of
mental health policy and programs to educational
institutions to :
a. promote mental health

b. provide basic support services for
individuals at risks or already have a
mental condition ; and
c. Establish efficient linkages with other
agencies and organizations that
provide or make arrangements to
provide support, treatment and
continuing care.

Sec. 26. MENTAL HEALTH PROMOTION AND POLICIES IN
THE WORKPLACE
Employers shall develop appropriate policies and
programs on mental health in the workplace designed to: raise
awareness on mental health issues, correct the stigma and
discrimination associated with mental health conditions,

identify and provide support for individual at risk, and facilitate
access of individuals with mental health conditions to treatment
and psychosocial support.

DOMAIN 5 : BUILDING CONNECTIONS
Strand 5.4 - Communication

Developing communication
competence can bring many
rewards, but it also requires
time and effort.
(Paul Shanks-Communication-CCBY-NC2.0)
*

*Communication Competence refers to the
knowledge of effective and appropriate
communication patterns and the ability to use
and adapt that knowledge in various contexts.
(Cooley & Roach,1984)

Communication
Competence
Knowledge
Knowing how to do
something and
understanding why
things are done the
way they are.

Communication
Competence
Ability to use
-individual
differences
-public
speaking
anxiety

Communication
Competence
Ability to adapt
to various
context
-social
context
-cultural
context

Communication Competence is
needed in order to:
• understand communication
ethics;
• develop cultural awareness;
• use computer-mediated
communication and
• think critically.

Becoming more mindful of
your communication and
the communication of
others can contribute to
your communication
competence.
Mindful
communicator

Becoming a more mindful
communicator has many benefits
including achieving
communication goals, detecting
deception, avoiding stereotypes,
and reducing conflicts
Mindful
communicator

.
Communication apprehension and public
speaking anxiety are common but can be
managed productively

*Oral Communication
Impromptu speeches,
welcome address,
inspirational message,
challenge/acceptance speech,
acknowledgement/closing
remarks, etc.
Manner of
delivery, tone,
mood,
atmosphere,
theme, audience,
grammar, non-
verbal cues

1. Remember, you are
not alone. Public
speaking anxiety is
common, so don’t
ignore it—confront it.
2. You can’t literally die
of embarrassment.
Audiences are forgiving
and understanding.
3.It always
feels worse
than it looks.
TIPS

.
6.Channel your nervousness
into positive energy and
motivation.
4. Take deep
breaths. It releases
endorphins, which
naturally fight the
adrenaline that
causes anxiety.
5. Look the part. Dress
professionally to
enhance confidence..
TIPS

DEPARTMENT OF EDUCTION
.
9. Visualize success
through positive thinking
7 Start your outline
and research early.
Better
information=higher
confidence
8. Practice and get
feedback from a
trusted source.
TIPS
10.Prepare, prepare,
prepare! Practice is a
speaker’s best friend.

☺—tips in writing
1.Audience and Format
2. Composition and style
-use AIDA, try empathy
-use rhetorical triangle (ethos, pathos,
logos)
3.Identify main theme
4.use simple language

Official Correspondence
DO # 30, s. 2019
Manual of Style
DO #31, s. 2019
Service Marks And Visual Identity
Manual of the Department of
Education
School memo,
letters to stakeholders,
Indorsement, invitation
letters, etc.
Grammar, spelling,
punctuation, typeface,
abbreviation
7Cs, and other rules

*online platforms, social media,
radio, face-to-face, mails, etc.
A communicatively competent leader
uses varied and appropriate
communication platforms to effectively
enact, implement and sustain
relationships with the internal and external
stakeholders.

Becoming communicatively competent
is a continuous learning experience and
its effect is seen significantly in
community management.
Be a mindful communicator
and a higher self-monitor

Strand 5.5 : Community Engagement

Stakeholders Map

There are many stakeholders from whom we can request
support.
According to the PPSSH, involvement can come from:
• Parents
• Alumni
• Industries
• Barangay Officials

Local businesses Socio-Civic Groups
Local School Board Non-Government
Organizations
Local Government Units Interested individuals or
parties
The Brigada Eskwela- a schools maintenance program that engages
all education stakeholders to contribute their time, efforts and
resources in ensuring that public schools are all set in time for class
opening.

Adopt-A-School Program RA 8525
DO 2 s. 2013- Revised Implementing Rules and
Regulations
· Individual engaged in trade or business or in the practice of his
profession
· Business organizations like partnership, corporation,
cooperative

How to go about the adoption?
• MOA between the Adopting Private Entity and the head of
school ratified by the Regional Director of CHED, Provincial
Director of TESDA, and Division Superintendent of DepEd
• MOA shall be for a minimum of two years subject to extension
• may be shortened if the Adopting Private Entity is dissolved
prior to the end of such period or terminated due to the
failure of the Adopting Private Entity to possess
qualifications as stated in the Act or upon the decision of the
Coordinating Council

DEPARTMENT OF EDUATION
Coordinating Council
Chair- Secretary of DepEd
Co-Chair- Chairman of CHED
Director General of TESDA
Members:
• Chairperson of the National Anti-Poverty Council
• Representative from National Federation of Chambers of
Commerce and Industry

Qualifications of a Private Adopting Entity
a.Must have a credible track record.
b.Must have been in existence for at least one year
c. Must not have been prosecuted and found guilty of
engaging in illegal activities such as money laundering
and other similar circumstances.

FORMS OF ASSISTANCE
Infrastructure Reading materials
Physical facilities Computer and Science laboratories
Real estate property Health and nutrition packages
Training and skills development Learning Support
Assistive learning devices for students with special needs

School Initiatives Relative to Stakeholders’
Engagement and Appreciation
• Certificate of Appreciation
• Thank You card
• State of the School Address

INCENTIVES
• Additional deduction from the gross income equivalent to 50%
of the expenses for the “Adopt-A-School” Program
• Its name emblazoned beneath the name of the school after the
words indicating that the school is under the “Adopt-A-School”
Program
• Be represented in the Local School Board in the
municipality where the adopted school is located.

Why is Community Engagement
Important?

1. Local, in-depth understanding of
problems can create more viable
solutions.
1. It fosters local ownership that helps
ensure the long term sustainability of
initiatives.

3. Local ownership can ensure a culturally
sensitive approach to education, leading to
greater potential buy-in.
4. Accountability to stakeholders increases quality.
5. When school personnel and parents mutually
support and recognize each other, opportunities
for learning are maximized.

6. Local resources are contributed.
7. The process of engagement can
strengthen community relations .

Domain 5 -building connections PPSSH (DOMAIN 5)

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