PARENTS TEACHERS ASSOCIATION Development and Management I.

RATIONALE Present times dictate the need for a more cooperative interaction among parents and teachers, especially since there have been nagging reports regarding the deterioration in the quality of education, which must be arrested, and for which

parental and tutorial consultation becomes immediately relevant1.

It is the proper concern of the state to extend guardianship over the children from the comforts of home to the bigger community, which is the school. And this time, it will not only be parental guardianship that will help mould the virtue and good character in the young, but also the guardianship by teachers over them, there must be a common organization of parents and teachers.

A. Laying Down the Bases Though Parents Teachers Associations origin can be dated back to as early as 1855, concurrent with the beginning of the Kindergarten movement, it has only gained prominence in the Philippines when Education Act of 1982 recognized parents as one of the stakeholders and an important human resource. Section 8 thereof provides for the rights of parents to organize by themselves and/ or with teachers for the purpose of providing a forum for the discussion of matters relating to the total school program, and for ensuring the full cooperation of parents and teachers in the formulation and efficient implementation of such programs. The Department of Education Order pertaining to PTA organization in school has gone through a series of amendments to cover the gray issues. Certainly, because of a very conflicting views on the primordial functions of parents in schools operations, resulting in overlapping of functions of school authority and PTA. It gradually developed into tension between school administration and PTA as the latter wanted to get involved

in not only the school welfare of the students, but in the educational content of programs. In fine language, they wanted to interfere in academic and administrative management and operations of school. When these things seems to be irreconcilable, it began to be aired in media, for these have been incomprehensible on their part, had these things been made clear to them, it could have been avoided and parents could have been utilized into a fruitful collaboration. Thus, this plan for school management of the Parent Teachers Association is hereby presented anchored on basic issue commonly arising out in school operation.

II.

OBJECTIVES:

The primary goal of the PTA development plan is to focus on the basic function on one hand of the school personnel and parents on the other hand so that possible interlapping of function will be avoided and thus, promote a workable and harmonious relationship with each other with the end in mind of improving the delivery of basic educational services to the students. Specifically, it aims to: To discuss the extent of function of Parents Teachers Association in manning the operation of school, and The duties and responsibilities of school personnel in relation to the organization. To define a mechanism in which the parents and teachers will work collaboratively in bringing about positive impact on students scholastic performance. To provide a forum for collaborative effort of parents, teachers & students towards quality teacher education. To acquaint the parents about various programs taken by the school for students development.

III.

PTA Development Plan Paradigm

Promotion of Students' Welfare

School Personnel Function

PTA Function

The primary reason why PTA organization is encouraged in every school is to make them partner of school in promoting students welfare but not to become critic and mere observer. They are being held up to support the school in its effort to bring out possible solutions to every problem relating to students school total development. Every school shall organize a Parent Teacher Association 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 as a significant partner of the school whose relationship shall be defined by cooperative and open dialogue to promote the welfare of the students.

IV.

DISCUSSION A. Leadership Functions in Managing PTA

This section discusses in brief, the nature of leadership in PTA and how it functions in the management of the organization. This is in accordance with the bases laid down by Department of Education. It further discussed an issue related to the nature of leadership in the management of the organization in the operation of school. The leadership in PTA plays an important role in helping the school to meet the societys needs, to be responsive to the ever-changing surrounding to improve the school and community relationship.

In order for a school to be responsive to the changing needs of society, it must be managed effectively and appropriately so that the students, teachers and other stakeholders can perform and take their part. Thus, it is deemed important, that since schools do not only composed of teachers and school officials, it has to effectively organized and managed PTA. Organizing and managing PTA requires for an effective communication among the parties is of much importance in working towards the goal of quality education.

B. PTA as an Organization Describing an organization can best be done by looking at its structure. This includes looking at each member and how they are related to one another. Based from DepEd Order No. 54, s. 2009 the PTA members normally consist of Parents and Teacher, with the school head as the adviser. It follows a hierarchical structure where the President is at the top with the other officers and teachers as members. Membership in a PTA is limited to parents, or in their absence the guardian, of duly enrolled and teachers in a given school. Community people are now excluded from the membership different from what it has been before. A teacher-member refers to homeroom advisers, subject teachers and non-teaching personnel. The exclusion of community people does not mean that they are welcome in school. This only pertains to the membership in the organization. Organization is done through an election from the homeroom level which shall be conducted within fifteen (15) days from the start of the school year. The elected Presidents of the homeroom PTA and their respective Homeroom Advisers shall elect the Board of directors within 30 days from the start of the school year. The Board of Directors shall immediately elect from among themselves the executive officers of the PTA on the same day of their election to the Board. It is interesting to note that PTA organization shall not automatically operate as legitimate organization in school without the recognition to be tendered by school head. Hence, parent member who antagonized the school officials does not have legal standing to do so if the organization has not been properly recognized. C. Duties, Functions Privileges of a Recognized PTA The PTA as an organization operating in school shall adhere to all existing policies and implementing guidelines issued or may be issued by the Department of Education. The basic function of PTA is to ensure regular attendance of children in school to improve achievement level of competency of the children in different subjects

to contribute in development of the school and to generate resources and ensure efficient use of these resources for school development. It is sadly to note that parents are being look up as financial partner of school, disregarding its basic function of collaborating with teachers to improve the achievement level of their children. They are usually utilized for financial generation. They are bounded by the principle of volunteerism. D. Functions of Teacher- Member and School Head Generally, teachers are held solely responsible for quality in education and school management. But parents are equally responsible so Parent-Teacher Associations have been constituted. The functions of teachers are primarily related to instructional components within the confines of students learning. It includes ensuring the regular attendance of the enrolled children. Regular review of achievement level of the children enrolled in the school and evolves strategy for further improvement. Cooperate in generating resources for the school building, drinking water facility, urinal and cleanliness of school. Make guardians/parents of the children aware of their duties towards their children who are un-enrolled or dropouts or irregular in the school. Review activities of ParentTeacher Associations of schools and help in implementing their responsibilities. Monitor the activities of ParentTeacher Association and help in solving the problems. The following are suggested actions that may be taken by school personnel in encouraging parents to actively participate in school activities.

Create a an environment in which parents feel valued and welcome, and that is culturally sensitive, including developing supportive mission and policy statements Outreach to encourage participation of parents who might have low-level literacy skills. Involve parents and other family members in planning, curriculum and policy development, and decision making related to school health Disseminate information on school reforms, policies, discipline procedures, assessment tools, and school goals, and include parents in any related decisionmaking process Link parents to programs and resources within the community that provide support services to families, i.e., create an information and resource center to support families with training, resources, and other services; collaborate with community agencies to provide family support services and adult learning opportunities Meet with parents at least twice a year, accommodating the varied schedules of parents, language barriers, and the need for child care Encourage immediate contact between parents, teachers, principles, and other administrative staff when concerns arise

Communicate with parents regarding positive student behavior and achievement, not just regarding misbehavior or failure Use creative forms of communication with families that make optimal use of new communication technologies Encourage parents and students to volunteer and provide ample training on volunteer procedures and school protocol Ensure that parents who are unable to volunteer in the school building are given the options for helping other ways Enlist community volunteers such as civic groups, service clubs, religious groups, seniors groups, and law enforcement Develop partnerships with local businesses and services groups to advance student learning and assist schools and families Survey parents regarding their interests, talents and availability, then coordinate the parent resources with those that exist within the school and among the faculty E. HOW TO INVOLVE PARENTS IN SCHOOL

One kind of parental involvement is school-based and includes participating in parent-teacher conferences and functions, and receiving and responding to written communications from the teacher. Parents can also serve as school volunteers. In one survey, almost all teachers reported talking with children's parents-- either in person, by phone, or on open school nights--and sending notices home (Becker & Epstein, 1982). These methods, along with requests for parents to review and sign homework, were most frequently used to involve parents. Another kind of involvement is home-based and focuses on activities that parents can do with their children at home or on the teacher's visits to the child's home. However, few teachers involve parents through home-based activities, partly because of the amount of time involved in developing activities or visiting and partly because of the difficulty of coordinating parents' and teachers' schedules. Some programs aim to reach parents who do not usually participate in their children's education. Such programs provide flexible scheduling for school events and parent-teacher conferences, inform parents about what their children are learning, and help parents create a supportive environment for children's learning at home. Many schools have responded to the needs of working parents by scheduling conferences in the evening as well as during the day, and by scheduling school events at different times of the day throughout the year. It is important for teachers to keep the lines of communication open. This involves not only sending regular newsletters and notes, but also obtaining information from parents. Phone calls are a greatly under-used technique for keeping in touch. A

teacher usually calls a parent to report a child's inappropriate behavior or academic failure. But teachers can use phone calls to let parents know about positive behavior and to get input. Parents justifiably become defensive if they think that every phone call will bring a bad report. If teachers accustom parents to receiving regular calls just for keeping in touch, it is easier to discuss problems when they occur. Teachers need to consider families' lifestyles and cultural backgrounds when planning home activities. However, some activities can be adapted to almost any home situation. These are activities that parents or children engage in on a day-to-day basis. Teachers can encourage parents and children to do these activities together, and can focus on the opportunities that the activities provide for learning. For example, although television viewing is a pastime for most children and adults, they do not often watch shows together. Teachers can suggest appropriate programs and send home questions for families to discuss. This discussion can be carried over into class. Busy parents can include children in such everyday activities as preparing a meal or grocery shopping. Teachers can also suggest that parents set aside a time each day to talk with their children about school. Parents may find this difficult if they have little idea of what occurs in school. Notes on what the children have been working on are helpful. Parents and children can discuss current events using teacher-provided questions. Teachers often suggest the activity of reading aloud to children. Reading to children is an important factor in increasing their interest and ability in reading. Teachers can also encourage children to read to parents. In areas where children may not have many books, schools can lend books, and teachers can provide questions for parents and children to discuss. Home activities allow parents flexibility in scheduling, provide opportunities for parents and children to spend time together, and offer a relaxed setting. To be most beneficial, home activities should be interesting and meaningful--not trivial tasks that parents and children have to "get through." When teachers plan home activities, they often think in terms of worksheets or homework that will reinforce skills learned in school. But parents often grow tired of the endless stream of papers to be checked and the time spent on "busywork." Another danger of promoting home activities is the possibility that there may arise an unclear distinction of roles, with teachers expecting parents to "teach" at home. Teachers and parents need to understand that their roles are different, and that their activities with children should be different.

A. Prohibited Acts of PTA PTA officers are prohibited from interfering in the academic and administrative management and operations of the school, and of the DepEd, in general. Academic and administrative matters of school include curricular programs and offerings. Including but not limited to test administration, evaluation procedure geared

towards students scholastic development. Administrative matters involve the management of school property, personnel, and financial, with the exception of those financial generated through the PTA. Therefore it is not incorrect to say that PTA is proscribed from checking the attendance of school personnel. Moreover, they are not allowed to call upon students and teachers for purposes of investigation or disciplinary action.

V.

EVALUATION

The evaluation process is to be accomplished in a variety of ways to provide information on the progress of the implementation of the plan and define whether the success indicators have been met. As they are in the mix, it accounts for ones own accountability for actions and results. In evaluating the effectiveness of the proposed development plan the impact will be on student learning outcomes based on what the PTA performs their function in school.

Reference; DepEd Order No. 54, s. 2009 Senate Bill 2339