Module12.ppst5.4.2

MODULE12
1
Communicate promptly and clearly the learners’ needs,
progress and achievement to key stakeholders,
including parents/guardians
FRONT COVER

PPST RESOURCE PACKAGE
ii
INTRODUCTION TO TEACHER RESOURCE PACKAGE
I am Teacher Jen!
And I am Teacher Mike!
We are members of your support group. Together with
your principal, master teacher, and co-teachers, we are
pleased to be your guides and companions as you walk
through the modules.
Are you ready?
We begin by letting you know how the journey started for
us in putting together this resource package.
In August 2017, Department of Education Secretary
Leonor Briones signed the Philippine Professional Standards
for Teachers (PPST) into policy through DepEd Order No.
42, S. 2017. The policy states, among others, that the PPST
“shall be used as a basis for all learning and development
programs for teachers.”
The Department of Education is committed to supporting
your continuing professional development. This resource
package hopes to contribute to this commitment.
As a teacher, understanding the PPST is crucial in order
for you to grow and flourish in your profession. The PPST
identifies what you are expected to know, be able to do, and
value in your profession.
“
Hello, dear Teacher!
Welcome to this Resource Package.
These modules
are standalone
sections that
you can select
based on your
needs and
interests. This
means that
you can choose
and read any
module that is
most relevant
to you. You can
take your time
in familiarizing
yourself
with any one
module with
no pressure to
finish reading
all 12.

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Introduction to Teacher Resource Package
This resource package:
• serves as your guidebook towards becoming better acquainted with the PPST;
• comprises 12 modules corresponding to the 12 indicators that are aligned with
the Results-based Performance Management System (RPMS); and
• contains illustrative and instructive information that you will find realistic,
sensible and workable and can help you achieve the target indicators across
curriculum teaching areas and key stages of learners’ education.
We are happy to say that this resource package has been created and compiled by
teachers in support of other teachers.
You will find the materials here useful if you:
• reflect on your own classroom practices, and ensure that your teaching
practices are aligned with the indicators;
• want to mentor beginning teachers so they become better in their practice;
• are a part of a group of teachers who need materials for your school-
based Learning Action Cell (LAC) sessions in order to (i) learn more about
the PPST and (ii) innovate on practices using the samples in the resource
material as guide; and
• want to develop or expand the current work by (i) providing more examples
of practices or (ii) working on other career stages or indicators other than
the 12 presented in this package.
If learning is your passion,
this resource package is for you.

iv

What can you expect to find in each module?
You will discover that each module discusses a specific
indicator, defines its key concepts and provides relevant
illustrations of practice that may help you understand and attain
the indicator.
The modules explore the following indicators:
1.1.2 Apply knowledge of content within and
across curriculum teaching areas.
MODULE 1
1.4.2 Use a range of teaching strategies
that enhance learner achievement in
literacy and numeracy skills.
MODULE 2
1.5.2 Apply a range of teaching strategies
to develop critical and creative thinking, as
well as other higher-order thinking skills.
MODULE 3
2.3.2 Manage classroom structure to
engage learners, individually or in groups,
in meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments.
MODULE 4
2.6.2 Manage learner behavior
constructively by applying positive and
non-violent discipline to ensure learning-
focused environments.
MODULE 5
3.1.2 Use differentiated, developmentally
appropriate learning experiences
to address learners’ gender, needs,
strengths, interests and experiences.
MODULE 6
4.1.2 Plan, manage and implement
developmentally sequenced teaching and
learning processes to meet curriculum
requirements through various teaching
contexts.
MODULE 7
4.4.2 Participate in collegial discussions
that use teacher and learner feedback to
enrich teaching practice.
MODULE 8
4.5.2 Select, develop, organize and
use appropriate teaching and learning
resources, including ICT, to address
learning goals.
MODULE 9
5.1.2 Design, select, organize and use
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
MODULE 10
5.2.2 Monitor and evaluate learner
progress and achievement using learner
attainment data.
MODULE 11
5.4.2 Communicate promptly and
clearly the learners’ needs, progress
and achievement to key stakeholders,
including parents/guardians.
MODULE 12
“

MODULE12
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Introduction to Teacher Resource Package
The module contains the following parts:
“
PARTS OF THE MODULES
OVERVIEW introduces you to the
indicator and why you need to
achieve the indicator;
SELF-REFLECTION allows you
to reflect on your knowledge,
skills and attitude related to the
indicator;
KEY CONCEPTS defines key
concepts pertinent to the
indicator;
SUPPORT GROUP allows you to
consult and collaborate with our
teacher-friends who will provide
suggestions on how to improve
your current practice;
ILLUSTRATIONS OF PRACTICE
walks you through sample
illustrations of specific teaching
practices that show how the
Standards are put into action;
PROFESSIONAL DEVELOPMENT
PLAN helps you identify your
strengths and development
needs and plans for specific
action for professional
development; and
RESOURCE LIBRARY provides
you with resources (which may
include bibliography, forms,
templates, appendices and
links) that can help you further
understand the indicator.
Each module takes you through a journey of exploration and discovery, while you learn more
about the indicator and you apply it in your teaching context.
We encourage you to actively engage with the text as you read through the module.
We hope you find the information, materials and resources in this package helpful as you engage
with the Philippine Professional Standards for Teachers towards your professional development.
“We, Teacher Jen and Teacher Mike, will
be with you every step of the way.
Have a happy journey.

01
12
COMMUNICATE PROMPTLY AND
CLEARLY THE LEARNERS’ NEEDS,
PROGRESS AND ACHIEVEMENT TO
KEY STAKEHOLDERS, INCLUDING
PARENTS/GUARDIANS
MODULE
INTRODUCTION
OVERVIEW
KEY CONCEPTS
SELF-REFLECTION
SUPPORT GROUP
- Probing
- Suggestions for Improvement
- Illustration of Practice No. 1: PERSONAL DIALOGUE
WITH PARENTS
- Illustration of Practice No. 2: GROUP
CONSULTATION
- Illustration of Practice No. 3: HOME VISITATION
- Illustration of Practice No. 4: GENERAL ASSEMBLY/
FORUM
- Illustration of Practice No. 5: UTILIZING
DOCUMENTATION AND COMMUNICATION TOOLS
PROFESSIONAL DEVELOPMENT PLAN
RESOURCE LIBRARY
- Annotated Bibliography
- Appendices
ACKNOWLEDGEMENTS
2
ii
3
4
5
8
21
22
CONTENTS
26

2
“
Hello! Welcome to Module 12.
Communication with key stakeholders offers a stable
path for teachers to deliver better academic services to
learners.
Modes of communication to stakeholders include
personal dialogue, group consultation, home visitation and
general assembly/forum.
In this module, we will learn to improve our practices in communicating learners’
needs, progress and achievement to our stakeholders, specifically to parents or
guardians.
We will explore (a) how we can utilize the various modes of communication in the
school setting, (b) when to communicate learners’ information through these modes,
and (c) how we can enrich these modes through devising/using documenting tools that
will allow us to have accessible reference about learners’ school and academic status.
There are sections in this module where Jen and I provide some illustrations of
practice, as well as some parameters of consideration in choosing appropriate modes
of communication. Nevertheless, the entire module invites us to understand further the
documenting and reporting procedures in stakeholder communication.
In this module, we will focus on:
STRAND: 5.4 Communication of learner needs, progress and
achievement to key stakeholders
INDICATOR: 5.4.2 Communicate promptly and clearly the
learners’ needs, progress and achievement to key stakeholders,
including parents/guardians.

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“
KEY CONCEPTS
Understanding these facilitates deeper appreciation
of the indicator so let us now acquaint ourselves with the
following significant key concepts.
COMMUNICATION. This refers to various modes, either directly or
indirectly, for transferring relevant information about learner’s need,
progress and achievement to stakeholders.
LEARNER NEEDS. This refers to the observable behavior or attitude of
a learner that the teacher must address immediately.
LEARNER PROGRESS. This refers to a trail of stages of a learner’s
school and academic status.
LEARNER ACHIEVEMENT. This pertains to the remarkable curricular or
co-curricular performance of a learner recognized by the school.
STAKEHOLDER. This refers to either internal (teachers, school
administrators and personnel) or external (parents/guardian, community
and industry partners) individuals or group of individuals who participate
or collaborate towards the attainment of the school’s academic and
institutional goals.

4
“Let us now reflect on our current practice regarding
communicating learners’ needs, progress and achievement.
Considering the key concepts, I have written down my
own reflection on this.
SELF-REFLECTION
…various means and
procedures to communicate
with our key stakeholders,
specifically to parents/
guardians.
…personal dialogue,
consultation, home
visitation and quarterly
assembly or forum with
parents/guardians.
…my stakeholders, especially
parents/guardians, have
their own preferences on the
way I communicate with
them.
As a Proficient Teacher,
I know…
I do…
I feel…
KNOWLEDGE SKILLS ATTITUDES
Good reflection, Mike! Now, it is your turn to reflect on your
knowledge, skills and attitudes in relation to the indicator.
You may write it in the boxes below.
“_________________________
________________________
_________________________
_________________________
_________________________
________________________
_________________________
_________________________
_________________________
__________________.
I know…
I do…
I feel…
KNOWLEDGE SKILLS ATTITUDES
_________________________
________________________
_________________________
_________________________
_________________________
________________________
_________________________
_________________________
_________________________
__________________.
_________________________
________________________
_________________________
_________________________
_________________________
________________________
_________________________
_________________________
_________________________
__________________.

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“
Welcome to our support group! We always feel great to help
teachers who would like to improve their practices. We encourage
you and your colleagues, including the Master Teachers, Head
Teachers and School Head, to take part in helping other teachers
in need. You may extend your fruitful discussion by using this
module in your next LAC session.
For now, let us look at how Teacher Ching communicates to
key stakeholders. She said that she wants to enhance her skills on
this. What advice can we offer her?
SUPPORT GROUP
Teacher Ching engages in a personal dialogue with a
parent and a learner regarding school status.
At the end of the dialogue, she asks the parent to affix
his or her signature in the anecdotal report.
She presents the report card to the parent.
She also shows some performance activities in support
of the learner’s academic record.
She conducts home visitation to learners with school
and academic needs.
She shows records of school performance of the
learner to the parent, and takes notes on the details of
their conversation for documentation.
She facilitates a stakeholders’ (teachers, parents,
community officials and industry partners) general
assembly/forum.
She then reports on the performance of the learners,
and some other pertinent information about their
school and academic status.

6
How did Teacher Ching communicate learners’ needs, progress and achievement to
stakeholders, particularly parents/guardians?
1
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.
How do you assess the suitability of the modes of communication chosen by Teacher Ching?
2
If you were in those situations, how would you facilitate the prompt and clear communication
regarding learners’ needs, progress and achievement?
3
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.
“We, your teacher-friends, can help you in
understanding this indicator through our sample
situation.
Below are some of the key questions that
you may answer to help our teachers improve
their practice.
Probing

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MAKE IT CLEAR. In communicating with stakeholders, especially to parents and guardians, we
make sure that they have a clear understanding of the situation. In many instances, we make
time to meet personally with them rather than just write a letter for them to read and sign.
MAKE IT PROMPT. We communicate learners’ progress and learners’ achievement accordingly
through quarterly parents’ assembly or group consultation with different stakeholders. However,
we may also consult with them as soon as we see the need for it.
CONFIDENTIALITY MATTERS. The four possible modes of communication are (a) personal
dialogue, (b) group consultation, (c) home visitation and (d) general assembly or forum. We may
choose from among these depending on the confidentiality of the information that we want to
communicate and on the situation of the stakeholder who we need to communicate with.
DEVISE TOOLS TO TRACK COMMUNICATION. For us to track or follow up on the needs,
progress and achievement that we communicate with key stakeholders, we may devise tools
which we and the stakeholders can sign as a form of agreement.
LOOK AT THE BRIGHTER SIDE. Oftentimes, we call on parents to communicate negative
behaviors shown by the learners. This may make the parents feel that we call on them only
when there is a problem. Let us not forget that besides learners’ needs and progress, we also
communicate learners’ achievements.
Suggestions for Improvement
“All efforts exerted by our teachers are highly
appreciated. In the conduct of prompt and clear
communication of learners’ needs, progress and
achievement to key stakeholders, here are other
important things which we can consider.
Great suggestions! We hope that these can help you and
other teachers, too!
To guide you in the conduct of communicating with key
stakeholders the needs, progress and achievement of the
learners, we have provided several teaching practices in the
next section.
“

8
“Teacher Jen and I will now walk you through the different
illustrations of practice that show specific ways to demonstrate
knowledge and understanding of communicating promptly and
clearly the learners’ needs, progress and achievement to key
stakeholders, including parents/guardians. Before that, let us
read some important points.
In selecting the most appropriate mode of communication with stakeholders, we may take note of
the following parameters of consideration:
Information Confidentiality. The nature and content of the information — is it a personal concern of
the learner or is it a matter of public interest that is to be shared?
Content of information, such as academic difficulties or behavioral delinquencies, can be highly
personal. Such information must be in a mode of communication that will preserve the integrity
of the learner. Learners’ progress updates and achievement can be communicated to the
general public especially for stakeholders such as community or industry partners.
Stakeholder Accessibility. The communication preference of the stakeholder — is the stakeholder an
individual or a group?
An appropriate mode of communication can be characterized by sensitivity to the preferences
of the stakeholders. Individual stakeholders may have a different preference on the mode of
communication, as compared to preferences of stakeholders that are collectively considered
a group. Individual stakeholders can easily be accessed while group stakeholders may have
requirements, since they may follow some organizational protocols.
Learner’s Concern. The learner’s details of concern — is it about the learner’s need, the learner’s
progress, or the learner’s achievement?
Any mode of communication is possible in addressing learner’s concern. However, in
communicating the needs, progress or achievement, other considerations have to be
highlighted in such a way that information confidentiality is protected, stakeholder accessibility
is recognized, and teacher’s accountability is preserved.
Teacher’s Accountability. The purpose of the teacher in communicating the information — is it an
academic concern or is it about the learners’ welfare?
The teacher has the responsibility on the information she communicates to stakeholders and
on the possible consequences that there may be. Hence, the teacher has to be clear about the
purpose of communicating any information to stakeholders.
Now that we know the parameters of consideration in
choosing the appropriate mode of communication, let us
take a look at the following illustrations of practice.
“

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Personal Dialogue with Parents
ILLUSTRATION OF PRACTICE NO. 1:
Inconductingpersonaldialogue,probablestakeholdersmay
include parents/guardians, teachers, school administrators,
industry partners and learners. Let us see what prompted
Teacher Aldrin, a Grade 6 English teacher, to conduct a
personal dialogue with the parents of one learner.
“
As soon as Teacher Aldrin
realized that there is a need
to communicate with Rene’s
parents, he did not wait
for the end of the quarter.
He promptly called on the
parents so that proper
remediation could be made
to address Rene’s needs.
The teacher’s responsible
act will not only help the
learner but also the teacher
himself. There are instances
where learners seek
attention because they need
help.
During the first month of the school year, Teacher Aldrin
noticed that one of his learners had difficulty in focusing on
the lessons. While his other classmates were very enthusiastic
in doing the activities, Rene kept distracting his classmates
and transferring from one place to another. His classmates
complained about him. At first, he thought that Rene was
an attention-seeker. Fortunately, in one of the reading
activities that he prepared, Teacher Aldrin called on Rene to
read the story in front of the class. Despite Teacher Aldrin’s
encouragement, the child was too shy to stand and he just
mumbled the words. It was then that Teacher Aldrin found out
that Rene could not read well in English. He then decided to
promptly call on the parents for a personal dialogue regarding
Rene’s case. He made sure that the situation was clear to the
parents and his aim was to help Rene improve in his studies.
After the dialogue, he asked the parents to sign the agreement
and scheduled the next meeting for follow-up.
Personal dialogue is suited to concerns related, but not
limited to, learners’ grades, learners’ interpersonal behavior,
school and academic counseling/coaching, and learners’ personal
concerns/matters such as relationships, pregnancy, behavioral
delinquencies, psychosocial trauma, etc.
To facilitate a productive personal dialogue with stakeholders,
we may bear the following in mind.
“

10
DOs
• Keep information secured and intact,
yet accessible.
• Devise a communication plan in
meeting stakeholders.
• Always do quarterly track
assessment of needs; focus on the
positive lead for needs.
• Always be courteous in facilitating
personal dialogue.
DON’Ts
• Overstate the information, especially
learners’ personal matters.
• Show special treatment to any
stakeholder.
• Take for granted a learner’s concern,
even the tiniest detail of an event.
• Underestimate reactions of
stakeholders.
Group Consultation
When conducting group consultation, your possible
stakeholders are the following: teachers, school administrators,
parents/guardians, school personnel/staff, industry partners,
and community officials.
The learners’ concerns may include, but not limited to,
classroom/school activities and/or programs, deliberation of
learners’ grades, class schedules, learners’ curricular and/or co-
curricular participation and learners’ subject progress status.
To facilitate group consultation, take note of the following:
“
In the junior high school where Teacher Jona is teaching, the
learners are heterogeneously distributed in all the sections in
Grade 8.
When she was recording the scores of student performance, she
noticed that Matthew was performing very well in her subject. It
was surprising for her for she knew that Matthew was always in
the Guidance Office the last school year. His anecdotal records
from the previous years revealed the same. Puzzled if it was only
in her subject that Matthew was doing well, she decided to have
a group consultation with her colleagues and she was happy to
learn that Matthew was, indeed, performing well in almost all of
his subjects. Teacher Jona believed that she and her colleagues
must be doing something right for Matthew. The positive change
they saw in Matthew’s performance inspired them to work harder
for their learners. Eventually, Teacher Jona communicated
Matthew’s achievements to his parents and to the learner himself.
HOW TO DO IT?
?
Teacher Jona did her
job well as an adviser.
When she realized that
there was a change in
Matthew’s performance, she
immediately consulted the
other teachers. She knew
that she should not only
watch out for the negative
behavior of the learners
to surface but also for the
positive ones.

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DOs
• Always be honest, rational and
systematic in disclosing information.
• Maintain transparency between and
among stakeholders.
• Provide relevant and sufficient data
of learners’ needs, progress and
achievement.
• Take note of the available feedback
from the stakeholders.
DON’Ts
• Overlook information presented
during consultation.
• Misinterpret opinions of the group in
place of the factual information.
• Confuse a learner’s concern as
a problem, when interpreted as
problem by the group.
• Make your responsibility the sole
responsibility of the group.
Theteachers’keenattentiontotheperformanceofthelearners
helps them to immediately see progress and achievements of the
learners. Learners will be inspired to persevere more and trust
in their own abilities, knowing that their teachers trust them and
care about the things they do.
Learners’ concerns which can be addressed by group
consultation may include classroom/school activities and/or
programs, deliberation of learners’ grades, class schedules,
learners’ curricular and/or co-curricular participation and
learners’ subject progress status.
In facilitating group consultation, we may take note of the
following:
“
HOW TO DO IT?
?
Home Visitation
During home visitation, the usual stakeholders are parents
or guardians, together with the learners.
Let us see what prompted Teacher Jamie, a Grade 11
teacher, to conduct home visitation regarding a concern about
one of her learners.
“

12
As teachers, a sudden
change in our learners’
behavior bothers us.
Manifestations come
when there is a decline
in performance or when
learners suddenly become
indifferent. This leads us to
look for clues and, ultimately,
to confer with the parents
to know how we can help.
If all possible means are
exhausted but no one from
home visits the school, home
visitation is our final resort.
During the second quarter, Teacher Jamie noticed the drastic
change in the performance of John. From being a happy and
participative learner, he suddenly turned into a quiet, timid
learner. For Teacher Jamie, who had been teaching for 20
years now, this was an area of concern. She knew that John
was not ready to talk about it. She even started talking to
some of his closest friends and neighbors but they had no
idea. She then handed a letter to John to ask his parents to
visit the school but no one came over.
Finally, Teacher Jamie, together with the Guidance teacher
who happened to live in the same area where John lives, went
for a home visitation. She talked to John’s mother to ask if she
noticed any changes in John’s behavior. After the visitation,
Teacher Jamie found out that there was a problem in the
family and that was the root cause of the drastic change.
Knowing that the problem at home was beyond her control,
Teacher Jamie planned to help John in whatever way she
could while at school.
Conducting home visitation could be our final resort in
communicating concerns like learners’ absenteeism, classroom
performance and personal matters such as relationships, health
issues, and family problems which affect learners’ behavior and
performance.
For safety concerns, we may request assistance from
someone we trust who is familiar with the place or from the local
officials.
In facilitating home visitation, consider the following:
“
DOs
• Focus on informing the parents
regarding the learner’s concern.
• Determine which stakeholder’s
feedback is relevant, and which is not
essential.
• Communicate the most important
concern of the learner.
• Make the conversation as
comfortable and friendly as possible.
DON’Ts
• Discuss information which is not
validated or confirmed.
• Underestimate the information or
opinions given by stakeholders.
• Exaggerate the extent of the
learner’s concern.
• Reveal details of location, address
and other similar information of the
stakeholders.
HOW TO DO IT?
?

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General Assembly/Forum
During a general assembly/forum, the information being
disseminated is for general interest; hence, the presence of all
stakeholders is strongly encouraged.
Let us see what prompted Teacher Raffy, the school’s MAPEH
coordinator, to call for a general assembly of the concerned key
stakeholders. “Apart from the parents
and the learners, we can
communicate with other
stakeholders. They are
helpful people who we can
tap to help us address
learners’ needs. After certain
needs are addressed, we
can also communicate with
them the learners’ progress
and/or achievements
because of their help.
In his MAPEH classes, it is inevitable for Teacher Raffy to
discover learners with talents in the performing arts. In one
of the batches he handled, many learners were undeniably
inclined to baseball but the equipment that they had that
time was too old to be used during trainings. Because of
this, he decided to communicate the learners’ needs to the
neighboring subdivisions, some barangay officials, the PTCA
and alumni. He presented the situation, and then he let the
learners showcase their skills in playing baseball using the old
equipment. They convinced the stakeholders that they are in
need of new baseball equipment and that they have the desire
to give honor to the school.
In the end, the learners’ skills prompted the stakeholders to
address their needs and to provide them with uniform for the
upcoming District Meet. The next time that Teacher Raffy
invited the stakeholders was during the awarding ceremonies.
This mode of communication may not only address learners’
needs but also issues/concerns related to school affairs, such
as consultation for school activities and programs, school’s
updates and development and learners’ achievements or
accomplishments.
To facilitate a stakeholders’ general assembly/forum, you
can provide the stakeholders with copies of the classroom/
school newsletters to update them on the different events and
milestones of the school. Communication reports must be also
readily available for dissemination.
In facilitating a stakeholders’ general assembly/forum, you
may consider the following:
“

14
DOs
• Organize the information suited to
various stakeholders.
• Keep stakeholder profiling for
appropriate communication.
• Always be fair in discussing needs,
progress and achievement of the
learners during an assembly.
• Provide copies of the agenda
and minutes of resolution of the
assembly.
DON’Ts
• Give “side comments” on information
during the assembly.
• Label stakeholders inappropriately.
• Conceal or obscure the information
about learners’ concern.
• Inject personal opinions on
information, other than what the
data speak of.
“Now that Teachers Aldrin, Jona, Jamie and Raffy have
communicated with key stakeholders, their next question could
be ‘How can we properly document the communications we’ve
had?”
In the next illustration, Jen and I will present suggested
templates which you may use at your discretion.
HOW TO DO IT?
?
Utilizing Documentation and Communication Tools
In most cases, although we may be prompt and clear in
communicating learners’ needs, progress and achievements to
stakeholders, we could be neglecting another important part —
documentation.
In this illustration of practice, we will present suggested tools
and how we can utilize them. Samples of accomplished templates
are also provided.
“

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Template No. 1: Learner’s Needs, Progress and
Achievement Cardex
The template consists of the following parts:
• Date Reported. This indicates the date
when a behavioral incident was observed
or an academic comment is recorded.
• Report Intended for. This determines the
category of the reported observation
which can be need, progress or
achievement.
• Details of Concern. This presents a brief
description of the report.
• Action to be Taken. This indicates
the appropriately chosen mode of
communication which can be dialogue,
consultation, home visitation or assembly/
forum.
• Remarks of Action Taken. This contains
the status of reported observation or
incident. It also serves as our general
evaluation about the concern. We may
also write the persons we communicated
with.
• Remarks. This provides additional space
for important notes.
Template No. 2: Parent/Guardian Communication
Cardex
The template consists of the following parts:
• Date Reported. This indicates the date of
encounter with the parents.
• Type of encounter. This shows the mode
of communication used during the
encounter.
• Details of concern. This provides a
brief description of the reason why the
encounter has to be done.
• Agreed Resolution. This specifies a brief
description of the agreed resolution
between the parent and the teacher
regarding the details of concern.
• Signature over Printed Name. This
column provides space for the parent
and teacher to sign. This confirms
that there was, indeed, an agreement
between both parties.
• Remarks. This provides additional space
for important notes.

16
Basic information about
the learner in a given
school year
Notice that the two sets of details of
concern are interrelated. The first is
intended to report the “need” of the
learner and the second is the “progress”
or a report if need has been adressed.
Notice that the action to be
taken can be more than one
mode of communication based
on the details of concern, as
well as to whom the action to be
taken will be communicated.
Status of
action to
be taken in
relation to
the details of
concern
At this point, let us take a look at some examples of accomplished
templates for learners’ needs, progress and achievement:
Template 1: Learner’s Needs, Progress and Achievement Cardex
Brief information details
as to whom the action
to be taken will be
communicated
“

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Template 2: Parents/Guardians Communication Cardex
“We may use this cardex to keep track of our encounter with the
parents. We may use the details in the upper portion to record
the basic information of the parent/guardian of the learner. The
tool has columns which are described below.
Basic
information
about the
parent/
guardian of the
learner
Basic
information
about the
learner in a
given school
year
Signature
specimen of
the parent/
guardian
and teacher
(adviser) as
evidence of
the meeting
Agreed upon resolution regarding
details of concern by the involved
stakeholders, particularly the parents,
and teachers and the learners
themselves
Details regarding the concern/
issue at hand. Notice that the
contents are in outline format
for easy reference of the
concern/issue.
Mode of
communication
for this particular
concern

18
These tools may go with the Anecdotal Records that we
already have in school. In completing these, always remember to
treat the records with high confidentiality. Disclose the information
only to the proper office or authority, if needed.
To comprehensively present samples in utilizing these
documentation tools, here are samples of document entry for
achievement of the learner:
“
Notice that the data
entry for achievement of
learner in a given quarter
is reported in the Learner’s
Cardex and in the Parent’s
Cardex.

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19
Here is a sample procedure in utilizing and introducing the templates
to stakeholders:
• Affix your school header on the template.
• During the first homeroom or parents’ general assembly,
distribute the cardex for parents to fill out; then retrieve the
cardex for filing.
• State the purpose of the cardex to parents/guardians clearly.
• Make a portfolio folder for the parents/guardians’ cardex and a
separate folder for learners’ cardex.
• Assign synchronized reference numbers for both learner and
parents/guardians cardex.
• Record student’s details of concern immediately upon receiving
the report from other teachers or from your own observation.
• Follow up details of concern regularly, periodically, or as the
situation occurs.
“
You, too, can devise your own template for documenting and
reporting learner’s need, progress and achievement.
HOW TO DO IT?
?
You may follow the process below:
• Review the type and nature of your stakeholders.
• Determine clearly the goal, aim, objective, purpose of
function of your template.
• List down possible contents or elements of your
template.
• Use terms or phrases that are self-instructive, e.g.
“Agreed Resolution.”
• Design your template in a simple, visually appealing, yet
comprehensive way.
• Pilot test your template.
• Revise your template as per comments or suggestions
of the users and/or stakeholders.
HOW TO DO IT?
?

20
The following are some other illustrations of practice in facilitating stakeholder
communication in every key concept. Please take note that these are suggested practices
that you may considerably adopt in your own school or classroom context:
• The teacher develops a semestral stakeholders’ communication plan, including the use
of learners and parents cardex, to strategically organize and facilitate communication
encounters with the key stakeholders.
• The teacher devises a consolidated information sheet to be used in communicating report to
key stakeholders, such as teachers, school administrators, community officials and industry
partners.
• Having accessible information, the teacher utilizes media technology such as texting or calling,
as well as through email or social media such as Facebook.
• The teacher addresses immediately the school and academic needs, specially behavioral or
attitudinal concerns of the learners, through personal dialogue.
• The teacher engages in group consultation with other subject teachers of the learner and/or
school administrators for support and suggestion.
• The teacher devises a teacher’s reflection diary as his/her own weekly personal classroom
journal.
• The teacher holds homeroom meeting every quarter to discuss learners’ progress and
achievement.
• The teacher prepares a classroom-based newsletter weekly, monthly, quarterly, or even every
semester to provide updates to stakeholders.
• The teacher can also call for group consultation among selected parents/guardians about
special concern like academic or school activities such as festival of talents, student research
forum, etc.
• The teacher can also provide feedback in some classroom observable skills and behaviors
of learners. She can also solicit suggestions from stakeholders to better provide academic
services to the learners.
OTHER ILLUSTRATIONS OF PRACTICE

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21
PROFESSIONAL DEVELOPMENT PLAN
STRENGTHS
What are the skills you are
good at?
DEVELOPMENT NEEDS
What are the skills you
need to improve?
ACTION PLAN
What can you recommend
for your development
intervention?
TIMELINE
When will you implement
your plan?
RESOURCE NEEDED
What assistance/
resources do you need to
implement the plan?
After you have explored the different key concepts on communication
to stakeholders, you now have a better appreciation of the indicator.
Based on your learning in this module, think of what you can do to
enhance your professional development.
Fill in the personal action plan below.
“
“Happy planning!

22
RESOURCE LIBRARY
We also provide you with resources that can help you further
understand the indicator.
“Annotated Bibliography
Department of Education. (2015). Positive discipline in everyday teaching: A primer for Filipino
teachers. Retrieved from http://www.deped.gov.ph/sites/default/files/page/2016/
POSITIVE%20DISCIPLINE%20IN%20EVERYDAY%20TEACHING%20%20A%20Primer%20
for%20Filipino%20Teachers.pdf.
This primer discusses in detail the process of facilitating positive discipline in different grade
levels. This is useful information for teachers to know how and why implementing positive
discipline is necessary in the academic formation of the learners under the K-12 educational
system.
Institute of Education Sciences. (2011). Stakeholder communication: Tips from the states. SLDS best
practices brief. Institute of Education Sciences (IES) SLDS Grant Program. Retrieved from
https://nces.ed.gov/programs/slds/pdf/best_practices.pdf
This article presents a variety of approaches in conducting communication. Approaches are
designed according to the types of stakeholders.
School Communication Planning Guide. Retrieved from http://cdn2.hubspot.net/hubfs/296999/
School-Communication-Planning-Guide.pdf
This learning package presents comprehensive information regarding the conduct of school
communication including the sustainable ways to maintain communication with school
stakeholders.
Te Puri Kokiri. (2007). Communicating with stakeholders. Retrieved from https://www.tpk.govt.nz/
documents/.../93/tpk-commicatewithstakeholders-2007.pdf
This booklet describes the basic nature of stakeholder communication. It also presents various
modes of communication through media technology.

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23
Template No. 1: Learner’s Needs, Progress and Achievement Cardex
Appendices

24
Template No. 2: Parents/Guardians Communication Cardex

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25
Matrix of Stakeholders’ Mode of Communication and Parameters of Consideration
Mode of
Communication
Possible Type of
Stakeholder
Learner’s
Concerns
Suggested Facilitation in relation to
Parameters of Consideration
Dos Don’ts
Personal
Dialogue
• Parents/
• Guardians
• Teachers
• Administrators
• Industry
partners
• Learners
• Learner’s grade
• Learner’s
behavior
• School/academic
counseling and/
or coaching
• Learner’s
personal
concerns/
matters
• For [IC], keep information
secured and intact, yet
accessible.
• For [SA], keep
communication plan in
meeting stakeholders.
• For [LC], always do quarterly
track assessment of needs;
focus on the positive lead for
needs.
• For [TA], be courteous in
facilitating personal dialogue.
• For [IC], overstate the
information.
• For [SA], keep special
treatment of particular
stakeholders.
• For [LC], take for granted
• For[TA], underestimate
reactions of stakeholders.
Group
Consultation
• Teachers
• Administrators
• Parents/
Guardians
• Personnel/Staff
• Industry
partners
• Community
• Classroom/
school activities
• Grade
deliberation
• Class schedules
• Learner’s
curricular and/
or co-curricular
participation
• Learner’s subject
progress status
• For [IC], be honest, rational
and systematic in disclosing
information.
• For [SA], facilitate
consultation as transparent
as possible among
stakeholders.
• For [LC], have relevant and
sufficient data of learner’s
needs, progress and
achievement.
• For [TA], take note of the
available feedback from the
stakeholders.
• For [IC], overlook
information presented
during consultations.
• For [SA], misinterpret
opinion of the group
in place of the actual
information.
• For [LC], confuse learner’s
concern as problem, when
interpreted as problem by
the group.
• For [TA], make your
responsibility the sole
responsibility of the group
Home Visitation • Parents/
• Guardians
Learners
• Learner’s
absenteeism
• Learner’s
classroom
performance
• Learner’s
personal
concerns/
matters
• For [IC], focus on informing
the parents regarding the
• For [SA], determine which
stakeholder’s feedback is
relevant, and which is not
essential.
• For [LC], communicate the
most important concern of
the learner.
• For [TA], make the
conversation comfortable as
possible.
• For [IC], include information
which is not validated or
confirmed.
• For [SA], underestimate
the information or opinions
given by stakeholders.
• For [LC], exaggerate
the extent of learner’s
concerns.
• For [TA], reveal details of
location, address and other
similar information of the
stakeholders.
General
Assembly/
Forum
• Parents/
• Guardians
Teachers
• Administrators
Personnel/staff
• Industry
Partners
Community
• Consultation for
school activities
and programs
• Learner’s
achievements/
accomplishments
• School updates
and development
• For [IC], organize the
information suited to various
stakeholders.
• For [SA], keep stakeholder
profiling for appropriate
communication.
• For [LC], be fair in discussing
needs, progress and
achievement of the learners
during assembly.
• For [TA], provide copies
of agenda and minutes of
resolution of the assembly.
• For [IC], give side comment
on information during the
assembly.
• For [SA], label stakeholders
inappropriately.
• For the [LC], make cover
up of the information about
• For [TA], inject personal
opinions on the information,
other than what the data
speak of.
Legend: [IC] – Information Confidentiality; [SA] – Stakeholders Accessibility; [LC] – Learner Concern; [TA] – Teacher Accountability

26
ACKNOWLEDGEMENTS
Leonor Magtolis Briones
Secretary
Department of Education
Allan B. De Guzman, Ph.D.
Luzon Zonal Representative
Rita May P. Tagalog, Ph.D.
Visayas Zonal Representative
Evelyn G. Chavez, Ph.D.
Mindanao Zonal Representative
Lourdes R. Baetiong, Ph.D.
Language Subject Representative
Myrna B. Libutaque, Ph.D.
Mathematics Subject
Representative
TEACHER EDUCATION COUNCIL
Lorina Y. Calingasan, Ph.D.
Social Studies Subject Representative
SECRETARIAT
Runvi V. Manguerra, Ph.D.
Executive Director II
Jayson A. Peñafiel
Education Program Supervisor
PROJECT TEAM
Gina O. Gonong, Ph.D.
Joint Project Team Leader and Director
PNU-RCTQ
John Pegg, Ph.D.
Joint Project Team Leader and Director
UNE-SiMERR
Christine Reading, Ph.D.
Senior Research Fellow
UNE-SiMERR
Michael Wilson I. Rosero
Senior Research Officer
PNU-RCTQ
Mikkey Mari M. Tuazon
Research Officer
PNU-RCTQ
PNU-RCTQ and UNE-SiMERR National
Research Centre
Jennie V. Jocson, Ph.D.
Deputy Director, PNU-RCTQ
Allan S. Reyes. Ph.D.
Senior Program Manager, PNU-RCTQ
Joy Hardy, Ph.D.
Deputy Director, UNE-SiMERR
Ken Vine, Ph.D.
Principal Research Adviser
UNE-SiMERR
Support Staff
Silvia Danieli
June Billings
Ambrose McDermott
Glinore Morales
Beverly Estocapio
Ruby Gantalao
Luis Angelo Abergas
Lyndon Morales
Guillen Nabong
Ezra de Jesus
WRITER-COORDINATORS
Jennifer E. Lopez
Education Program Supervisor
Region IV-A
Maria Concepcion Beltran - Montenegro
Faculty, Ateneo de Manila University
WRITERS
Adelyn R. Bartolome
Domingo R. Cueto
Alfred James A. Ellar
Mark Anthony P. Idang
Gerlie C. Lopez
Francis Victor A. Medrano
May Grace D. Salazar
Shiela Niña Rea-Santes
Ryan G. dela Torre
John Paul dela Rosa
Grace Urbien-Salvatus
Karina Angela C. Celestial
Arlene M. Hernandez
Christian Mespher A. Hernandez
REVIEWERS
Shirley N. Cerbo
Jerome A. Chavez, Ed.D.
Mary Leigh Ann C. Perez
Vivian I. Buhain, Ed.D.
Philip Jay N. Alcoberes, Ph.D.
Allen U. Bautista, Ed.D.
Maricel D. Ambid
Manuel R. Apuli
Florpina B. Galay
Sandra A. Garcia
Eduard O. Gonong
Ryan H. Homan
Glen P. Honrado
Neri D. Mangalindan
Amparo M. Muñoz
Natividad V. Nacino
Aufric Alma N. Navarro
Carlo Donato E. Olivan
Jose Ariel S. Padsoyan
Jennifer M. Rojo
Gemma A. Realo
Neil Vincent C. Sandoval
EDITOR
Myrna L. Macalinao, Ph.D.
GRAPHICS & LAYOUT ARTIST
Raymond S. Bermudez
AUSTRALIAN EMBASSY
Francesca Lawe-Davies
First Secretary-Education
BASIC EDUCATION SECTOR
TRANSFORMATION (BEST)
PROGRAM
Kaye Cox
Team Leader
Alison Atwell, Ph.D.
Component Lead
Teaching and Learning
Soledad L. Lecaroz
Teacher Development Adviser
Special thanks: All Regional
Directors, Superintendents and
Principals who supported the
project

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27

Module12.ppst5.4.2

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