Module12 PPST5 4 2

Communicate promptly and clearly the learners’
needs,
MODULE 12
progress and achievement to key stakeholders,
including parents/guardians
FRONT
COVER
1
PPST RESOURCE PACKAGE
INTRODUCTION TO TEACHER RESOURCE PACKAGE
Hello, dear Teacher!

Welcome to this 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.
These Are you ready?

modules are
standalone We begin by letting you know how the journey started
sections that for us in putting together this resource package.
you can select
based on your In August 2017, Department of Education Secretary
needs and Leonor Briones signed the Philippine Professional Standards
interests. This for Teachers (PPST) into policy through DepEd Order
means that No. 42, S. 2017. The policy states, among others, that the
you can PPST “shall be used as a basis for all learning and
choose and development programs for teachers.”
read any
module that The Department of Education is committed to supporting
is most your continuing professional development. This
relevant to resource package hopes to contribute to this
you. You can commitment.
take your
time in As a teacher, understanding the PPST is crucial in
familiarizing order for you to grow and flourish in your profession.
yourself The PPST identifies what you are expected to know, be
with any one able to do, and value in your profession.
module with
no pressure
to finish
reading all
12.
ii
Communicate promptly
Introduction and clearly
to Teacher the learners’
Resource Package
needs, progress and achievement to key
MODULE 12
stakeholders,
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.
iii
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:
MODULE 1
1.1.2 Apply knowledge of content within
and across curriculum teaching areas.
MODULE 7
MODULE 2 4.1.2 Plan, manage and implement
developmentally sequenced teaching and
1.4.2 Use a range of teaching strategies
learning processes to meet curriculum
that enhance learner achievement in
requirements through various teaching
literacy and numeracy skills.
contexts.
MODULE 3 MODULE 8
1.5.2 Apply a range of teaching strategies 4.4.2 Participate in collegial discussions
to develop critical and creative thinking, as that use teacher and learner feedback to
well as other higher-order thinking skills. enrich teaching practice.
MODULE 9
MODULE 4 4.5.2 Select, develop, organize and
2.3.2 Manage classroom structure to use appropriate teaching and learning
engage learners, individually or in resources, including ICT, to address
groups, in meaningful exploration, learning goals.
discovery and hands-on activities
within a range of physical learning MODULE 10
environments.
5.1.2 Design, select, organize and use
MODULE 5 diagnostic, formative and summative
assessment strategies consistent with
2.6.2 Manage learner behavior curriculum requirements.
constructively by applying positive
and non-violent discipline to ensure MODULE 11
learning- focused environments. 5.2.2 Monitor and evaluate learner
progress and achievement using learner
MODULE 6 attainment data.
3.1.2 Use differentiated, developmentally
appropriate learning experiences MODULE 12
to address learners’ gender, needs,
5.4.2 Communicate promptly and
strengths, interests and experiences.
clearly the learners’ needs, progress
and achievement to key stakeholders,
including parents/guardians.
iv
Communicate promptly
Introduction and clearly
to Teacher the learners’
Resource Package
needs, progress and achievement to key
MODULE 12
stakeholders,
PARTS The module contains the following 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,
ILLUSTRATIONS OF PRACTICE
walks you through sample
illustrations of specific teaching
practices that show how the
Standards are put into action;
skills and attitude related to the PROFESSIONAL DEVELOPMENT

indicator; PLAN helps you identify
your strengths and
KEY CONCEPTS defines key development needs and
concepts pertinent to the plans for specific action
indicator; for professional
development; and
SUPPORT GROUP allows you
to consult and collaborate with RESOURCE LIBRARY provides
our teacher-friends who will you with resources (which may
provide suggestions on how to include bibliography, forms,
improve your current templates, appendices and
practice; 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
We, Teacher Jen and Teacher Mike, will be
with you every step of the way.
Have a happy journey.
v
development.
vi
MODUL
1
COMMUNICATE PROMPTLY AND
CLEARLY THE LEARNERS’ NEEDS, E
PROGRESS AND ACHIEVEMENT TO
KEY STAKEHOLDERS, INCLUDING
PARENTS/GUARDIANS
2
CONTENTS
ii INTRODUCTION
OVERVIEW
KEY CONCEPTS
SELF-REFLECTION
SUPPORT GROUP
Probing
Suggestions for Improvement
8 ILLUSTRATIONS OF PRACTICE
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
26 ACKNOWLEDGEMENTS
0
1
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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MODULE 12
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.
3
SELF-REFLECTION
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.
KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
…various means and …personal dialogue, …my stakeholders, especially
procedures to communicate consultation, home parents/guardians, have
with our key stakeholders, visitation and quarterly their own preferences on the
specifically to parents/ assembly or forum with way I communicate with
guardians. parents/guardians. them.
“
reflection, Mike! Now, itGood
is your turn to reflect on your dge, skills and attitudes in relation to the indicator.
y write it in the boxes below.
knowle
You ma
KNOWLEDGE SKILLS ATTITUDES

As a Proficient As a Proficient Teacher, As a Proficient Teacher,
ITeacher, I do… I feel…
know…
.
. .
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MODULE 12
“
SUPPORT GROUP
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?
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. 5
Probing
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.
1 How did Teacher Ching communicate learners’ needs, progress and achievement to
stakeholders, particularly parents/guardians?
2 How do you assess the suitability of the modes of communication chosen by Teacher Ching?
3 If you were in those situations, how would you facilitate the prompt and clear communication
regarding learners’ needs, progress and achievement?
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MODULE 12
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.
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.
“
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.
7
ILLUSTRATIONS OF PRACTICE
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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MODULE 12
ILLUSTRATION OF PRACTICE NO. 1:
Personal Dialogue with Parents
In conducting personal dialogue, probable stakeholders may 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.
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 As soon as Teacher Aldrin
complained about him. At first, he thought that Rene was realized that there is a need
an attention-seeker. Fortunately, in one of the reading to communicate with Rene’s
activities that he prepared, Teacher Aldrin called on Rene to parents, he did not wait
read the story in front of the class. Despite Teacher for the end of the quarter.
Aldrin’s encouragement, the child was too shy to stand and He promptly called on the
he just mumbled the words. It was then that Teacher Aldrin parents so that proper
found out that Rene could not read well in English. He then remediation could be made
decided to promptly call on the parents for a personal dialogue to address Rene’s needs.
regarding Rene’s case. He made sure that the situation was
clear to the parents and his aim was to help Rene improve The teacher’s responsible
in his studies. After the dialogue, he asked the parents to sign act will not only help the
the agreement and scheduled the next meeting for follow-up. learner but also the
teacher himself. There are
instances where learners
seek attention because they
need help.
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.
9
?
HOW TO DO IT?
DOs DON’Ts
• Overstate the information,

• Keep information secured and intact, especially learners’ personal
yet accessible. matters.
• Devise a communication plan in • Show special treatment to any
meeting stakeholders. stakeholder.
• Always do quarterly track • Take for granted a learner’s
assessment of needs; focus on the concern, even the tiniest detail of
positive lead for needs. an event.
• Always be courteous in facilitating • Underestimate reactions of
personal dialogue. 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.
Teacher Jona did her
When she was recording the scores of student performance, she job well as an adviser.
noticed that Matthew was performing very well in her subject. It When she realized that
was surprising for her for she knew that Matthew was always in there was a change in
the Guidance Office the last school year. His anecdotal Matthew’s performance, she
records from the previous years revealed the same. Puzzled if it immediately consulted the
was only in her subject that Matthew was doing well, she decided other teachers. She knew
to have a group consultation with her colleagues and she was that she should not only
happy to learn that Matthew was, indeed, performing well in watch out for the negative
almost all of his subjects. Teacher Jona believed that she and behavior of the learners
her colleagues must be doing something right for Matthew. The to surface but also for
positive change they saw in Matthew’s performance inspired the positive ones.
them to work harder for their learners. Eventually, Teacher Jona
communicated
Matthew’s achievements to his parents and to the learner himself.
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MODULE 12
The teachers’ keen attention to the performance of the learners 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?
DOs DON’Ts
• Overlook information presented

• Always be honest, rational and during consultation.
systematic in disclosing information. • Misinterpret opinions of the group in
• Maintain transparency between and place of the factual information.
among stakeholders. • Confuse a learner’s concern
• Provide relevant and sufficient data as a problem, when
of learners’ needs, progress and interpreted as problem by
achievement. the group.
• Take note of the available • Make your responsibility the sole
feedback from the stakeholders. responsibility of the group.
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.
11
During the second quarter, Teacher Jamie noticed the drastic As teachers, a
change in the performance of John. From being a happy sudden change in our
and participative learner, he suddenly turned into a quiet, learners’ behavior
timid learner. For Teacher Jamie, who had been teaching bothers us.
for 20 years now, this was an area of concern. She knew Manifestations come
that John was not ready to talk about it. She even started when there is a decline
talking to some of his closest friends and neighbors but in performance or when
they had no idea. She then handed a letter to John to ask learners suddenly become
his parents to visit the school but no one came over. indifferent. This leads us
to look for clues and,
Finally, Teacher Jamie, together with the Guidance teacher ultimately, to confer with
who happened to live in the same area where John lives, went the parents to know how
for a home visitation. She talked to John’s mother to ask if she we can help.
noticed any changes in John’s behavior. After the visitation, If all possible means are
Teacher Jamie found out that there was a problem in the exhausted but no one
family and that was the root cause of the drastic change. from home visits the school,
Knowing that the problem at home was beyond her control, home visitation is our final
Teacher Jamie planned to help John in whatever way she resort.
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:
?
HOW TO DO IT?
DOs not essential.
• Communicate the most
important concern of
• Focus on informing the parents
the learner.
regarding the learner’s
• Make the conversation as
concern.
comfortable and friendly as
• Determine which stakeholder’s
possible.
feedback is relevant, and which is
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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.
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MODULE 12
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.
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 Apart from the parents
inclined to baseball but the equipment that they had that and the learners, we can
time was too old to be used during trainings. Because of communicate with other
this, he decided to communicate the learners’ needs to the stakeholders. They are
neighboring subdivisions, some barangay officials, the PTCA helpful people who we can
and alumni. He presented the situation, and then he let the tap to help us address
learners showcase their skills in playing baseball using the old learners’ needs. After
equipment. They convinced the stakeholders that they are in certain needs are
need of new baseball equipment and that they have the desire addressed, we can also
to give honor to the school. communicate with them
the learners’ progress
In the end, the learners’ skills prompted the stakeholders to and/or achievements
address their needs and to provide them with uniform for the because of their help.
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
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HOW TO DO IT?
DOs DON’Ts
• Give “side comments” on information

• Organize the information suited to during the assembly.
various stakeholders. • Label stakeholders inappropriately.
• Keep stakeholder profiling for • Conceal or obscure the information
appropriate communication. about learners’ concern.
• Always be fair in discussing • Inject personal opinions on
needs, progress and information, other than what
achievement of the learners the data speak of.
during an assembly.
• Provide copies of the agenda
and minutes of resolution of the
assembly.
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.

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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MODULE 12
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
16
for important notes.
17
Template 1: Learner’s Needs, Progress and Achievement Cardex
“
At this point, let us take a look at some examples of accomplished templates for
learners’ needs, progress and achievement:
Basic information about the learner in a given school year
Status of
action to
be taken in
relation to
the details
of concern
Notice that the two sets of details of

concern are interrelated. The first is
intended to report the “need” of the Brief information
Notice that the action to be details as to whom the
learner and the second is the “progress” taken can be more than one
or a report if need has been action to be taken will
mode of communication be communicated
adressed. based on the details of
concern, as well 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
Mode of Details regarding the

communication concern/ issue at hand. Agreed upon resolution regarding
for this particular Notice that the contents are details of concern by the involved
concern in outline format for easy stakeholders, particularly the parents,
reference of the and teachers and the learners
concern/issue. themselves
19
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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MODULE 12
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HOW TO DO IT?
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.
21
OTHER ILLUSTRATIONS OF PRACTICE
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.
22
needs,
MODULE 12
PROFESSIONAL DEVELOPMENT 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.
STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you What are the skills What can you When will you implement What assistance/
are good at? you need to improve? recommend for your your plan? resources do you need to
development implement the plan?
intervention?
Happy planning!
23
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.
24
25
Template No. 2: Parents/Guardians Communication Cardex
24
needs,
MODULE 12
Matrix of Stakeholders’ Mode of Communication and Parameters of Consideration

Suggested Facilitation in relation to
Mode of Possible Type of Learner’s Parameters of Consideration
Communication Stakeholder Concerns
Dos Don’ts
Personal • Parents/ • Learner’s grade • For [IC], keep information • For [IC], overstate
Dialogue • Guardians • Learner’s secured and intact, the information.
• Teachers behavior yet accessible. • For [SA], keep
• Administrators • School/academic • For [SA], keep special treatment of
• Industry counseling and/ communication plan in particular
partners or coaching meeting stakeholders. stakeholders.
• Learners • Learner’s • For [LC], always do quarterly • For [LC], take for
personal track assessment of granted learner’s
concerns/ needs; focus on the positive concern.
matters lead for needs. • For[TA], underestimate
• For [TA], be courteous in reactions of stakeholders.
facilitating personal dialogue.
Group • Teachers • Classroom/ • For [IC], be honest, rational • For [IC], overlook
Consultation • Administrators school activities and systematic in information presented
• Parents/ • Grade disclosing information. during consultations.
Guardians deliberation • For [SA], facilitate • For [SA], misinterpret
• Personnel/Staff • Class schedules consultation as opinion of the
• Industry • Learner’s transparent as possible group in place of
partners curricular and/ among stakeholders. the actual
• Community or co-curricular • For [LC], have relevant information.
participation and sufficient data of • For [LC], confuse learner’s
• Learner’s subject learner’s needs, progress concern as problem, when
progress status and achievement. interpreted as problem by
• For [TA], take note of the group.
the available feedback • For [TA], make your
from the stakeholders. responsibility the sole
responsibility of the group
Home Visitation • Parents/ • Learner’s • For [IC], focus on • For [IC], include information
• Guardians absenteeism informing the parents which is not validated or
Learners • Learner’s regarding the learner’s confirmed.
classroom concern. • For [SA], underestimate
performance • For [SA], determine which the information or opinions
• Learner’s stakeholder’s feedback given by stakeholders.
personal is relevant, and which is • For [LC],
concerns/ not essential. exaggerate the
matters • For [LC], communicate the extent of learner’s
most important concern of concerns.
the learner. • For [TA], reveal details
• For [TA], make the of location, address and
conversation comfortable as other similar information
possible. of the stakeholders.
General • Parents/ • Consultation for • For [IC], organize the • For [IC], give side
Assembly/ • Guardians school activities information suited to various comment on information
Forum Teachers and programs stakeholders. during the assembly.
• Administrators • Learner’s • For [SA], keep stakeholder • For [SA], label stakeholders
Personnel/staff achievements/ profiling for appropriate inappropriately.
• Industry accomplishments communication. • For the [LC], make cover
Partners • School updates • For [LC], be fair in discussing up of the information about
Community and development needs, progress and learner’s concern.
achievement of the • For [TA], inject personal
learners during assembly. opinions on the
• For [TA], provide information, other than
copies of agenda and what the data speak of.
25
minutes of
resolution of the assembly.
Legend: [IC] – Information Confidentiality; [SA] – Stakeholders Accessibility; [LC] – Learner Concern; [TA] – Teacher Accountability
PPST RESOURCE
PACKAGE
TEACHER EDUCATION
COUNCIL
Lorina Y. Calingasan, Ph.D.
Leonor Magtolis Briones Evelyn G. Chavez, Ph.D. Social Studies Subject
Secretary Mindanao Zonal Representative Representative
Department of Education
Lourdes R. Baetiong, Ph.D. SECRETARIAT
Allan B. De Guzman, Ph.D. Language Subject Representative Runvi V. Manguerra, Ph.D.
Luzon Zonal Representative Executive Director II
Myrna B. Libutaque, Ph.D.
Rita May P. Tagalog, Ph.D. Mathematics Subject Jayson A. Peñafiel
Visayas Zonal Representative Representative Education Program Supervisor
ACKNOWLEDGEMENTS
Glinore Morales Sandra A. Garcia
PROJECT TEAM Beverly Estocapio Eduard O. Gonong
Ruby Gantalao Ryan H. Homan
Gina O. Gonong, Ph.D. Luis Angelo Abergas Glen P. Honrado
Joint Project Team Leader and Director Lyndon Morales Neri D.
PNU-RCTQ Guillen Nabong Mangalindan
Ezra de Jesus Amparo M. Muñoz
John Pegg, Ph.D. Natividad V.
Joint Project Team Leader and Director WRITER-COORDINATORS Nacino
UNE-SiMERR Aufric Alma N. Navarro
Jennifer E. Lopez Carlo Donato E. Olivan
Christine Reading, Ph.D. Education Program Jose Ariel S. Padsoyan
Senior Research Supervisor Region IV-A Jennifer M. Rojo
Fellow UNE-SiMERR Gemma A. Realo
Maria Concepcion Beltran - Montenegro Neil Vincent C. Sandoval
Michael Wilson I. Rosero Faculty, Ateneo de Manila University
Senior Research Officer EDITOR
Myrna L. Macalinao, Ph.D.
PNU-RCTQ 26 WRITERS
Adelyn R. Bartolome Domingo R.
Mikkey Mari M. Tuazon Cueto Alfred James A. Ellar Mark
Research Officer Anthony P. Idang Gerlie C. Lopez
PNU-RCTQ Francis Victor A. Medrano May Grace
D. Salazar Shiela Niña Rea-Santes
PNU-RCTQ and UNE-SiMERR Ryan G. dela Torre
National Research Centre John Paul dela Rosa Grace Urbien-
Salvatus Karina Angela C. Celestial
Jennie V. Jocson, Ph.D. Arlene M. Hernandez
Deputy Director, PNU-RCTQ Christian Mespher A. Hernandez
Allan S. Reyes. Ph.D.

Senior Program Manager, PNU-RCTQ REVIEWERS
Shirley N. Cerbo Jerome A. Chavez,
Joy Hardy, Ph.D. Ed.D. Mary Leigh Ann C. Perez Vivian
Deputy Director, UNE-SiMERR I. Buhain, Ed.D.
Philip Jay N. Alcoberes, Ph.D. Allen U.
Ken Vine, Ph.D. Bautista, Ed.D. Maricel D. Ambid
Principal Research Adviser Manuel R. Apuli Florpina B.
UNE-SiMERR Galay
Support Staff
Silvia Danieli
June Billings 27
Ambrose McDermott
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
28

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Communicate promptly and clearly the learners’

INTRODUCTION TO TEACHER RESOURCE PACKAGE

Hello, dear Teacher!

And I am Teacher Mike!

We are members of your support group. Together

These Are you ready?

This resource package:

You will find the materials here useful if you:

If learning is your passion,

What can you expect to find in each module?

The modules explore the following indicators:

PARTS The module contains the following parts:

OVERVIEW introduces you to

SELF-REFLECTION allows you

skills and attitude related to the PROFESSIONAL DEVELOPMENT

Have a happy journey.

PROFESSIONAL DEVELOPMENT PLAN

Hello! Welcome to Module 12.

In this module, we will learn to improve our practices in communicating learners’

In this module, we will focus on:

“ Understanding these facilitates deeper appreciation

COMMUNICATION. This refers to various modes, either directly or indirectly, for

LEARNER NEEDS. This refers to the observable behavior or attitude of a learner

LEARNER PROGRESS. This refers to a trail of stages of a learner’s school and

LEARNER ACHIEVEMENT. This pertains to the remarkable curricular or co-

STAKEHOLDER. This refers to either internal (teachers, school administrators and

Let us now reflect on our current practice regarding

Considering the key concepts, I have written down my own

KNOWLEDGE SKILLS ATTITUDES

KNOWLEDGE SKILLS ATTITUDES

Welcome to our support group! We always feel great to help

For now, let us look at how Teacher Ching communicates to key

Teacher Ching engages in a personal dialogue with a

At the end of the dialogue, she asks the parent to affix

She presents the report card to the parent.

She also shows some performance activities in

She conducts home visitation to learners with school

She shows records of school performance of the

She facilitates a stakeholders’ (teachers, parents,

She then reports on the performance of the learners,

Suggestions for Improvement

All efforts exerted by our teachers are highly

MAKE IT CLEAR. In communicating with stakeholders, especially to parents and guardians, we

MAKE IT PROMPT. We communicate learners’ progress and learners’ achievement accordingly

DEVISE TOOLS TO TRACK COMMUNICATION. For us to track or follow up on the

LOOK AT THE BRIGHTER SIDE. Oftentimes, we call on parents to communicate

To guide you in the conduct of communicating with key

Stakeholder Accessibility. The communication preference of the stakeholder — is the stakeholder

Teacher’s Accountability. The purpose of the teacher in communicating the information — is it an

Now that we know the parameters of consideration in

ILLUSTRATION OF PRACTICE NO. 1:

Personal Dialogue with Parents

During the first month of the school year, Teacher Aldrin

• Overstate the information,

ILLUSTRATION OF PRACTICE NO. 2:

To facilitate group consultation, take note of the following:

In the junior high school where Teacher Jona is teaching, the

In facilitating group consultation, we may take note of the following: