The document provides guidelines for establishing School Governance Councils (SGC) in public elementary and secondary schools in the Philippines according to DepEd Order No. 26, S. 2022. It outlines the rationale, scope, purpose, functions, structure, membership, roles and responsibilities, naming conventions, creation procedures, and officer election process for SGCs. The SGC is intended to serve as a platform for shared governance and feedback at the school level through participation of internal and external stakeholders.
The document outlines guidelines for establishing School Governance Councils (SGC) in public schools in the Philippines according to DepEd Order No. 26, s. 2022. It discusses the legal basis, policy statement, structure, roles and responsibilities of SGC officers and members. The main points are:
- SGCs will serve as overarching consultative and coordinating bodies for all school committees and organizations to strengthen participatory decision making.
- The two general functions of SGCs are to serve as a structure for shared governance of school plans and programs, and to serve as a feedback mechanism to improve school performance.
- SGCs will be composed of the school head, parents,
This document provides omnibus guidelines on regulating the operations of Parent-Teacher Associations (PTAs) in the Philippines. It aims to promote harmonious engagement between teachers, parents, and communities to support learners and improve school programs. The guidelines establish the roles and responsibilities of PTAs at different levels, and provide direction on their election processes, financial management, allowed/prohibited activities, and dispute resolution. It seeks to update DepEd policies to provide clarity and consistency regarding PTAs.
The document provides guidelines for establishing School Governance Councils (SGC) in schools. It discusses the rationale for developing the SGC policy to strengthen shared governance. It describes the functions of SGCs as structures for shared governance and feedback mechanisms. It outlines the composition of SGC members which includes internal and external stakeholders. It details the roles and responsibilities of SGC members including Co-Chairpersons, Secretary, and council members. It discusses how SGCs are to be operationalized and their decision-making processes, as well as budgeting, resource mobilization, and fundraising. The overall purpose is to achieve improved access to learning opportunities and outcomes through participatory governance.
This document discusses school governance and the role of the School Governing Council (SGC). It states that the SGC provides an opportunity for partnership between the school and community to improve student learning and well-being. The SGC assists in planning through developing the School Improvement Plan and setting the school's direction, while the school head provides day-to-day management. Clear understanding of membership, roles, and procedures of the SGC are important. The SGC must work for student welfare while not overstepping its financial or contractual authority without proper authorization.
Guidelines on how to conduct HRPTA/CPTA Elections in every schoolsDoreen Ty
This document outlines the guidelines for establishing and organizing Parent-Teacher Associations (PTAs) in elementary and secondary schools. It states that every school must organize a PTA to provide a forum for discussing school issues and ensuring parental cooperation. The PTA will serve as a support group for the school and coordinate with community members, teachers, and parents. Membership is limited to parents/guardians of enrolled students and school teachers. Elections will be held to select the PTA board of directors and officers.
The document provides guidance on assessing the functionality of School Governance Councils (SGC) using a new assessment tool. It outlines the process where schools will first complete a self-assessment using the tool, then results will be analyzed at each governance level to identify priority areas for support. The tool measures SGC functionality based on indicators of operating as a shared governance structure and feedback mechanism. Schools must meet minimum standards in 10 of 12 indicators, including all primary sub-indicators, to be considered functional. Assessment results will be used to strategize assistance from regional and division offices to help schools strengthen their SGCs.
This document is the Individual Performance Commitment and Review Form (IPCRF) development plan for Daniel Fajardo Elementary School in Las Piñas City, Philippines. It outlines the school's strengths, development needs, action plans, timelines, and resources needed based on the Republic of the Philippines Department of Education's RPMS-PPST objectives. The plan focuses on two functional competencies: advising colleagues on teaching resources and strengthening relationships with parents/guardians. It also addresses the core behavioral competency of teamwork. The action plans include conducting meetings, sessions, and webinars with teachers, parents, and the community. The timeline is for the whole year and resources include the principal, master teacher, teachers
This document provides an overview of San Nicolas III Senior High School in Bacoor City, Cavite for the years 2019-2022. It discusses the school context, enrollment trends which have increased year over year, academic performance levels across tracks, vaccination rates, and initiatives to improve facilities and the learning environment. The school aims to provide quality education for all while ensuring learner well-being and resilience through compliance with health and safety protocols.
The document outlines guidelines for establishing School Governance Councils (SGC) in public schools in the Philippines according to DepEd Order No. 26, s. 2022. It discusses the legal basis, policy statement, structure, roles and responsibilities of SGC officers and members. The main points are:
- SGCs will serve as overarching consultative and coordinating bodies for all school committees and organizations to strengthen participatory decision making.
- The two general functions of SGCs are to serve as a structure for shared governance of school plans and programs, and to serve as a feedback mechanism to improve school performance.
- SGCs will be composed of the school head, parents,
This document provides omnibus guidelines on regulating the operations of Parent-Teacher Associations (PTAs) in the Philippines. It aims to promote harmonious engagement between teachers, parents, and communities to support learners and improve school programs. The guidelines establish the roles and responsibilities of PTAs at different levels, and provide direction on their election processes, financial management, allowed/prohibited activities, and dispute resolution. It seeks to update DepEd policies to provide clarity and consistency regarding PTAs.
The document provides guidelines for establishing School Governance Councils (SGC) in schools. It discusses the rationale for developing the SGC policy to strengthen shared governance. It describes the functions of SGCs as structures for shared governance and feedback mechanisms. It outlines the composition of SGC members which includes internal and external stakeholders. It details the roles and responsibilities of SGC members including Co-Chairpersons, Secretary, and council members. It discusses how SGCs are to be operationalized and their decision-making processes, as well as budgeting, resource mobilization, and fundraising. The overall purpose is to achieve improved access to learning opportunities and outcomes through participatory governance.
This document discusses school governance and the role of the School Governing Council (SGC). It states that the SGC provides an opportunity for partnership between the school and community to improve student learning and well-being. The SGC assists in planning through developing the School Improvement Plan and setting the school's direction, while the school head provides day-to-day management. Clear understanding of membership, roles, and procedures of the SGC are important. The SGC must work for student welfare while not overstepping its financial or contractual authority without proper authorization.
Guidelines on how to conduct HRPTA/CPTA Elections in every schoolsDoreen Ty
This document outlines the guidelines for establishing and organizing Parent-Teacher Associations (PTAs) in elementary and secondary schools. It states that every school must organize a PTA to provide a forum for discussing school issues and ensuring parental cooperation. The PTA will serve as a support group for the school and coordinate with community members, teachers, and parents. Membership is limited to parents/guardians of enrolled students and school teachers. Elections will be held to select the PTA board of directors and officers.
The document provides guidance on assessing the functionality of School Governance Councils (SGC) using a new assessment tool. It outlines the process where schools will first complete a self-assessment using the tool, then results will be analyzed at each governance level to identify priority areas for support. The tool measures SGC functionality based on indicators of operating as a shared governance structure and feedback mechanism. Schools must meet minimum standards in 10 of 12 indicators, including all primary sub-indicators, to be considered functional. Assessment results will be used to strategize assistance from regional and division offices to help schools strengthen their SGCs.
This document is the Individual Performance Commitment and Review Form (IPCRF) development plan for Daniel Fajardo Elementary School in Las Piñas City, Philippines. It outlines the school's strengths, development needs, action plans, timelines, and resources needed based on the Republic of the Philippines Department of Education's RPMS-PPST objectives. The plan focuses on two functional competencies: advising colleagues on teaching resources and strengthening relationships with parents/guardians. It also addresses the core behavioral competency of teamwork. The action plans include conducting meetings, sessions, and webinars with teachers, parents, and the community. The timeline is for the whole year and resources include the principal, master teacher, teachers
This document provides an overview of San Nicolas III Senior High School in Bacoor City, Cavite for the years 2019-2022. It discusses the school context, enrollment trends which have increased year over year, academic performance levels across tracks, vaccination rates, and initiatives to improve facilities and the learning environment. The school aims to provide quality education for all while ensuring learner well-being and resilience through compliance with health and safety protocols.
The document describes best practices used by San Francisco Elementary School to improve student performance. Some of the key practices discussed include:
1. Implementing intervention programs like Project USE to improve test scores and reduce dropout rates.
2. Strengthening community partnerships and parental involvement to support students.
3. Providing teacher training and professional development opportunities.
4. Implementing reading programs and projects to boost literacy skills.
The school aims to continuously improve teaching quality and help all students reach their full potential through systematic curriculum planning and targeted intervention strategies.
The document provides guidelines for establishing functional School Governance Councils (SGC) in accordance with DepEd Order No. 026, s. 2022. It outlines the legal basis for SGCs, their main functions of shared governance and feedback, and indicators of functionality. It also presents an SGC Functionality Assessment Tool to help assess SGC performance based on compliance with functionality indicators and submission of minimum required evidence. Implementation strategies include orienting schools on the tool, conducting assessments, analyzing results, and providing support to strengthen SGC functionality.
The document outlines an administrators' development program for St. Pius X Seminary covering 2019-2021. It identifies three areas of concern: 1) professional and academic upgrading of administrators through scholarship programs, trainings, and participation in organizations; 2) improving management skills and leadership through trainings and team building; and 3) enhancing interpersonal communication skills via trainings and team building. The program will be implemented through various activities over multi-year periods with funding from the general operations budget.
The document provides omnibus guidelines for regulating the operations of Parent-Teacher Associations (PTAs) in basic education schools in the Philippines. It outlines the scope, membership requirements, duties of members, and composition of PTAs at different levels from the Homeroom PTAs up to the School PTAs and Federated PTAs. The guidelines also describe election procedures and duties of the Election Committee, as well as regulations regarding PTA meetings, quorum requirements, and activities.
This document is the annual Gender and Development (GAD) Plan and Budget for Balaoang National High School for fiscal year 2023. It identifies three key gender issues: 1) Lack of awareness among staff about GAD programs, which will be addressed through training; 2) Unsafe school facilities, which will be improved through repairs; and 3) Lack of office supplies during COVID-19, which will be addressed through procurement. The proposed budget totals 91,800 pesos and will come from the agency's GAD funds. Upon approval, the plan will be implemented under the School GAD Focal Point System to promote equitable services for male and female staff and students.
This document provides a tool matrix for assessing the functionality of a Child Protection Committee (CPC) at Betis Elementary School. It outlines indicators across four work areas: 1) Organization and Coordination, 2) Policies and Guidelines, 3) Capacities and Resources, and 4) Service Delivery. For each indicator, it provides descriptions of levels of functionality from not in place to fully functional. The matrix will be used to evaluate how well the school's CPC is organized and functioning to protect children from abuse, exploitation, violence and discrimination.
This document contains the school-based management action plan and matrix of activities for Mati National Comprehensive High School for the 2021-2022 school year. The plan includes crafting an action plan, monthly maintenance of computers, attending ICT seminars and webinars, and conducting teacher training on Microsoft apps. The ICT coordinator is responsible for overseeing these activities which aim to properly maintain computer equipment and ensure teachers receive necessary training.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
Learning action cell plan of science teachers of esperidion f. encabo I memorial high school. Entails lots of programs and activities for one school year.
NAALAD ELEM SCHOOL IMPROVEMENT PLAN 2019-2022Lindy Pujante
The school improvement plan is for Naalad Elementary School located in Naga City, Cebu. It outlines the school's current situation, priority areas for improvement, and annual plans over three years. Key details include that the school was established in 1958 and is located in a hilly rural area. It has a student population of 450 students. The plan identifies gaps in learning outcomes, facilities, and teaching resources. Improving educational quality and student achievement are priorities to better serve the school community.
This document outlines an action plan by Pigsag-an Elementary School to implement effective child protection policies. It includes objectives to ensure child protection policies and procedures are established, that all stakeholders are aware of the policy, and that children's rights are respected. The plan consists of preparation activities like drafting the policy, consulting pupils on bullying, and informing the community. Implementation includes launching the policy at a Parents-Teachers Association Assembly. Monitoring will track bullying cases over time through anecdotal records to evaluate the effectiveness of the child protection efforts.
Brigada Eskwela in Bicol has implemented best practices including enacting resolutions and ordinances by local governments to allocate funds for Brigada Eskwela programs, conducting advocacy campaigns that involved over 180,000 volunteers, and recognizing innovations like Enay.com created by Brigada Eskwela and Brigada Pagbasa that have won awards.
This document outlines the structure and contents of a School Improvement Plan (SIP) for the Department of Education Regional Office VI. It describes the key components of the SIP, including:
1. DepEd's Vision, Mission, and Core Values - How these will guide the school.
2. School's Current Situation - Introducing the school and discussing performance on access, quality, equity and inclusion, resilience and well-being, and governance based on available data.
3. Improvement Plan - The school's strategic plan to achieve its vision by addressing challenges identified in the current situation analysis.
The document provides guidance on the information and data to include in each section to comprehensively assess the school's performance
This document outlines the LAC (Learning Action Cell) Implementation Plan for the 2022-2023 school year at Kabasalan Science and Technology High School. It includes a schedule of monthly workshops and sessions from November 2022 to June 2023. The workshops will cover topics such as utilizing assessment data to modify teaching practices, the RPMS performance evaluation cycle, developing PISA-style assessments, integrating values in lessons, and characteristics of learner-centered teaching. Each session lists the activity, topic, involved persons, expected outputs, and resources. The implementation plan aims to improve teaching quality and student learning outcomes through teacher collaboration and professional development.
This document provides a summary of the monitoring, evaluation, and adjustment activities for a school from September 2021 to June 2022. It includes:
1) A table showing the physical and financial accomplishments of 20 planned activities across 5 domains of school leadership. 95% of activities were completed and 92,000 of the allocated 92,000 budget was spent.
2) An analysis of quarterly physical accomplishment and funds utilization rates, finding that goals were achieved and budgets optimally used each quarter.
3) Tables showing the status of staff deployment, with 26 teaching and non-teaching positions filled and no new positions created.
This document outlines the revised framework for School-Based Management (SBM) in the Philippines. It discusses laws and policies that decentralized the education system and empowered schools and communities. The key reforms included improving teaching, learning strategies, quality assurance, and SBM. The revised SBM framework aims to make the child the center of education and involve diverse stakeholders and communities. It established a new conceptual framework called ACCESS that focuses on rights-based education, community stewardship, leadership and governance, community-based learning, accountability, and converging resources. The revised assessment process for SBM involves schools conducting self-assessments using four principles, then external validation by regional or division teams using a documentary, observation, discussion method to
The document outlines a proposed 3-day training on gender equality in the workplace for school personnel at Botao National High School. The training will cover topics like gender awareness, components of gender equality in the workplace, employee benefits, mental health awareness, and team building activities. It provides details on the schedule, objectives, financial requirements, and monitoring and evaluation plan. The training aims to promote equal opportunities and benefits for both female and male employees.
This document provides operational guidelines for implementing limited face-to-face learning in schools during the COVID-19 pandemic. It outlines eligibility requirements for schools and students to participate, including being located in minimal risk areas. It establishes a framework with four pillars: safe operations, teaching and learning, inclusion of marginalized students, and well-being/protection. Key elements are health/safety, learning opportunities, school operations, and community engagement. Schools must pass a safety assessment and get consent from parents before participating. Priority will be given to younger students and those struggling with remote learning. Strict protocols around distancing, hygiene, and response to cases will be followed.
Here are the key roles and responsibilities of SGC Officers:
- The Designated Co-Chairperson and Elected Co-Chairperson co-lead the SGC and share responsibilities like preparing agendas, calling meetings, presiding over meetings, and representing the SGC.
- The Secretary finalizes agendas, keeps meeting minutes and records, prepares reports, issues meeting notices, and performs other clerical duties.
- All members should attend meetings regularly, participate in and support SGC activities, and represent their respective committees/organizations.
The School Head cannot be an SGC Officer but provides support to the SGC. Overall, the officers work together to guide the SGC's work while representing various stakeholders.
This document outlines guidelines and procedures for establishing School Governance Councils (SGC) in the Philippines. It discusses the rationale for SGCs which is to strengthen shared governance and participatory decision-making in schools. SGCs are intended to serve as a structure for shared governance and a feedback mechanism. Their main functions are to provide policy recommendations on school matters and engage stakeholders to improve education quality. The document details the composition, roles, and responsibilities of SGC members and officers with the goal of synergizing the work of school committees through collaborative decision-making.
The document describes best practices used by San Francisco Elementary School to improve student performance. Some of the key practices discussed include:
1. Implementing intervention programs like Project USE to improve test scores and reduce dropout rates.
2. Strengthening community partnerships and parental involvement to support students.
3. Providing teacher training and professional development opportunities.
4. Implementing reading programs and projects to boost literacy skills.
The school aims to continuously improve teaching quality and help all students reach their full potential through systematic curriculum planning and targeted intervention strategies.
The document provides guidelines for establishing functional School Governance Councils (SGC) in accordance with DepEd Order No. 026, s. 2022. It outlines the legal basis for SGCs, their main functions of shared governance and feedback, and indicators of functionality. It also presents an SGC Functionality Assessment Tool to help assess SGC performance based on compliance with functionality indicators and submission of minimum required evidence. Implementation strategies include orienting schools on the tool, conducting assessments, analyzing results, and providing support to strengthen SGC functionality.
The document outlines an administrators' development program for St. Pius X Seminary covering 2019-2021. It identifies three areas of concern: 1) professional and academic upgrading of administrators through scholarship programs, trainings, and participation in organizations; 2) improving management skills and leadership through trainings and team building; and 3) enhancing interpersonal communication skills via trainings and team building. The program will be implemented through various activities over multi-year periods with funding from the general operations budget.
The document provides omnibus guidelines for regulating the operations of Parent-Teacher Associations (PTAs) in basic education schools in the Philippines. It outlines the scope, membership requirements, duties of members, and composition of PTAs at different levels from the Homeroom PTAs up to the School PTAs and Federated PTAs. The guidelines also describe election procedures and duties of the Election Committee, as well as regulations regarding PTA meetings, quorum requirements, and activities.
This document is the annual Gender and Development (GAD) Plan and Budget for Balaoang National High School for fiscal year 2023. It identifies three key gender issues: 1) Lack of awareness among staff about GAD programs, which will be addressed through training; 2) Unsafe school facilities, which will be improved through repairs; and 3) Lack of office supplies during COVID-19, which will be addressed through procurement. The proposed budget totals 91,800 pesos and will come from the agency's GAD funds. Upon approval, the plan will be implemented under the School GAD Focal Point System to promote equitable services for male and female staff and students.
This document provides a tool matrix for assessing the functionality of a Child Protection Committee (CPC) at Betis Elementary School. It outlines indicators across four work areas: 1) Organization and Coordination, 2) Policies and Guidelines, 3) Capacities and Resources, and 4) Service Delivery. For each indicator, it provides descriptions of levels of functionality from not in place to fully functional. The matrix will be used to evaluate how well the school's CPC is organized and functioning to protect children from abuse, exploitation, violence and discrimination.
This document contains the school-based management action plan and matrix of activities for Mati National Comprehensive High School for the 2021-2022 school year. The plan includes crafting an action plan, monthly maintenance of computers, attending ICT seminars and webinars, and conducting teacher training on Microsoft apps. The ICT coordinator is responsible for overseeing these activities which aim to properly maintain computer equipment and ensure teachers receive necessary training.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
Learning action cell plan of science teachers of esperidion f. encabo I memorial high school. Entails lots of programs and activities for one school year.
NAALAD ELEM SCHOOL IMPROVEMENT PLAN 2019-2022Lindy Pujante
The school improvement plan is for Naalad Elementary School located in Naga City, Cebu. It outlines the school's current situation, priority areas for improvement, and annual plans over three years. Key details include that the school was established in 1958 and is located in a hilly rural area. It has a student population of 450 students. The plan identifies gaps in learning outcomes, facilities, and teaching resources. Improving educational quality and student achievement are priorities to better serve the school community.
This document outlines an action plan by Pigsag-an Elementary School to implement effective child protection policies. It includes objectives to ensure child protection policies and procedures are established, that all stakeholders are aware of the policy, and that children's rights are respected. The plan consists of preparation activities like drafting the policy, consulting pupils on bullying, and informing the community. Implementation includes launching the policy at a Parents-Teachers Association Assembly. Monitoring will track bullying cases over time through anecdotal records to evaluate the effectiveness of the child protection efforts.
Brigada Eskwela in Bicol has implemented best practices including enacting resolutions and ordinances by local governments to allocate funds for Brigada Eskwela programs, conducting advocacy campaigns that involved over 180,000 volunteers, and recognizing innovations like Enay.com created by Brigada Eskwela and Brigada Pagbasa that have won awards.
This document outlines the structure and contents of a School Improvement Plan (SIP) for the Department of Education Regional Office VI. It describes the key components of the SIP, including:
1. DepEd's Vision, Mission, and Core Values - How these will guide the school.
2. School's Current Situation - Introducing the school and discussing performance on access, quality, equity and inclusion, resilience and well-being, and governance based on available data.
3. Improvement Plan - The school's strategic plan to achieve its vision by addressing challenges identified in the current situation analysis.
The document provides guidance on the information and data to include in each section to comprehensively assess the school's performance
This document outlines the LAC (Learning Action Cell) Implementation Plan for the 2022-2023 school year at Kabasalan Science and Technology High School. It includes a schedule of monthly workshops and sessions from November 2022 to June 2023. The workshops will cover topics such as utilizing assessment data to modify teaching practices, the RPMS performance evaluation cycle, developing PISA-style assessments, integrating values in lessons, and characteristics of learner-centered teaching. Each session lists the activity, topic, involved persons, expected outputs, and resources. The implementation plan aims to improve teaching quality and student learning outcomes through teacher collaboration and professional development.
This document provides a summary of the monitoring, evaluation, and adjustment activities for a school from September 2021 to June 2022. It includes:
1) A table showing the physical and financial accomplishments of 20 planned activities across 5 domains of school leadership. 95% of activities were completed and 92,000 of the allocated 92,000 budget was spent.
2) An analysis of quarterly physical accomplishment and funds utilization rates, finding that goals were achieved and budgets optimally used each quarter.
3) Tables showing the status of staff deployment, with 26 teaching and non-teaching positions filled and no new positions created.
This document outlines the revised framework for School-Based Management (SBM) in the Philippines. It discusses laws and policies that decentralized the education system and empowered schools and communities. The key reforms included improving teaching, learning strategies, quality assurance, and SBM. The revised SBM framework aims to make the child the center of education and involve diverse stakeholders and communities. It established a new conceptual framework called ACCESS that focuses on rights-based education, community stewardship, leadership and governance, community-based learning, accountability, and converging resources. The revised assessment process for SBM involves schools conducting self-assessments using four principles, then external validation by regional or division teams using a documentary, observation, discussion method to
The document outlines a proposed 3-day training on gender equality in the workplace for school personnel at Botao National High School. The training will cover topics like gender awareness, components of gender equality in the workplace, employee benefits, mental health awareness, and team building activities. It provides details on the schedule, objectives, financial requirements, and monitoring and evaluation plan. The training aims to promote equal opportunities and benefits for both female and male employees.
This document provides operational guidelines for implementing limited face-to-face learning in schools during the COVID-19 pandemic. It outlines eligibility requirements for schools and students to participate, including being located in minimal risk areas. It establishes a framework with four pillars: safe operations, teaching and learning, inclusion of marginalized students, and well-being/protection. Key elements are health/safety, learning opportunities, school operations, and community engagement. Schools must pass a safety assessment and get consent from parents before participating. Priority will be given to younger students and those struggling with remote learning. Strict protocols around distancing, hygiene, and response to cases will be followed.
Here are the key roles and responsibilities of SGC Officers:
- The Designated Co-Chairperson and Elected Co-Chairperson co-lead the SGC and share responsibilities like preparing agendas, calling meetings, presiding over meetings, and representing the SGC.
- The Secretary finalizes agendas, keeps meeting minutes and records, prepares reports, issues meeting notices, and performs other clerical duties.
- All members should attend meetings regularly, participate in and support SGC activities, and represent their respective committees/organizations.
The School Head cannot be an SGC Officer but provides support to the SGC. Overall, the officers work together to guide the SGC's work while representing various stakeholders.
This document outlines guidelines and procedures for establishing School Governance Councils (SGC) in the Philippines. It discusses the rationale for SGCs which is to strengthen shared governance and participatory decision-making in schools. SGCs are intended to serve as a structure for shared governance and a feedback mechanism. Their main functions are to provide policy recommendations on school matters and engage stakeholders to improve education quality. The document details the composition, roles, and responsibilities of SGC members and officers with the goal of synergizing the work of school committees through collaborative decision-making.
SGC Slide Presentation for Speaking Engagement.pptxPaulRyanQuiogue
This document provides guidelines for establishing and implementing School Governance Councils (SGC) according to DepEd policy. The SGC is meant to promote shared governance and accountability for school improvement. It will include representatives from the school, local community, and other stakeholders. The document defines the roles and responsibilities of the SGC, including developing school improvement plans, providing feedback, and fostering partnerships. It also outlines the structure, composition, functions, and procedures for electing officers of the SGC.
The document outlines the roles and responsibilities of schoolsite councils in California. It discusses the composition of elementary and secondary schoolsite councils and the process for selecting teachers, other school staff, parents, and students (for secondary councils). The key responsibilities of schoolsite councils are to develop, monitor, and evaluate the school's plan to raise student achievement for all students. Effective schoolsite councils focus on collaboration, shared leadership, and improving student outcomes.
The document discusses the role and functions of school governing councils, including determining school policies, developing and monitoring the school improvement plan, and managing council resources. It provides examples of council compositions and codes of conduct. The document also covers operating procedures for councils, such as meeting requirements, and evaluating council operations through a focus on outcomes and processes.
The document provides guidelines for establishing School Governance Councils (SGC) in schools. It discusses the rationale for developing the SGC policy to strengthen shared governance. It describes the functions of SGCs as structures for shared governance and feedback mechanisms. It outlines the composition of SGC members, which includes internal and external stakeholders. It details the roles and responsibilities of SGC members including co-chairpersons, secretary, and council members. It discusses how SGCs are to be operationalized, including decision-making processes that require approval from the school principal, and guidelines around resource mobilization and fundraising. The overall purpose of establishing SGCs is to promote participatory decision-making and improve learning outcomes and access to education
This document outlines the guidelines for establishing and operating School Governance Councils (SGC) based on DepEd Order No. 026, s. 2022. It states that all public schools must establish SGCs to serve as coordinating bodies for school committees and involve stakeholders in governance. The SGC will strengthen collaboration between groups like PTAs and student governments. It describes the roles and responsibilities of SGC officers like the designated and elected co-chairs and secretary. All members, both voting and non-voting, are expected to regularly attend meetings, support activities, and represent constituent interests. The document also provides an oath of office for newly elected or appointed SGC members.
This document provides information and guidance for engaging school boards, including the roles and responsibilities of board members. It discusses effective board practices like defining the district's mission, vision, and goals. It also outlines templates and strategies for presenting information to the board, including an executive summary format and emphasizing how programs impact student outcomes. The document stresses the importance of transparent communication with the community to share the board's priorities and progress on goals.
11. Learners - refer to the students enrolled in the public elementary and
secondary schools.
12. Local Goverament Uait (LGU) - refers to the local government unit where the
school is located, which may include the city/municipal government, barangay
government, and other local specialized agencies.
13. Priority Improvement Areas - refer to the key areas of concern that need to be
addressed and improved based on the results of the school profile, needs
assessment, and stakeholders' consultations. These areas shall be the focus of
the school improvement initiatives.
14. School Goveraaace Council (SGC) - refers to the overall coordinating
Sublette County School District 1 Board Governance Policy ManualJay Harnack
The document provides the mission statement and table of contents for the Sublette County School District #1 Leadership and Governance Policies manual. It includes sections on the board of trustees, governance policies, and the district strategic plan. The governance policies section outlines the board's commitments, codes of conduct, conflict of interest policies, and processes for developing and adopting new policies. It also defines the roles and responsibilities of the board and superintendent.
This document discusses school governance and the role of school governing councils. It provides definitions of key concepts and outlines the composition and purpose of school governing councils. The council aims to improve student learning outcomes through collaboration between school staff, students, parents and community stakeholders. Guidelines are provided around the council's mission, functions, relationships and limitations. The roles of the school head and council are also delineated, with the goal of establishing an effective partnership to support the school.
The document discusses the School Governance Council (SGC) established by DepEd Order #26, s. 2022. The SGC aims to strengthen the role of school stakeholders in providing quality education and upholding children's rights. It serves as a collective body for school planning and as a feedback mechanism to improve education services. The SGC includes ex officio members from student government, PTA, and faculty, as well as council members from committees on education, alumni, religious organizations, NGOs, and the community. However, the SGC does not replace existing school committees and has limitations such as not directly managing the school or acting individually.
The document provides an orientation for new school board members. It outlines the board's responsibilities which include setting policies, adopting budgets, hiring the superintendent, and maintaining communication with the community. It distinguishes the board's role in establishing goals and priorities from the superintendent's role in managing daily operations. A successful relationship between the board and superintendent is critical for student achievement and community well-being.
The intent of Councils is to enable parents, school staff, students (where appropriate) and community leaders to work together to improve student achievement in the state’s lowest performing schools
GUIDELINES GOVERNING PTA AT THE SCHOOL LEVEL.pptxNeilAtanacio
The document provides guidelines for organizing and operating Parent-Teacher Associations (PTAs) at the school level. It outlines that every school must form a PTA within 15 days of the school year starting. Homeroom PTAs will elect officers from parents/guardians, then elect a Board of Directors for the whole school PTA within 30 days. The Board will administer PTA affairs, organize committees, and be composed of 2/3 parents and 1/3 teachers. PTAs must adhere to financial transparency and are prohibited from political or commercial activities.
SSG revised standard constitution & by lawsdionesioable
This document outlines the constitution and by-laws of the Supreme Student Government of Tagum City National High School. It establishes the organization's principles, objectives, membership rights and responsibilities, leadership structure, and election procedures. Key points include establishing a democratic student government to promote students' welfare, outlining officers' duties, creating permanent committees to implement programs, and requiring fair elections overseen by a Commission on Elections.
Article People Participation in Govt and Ideas for making Transparency of wor...PRASHANT KUMAR SINGH
The document contains Prashant Kumar Singh's contact information and two article topics on ensuring people's participation in government and increasing transparency of state governments. It then discusses ideas for improving education quality and governance in schools. It proposes establishing investigation teams to address undisciplined teachers and promoting accountability, transparency, and integrity in school management through collective participation of stakeholders on incorporated management committees. The document introduces the author and his desire to improve education, especially for children of poor families.
This document provides an overview of school governance and guidance for school board members. It defines governance as the system by which a school is controlled and held accountable, encompassing transparency, accountability, stewardship, integrity, and risk management. It outlines the key roles and responsibilities of various stakeholders like the board, principal, and wider community. The document recommends this as essential reading for all school board members to help them understand their obligations and effectively oversee the strategic direction and operations of the school.
Reflective practice frames the process of continuous improvement. It addresses questions about leadership, authority, and one’s own upbringing and how we tackle hard problems. Reflective practice helps us to adjust, fine-tune, and change the way we do business through daily experiences and real-life situations. Reflective practices have a direct impact on our leadership style.
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
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help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
2. Rationale
The Governance of Basic Education Act of
2001 (RA 9155) emphasizes that every unit in the
education bureaucracy is responsible and
accountable for continuous improvement of
learning outcomes. Through the principle of
shared governance, participatory decision-making
driven by active engagement of school
stakeholders is strengthened.
3. Scope of the Policy
These guidelines shall be implemented nationwide in all
public elementary and secondary schools and shall include
all school organizations such as the School Planning Team
(SPT), Parents-Teachers Association (PTA), Supreme Pupil
Government (SPG)/Supreme Student Government (SSG),
DepEd-recognized teacher organizations, National Employees
Union at the school level, Alumni Associations, and other
school committees/ associations/organizations in so far as
their membership in the SGC is concerned.
4. General Purpose of the School Governance
Council
The SGC shall function as a structure for
shared governance and a feedback
mechanism at the school level. However, the
SGC shal1 not manage the school and shall
not have a separate and distinct juridical
personality apart from the school.
5. Functions of the SGC as a Structure for
Shared Governance
1. Serve as a collective and consultative body for
school plans, programs, activities, and strategic
directions
6. Functions of the SGC as a Structure for
Shared Governance
2. Serve as the overall coordinating body that will synergize,
harmonize, and put together the work of the different school
committees, including but not limited to the SPT, School Disaster
Risk Reduction Management (DRRM) Committee, Child
Protection Committee (CPC), Supreme Pupil Government /
Supreme Student Government, Faculty C1ub, Non-teaching
Association, PTA, Alumni Associations, DepEd-recognized teacher
organizations, and National Employees Union at school level,
among others;
7. Functions of the SGC as a Structure for
Shared Governance
3. Serve as a platform to cultivate the spirit of bayanihan
among stakeholders to support the school and encourage
active participation of the stakeholders in the
implementation of DepEd policies and programs, while
promoting equal opportunity for all regardless of age,
gender, disability, marital status, ethnicity, all religious
beliefs.
8. Specific Functions of the School
Governance Council
3. Serve as a platform to cultivate the spirit of bayanihan
among stakeholders to support the school and encourage
active participation of the stakeholders in the
implementation of DepEd policies and programs, while
promoting equal opportunity for all regardless of age,
gender, disability, marital status, ethnicity, all religious
beliefs.
9. Specific Functions of the School
Governance Council
3. Serve as a platform to cultivate the spirit of bayanihan
among stakeholders to support the school and encourage
active participation of the stakeholders in the
implementation of DepEd policies and programs, while
promoting equal opportunity for all regardless of age,
gender, disability, marital status, ethnicity, all religious
beliefs.
13. Composition of SGC Members
There shall be four (4) ex-officio members of the SGC. These ex-officio members
shall be composed of the following internal and external school stakeholders:
designated Co-Chairperson and representatives from the student government, PTA,
and faculty club or its equivalent. The School Head shall designate a school
representative, who exhibits the leadership competencies reflected in Domain 6.
Community Linkages and Professional Engagement of the Philippine Professional
Standards for Teachers (DepEd Order 42 s. 2O17), to assume the position of Co-
Chairperson. Each of the school organizations / associations / committees shall
appoint a representative, who may not necessarily be the incumbent president or
chairperson of their respective school committee / association / organization, to be the
initial council members of the SGC.
14. Composition of SGC Members
The SGC is encouraged to expand its membership to strengthen
the partnership between the schools and their respective
stakeholders and to value the voice of the latter in the determination
and recommendation of strategies to make their schools more
effective. However, this shall only be considered once the seven (7)
to 15 SGC membership is complete.
15. Composition of SGC Members
In the case of expanded membership, the SGC shall have two t)pes of council
members: voting and non-voting council members. The voting council members shall
be composed of the seven (7) to fifteen (15), including the four (4) ex-officio members,
selected representatives of the school's internal and external committees /organizations
/ associations. The non-voting council members shall be composed of the (a) former
SGC members who wish to extend their membership and have active membership
status in the committees / organizations / associations they previously represented in
the council, and the (b) additional council members who are collectively selected by the
incumbent, voting SGC members.
16. Composition of SGC Members
Following the completion of its membership, the SGC shall
elect their officers (co-chairperson and secretary) from its voting
council members. In the conduct of the elections, the Designated Co-
Chairperson shall be excluded from the nominations. All voting
council members shall exercise their right to vote.
17. Roles and Responsibilities of All SGC Members
1. Voting council members shall:
◦ a. attend meetings regularly;
◦ b. participate, promote, and support SGC activities;
◦ c. raise concerns and needs of learners and other stakeholders,
including those outside of the school that have bearing on school
services and processes;
18. Roles and Responsibilities of All SGC Members
◦ d. represent their committee / association/organization in the
Council;
◦ e propose meeting agenda for consideration of the Elected Co-
Chairperson;
◦ f. attend meetings of the SGC and cast a vote on matters that need
consensus decision;
19. Roles and Responsibilities of All SGC Members
◦ g. facilitate the engagement and linkages of other stakeholders in
support of the school's priority improvement areas;
◦ h. advocate the SGC activities to school's interna-l and external-
stakeholders; and
◦ i. perform other functions and duties assigned by the Elected Co-
Chairperson.
20. Roles and Responslbllities of All SGC Members
2. Non-voting council members shall:
◦ a. attend meetings regularly;
◦ b. participate, promote, and support SGC activities;
◦ c. raise concerns and needs of learners and other stakeholders,
including those outside of t}le school that have bearing on school
services and processes;
21. Roles and Responsibilities of All SGC Members
◦ d. propose meeting agenda for consideration ofthe Elected Co-Chairperson;
◦ e. facilitate the engagement and linkages of other stakeholders in support of
the school's priority improvement areas;
◦ f. advocate the SGC activities to school's internal and external stakeholders;
and
◦ g. perform other functions and duties assigned by the Elected Co-
Chairperson.
22. Name of the SGC
For identification purposes, the SGC shall carry a name which shall
include the name of the school like the example provided below.
◦ School Governance Council of Jose Rizal Elementary School, or
◦ Jose Rizal Elementary School-School Governance Council
As the SGC bears the name of the school and is a school
organization in nature, it does not have a separate and distinct
juridical personality apart from the school.
Hence, in the event of irregularities or violations of the guidelines
stipulated in this policy, the SGC shall undergo due process before a
decision is made.
23. Name of the SGC
For identification purposes, the SGC shall carry a name which shall
include the name of the school like the example provided below.
◦ School Governance Council of Jose Rizal Elementary School, or
◦ Jose Rizal Elementary School-School Governance Council
As the SGC bears the name of the school and is a school
organization in nature, it does not have a separate and distinct
juridical personality apart from the school.
Hence, in the event of irregularities or violations of the guidelines
stipulated in this policy, the SGC shall undergo due process before a
decision is made.
24. Procedures on SGC Creation
1. For Schools with existing SGCs
◦ a. The School Head shall orient and discuss the policy to the existing SGC of the
school.
◦ b. The existing SGC shall meet and align with the current policy in preparation
for the implementation in the following school year (SY).
◦ c. The SGC shall prepare for the implementation of the policy for the next SY.
◦ d. In case the existing SGC's name does not conform to the naming guidelines in
this policy, it shall be renamed accordingly for the next SY.
◦ e. The newly-installed SGC may invite former council members to join and
participate in the council's activities, conforming with the guidelines for
expanded SGC membership.
25. Election of SGC Officers
The School Head shall call for the election of SGC Officers, namely the
Co-Chairperson from the external stakeholders and Secretary. This shall
happen after the elections of other committees/ associations/organizations
internal to the school (for example: Teachers' Association, SSG/SPG, etc.)
and PTA. Thus, the election shall be held on or before the sixth week after
the opening of classes which can also serve as the first meeting of the
council. The call for election shall be made publicly and notice shall be
posted in public areas two (2) weeks before the election.
26. Election of SGC Officers
Candidates for these positions shall come from the voting council
members. The candidates shall file their candidacy one (1) week before the
election through official communication addressed to the school head. The
deadline for filing of candidacy shall be three (3) days prior to the conduct
of election. Announcements of schedule of election activities and names of
candidates shall also be posted on the transparency board and other public
areas within the school vicinity.
27. Election of SGC Officers
The election shall be done through secret voting wherein the school
head shall chair the election and shall lead the canvassing of votes. The
voting SGC members shall only be allowed to vote one (1) candidate for
each position. Canvassing of votes and proclamation of elected officials
shall be done within the same day of the election. Votes will be counted in
front of alt SGC members. The candidate who garnered the highest number
of votes for the position shall be declared the officer-elect. In case of a tie,
the officer-e1ect will be determined through a toss coin or draw lots.
28. Tenure
A11 voting SGC members shall hold office for a maximum
of three (3) School Years (SY). Accordingly, all SGC officers
(Designated Co-Chairperson, Elected Co-Chairperson, and
Secretary) shall serve and assume their positions for three (3)
SYs.
29. Vacancies
In case of vacancy in the Elected Co-Chairperson or
Secretary position, the School Head shall open the
nomination for the vacated position from the voting-council
members and conduct an election within (15) days from the
day the position is rendered or considered vacant. The
newly-elected officer shall immediately assume the position
and serve the remaining period.