part 2

In the conduct of regular meetings where both Co-Chairpersons are present, the Elected Co-Chairperson shall be the one to preside over such meetings. However, any of the Co-Chairpersons, in consultation with the School Head, can call specia-1 meetings as the need arises. Specia.l meetings can be held outside the school premises or during the weekends provided that the SGC secures prior written approval from the SDS. In such cases, the Elected Co-Chairperson, through the School Head, shall communicate to ttre concerned SDS the request detailing the justifrcation of the special meeting, the agenda, prospective attendees, as well as the time and place. Notice of meetings for both regula.r and special meetings shall be issued by the Secretary to a-11 SGC members at least a week prior to the said meeting. Minimum Procedure of Regular l[eetings 1. The Elected Co-Chairperson calls the meeting into order 2. Tl;,e Secretar5r calls for the attendalce of members and determines availability of quorum 3. Reading and approval of minutes 4. Deliberation of agenda and unfnished issues arising from the previous meeting 5. The Secretar5r reads/presents the agenda 6. Approval of the agenda 7. Discussion of the agenda 8. Other matters 9. Setting of scheduies for the next meeting ald adjournment 10. Availability of the Minutes of Meeting within two weeks after the conduct of the meeting The council may invite resource persons who shall provide technical inputs and suggestions based on the agenda. For example, if the agenda is on disaster preparedness, the Elected Co-Chairperson may invite resource persons from the School Disaster Risk Reduction Committee or DRRMC of the Municipality or Barangay or Disaster Risk Reduction Specialist. In order to conduct meetings, there should be a quorum of 5O% + 1 of the tota-1 SGC memtrership. SGC members coming from student-1ed committees/ associations/organizations, such as SSG and SPG, may be accompanied by their respective comrnittee's/association's/organization's adviser. Decisions A11 recomrnendations of the SGC shall be made by two-thirds (2/3) consensus of al1 SGC members and sha-11 be binding on all council members ald on tJle school.

organizations and committees they represent. The decision shall be in writing, signed by the SGC members and posted on the transparency board. The Secretary shall ensure that the different intemal and externa_l organizations and stakeholders are provided with a copy of the SGC resolution at least a week after the approval. The irnplementation of the decision shatl be referred to the implementing comrdttee/association/organLation that has the mandate and authority to execute the resolution. Budget The SGCs may avail grants from donors provided that the availment of grants and disbursement of funds shall be in accordance with the existing policies on partnership and donations (e.g. DO 24, s.2016, DO 4O, s. 2015, among others). Budget for meetings and other SGC activities shall be charged to the school operating budget or other local funds such as school MOOE or Canteen Funds. Expenses of SGC shall be subject to regular accounting and auditing rules and regulations. Storage of Documents The SGC documents, decisions/resolutions, and minutes of meetings shall be stored, maintained, and secured within the school premises by the incumbent SGC Secretar5r. The SGC shall post on the transparency or bulletin board the resolutions/decisions. All SGC documents, decisions/resolutions, and minutes of meetings shall have digital copies and shall be accessible to the school administrator for easy consolidation and retrieval. sGC documents and minutes of meetings shall be made accessible to the pubtc upon submission of a written request, indicating the purpose, addressed to the SGC secretary who shall validate the request. Following the validation, the SecretarSr sha-ll inform the school administrator to release t.lle document to the requester. However, the SGC shall not release highly confidential information as provided by law and DepEd policies. Drternal Partnership Recognizing the importance of partnership-building in strengthening school govern€rnce, the SGC is encouraged to establish linkages with other stakeholders, through the conduct of advocacy and identification of potential partners by the SGC members..

In the process of identiffing potential partners, who may be, but not limited to, LGUs, private institutions, and private individuals, the SGC members must consider their willingness to lend support to the schools. Once the potential partners become interested in supporting the school in achieving and strengthening its SIp, the concerned SGC members shall imrnediately refer them to the School Head who is authorized to formalize agreements with partners. Depending on the extent and nature of the partnership that t-Ile school and partners enter into, both parties shall forge the engagement in terms of a Memorandum of Agreement (MOA), Deed of Donations (DOD), Deed of Acceptance (DOA), or other types of partnership agreement. Al1 partnerships shall be in accordance with relevant existing laws and DepEd issuances and guidelines. Limitations of SGC Authorlty As a collective and consultative body, the following are the limitations of the SGC: 1. It shall not direcdy manage tJle school because it is the responsibility of the School Head; 2. It shall act as one body and not individually in performing its functions and responsibilities; 3. It shall always coordinate and act through the School Head in the conduct of its affairs and shall not act on its own in any transactions involving the school; 4. It shall not enter into or be bound by any contractual transactions for and on behaJf of the school; 5. All recommendations and decisions of the SGC shall conform to existing laws and policies and regulations of DepEd. It shall conduct its alfairs in keeping with the schools' decision-making process; 6. The SGC shall respect the grievance procedures or mechanisms by the committees / associations / organizations within the school ; and 7. It shall not disclose personal information issuances. confidential data pursuant to the such as learner records and other data privacy act and other related.

VI ROLES AND RESIP'OUSIBILITIES OF THE SCHOOL HEAD (SH), SCHOOLST DTVISIOIY OFFICE (SDO}, REGIONAL OFFICE (ROI, AND CENTRAL OFFICE (COI A. Roles and Reaponsibllltlcs ofthe School Head The School Head shall ensure that a-11 decisions, directions, ald initiatives of the council are aligned with and responsive to the school's needs, priorities, and context. The SH shall perform the following specilic tasks in connection with the functions of the SGC: 1. explain to the SGC members the reasons, potential risks, or effects of matters in case of disapproval, partial approval or modification of the recommendations, or as may be requested by the SGC as part of the consultation process; 2. implement policies in partnership with SGC that are in accordance with DepEd policies, administrative instructions, and government legislation; 4. establsh inclusive school and community networks by encouraging activity involvernent and representation of school stakeholders from all backgrounds or sectors in the school improvement process; 7. chair the SGC election for the positions of Co-Chairperson and SecretarJr and canvass the votes in front of the SGC members. B. Roles and Resporsibilities of the Schools Dlvlsloa Ofitce (SDOI The SDOs, through the SGOD, shall be responsible for the following: 1. orient and conduct capacigr-building activities for school heads arrd other personnel; 3. provide proper and timely information on the progress of the implementation of activities supportive of SIP; 5. refer the approved SGC recommendations to the appropriate committee/association/ organization or office/person, as may be warranted, for its irnplementation or appropriate action; 6. orient the Designated and Elected Co-Chairpersons about SGC updates ald activities and properly turn-over all SGC documents in case there is a chalge of school leadership in the middle of the school year; and.

2. formulate operationa.l guidelines and/or implementation plans which are consistent witJ: those of the RO's and with national policies; 3. provide assistance to the schools in resolving issues and concerns raised pertinent to the conduct of SGC election; 4. maintain a database ofthe oflicers-elect of the SGC for reference purposes; 5. administer situation assessment and needs analvsis of schools in implementing the guidelines; 6. ensure compliance of procedures in the removal from oilice of SGC members; maintain a list of SGC members who have been disqualifred; and provide relevant, timely and appropriate technical assistance to the schools; 9. monitor performance of SGCs vis-a-vis implementation of programs, projects, and activities of the council; 10. track and analyze the implementation and results of Technical Assistance interventions; I 1. monitor the irnplementation of the guidelines. C. Roles and Responsibillties of Regional OIIice (ROf The ROs, through the Field Technica-l Assistance Division (FTAD), shali be responsible for the following: 1. formulate operational guidelines and/or implementation plans consistent with nationa-1 policies; 2. administer needs analysis of SDOs in supervising policy implementation; 3. facilitate quality assurance by ensuring that the guidelines are implemented with reievance, timeliness, and compliant to standards; 4. maintain record arrd database of the impact of the programs and activities, as well as best practices, implemented by the SGC in the region; 5. provide relevant, timely, and needs-based technical assistance to the SDOs; and 7 8.

6. monitor and evaluate the implementation ol TA interventions through the Regional Technical Assistance Team (RFTAT) headed by the FTAD. D. Roles and Responslbilities of the Central Olltce {CO) The Central Offrce, through the BHROD-SED, shall be responsible for the following: 1 . provide policy directions pertaining to SGC; 2. oient focal persons on the implementation of the policy; 3. conduct capacity-building activities in support of an effective and effrcient implementation of the policy; 4. develop and disseminate advocacy and communication materials to improve policy implementation; 5. facilitate periodic monitoring and evaluation of the implementation of the policy; 6. conduct policy review to further improve effectiveness of these guidelines; and 7. provide technical assistance to ROs and/or other governance levels. The BHROD-SED shall develop ald disseminate advocacy and communication materials to improve policy implementation. These materials shall include: a. Potcy Orientation - To orient schools of the School Governance Council policy; b. Manual - To guide schools by providing relevant information needed in establishing arrd operationalizing their own SGCs; c. Instructional Videos - To strengthen participation of schools in establishing SGC; and d. Supplemental Advocacy Materials (e.g., calendar of activities, FAQs, Newsletter/Newspaper article template) - To increase confidence of schools in establishing their SGCs; To address challenges and provide clarity on matters concerning implementation of the policy..

VII. MONITORING AND EVALUATION The Department of Education, through the Burcau of Human Resource arld Orga.nizational Development - School Elfectiveness Divlslon (BHROD-SED), shall eva-luate and review the implementation of the SGC. The BHROD-SED shall continuously gather feedback on the implementation of these guidelines from concerned internal and external stakeholders ald different governance levels. In coordination with SDO-SGOD and RO-FTAD, the BHROD-SED shall regularly monitor the compliance of the schools with this policy and conduct a periodic policy review every three years. The outcome of the monitoring and evaluation shall be the basis to further enhance the provision and effectiveness of this policy. Indicators of Functionality In evaluating the performance of SGCs, the BHROD-SED shall use a set of functionality indicators. These indicators are anchored on the two main functions of the SGC and divided accordingly. A. As a structure for shared govematrce, an SGC is deemed functional when It: 1. has members who are informed of and given the opportunity to exercise their roles and responsibilities in tJle council; 2. establishes position as a consultative body in developing school policies; 3. conducts regular SGC meetings as prescribed herein to discuss matters concerning SIP, AIP, and other DepEd programs, projects, and activities; 4. organizes meetings with and attends meetings by different school committees and organizations to ensure alignment of work; 5. coordinates with the School Head the concerns of t-l1e different school comrnittees and organizations to sJmchronize programs, projects, and activities in the school; 6. partakes in the conduct of needs-based and appropriate stakeholder- initiated progrurms and activities i.e., Brigada Eskwela, Gulayan Sa Paaralan, etc.;.

7. recommends policies and programs to the t ocal School Board (LSB) to strengthen support of arrd relationship with the LGU; and 8. involves the different sectors to ensure inclusive representation of stakehoiders in the council. B. As a feedback mechaniam, an S(rc ls deemed functional when it: 1. participates in school general assemblies, PTA conferences, stakeholder convergence, SOSA, and other stakeholder engagement activities and initiatives; 2. organlzns discussions and forums that invite and inspire stakeholders to en gage and participate; 3. assists the school in communicating information to the school stakeholders through the SRC, transparency board, etc.; and 4. suggests ways of irnproving the quality of SIP, AIP, and other DepEd programs, projects, and activities. The indicators of functionality shall help the BHROD-SED in assessing if the schools are able to establish and maintain fully functional and operational SGCs upon the implementation of this policy. Upon adoption of these guideiines, amendment on provisions, particularly on and functions of previously issued policies on SBM, School Improvement Plan - School Report Card (SIP-SRC), SPl, PTA, Child Protection Committee (CPC), Child-Friendly School System (CFSS), Disaster zusk and Reduction Management Committee (DRRMC), ard other issuances related to creation of school-based committees shall be put into effect. Other rules, regulations, alld issualces inconsistent with these guidelines shall be superseded accordingly. This policy shali take effect fifteen (15) days after its publication in the Official cazette or in two newspapers of general circulation. This shalt be registered with the OIIice of the National Administrative Register (ONAR) at the University of the Philippines (UP) l,aw Center, UP Dilirnan, Quezon City. The schools with existing SGCs shall adopt the new structure provided herein, in t.l:e immediate school year following the implementation of this policy. The schools without existing SGCs shall establish their own SGCs accordingly. VIII. EFFPCTIVITY/TRANSITORY PROVISIOI{.

IX. REFEREI{CES Department of Education. l2Ol,5l. DepEd Order No. 32, s. 2015 - Adopting the Indigenous Peoples Education Cuniculum Framework Department of Education. (20121. DepEd Order No. 40, s Protection Policg 2012 - DepEd Child Department of Education. (2O2ll. Department Order 3, s. 2021 - Creating the Child Protection Unit Department of Education. (2ol5l. DepEd Order No. 21, s. 2OjS - Disaster Rdsk Redudion and. Management Coordination an-d Information Management protocol Department of Education. (2Ol7l. DepEd Order No. 32, s. 2O17 - Gender-Responsiue Basic Education Policg Department of Education. (2OI5l. DepEd Order No. 40, s. 2O1S - Guidelines on K to 12 Partnerships Department of Education. (20151. DepEd Order No. 44, s. 2015 - Guidelines on the Enhnnced School Improuement Planning (S/?/ Process and the School Report Card /sRCi Department of Education. l2Ol7l. DepEd Order No. 34, s. 2017 - Guidelines on the Formation of Con sultatiue and Aduisory Bodies on Indigenous peoples Education (IPEd) in Regions Implementing the IPEd Program Department of Education. (2OI2l. DepEd Order No. 83, s. 2012 - Implementing Guidelines on tle Reuised SchoolBased Management (SBM) Frameu.tortg Assessmen, Process and Tool (APAT) Department of Education. (2Ol7l. DepEd Order No. 42, s. 2O17 - National Adoption and Implementation of the Philippine Professional Standards for Teachers Department of Education. (2OO9l. DepEd Order No. 54, s. 2OO9 - Reuised Guidelines Gouerning Parents-Teachers Associations at the School Leuel Depaitment of Education. (2Ol9l. DepEd Order No. OO8, s. 2Oj9 - Reuised Implementing Guidelines on the Direct Release, tlse, Monitoing and Reporting of Maintenance and Otler Operating Expenses Allocation o/ Schools, Including Aher Funds Managed bg Sclaols Department of Education. (2OO5l. DepEd Order No, 43, s. 2OO5 - Standard Constitution and Bg-laws of the Supreme Student Gouemments in Secondary Schools Oflicial Gazette of the Philippines. (1987). The Constitution of the Republic of the Philippines a a a a o a a a ia a a o a a.

a o a a a Officia-l Gazette of the Philippines. (1982). Batas Pambansa Blg. 232 - Education Act of 1982 OIficial Gazette of the Philippines. (2OO1). Republic Act No. 9155 - Gouemane of Basic Education Ad of 2OO1 Official Gazette of the Philippines. (1997). Republic Act No. 8371 - The Indigenous Peoples' Rights Ad of 1887 Oilicial Gazette of the Philippines. (2020). Republic Act 11510 - Alternatiue Learning Sgstem Ad of 202O World Baln-l< Group. (2O 16). Assessing School-Based (SBM) Management in the Philippines. Philippines education note, no. 5;. World Banlg Washington, DC. A World Bank. https:/ / openknowledge.worldbank.org/ handle/ 1 0986/ 24743 License: CC BY 3.0 IGO..