SCHOOL GOVERNING COUNCIL

Table of Contents

List of Acronyms

Foreword

DepED Memorandum

1. Introduction

2. The Background

2.1 Legal Bases

2.1.1 Republic Act 9155

2.1.2 Batas Pambansa 232

2.1.3 Education For All (EFA) 2015

2.1.4 Basic Education Sector Reform Agenda (BESRA)

2.2 School Governance

2.2.1 Definition

2.2.2 Basic Concepts

2.2.2.1 Shared Leadership

2.2.2.2 Shared Commitment

2.2.2.3 Shared Accountability

2.2.3 People Involved in School Governance

2.3 The School Governing Council

2.3.1 Purpose
2.3.2 Mission Statement

2.3.3 Guiding Principal

3. The Function and the Limitations in the Exercise of Authority of the

School Governing Council and the Functions of the School Head in the
School Governing Council

3.1 Functions

3.1.1 The SGC

3.1.2 The School Head

3.2 Limitations

4. Roles and Relationships

4.1 School Head as SGC Chief Executive Officer

4.2 Role of the SGCl

4.3 Relationships

4.4 Summary Points

5. Getting Started

5.1 Overview of the Election Process

5.2 Installation Procedures

5.3 Composition of SGCs

5.4 Organization Process

6. Assessment

6.1 Monitoring and Evaluation

6.1.1 Evaluation of Council Operations

6.2 Accountabilities

6.2.1 Accountability of the SGC to the School Community

6.2.2 Acountability of the SGC to DepED

7. Matrix of SBM Dimensions and Scale of Practice

APPENDICES

1. Sample Documents

1.1 Sample Membership Procedure

1.2 Sample Objectives of the SGC

1.3 Sample Code of Conduct/Code of Practice of the SGC

1.4 Sample Operating Procedures of the SGC

1.5 Office Holders of the SGC and Duty Statement

1.5.1 Officer Holders

1.5.2 Duty Statements

1.6 Sample Committees in the SGC and their Terms of Reference

1.6.1 Curriculum Committee

1.6.2 Beautification Committee/School Grounds Committee

1.6.3 Ways and Means Committee

1.6.4 Program Monitoring and Evaluation Committee

1.6.5 Committee on Student Welfare and Discipline

1.6.6 Canteen Committee

1.6.7 Committee on Buildings and Grounds

1.7 Sample School Governing Council Constitution and By-laws

1.8 Samples of Decision-Making Processes

2. Assessment Process and Tools

2.1 School Governing Council Self-Assessment

2.2 Graphical Representation of School Self-Evaluation Scheme

2.3 School Self-Evaluation (SSE) Report

List of Acronyms

BESRA Basic Education Sector Reform Agenda

CBL Constitution and By-laws

DepEd Department of Education

EFA Education for All

GOP Government of the Philippines

KRT Key Reform Thrust

LGU Local Government Unit

LSB Local School Board

MOOE Maintenance and Other Operating Expenses

NGO Non-Government Organization

PTA Parents Teachers Association

PTCA Parents Teachers and Community Association

SBM School-Based Management

SDS Schools Division Superintendent

SFI Schools First Initiative

SG-AC School Governance Advisory Council

SGC School Governing Council

SIP School Improvement Plan

SPT School Planning Team

SSE School Self-Evaluation

Foreword
The Department of Education has stepped up its efforts to decentralize education management – a
strategy that is expected to improve the Department’s operating efficiency and upgrade education quality.
We are now accelerating the implementation of School-Based Management (SBM), a key component of
Basic Education Sector Reform Agenda or BESRA. With SBM, the school as key provider of education,
will be equipped to empower its key officials to make informed and localized decisions based on their
unique needs toward improving our educational system.
This Manual on School Governing Council has been produced as a tool to help educators manage and
run our schools efficiently and effectively. It highlights the strategic importance of educating our children
and other stakeholders in participating in educational activities. This emphasis will make the task of our
school heads and teachers easier, as the community will be one with them in their efforts to improve the
school.
The content of this Manual has been developed and prepared with the participation of education
specialists who have practical and diverse experiences in their field. The concepts have been pilot-tested
in several projects such as the Third Elementary Education Project (TEEP), the Secondary Education
Development and Improvement Project (SEDIP), Basic Education Assistance for Mindanao (BEAM) and
Strengthening the Implementation of Basic Education in the Visayas (STRIVE). The projects have created
tremendous positive changes and improvement in the schools. After being tried out in project sites, the
concepts were further validated by school heads in remote schools. I can say with full confidence that
these concepts have been tried, tested and passed strict scrutiny.
In implementing SBM, the Department is doing all it can to create an environment where all the people
involved commit to make change happen under a decentralized setup. This change is ultimately geared
towards the school children’s enjoyment of their right to quality education and other equally important
rights such as the right to be safe and healthy, to be protected from harm and abuse, to play and to have
leisure, to express their views freely, and to participate in decision-making according to their evolving
capacities.
For this new setup to succeed, our principals and teachers need to develop their people skills and
managerial capabilities. They have to be empowered to be catalysts for change in our schools.
Let me encourage you to understand well the Manual and own its concepts and principles. Be
empowered to strengthen partnerships, engage education stakeholders and produce graduates who are
fully equipped for the 21st century.

JESLI A. LAPUS
Secretary
Department of Education

September 11 2009

DepED MEMORANDUMNo. 386, s. 2009

UTILIZATION OF MANUALS RELEVANT TO SCHOOL-BASED MANAGEMENT

To: UndersecretariesAssistant SecretariesBureau DirectorsRegional DirectorsSchools Division/City

SuperintendentsHead, Public Elementary and Secondary Schools
1. In addition to the four (4) Primers on School-Based Management cited in DepED Order No. 37, s.
2009, the Technical Working Group (TWG) on School-Based Management (SBM) developed the
following three (3) Manuals in support of its institutionalization:

a. Manual on Assessment of SBM Practice. Presents the SBM Framework, the six (6) Dimensions of
the SBM Assessment Instrument and the next-steps after the conduct of assessment. It enables the
school to determine its level of SBM practice and the technical assistance it needs from support offices;
b. Manual on School Governing Council. Provides schools with the basic information on the
organization and operationalization of School Governing Councils; and
c. Manual on School Improvement Planning. Discusses in detail the “why”, the “what”, the “who”, the
“when”, and the “how” of school improvement planning. It is intended to help schools craft and implement,
monitor and evaluate the same (SIPs) and (AIPs).
2. These Manuals are being printed and will be distributed to schools, DepED Offices and stakeholders
when these are ready.

3. Schools are urged to utilize these materials for their guidance in their practice of SBM.

4. Immediate and wide dissemination of this Memorandum is desired.

JESLI A. LAPUSSecretary

1. Introduction
This Manual on School Governing Council is a guidebook to assist Philippine schools in establishing and
operationalizing School Governing Councils geared toward the holistic development of schoolchildren. It
provides basic information on how to organize and operationalize School Governing Councils (SGCs)
which are child-centered and focused on the learner’s performance. The experiences of schools with
functional school councils are utilized to assist schools.
Schools can use this Manual for the following purposes:
a) to organize an SGCb) to develop different elements of SGC such as:
code of practice/conduct,operating procedures,constitution and by-laws,decision-making
process, andduty statements of council officers and committee members
c) to identify the functions and roles of the members of the SGCd) to enhance existing SGC structures
and processes
2. Background
2.1 Legal Bases
2.1.1 Republic Act 9155 (Governance of Basic Education Act of 2001, approved on Nov. 29,
2002)Section 2, paragraphs 3 and 4 state that:Governance of basic education shall begin at the national
level. It is at the regions, divisions, schools and learning centers herein referred to as field offices where
policy and principle for the governance of basic education shall be translated into programs, projects and
services developed, adapted and offered to fit local needs.
The state shall encourage local initiatives for improving quality of basic education. The state shall ensure
that the values, needs, and aspirations of a school community are reflected in the program of education
for the children, out-of-school youth and adult learners. Schools and learning centers shall be empowered
to make decisions on what is best for the learners they serve.
Section 1.2 provides the principles that guide the implementation of the act and the application of its
rules:iv) The parents and the community shall be encouraged for active involvement in the education of
the child. The participation and coordination between and among schools, the local school boards, the
Parent Teachers Associations (PTAs) must be maximized; andv) Volunteerism from among all sectors
shall be emphasized and encouraged to ensure sustainable growth and development in education.These
provisions strongly uphold the current initiatives of schools in involving the different groups of
stakeholders in school improvement processes.
Another purpose/objective provided in Section 3, (f) is to “encourage local initiatives for the improvement
of schools and learning centers and to provide the means by which these improvements may be achieved
and sustained.”
2.1.2 Batas Pambansa Blg. 232 (Education Act of 1982, approved on September 11, 1982)
Section 3, Chapter 2, states that it is “the policy of the state to establish and maintain a complete,
adequate and integrated system of education relevant to the goals of national development”. The
educational system is expected to contribute to the following national development goals:
1. To achieve and maintain an accelerated rate of economic development and social progress;2. To
ensure the maximum participation of all the people in the attainment and enjoyment of the benefits of
such growth; and3. To achieve and strengthen national unity and consciousness and preserve, develop
and promote desirable cultural, moral and spiritual values in a changing world.The state shall promote the
right of the nation's cultural communities in the exercise of their right to develop themselves within the
context of their cultures, customs, traditions, interest and belief, and recognizes education as an
instrument for their maximum participation in national development and in ensuring their involvement in
achieving national unity.
Section 7 states that:
Every educational institution shall provide for the establishment of appropriate bodies through which the
members of the educational community may discuss relevant issues and communicate information and
suggestions for assistance and support of the school and for the promotion of their common interest.
Representatives from each subgroup of the educational community shall sit and participate in these
bodies, the rules and procedures of which must be approved by them and duly published.
2.1.3 Philippine Education for All (EFA) 2015The Philippine Education for All (EFA) 2015 Plan is a
vision and a holistic program of reforms that aim to improve the quality of basic education for every
Filipino by 2015.
To attain EFA 2015, schools should continuously perform better. The key action involves the school’s
assessment of its capabilities and performance towards attaining EFA goals. The stakeholders of every
school (school head, teachers, parents, students, community leaders, other groups interested in school
practices) shall be able to use processes and results to determine and implement school programs to
ensure continuous improvement in school quality.
Building on its task on governance, every learning site shall create a network of community-based groups
to work together as influential champions that support the attainment of EFA goals.
Schools shall continue to harness local resources and facilitate involvement of every sector of the
community in the school improvement process.
2.1.4 Basic Education Sector Reform Agenda (BESRA)Below is an excerpt from the Basic Education
Sector Reform Agenda (BESRA) to enable the stakeholders to have a common understanding of the
policy and purpose of the state in ensuring the attainment of national development goals through the
active involvement of community stakeholders in the different field offices of the Department of Education
(DepED).
The Schools First Initiative (SFI) is the government’s strategy for improving basic education. It is a
popular movement featuring a wide variety of local initiatives (a kind of “thousand flowers bloom”
movement) by individual schools, localities, school divisions, local governments, communities, civil
society organizations and other interest groups and associations.SFI is also a policy reform package of
institutional, structural, financial and other critical changes necessary to accelerate, broaden, deepen and
sustain education reform. BESRA is the national government policy reform component of the SFI.
BESRA is the basis of the government’s directions and actions to attain improved basic education
competencies for all Filipinos. The implementation of BESRA serves as the framework for a coordinated
sector-wide approach to donors’ and partners’ participation in SFI.
The first Key Reform Thrust (KRT 1) of BESRA underscores the empowerment of key stakeholders in
school communities which would enable them to actively participate in the continuous improvement of
schools.
The KRT1 key indicators are:
i. Increased number of schools with School Improvement Plans (SIP) prepared through a participatory
process and with organized SGCs;ii. Improved quality of SIP implementation, including link of SIP
activities with student learning outcomes and link of teacher training priorities with student assessment
data; andiii. Increased level of resources managed and controlled at the school level.
Based on their level of readiness, schools can participate in SFI at any one of these four stages:
Stage 1. School Head engages stakeholders in school improvement planning.Stage 2. School Head
involves existing organizations like the PTCA in school improvement.Stage 3. School head blends a
group of people from among stakeholders who, together, embody leadership for school
improvement.Stage 4. School Head and a group of people from among stakeholders create a School
Governing Council to direct school improvement.
Schools may progress through these stages of development according to their pace.
In the BESRA School-Based Management (SBM) Framework and Standards and levels of practice,
SGCs are expected to evolve from Level I (being organized), to Level II (fully functional) and to Level III
(championing and advocating continuous school improvement). (Please refer to the SBM Framework and
Standards in Section 7 of this Manual).
It is, therefore, imperative for the school head, teachers, students and parents to gain adequate and
appropriate information as well as skills in engaging other groups of community stakeholders in school
improvement processes to ensure that these improvements are achieved and sustained.
2.2 School Governance
2.2.1 DefinitionSchool governance refers to the authority of education stakeholders to jointly make
decisions directed towards the continuous improvement of learning and promotion of children’s welfare in
the school. It is the interface among school stakeholders who make strategic decisions that shape the
school and its work and are, therefore, ultimately accountable for the work and actions of the whole
system.
The school, as an organization, defines the relationships among the key players in its operations and
expands its ability to work with the stakeholders through an effective governance structure composed of
representatives from different groups of school community stakeholders.
Thus, school governance is a system which operates under the principle that education which is focused
on the holistic development of school children is a shared responsibility and a shared accountability
among school community stakeholders.
2.2.2 Basic Concepts
Someone said:A sustainable governance structure in school should produce stable and effective
leadership which underpins achievement of the school’s objectives, and which is sensitive to guarding the
vision and values of the past, whilst being responsive to changes in community values and the
preferences of the immediate stakeholders.
(http://www.ais.vic.edu.au/schools/governance/atb/governance (05-14-08))A stable and effective
leadership is characterized as shared leadership, shared commitment and shared accountability
2.2.2.1 Shared Leadership
The concept of shared leadership in schools can be viewed from three perspectives. First, shared
leadership can be viewed as leadership-as-partnership where internal and external school
stakeholders, who are guided by a shared vision, work together to accomplish a common goal. Second, it
can be seen as distributed leadership, where school heads enhance the knowledge and skills of the
people in the school organization to create a common culture of expectations and hold everyone
accountable. Third, shared leadership can also take place by developing a Community of
Leaders where school heads openly articulate the goal, share decision-making authority with the school
stakeholders, and involve the stakeholders before decisions are made. When stakeholders are included
in the decision-making process, they are more likely to implement change that ultimately benefits the
learning and development of school children.
2.2.2.2 Shared Commitment
A great business leader underscores the importance of shared commitment:
"...the basic philosophy, spirit, and drive of an organization have far more to do with its relative
achievements than do technological or economic resources, organizational structure, innovation, and
timing. All these things weigh heavily in success. But they are, I think, transcended by how strongly the
people in the organization believe in its basic precepts and how faithfully they carry them out." (Thomas J.
Watson, Jr., A Business and its Beliefs - The ideas that helped build IBM.05-14-08)
In the school context, success in school improvement efforts is greatly determined by the quality of the
shared commitment of all stakeholders - shared commitment that is founded on the spirit of shared
ownership of the school.School leaders should facilitate the development of shared organizational values,
trust, and a systems perspective which serves as a strong foundation on which school-based shared
decision-making is built. When school leaders help stakeholders move sources of power, motivation, self-
esteem and well-being, those within the school community develop a broader and deeper sense of
responsibility to the work they share and a strong commitment to see the school succeed.
2.2.2.3 Shared Accountability
Accountability means taking one’s fair share of responsibility for outcomes. Being accountable means one
answers for his/her actions as well as the results of his/her actions. Accountability is not only taking credit,
but also accepting the blame.
Shared accountability in schools should be viewed as a process of continuous collective engagement of
stakeholders geared towards different activities and actions to be taken to improve school performance,
with an ultimate direction of improving student learning outcomes and promoting students’ welfare.2.2.3
People involved in school governance
In school governance, stakeholders with harmonized perspectives and experiences are crucial in
improving the lives of children, youth, families and the community. These groups of stakeholders may be
formally represented in a governance structure in the school system. In the SBM Framework and
Standards adopted by the DepEd, these School Governance structures are called School Governing
Councils (SGCs). They are composed of:
Internal Stakeholders
o Students and student organizations
o Parents of students/pupils and Parent associations
o Teachers, Non-teaching and Teacher Associations in the school

External Stakeholders
o Various Government Agencies
o Non-Government Agencies [[#_ftn1|[1]]]
[[#_ftn2|[2]]]
o Alumni
o Retirees
o Professionals
o Basic Sectors: Business, Fisherfolks, Farmers, Indigenous People, Cultural Minority, others
2.3 The School Governing Council
2.3.1 Purpose
The SGC provides a forum for parents, students, teachers, community stakeholders and the school head
to work together towards continuously improving student learning outcomes. SGCs provide the
opportunity and the environment to: Develop shared responsibility in the children’s learning and holistic

development Encourage and facilitate effective community stakeholder participation in school
improvement process focused on children’s learning and welfare
The SGC is not intended to replace parent organizations such as the PTA/PTCA.
This model of governance has the following features:
1. The cooperative role of the SGC and school staff is emphasized.2. Management and governance are
clearly separated.3. The focus is on improving student learning outcomes.4. The broad directions are set
and monitored by the Council.5. The school head and staff are responsible for reporting progress of SIP
implementation to the SGC
2.3.2 Mission Statement
The participation of the School Governing Council in school practices shall be guided by a mission
statement developed by the Council itself. The mission statement of the School Governing Council
communicates the ground for its existence.
The Council mission statement conveys:
The reason for its existenceThe clientele the Council wishes to serveThe Council’s intention to
produce in relation to the school vision
Sample School Governing Council Mission Statement:
The School Governing Council of Assiduous National High School seeks to collaboratively work with
school staff and the entire school community in incorporating learning resources into the improvement
processes of the school to ensure continuous enhancement of student learning outcomes and the
students’ holistic development.
2.3.3 Guiding Principles
The SGC’s guiding principles are:
Inclusive - ensures that all voices in the school community, including Indigenous Peoples’ group, are
heard and all perspectives are taken into account in the school processes Respectful - recognizes
differences among its constituents and appreciates all viewpointsTrustworthy - conducts its operations
in an open and transparent mannerResponsible - strives to respond to the needs and aspirations of the
community they serveEffective - continuously makes a difference in their students’
learningCommitted - commits to fulfill their role as a link in school level governance
The following indicators of an effective SGC may also be considered as guide for Council operations:
opennesstransparencyeffective communicationsynergycontinuous personal
developmentcooperation and trustgood leadershipclear and shared goals
SGCs may establish their own guiding principles that best fit their aspirations.
3. Governance
Governance of SGCs is the responsibility of the Council whose functions and roles are directed by the
SGC Constitution and By-laws and the Code of Practice. (Please refer to Appendix 1.1).
3.1 Functions
3.1.1 The SGC
The SGC determines the general policies of the school on: Student welfare, discipline and well-
beingDevelopment and Implementation of the SIPMonitoring and Evaluation of the SIP
ImplementationReporting progress of SIP Implementation to the SDS and the
communityManagement of Council resources
The authority of the SGC is exercised in accordance with government legislation, administrative
instructions and the Council Constitution and By-laws.
3.1.2 The School Head
The functions of the School Head in the SGC are to:
establish school and community networks and encourage the active involvement of school community
stakeholders in school improvement processes and, serve as the Chief Executive Officer of the
Council.
3.2 Limitations
The following are limitations of the authority of the SGC:
It shall not directly manage the schools because it is the responsibility of the School Head. The
power and responsibilities of the SGC shall be lodged in the SGC acting as one body and not with
individual members. It shall act through the School Head in the conduct of its affairs and shall not act
on its own in any financial transactions involving the school. It shall not enter into or be bound by any
contractual transactions for and in-behalf of the school unless authorized for such purpose in its

Constitution and By-laws. All decisions of the SGC shall conform to existing laws and policies and
regulations of DepEd. It shall conduct its affairs in keeping with the school’s decision-making processes. It
shall adopt a Constitution and By-laws to guide its decisions.
4. Roles and Relationships

4.1 School Head as SGC Chief Executive Officer

Implement the SIPOnce the SIP is accepted by the Schools Division Superintendent upon the joint
endorsement of the SGC and the School Head, the school head’s responsibility is to ensure its effective
implementation. This involves delegating responsibilities to other staff and setting up processes to
monitor progress, collecting and analyzing data and documenting relevant information in the School
Annual Report.
Implement policiesPolicies are developed in partnership with the SGC. The school head’s role is to
inform students, parents, and staff and to set up processes and procedures to ensure that the policy is
followed, e.g., a new policy on school uniform and behavior management and use of mother tongue for
instruction in Grades I, II and III.
Provide accurate and timely informationThe school head works with staff to provide progress reports
about the SIP to the Council at each meeting. The school head must also inform and help the Council
understand government requirements and initiatives. Financial reports are provided to the finance
committee to ensure expenditure is being appropriately managed.

4.2 Roles of the SGC

Participates in the development of the SIP. The SIP is a document that outlines the vision, values,
goals, targets, strategies and resources in school improvement. It is developed in a participatory manner
by the School Planning Team (the membership of which is decided by the SGC) and representatives from
groups of school community stakeholders.
The SGC takes an active part in the development of the SIP, and together with the School Head,
endorses the same to the Schools Division Superintendent for review and acceptance.
Assists the school in installing the Monitoring and Evaluation System for school performance
based on SIP and reports accomplishments to the community and the Department. This requires
the SGC to participate in collecting information about the school’s performance and reports it to the
Department and local community through a self-assessment process.
Generates resources to support implementation of the SIP. The SGC supports the implementation
of the SIP and undertakes resource generation and mobilization in support to SIP implementation.
Organizes committees to support the school head and staff in the implementation of the
SIP.Relevant committees may be organized to support the school in implementing the SIP. The Council
has to ensure that committees understand their role and tasks. (Please refer to Appendix 1.5. for sample
committee duty statements.)
4.3 Relationships
The SGC can make representation to Local Government Units and other stakeholder groups to get the
resources needed in the implementation of the SIP. The SGC and the school staff must exist with
mutual trust and respect and share responsibilities in the continuous improvement of learners’

performance. The willingness of school heads to involve parents and community members for school
tasks and in decision- making provides a necessary foundation for all school-family-community
partnerships.
4.4 Summary Points SGCs provide an opportunity to develop a partnership between the school and
school community to improve the learning performance and holistic development of all students.The
role of the SGC is to assist in planning and setting direction for the school. The role of the school head
is to provide the day to day management of the school. The positive relationship founded on mutual
respect, between the SGC and school head will be essential for the success of the school shown in
children’s learning, growth and development. Clear understanding of the rules for membership, roles
and procedures must be developed. The SGC must work for the welfare and well-being of all students.
5. Getting Started
5.1 Overview of the Election Process
The SGC is created through an election process. The School Head shall convene stakeholder
representatives in an assembly (parents of students, students, teachers, LGU representatives, NGOs,
etc) and provide them with the basic information on School Councils. This can serve as an establishment
meeting with the following areas for discussion and decision-making:
readiness and capability of the school community to organize the SGClevel of involvement of the
SGC in the school improvement processmembership/composition of the SGCterm of office of
Council memberselection process for the initial Council members ( an ad hoc committee may be
organized to facilitate the election procedures agreed upon in the establishment meeting; subsequent

elections will follow the process defined in the SGC Constitution and By-laws) other matters that need
to be clarified to aid the assembly in decision-making
Generally, the election process involves the following steps:
1. Awareness raising - informing parents about the SGC and providing notice of organizational
meeting/s2. Nomination - recruiting parents and community members to serve in the Council (parent
representatives elected by the parent association, teacher representative elected by school staff, student
representative/s elected by the student population, representative of the school alumni association, LGU
representative, etc.)3. Election - process clearly defined in the SGC Constitution and By-laws4.
Installation - establishing Council structures (e.g., development of Constitution and By-laws and other
elements).
5.2 Installation Procedures
Installation Procedures involve the setting of structures like developing the Constitution and By-laws,
ratifying the By-laws, developing Operating Procedures and Code of Conduct/Practice and organizing
committees deemed necessary by the Council. The Council may also find it necessary to establish its
decision-making process and conflict resolution procedures but these structures can all be done
progressively. (Please refer to Appendix 1.8 for a sample of a decision-making process).
5.3 Composition of SGCs
The composition of SGCs should remain flexible considering the differences in the contexts of schools.
Geographical location and student demographics might be considered in determining the composition
and membership of the Council.
SGCs may have the following officers:1. Chairperson2. Vice-Chairperson3. Secretary4. Treasurer5.
Auditor6. Chief Executive Officer (School Head)
5.4 Organization Process
With basic knowledge on SGCs gained through this manual, orientations or trainings, the School Head
with the support of the internal stakeholders may begin the organization of the SGC.
This simple procedure in organizing SGCs is gathered from the experiences of Philippine schools which
have established and functional SGCs.
a. The School Head, with the School Planning Team, identifies community members who can provide
support to school improvement and are interested in school practices inclusive of the nominations from
the establishment meeting.
b. School Head prepares and sends letters of invitation to the identified stakeholders to invite them to a
preliminary orientation on School Council aspects and their role in school improvement and local school
management/ governance. Community stakeholders identified include representatives from the retirees
group, religious sector, business sector, civic organizations, private companies, NGOs, the alumni,
farmers’ associations, fisherfolks’ association, indigenous peoples’ group and others interested in school
practices and that improve learning and promote the holistic development of children.
c. With basic information acquired through preliminary orientation, school stakeholders in attendance
manifest willingness or desire to be Council members or turn down the invitation.
d. School Planning Team goes through the process until SGC desired composition is completed. The
process must ensure the engagement of committed stakeholders.
e. As the SGC composition /membership is formed, the School Planning Team conducts a more
comprehensive SGC orientation workshop which culminates in an election of its officers and first planning
meeting.
f. Based on the agreed process, the Council elects its first set of officers. Subsequent elections shall
follow election procedure prescribed in the SGC Constitution and By-laws.
g. The SGC undertakes installation processes progressively to develop its operating procedures, code of
practice, constitution and by-laws and their SGC Improvement Plan which reflects the Council’s share of
responsibilities and action steps in supporting the school in implementing its SIP. Models of these SGC
elements can be adapted to suit individual SGCs.
h. Completed documents are then published to inform the school community of council developments.
6. Assessment
6.1 Monitoring and EvaluationAssessment of progress is an important part of the work of the SGC.
Knowing how the Council is performing is part of public accountability and ensures continuous
improvement in student learning outcomes.
Monitoring generally means to be aware of the state of a system. It is a continuing collection of data to
provide management and stakeholders with indications of progress on outputs and achievement of
outcomes. It refers to the regular gathering and analysis of information to assist timely decision making,
ensuring accountability by providing the basis for evaluation.
Evaluation is the process of learning from the results and impact of the program, either to improve the
design during its implementation or to apply its lessons learned to future projects or programs. It is the
process of determining the value or significance of a development activity, policy or program to determine
the relevance of objectives, the effectiveness of design and implementation, the efficiency of resource
use, and the sustainability of results.
6.1.1 Evaluation of Council OperationsEvaluating Council operations is done from two perspectives:
a) focus on outcomes and
b) focus on processSGC self-evaluation does not need to be sophisticated. It could be done by using very
simple key questions such as:
-
a) Focus on Outcomes Are we achieving success in accomplishing our role and responsibilities? - Have
we improved student learning outcomes through our involvement in school practices? - Have we
improved parent/client satisfaction through our involvement in schooling?
- -
b) Focus on process Are we working well as a team? What is working well? What needs
improvement? What can be done to improve?
The Council may develop it’s own Self-Evaluation Procedures and tools or may use the existing
Monitoring and Evaluation System used by other schools. (Please refer to Appendix 2.1 for sample SGC
Self- Assessment Tool and School Self-Evaluation Scheme).
6.2 Accountabilities
Accountability can be defined as the acknowledgment and assumption of responsibility for
actions,products, decisions, and policies including the administration, governance and implementation
within the scope of the role or employment position and encompassing the obligation to report, explain
and be answerable for resulting consequences. (Wikipedia, 04-08-08)
6.2.1 Accountability of the SGC to the school community
The SGC is accountable to the school community for improved learning outcomes. The SGC and
its members are bound by the approved written by-laws, operating procedures, code of conduct, rules for
membership and decision-making processes.
6.2.2 Accountability of the SGC to DepEd
The Council must establish a Reporting System to report progress to the Schools Division
Superintendent and the school community to keep stakeholders informed on what it has been doing.
7. Matrix of SBM Dimensions and Scale of Practice
Where do we fit into the BESRA-SBM Framework and Standards? Below is the Matrix of SBM
Dimensions and Scale of Practice. Indicators that closely relate and refer to SGCs and school community
partnerships are underlined.
[[#_ftnref1|[1]]] Non-government agencies are non-stock , non-profit domestic corporations or
organizations as defined under Sec. 4, (H)(2) (C ) of the Tax code, organized and guaranteed exclusively
for scientific research, educational, character-building and youth and sports development, health, social
welfare, cultural and charitable purposes, or a combination thereof, no part of the net income of which
goes into the benefit of any private individual.

Source: Philippine NGO Council[[#_ftnref1|[1]]] Comprises establishments primarily engaged in promoting

the civic and social interests of their members and takes many forms: foundations; social welfare and
advocacy organizations; professional or trade associations; religious organizations.
A nonprofit organization is formed for the purpose of serving a public or mutual benefit other than the
pursuit or accumulation of profits for owners or investors. "The nonprofit sector is a collection of entities
that are organizations; private as opposed to governmental; non-profit distributing; self-governing;
voluntary; and of public benefit".
Source: http://www.learning to give.org 05-18-08

SBMDimension Level I(Standard) Level II(Progressive) Level III(Mature)

1. School SH is designated. SH performs greater SH is fully accountable to

Leadership responsibility and stakeholders for school
accountability in school performance.
management.
SH is trained on basic SH exercises SH significantly influences
competencies on instructional instructional leadership studentlearning outcomes
leadership (e.g., National and management and student holistic
Educators Academy of the functions. development.
Philippines (NEAP) -SMILE). SH pursues continuing
professional
development.
SH is trained on SBM and SH as a resource on SH promotes/ shares SBM
Local School Board (LSB) SBM (e.g., acts as experiences and leading
responsibilities. mentor/coach). practices to other schools.
SH creates critical mass of
SBM champions.
SH initiates: SH co-operates with SH has effective working
-organizing stakeholders. organized stakeholders. relationship with LSB &
-installing appropriate SBM School Governing Council
systems (e.g., school SH manages SBM (SGC).
improvement planning, systems.
budgeting and resource SH innovates and
management, staffing, institutionalizes continuous
performance monitoring and school improvement process.
reporting).
SH performs fund SH is relieved of SH acts as fund manager and
management duties (e.g. accounting/ bookkeeping devotes more attention to
accounting / bookkeeping functions and devotes instructional leadership and
functions. more attention to supervision.
instructional leadership
and supervision.
2. Internal Students are made aware of Students exercise their Students share in school
Stakeholders their rights and rights and fulfill their leadership and management
Participation responsibilities as primary responsibilities as Students are held
(teachers, stakeholders. primary stakeholders. accountable for their
parents, performance.
students) Teachers are trained on Teachers improve Teachers are co-leaders/ co-
curriculum, content, and teaching effectiveness. managers of schools.
pedagogy. Teachers mentor peers. Teachers hold themselves
Teachers pursue accountable for student
continuing professional performance.
development.
Parents assume Parents co-manage and Parents are also held
responsibilities as partners in co-monitor learning accountable for the
the learning process. process. performance, achievement
and well-being of their
children.
Students, teachers, and Students, teachers, and Students, teachers, and
parents are adequately parents support SBM. parents champion SBM.
oriented on SBM.
Students, teachers, and Organized stakeholders Organized stakeholders pro-
parents understand their introduce and co- actively engage themselves
respective roles and implement programs in school governance and
responsibilities on SBM; and supporting school-wide continuous school-wide
are organized for participation improvement process. improvement process.
in SBM processes.
3. External External stakeholders are Organized external Organized stakeholders
Stakeholders organized and made aware of stakeholders exercise engage themselves in school
Participation their rights and their rights and governance and school-wide
(alumni, parents responsibilities as education responsibilities as improvement process.
of alumni, local stakeholders. education stakeholders.
leaders, retired
teachers, youth
leaders/
Sangguniang
Kabataan)
Local government Local government Local government
stakeholders are oriented into stakeholders are stakeholders are fully
a functional LSB (e.g., school enabled (thru capacity enabled to institutionalize
building and facilities, development expanded LSB functions thru
extension classes, and sports interventions on multi-year supplemental
development). resource planning and lump-sum budget allocation
management) for an for SBM (e.g., PS, MOEE,
expanded LSB functions CO).
(e.g., support
educational subsidies,
Instructional Materials
and Textbooks (IMTEX),
teachers, school
personnel, students’
 welfare & development).
Community leaders / People’s Community leaders / Community leaders / POs /
Organizations (Pos) / Non- POs / NGOs are NGOs are fully enabled to
Government Organizations enabled (through provide institutionalized
(NGOs) are oriented, capacity development support community-wide
organized, and mobilized to interventions resource programs to continuously
support SBM(e.g. school and programming improve learning outcomes
community partnerships at planning and (including ALS) and to
least within the classroom or management) for promote children’s welfare.
selected interventions like expanded and school-
Adopt-a- School program). wide support (e.g. Every
Child A Reader
Program,
institutionalized remedial
class support, health
and nutrition).
External stakeholders Organized external Organized stakeholders
understand their respective stakeholders support introduce and co-implement
roles and responsibilities on implementation of programs supporting the
SBM; and are organized for school-wide school-wide improvement
participation in SBM improvement process process which focuses on
processes. which focuses on children’s learning and
children’s learning and development.
development. Organized stakeholders
champion SBM.
Organized stakeholders help
create a community
environment that supports
children’s enjoyment of their
right to quality education and
other rights (right to express
themselves freely).
4. School School conducts assessment School conducts School institutionalized
Improvement of SBM practice using periodic assessment assessment of SBM practice
Process assessment tool of SBM practice using using assessment tool.
assessment tool.
SGC is organized. SGC supports SGC demands and
continuous school champions continuous school
improvement process. improvement process.
SGC members are oriented SGC members are SGC members are held
and trained on SBM and performing their accountable for school
school governance. They are respective duties and performance.
made aware of their duties responsibilities.
and responsibilities.
 SIP/AIP needs and priorities School does SIP/AIP formulation and
are systematically identified participatory and implementation involve full
(through situation analysis knowledge-based and sustained engagement of
within the context of existing SIP/AIP development stakeholders.
conditions, circumstances and implementation
and available resources). that are responsive to
community needs and
performance feedback.
SIP/AIP emphasizes SIP/AIP meets SIP/AIP surpasses National /
improvement of educational Divisional/ Regional / Regional / Divisional
outcomes that include holistic National performance performance standards;
development of children. standards on learning Division/ Region / National
outcomes. plans and programs are
based on SIPs/AIPs.
Stakeholders are informed, Stakeholders are Stakeholders are informed,
consulted, and engaged in informed, consulted, and consulted, and engaged in
SIP/AIP formulation, engaged in SIP/AIP SIP/AIP formulation,
implementation, and formulation, implementation, and
monitoring and evaluation. implementation, and monitoring and evaluation
monitoring and and are jointly accountable
evaluation and are for school performance.
satisfied with school
performance.

Level I Level II Level III

Dimension
(Standard) (Progressive) (Mature)
School SIP/AIP implementation is SIP/AIP implementation is SIP/AIP implementation is
Improvement regularly tracked and benchmarked (with leading geared towards achieving
Process reported with necessary practices) and undertakes exemplary performance and
(continued) corrective measures innovations and institutionalized benchmarking
undertaken. improvements. and continuous improvement
processes.
Best practices are identified, Best practices are replicated. Best practices are
documented and shared institutionalized.
among peers.
Resources and funds Resources and funds are Resources and funds are
(MOOE) are linked to augmented with LSB and sustained by LGU and
SIP/AIP targets and community contributions community partners through
allocated to meet minimum and allocated to meet supplemental budget and
educational cost desired educational community equity.
requirements (e.g., per outcomes.
capita per student).
A system of incentives and A system of incentives and A system of incentives and
rewards (and positive rewards (and positive rewards (and positive
 discipline for discipline for discipline for
underperformance) based underperformance) based on underperformance) based on
on performance contract performance contract performance contract
(between SGC and DepEd) (between SGC and DepEd) is (between SGC and DepEd) is
is piloted to promote school established with DepEd and institutionalized with DepEd
improvement process and stakeholder support to sustain and stakeholder support to
children’s well-being. school improvement process sustain school improvement
and children’s well-being. process and children’s well-
being.
A system of technical A system of technical A system of technical
assistance (policy support, assistance (policy support, assistance (policy support,
institutional strengthening, institutional strengthening, institutional strengthening,
and training) is installed for and training) is strengthened and training) is optimized for
continuous school for continuous school continuous school
improvement process and improvement process and improvement process and
children’s well-being. children’s well-being. children’s well-being.
5. School- Annual School Budget Annual School Budget Annual School Budget
based (ASB) (e.g., DepEd MOOE) (DepEd MOOE + SEF+ (DepEd MOOE + SEF +
Resources is aligned with SIP/AIP. community contributions) is community contribution and
aligned with SIP/AIP. LGU supplemental budget +
grants/loans) is aligned with
SIP/AIP.
School manages and School manages and controls School fully manages and
controls funds/ resources funds/ resources with Division controls funds/ resources.
with Division Office Office technical guidance.
assistance (review and
approval).
ASB is executed in ASB is executed with ASB is executed with best
accordance with guidelines. efficiency and cost practices and innovations
effectiveness. resulting in improved school
performance.
ASB results in attainment of ASB results surpassed targets ASB results in sustained
targets and desired and desired outcomes. excellent performance.
outcomes.
School is properly informed School MOOE allocation is School budget is sustained
of MOOE allocation / MOOE augmented with LSB and and institutionalized by LGU
is published and drilled community contributions to and community partners
down to schools in cash. meet desired educational through supplemental budget
outcomes. and community equity.

School undertakes school- School undertakes school- School undertakes own

based procurement with based procurement with school-based procurement
Division Office assistance. Division Office guidance. including IMTEX, furniture,
and equipment, School
 Building Program (SBP)
subject to DepEd-wide
guidelines.
DepEd representative to the DepEd representatives to the DepEd representatives to the
LSB is knowledgeable of LSB ensure that SEF budget LSB monitor and influence
SIP priorities. priorities support SIP/AIP and SEF for sustained support to
reflects increased number of SIP/AIP.
educational resources (e.g.
classrooms, textbooks,
teacher items, equipment,
teachers/school personnel
welfare).

Level I(Standard) Level II(Progressive) Level III(Mature)

Dimension

School-based MOOE funds made All resources and funds All resources and
Resources (continued) available to the school is made available to the funds made available
recorded, optimally school is recorded, to the school is
utilized, reported & optimally utilized, recorded, optimally
accounted for. reported and utilized, reported and
accounted for. accounted for.
6. School Performance School introduces School exercises School is fully
Accountability (performance transparency and transparency and transparent and
is monitored, validated, accountability accountability in accountable.
evaluated and reported) mechanisms. carrying out its
functions.
Monitoring and Evaluation Performance and Stakeholders and
(M/E) system is installed results-based M/E school jointly develop
and operational (e.g. data system is fully and implement multi-
and reports are used in operational and utilized sectoral and multi-
continuing improvement). in planning. dimensional M/E
system with
innovations.
Major stakeholders (SGC, All stakeholders fully Stakeholders hold
PTCAs, Schools Division participate in M/ E and themselves
Superintendent, Regional reporting activities. accountable for school
Office, LSB) are informed performance.
and participate in M/ E
and reporting.
Quarterly school Quarterly and annual School performance is
performance (student and school performance presented, published
teacher performance) is (e.g. SRC) are and validated through
monitored and evaluated monitored and community satisfaction
by SGC. evaluated by surveys.
 community
stakeholders.
School Performance Improvements in learning Improvements in Improvements in
Accountability (continued) outcomes by Grade/Year learning outcomes by learning outcomes are
level are monitored and Grade/Year level are tracked for
evaluated by homeroom monitored and benchmarking with
and tracked per evaluated on school- other SBM schools.
student/subject. wide basis.