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Download: PMES Classroom Observation Tool with Rubrics for Proficient Teachers

In today's classroom, teachers are more than content deliverers—they are facilitators of meaningful, connected, and learner-centered instruction. The Classroom Observation Tool under DepEd’s Performance Management and Evaluation System (PMES) helps ensure that Proficient Teachers are evaluated fairly and guided toward continuous growth.

Rather than a checklist, the tool uses the Philippine Professional Standards for Teachers (PPST) as its foundation. This post features rubrics for key PPST indicators, giving teachers a deeper understanding of what high-level performance looks like.

🧠 Understanding the PMES Tool and the Role of PPST 📚

The PMES classroom observation tool evaluates how teachers meet various PPST indicators. These indicators are organized by domain and level. For Proficient Teachers, rubrics define performance levels from Basic (3) to Distinguished (7).

CLICK HERE TO DOWNLOAD THE RUBRICS for proficient teachers

CLICK HERE TO DOWNLOAD THE RUBRICS for highly proficient teachers

📌 Rubrics for Selected PPST Indicators

🧑‍🏫 PPST 1.1.2 – Applies knowledge of content within and across curriculum teaching areas

RatingPerformance Description
3Shows minor content errors; lesson lacks depth or coherence.
4Presents key concepts accurately and responds correctly to questions.
5Demonstrates in-depth knowledge and relates content to other areas.
6Integrates content across subjects meaningfully.
7Creates a highly coherent and interdisciplinary learning environment.

👨‍🎓 PPST 2.1.2 – Manages classroom structure to engage learners

RatingPerformance Description
3Classroom routines are unclear; some students disengaged.
4Manages class structure with some success in maintaining engagement.
5Establishes clear, consistent routines and keeps students on-task.
6Uses innovative structures to maximize participation.
7Empowers students to manage learning routines collaboratively.

💬 PPST 3.1.2 – Communicates clearly and accurately in the teaching of content

RatingPerformance Description
3Communication has occasional errors; confuses learners.
4Generally clear explanations; some need for repetition.
5Uses precise language and clear instructions.
6Enhances clarity through examples, visuals, or student feedback.
7Models exceptional communication that inspires understanding and curiosity.

📊 PPST 4.2.2 – Monitors and evaluates learner progress and achievement

RatingPerformance Description
3Limited evidence of assessment; feedback is minimal.
4Uses assessments and gives some useful feedback.
5Regularly monitors progress and provides timely, helpful feedback.
6Adjusts instruction based on assessment data.
7Uses advanced assessment strategies and engages learners in tracking their own progress.

🧭 Making the Rubrics Work for You (Tips for Teachers) ✅

Here are a few strategies to aim for high-level performance across indicators:

  • Plan interdisciplinary lessons (1.1.2)

  • Establish routines that promote self-directed learning (2.1.2)

  • Use visuals, analogies, and real-life examples to clarify concepts (3.1.2)

  • Involve students in assessment through rubrics or learning logs (4.2.2)

Reflect on your practice using these rubrics and ask:

How do my current teaching strategies align with the descriptors at levels 5 to 7?

📄 The eIPCRF Template (Annex D) Now Available for Download via DepEd Email 📥

📘 What Is the eIPCRF Template (Annex D) and Why It Matters

As School Year 2024–2025 kicks off, public school teachers across the Philippines are preparing not only for classroom instruction but also for their performance assessments. One key requirement is the Enhanced Individual Performance Commitment and Review Form (eIPCRF), which serves as the official documentation of a teacher’s professional targets, accomplishments, and ratings under the Results-Based Performance Management System (RPMS).

The eIPCRF template (Annex D) is a standardized tool provided by the Department of Education (DepEd) to ensure that teachers across the country submit uniform and properly formatted reports. According to the Department of Education-Planning Service, this form is crucial for aligning individual goals with institutional objectives, in compliance with DepEd Order No. 2, s. 2015 and the latest RPMS guidelines.

🔐 Accessing the Official Template Using Your DepEd Email

For PMES teachers and teaching personnel preparing their performance documents, the official eIPCRF template (Annex D) may be downloaded from the designated DepEd OneDrive folder. This ensures file authenticity and version control, minimizing the risk of using outdated or unofficial forms.

To download, use this direct and secure link:
👉 https://bit.ly/PMESTeachersSY2425

⚠️ Important Reminder: Access is restricted to users with DepEd email addresses (@deped.gov.ph) only. This authentication measure protects the integrity of official documents and ensures only authorized users can retrieve them.

📊 The Role of the eIPCRF Template in Teacher Evaluation and Promotion

According to the Philippine Professional Standards for Teachers (PPST), performance monitoring and evaluation are vital to teacher growth and accountability. The eIPCRF template (Annex D) contains specific parts aligned with the PPST indicators, allowing teachers to reflect on their classroom practices, document professional development activities, and record their ratings per Key Result Area (KRA).

This form doesn’t only satisfy administrative requirements—it’s also a valuable professional development tool. When used properly, it encourages self-assessment, promotes instructional improvement, and supports career progression through the Department's Merit Selection and Promotion Plan (MSPP).

📂 What's Inside the eIPCRF Template (Annex D)?

The template includes sections such as:

  • Cover Sheet and Employee Details

  • KRAs and Objectives Matrix

  • Ratings per Performance Indicator

  • Final Numerical and Adjectival Ratings

  • Accomplishment Reports and MOV Links

While these may seem overwhelming at first, the form is designed to be automated—formulas and dropdowns are already embedded to ease the encoding process. According to DepEd's Bureau of Human Resource and Organizational Development (BHROD), the use of automated forms speeds up validation and improves accuracy across schools division offices.

💡 Tips for Filling Out Your eIPCRF Template Smoothly

Although DepEd has provided orientation sessions, many teachers still feel unsure about encoding their accomplishments. Here's a recommendation: download the template early, study the tabs, and seek assistance from your school's IPCRF focal person. If you're part of a Learning Action Cell (LAC), schedule a collaborative session to discuss best practices in accomplishing the form.

For teachers aiming for promotion, remember that your eIPCRF and RPMS-PPST documents serve as primary evidence of your readiness for higher roles. Pay close attention to the alignment of your outputs with the Career Stage indicators.

🧭 Final Thought: Digital Efficiency with Official Tools

The introduction of a centralized access point for the eIPCRF template (Annex D) through the DepEd OneDrive is a step toward a more efficient, transparent, and accountable education system. By using your DepEd email login to retrieve official files, you help maintain the integrity of performance reporting processes while also supporting your professional advancement.

📘 2025 National Literacy Conference: A Grassroots Movement Toward Lifelong Learning 🌱

In a world rapidly evolving through digital transformation, the 2025 National Literacy Conference reminds us of a vital truth: before technology, before innovation, literacy is the foundation. Held on September 3–5, 2025, in Metro Manila, this year’s conference organized by the Department of Education (DepEd) through the Literacy Coordinating Council (LCC) carries the theme “Back to Basics: Strengthening the Foundations of Literacy through Local Action and Community Partnerships.”

While previous literacy efforts leaned heavily on top-down directives, the 2025 NLC shifts the spotlight to community-driven learning strategies that have quietly empowered thousands across the country. According to the Literacy Coordinating Council, these local efforts—when properly supported—are the key to closing the literacy gap and building sustainable, inclusive educational systems.

🔍 Why Localized Literacy is the New National Standard 🏘️

The 2025 NLC takes a bold stance: that literacy challenges in the Philippines can only be overcome if we first understand and amplify grassroots solutions. This isn’t merely a theme—it’s a call to action.

According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), localized literacy programs are often more culturally sensitive, cost-efficient, and sustainable than centralized interventions. In the Philippines, this rings especially true where Alternative Learning Systems (ALS) and barangay-led reading programs have bridged educational gaps in far-flung communities.

The conference will feature stories from barangays that established mother-tongue literacy hubs, LGUs that funded local learning centers, and ALS mobile teachers who delivered education where classrooms couldn’t reach.

These local heroes aren’t just educators—they’re innovators.

🏫 A Diverse Coalition: Who Will Attend the 2025 National Literacy Conference? 👥

Far from being a bureaucratic event, the NLC is a multi-sectoral convergence of individuals deeply invested in literacy development. DepEd has called on participants from all walks of educational life:

  • Regional Directors and ALS Coordinators

  • Schools Division Superintendents

  • Formal and ALS Teachers

  • Local Government Unit (LGU) representatives, including mayors, vice mayors, and barangay captains

  • Civil Society Organizations (CSOs) and academic institutions

Each attendee brings unique insights into the literacy ecosystem. Whether you're a mayor implementing a reading caravan, or a teacher innovating with local stories, your community-based approach will help shape national policy.

💡 From Policy to Practice: Building a Literacy-First Philippines 🇵🇭

One of the primary objectives of the 2025 NLC is to develop policy recommendations rooted in the lived experiences of communities. Instead of prescribing universal solutions, DepEd is listening—asking what works, where it works, and why it works.

As stated in DepEd Memorandum No. 057, s. 2025, the conference will also explore:

  • The current state of literacy in the country

  • Challenges and opportunities for ALS and formal education sectors

  • Ways to align local innovations with national goals

This inclusive framework helps pave the way for literacy programs that are both responsive and resilient.

📅 Important Reminders for Delegates 🧳

To ensure smooth participation, DepEd clarified the following logistics:

  • No registration fee will be collected.

  • Board and lodging (September 3–5) will be covered by LCC funds.

  • Travel expenses should be sourced from local funds, per DepEd and COA guidelines.

  • Teacher attendance must not disrupt classroom instruction, in line with DepEd Order No. 012, s. 2025, which governs the school calendar.

Delegates must be officially endorsed by their Regional Offices and submit their contact information to lcc@deped.gov.ph by August 4, 2025.

🛠️ Community Voices, National Impact 🔊

As emphasized in DepEd Order No. 9, s. 2005, increasing “Engaged Time-On-Task” remains a key strategy in improving literacy outcomes. The 2025 NLC supports this by making learning a shared responsibility—between schools, families, local leaders, and private partners.

By the end of the conference, stakeholders will walk away not only with best practices but also a renewed sense of purpose: that every small village reading corner or mobile classroom is a piece of the national puzzle.

🎯 Conclusion: A Literacy Movement Reimagined 📖

The 2025 National Literacy Conference is not just a government event. It is a national conversation—one that gives space to grassroots narratives, empowers local actors, and inspires nationwide transformation.

It marks a moment where national strategy meets local ingenuity, proving once again that when communities rise together, literacy becomes a powerful force for equity, opportunity, and peace.

DIWA NG KASAYSAYAN, KABILIN SA KABATAAN: A Meaningful Look at History Month 2025 from the Eyes of the Youth

📜 What Is History Without the Youth Who Inherit It?

Every month of August, the Philippines commemorates History Month under Proclamation No. 339, signed on February 16, 2012, by then-President Benigno S. Aquino III. The proclamation established that history should not be confined to books and classrooms, but must be celebrated and remembered by all Filipinos. This 2025, the National Historical Commission of the Philippines (NHCP) leads the celebration with the theme “Diwa ng Kasaysayan, Kabilin sa Kabataan” — a powerful call to action reminding us that history is not just a record of the past, but a legacy that must empower the youth.

🕯️ More Than a Memory: Why August Was Chosen 📅

According to the National Historical Commission of the Philippines (NHCP), the month of August marks the most significant turning points in Philippine history — the Cry of Pugad Lawin, the birth of heroes like Andres Bonifacio, and the start of the Philippine Revolution. These pivotal moments are not just names and dates; they are embodiments of Filipino courage, sacrifices, and dreams. By declaring August as History Month, the government sought to reposition history at the heart of civic consciousness.

👨‍👩‍👧‍👦 Passing the Torch: The Youth as Heirs of Heritage 🔥

This year’s theme, "Diwa ng Kasaysayan, Kabilin sa Kabataan", isn’t a passive reminder — it’s a charge. In an era dominated by fleeting trends, memes, and AI, the youth must reclaim a deep connection with national identity. “Kabilin” or heritage is not merely historical trivia — it's the foundation of values, culture, and resilience.

According to the NHCP, the spirit of history — or “diwa ng kasaysayan” — lives on when it is internalized and lived out by the younger generation. As digital natives, they must become guardians of the past by engaging with history creatively, not just academically. This includes using social media, documentaries, podcasts, and art to narrate the Filipino story with relevance and purpose.

📚 Learning Beyond the Classroom: Rediscovering Relevance in the Digital Age 💻

While textbooks provide the framework, it is active participation that gives history life. Initiatives like #Kasaysayan2025, online history fairs, and museum vlogs show how young Filipinos today are reclaiming their narrative. According to a report by UNESCO, intergenerational dialogue is crucial in sustaining cultural heritage. This implies that elders, educators, and institutions must include the youth in historical discussions, not just as listeners but as contributors.

One shining example is the “Lakbay Kasaysayan” project initiated by several youth-led organizations. Through this, students visit local historical sites and document their experiences — not just as tourists but as storytellers. These kinds of engagements make history a lived experience, and not just a series of dusty chapters.

🏛️ Responsibility in Remembrance: History as a Tool for Civic Action ✊

Remembering is not enough. Understanding history empowers the youth to make informed decisions — politically, culturally, and socially. The more they understand the mistakes, victories, and visions of the past, the better they are prepared to protect democracy and advocate for social justice.

According to Dr. Maria Serena Diokno, former chairperson of NHCP, “History is our moral compass. The youth must not only know the truth — they must act upon it.” This wisdom reflects the goal of History Month: not just to look back, but to move forward with purpose, using history as a guide.

🕊️ Rewriting the Narrative: A Call to Today’s Young Historians ✍️

We live in a time when misinformation spreads faster than facts. In such an environment, the youth are the new historians — not confined to libraries, but online, in classrooms, on the streets, and on platforms like TikTok, YouTube, and X. Whether it’s fact-checking a false narrative, celebrating a forgotten hero, or commemorating a day of resistance — every act of historical consciousness becomes a form of resistance and remembrance.

By nurturing this consciousness, we ensure that our identity as a nation is not lost, but continually reshaped, strengthened, and protected. As we observe History Month 2025, let us not only commemorate — let us participate, create, and preserve.

📥 Download Here the School Health Examination Card for DepEd Learners🏫🩺

Keeping learners healthy is one of the Department of Education’s top priorities. But did you know that the School Health Examination Card is not just a form—it's a vital part of a child's educational journey?

Let’s explore a fresh perspective on this essential health tool: not just what it contains, but why every parent, teacher, and health professional should treat it with the same importance as a report card.

🧠💡 Why the School Health Examination Card Matters Beyond Just Check-Ups

In Philippine public schools, the School Health Examination Card (SHD Form 1) is often viewed as routine paperwork. But in reality, it serves as a critical link between education and health. According to the World Health Organization (WHO), school health programs can significantly boost learning outcomes by identifying and addressing issues early.

The card doesn’t only collect data—it tells a story:
A child with poor nutrition, undiagnosed vision problems, or untreated dental issues may fall behind in class not because of lack of ability, but because of unmet health needs. This form is the school’s way of ensuring that no learner is left behind—not just academically, but physically and mentally too.

📝🔍 What’s Inside the SHD Form 1? An In-Depth Overview

The School Health Examination Card is actually a composite form composed of several key sections (SHD Forms 1-A to 1-Db), designed to capture a wide range of medical information across different grade levels.

🧬 SHD Form 1-A: Medical History

This section records conditions such as allergies, asthma, anemia, and family medical history. It even includes questions about exposure to cigarette or vape smoke—an increasingly relevant concern in households today.

📊 SHD Form 1-B: Physical Examination and Nutritional Status

Height, weight, BMI, vision and hearing screening, and even menstruation history (for female learners) are documented here. This data helps schools implement targeted interventions like SBFP (School-Based Feeding Program) and iron supplementation, both of which are anchored in DepEd Order No. 37, s. 2019.

🦷 SHD Forms 1-D to 1-Db: Oral Health Monitoring

From Kinder to Grade 12, this part tracks tooth development, dental health issues, and treatment history. It’s essential because untreated oral health issues can lead to infections, poor eating habits, and speech difficulties—factors that affect academic performance more than most people realize.

🔐📚 Data Privacy: Protecting Your Child's Medical Information

One of the most important updates in the School Health Examination Card is the inclusion of a Data Privacy Notice. Under the Data Privacy Act of 2012, the DepEd assures parents and guardians that medical information is collected only for legitimate educational and medical purposes, and shared only with authorized agencies under strict privacy protocols.

According to the National Privacy Commission, this ensures that data is handled with care, and learners’ rights are protected from potential misuse.

🛠️📂 How to Properly Use and Submit the SHD Form

Whether you’re a parent, school nurse, or class adviser, here’s how you can help ensure the form is filled out and used correctly:

  1. Parents should complete all relevant sections honestly—especially when it comes to allergies and family medical history.

  2. Class advisers must ensure that forms are submitted on time and kept in secure storage.

  3. Health personnel must update the form after every annual check-up or intervention. This isn't a one-time record; it's a living document.

🌐📥 Where to Download the School Health Examination Card (SHD Form 1)

You can download the most recent version of the SHD Form 1 directly from the official DepEd Commons or through your school’s administrative office. If you're looking for a convenient and printable version, we’ve made it easier for you:

👉 Click here to download the School Health Examination Card (WORD format)

Make sure you print all sections: SHD Form 1, 1-A, 1-B, 1-C, 1-D, 1-Da, and 1-Db. Each one corresponds to a specific area of your child’s health profile.

💬👨‍⚕️ Why This Card Deserves More Recognition

As emphasized by UNESCO in their 2023 report on inclusive education, child health is foundational to achieving full learning potential. When schools use tools like the School Health Examination Card, they're not just monitoring—they're intervening, supporting, and protecting the future of every learner.

So the next time you're asked to fill this out, remember: it's not just a form—it's your child’s silent advocate for well-being in school.

🌟 Shaping the Future: Reimagining the Vision of a Quality Teacher in the Philippine Education System 🌟

In a rapidly evolving world, the definition of a quality teacher continues to shift alongside the needs of 21st-century learners. While the image from the DepEd’s Teacher Standards Assessors Program presents a clear framework of what constitutes a competent and impactful educator, this blog post takes a deeper dive—not merely listing the components, but exploring the mindset, transformation, and lifelong journey that lies behind each principle.

🎯 What It Truly Means to Know What to Teach and How to Teach It

At the heart of every successful classroom is a teacher who doesn’t just master the curriculum but transforms it into something meaningful. According to the Department of Education (DepEd) and supported by UNESCO’s Teacher Policy Development Guide, effective teaching stems from aligning content knowledge with pedagogical strategy. This means constantly updating teaching methods, integrating real-life applications, and tailoring instruction to meet the ever-changing needs of learners.

The 21st-century teacher isn’t a dispenser of information—they are a designer of learning experiences.

🌱 Building a Learning-Focused Environment That Nurtures Growth

A learning-focused classroom is more than just clean bulletin boards and organized chairs. It is a climate where curiosity is welcomed, mistakes are treated as learning opportunities, and emotional safety is prioritized. As the Philippine Professional Standards for Teachers (PPST) emphasize, a quality teacher nurtures not only academic competence but also emotional intelligence and self-discipline.

Creating this environment requires intentional classroom management, empathy, and continuous reflection on how students respond to various instructional approaches.

🌍 Embracing Learner Diversity in All Its Forms

A truly inclusive classroom doesn’t just accommodate differences—it celebrates them. Whether in terms of learning styles, socioeconomic background, language, or ability, a quality teacher recognizes that diversity enriches the learning environment.

According to the Inclusive Education Framework by DepEd, differentiation is not an option but a necessity. Teachers must use formative assessments, feedback loops, and student voice to create learning pathways that meet everyone where they are—and guide them to where they need to be.

✏️ Designing Instruction With Intent: Planning for Impact

The art of teaching lies in its planning. But not just any planning—strategic, responsive, and data-informed planning. Instructional design must be aligned with learning objectives, assessment strategies, and student needs.

Following research from the National Institute for Teaching and School Leadership, effective instruction requires teachers to anticipate misconceptions, scaffold learning experiences, and integrate multimodal resources to enhance understanding.

🧠 Using Assessment Tools as Instruments for Growth, Not Judgment

Too often, assessment is seen as a final checkpoint. But for a quality teacher, assessment is a compass, guiding both teacher and student toward mastery. From exit slips to project-based rubrics, assessment must inform instruction and provide real-time feedback.

As emphasized in the PPST, teachers should adopt both quantitative and qualitative tools to capture learning progress—shifting from a culture of grading to a culture of growth.

🤝 Upholding Professional Ethics and Strengthening Community Ties

A teacher’s influence extends far beyond the classroom walls. Establishing positive relationships with families and the community is vital for student success. According to DepEd’s Code of Ethics for Professional Teachers, ethical behavior includes transparency, respect, and commitment to public service.

Quality educators collaborate with stakeholders, involve parents in the learning process, and serve as role models of civic responsibility.

🔁 Reflective Practice and Lifelong Learning: The Hallmarks of Teacher Growth

No teacher ever “arrives.” Instead, they evolve continuously. Reflection, as highlighted in the PPST Strand 7, allows educators to assess their effectiveness and engage in meaningful professional development.

Whether attending training, participating in professional learning communities (PLCs), or simply journaling after each class, professional reflection is where growth begins. A quality teacher owns their learning—and models it for their students.

📘 FAQs on the 2023 SGC Functionality Assessment Tool — Access Here!

Understanding the School Governance Council (SGC) Functionality Assessment Tool is vital for ensuring accountability, transparency, and collaborative leadership in Philippine secondary schools. In support of DepEd Order No. 26, s. 2022, which lays out the framework for establishing and operationalizing SGCs, this post aims to provide an in-depth, clarified, and strategic discussion of the 2023 SGC Functionality Tool — not just as a checklist, but as a reflection of educational leadership readiness.

Rather than repeating bullet-style FAQs, we will explore the deeper meanings, challenges, and implementation dynamics of each guideline, all while incorporating the most relevant keywords, cited references, and insights. ✅

🔍 What Is the SGC Functionality Assessment Tool Really Measuring?

According to the Bureau of Human Resource and Organizational Development – School Effectiveness Division (BHROD-SED), the SGC Tool measures how well secondary schools demonstrate the functionality and performance of their School Governance Councils. But more than just compliance, it checks:

  • The extent of shared leadership between stakeholders

  • The strength of school-community partnerships

  • The implementation of school-based management strategies

This assessment is more than procedural—it’s transformative. Secondary schools, including integrated schools with JHS and SHS, are the focus of this digital tool's deployment, which is available through specific Google Form links distributed via Regional Offices (ROs).

📥 Who Can Access the Tool and When?

Access is tightly managed. Only the RO and SDO composite teams with official submissions to the Central Office (CO) are given access to the Google Drives where the reports are stored. As clarified in the memorandum released on September 26, 2023, the SGC Tool is now officially open for input, with all Google Form links already disseminated.

For newly established secondary schools, they are exempted—unless they participated in the Baseline Survey. Only those who did so will be required to submit entries in the Endline Survey.

📤 On Re-accomplishing the Tool: Can We Submit Again?

Originally, once submitted, Means of Verification (MOVs) were considered final and immutable. But on January 23, 2024, the moratorium on re-accomplishments was lifted. Schools are now allowed to re-accomplish their tools, especially if improvements have been made or errors occurred.

However, it's essential to note that submitted MOVs cannot be edited. If changes are necessary, schools must resubmit entirely using the updated tool.

This decision reflects BHROD-SED’s responsiveness to field realities and its willingness to adapt its policies based on actual school performance data.

🧾 What Templates Should We Use for MOVs?

The official directive is clear: prescribed templates from BHROD-SED must be used. While schools may feel tempted to innovate or customize their documentation, standardization ensures clarity and comparability across all regions.

Those MOVs validated as functional in the Baseline Survey can still be reused, provided the school is referring to validated templates and not their own informal versions.

🧑‍🏫 Leadership Roles and Meeting Protocols Clarified

A common concern revolves around leadership transitions. If the PTA President serving as Co-Chair finishes their term, a new election is not immediately required. Instead, they continue their term for three consecutive school years, as stipulated in the SGC guidelines.

In organizing meetings, once the SGC is formed, it is no longer the principal but the SGC Co-Chairpersons who must issue the Notice of Meeting, with the principal merely “noting” the document.

📝 Validation and Reporting: What the SDO and RO Should Do

Another critical clarification: if an SDO Composite Team has validated an MOV, the RO cannot unilaterally overturn it. Coordination is key. The proper route is for the RO to recommend a review, which the SDO can then validate through established channels.

Validation can begin as soon as submissions come in, without waiting for all schools. This staggered approach encourages early submission and real-time processing.

Moreover, the SGC Re-accomplishment Monitoring Sheet (RMS) inside Report 2 is crucial. Every Friday, the BHROD-SED refreshes the data, so SDO teams must update their validation statuses based on the most recent submissions.

⚖️ On the Functional Indicators: What's Required vs. Advanced

The guidelines distinguish between Primary Sub-indicators (mandatory for functionality) and Other Sub-indicators (optional, but reflective of advanced SGC implementation). Schools striving for excellence may voluntarily pursue the latter as a sign of elevated governance maturity.

📎 Where to Access the Templates and Documents

Although you may only have “Viewer” access in the shared drives, you are encouraged to download the templates, personalize them, and submit them according to format.

Direct requests for access in Google Drive will not be approved unless done through proper RO-SDO-CO channels.

CLICK HERE TO DOWNLOAD FAQs on the 2023 SGC Functionality Assessment Tool

🔚 Conclusion: Not Just a Tool, but a Transformation Framework

The SGC Functionality Assessment Tool isn't just about answering a form. It’s a leadership and partnership audit that reveals a school’s readiness for true community participation. With proper access, coordination, and compliance, it empowers schools to benchmark their governance practices and move forward with purpose.

📖 According to DepEd, the implementation of D.O. 26, s. 2022 seeks to institutionalize inclusive school leadership and shared accountability. The SGC tool, thus, becomes the measurement of that vision in motion.

❓ FAQ #1: Who shall accomplish the Google Forms version of the SGC Tool?

✅ Answer: Only secondary schools are required to accomplish the Google Forms version of the tool. This includes integrated schools with Junior High School (JHS) and/or Senior High School (SHS).

🔗 bit.ly/JDConsultativeWorkshop_Attendance

❓ FAQ #2: Are newly established secondary schools required to respond to the SGC Tool?

❌ Answer: No. Only those secondary schools that participated in the Baseline Survey are required to answer the Endline Survey.

🔗 bit.ly/JDConsultativeWorkshop_Attendance

❓ FAQ #3: Can secondary schools begin answering the tool?

✅ Answer: Yes. A memorandum was released on September 26, 2023, announcing the release of the SGC Functionality Tool. The Google Form links have been sent to the ROs, which must then disseminate to their respective SDOs. Refer to the process flow attached to the memo.

❓ FAQ #4: Where can we access the Google Form version of the tool?

📧 Answer: The memo with the specific Google Form links for each SDO was emailed to the RO composite team. Please coordinate directly with your RO Composite Team.

❓ FAQ #5: Can we go back to the tool and change the submitted MOVs?

🚫 Answer: No. Once the MOVs (Means of Verification) are submitted, they can no longer be edited or removed. It is crucial to ensure all MOVs are final before submission.

❓ FAQ #6: Can we re-accomplish the SGC Tool since MOVs can’t be edited?

✅ Answer: Yes. As of January 23, 2024, the moratorium (initially set on November 7) has been lifted. All secondary schools are now allowed to re-accomplish the SGC Functionality Tool.

❓ FAQ #7: Why can I not access the SGC Tool reports?

🔐 Answer: Only RO and SDO composite teams with officially submitted emails to the Central Office (CO) will be granted access. Requests sent directly through Google Drive will not be approved.

❓ FAQ #8: Why can’t I access the sample MOV templates?

📄 Answer: The shared drive is set to “View Only.” You may download the files and make changes locally on your computer. You cannot edit directly on the drive.

❓ FAQ #9: Do we need to comply with the Other Sub-indicators?

🔎 Answer: Only the Primary Sub-indicators are required for SGC functionality. However, accomplishing the Other Sub-indicators is highly encouraged as it reflects advanced implementation.

❓ FAQ #10: We’re already functional in some indicators during the Baseline Survey. Do we need to revise our MOVs using the suggested templates?

📝 Answer: No need to revise. You may continue to use the previous validated templates from the Baseline Survey, provided they were deemed functional.

❓ FAQ #11: Can we use our own school templates in preparing MOVs?

❌ Answer: No. All MOVs must follow the prescribed template issued by BHROD-SED.

❓ FAQ #12: If the elected Co-Chairperson’s term as PTA President ends, do we need to elect a new one?

👥 Answer: No. Elected SGC officers serve for three consecutive school years. If the PTA President becomes an SGC officer, they will step down as a PTA member and be replaced by another PTA representative.

❓ FAQ #13: Should the principal sign the Notice of the Meeting?

🖊️ Answer: If the SGC is not yet organized, the principal can initiate and sign the Notice of Meeting. However, once the SGC is formed, the Co-Chairpersons should issue and approve the notice, with the principal's role being “Noted by.”

❓ FAQ #14: If the SDO has validated an MOV, can the RO change the validation?

❌ Answer: No. The RO must coordinate with the SDO Composite Team. Any revalidation must be initiated and processed by the SDO.

❓ FAQ #15: Should the SDO Team wait for all schools to submit before validating?

❌ Answer: No. The SDO Composite Team may begin validating as soon as submissions are available.

❓ FAQ #16: Now that schools can re-accomplish the SGC Tool, should the SDO Team update their validation?

✅ Answer: Yes. The BHROD-SED will refresh Report 2: SDO Validation Tool every Friday. SDOs must refer to the SGC Re-accomplishment Monitoring Sheet (RMS) to identify updated submissions and revise validation statuses accordingly.

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