# Schools Division Office Functions: OSDS, CID and SGOD

What a DepEd Schools Division Office does, by office: the OSDS, CID and SGOD under Office Functions, Version 3 (2023) and DO 52, s. 2015, with a lookup table.

This is the Markdown copy of [Schools Division Office Functions: OSDS, CID and SGOD](https://nash.com.ph/blog/deped-schools-division-office-functions), an article on the NASH Reviewer Blog by Mark Anthony Llego, published Nov 13, 2026. Topics: School leadership, Aspiring school heads. NASH Reviewer is an independent practice platform not affiliated with DepEd, BHROD, or NEAP.

A Schools Division Office (SDO) is the office of the Schools Division Superintendent, the official who holds authority over the public and private schools of a province or city under [Republic Act No. 9155](https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/). The law gives the superintendent "at least one assistant schools division superintendent and an office staff for programs promotion, planning, administrative, fiscal, legal, ancillary and other support services" (Sec. 7(C)). Since [DepEd Order No. 52, s. 2015](https://www.deped.gov.ph/2015/10/30/do-52-s-2015-new-organizational-structures-of-the-central-regional-and-schools-division-offices-of-the-department-of-education/), that staff has been organized into three offices: the Office of the Schools Division Superintendent (OSDS), the Curriculum Implementation Division (CID) and the School Governance and Operations Division (SGOD).

What each of the three produces is written in DepEd's Office Functions, Version 3, released on May 5, 2023 by [Memorandum DM-HROD-2023-0617](https://region8.deped.gov.ph/2023/05/05/may-05-2023-memorandum-dm-hrod-2023-0617-deped-ro-sdo-office-functions-version-3/). In brief, the OSDS runs the division: its plans, money, personnel, records, legal work and information systems. The CID looks after instruction, learning assessment and learning resources. The SGOD looks after school planning, school-based management, staff development, partnerships, facilities, learner support, and the papers of schools that open, convert or close.

The sheets describe work. They hold no power of their own. Who appoints, approves, disciplines or grants a permit is fixed by RA 9155, by its implementing rules in [DepEd Order No. 1, s. 2003](https://www.deped.gov.ph/2003/01/06/do-1-s-2003-promulgating-the-implementing-rules-and-regulations-irr-of-republic-act-no-9155-otherwise-known-as-the-governance-of-basic-education-act-of-2001/), and by the order on each subject. Many papers that pass through a division section are decided by the superintendent or by the Regional Director. As of November 13, 2026, Version 3 is the latest statement of the division offices' functions, and DO 52, s. 2015 still sets their structure.

## Key findings

- **Three offices, one authority.** RA 9155 gives the division's powers to the Schools Division Superintendent (Sec. 7(C)). DO 52, s. 2015 arranges the superintendent's staff as the OSDS, the CID and the SGOD (Encl. No. 2).
- **The three sheets hold 19 key result areas, 67 objectives and 198 outputs.** The OSDS sheet has 7 key result areas, counting the four parts of "SDO Management" separately; the CID sheet has 5 and the SGOD sheet 7 (Office Functions, Version 3).
- **Version 3 is a management document, not a DepEd Order.** The memorandum that released it says the sheets "will form part of the QMS Operations Manual" and guide each office's operational plan, its Office Performance Commitment and Review (OPCR) and each employee's Individual Performance Commitment and Review (IPCR) (DM-HROD-2023-0617).
- **A section prepares; the superintendent or the Regional Director decides.** The superintendent appoints teachers and school heads (RA 9155, Sec. 7(C)(3); DO 1, s. 2003, Sec. 4.3). The Regional Director approves new schools, grants private school permits and decides administrative cases against teachers (RA 9155, Sec. 7(B)(13); [DepEd Order No. 88, s. 2010](https://www.deped.gov.ph/2010/06/24/do-88-s-2010-2010-revised-manual-of-regulations-for-private-schools-in-basic-education-amended-by/), Secs. 28 and 30.4; [DepEd Order No. 49, s. 2006](https://www.deped.gov.ph/2006/12/12/do-49-s-2006-revised-rules-of-procedure-of-the-department-of-education-in-administrative-cases-amended-by/), Sec. 1).
- **Small divisions have fewer units.** Legal and information and communication technology (ICT) positions exist only in medium, large and very large divisions, and in small divisions the work of the Social Mobilization and Networking Section is merged with School Management Monitoring and Evaluation (DO 52, s. 2015, Encl. Nos. 1 and 4).
- **The district supervisor has no sheet.** DO 52, s. 2015 places District Instructional Supervision in the CID, and the word "district" appears nowhere in the three sheets. The supervisor's functions are in RA 9155, Sec. 7(D).
- **Three rules have changed under the sheets since May 2023.** School-based management no longer has levels of practice for the division to validate ([DepEd Order No. 007, s. 2024](https://www.deped.gov.ph/2024/05/20/may-16-2024-do-007-s-2024-policy-guidelines-on-the-implementation-of-the-revised-school-based-management-sbm-system/)). Every SDO is to have a Mental Health and Well-Being Office ([Republic Act No. 12080](https://lawphil.net/statutes/repacts/ra2024/ra_12080_2024.html), Sec. 5). Division lawyers now report functionally to the Undersecretary for Legal and Legislative Affairs ([DepEd Order No. 021, s. 2025](https://www.deped.gov.ph/2025/07/03/july-3-2025-do-021-s-2025-functional-supervision-of-the-office-of-the-undersecretary-of-legal-and-legislative-affairs-oulla-over-lawyers-of-the-department-of-education-stationed-at-regi/)).

**Explorer. What each office of the Schools Division Office does.** On the page, an explorer sets the offices of the Schools Division Office on a board, opens each office’s sheet, and searches every sheet at once. The sheets are DepEd Office Functions, Version 3 (Memorandum DM-HROD-2023-0617, May 5, 2023). 3 offices. The sheets follow, word for word.

#### Schools Division Office

##### Office of the Schools Division Superintendent

*Schools Division Office. 7 key result areas, 29 objectives, 73 outputs.*

**Statement of purpose.** The Schools Division Office (SDO) ensures the promotion of equity in access and continuously improves the quality of basic education in the schools division through leading in the development and implementation of the Division Education Development Plans (DEDP) consistent with the national and regional educational policies, plans and standards, building partnerships and networking with stakeholders of education, and effectively and efficiently managing the financial, human, and physical resources of the schools division

**Outcomes**

- Schools and learning centers implement the curriculum that is compliant to the quality standards for basic education Measured by: Percentage of schools and learning centers that are compliant to the quality standards for basic education
- Schools and Learning Centers can ensure a child-friendly and healthy learning and working environment Measured by: Percentage of schools and Learning Centers that are child-friendly school system compliant
- Public and private schools and learning centers are recognized/recommended/given permit to operate Measured by: Percentage of schools and learning centers evaluated and recommended for: 1) application of new schools; 2) separation of annexes and extension; 3) integration of schools; 4) permit to operate; and/or 5) recognition of private schools and senior high school curricular offerings.
- All interested parties are equitably and equally provided with administrative, financial, and legal services. Measured by: SDO units, schools, learning centers, and other interested parties are provided with appropriate administrative, financial, and legal services; Percentage of legal advice and opinions considered in decision making and other legal actions; Updated Transparency Board/ transparency seal as provided in the division website
- Schools and learning centers efficiently utilized the funds provided by the national government, local government units, and other education stakeholders and/or development partners. Measured by: Percentage of SDO units and schools which efficiently utilized funds provided by the national government, local government units and/or development partners.; Percentage of funds provided by the national government, local government units, and other education stakeholders and/or development partners utilized efficiently and judiciously.

**Key result area: Curriculum Implementation** (3 objectives)

- To ensure effective management and implementation of curriculum in the SDO in compliance to quality standards
  - Outputs: Quality teaching and learning standards followed and implemented; Curriculum support programs, projects and activities implemented; Localized curricula crafted/developed per learning area; Consolidated results of M&E analysis on curriculum implementation
  - Output indicators: Number of schools which implemented and followed quality teaching and learning standards; Number of Curriculum support programs, projects and activities implemented; Number of developed localized curricula per learning area; Number of M and E results analysis utilized for policy recommendations to improve curriculum implementation; Number of policy recommendations formulated based on the M and E analysis
- To ensure effective management and/or implementation of learning assessments in schools and learning centers for better learning outcomes
  - Outputs: Quarterly assessment results from schools and CLCs per learning area; Consolidated report on assessment results per learning area
  - Output indicators: Number of schools and CLCs with improved learning assessment outcomes per learning area per quarter; Number of reports on assessment of learning outcomes submitted to the SDO
- To manage the implementation of policies, guidelines, and standards, in the development and/or contextualization of learning resources
  - Outputs: Report on the developed and/or contextualized learning resources; Consolidated report on the utilization of learning resources
  - Output indicators: Inventory of developed and/or contextualized learning resources; Number of schools and learning centers that can access and/or utilize learning resources

**Key result area: Support to school governance and operations** (4 objectives)

- To establish a mechanism for effective implementation of PPAs in the SDO
  - Outputs: Implementing guidelines on the implementation of PPAs; Monitoring and evaluation tool on PAPs implementation; Approved DMEA Report
  - Output indicators: SDO units adapting the established mechanism; Number of accomplished PAPs M & E tool; Number of approved DMEA Report
- To translate the National Education Development Plan and Regional Basic Education Plan (RBEP), and framework to operational plan that is aligned to the context and situation of the SDO
  - Outputs: Division Education Development Plan (DEDP)
  - Output indicators: Copy of signed and approved DEDP
- To provide strategic directions on support for school management and operations
  - Outputs: OPCRF, DEDP/SIP/AIP
  - Output indicators: Approved OPCRF, DEDP/SIP/AIP
- To ensure the operationalization of the L&D Systems in the SDO.
  - Outputs: L&D Systems; Rewards and Recognition
  - Output indicators: Number of approved training proposals/resource package based on LDNA reports; Number of implemented programs on rewards and incentives for service excellence

**Key result area: SDO Management: Administrative** (4 objectives)

- To properly and promptly provide personnel action and compensation
  - Outputs: Personnel data information system; Duly signed payroll; Released salaries & benefits; Personnel e-data to cater all issues relative to salaries & benefits; Records of Personnel Action
  - Output indicators: Number of personnel qualified for application/implementation of ERF, step increment, loyalty award, etc. promptly identified; Number of personnel who are regularly and promptly provided with compensation; Number of users of e-feedback facility in all offices; Number of approved appointments and deployments evaluated and recommended personnel actions; Number of vacant items that are filled-up
- To establish and maintain an updated, accurate, well-planned, and coordinated system for records management and general services
  - Outputs: Printed and electronic copies of records; Encoded data in a stand-alone computer junket to all systems; Functional Records Management System e.g., document tracking system; Established records and filing system
  - Output indicators: Number of data and records available in printed and electronic copies; Number of developed systems and applications for speedy access to information and database; Number of documents received are routed/released and or retrieved/updated within the appropriate timelines as defined in the Citizens Charter; Data/Records/Information are readily available as reference at any given time.; Data Information systems conforms with the prescribed format and properly signed by authorized officials.
- To provide SDO units, schools, and learning centers with necessary supplies, materials, and equipment procured by DepEd
  - Outputs: Updated inventory of supplies, materials and equipment received/delivered to the SDO, Schools and Learning Centers
  - Output indicators: Updated Inventory of Division Assets; Number of schools and learning centers with updated inventory of supplies, materials, and equipment; Number of schools and learning centers provided with necessary supplies, materials & equipment
- To ensure compliance to procurement laws/guidelines
  - Outputs: Project Procurement Management Plan (PPMP); Bid/Request for Quotation (RFQ); Notice of Award (NOA); Contract; Notice to Proceed (NTP)
  - Output indicators: Percentage of approved documents compliant with the specs; Number of transactions that are completely supported by the required procurement documents

**Key result area: SDO Management: Financial Management** (1 objective)

- To provide economical, efficient, and effective financial management services to ensure the cost-effective utilization of financial resources of the division and schools
  - Outputs: Complete financial management records; Budgetary and Financial Reports; Financial Management Process Flow; Report on financial issues and concerns; Reports on fund utilization submitted regularly.; Liquidation Reports of Schools and LCs; Reports on Training/ Budget-Planning workshops conducted; Monitoring report on budget obligation based on GAA/NEP; Guidelines on Fund utilization; Monitoring and Evaluation (M&E) Reports; Payroll/Disbursement Vouchers; Financial Accountability Reports (FARs); Liquidation Reports of schools and Learning Centers
  - Output indicators: Number of PPAs implemented based on WFP; Percentage of obligated downloaded funds; Percentage of all obligated funds are disbursed on the required time; Mandatory deductions are remitted promptly; Percentage of addressed AOM by SDO and Implementing units; Percentage of statement of expenditures of SDO and Implementing units complied with in elementary period; Number of financial reports submitted timely and accurately to the appropriate office; Number of schools provided with trainings and orientation on procurement and financial management practices/processes; Percentage of financial issues and concerns addressed; Submitted monitoring report on budget obligation based on GAA/NEP; Number of schools and learning Centers that have liquidated cash Advances; Number of IUs and OUs with submitted financial reports are updated and validated; Number of schools monitored and evaluated; Monitoring report of SDO proper, Implementing, and Non-Implementing Units on fund utilization, disbursement, and liquidation in consonance with the auditing rules and regulations.; Percentage of claims of payments of salaries, benefits, and reimbursements processed within the intended time; Percentage of the schools received their mandated fund allocation in full; Percentage of national fund allotments are equitably distributed to schools and learning centers (not applicable to SDOs); Percentage of required financial reports submitted on time or as required; Timely, complete, and accurate submission of Financial Reports; Submitted financial reports; Number of the schools and learning centers submitted liquidation reports on the required schedule; Subsumed in Guidelines on Fund utilization

**Key result area: SDO Management: Legal Services** (8 objectives)

- To provide legal advice and opinion to the SDS, ASDS and other officials of the Division in relation to the performance of their functions
  - Outputs: Legal advice/opinions/ decisions; Memorandum of Agreements (MOAs) reviewed
  - Output indicators: Number of legal advice and legal opinions/ decisions rendered; Number of MOAs/MOVs reviewed
- To evaluate complaints and conduct investigation on cases filed against non-teaching personnel
  - Outputs: Report on complaints acted upon; Report on investigations conducted
  - Output indicators: Percentage of complaints acted upon; Recommendations of the Fact-Finding Committee are considered by the Disciplining Authority
- To draft actions/ endorsements on complaints and letters for signature of the SDS in accordance with the provisions of the law and DepEd rules and regulations
  - Outputs: Endorsements and draft action plan.
  - Output indicators: Number of endorsements made vis-à-vis number of complaints received.
- To interpret laws and rules affecting the implementation of various Division programs
  - Outputs: Draft interpretation of laws and rules
  - Output indicators: Percentage of documents interpreted vis-à-vis number of endorsements/referrals received.
- To prepare and review contracts, Memorandum of Agreements (MOA) and instruments to which the Division or any of its offices and schools is a party and interprets the provisions therein.
  - Outputs: Memorandum of Agreement; Reviewed Legal Instruments
  - Output indicators: Number of MOAs and legal instruments reviewed within the target date vs. incoming requests
- To conduct investigations of complaints against teaching personnel as may be delegated by the Regional Office (RO).
  - Outputs: Investigation Reports/ Indorsements
  - Output indicators: Number of investigations conducted versus number of complaints delegated
- To represent the SDO in court cases, when deputized by the Office of the Solicitor General (OSG)
  - Outputs: Pleadings, legal briefs
  - Output indicators: Number of Legal representation/appearances before appropriate tribunals
- To continuously improve the services of the Legal unit
  - Outputs: Electronic Certification of No pending administrative case
  - Output indicators: Number of E- Certifications validated and issued/ released online within the required time

**Key result area: SDO Management: ICT Systems Management** (4 objectives)

- To manage and maintain the Information and Communication Technology (ICT) Systems and Infrastructure of the Division to effectively support operations
  - Outputs: M&E Reports; Functional ICT System; Maintenance Monitoring Plan
  - Output indicators: Approved Maintenance and Monitoring Plan; Number of regular maintenance check of the ICT systems and infra in the SDO and in schools
- To manage and implement ICT programs and projects in the Division to ensure data validity and effective utilization of the systems
  - Outputs: Approved (Localized) ICT Plan; Report on IT Account management
  - Output indicators: Number of schools and learning centers that implemented the ICT Plan; No. of ICT plans and narrative reports signed; Number of accounts administered and/or managed
- To provide technical support in the management of Learning Resource Management System (LRMS)
  - Outputs: Report on the utilization of /access to learning resources and the LRMS
  - Output indicators: Number of reports submitted
- To coordinate with Central Office and other ICT Units across levels regarding the implementation of national ICT and ICT-related programs
  - Outputs: Report on all ICT related activities
  - Output indicators: Number of submitted ICT related reports on time; Accomplished request for technical/ repair assistance form

**Key result area: Office Administration and Performance Management** (5 objectives)

- To establish and maintain systems and processes geared towards administrative effectiveness and efficiency
  - Outputs: Operations Manual and/or Citizen Charter; Document Tracking System; Administrative and Financial Reports
  - Output indicators: Streamlined Processes/Services and Procedures as declared in the Operations Manual and Citizen Charter; Operational document tracking system; Number of pertinent forms and documents accomplished and submitted on time (e.g. WFP, PPMP, APP)
- To manage the implementation of the Program Implementation Review and Performance Assessment (PIRPA) at the division level
  - Outputs: SDO Calendar and Targets
  - Output indicators: Harmonized SDO Calendar with harmonized targets
- To promote a culture of excellence, innovation, and collaboration
  - Outputs: List of employees given rewards and recognition; Citizen/Client Satisfaction Survey (CCSS) Results and Analysis; Report on Actions taken relative to the CCSS results (if there’s any)
  - Output indicators: Number of recognition initiatives conducted; CCSS rating received; Number of satisfied clients/ customers based on feedback received
- To manage the timely and accurate release of information, and communication materials
  - Outputs: IEC Materials/FAQs
  - Output indicators: Number of developed IEC materials
- To conduct periodic monitoring and evaluation of office/staff performance for the provision of relevant learning and development programs
  - Outputs: IPCRF/OPCRF Accomplishments; Capacitated staff; Training Completion/Terminal Reports; Reports on performance coaching
  - Output indicators: Percentage of achievement of IPCRF/OPCRF; Number of personnel who attended learning and development programs; Number of performance coaching activity conducted; Number of Performance review conducted

##### Curriculum Implementation Division

*Schools Division Office. 5 key result areas, 15 objectives, 42 outputs.*

**Statement of purpose.** The Curriculum Implementation Division continuously improves the management of curriculum implementation in the schools and learning centers towards the achievement of quality basic education.

**Outcomes**

- Schools and learning centers can implement the curriculum effectively and efficiently Measured by: Percentage of schools and learning centers implemented the curriculum effectively and efficiently
- Schools and Learning Centers can continuously improve management of instruction for the attainment of desired learning outcomes Measured by: Percentage of schools & learning centers that have attained the desired learning outcomes

**Key result area: Instructional Supervision and Management** (3 objectives)

- To ensure the effective and efficient implementation of Basic Education Curriculum, Programs/Projects/ Activities (PPAs), and Special Curricular programs (SCPs) through regular instructional supervision and monitoring
  - Outputs: Instructional Supervisory Plans; Instructional Supervisory Reports; M&E Systems and Tools; Consolidated Results of M&E and Analyses; CID MEA reports
  - Output indicators: Number of implemented approved Instructional Supervisory Plans; Number of submitted analyzed Instructional Supervisory Reports; Number of monitored schools implementing the Basic Education Curriculum, SCPs and learning centers in compliance to quality standards; Number of schools implementing needs based curricular PPAs (Programs, Projects, Activities) compliant to standard; Number of M&E results analyzed; Number of CID MEA Reports consolidated and submitted to the top management
- To capacitate School Heads and teachers in the curriculum implementation of Basic Education and Special Curricular Programs (SCPs) in collaboration with the HRD/SGOD
  - Outputs: Training Needs Assessment; Individual Plan for Professional Development (IPPD); School Plan for Professional Development (SPPD); Master Plan for Professional Development (MPPD); Training Proposal, Training Design and Activity Completion Report; Job-Embedded Learning (JEL) Contract; Report on the submitted Re-entry Action Plan (REAP); Coaching and Mentoring Plan
  - Output indicators: Number of capacitated school heads; Number of conducted trainings; Number of employees implemented Job-Embedded Learning contract; Number of monitored implemented REAP; Number of Coaching and Mentoring plan implemented; Number of school heads and teachers under approved Coaching and Mentoring Programs; Number of school heads and teachers coached and mentored
- To conduct basic and/or action research or innovations on curriculum /instructional management and supervision
  - Outputs: Basic and/or Action Research and curriculum innovations
  - Output indicators: Number of approved basic and/or action researches or curriculum innovations implemented in school levels; Number of proposed and completed Basic and/or Action Research and curriculum innovations

**Key result area: Assessment of Learning** (2 objectives)

- To ensure effective implementation of the management of learning assessment in schools and learning centers for better learning outcomes
  - Outputs: FGDs and Needs-Assessment Accomplishment Reports; Compendium of instructional interventions/ best practices based on analyzed Quarterly Assessment results per learning; Report on instructional interventions implemented in schools/LCs
  - Output indicators: Number of conducted approved FGDs/ Orientations/ Re-Orientations/Coaching/ Mentoring sessions; Number of Schools and LCs implementing and utilizing the Consolidated Quarterly Assessment Result/Analysis Report per learning area; Number on instructional interventions implemented in schools/LCs
- To lead in the development of contextualized assessment tools to diagnose learners and determine their mastery level in the different learning areas
  - Outputs: Inventory/list of Localized/contextualized assessment tools (diagnostic, and summative, tests)
  - Output indicators: Number of developed localized/contextualized assessment tools

**Key result area: Learning Resources Management and Development** (4 objectives)

- To conduct needs assessment on type/kind of learning resources to be developed
  - Outputs: Inventory of learning resources needs; Division Learning Resource Technical Assistance Plan
  - Output indicators: Number of book inventory of learning resources needs updated; Approved and implemented DLR TA Plan
- To lead in the development and quality assurance of contextualized learning resources by learning area for schools and learning centers
  - Outputs: Developed quality assured and validated contextualized learning resources
  - Output indicators: Number of developed quality-assured and validated contextualized learning resources
- To lead in the uploading of the validated and finalized contextualized learning resources in the official LR Portal
  - Outputs: Uploaded and published contextualized LRs in the official LR Portal
  - Output indicators: Number of uploaded and published contextualized LRs in the LR portal
- To monitor and evaluate the utilization of learning resources based on needs and standards.
  - Outputs: M & E Tool in the utilization of contextualized learning resources; Consolidated Monitoring and evaluation reports on utilization of LRs
  - Output indicators: Updated M&E tool; Number of utilized LRs based on the M&E report

**Key result area: Technical Assistance on Curriculum Implementation** (3 objectives)

- To provide technical assistance to school heads, and instructional managers on curriculum and special curricular programs (SCPs)/programs, projects, activities (PPAs) implementation for the improvement of instructional leadership competence, learning resource management, learning delivery, and assessment of learning
  - Outputs: Consolidated TA Needs Assessment Report; Approved TA Plan; TA contract/agreement; TA Accomplishment report
  - Output indicators: Number of schools and LCs with TA needs assessment/analysis report; Number of submitted accomplished TA Plans; Number of school heads, teachers, and instructional managers provided with TA along their identified needs; Number of approved TA Plans
- To provide Technical Assistance (TA) on classroom management to school heads, teachers, and instructional managers, inclusive of the development skills, instructional competence, and action research
  - Outputs: TA Needs Assessment Report
  - Output indicators: TA Plan submitted and stamped received; Consolidated TA plan result arrayed and analyzed; Number of TA accomplishment reports submitted to the appropriate office
- To provide technical assistance in the conduct of basic and/or action research on curriculum management and instructional supervision
  - Outputs: Proposed and Completed Basic and/or Action Research and curriculum innovations; Identified needs on Curriculum management and Instructional supervision for basic and/or action research
  - Output indicators: Number of school heads and teachers provided with TA on action research and curriculum innovations across subject areas/grade levels; Number of Curriculum management and Instructional supervision need included in basic and/or action research

**Key result area: Office Administration and Performance Management** (3 objectives)

- To establish and maintain systems and processes geared towards administrative effectiveness and efficiency
  - Outputs: Operations Manual and/or Citizens Charter; Document Tracking System; Administrative and Financial Reports
  - Output indicators: Streamlined Processes/Services and Procedures as declared in the Operations Manual and Citizen Charter; Operational document tracking system; Number of pertinent forms and documents accomplished and stamped received on time by the appropriate offices.
- To promote a culture of excellence, innovation, and collaboration
  - Outputs: List of employees given rewards and recognition; Report on actions taken relative to the Citizen/Client Satisfaction Survey (CCSS) Results, if any; Report on Actions taken relative to the CCSS results (if there’s any)
  - Output indicators: Number of recognition initiatives conducted; CCSS rating received; Number of satisfied clients/ customers based on feedback received
- To conduct periodic monitoring and evaluation of office/staff performance for the provision of relevant learning and development programs
  - Outputs: IPCRF/OPCRF Accomplishments; Capacitated staff; Training Completion/Terminal Reports; Summary of developmental needs as reflected in the OPCRF/IPCRF; Report on performance coaching
  - Output indicators: Percentage of achievement of IPCRF/OPCRF; Number of personnel who attended learning and development programs; Approved Annual Learning and Development Plan for teaching and non-teaching personnel; Number of performance coaching activity conducted; Number of Performance reviews conducted

##### School Governance and Operations Division

*Schools Division Office. 7 key result areas, 23 objectives, 83 outputs.*

**Statement of purpose.** The School Governance and Operations Division (SGOD) supports and capacitates schools and Learning Centers in ensuring a safe and conducive learning environment and compliant to policies and quality standards of Governance and Operations.

**Outcomes**

- Schools and Learning Centers (LCs) effectively and efficiently deliver education services Measured by: Implementation Rate of the Programs/Projects/Activities reflected in the Division Annual Implementation Plan/PMIS; Percentage of disseminated and utilized quality assured basic education research; Percentage of schools with improved SBM rating/level of practice; Percentage of schools with improved ESIP/AIP level of implementation; Percentage of Schools and Learning Centers (LCs) are monitored, evaluated, and validated in terms of its compliance to quality standards of governance and operations
- Teaching, teaching-related, and non-teaching personnel at the SDO are competent in performing their respective duties and functions. Measured by: Percentage of Teaching, teaching-related, and non-teaching Personnel performing their duties and functions based on competency level with improved performance rating.
- Schools and Learning Centers maintain a safe and conducive learning environment Measured by: Percentage of schools and learning centers evaluated as safe, conducive, and responsive using the standard DepEd tools

**Key result area: Support for School Management and Operations** (2 objectives)

- To capacitate schools and learning centers in the delivery of basic education program support services
  - Outputs: Approved OPCRF of School Heads, DEDP/SIP/AIP, Training Designs, Project Completion Reports, SBM Report, Learning and Development Plans and Programs; Competency Assessment Results; Program/Project/ Activity accomplishment reports; Basic Education advocacy program; Materials and Facilities Monitoring Checklist
  - Output indicators: Number of approved and implemented OPCRF, DEDP/SIP/AIP, Training Designs, Project Completion Reports, SBM Report, Learning and Development Plans and Programs; M&E results of PPAs implemented; Implementation Rate of approved needs-based capacity-building activities for different job groups; Number of competency assessment conducted; Number of schools submitted and validated program/ project/activity accomplishment reports; Numbers of schools with available IEC materials and facilities; Evaluation Report on Information education advocacy campaigns; Number of advocacy materials/IEC developed and utilized; Numbers of schools monitored using the checklist; Number of schools with improved facilities
- To implement and manage learner support services such as youth development, sports development, health, and nutrition, DRRM programs, and the Child-Friendly School System with emphasis on right-based education (RBE)
  - Outputs: Orientation on Child-Friendly School System (CFSS) conducted; Institutionalization of the CFSS; Status of CFSS: School Rating; Preventive Maintenance Plan; Preventive Maintenance Report; DRRM Action Plan & Monthly Report; Program implementation reports on various learner support services (Youth Formation Development Program, Sports Development, Health, and Nutrition Program)
  - Output indicators: Number of schools oriented on CFSS; Accomplishment report in the conduct of CFSS orientation; Number of schools compliant with the standards of CFSS; Number of schools with CFSS rating; Number of schools qualified as CFS; Number of schools with improved CFSS rating; Number of schools with approved preventive maintenance Plan; Number of schools with maintained, monitored, and inspected learning equipment and facilities; Number of schools with submitted validated Preventive Maintenance Report; Number of schools submitted DRR action plan and monthly report; Number of Schools with implemented YFD Programs; Number of Schools with implemented Health and Nutrition Programs; Number of implemented learner support services activities

**Key result area: Planning and Research Management** (4 objectives)

- To facilitate the preparation of the Division Education Development Plan (DEDP) and assist the schools in the preparation of responsive and BEDP-aligned School Improvement Plan (SIP), the Annual Improvement Plan (AIP)
  - Outputs: Approved DEDP; List of quality-assured and approved SIP, AIP, and WFP
  - Output indicators: Approved and implemented DEDP; Number of approved SIP, AIP, and WFP; Percentage of AIP activities implemented in schools and learning centers.
- To validate, consolidate and process timely, accurate, and relevant basic education statistics for budget, planning, policy, research, and resource allocation.
  - Outputs: Validated and processed basic education statistics; Forwarded Estimates; Validated BEIS/School Profile
  - Output indicators: Percentage of schools participated and validated in BEIS; Number of schools that complied with LIS requirement
- To provide technical assistance to increase the capacity of personnel in the conduct of policy evaluation researches
  - Outputs: Approved and completed research on policy evaluation
  - Output indicators: Number of BERF and non-BERF completed research; Number of disseminated research; Number of research outputs archived
- To provide TA in the conduct of BERF research studies
  - Outputs: TA Plans on Research; TA Needs Assessment Results; Accomplishment report
  - Output indicators: Number of TA Plan submitted and approved; Number of TA on research provided; TA Results and Analysis

**Key result area: Community Level Linkages and Partnerships** (3 objectives)

- To capacitate schools in forging partnerships and linkages
  - Outputs: TA needs and plan in partnerships and linkages; Training Designs; Activity Completion Report
  - Output indicators: Number of TA needs identified; List of Approved Training Designs, Activity Completion Report submitted; Number of orientation/ meeting and advocacy conducted; Number of schools provided with capacity building activities and technical assistance
- To establish and/or strengthen linkages, engagements, and partnerships with stakeholders to ensure continuous support for basic education
  - Outputs: Directory of Partners/ Database of donors and partners; MOUs and MOAs; Accomplishment Reports
  - Output indicators: Number of established partnerships; Number of donors and partners; Number of MOA/MOU forged; Resource Mapping Report; Number of Partners with sustained linkages; Number of notarized MOUs and MOAs; List of submitted and approved accomplishment reports
- To accept donations (e.g. equipment, tools) from program/project partners for proper utilization
  - Outputs: Certificates of Acceptance of project/program equipment/tools turned over to the SDO; Directory of donors and partners
  - Output indicators: Number/Amount of donations in the DPDS/ Deed of Donations and Acceptance; Number of Certificates Acceptance of project/program/classroom/ equipment/tools turned over to the SDO; Updated list of donors and partners

**Key result area: Human Resource Development** (4 objectives)

- To provide strategic direction in operationalizing the HRD system in the SDO and in the schools
  - Outputs: Human Resource Development Plan; HRD Consolidated Needs; Database of Individual Professional Profile of SDO Personnel; Consolidated IPP of school personnel (Training Needs Assessment); Approved Training proposals, (including required attachment designs, session guides, and completion reports); Approved Learning Resource Packages; Activity/Program Completion Report; Approved Learning and Development Need Assessment (LDNA); Established pool of SDO and school Learning Facilitators
  - Output indicators: Approved Human Resource Development Plan; Number of conducted division and school- initiated trainings; Number of trained teaching, teaching-related, and non-teaching personnel; Number of quality assured proposals including required attachment i.e., designs, session guides and completion reports; List of Approved Training proposals, designs, and reports; Number of Learning Resource packages approved and validated; Number of activity/program completion report submitted; Number of approved Learning and Development Need Assessment (LDNA); Number of qualified members of pool of SDO and school Learning Facilitators
- To establish and manage rewards and recognition system and activities in collaboration with Personnel Section
  - Outputs: PRAISE System document approved by the CSC; Approved rewards and recognition activity proposals and completion; Localized rewards and recognition activities
  - Output indicators: Number of activities relative to reward and recognition managed/implemented
- To design, develop and implement timely, relevant, and responsive Professional Development Programs intended to meet the competency need of teaching and related teaching, and non-teaching personnel
  - Outputs: Approved Professional Development Programs; Training Needs Assessment; Needs assessment result of the teaching personnel in the SDO based on the Electronic Self-Assessment Tool (eSAT); Summary of the Individual Development Plan (IDP) of the teaching, teaching-related and non-teaching personnel in the SDO; List of Learning and Development Providers for the needs of the teaching personnel based from the eSAT
  - Output indicators: List of Approved Professional Development Programs; Learning and Development Plan; Number of approved and implemented Professional Development Program; Number of trained teaching, and related teaching personnel; Submitted eSAT of the teachers to the online collection system of BHROD.; IDP summary of all the teaching personnel; List of L&D providers
- To assist the SDO Units/functional divisions, and schools in the development of a Performance Management monitoring and evaluation mechanism
  - Outputs: Performance Management M&E Mechanism for the Teaching, Teaching Related and Non-Teaching Personnel; Accomplished Performance Assessment Tool; Accomplished Coaching Form
  - Output indicators: Approved Performance Management M&E Mechanism; Record of Performance Management Data of teaching, teaching –related and non-teaching personnel gathered, reviewed, and analyzed; Number of Performance Assessment Tool accomplished; Number of Personnel coached

**Key result area: Quality Assurance** (6 objectives)

- To lead in ensuring the completeness of documents pertinent to application in the operation/establishment/ conversion/closure of both public and private schools
  - Outputs: Directory/List of schools with complete documentary requirements based on the type of request applied; Directory of Private Schools with Status as to permit/recognition; List of newly established/renamed/ converted/closed public and private schools
  - Output indicators: Number of schools with complete documentary requirements based on the type of request applied.; Number of schools endorsed for establishment/conversion/closed and approved by RO; Number of private schools/ TVI/ non-DepEd schools endorsed for Special order
- To ensure access to adequate, disaster resilient and safe buildings and ground facilities compliant to the prescribed standards
  - Outputs: Inventory of Buildings/School buildings; Annual Inspection Plan and Monthly Inspection Report; Report on safety school buildings and ground facilities in partnership with the LGU
  - Output indicators: Number of schools with adequate, disaster resilient and safe buildings; Number of school buildings inspected; Number of schools/buildings that are already old and needing major repair; Number of schools with safe school buildings and hazard free ground facilities co-signed by the LGU or other concerned authorities
- To quality assure learning and development programs
  - Outputs: Accomplished QAME tools per activity; QAME Plan and Reports; Analysis of QAME Reports
  - Output indicators: Number of accomplished and implemented QAME tools; Number of Approved QAME Plan and Reports; Number of recommendations to program owners based on the analysis
- To ensure the continuous improvement of schools and learning centers thru School-Based Management (SBM)
  - Outputs: List of schools validated per SBM Level of Practice; SBM Progress Report; Accomplishment Report on Technical Assistance provision to schools pertinent to school-based management; Consolidated SBM Progress Monitoring Report; Report on CI projects fully implemented in schools and in the SDO; Established school best practices along SBM
  - Output indicators: Number of technical assistances provided based on SBM; Number of schools with improved SBM Level of Practice; Number of submitted and approved SBM Progress Report; Number of fully implemented and recognized CI projects; No of school best practices along SBM
- To properly utilize/enhance existing tools and develop new tools to monitor and evaluate the implementation of approved PPAs
  - Outputs: M&E tools/instrument; M&E Plans and Reports; Annual Accomplishment Report
  - Output indicators: Number of M&E tools/instruments submitted & utilized; Number of M&E Plans and Reports submitted; Approved and submitted annual accomplishment report
- To analyze M&E result for appropriate intervention
  - Outputs: Consolidated findings and recommendations
  - Output indicators: Number of consolidated findings and recommendations submitted

**Key result area: Provision of Technical Assistance** (1 objective)

- To provide technical assistance to the SDO Units/functional divisions, schools, and learning centers in relation to governance and operations
  - Outputs: Consolidated TA Needs Assessment Report; Approved TA Plan; TA contract/agreement; TA result and analysis; TA Accomplishment report
  - Output indicators: Number of SDO Units/functional divisions, schools, and LCs with TA needs assessment/analysis report; Number of submitted accomplished TA Plans; Number of teaching, teaching-related, and non-teaching personnel who received TA; Number of impact evaluation report of TA provided to SDO personnel and school; Number of approved TA Plans

**Key result area: Office Administration and Performance Management** (3 objectives)

- To establish and maintain systems and processes geared towards administrative effectiveness and efficiency
  - Outputs: Operations Manual and/or Citizens Charter; Document Tracking System; Administrative and Financial Reports
  - Output indicators: Streamlined Processes/Services and Procedures as declared in the Operations Manual and Citizen Charter; Operational document tracking system; Number of pertinent forms and documents accomplished and submitted on time (e.g., WFP, PPMP, APP)
- To promote a culture of excellence, innovation, and collaboration
  - Outputs: List of employees given rewards and recognition; Citizen/Client Satisfaction Survey (CCSS) Results and Analysis; Report on Actions taken relative to the CCSS results (if there’s any)
  - Output indicators: Number of recognition initiatives conducted; CCSS rating received; Number of satisfied clients/ customers based on feedback received
- To conduct periodic monitoring and evaluation of office/staff performance for the provision of relevant learning and development programs
  - Outputs: IPCRF/OPCRF Accomplishments; Capacitated staff; Training Completion/Terminal Reports; Report on performance coaching
  - Output indicators: Percentage of achievement of IPCRF/OPCRF; Number of personnel who attended learning and development programs; Number of performance coaching activity conducted; Number of Performance reviews conducted

*Every purpose, outcome, key result area, objective, output and indicator is in the words of DepEd’s Office Functions, Version 3, spelling and abbreviations included. How the offices are arranged on the board, the short names on its cells, and the counts are the explorer’s own. The sheets describe what each office is for and what it produces; they do not create positions or change who decides what under Republic Act No. 9155.*

## What a Schools Division Office is

A division, in the words of the Act, "shall consist of a province or a city". The SDO is the staff the Act gives its superintendent, and it works under the superintendent's authority.

The Act lists eight things the superintendent has "authority, accountability and responsibility" for, each "Consistent with the national educational policies, plans and standards" (Sec. 7(C); DO 1, s. 2003, Sec. 4.2). The table sets each beside the office whose Version 3 sheet carries the work.

| RA 9155, Sec. 7(C) | The superintendent's function | Where the work shows in the sheets |
|---|---|---|
| (1) | Developing and implementing division education development plans | OSDS and SGOD (the Division Education Development Plan) |
| (2) | Planning and managing the division's personnel, physical and fiscal resources, including professional staff development | OSDS (administrative and financial management); SGOD (human resource development) |
| (3) | Hiring, placing and evaluating division and district supervisors and all employees in the division, including school heads, except the assistant superintendent | OSDS (personnel action) |
| (4) | Monitoring the use of funds that the national government and local government units provide to schools and learning centers | OSDS (financial management) |
| (5) | Ensuring compliance with quality standards for basic education programs, strengthening division supervisors as subject area specialists | CID (instructional supervision); SGOD (quality assurance) |
| (6) | Promoting adherence to the accreditation standards the Secretary prescribes | Not named in the sheets |
| (7) | Supervising the operations of all public and private elementary, secondary and integrated schools and learning centers | All three |
| (8) | Other functions assigned by proper authorities | All three |

The implementing rules add the two powers that school heads meet most often. The superintendent "shall appoint the Division supervisors and school district supervisors as well as all employees in the division, both teaching and non-teaching personnel, including school heads, except for the assistant schools division superintendent". And the superintendent "shall have disciplinary authority only over the non-teaching personnel under his jurisdiction" (DO 1, s. 2003, Sec. 4.3). Teachers and school heads are disciplined by the Regional Director or the Secretary. [Who Decides What in DepEd?](https://nash.com.ph/blog/deped-governance-levels-who-decides) sets the five levels of the Act side by side.

Three documents therefore answer three different questions.

| Question | Document | What it is |
|---|---|---|
| Who has the authority? | RA 9155, Sec. 7(C), and DO 1, s. 2003, Rule IV | A law and its implementing rules |
| Which offices exist? | DO 52, s. 2015, Enclosures No. 1 to 4 | A DepEd Order carrying out the Rationalization Plan that the Department of Budget and Management approved on November 15, 2013 (par. 4) |
| What does each office produce, and how is that measured? | Office Functions, Version 3 (2023) | Sheets released by a memorandum of the Undersecretary for Human Resource and Organizational Development |

Above the SDO is the Regional Office, which evaluates the superintendent and approves the division's staffing pattern (RA 9155, Sec. 7(B)(8) and (10)). DO 52 calls the Office of the Schools Division Superintendent the office that "provides local management and administration of the Department's mandate at the schools division level" (par. 7(d.2)). The [Regional Office post](https://nash.com.ph/blog/deped-regional-office-functions) and the [Central Office post](https://nash.com.ph/blog/deped-central-office-functions) cover the two levels above.

## The offices inside a Schools Division Office

The approved structure is a chart in Enclosure No. 2 of DO 52, s. 2015. Enclosure No. 1 lists the same offices with what became of the older ones.

| Office | Units and sections | What DO 52 did |
|---|---|---|
| Office of the Schools Division Superintendent | Office of the Schools Division Superintendent - Proper; Office of the Assistant Schools Division Superintendent | Retained |
| | Legal Unit and ICT Unit, attached | Created: "no organizational unit in the 2005 structure" |
| | Administrative and Finance Services Section, attached. Administrative: Cash, Personnel, Records, Property and Supply, General Services. Finance: Accounting, Budget | Created from the Administrative Support Staff |
| Curriculum Implementation Division | Learning Resources Management Section; Instructional Management Section; District Instructional Supervision Section | Created from the Promotional Staff |
| School Governance and Operations Division | School Management Monitoring and Evaluation Section; Social Mobilization and Networking Section; Planning and Research Section; Human Resource Development Section; Education Facilities Section | Created from the Promotional Staff |
| | School Health Section, attached | The Health and Nutrition Unit, retained and renamed |

The CID and the SGOD are the functional divisions ([DO 009, s. 2021](https://www.deped.gov.ph/2021/02/24/february-24-2021-do-009-s-2021-institutionalization-of-a-quality-management-system-in-the-department-of-education/), Part IX.A). The administrative, finance, legal and ICT units have no division of their own: they sit under the superintendent. That is why Version 3 has three sheets for the SDO and not a sheet for each unit. Finance, personnel, records, legal and ICT work appear as parts of one key result area, "SDO Management", in the OSDS sheet.

### What differs by division size

SDOs "shall be classified as small, medium, large, or very large", and the class "will also determine the minimum staffing complement" (DO 52, s. 2015, par. 10). Three differences are written into the order.

| Unit | Medium, large and very large divisions | Small divisions |
|---|---|---|
| Legal Unit | Has positions | The services "need to be provided by the SDO", but the unit has no positions of its own (Encl. No. 4, item 1.20) |
| ICT Unit | Has positions | The same rule (Encl. No. 4, item 1.30) |
| Social Mobilization and Networking Section | A section of the SGOD | "these functions will be merged with School Management M&E" (Encl. No. 4, item 3.30) |

In a small division, ask the OSDS who has been designated for legal and ICT concerns, since the order requires the services but gives the units no positions. Partnership concerns there go to the School Management Monitoring and Evaluation Section.

The number of school districts is one of the criteria for a division's size class. Since August 18, 2021, DepEd has held all requests for redistricting and for "SDO size reclassification" until a new redistricting policy is issued ([DepEd Memorandum No. 057, s. 2021](https://www.deped.gov.ph/2021/08/18/august-18-2021-dm-057-s-2021-moratorium-on-the-request-for-school-redistricting-and-schools-division-reclassification/), par. 3). As of November 13, 2026, no DepEd order or memorandum has lifted the hold.

### The counterpart offices above each section

Enclosure No. 3 of DO 52 pairs each division unit with a regional and a Central Office counterpart. The pairing shows which regional and national offices a section works under for its programs. The names are those of 2015.

| Division unit | Regional counterpart | Central Office counterpart |
|---|---|---|
| Curriculum Implementation Division | Curriculum and Learning Management Division | Bureaus of Curriculum Development, Learning Delivery, Education Assessment and Learning Resources |
| Planning and Research Section (SGOD) | Policy, Planning and Research Division; Quality Assurance Division | Planning Service |
| School Management Monitoring and Evaluation Section and Human Resource Development Section (SGOD) | Human Resource Development Division; Field Technical Assistance Division; Quality Assurance Division | Bureau of Human Resource and Organizational Development; National Educators Academy of the Philippines |
| Social Mobilization and Networking Section (SGOD) | Public Affairs Unit; Education Support Services Division | Public Affairs Service; External Partnerships Service; Disaster Risk Reduction Management Service |
| School Health Section (SGOD) | Education Support Services Division | Bureau of Learner Support Services |
| Education Facilities Section (SGOD) | Education Facilities Section of the Education Support Services Division | Education Facilities Division |
| Legal Unit (OSDS) | Legal Unit | Legal Service |
| ICT Unit (OSDS) | ICT Unit | ICT Service |
| Administrative and Finance Services Section (OSDS) | Administrative Division; Finance Division | Administrative Service; Finance Service; Procurement Management Service |

For learner support, the enclosure adds that "all units under SGOD may be mobilized for learner support programs and activities". The Internal Audit Service and the Project Management Service have "no direct counterpart in the field offices".

## What Office Functions, Version 3 is

On May 5, 2023, Undersecretary Gloria Jumamil-Mercado, for Human Resource and Organizational Development, sent Regional Directors and Schools Division Superintendents a one-page memorandum with the subject "DepEd RO & SDO Office Functions Version 3". It reads:

> "These documents will form part of the QMS Operations Manual and shall also serve as a guide in the preparation of the Office Operational Plan, wherein the priorities of the office for the current year will be translated into their Organization Performance and Commitment Review (OPCR) and in accomplishing the Individual Performance and Commitment Review (IPCR)."

The memorandum adds that "any future revisions on the RO & SDO functions must be coursed through the BHROD – OED", the Organization Effectiveness Division of the Bureau of Human Resource and Organizational Development. Its link to the sheets is for official DepEd email accounts.

Every sheet has the same parts: the office's name and governance level, a statement of purpose, outcomes with their outcome indicators, and key result areas, each with objectives, outputs and output indicators.

| | OSDS | CID | SGOD | All three |
|---|---|---|---|---|
| Outcomes | 5 | 2 | 3 | 10 |
| Outcome indicators | 8 | 2 | 7 | 17 |
| Key result areas | 7 | 5 | 7 | 19 |
| Objectives | 29 | 15 | 23 | 67 |
| Outputs | 73 | 42 | 83 | 198 |
| Output indicators | 83 | 45 | 103 | 231 |

The OSDS sheet names four key result areas, and one of them, "SDO Management", has four parts that are counted separately here, as in the explorer above. One key result area, "Office Administration and Performance Management", is in all three sheets.

The sheets carry no targets, no deadlines and no penalties. They create no positions and move no item from one office to another. A sheet says what an office is for and what it turns out. It leaves the rule on each subject to the order that governs the subject.

## What each of the three offices is for

### Office of the Schools Division Superintendent

The OSDS sheet states the purpose of the whole division office:

> "The Schools Division Office (SDO) ensures the promotion of equity in access and continuously improves the quality of basic education in the schools division through leading in the development and implementation of the Division Education Development Plans (DEDP) consistent with the national and regional educational policies, plans and standards, building partnerships and networking with stakeholders of education, and effectively and efficiently managing the financial, human, and physical resources of the schools division"

Its five outcomes cover the whole division: schools and learning centers that implement a curriculum compliant with quality standards; a child-friendly and healthy environment; public and private schools recognized, recommended or given permits; administrative, financial and legal services for all; and funds used efficiently.

Its key result areas show how the office is built.

| Key result area | What it covers |
|---|---|
| Curriculum Implementation | Management of the curriculum across the division: quality standards, localized curricula, learning assessment results, learning resources |
| Support to school governance and operations | The DEDP; strategic direction on the OPCRF and on school plans; a mechanism for implementing and monitoring programs; learning and development systems |
| SDO Management: Administrative | Personnel action and compensation; records; supplies, materials and equipment; procurement documents |
| SDO Management: Financial Management | Budget, accounting, fund utilization, cash advances and liquidation of schools |
| SDO Management: Legal Services | Legal advice, complaints and investigations, contracts and agreements, court representation, certifications |
| SDO Management: ICT Systems Management | ICT systems and infrastructure, ICT programs, accounts, technical support |
| Office Administration and Performance Management | The office's own operations manual, document tracking, client satisfaction survey, staff performance |

The first two key result areas repeat, for the whole SDO, the subjects of the two divisions. Financial management is one objective with 13 outputs and 22 output indicators, the longest list under any objective in the three sheets. Legal services has eight objectives. [Open the OSDS sheet](#sheet-osds) for the full text.

### Curriculum Implementation Division

"The Curriculum Implementation Division continuously improves the management of curriculum implementation in the schools and learning centers towards the achievement of quality basic education."

It has two outcomes: schools and learning centers that "can implement the curriculum effectively and efficiently", and that "can continuously improve management of instruction for the attainment of desired learning outcomes".

| Key result area | What it covers |
|---|---|
| Instructional Supervision and Management | Instructional supervisory plans and reports; monitoring of the curriculum and special curricular programs; training of school heads and teachers on curriculum, "in collaboration with the HRD/SGOD"; research and innovation on curriculum and supervision |
| Assessment of Learning | Use of quarterly assessment results; instructional interventions; contextualized diagnostic and summative tests |
| Learning Resources Management and Development | Needs assessment; development and quality assurance of contextualized learning resources; uploading to the official LR Portal; monitoring of use |
| Technical Assistance on Curriculum Implementation | Technical assistance to school heads, teachers and instructional managers on curriculum, classroom management and action research |
| Office Administration and Performance Management | The division's own systems and staff performance |

The CID's Education Program Supervisors are the division supervisors whose role RA 9155 wants strengthened "as subject area specialists" (Sec. 7(C)(5)). [Open the CID sheet](#sheet-cid).

### School Governance and Operations Division

"The School Governance and Operations Division (SGOD) supports and capacitates schools and Learning Centers in ensuring a safe and conducive learning environment and compliant to policies and quality standards of Governance and Operations."

Its three outcomes are schools that "effectively and efficiently deliver education services", personnel who are "competent in performing their respective duties and functions", and schools that "maintain a safe and conducive learning environment".

| Key result area | What it covers |
|---|---|
| Support for School Management and Operations | Capacity building of schools; learner support services: youth development, sports, health and nutrition, disaster risk reduction and management (DRRM), the Child-Friendly School System; preventive maintenance |
| Planning and Research Management | The DEDP; help with the School Improvement Plan (SIP) and Annual Implementation Plan (AIP); basic education statistics, the Basic Education Information System (BEIS) and the Learner Information System (LIS); research and the Basic Education Research Fund (BERF) |
| Community Level Linkages and Partnerships | Partnerships, memoranda of agreement, donors, donations turned over to the SDO |
| Human Resource Development | The division's learning and development plans, training proposals, rewards and recognition, performance management monitoring |
| Quality Assurance | Documents for the establishment, conversion or closure of public and private schools; safe buildings and grounds; quality assurance of training; school-based management (SBM); monitoring and evaluation tools |
| Provision of Technical Assistance | Technical assistance on governance and operations |
| Office Administration and Performance Management | The division's own systems and staff performance |

The SGOD sheet has the most outputs and output indicators of the three: 83 and 103. [Open the SGOD sheet](#sheet-sgod).

The seven key result areas follow the SGOD's sections without naming them. Planning and Research Management matches the Planning and Research Section; Community Level Linkages and Partnerships, the Social Mobilization and Networking Section; Human Resource Development, the section of that name. Quality Assurance and Provision of Technical Assistance carry what DO 52 gave School Management Monitoring and Evaluation. The sheet itself does not say which section carries which key result area.

## Who handles what in the division office

The table lists what school heads and teachers most often bring to the SDO. The third column names the key result area in the Version 3 sheet. The last column says where the decision lies when it is not the section's to make. The sections named are those of DO 52, s. 2015; a division may assign the work to a named focal person.

| Concern | Office and section | Key result area in the sheet | Who decides |
|---|---|---|---|
| School Improvement Plan and Annual Implementation Plan | SGOD: Planning and Research; School Management Monitoring and Evaluation | SGOD, Planning and Research Management | The school writes the plan (RA 9155, Sec. 7(E)(4)). The SGOD monitors and evaluates it ([DO 44, s. 2015](https://www.deped.gov.ph/2015/09/29/do-44-s-2015-guidelines-on-the-enhanced-school-improvement-planning-sip-process-and-the-school-report-card-src/), Part V.A.4). Under a Central Office procedure of November 27, 2018 that divisions may adapt, a Division Appraisal Committee appraises the SIP and the superintendent approves it (forwarded by [DepEd NCR Regional Memorandum No. 13, s. 2019](https://www.deped.gov.ph/2019/07/08/ncr_rm_s2019_013-school-improvement-plan-sip-instructional-videos-styleguide-appraisal-process-and-quality-assessment-qa-tool/)) |
| School MOOE: allocation, cash advance, liquidation | OSDS: Accounting, Budget, Cash | OSDS, SDO Management: Financial Management | The Central Office posts each school's allocation. The school head spends it on the activities in the approved SIP and AIP and liquidates monthly. The superintendent authorizes the head of a school without financial staff as special disbursing officer ([DO 008, s. 2019](https://www.deped.gov.ph/2019/05/02/may-2-2019-do-008-s-2019-revised-implementing-guidelines-on-the-direct-release-use-monitoring-and-reporting-of-maintenance-and-other-operating-expenses-allocation-of-schools-including-other-fu/), Part V.C and D) |
| Hiring, appointment and promotion | OSDS: Personnel | OSDS, SDO Management: Administrative | The superintendent appoints (RA 9155, Sec. 7(C)(3); DO 1, s. 2003, Sec. 4.3). The Human Resource Merit Promotion and Selection Board assesses applicants ([DO 007, s. 2023](https://www.deped.gov.ph/2023/03/23/march-22-2023-do-007-s-2023-guidelines-on-recruitment-selection-and-appointment-in-the-department-of-education/)). The school head recommends the school's staffing complement (RA 9155, Sec. 7(E)(8)) |
| Service records, step increments, payroll, benefits | OSDS: Personnel, Cash, Accounting | OSDS, SDO Management: Administrative; Financial Management | Processed in the OSDS |
| Equivalent record forms | OSDS: Personnel | OSDS, SDO Management: Administrative | The school head endorses, the superintendent recommends and the Regional Director approves ([DO 001, s. 2023](https://www.deped.gov.ph/2023/01/10/january-9-2023-do-001-s-2023-revised-designation-of-undersecretaries-and-assistant-secretaries-to-their-strands-and-functional-areas-of-responsibilities-and-revised-signing-authorities/), Annex C, item L). Teachers are now promoted primarily through reclassification of positions ([DO 024, s. 2025](https://www.deped.gov.ph/2025/08/28/august-28-2025-do-024-s-2025-guidelines-on-the-implementation-of-the-expanded-career-progression-system-for-teachers-and-school-heads-in-the-department-of-education/), Encl. No. 1, Sec. 20) |
| Supplies, materials and equipment delivered by DepEd; procurement documents | OSDS: Property and Supply | OSDS, SDO Management: Administrative | Processed in the OSDS |
| Official documents, records requests and their tracking | OSDS: Records | OSDS, SDO Management: Administrative | Processed in the OSDS, within the timelines of the Citizen's Charter |
| Instructional supervision, the curriculum, special curricular programs | CID: Instructional Management; District Instructional Supervision | CID, Instructional Supervision and Management | The school head is the school's instructional leader (RA 9155, Sec. 7(E)). The district supervisor, who belongs to the CID, gives instructional advice and supervises curricula (Sec. 7(D)) |
| Learning resources: needs, contextualized materials, the LR Portal | CID: Learning Resources Management | CID, Learning Resources Management and Development | The CID leads development and quality assurance of contextualized resources. The ICT Unit gives technical support for the Learning Resource Management System |
| Learning assessment: quarterly results, contextualized tests, interventions | CID | CID, Assessment of Learning | Classroom assessment and grading follow the national rules of [DO 015, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-015-s-2026-revised-guidelines-on-classroom-assessment-grading-system-and-awards-and-recognition-for-the-k-to-12-basic-education-program/) |
| Alternative Learning System (ALS) | CID: the Division ALS Focal Person ([DO 047, s. 2021](https://www.deped.gov.ph/2021/11/11/november-11-2021-do-047-s-2021-creation-of-the-bureau-of-alternative-education-in-the-department-of-education/), par. 14) | Not named; the sheets speak of "learning centers" | The Division ALS Focal Person approves the class programs of ALS implementers in community-based learning centers ([DO 001, s. 2026](https://www.deped.gov.ph/2026/01/19/january-19-2026-do-001-s-2026-implementing-guidelines-of-the-enhanced-alternative-learning-system/), par. 13) |
| Action research and BERF grants | SGOD, as secretariat of the division research committee; CID for research on curriculum and instruction | SGOD, Planning and Research Management; CID, Instructional Supervision and Management | The Schools Division Research Committee, chaired by the assistant superintendent, evaluates and approves school proposals and endorses them to the Regional Office "for confirmation and release of funds under BERF" ([DO 16, s. 2017](https://www.deped.gov.ph/2017/03/20/do-16-s-2017-research-management-guidelines/), Sec. V.A.iii) |
| School-based management | SGOD, which leads the Division Field Technical Assistance Team | SGOD, Quality Assurance; Provision of Technical Assistance | The school assesses itself. The SDO gives technical assistance and no longer validates a level of practice ([DO 007, s. 2024](https://www.deped.gov.ph/2024/05/20/may-16-2024-do-007-s-2024-policy-guidelines-on-the-implementation-of-the-revised-school-based-management-sbm-system/)) |
| Training, learning and development, rewards and recognition | SGOD: Human Resource Development; CID for curriculum training | SGOD, Human Resource Development; CID, Instructional Supervision and Management | The school head leads the school's own learning action cells ([DO 35, s. 2016](https://www.deped.gov.ph/2016/06/07/do-35-s-2016-the-learning-action-cell-as-a-k-to-12-basic-education-program-school-based-continuing-professional-development-strategy-for-the-improvement-of-teaching-and-learning/)) |
| The school head's Office Performance Commitment and Review Form (OPCRF) | OSDS, with the SGOD | OSDS, Support to school governance and operations; SGOD, Support for School Management and Operations | The assistant superintendent rates the school head and the superintendent approves ([DO 2, s. 2015](https://www.deped.gov.ph/2015/02/06/do-2-s-2015-guidelines-on-the-establishment-and-implementation-of-the-results-based-performance-management-system-rpms-in-the-department-of-education/), Annex A) |
| Private school permit and recognition | SGOD | SGOD, Quality Assurance | The Regional Director (RA 9155, Sec. 7(B)(13); [DO 88, s. 2010](https://www.deped.gov.ph/2010/06/24/do-88-s-2010-2010-revised-manual-of-regulations-for-private-schools-in-basic-education-amended-by/), Secs. 28, 30.4 and 32(e)). The superintendent reports and recommends |
| New public school, separated annex, merging, conversion | SGOD: Planning and Research | SGOD, Quality Assurance | A committee the superintendent organizes evaluates the request, a regional team validates it and the Regional Director approves; the Secretary confirms the schools and their School IDs ([DO 40, s. 2014](https://www.deped.gov.ph/2014/08/26/do-40-s-2014-establishment-merging-conversion-and-naming-renaming-of-public-schools-and-separation-of-public-school-annexes-in-basic-education/), Part VI.A.3 and C) |
| Naming or renaming a public school | SGOD: Planning and Research | SGOD, Quality Assurance | Not a DepEd approval. The local Sanggunian renames by ordinance on the Local School Board's recommendation, or the President by proclamation, or Congress by law; the school head sends the division a copy of the ordinance (DO 40, s. 2014, Part VI.A.5; [DO 29, s. 2011](https://www.deped.gov.ph/2011/03/24/do-29-s-2011-revised-guidelines-on-the-naming-and-renaming-of-schools/)) |
| School buildings: inspection, repair needs, preventive maintenance | SGOD: Education Facilities | SGOD, Quality Assurance; Support for School Management and Operations | Building standards are national ([DO 022, s. 2026](https://www.deped.gov.ph/2026/09/24/september-24-2026-do-022-s-2026-enhanced-minimum-performance-standards-and-specifications-for-deped-school-infrastructure-and-school-furniture/)) |
| Health and nutrition, school feeding | SGOD: School Health | SGOD, Support for School Management and Operations | Program rules are national ([DO 013, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-013-s-2026-institutional-guidelines-on-the-implementation-of-the-school-based-feeding-program/)) |
| DRRM, class suspension reports | SGOD | SGOD, Support for School Management and Operations | A school head who suspends classes notifies the superintendent at once; schools report suspensions quarterly "through the School Governance and Operations Division (SGOD)" ([DO 022, s. 2024](https://www.deped.gov.ph/2024/12/23/december-23-2024-do-022-s-2024-revised-guidelines-on-class-and-work-suspension-in-schools-during-disasters-and-emergencies/), Sec. III.5.h; Part V) |
| Child protection, the Child-Friendly School System | SGOD, the division's lead office for child protection ([DO 003, s. 2021](https://www.deped.gov.ph/2021/01/15/january-15-2021-do-003-s-2021-creation-of-the-child-protection-unit-and-the-child-rights-in-education-desk-in-the-department-of-education/), par. 17) | SGOD, Support for School Management and Operations | The SGOD consolidates schools' reports of learner rights and protection incidents ([DO 006, s. 2026](https://www.deped.gov.ph/2026/03/24/march-24-2026-do-006-s-2026-guidelines-on-ensuring-a-safe-and-motivating-learning-environment-esmle/), Part IX.C). A complaint against a teacher is decided by the Regional Director; see the row on complaints |
| Youth formation and school sports | SGOD | SGOD, Support for School Management and Operations | Processed in the SGOD |
| Partnerships, memoranda of agreement, donations | SGOD: Social Mobilization and Networking; the Legal Unit reviews agreements | SGOD, Community Level Linkages and Partnerships; OSDS, SDO Management: Legal Services | The school head accepts donations to the school and reports them to the district supervisor and the superintendent (RA 9155, Sec. 7(E)(11)) |
| Complaints, administrative cases, legal opinions, certificate of no pending administrative case | OSDS: Legal Unit | OSDS, SDO Management: Legal Services | The superintendent decides cases against non-teaching personnel; the Regional Director or the Secretary decides cases against teachers and school heads (DO 1, s. 2003, Sec. 4.3; [DO 49, s. 2006](https://www.deped.gov.ph/2006/12/12/do-49-s-2006-revised-rules-of-procedure-of-the-department-of-education-in-administrative-cases-amended-by/), Sec. 1) |
| LIS, BEIS and school statistics | SGOD: Planning and Research | SGOD, Planning and Research Management | The Division Planning Officer verifies learner records in the LIS ([DO 017, s. 2025](https://www.deped.gov.ph/2025/06/13/june-13-2025-do-017-s-2025-revised-basic-education-enrollment-policy/)) |
| ICT equipment, system accounts, repair requests | OSDS: ICT Unit | OSDS, SDO Management: ICT Systems Management | Processed in the OSDS |
| Learners' mental health, counseling referrals | The Mental Health and Well-Being Office, headed by the Schools Division Counselor; until a counselor is hired, the arrangement the SDO has adopted | Not in the 2023 sheets | The counselor reports to the superintendent and the assistant superintendent ([DO 019, s. 2026](https://www.deped.gov.ph/2026/07/22/july-22-2026-do-019-s-2026-qualification-standards-for-positions-created-under-republic-act-no-12080-or-the-basic-education-mental-health-and-well-being-promotion-act/), Annex B) |

To find any other subject, search every sheet in the explorer above: "liquidation", "permit" or "LIS" will show the office, the objective and the output.

Several of these subjects have guides of their own: [the SIP](https://nash.com.ph/blog/deped-school-improvement-plan), [school MOOE](https://nash.com.ph/blog/deped-school-mooe), [the school head's part in hiring and personnel work](https://nash.com.ph/blog/school-head-human-resource-management), [school-based management](https://nash.com.ph/blog/deped-school-based-management), [the research management guidelines](https://nash.com.ph/blog/deped-research-management-guidelines), [BERF grants](https://nash.com.ph/blog/basic-education-research-fund-berf), [learning action cells](https://nash.com.ph/blog/deped-learning-action-cell) and [administrative cases and grievances](https://nash.com.ph/blog/deped-administrative-cases-grievances-guide).

### Three patterns in the table

**The SGOD receives most school papers.** Plans, statistics, SBM, facilities, health, DRRM, partnerships and the papers of new schools all enter there. When unsure where a concern about school operations belongs, start with the SGOD.

**Money and appointments stay in the OSDS.** Finance and personnel are not sections of either division. A question about a cash advance or an appointment paper goes to the accounting, budget, cash or personnel unit under the superintendent.

**For some papers, the division evaluates and the region decides or confirms.** The last column of the table marks them. The SGOD sheet says as much in one of its own indicators: "Number of schools endorsed for establishment/conversion/closed and approved by RO".

A current example is the recognition of private senior high schools. Under [DepEd Order No. 012, s. 2026](https://www.deped.gov.ph/2026/05/06/may-6-2026-do-012-s-2026-government-recognition-of-private-basic-education-institutions-offering-the-senior-high-school-shs-program/), the school files at the SDO, and "The RO shall not accept applications from private SHSs in any manner." The SGOD checks and validates the documents within ten working days. A team of regional and division staff inspects, with the regional Quality Assurance Division and the SGOD as required members. The superintendent endorses the evaluation report to the region, and the Regional Director signs the approval or denial (Part VII).

## Where a sheet's wording meets a law or order

Five lines in the sheets need to be read beside the rule that governs them.

1. **"Public and private schools and learning centers are recognized/recommended/given permit to operate"** (OSDS, third outcome). The SDO evaluates and recommends. The authority to approve the establishment of schools is the Regional Director's (RA 9155, Sec. 7(B)(13)), and for private schools "Grant of Recognition shall be decided by the Regional Director" (DO 88, s. 2010, Sec. 32(e)). The outcome's own indicator uses the narrower words: schools "evaluated and recommended".
2. **"Approved OPCRF, DEDP/SIP/AIP"** (OSDS; the SGOD sheet has a similar line). DO 44, s. 2015 requires a school only to submit its SIP to the SDO. Approval by the superintendent comes from a 2018 Central Office procedure that divisions may adapt; [the SIP guide](https://nash.com.ph/blog/deped-school-improvement-plan) has the steps. The sheet counts approved plans; it is not the source of the approval step.
3. **"List of schools validated per SBM Level of Practice"** and "Number of schools with improved SBM Level of Practice" (SGOD, Quality Assurance). DO 007, s. 2024, issued a year after the sheets, repealed DO 83, s. 2012 and its levels of practice. DO 007 governs: the SGOD leads technical assistance and monitors compliance, and validates no level.
4. **"To conduct investigations of complaints against teaching personnel as may be delegated by the Regional Office (RO)"** (OSDS, Legal Services). This follows the rules. The Legal Unit investigates; the Regional Director decides. For non-teaching personnel the same sheet has the unit "evaluate complaints and conduct investigation", and the superintendent is the disciplining authority. [Who Disciplines DepEd Teachers and School Heads?](https://nash.com.ph/blog/deped-disciplining-authority-teachers-school-heads) covers the procedure.
5. **"To accept donations (e.g. equipment, tools) from program/project partners for proper utilization"** (SGOD, Community Level Linkages and Partnerships). The outputs show that this means items "turned over to the SDO". It does not move the school head's own power to accept donations for the school, which RA 9155 gives directly (Sec. 7(E)(11)).

Where a sheet and a law or DepEd Order differ, the law or the order governs. The sheets were issued by memorandum to describe each office's work, and the memorandum claims nothing more for them.

## How the 2023 sheets differ from the 2015 general functions

Enclosure No. 4 of DO 52, s. 2015 gave each office its "general functions" in a few lines. Version 3 keeps the offices and rewrites the content.

| | DO 52, s. 2015, Enclosure No. 4 | Office Functions, Version 3 (2023) |
|---|---|---|
| Form | An "accountability" statement or a short list of functions for each office and section | A statement of purpose, outcomes, outcome indicators, key result areas, objectives, outputs and output indicators |
| Length for the SDO | Three pages | Three sheets with 67 objectives, 198 outputs and 231 output indicators |
| Unit described | Each section: the SGOD's six sections have their own accountabilities | Each office: one sheet for the SGOD, with no section named |
| Measurement | None | Indicators for every outcome and every objective |
| Issued as | Enclosure to a DepEd Order signed by the Secretary | Sheets released by an undersecretary's memorandum |

**The OSDS.** The 2015 accountability of the Office of the Superintendent - Proper and the 2023 statement of purpose are nearly the same sentence. The 2023 text adds "regional" to the policies the DEDP must be consistent with, and speaks of the SDO, where the 2015 text speaks of the superintendent's "care". Legal services grew the most. In 2015 it had three functions: legal advice and opinions, interpreting laws and rules, and handling "legal and investigation matters concerning the schools division office and its employees, including those delegated by the Regional Office". The 2023 sheet has eight objectives. It separates non-teaching from teaching personnel, and adds drafting actions on complaints "for signature of the SDS", preparing and reviewing contracts and agreements, representing the SDO in court "when deputized by the Office of the Solicitor General (OSG)", and an "Electronic Certification of No pending administrative case". ICT services went from two functions to four objectives, adding technical support for the Learning Resource Management System and coordination with the Central Office.

**The CID.** In 2015 the CID had five accountabilities: full implementation of the curriculum "(pre-school, elementary, secondary & ALS)" through localization and innovation; quality learning and teaching resources; research; technical assistance to schools; and basic and functional literacy "in the deprived, disadvantaged and underserved areas". The 2023 sheet keeps curriculum implementation, learning resources and technical assistance as key result areas, makes research an objective under two of them, and gives learning assessment a key result area of its own. Three things in the 2015 text are not in the 2023 sheet. Technical assistance on "resource generation and social mobilization" and on "SIP implementation" was listed under the CID in 2015; the 2023 sheets put partnerships and the SIP in the SGOD. And the words "ALS" and "literacy" appear in none of the three sheets, which speak of "schools and learning centers" throughout.

**The SGOD.** In 2015 the division had no statement of its own, only its sections'. The 2023 sheet gives it one purpose. School Management Monitoring and Evaluation was "Primarily accountable for the implementation of standards and policies relevant to managing schools", with three items: "Quality Management System Implementation", "Assessment" and "Technical Assistance". In 2023 these became the Quality Assurance and Provision of Technical Assistance key result areas, and the sheet adds work the 2015 text did not name: the documents for establishing, converting and closing public and private schools, the Child-Friendly School System, DRRM, youth formation, sports, and the quality assurance of training.

**What the sheets added.** The gain is the right-hand side of each sheet. An output is a thing a supervisor can ask to see: "Instructional Supervisory Plans", a "Division Learning Resource Technical Assistance Plan", "Liquidation Reports of Schools and LCs", a "Directory of Private Schools with Status as to permit/recognition". An indicator says how the output will be counted.

## How the sheets are used

### In the Quality Management System

[DepEd Order No. 009, s. 2021](https://www.deped.gov.ph/2021/02/24/february-24-2021-do-009-s-2021-institutionalization-of-a-quality-management-system-in-the-department-of-education/) set up one Quality Management System (QMS) for all governance levels, "certifiable to ISO 9001 standards". It requires four kinds of documents. Two are for the whole Department: the DepEd QMS Manual and the Procedures and Work Instructions Manual. Two are each office's own (Part IX.A).

| Document | What it holds | Who has one in the SDO |
|---|---|---|
| QMS Planning Documents | An analysis of strengths, weaknesses, opportunities and threats; a risk registry; an opportunity registry; the OPCRF; a list of relevant interested parties | "Each functional division at the RO and SDO levels" |
| Operations Manual | Among seven parts, "Organizational Structure, Office Functions, and Job Summary", and the flowcharts of the office's processes | "Each functional division at the RO and SDO levels" |

Version 3 supplies the "Office Functions" part of each division's Operations Manual. The order also says that "Each governance level shall document all office processes in accordance with their office functions" (Part IX.B.2). In the SDO, the heads of the functional divisions "shall secure approval of their Planning Documents and Operations Manual from the Schools Division Superintendent", who signs them and issues a memorandum approving them (Part IX.A.3).

The SGOD has a part in running the system. The order's recommended QMS teams place the SDO's QMS Secretariat and its Internal Quality Audit Team in the SGOD, and its top management in the OSDS (Part VIII). The QMS manuals themselves were issued by [DepEd Memorandum No. 014, s. 2022](https://www.deped.gov.ph/2022/03/15/march-15-2022-dm-014-s-2022-the-deped-quality-management-system-manual-and-procedures-and-work-instructions-manual/), and [DepEd Memorandum No. 068, s. 2025](https://www.deped.gov.ph/2025/08/11/august-11-2025-dm-068-s-2025-addendum-to-the-deped-memorandum-no-014-s-2022-the-deped-quality-management-system-manual-and-procedures-and-work-instructions-manual/) of August 11, 2025 added a procedure on the quality workplace.

### In the operational plan and the OPCRF

The sheets are a standing list. The office's plan for the year picks from it. Under DO 2, s. 2015, the head of office accomplishes the OPCRF "to reflect the Office KRAs, Objectives and Performance Indicators" (par. 18), and a key result area "is the mandate or function of the office" (par. 20).

[Memorandum DM-OUHROD-2024-0586](https://region8.deped.gov.ph/2024/04/04/april-03-2024-rm-391-s-2024-interim-guidelines-for-the-office-performance-planning-and-assessment-for-2024-and-onward/) of March 27, 2024, the Interim Guidelines for the Office Performance Planning and Assessment for FY 2024 Onwards, ties the form to the sheets by name. "The head of office shall identify the Office KRAs based on the official issuance on the *Compendium of Office Functions* and the overall organizational outcomes of the Agency" (Annex B, item 5). It then gives two rules for the SDO:

- The functional divisions, the CID and the SGOD, "refer to the *Compendium of Office Functions, version 3* (as issued through Memorandum DM-HROD-2023-0617)" (item 5(b)).
- The Office of the Schools Division Superintendent refers to "recalibrated KRAs based on the Functions of the Office anchored on the organizational outcomes and Job Descriptions of the RD and SDS", in the memorandum's Annex C (item 5(a)).

Part I-A of the revised form, "Commitment to Organizational Outcomes", carries 60% of the office's rating. The memorandum describes it as "office commitments and accomplishments based on the office functions and Key Result Areas (KRAs)" (par. 4(b)(i)). The remaining parts are innovating and intervening accomplishments (20%), organizational effectiveness (15%), and leadership and core behavioral competencies (2.5% each). [OPCRF for School Heads](https://nash.com.ph/blog/opcrf-school-heads-deped) explains the same form at the school level.

### In the IPCRF: what the indicators mean for a section chief or a supervisor

An employee's IPCRF takes its key result areas from the office's. The rater and the ratee agree on "Individual KRAs, Objectives and Performance Indicators as anchored to the Office KRAs and Objectives" (DO 2, s. 2015, par. 17(ii)). For someone working in the CID or the SGOD, three things follow.

**The indicator in the sheet has no target.** "Number of schools with approved preventive maintenance Plan" says what will be counted. How many schools, by when, is written in the office's OPCRF for the year and cascaded to the IPCRF. Of the 231 output indicators in the three sheets, 163 begin with "Number" or "No." and 17 with "Percentage"; the rest name a document or a condition, such as "Approved Human Resource Development Plan".

**A section chief shares the office's targets.** The Section Chief or Unit Head is to "assume joint responsibility with the head of office in ensuring attainment of performance objectives and targets", distribute targets and tasks, coach subordinates and assess their performance (DO 2, s. 2015, par. 64).

**The line of raters runs through the division chief.**

| Ratee in the division office | Rater | Approving authority |
|---|---|---|
| Superintendent | Assistant Regional Director | Regional Director |
| Assistant Superintendent | Superintendent | Assistant Regional Director |
| Chief of Division (CID, SGOD) | Assistant Superintendent | Superintendent |
| Education Program Supervisor | Chief of Division | Assistant Superintendent |
| District Supervisor | Chief of Division | Assistant Superintendent |
| Section Chief or Unit Head | Chief of Division | Assistant Superintendent |
| Staff | Section Chief or Unit Head | Head of Division |

*Source: DO 2, s. 2015, Annex A. The 2024 interim guidelines keep the first three rows for the OPCRF (Table 9).*

An Education Program Supervisor's objectives therefore come from the CID sheet: supervisory plans implemented, schools monitored, learning resources quality-assured, technical assistance given. The planning and research staff of the SGOD answer for approved SIPs, validated BEIS data and completed research.

> **Note**
>
> An output indicator measures the division office. It becomes a duty of a school only when an order or a division memorandum requires the school to submit something. "Number of schools submitted DRR action plan and monthly report" in the SGOD sheet tells the SGOD what to count; the school's reporting duties are in the DRRM orders.

## Where the Public Schools District Supervisors fit

The three sheets cover three offices. The district is not one of them, and no sheet names the district or its supervisor.

The Act makes the schools district a level of its own, with "a schools district supervisor and an office staff for program promotion". The supervisor is responsible for "Providing professional and instructional advice and support to the school heads and teachers/facilitators of schools and learning centers in the district or cluster thereof" and for "Curricula supervision" (RA 9155, Sec. 7(D)). The implementing rules add that the supervisor "shall primarily perform staff functions and shall not exercise administrative supervision over school principals, unless specifically authorized by the proper authorities" (DO 1, s. 2003, Sec. 5.1). The Supreme Court upheld the provision in 2006 ([*Public Schools District Supervisors Association v. De Jesus*](https://elibrary.judiciary.gov.ph/assets/dtSearch/dtSearch_system_files/dtisapi6.dll?cmd=getdoc&DocId=49724&Index=%2a4aeb4dbdcceeda9b59b85ae3fb22cec0), G.R. No. 157286).

In the 2015 structure, the district sits inside the CID.

- "District Instructional Supervision" is the CID's third section (DO 52, s. 2015, Encl. Nos. 1, 2 and 4, item 2.40).
- When the Civil Service Commission approved the qualification standards for the Public Schools District Supervisor, at Salary Grade 22, DepEd told it that "The PSDS will be part of the CID" ([DepEd Order No. 26, s. 2016](https://www.deped.gov.ph/2016/05/02/do-26-s-2016-revised-qualification-standards-qs-for-the-position-of-public-schools-district-supervisor/), enclosed CSC Resolution No. 1600324).
- The Philippine Professional Standards for Supervisors list the position as "Public Schools District Supervisor - Curriculum Implementation Division District Instructional Supervision" ([DepEd Order No. 025, s. 2020](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-025-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-supervisors/)).
- A district supervisor's performance is rated by a Chief of Division and approved by the assistant superintendent (DO 2, s. 2015, Annex A).

So the district supervisor's work is counted under the CID sheet, mainly in "Instructional Supervision and Management" and "Technical Assistance on Curriculum Implementation". Other orders give the supervisor named tasks. District supervisors "shall serve as coaches to guide the schools in crafting and implementing the SIPs in their area" (DO 44, s. 2015, Part V.A.4). A school head reports accepted donations to the district supervisor as well as to the superintendent (RA 9155, Sec. 7(E)(11)). And [DepEd Order No. 24, s. 2005](https://www.deped.gov.ph/2005/05/24/do-24-s-2005-rationalizing-the-roles-and-functions-of-district-supervisors/) directed superintendents to recommend, in a deployment plan sent to the Regional Office, the best role for each district supervisor then in post: subject or grade level specialist for an area, principal, mentor of newly appointed principals for up to a year, or the superintendent's staff in a municipality, "but without any administrative supervisory authority over schools" (pars. 2(c) and 4).

The Omnibus Implementing Rules and Regulations of the Laws Establishing Schools Division Offices, in effect since May 5, 2025, carry a newer description. For the divisions those laws created, the rules define the Public Schools District Supervisor as "personnel in the SDO who provides schools and learning centers in a district with relevant and timely services through the conduct of instructional supervision; provision of technical assistance in school management and curriculum implementation; establishing a conducive physical environment for learners and school workers; and sustaining strong and harmonious partnership and collaboration among stakeholders in order to improve access to and delivery of quality basic education" ([DepEd Memorandum No. 062, s. 2025](https://www.deped.gov.ph/2025/08/01/august-1-2025-dm-062-s-2025-dissemination-of-the-omnibus-implementing-rules-and-regulations-of-the-laws-establishing-schools-division-offices/), IRR, Secs. 2 and 3(g)).

In 2021 DepEd formed a national technical working group to review districting ([DepEd Memorandum No. 026, s. 2021](https://www.deped.gov.ph/2021/05/12/may-12-2021-dm-026-s-2021-national-technical-working-group-to-review-and-revise-school-districting-policies/)). Its work was to "delineate functions in the positions under the schools division offices" (DM 057, s. 2021, par. 2). As of November 13, 2026, no DepEd order has restated the district supervisor's functions for all divisions. [DepEd Schools per District Supervisor](https://nash.com.ph/blog/deped-schools-per-district-supervisor-sy-2023-2024) has the number of schools in each district.

## Is Version 3 still current?

As of November 13, 2026, Version 3 is still the current statement. No later version of the regional and division Office Functions has been issued, and no DepEd Order has amended the SDO structure in DO 52, s. 2015. The March 2024 interim guidelines on the OPCRF cite Version 3 by its memorandum number.

The offices are the same three. What has changed is the set of rules beneath several lines of the sheets, and one office that a law has added.

| Date | Issuance | What changed for the SDO |
|---|---|---|
| March 27, 2024 | Memorandum DM-OUHROD-2024-0586 | The revised OPCRF takes the key result areas of the CID and the SGOD from Version 3; the OSDS uses recalibrated key result areas |
| May 16, 2024 | DO 007, s. 2024 | Revised school-based management. DO 83, s. 2012 is repealed. The SGOD leads a Division Field Technical Assistance Team; the sheet's outputs on the "SBM Level of Practice" no longer match the system |
| December 6, 2024 | [Republic Act No. 12080](https://lawphil.net/statutes/repacts/ra2024/ra_12080_2024.html) | "There is hereby established" a Mental Health and Well-Being Office "in every SDO", headed by a Schools Division Counselor at Salary Grade 24 (Sec. 5) |
| May 5, 2025 | Omnibus IRR of the Laws Establishing Schools Division Offices (DM 062, s. 2025) | For divisions created by law, their "establishment, organization, staffing, and personnel action shall be consistent with the provisions of RA No. 9155, its implementing rules and regulations, and other relevant DepEd issuances" (Sec. 4). The rules define the district supervisor (Sec. 3(g)) |
| July 3, 2025 | [DO 021, s. 2025](https://www.deped.gov.ph/2025/07/03/july-3-2025-do-021-s-2025-functional-supervision-of-the-office-of-the-undersecretary-of-legal-and-legislative-affairs-oulla-over-lawyers-of-the-department-of-education-stationed-at-regi/) | Lawyers in the SDOs "shall functionally report to the Undersecretary for Legal and Legislative Affairs". SDOs must seek that office's clearance before releasing legal opinions "intended for external release or with policy implications" (pars. 3 and 5) |
| October 9, 2025 | [DO 033, s. 2025](https://www.deped.gov.ph/2025/10/10/october-9-2025-do-033-s-2025-amendment-to-deped-order-no-40-s-2014-establishment-merging-conversion-and-naming-renaming-of-public-schools-and-separation-of-public-school-annexes-i/) | The Central Office now identifies the schools that qualify to become implementing units; the finance units of the regions and divisions give them technical assistance |
| May 6, 2026 | DO 012, s. 2026 | Applications for recognition of private senior high schools are filed at the SDO and validated by the SGOD |
| July 22, 2026 | DO 019, s. 2026 | Qualification standards and job descriptions for the Schools Division Counselor and school counselors |

**The Mental Health and Well-Being Office.** This is the one office in an SDO that the 2015 structure and the 2023 sheets do not have. It reviews and approves schools' mental health programs, visits schools, gives counseling where a school has no counselor, and sees that school counselors and their associates are trained (RA 12080, Sec. 6). The implementing rules repeat the Act's two sections and add that, until a counselor is hired or the office is fully established, an SDO may adopt other organizational arrangements under guidelines from the Central Office ([DepEd Memorandum No. 077, s. 2025](https://www.deped.gov.ph/2025/09/18/september-18-2025-dm-077-s-2025-dissemination-of-implementing-rules-and-regulations-of-the-republic-act-no-12080-otherwise-known-as-the-basic-education-mental-health-and-well-being-prom/), IRR, Secs. 6 and 7). DO 019, s. 2026 says the details of the office's establishment and functions "shall be provided in separate issuances" (par. 8). As of November 13, 2026, no DepEd Order has set its place on the SDO chart; the counselor's job description has the position report to the superintendent and the assistant superintendent. [School Mental Health and Bullying under RA 12080](https://nash.com.ph/blog/school-mental-health-bullying-ra-12080-edcom-ii) covers the Act.

**Legal services.** The sheet's first legal objective is "To provide legal advice and opinion to the SDS, ASDS and other officials of the Division". That stands. An opinion that will leave the office or affect policy now needs clearance from the Undersecretary's office first. The order adds that this supervision "does not diminish the authority of Regional Directors or Schools Division Superintendents over administrative matters" (DO 021, s. 2025, par. 5).

**More and smaller divisions are proposed, not yet made.** RA 9155 describes one division office for every province or city, and where a law creates a new division, its organization and staffing follow the Act and DepEd's issuances (Omnibus IRR, Sec. 4). The Second Congressional Commission on Education found that the Act "institutionalized a uniform SDO structure regardless of school population or geographic coverage": "Davao City SDO supervises 542 schools while some SDOs oversee as few as two". It recommended amending the law "to allow differentiated SDO configurations based on actual supervisory load" (Final Report, p. 37). On October 27, 2026, DepEd announced a plan for 13 new SDOs and 15 interim field sub-offices, after a review of 221 division offices that found nine provinces needing a change ([DepEd, nagpanukala ng mga bagong SDO para mapabilis ang serbisyo sa mga liblib na paaralan](https://www.deped.gov.ph/2026/10/27/deped-nagpanukala-ng-mga-bagong-sdo-para-mapabilis-ang-serbisyo-sa-mga-liblib-na-paaralan/)). The announcement says DepEd will work with Congress to update RA 9155. Until a law or an order carries the plan out, the structure of DO 52 stands. [RA 9155 at 25](https://nash.com.ph/blog/ra-9155-shared-governance-decentralization) follows the bills in Congress.

## What this means for school heads

**Send the paper to the office that handles it, and know who signs.** Use the lookup table. Address a request to the official who can grant it, and file it where the order on the subject says. An application for the recognition of a private senior high school is filed at the SDO (DO 012, s. 2026). A complaint against a teacher is filed with the Regional Director (DO 49, s. 2006, Sec. 6). A section chief can tell you what is missing. A section chief cannot issue an appointment, grant a permit, approve a new school or decide a complaint against a teacher.

**Expect each office to ask for what its sheet counts.** The sheets order nothing from schools. They show what each office must turn out, and most of those outputs are built from what schools submit.

| Office | What it will ask the school for |
|---|---|
| OSDS, finance | Monthly liquidation of the MOOE cash advance, on or before the 5th day of the following month (DO 008, s. 2019); financial reports from implementing units |
| OSDS, personnel and records | Complete papers for appointments, reclassification and step increments; updated personnel data |
| OSDS, property | An updated inventory of supplies, materials and equipment |
| CID | Quarterly assessment results by learning area; reports on instructional interventions; learning resource needs; training needs; action research proposals on instruction |
| SGOD, planning and research | The SIP, the AIP and the work and financial plan; BEIS and LIS data on time; research proposals for the BERF |
| SGOD, monitoring and evaluation | The SBM self-assessment results; accomplishment reports on programs and projects |
| SGOD, facilities, health and DRRM | A preventive maintenance plan and report; health and nutrition reports; the DRRM action plan and reports; the quarterly report on class suspensions |
| SGOD, human resource development | Individual development plans and training needs; the teachers' self-assessment results |
| SGOD, partnerships | Reports of donations and partnership agreements |

A school that keeps these current has most of what a monitoring visit will ask for. Most of them are administrative tasks, which [DepEd Order No. 002, s. 2024](https://www.deped.gov.ph/2024/01/26/january-26-2024-do-002-s-2024-immediate-removal-of-administrative-tasks-of-public-school-teachers/) assigns to school heads and non-teaching personnel, not to teachers; see the [guide to DO 002](https://nash.com.ph/blog/deped-do-002-administrative-tasks-support-staff).

**Ask for technical assistance by name.** Both divisions have a key result area for it. The CID counts "school heads, teachers, and instructional managers provided with TA along their identified needs", and the SGOD counts needs assessments, approved plans and an "Accomplishment Report on Technical Assistance provision to schools pertinent to school-based management". A written request that names the need, such as help with a root cause analysis for the SIP or with contextualized tests in Grade 7 mathematics, gives the division something it is measured on. Under DO 007, s. 2024, the school is the one that invites the SDO for technical assistance on SBM.

**Do not expect a division section to decide what the law gives to someone else.** The last column of the lookup table names who decides on appointments, complaints, permits and new schools. Two things are the school's own. The school's MOOE allocation is set nationally, and the school head spends it under DO 008, s. 2019; see [how school MOOE works](https://nash.com.ph/blog/deped-school-mooe). The SIP is the school's plan, and its priorities are the school's to choose (RA 9155, Sec. 7(E)(4)).

**Know what is the school's to decide.** The division supports and monitors. RA 9155 leaves to the school head the school's goals, its improvement plan, its programs, its ways of teaching and the management of its resources, within national policies and standards (Sec. 7(E)). [RA 9155 Duties of DepEd School Heads](https://nash.com.ph/blog/ra-9155-school-head-duties) takes these one by one.

**Keep three records.** Keep the receiving copy of everything submitted to the SDO, with its date and tracking number: the OSDS counts documents "routed/released" within the timelines of its Citizen's Charter. Keep the written agreements from technical assistance visits. Keep the division memoranda that assign a focal person for each program, since the person, not the section, is whom you will call.

Knowing the division office serves several strands of the Philippine Professional Standards for School Heads: policy implementation and school planning in [Domain 1, Leading Strategically](https://nash.com.ph/blog/ppssh-domain-1-leading-strategically); records, finance and facilities in [Domain 2, Managing School Operations and Resources](https://nash.com.ph/blog/ppssh-domain-2-managing-school-operations); technical assistance on instruction in [Domain 3, Focusing on Teaching and Learning](https://nash.com.ph/blog/ppssh-domain-3-teaching-and-learning); professional development and performance management in [Domain 4, Developing Self and Others](https://nash.com.ph/blog/ppssh-domain-4-developing-self-and-others); and partnerships in [Domain 5, Building Connections](https://nash.com.ph/blog/ppssh-domain-5-building-connections).

## Frequently asked questions

### What is the difference between the CID and the SGOD?

The Curriculum Implementation Division handles teaching and learning: instructional supervision, learning assessment, learning resources and technical assistance on the curriculum. The School Governance and Operations Division handles how schools are run and supported: planning and research, school-based management, human resource development, partnerships, facilities, health, DRRM and the papers of schools that open or close (Office Functions, Version 3; DO 52, s. 2015, Encl. No. 4).

### Which office handles administrative and finance concerns in the SDO?

The Office of the Schools Division Superintendent. Cash, personnel, records, property and supply, general services, accounting and budget are attached to it, together with the Legal Unit and the ICT Unit (DO 52, s. 2015, Encl. No. 2). In the Version 3 sheets, this work is the "SDO Management" key result area of the OSDS.

### Is the Public Schools District Supervisor under the CID or the SGOD?

Under the CID. District Instructional Supervision is one of its three sections (DO 52, s. 2015, Encl. No. 4, item 2.40), and DO 26, s. 2016 records that "The PSDS will be part of the CID". The supervisor's functions come from RA 9155, Sec. 7(D): instructional advice and support, and curricula supervision.

### Can the Schools Division Office issue a permit to a private school?

No. The SDO receives or evaluates the application and recommends. The Regional Director has the authority to approve the establishment of private schools and decides the grant of recognition (RA 9155, Sec. 7(B)(13); DO 88, s. 2010, Secs. 28, 30.4 and 32(e)). For private senior high schools, DO 012, s. 2026 has the SGOD validate the documents and the Regional Director sign the approval or denial.

### Is Office Functions, Version 3 a DepEd Order?

No. It is a set of sheets released by Memorandum DM-HROD-2023-0617 of the Undersecretary for Human Resource and Organizational Development on May 5, 2023. It forms part of each office's QMS Operations Manual and guides the OPCRF and IPCRF. The offices themselves were created by DO 52, s. 2015, and their powers come from RA 9155 and DO 1, s. 2003.

## Sources

**Laws and court decisions**

- [Republic Act No. 9155](https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/), Governance of Basic Education Act of 2001 (August 11, 2001), Sec. 7(B), (C), (D) and (E).
- [Republic Act No. 12080](https://lawphil.net/statutes/repacts/ra2024/ra_12080_2024.html), Basic Education Mental Health and Well-Being Promotion Act (December 6, 2024), Secs. 5 and 6.
- [*Public Schools District Supervisors Association v. De Jesus*](https://elibrary.judiciary.gov.ph/assets/dtSearch/dtSearch_system_files/dtisapi6.dll?cmd=getdoc&DocId=49724&Index=%2a4aeb4dbdcceeda9b59b85ae3fb22cec0), G.R. No. 157286, June 16, 2006, En Banc, which upheld DO 1, s. 2003 on the district supervisor's functions.

**The Office Functions and the structure order**

- [Memorandum DM-HROD-2023-0617](https://region8.deped.gov.ph/2023/05/05/may-05-2023-memorandum-dm-hrod-2023-0617-deped-ro-sdo-office-functions-version-3/), DepEd RO & SDO Office Functions Version 3 (May 5, 2023), Office of the Undersecretary for Human Resource and Organizational Development, as posted by DepEd Region VIII; with the Version 3 sheets of the Office of the Schools Division Superintendent, the Curriculum Implementation Division and the School Governance and Operations Division.
- [DepEd Order No. 52, s. 2015](https://www.deped.gov.ph/2015/10/30/do-52-s-2015-new-organizational-structures-of-the-central-regional-and-schools-division-offices-of-the-department-of-education/), New Organizational Structures of the Central, Regional, and Schools Division Offices of the Department of Education (October 30, 2015), pars. 4, 7 and 10 and Enclosures No. 1 to 4.
- [DepEd Order No. 1, s. 2003](https://www.deped.gov.ph/2003/01/06/do-1-s-2003-promulgating-the-implementing-rules-and-regulations-irr-of-republic-act-no-9155-otherwise-known-as-the-governance-of-basic-education-act-of-2001/), Promulgating the Implementing Rules and Regulations of Republic Act No. 9155 (January 6, 2003), Rules IV and V.

**DepEd issuances on the Quality Management System and performance management**

- [DepEd Order No. 009, s. 2021](https://www.deped.gov.ph/2021/02/24/february-24-2021-do-009-s-2021-institutionalization-of-a-quality-management-system-in-the-department-of-education/), Institutionalization of a Quality Management System in the Department of Education (February 24, 2021), Parts VIII and IX.
- [DepEd Memorandum No. 014, s. 2022](https://www.deped.gov.ph/2022/03/15/march-15-2022-dm-014-s-2022-the-deped-quality-management-system-manual-and-procedures-and-work-instructions-manual/), The DepEd Quality Management System Manual and Procedures and Work Instructions Manual (March 15, 2022), and [DepEd Memorandum No. 068, s. 2025](https://www.deped.gov.ph/2025/08/11/august-11-2025-dm-068-s-2025-addendum-to-the-deped-memorandum-no-014-s-2022-the-deped-quality-management-system-manual-and-procedures-and-work-instructions-manual/), its addendum (August 11, 2025).
- [DepEd Order No. 2, s. 2015](https://www.deped.gov.ph/2015/02/06/do-2-s-2015-guidelines-on-the-establishment-and-implementation-of-the-results-based-performance-management-system-rpms-in-the-department-of-education/), Guidelines on the Establishment and Implementation of the Results-Based Performance Management System (RPMS) in the Department of Education (February 6, 2015), pars. 17, 18, 20 and 64 and Annex A.
- Memorandum DM-OUHROD-2024-0586, Interim Guidelines for the Office Performance Planning and Assessment for FY 2024 Onwards (March 27, 2024), Office of the Undersecretary for Human Resource and Organizational Development, par. 4 and Annex B, item 5 and Table 9; posted by DepEd Region VIII under [Regional Memorandum No. 391, s. 2024](https://region8.deped.gov.ph/2024/04/04/april-03-2024-rm-391-s-2024-interim-guidelines-for-the-office-performance-planning-and-assessment-for-2024-and-onward/).

**Other DepEd issuances**

- [DepEd Order No. 24, s. 2005](https://www.deped.gov.ph/2005/05/24/do-24-s-2005-rationalizing-the-roles-and-functions-of-district-supervisors/), Rationalizing the Roles and Functions of District Supervisors (May 24, 2005), pars. 2 and 4.
- [DepEd Order No. 49, s. 2006](https://www.deped.gov.ph/2006/12/12/do-49-s-2006-revised-rules-of-procedure-of-the-department-of-education-in-administrative-cases-amended-by/), Revised Rules of Procedure of the Department of Education in Administrative Cases (December 12, 2006), Sec. 1.
- [DepEd Order No. 88, s. 2010](https://www.deped.gov.ph/2010/06/24/do-88-s-2010-2010-revised-manual-of-regulations-for-private-schools-in-basic-education-amended-by/), 2010 Revised Manual of Regulations for Private Schools in Basic Education (June 24, 2010), Secs. 28, 30 and 32.
- [DepEd Order No. 29, s. 2011](https://www.deped.gov.ph/2011/03/24/do-29-s-2011-revised-guidelines-on-the-naming-and-renaming-of-schools/), Revised Guidelines on the Naming and Renaming of Schools (March 24, 2011).
- [DepEd Order No. 40, s. 2014](https://www.deped.gov.ph/2014/08/26/do-40-s-2014-establishment-merging-conversion-and-naming-renaming-of-public-schools-and-separation-of-public-school-annexes-in-basic-education/), Establishment, Merging, Conversion, and Naming/Renaming of Public Schools, and Separation of Public School Annexes in Basic Education (August 26, 2014), Part VI, as amended by [DepEd Order No. 033, s. 2025](https://www.deped.gov.ph/2025/10/10/october-9-2025-do-033-s-2025-amendment-to-deped-order-no-40-s-2014-establishment-merging-conversion-and-naming-renaming-of-public-schools-and-separation-of-public-school-annexes-i/) (October 9, 2025).
- [DepEd Order No. 44, s. 2015](https://www.deped.gov.ph/2015/09/29/do-44-s-2015-guidelines-on-the-enhanced-school-improvement-planning-sip-process-and-the-school-report-card-src/), Guidelines on the Enhanced School Improvement Planning (SIP) Process and the School Report Card (SRC) (September 29, 2015), Part V.A.
- [DepEd Order No. 26, s. 2016](https://www.deped.gov.ph/2016/05/02/do-26-s-2016-revised-qualification-standards-qs-for-the-position-of-public-schools-district-supervisor/), Revised Qualification Standards (QS) for the Position of Public Schools District Supervisor (May 2, 2016).
- [DepEd Order No. 35, s. 2016](https://www.deped.gov.ph/2016/06/07/do-35-s-2016-the-learning-action-cell-as-a-k-to-12-basic-education-program-school-based-continuing-professional-development-strategy-for-the-improvement-of-teaching-and-learning/), The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning (June 7, 2016).
- [DepEd Order No. 16, s. 2017](https://www.deped.gov.ph/2017/03/20/do-16-s-2017-research-management-guidelines/), Research Management Guidelines (March 20, 2017), Sec. V.A.iii.
- DepEd National Capital Region, [Regional Memorandum No. 13, s. 2019](https://www.deped.gov.ph/2019/07/08/ncr_rm_s2019_013-school-improvement-plan-sip-instructional-videos-styleguide-appraisal-process-and-quality-assessment-qa-tool/), School Improvement Plan (SIP) Instructional Videos, Styleguide, Appraisal Process, and Quality Assessment (QA) Tool (January 9, 2019), which forwards the Central Office memorandum of November 27, 2018.
- [DepEd Order No. 008, s. 2019](https://www.deped.gov.ph/2019/05/02/may-2-2019-do-008-s-2019-revised-implementing-guidelines-on-the-direct-release-use-monitoring-and-reporting-of-maintenance-and-other-operating-expenses-allocation-of-schools-including-other-fu/), Revised Implementing Guidelines on the Direct Release, Use, Monitoring and Reporting of Maintenance and Other Operating Expenses Allocation of Schools, Including Other Funds Managed by Schools (May 2, 2019), Part V.C and D.
- [DepEd Order No. 025, s. 2020](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-025-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-supervisors/), National Adoption and Implementation of the Philippine Professional Standards for Supervisors (September 7, 2020).
- [DepEd Order No. 003, s. 2021](https://www.deped.gov.ph/2021/01/15/january-15-2021-do-003-s-2021-creation-of-the-child-protection-unit-and-the-child-rights-in-education-desk-in-the-department-of-education/), Creation of the Child Protection Unit and the Child Rights in Education Desk in the Department of Education (January 15, 2021), par. 17.
- [DepEd Memorandum No. 026, s. 2021](https://www.deped.gov.ph/2021/05/12/may-12-2021-dm-026-s-2021-national-technical-working-group-to-review-and-revise-school-districting-policies/), National Technical Working Group to Review and Revise School Districting Policies (May 12, 2021), and [DepEd Memorandum No. 057, s. 2021](https://www.deped.gov.ph/2021/08/18/august-18-2021-dm-057-s-2021-moratorium-on-the-request-for-school-redistricting-and-schools-division-reclassification/), Moratorium on the Request for School Redistricting and Schools Division Reclassification (August 18, 2021), pars. 2 and 3.
- [DepEd Order No. 001, s. 2023](https://www.deped.gov.ph/2023/01/10/january-9-2023-do-001-s-2023-revised-designation-of-undersecretaries-and-assistant-secretaries-to-their-strands-and-functional-areas-of-responsibilities-and-revised-signing-authorities/), Revised Designation of Undersecretaries and Assistant Secretaries to their Strands and Functional Areas of Responsibilities and Revised Signing Authorities (January 9, 2023), Annex C, item L.
- [DepEd Order No. 007, s. 2023](https://www.deped.gov.ph/2023/03/23/march-22-2023-do-007-s-2023-guidelines-on-recruitment-selection-and-appointment-in-the-department-of-education/), Guidelines on Recruitment, Selection, and Appointment in the Department of Education (March 22, 2023).
- [DepEd Order No. 002, s. 2024](https://www.deped.gov.ph/2024/01/26/january-26-2024-do-002-s-2024-immediate-removal-of-administrative-tasks-of-public-school-teachers/), Immediate Removal of Administrative Tasks of Public School Teachers (January 26, 2024).
- [DepEd Order No. 007, s. 2024](https://www.deped.gov.ph/2024/05/20/may-16-2024-do-007-s-2024-policy-guidelines-on-the-implementation-of-the-revised-school-based-management-sbm-system/), Policy Guidelines on the Implementation of the Revised School-Based Management (SBM) System (May 16, 2024).
- [DepEd Order No. 022, s. 2024](https://www.deped.gov.ph/2024/12/23/december-23-2024-do-022-s-2024-revised-guidelines-on-class-and-work-suspension-in-schools-during-disasters-and-emergencies/), Revised Guidelines on Class and Work Suspension in Schools During Disasters and Emergencies (December 23, 2024), Sec. III.5.h and Part V.
- [DepEd Order No. 017, s. 2025](https://www.deped.gov.ph/2025/06/13/june-13-2025-do-017-s-2025-revised-basic-education-enrollment-policy/), Revised Basic Education Enrollment Policy (June 13, 2025).
- [DepEd Order No. 021, s. 2025](https://www.deped.gov.ph/2025/07/03/july-3-2025-do-021-s-2025-functional-supervision-of-the-office-of-the-undersecretary-of-legal-and-legislative-affairs-oulla-over-lawyers-of-the-department-of-education-stationed-at-regi/), Functional Supervision of the Office of the Undersecretary of Legal and Legislative Affairs (OULLA) over Lawyers of the Department of Education Stationed at Regional and Division Offices (July 3, 2025), pars. 3 and 5.
- [DepEd Memorandum No. 062, s. 2025](https://www.deped.gov.ph/2025/08/01/august-1-2025-dm-062-s-2025-dissemination-of-the-omnibus-implementing-rules-and-regulations-of-the-laws-establishing-schools-division-offices/), Dissemination of Omnibus Implementing Rules and Regulations of the Laws Establishing Schools Division Offices (August 1, 2025), IRR, Secs. 2, 3(g) and 4.
- [DepEd Order No. 024, s. 2025](https://www.deped.gov.ph/2025/08/28/august-28-2025-do-024-s-2025-guidelines-on-the-implementation-of-the-expanded-career-progression-system-for-teachers-and-school-heads-in-the-department-of-education/), Guidelines on the Implementation of the Expanded Career Progression System for Teachers and School Heads in the Department of Education (August 28, 2025), Enclosure No. 1, Sec. 20.
- [DepEd Memorandum No. 077, s. 2025](https://www.deped.gov.ph/2025/09/18/september-18-2025-dm-077-s-2025-dissemination-of-implementing-rules-and-regulations-of-the-republic-act-no-12080-otherwise-known-as-the-basic-education-mental-health-and-well-being-prom/), Dissemination of Implementing Rules and Regulations of Republic Act No. 12080 (September 18, 2025), IRR, Secs. 6 and 7.
- [DepEd Order No. 001, s. 2026](https://www.deped.gov.ph/2026/01/19/january-19-2026-do-001-s-2026-implementing-guidelines-of-the-enhanced-alternative-learning-system/), Implementing Guidelines of the Enhanced Alternative Learning System (January 19, 2026), par. 13.
- [DepEd Order No. 006, s. 2026](https://www.deped.gov.ph/2026/03/24/march-24-2026-do-006-s-2026-guidelines-on-ensuring-a-safe-and-motivating-learning-environment-esmle/), Guidelines on Ensuring a Safe and Motivating Learning Environment (March 24, 2026), Part IX.C.
- [DepEd Order No. 012, s. 2026](https://www.deped.gov.ph/2026/05/06/may-6-2026-do-012-s-2026-government-recognition-of-private-basic-education-institutions-offering-the-senior-high-school-shs-program/), Government Recognition of Private Basic Education Institutions Offering the Senior High School (SHS) Program (May 6, 2026), Part VII.
- [DepEd Order No. 013, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-013-s-2026-institutional-guidelines-on-the-implementation-of-the-school-based-feeding-program/), Institutional Guidelines on the Implementation of the School-Based Feeding Program (June 4, 2026).
- [DepEd Order No. 015, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-015-s-2026-revised-guidelines-on-classroom-assessment-grading-system-and-awards-and-recognition-for-the-k-to-12-basic-education-program/), Revised Guidelines on Classroom Assessment, Grading System, and Awards and Recognition for the K to 12 Basic Education Program (June 4, 2026).
- [DepEd Order No. 019, s. 2026](https://www.deped.gov.ph/2026/07/22/july-22-2026-do-019-s-2026-qualification-standards-for-positions-created-under-republic-act-no-12080-or-the-basic-education-mental-health-and-well-being-promotion-act/), Qualification Standards for Positions Created under Republic Act No. 12080 or the Basic Education Mental Health and Well-Being Promotion Act (July 22, 2026), par. 8 and Annex B.
- [DepEd Order No. 022, s. 2026](https://www.deped.gov.ph/2026/09/24/september-24-2026-do-022-s-2026-enhanced-minimum-performance-standards-and-specifications-for-deped-school-infrastructure-and-school-furniture/), Enhanced Minimum Performance Standards and Specifications for DepEd School Infrastructure and School Furniture (September 24, 2026).

**DepEd announcements and reports**

- Department of Education (2026, October 27). [DepEd, nagpanukala ng mga bagong SDO para mapabilis ang serbisyo sa mga liblib na paaralan](https://www.deped.gov.ph/2026/10/27/deped-nagpanukala-ng-mga-bagong-sdo-para-mapabilis-ang-serbisyo-sa-mga-liblib-na-paaralan/). Press release.
- Second Congressional Commission on Education (2026). [*Turning Point: A Decade of Necessary Reform (2026-2035)*](https://edcom2.gov.ph/media/2026/01/EDCOM-II-Y03-for-web-012626_final.pdf), EDCOM II Final Report, p. 37.

## DepEd office functions series

- [DepEd Central Office Functions: Bureaus and Services](https://nash.com.ph/blog/deped-central-office-functions)
- [DepEd Regional Office Functions: What Each Division Does](https://nash.com.ph/blog/deped-regional-office-functions)
- Schools Division Office Functions: OSDS, CID and SGOD (this post)

*Written by Mark Anthony Llego for NASH Reviewer. Sources: Republic Acts No. 9155 and No. 12080; Memorandum DM-HROD-2023-0617 and DepEd's Office Functions, Version 3; DepEd Orders No. 1, s. 2003, No. 52, s. 2015, No. 2, s. 2015, No. 009, s. 2021, No. 007, s. 2024 and No. 021, s. 2025; Memorandum DM-OUHROD-2024-0586; the EDCOM II Final Report.*

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