April 6, 2016
DepEd Order No. 19, s. 2016
Table of Contents
Guidelines on the Organizational Structures and Staffing Patterns of Stand-alone and Integrated Public Senior High Schools (SHS)
To:
Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Secretary, ARMM
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned
- The Department of Education (DepEd) issues the enclosed Guidelines on the Organizational Structures and Staffing Patterns of Stand-alone and Integrated Public Senior High Schools (SHS). It aims to provide comprehensive guidelines, standards, and procedures that clearly define the organizational structures and staffing patterns of different types of public senior high schools, as well as clarify the roles and functions of their teaching and non-teaching staff.
- The organizational structures, staffing patterns, and procedures set therein shall be used as a guide by the DepEd central and field offices/units as well as external stakeholders to ensure that the governance and management of public senior high schools are in accordance with DepEd quality standards, and ultimately lead to the enhanced delivery of basic education.
- All provisions of DepEd rules, regulations, and issuances, which are inconsistent with these guidelines, are hereby repealed or modified accordingly.
- Immediate dissemination of and strict compliance with this Order is directed.
(Sgd.) BR. ARMIN A. LUISTRO FSC
Secretary
GUIDELINES ON THE ORGANIZATIONAL STRUCTURES AND STAFFING PATTERNS OF STAND-ALONE AND INTEGRATED PUBLIC SENIOR HIGH SCHOOLS (SHS)
I. RATIONALE
The promulgation of Republic Act No. 9155 (RA 9155), or the Governance of Basic Education Act of 2001, provided the framework for decentralizing the governance of education to the field. The Department of Education, through its key reform thrust of School-Based Management (SBM), has continuously strived to empower schools and learning centers to effectively address access and quality issues in basic education.
In 2013, Republic Act No. 10533 or the Enhanced Basic Education Act of 2013 provided the Department of Education with the mandate to embark on the landmark K to 12 reform, developing a system of basic education that would produce learners who are ready for work, entrepreneurship, and higher education. The introduction and implementation of the additional two (2) years of Senior High School (SHS) completes the Department’s shift into the new K to 12 Basic Education Program.
To ensure the successful implementation of SHS, the Department has formulated guidelines on the organizational structures and staffing patterns for all public senior high schools. Through this policy, it is envisioned that the principles of shared governance and efficient and effective School-Based Management (SBM) will be applied in all public senior high schools, ensuring the delivery of quality education that is relevant to the context and needs of every learner.
II. LEGAL BASES
This policy is guided primarily by the Governance and Basic Education Act of 2001, which mandates the establishment of schools that are empowered to make decisions based on the needs and contexts of the learners they serve. The said act also provides that in addition to the powers of the Secretary of DepEd under existing laws, he/she shall have the authority, accountability, and responsibility to formulate national educational policies and promulgate national educational standards.
In order to achieve the vision of well-governed schools, particularly senior high schools, this policy is likewise guided by Section 30 of the Implementing Rules and Regulations (IRR) of the Enhanced Basic Education Act of 2013 which states that DepEd shall formulate the appropriate strategies and mechanisms needed to ensure smooth transition to the K to 12 Basic Education Program. These strategies include, among others, those aimed at improving human resource management and organizational and structural concerns. In this regard, this policy aims to support the implementation of senior high school by providing comprehensive guidelines on its organizational structures and staffing patterns.
III. SCOPE
1. These guidelines shall apply to public senior high schools. It shall cover the organizational structure and staffing patterns of stand-alone and integrated public senior high schools.
2. Hiring and appointment of teaching staff in public senior high schools shall continue to be guided by DepEd Order No. 3, s. 2016 or Hiring Guidelines for Senior High School (SHS) Teaching Positions For School Year (SY) 2016-2017.
3. For the hiring, appointment, and promotion of non-teaching positions for SY 20162017, including Youth Formation Coordinators, DepEd Order No. 66, s. 2007 or the Revised Guidelines on the Appointment and Promotion of Other Teaching, Related Teaching, and Non-Teaching Positions shall apply. It shall likewise be guided by the guidelines and staffing pattern (Section VI) stipulated in this DepEd Order.
4. Finally, the selection, promotion, and designation of school heads for SY 20162017, including Assistant Principals, shall continue to be guided by DepEd Order No. 42, s. 2007 or the Revised Guidelines on the Selection, Promotion, and Designation of School Heads. It shall likewise be guided by the guidelines and staffing pattern (Section VI) stipulated in this DepEd Order.
IV. DEFINITION OF TERMS
1. Senior High School (SHS) – completes the third stage of compulsory basic education. It consists of two (2) years (Grades 11 and 12) of high school education following the completion of four (4) years of Junior High School (JHS). It shall serve as a specialized higher level secondary education, consisting of different tracks, strands and specializations that learners may choose from depending on their aptitude and interests, and school capacity.
2. Stand-alone SHS – is a school situated in a new site separate from a JHS or Integrated School (IS) and has its own School Head.
3. Integrated SHS – is a school situated within an existing JHS or IS and shares a School Head with the JHS or IS.
4. Track – refers to the specific program in SHS a learner may choose based on his/her interests and aspirations. SHS has four tracks, namely: Academic, Technical-Vocational Livelihood, Arts and Design and Sports. A track is further sub-classified into strands.
5. Strand – refers to the specialized curricular offerings under a particular track.
6. SHS Subject Group – related SHS subjects grouped according to needed teacher specialization, training, and preparation such that all subjects in any track/strand offered by a school can be taught by qualified teachers. The SHS Subject Groups are as follows:
Group I. HUMSS and the following subject groupings:
I-A: Oral Communication; Reading and Writing; English for Academic and Professional Purposes; Practical Research
I-B: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino; Pagbasa at Pagsusuri ng Iba’t Ibang Teksto sa Pananaliksik; Pagsulat sa Filipino sa Piling Larangan I-C: 21st Century Literature from the Philippines and the World; Contemporary Philippine Arts from the Region; Understanding Culture, Society and Politics; Introduction to the Philosophy of the Human Person; and related specialized HUMSS subjects I-D: Media and Information Literacy; Empowerment Technologies (for the Strands)
Group II. Accountancy, Business and Management (ABM); Entrepreneurship; Research and Work Immersion
Group III. Science, Technology, Engineering and Math (STEM) and the following subject groupings:
III-A: General Mathematics; Statistics and Probability; and related specialized STEM subjects
III-B: Earth Science; Earth and Life Science; Physical Science; and related specialized STEM subjects
Group IV. Technical-Vocational Livelihood (TVL) and the following specializations:
IV-A: Specialized TVL/Agri-Fisheries
IV-B: Specialized TVL/Industrial Arts
IV-C: Specialized TVL/ICT
IV-D: Specialized TVL/Home Economics
Group V. Sports and the following subjects:
V- A: Physical Education and Health; Personal Development; and related specialized Sports Subjects
Group VI. Arts and Design
7. Learner Support – refers to the programs and services of the school that target the holistic development of the learners, and serve as a complement to the curricular offerings of the school.
V. POLICY STATEMENT
The Department of Education recognizes that schools and learning centers are the heart of the educational system, and are at the core of the delivery of quality basic education to all Filipino children. Enabling schools to be effective delivery systems of the curriculum entails the alignment of several components, including leadership and management; direction and strategy; pedagogy, technology, systems, and processes; people and people systems; organizational culture; and organizational structure.
In implementing the key reforms of the K to 12 basic education program, it is vital that sufficient support is provided to newly established or expanded senior high schools. This policy aims to ensure that these schools are enabled to produce graduates who are prepared for further education, employment and entrepreneurship, through sound organizational structures, efficient and competent staffing, and effective leadership, management, and operations.
VI. GUIDELINES AND PROCEDURES
A. Classification/Typology of Schools
1. In consideration of the varying needs and contexts of our schools and learners, the organizational structures and staffing patterns of each school shall depend on its typology. Senior High Schools may either be a Stand-Alone SHS or an Integrated SHS.
2. Senior High Schools shall be further classified according to size using projected enrollment data. Projected enrollment shall be computed using the previous year’s enrollment or pre-registration data, whichever is larger. The following criteria shall be used in determining school size:
| School Size | Projected Enrollment (Based on previous year’s enrollment or pre-registration data, whichever is larger) |
| Small | less than 440 |
| Medium | 441-840 |
| Large | 841-1,240 |
| Very Large | 1,240 and above |
3. For the first two years following a school’s implementation of the SHS program, school size shall be reevaluated by the Schools Division Office (SDO) annually. After the first two years, school size shall be reevaluated every 3 years.
3.a. The SDO shall forward its recommendation to the Regional Office (RO) for recommending approval, which shall in turn provide an analyses and recommendations to Central Office (CO).
3.b. In the CO, classification and reclassification of school size shall be approved and monitored by the School Effectiveness Division of the Bureau of Human Resource and Organizational Development, in coordination with the Planning and Programming Division of the Planning Service.
B. ORGANIZATIONAL STRUCTURES AND STAFFING PATTERNS OF STANDALONE AND INTEGRATED SENIOR HIGH SCHOOLS (SHS)
The corresponding organizational structures and staffing of small, medium, large, and very large, stand-alone and integrated senior high schools are detailed in the following pages:
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