Are You SBM Ready?: School Based Management For School Heads

ARE YOU SBM
READY?
MODULE 2
SCHOOL BASED MANAGEMENT FOR
SCHOOL HEADS
1 | School Heads Development Program: FOUNDATIONAL COURSE

Why are we here?
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Page 2
The DepEd Vision
We dream of Filipinos who ________ love their

country and whose ___________ and _________
enable them to realize their full potential and
___________ meaningfully to __________ the
nation.
As a learner centered public institution, the
Department of Education ___________ improves
itself to better serve its stakeholders.

Page 3
Our Mission
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education where:
ADMINISTRATOR FAMILY,
STUDENTS TEACHERS COMMUNITY and
and staff,
learn in a child- facilitate other
as stewards of the
friendly, gender- learning and STAKEHOLDERS
institution, ensure
sensitive, safe, constantly an enabling and are actively
and motivating nurture every supportive engaged and share
environment. learner. environment for responsibility for
effective learning developing life-long
to happen. learners.

Our Core Values
MAKA-DIYOS MAKATAO
MAKAKALIKASAN MAKABANSA
MAKAKALIKASA MAKABANSA
MAKA-DIYOS
N

SCHOOL HEADS
DEVELOPMENT
PROGRAM: MODULE 2
The Role of the Principal in

Improving the School

Page 6
It takes a village to educate a child.
(an African proverb)

MAGIC WORD
8 | School Heads Development Program: FOUNDATIONAL COURSE 8

OBJECTIVES
1. To explain the principles of SBM and how it
promotes continuous school improvement
2. Assessing level of SBM Level of Practice and

implementation
3. Determining SBM level of practice and

implementation based on the four
principles of ACCESs

What is SBM?

Page 10
School-Based Management (SBM)
Decentralization the
SBM is the delegation of power from a
central authority to regional
decentralization of and local authorities
decision-making (Merriam-Webster)
authority from the

central, regional,
division, district to
schools.

School-Based Management
underscores the empowerment of the

stakeholders in school communities
to enable them to actively participate in the

continuous improvement of schools
towards the attainment of

higher pupil/student
learning outcomes.

School-Based Management
SBM emphasizes the individual school (as
represented by any combination of principals,
teachers, parents, students, and other
members of the school community) as the
primary unit for improving education and the
redistribution of decision-making authority
over school operations as the primary means
by which this improvement can be
stimulated and sustained.

SBM has the potential to be a low cost way
of making public spending on education
more efficient by increasing the
accountability of the agents involved and
by empowering the clients to improve
learning outcomes.
At the school level, school head, teachers,

students, and school staff work together with
the community leaders, local government
officials, and other stakeholders to improve
school performance.
SBM Milestones
RA
9155
2001
1997 1999 2005 2006
TEEP SEDIP SFI BESRA

The Imperatives for the
Revision
What went well?
Enabling policies were formulated to support SBM
such as:
formulation of School Improvement Planning (SIP);
establishment of School Governing Councils (SGCs); and
conduct of Assessment of SBM Level of Practice.
Inclusion of major line item in the departments

budget to support the installation of SBM at all levels
Program Support Fund (PSF) at the central, region,
and division; and
grants at the school level.
Source: Aide Memoire, 8th World Bank Review Mission

What went wrong?
Unrealistic targets and inappropriate strategies in the
SIPs of many of the schools visited;
Too much focus on the SIP templates, which is usually

interpreted as a one-size-fits-all form overlooking the
unique condition of their schools, the pupils/students
they are providing learning environments for, and the
peculiar issues they are confronting;
There are more schools with School Report Cards (SRCs)

than School Improvement Plans which reflects a
disconnect of these two SBM processes.

What went wrong?
The SBM Assessment process was reduced to bean
counting that over-emphasizes the collection of
prescribed documentation, the compliance to some of
which may not be within the control of the schools and
are not reflective of a functional system of good
practices.
While DepEd reports that 100% of school heads in

many divisions had been oriented on SBM, their
practical understanding of the concept is not apparent.

RATIONALE

To encompass the diverse realities of learning contexts
defined and uniquely occurring within specific
geographic, social, cultural, economic, political, and
environmental make-up of the contemporary society

To enhance
commitment of
education
stakeholders at all
levels to their
responsibilities
and
accountabilities in
realizing the
education
outcomes for
children

To further promote shared governance between
the school and community

To improve the school
systems capacity to be
on track in achieving
goals and sustain good
performance.

The SBM Conceptual Framework
Leadership
Curriculum and
and
Governance
VMG Learning (K to 12)
Functionally
Literate
Citizen
Accountability
Resource
and Continuous
Management
Improvement
BESRA Thrusts
NCBTS, ECE, ALS, Etc.
Central, Region, Division

FOUR PRINCIPLES OF ACCESs
Leadership and Governance: A network of
leadership and governance , guides the education
system to achieve its shared VMVG, making them
responsive and relevant to the context of diverse
environment.
Community-Based Learning: The curriculum and the
learning systems anchored on the community and
learners contexts and aspirations are collaboratively
developed and continuously improved.
FOUR PRINCIPLES OF ACCESs
Accountability for Performance & Results: A clear,

transparent, inclusive, and responsive accountability
system is in place, collaboratively developed by the
school community, which monitors performance and
acts appropriately on gaps and gains.
Convergence to Harness Resources for Education:
Resources are collectively organized, judiciously
mobilized and managed with transparency,
effectiveness, and efficiency to support targeted
education outcome.
The Conceptual Framework
The CO, RO, and DO provide technical,
professional and administrative support
and also oversee that policies are being
observed, standards are being met and
programs are being implemented.

The Conceptual Framework
The boundary of the system indicated by a broken
line denotes openness to inputs from the
external environment, as well as a resistance to
change that may injure its systemic integrity and
stability.
Schools must allow the framework to continuously

morph and develop on the basis of its experience
to meet the emerging needs of the learning
community.

ACCES as Touchstone of Reforms
It started from a need of a harmonizing
policy or statement that will guide reform
initiatives
Then, a necessity to flesh-out a paradigm
that will drive behavior and performance
measures
Ultimately, a demand to operationalize and
bring to reality the aspirations of RA 9155
Collaboration
Shared Governance Autonomy
COMMUNITY-CENTERED
Transparency Ownership
Shared V / M Accountability
S
U Central LGUs D
E
P Regional NGOs M
P Division Private A
L District Sector N
D
Y Community
Gender and cultural
Accessible
sensitivity
Development appropriate Environmentally Safe
CHILD (LEARNER)-
CENTERED
Learning-oriented and Learner-
focused

ACCESs is about being child(learner)- and
community-centered
Child(Learner)-Centered
A concept derived from the framework of rights-based
education that is characterized as: inclusive, healthy and
protective for all children, effective with children, and involved
with families and communities - and children" (Shaeffer, 1999).
Community-Centered
Mandate derived from RA9155, EFA National Plan and BESRA

Community as source of strategic thrust, crucial resources for
learning, curriculum development
Community as rights-bearer of rights to education

Philosophy Approach
Belief and value that the Method or process of
Department espouses service delivery
Concept of an ideal Measure to examine
state consistency of policy,
program, project or
Guide to strategic and activity vis--vis thrust &
day-to-day affairs mandate
Culture among Guide to examine
stakeholders relevance & value of all
other policies, programs,
projects

SBM ACTIVITY
(SHARING)

WALK THROUGH
OF THE SBM
ASSESSMENT TOOL

REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT
TOOL
(November 27, 2012)
Guided by the four principles of ACCESs (A Child-and

Community-Centered Education System). The Indicators of SBM
practice are contextualized on the ideals of an ACCESs
school system.
A. Leadership and Governance 5 indicators

B. Curriculum and Learning 7 indicators
C.Accountability and Continuous Improvement 5 indicators
D. Management of Resources 5 indicators

After systematic D-O-D (Document Analysis-Observation-
Discussion) Check/mark the extent of SBM practice for
each indicator listed (numbered) based on the validation
team's consensual agreements.
Rating Scale:
0- No evidence
1- Evidence indicates developing structures and mechanisms
are in place to demonstrate ACCESs
2- Evidence indicates planned practices and procedures are
fully implemented and aligned to ACCESs
3- Evidence indicates practices and procedure satisfy quality
standards

Description of SBM Level of Practice
.5-1.4 Developing
1.5-2.4 Maturing
2.5-3.5 -Advanced
Level 1- Developing- developing structures and mechanisms and

acceptable level and extent of community participation and impact on
the learning outcomes
Level II- Maturing-introducing and sustaining continuous improvement
process that integrates wider community participation and significantly
improve performance and learning outcomes
Level 111- Advance- Ensuring the production of intended
outputs/outcomes and meeting all standards of a system fully
integrated in the local community and its self renewing and self
sustaining.

SBM
CHAMPIONS

SAN MIGUEL CS
San Miguel, Leyte (Region VIII)
In 2000, San Miguel CS showed poor pupil performance
due to ineffective teaching, insufficient textbooks and IMs,
uncooperative parents, dilapidated school buildings, and
inadequate facilities
Had needs-assessment session in 2002 with the school

constituencies prior to the formulation of SIP/AIP; crafted
various interventions and strategies to address identified
problems

SAN MIGUEL CS
San Miguel, Leyte (Region VIII)
Used SIP/AIP as benchmarks for success;

commitment from stakeholders to meet set
targets
Improved MPS in NAT from 47.59 (in 2003) to
77.63 (in 2005)

CALAOACAN ES
Rizal, Kalinga (CAR)
Melting pot of people from diverse ethnic

backgrounds and cultural origins: Igorots
(dominant), Pangasinenses, Ilocanos, and
Tagalogs
Has a history of community involvement in

education since 1999; parents participate in
school affairs and school beautification

CALAOACAN ES
Standards deteriorating; achievement

scores were below national averages
In 2003, had the first documented PTCA

meeting; it was during this meeting that
the 5-yr SIP was reviewed, revised, and
finalized

CALAOACAN ES
Low scores impelled school and its

stakeholders to specify its targets, set
indicators, and map out strategies such as
INSET and parent cooperation to
supervise studies at home
Improved MPS in NAT from 46.50 (in 2003)

to 74.29 (in 2005)

SILINGAN ES
RT Lim, Zamboanga Sibugay (Region IX)
In 1999 beset with problems of childrens lack

of motivation to study, absences and tardiness
due to house chores, inattentiveness in class
due to hunger and malnutrition, high dropout
rates, perceived lack of discipline and laxity of
teachers, and schools poor overall
performance
PTCA and barangay supported the school as
evidenced by the institutionalization of school
feeding program for all pupils started in 1999

SILINGAN ES
RT Lim, Zamboanga Sibugay (Region IX)
Prior to SBM, a certain degree of independence in

decision making was already being practiced but with the
formal implementation of SBM, the school and principal
enjoyed and optimized greater academic and fiscal
leeway while being held responsible for student
outcomes and accountable to a wider community
Shift in priority: from the rudimentary sense of meeting

the most basic need (food) to moving school goals
several notches higher academic standards
Improved MPS in NAT from 44.93 (in 2003) to 67.55 (in
2005)

BINUGAO CENTRAL ELEMENTARY SCHOOL
DepEd Davao City-Region XI
In 2012, Binugao Central Elementary School
showed poor performance in the National
Achievement Test with an MPS of 60.46 percent.
Stakeholders participation in school programs and
activities is not evident.
Fiscal Management was not properly
implemented due to non issuance of fidelity bond
to the SH.
In 2013, teachers have poor result in ICT skills
based on the NCBTS.

BINUGAO CENTRAL ELEMENTARY SCHOOL
DepEd Davao City-Region XI
Interventions and Strategies Implemented

Implemented the School Reading Program.
Organized the PTA and SGC.
Revisited the SIP/AIP with collaboration of the
PTA/SGC/SPG and Teachers.
Used SBM Assessment Tool to improve school
performance by the PTA,SGC, SPG and Teachers.
Conducted Action Researches by the teachers and SH
and utilized results for possible solutions and interventions .
Organized/Conducted series of trainings/seminars
of teachers according to their NCBTS results.
Regular reporting of financial resources to the stakeholders
and posting a MOOE Liquidation to the transparency board.

Seminars/Trainings of Teachers

Revisiting the School SIP/AIP

Organized/initiated Basic Action Research Training

Champion in the Division
Reading Program
Implementation and
benchmarked by
different schools

WHAT DO THESE SCHOOLS HAVE
IN COMMON
Experienced problems: low
teacher morale, indifferent or
cynical communities,
Identified problems
absentee pupils, and and resolved these
neglected/inadequate school thru SBM
facilities
Low achievement rates Significantly improved
(erratic/inconsistent) and MPS and other
other performance indicators indicators

MORE BENEFITS OF SBM
More input and resources from parents (whether in cash or in
kind);
More effective use of resources since those making the
decisions for each school are intimately acquainted with its needs;
Better quality education as a result of the more efficient and
transparent use of resources;
A more open and welcoming school environment since the
community is involved in its management;
Increased participation of all local stakeholders in decision-
making processes, leading to a more collegial relationship and
increased satisfaction;
Improved student performance as a result of reduced repetition
rates, reduced dropout rates and (eventually) better learning
outcomes.

PRACTICAL AVENUES FOR CHANGE

Formulation of an evidence-based SIP
Evidence- Innovative
based Thinking
To be creative in looking
To always consider data
when making decisions at and addressing
and implementing solutions problems in school
Systems
Thinking
To think about how
Continuous
each part interrelates Learner- Improvement
with other parts and To think in a way that
with the larger system
centered
will bring about school
To always remember improvements
the why in everything
that we are doing
Continuous improvement of
existing systems and processes

Reflection
As an SBM Practitioner
How can I make a difference to the lives of
the
Learners
Teachers
community

SALAMAT PO!

Are You SBM Ready?: School Based Management For School Heads

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ARE YOU SBM

1 | School Heads Development Program: FOUNDATIONAL COURSE

Free Powerpoint Templates

We dream of Filipinos who ________ love their

Free Powerpoint Templates

4 | School Heads Development Program: FOUNDATIONAL COURSE

5 | School Heads Development Program: FOUNDATIONAL COURSE

The Role of the Principal in

Free Powerpoint Templates

7 | School Heads Development Program: FOUNDATIONAL COURSE

8 | School Heads Development Program: FOUNDATIONAL COURSE 8

2. Assessing level of SBM Level of Practice and

3. Determining SBM level of practice and

9 | School Heads Development Program: FOUNDATIONAL COURSE

Free Powerpoint Templates

authority from the

11 | School Heads Development Program: FOUNDATIONAL COURSE

underscores the empowerment of the

to enable them to actively participate in the

towards the attainment of

12 | School Heads Development Program: FOUNDATIONAL COURSE 12

13 | School Heads Development Program: FOUNDATIONAL COURSE 13

At the school level, school head, teachers,

1997 1999 2005 2006

TEEP SEDIP SFI BESRA

15 | School Heads Development Program: FOUNDATIONAL COURSE 15

Inclusion of major line item in the departments

17 | School Heads Development Program: FOUNDATIONAL COURSE 17

Too much focus on the SIP templates, which is usually

There are more schools with School Report Cards (SRCs)

18 | School Heads Development Program: FOUNDATIONAL COURSE 18

While DepEd reports that 100% of school heads in

19 | School Heads Development Program: FOUNDATIONAL COURSE 19

20 | School Heads Development Program: FOUNDATIONAL COURSE 20

21 | School Heads Development Program: FOUNDATIONAL COURSE 21

22 | School Heads Development Program: FOUNDATIONAL COURSE 22

23 | School Heads Development Program: FOUNDATIONAL COURSE 23

24 | School Heads Development Program: FOUNDATIONAL COURSE 24

Central, Region, Division

25 | School Heads Development Program: FOUNDATIONAL COURSE

Accountability for Performance & Results: A clear,

28 | School Heads Development Program: FOUNDATIONAL COURSE

Schools must allow the framework to continuously

29 | School Heads Development Program: FOUNDATIONAL COURSE

Development appropriate Environmentally Safe

32 | School Heads Development Program: FOUNDATIONAL COURSE

Mandate derived from RA9155, EFA National Plan and BESRA

33 | School Heads Development Program: FOUNDATIONAL COURSE

34 | School Heads Development Program: FOUNDATIONAL COURSE

35 | School Heads Development Program: FOUNDATIONAL COURSE

36 | School Heads Development Program: FOUNDATIONAL COURSE

Guided by the four principles of ACCESs (A Child-and

A. Leadership and Governance 5 indicators

37 | School Heads Development Program: FOUNDATIONAL COURSE

38 | School Heads Development Program: FOUNDATIONAL COURSE

Level 1- Developing- developing structures and mechanisms and

39 | School Heads Development Program: FOUNDATIONAL COURSE

40 | School Heads Development Program: FOUNDATIONAL COURSE

Had needs-assessment session in 2002 with the school

41 | School Heads Development Program: FOUNDATIONAL COURSE

Used SIP/AIP as benchmarks for success;

42 | School Heads Development Program: FOUNDATIONAL COURSE

Melting pot of people from diverse ethnic