School Based Management n5v39

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School Based Management

Introduction School-Based Management is the decentralization of decision-making authority to schools. At the school level, schools heads, teachers, and students work together with community leaders, and local government officials and other stakeholders to improve school performance. SBM can be viewed as a form of Decentralization -a process of transferring the decision making from central or higher office to the local government or offices of the bureaucracy. Specifically, SBM aims to: 

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Empower every schools to continuously improve its performance in attaining desired outcomes for students; Engage stakeholders in shared decision-making; Lead the school staff, together with other stakeholders in identifying and addressing school issues and concerns that affect student outcomes; Create network of community-based stakeholders that will mobilize social, political, cultural and economic resources; and Make stakeholders able for school performance and student outcomes.

THE VISION 

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Empowered schools

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Pro-active school heads Innovative teachers Engaged community stakeholders Improved student academic performance and psycho-social growth

This is the vision of the Department of Education (DepEd) for schools in the country. This is the essence of School-Based Management (SBM), a strategy which paves the way for quality education and holistic development for our school children. SIX DIMENSIONS OF SBM School-based management has six dimensions as follows: 1. School Leadership Every school must be led by a school head. He /She is expected to provide strong, dynamic, innovative and competent leadership in promoting and sustaining quality education. 2. Internal Stakeholders Internal stakeholders are the school heads, teachers, students and parents of students and their associations who directly work for the improvement of school performance. Their inputs about the school’s strengths, weaknesses, threats and opportunities are necessary in the agenda for school improvement. 3. External Stakeholders External stakeholders are composed of community , people from non-governmental organization or NGOs, and the local government officials who have a stake

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2 |S.B.M. in the education of the children. Their participation in the strategic planning for school improvement and attainment of learning outcomes is crucial. Aside from helping generate additional resources for the formulation and implementation of the School Improvement Plan, they should also be involved in the monitoring and evaluation of learning outcomes. 4. School Improvement Process The School Improvement Process puts in place a continuing systematic method of upgrading the delivery of educational services at the school level. It involves analysis of school needs, planning and implementing appropriate actions. It calls for a mechanism that would ensure accessibility to quality education. It also involves comparing and analyzing one’s practices with other SBM practitioners in the country. 5. Resource Management Allocating, sourcing and managing resources is a major dimension of SBM. Resources could be human, material and financial which are necessary for school operation. With so much to do and with very limited resources, the need for resource generation, its judicious allocation and utilization is imperative. Financial resources of schools may come from the General Appropriations Fund, regular Maintenance and Other Operating Expenses (MOOE), local government allocation, Special Education Fund (SEF), community contributions, grants and other income-generating projects. 6. Performance ability The school heads’ periodic reporting to stakeholders of school performance especially learning outcomes of students is crucial. Communicating the school’s real

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situation such as learning outcomes, financial status, issues and concerns would generate more from the external stakeholders for the School Improvement Plan. FEATURES OF SBM School-Based Management is enhanced management of schools. It is characterized by: 1. Shared Vision – It is the collective dream of major stakeholders for the school. It is the unifying and sustaining factor that upholds the values, beliefs and culture of the school community. it is the core message and establishes the principle of high performance for learners. 2. Shared Mission – It is the commitment to pursue necessary tasks in realizing the vision. A shared mission drives the team to undertake actions to effect planned improvements. 3. Shared Decision Making – it means ownership of decisions by a team of stakeholders. It is an effort to transform conventional school organizations into proactive Learning Communities (LCs). These LCs are thus empowered to make decisions that would strengthen the teaching and learning processes. 4. Collaboration – it is the t effort of stakeholders in working together toward improving learning outcomes. 5. Autonomy – it means stakeholders are free to govern the school as mandated by R.A. 9155, subject to a set of implementing rules and regulations of the

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6. ability – It is the acknowledgment and assumption of responsibility for all actions, decisions, policies, outputs and outcomes. 7. Community Ownership or Shared Governance – it means the forging of partnership among stakeholders to address the needs and concerns of the schools most especially those that directly affect learner’s welfare. 8. Transparency – it means an open presentation to stakeholders of school abilities such as fiscal and material resources as well as school records among others.

Policy and Legal Frameworks of SBM The Department of Education launched the School First Initiative in 2005 to empower the school and its community stakeholders to effectively address access and quality issues in basic education.

LEGAL BASES OF SBM 1. The Local Government Code of the Philippines (R.A. 7160) enables communities to be more effective partners in the attainment of national goals. 2. Governance of Basic Education Act (R.A. 9155) emphasizes decentralization of school governance. 3. Basic Education Sector Reform Agenda (BESRA) provides a package of policy reforms focused on Key

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Reform Thrusts (KRTs). KRT I deal on continuous school improvement through active involvement of stakeholders. It is anchored on the principle that those who are directly involved in and affected by school operations are in the best position to plan, manage and improve the school. 4. The Medium-Term Philippine Development Plan (MTPDP 2004-2010) requires localized educational management that would enable schools to focus on enhancing initiative, creativity, innovation and effectiveness 5. The Schools First Initiative (SFI) of 2004 empowers educational leaders and stakeholders to focus on school improvement and total well-being of school children. 3 FORMS OF SCHOOL FIRST INITIATIVE 1. Participation of critical stakeholders 2. Empowerment of government councils 3. able for results and resources The Basic Education Reform Agenda (BESRA) in 2006 was launched to sustain and expand the gains of SFI through School Based Management. Key Reform Thrusts (KRT’s) geared toward: 1. Schools 2. Teachers 3. Social To Learning 4. Complementary interventions 5. Institutional culture of DepEd

Definition, Goal, and Objectives DEFINITION

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4 |S.B.M. School-Based Management is a framework of governance that transfers the power and authority as well as the resources to the school level on the assumption that the school heads including teachers, key leaders in the community, and the parents know the root and solution to the problem.

GOAL The main goal of SBM is to improve performance and student achievement.

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The Four Principles of a school system that guides the SBM processes: 1. Principle of Collective Leadership and Governance 2. Principle of Community-Based Learning 3. Principle of ability for Performance and Results 4. Principle of Convergence to Harness Resources for Education OBJECTIVES 1. Empower the School heads to lead their teachers and students through reforms which lead to higher learning outcomes. 2. Bring resources, including funds, down to the control of schools to spur change, in line with decentralization. 3. Strengthen partnership with the communities as well as local government units to invest time, money and effort in making the school a better place to learn. 4. Integrate school management and instructional reform in the school effectively.

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The School head as the leader of SBM In SBM, the school head is empowered to convert the traditional school into a dynamic, needs-based school. In this setup, the principal functions both as an instructional leader and istrative manager. For principals or school heads, they need to strengthen their:  Knowledge and competencies on strategic leadership  Human Resource Management  Policy Making  Planning  Resource Allocation  Community Building  Networking among Schools

The Education Quality Improvement Program School autonomy, decentralization, and SBM are all policies that automatically put the school principal at the heart of quality improvement. CONCEPTUAL FRAMEWORK

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The school needs to continuously improve through assessment of its level of SBM practice along the six dimensions. Management system in schools is anchored on the framework of these six dimensions of SBM. These dimensions guide stakeholders in their commitment to change efforts towards achieving the desired outcomes. ASSESSMENT TOOL STANDARDS

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ability and Continuous Improvement – 25% Management of Resources – 15%

Each principle has several indicators.

DESCRIPTION OF SBM LEVEL OF PRACTICE Level I: BEGINNING -Establishing and developing structures and mechanisms with acceptable level and extent of community participation and impact on learning outcomes. Level II: DEVELOPING - Introducing and sustaining continuous improvement process that integrates wider

The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim of school (improved learning outcomes and school operations);  

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Leadership and Governance - 30% Curriculum and Learning – 30%

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6 |S.B.M. It is the acknowledgment and assumption of responsibility for all actions, decisions, policies, outputs and outcomes. The school heads’ periodic reporting to stakeholders of school performance especially learning outcomes of students is crucial. Communicating the school’s real situation such as learning outcomes, financial status, issues and concerns would generate more from the external stakeholders for the School Improvement Plan. Quality Assurance & ability System community participation and improve performance and learning outcomes. Level III: production standards community

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ADVANCED (ACCREDITED) - Ensuring the of intended outputs/outcomes and meeting all of a system fully integrated in the local and is self-renewing and self-sustaining.

STRATEGIES OF CHANGE The real spirit of decentralization calls for the strengthening of the school system through the mobilization of stakeholders. It entails school improvement planning and implementation, fund management, monitoring and evaluation, among others. Decentralization requires strengthening of stakeholders’ participation and understanding of their roles, functions, and responsibilities to carry out educational programs, projects and services for better student outcomes. ABILITY

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This sub-component offers a mechanism for insuring quality in the critical systems, processes, outputs, and outcomes of DepED at various management levels to bring about improved learning outcomes, continuous school improvement and better technical and management services. It is ed by the interlocking processes of monitoring and evaluation that systematically provide educators timely information useful for planning and for making decisions and adjustments. Programs to Improve Access The focus of this sub-component is to establish the appropriate mechanisms that will increase the number of effective initiatives undertaken by the region/division/schools to improve access. The approach is to determine and pilot appropriate options for basic education. It specifically aims to: 1. Pilot test numbers of effective initiatives directly undertaken by the Target Access Schools and Community Learning Centers to improve access.

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7 |S.B.M. 2. Develop and pilot test systems/mechanisms at the division level to render direct technical assistance to the Target Access Schools and Community Learning Centers.

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http://www.deped-ne.net/? page=news&action=details&code01=AA12060001

3. Develop and pilot test systems/mechanisms at the regions to facilitate policy compliance, effective programs delivery and ensure quality assurance and abilities. The different program of the DepEd is only to uplift the system in our present education. All we have to do is to the program to uplift the deteriorating quality education. REFERENCES         

http://www.deped.gov.ph/sites/default/files/order/2012/DO_s 2012_083.pdf http://www.slideshare.net/sweetmae3779/revisedschoolbased-management https://www.emaze.com/@AQLQRFL/School-BasedManagement.pptx http://www.slideshare.net/jackomar/powerpointpresentation-sbmapat http://www.slideshare.net/aceboado/effective-schoolleadership http://www.gov.ph/2010/11/23/deped-to-strengthen-sbm-inschools/ https://www.idoub.com/doc/226741380/Revised-Schoolbased-Management-Assessment-Tool http://sbm-ontheweb.wikispaces.com/? responseToken=07407bef95c0457d1d652fb7db5b81ad8 https://www.academia.edu/8034388/SchoolBased_Management_A_Structural_Reform_Intervention

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