School-Based Management Overview

School-Based Management

• School-based management (SBM) involves decentralizing instructional authority from the central office to principals, teachers, parents/guardians, and community networks.
• This ensures a more successful organizational structure and enhances staff responsibility.

Principles of School-Based Management

• Leadership and Governance: SBM involves an organizational leadership structure that provides vision and direction to the school system. It creates development plans collaboratively with school partners and stakeholders, creating clear structures and protocols that promote shared leadership & governance, and defines roles and responsibilities of stakeholders.
• Curriculum and Instruction: This area focuses on research, development, and implementation of curriculum changes to increase learner achievement. It emphasizes learner-centered learning and the best methods to educate.
• Accountability and Continuous Improvement: A clear, transparent, and inclusive accountability system is developed by community stakeholders. The system monitors performance, addresses gaps/issues, and ensures feedback mechanisms.
• Management of Resources: This involves making a strategic plan for organizing and using school resources. It also includes evaluation and maximization of those resources.

SBM Indicators: Leadership & Governance

• Indicator 1 (Development Plan): The development plan is regularly reviewed by stakeholders to ensure the plan aligns with the school's needs and involves active community participation.
• Indicator 3 (Organization and Structure): The school is organized with a clear structure and work arrangements that promote shared leadership and governance, and defines the roles and responsibilities of all stakeholders.
• Indicator 4 (Long-Term Program): A long-term program is implemented to address training and development needs for school and community leaders.

SBM Indicators: Curriculum and Instruction

• Indicator 1 (Curriculum Development): The curriculum development process ensures the needs of all learners are met.
• Indicator 2 (Community-Developed Materials): The school and community develop learning materials that are creative, enable learners to solve problems, that promote thinking skills, and addresses learners' development needs.
• Indicator 3 (Regular Evaluation of Learning Systems): Learning systems are regularly reviewed and collaboratively developed by stakeholders.
• Indicator 4 (Values and Learning Environments): Learning environments & managers nurture values and are protective of all children, demonstrating consistency with the school's vision, mission, and goals.
• Indicator 5 (Assessment and Learning): Appropriate assessment tools for teaching and learning are reviewed and improved continuously.
• Indicator 6 (Resource & Methods): Methods and learning resources are learner- and community-friendly.

SBM Indicators: Accountability & Continuous Improvement

• Indicator 1 (Roles and Responsibilities): Roles and responsibilities of accountable persons and the collective bodies are clearly defined and agreed upon by community stakeholders.
• Indicator 2 (Achievement: Achievement of goals is recognized based on collaboratively developed performance. Gaps in the accountability system are addressed.
• Indicator 3 (Participatory Assessment): Participatory and collaborative assessment is conducted periodically to evaluate school performance and identify areas for improvement. Community and stakeholders develop performance assessments for the school community to work through.
• Indicator 4 (Accountability and Tools): Accountability is assessed through criteria, tools, feedback mechanisms to evaluate and identify areas for continuous development.

SBM Indicators: Management of Resources

• Indicator 1 (Resource Inventory): Regular resource inventories are carried out collaboratively by learning managers and community stakeholders, ensuring a basis for resource allocation and mobilization.
• Indicator 2 (Planning & Programming): Planning and programming of resources is accessible and inclusive. Community participation & engagement are included.
• Indicator 3 (Resource Management System): Community-developed resource management systems drive appropriate behaviors among stakeholders to effectively manage resources.
• Indicator 4 (Resource Monitoring): Regular monitoring, evaluation, and reporting of resource management processes are implemented by learning managers, facilitators, and stakeholders.

Assessment of SBM Practices

• Stage 1: School head orientation.
• Stage 2: Response to assessment instruments by school stakeholders. Inventory of evidences compiled.
• Stage 3: Focused Group Discussions (FGD) summarizing the respondents.
• Determine the level of SBM practices.
• Provide a basis to establish a plan of action.
• Determine the effectiveness of SBM practices.

SBM Level of Practice Validation

• School self-assessment
• SDO (Schools Division Office) level validation
• School endorsements
• Regional validation
• Regional recognition level 2 & 3 schools
• Monitoring level 2 schools

Descriptions of SBM Levels

• Developing: Structures and mechanisms with acceptable level and extent of community participation.
• Maturing: Introducing and sustaining continuous improvement processes, incorporating wider participation from the community. Significant improvements in performance & learning outcomes.
• Advanced: Ensuring intended outputs/outcomes are met, fully integrated community standards, self-renewing, and self-sustaining.

Roles and Responsibilities of School Heads in SBM Implementation

• Promote school-wide staff development, encouraging continuous development.
• Distribute information frequently to internal & external stakeholders using various strategies.
• Create support systems for teacher involvement in decision-making, curriculum, and instructional innovations.

DepED's National Quality Management System (NQMS)

• The NQMS aims to integrate the department's internal processes, upgrade staff capacity, and ensure consistency in the delivery of quality services through continuous process improvement.

DepED Process Map

• Management Processes: Oversee and govern DepED quality management system.
• Core Processes: Realize desired outcomes consequent to the delivery of the basic curriculum and its requirements.
• Support Processes: Manage necessary resources to ensure satisfactory performance.
• Outsourced Processes: Provided by external entities to ensure smooth operations.

School Improvement Plan (SIP)

• SIP lays down specific solutions to identified priority improvement areas
• Covers three consecutive school years and is based on evidence
• Guided by DepED vision, mission, core values, and school goals
• Child and learner-centered, involved stakeholders; school community, heads, teachers, community leaders & learners
• Basis for school annual improvements plan (AIP)

Annual Improvement Plan (AIP)

• Year-by-year plan for priority improvement areas in basic education
• Aims to improve key results areas in access, quality, and governance.
• Contains the activities, outputs, resources, schedule, and accountability for the plan.

Features of SIP

• Evidence-based
• Result-based
• Child/Learner-centered

This quiz covers the fundamentals of School-Based Management (SBM), detailing its principles and impact on educational structures. Explore leadership, curriculum development, and accountability within the context of SBM to enhance understanding and application in school environments.