School-Based Management (SBM) Practices PDF

school-based management  school based management is the decentralization of instructive dynamic authority from the government or the central office to the principals, teachers, parents or guardians and networks or communities to guarantee a more successful organization and a sup...

school-based management  school based management is the decentralization of instructive dynamic authority from the government or the central office to the principals, teachers, parents or guardians and networks or communities to guarantee a more successful organization and a superior responsibility of staff.  principle of school SCHOOL BASED MANAGEMENT leadership curriculum management and and accaountabilit of resources governance instruction y and continous improvement  an organization of leaderships that gives the vision and direction to the school system making it significant and receptive to the leadership and settings of different networks or governance communities. gives development plan created cooperatively by the partners of school and local area the school is coordinated by a clear structure and works plans that advance common initiative and Curriculum and instruction/learning is a field within education which seeks to research, develop and implement curriculum changes that increase learner achievement instructive settings. the field focuses on how people learn and the best way to educate.  accountability and continuos improvement a clear, transparent, inclusive and responsive accountability system as in place, collaboratively develop by community stakeholders, which monitors expected an actual performance, continually addresses the gaps, and ensure a venue feedback and redress.  management of resources when it comes to education, resources management involves making a strategic plan for organizing and using school resources. resources management involves evaluation and maximization of such resources.  sbm indicators principle leadership and governance INDICATOR 1 INDICATOR INDICATOR 3 INDICATOR 4 in place is a the development the school is plan is regularly a long term development plan organized by a reviewed by the program is in developed clear structure and school operation that work arrangements collaboratively by community to addressed the that promote the stakeholders keep it responsive training and shared leaderships of the school and and relevant to development needs and governance community. emerging needs, of school and challenges and and define the roles community leaders. oppurtunities. and responsibilities of the stakeholders.  sbm indicators principle curriculum and instruction INDICATOR1 INDICATOR INDICATOR 3 INDICATOR 4 the curriculum the school and the learning learning managers provides for the community systems are and facilitator development develops regularly nurture values and needs of all types methods and contributed and environments that of all learners in materials for collaboratively are protective of all the school developing monitored. children and community. creative thinking demonstrate and problem behaviors consistent solving. to the organization’s vision ,mission and goals.  sbm indicators principle curriculum and instruction INDICATOR 5 INDICATOR 6 appropriate methods and assessment tools resources are learner for teaching and and community learning are continuously friendly. reviwed and improved.  sbm indicators principle accountability and countinuous improvement INDICATOR 1 INDICATOR INDICATOR 3 INDICATOR4 roles and achievement of participatory accountability responsibilities of goals is assessment of school assessment criteria recognized based initiated periodic and tools, feedback accountable on collaboratively collaboratively conduct mechanism and persons and developed school community information collection collective performance is done and validation performance body/ies are regularly performance techniques and accountability clearly defined assessments process are inclusive system; gaps are and agreed upon developed and collaboratively addressed trough by community performance with the developed and appropriate community. agreed. stakeholders. action.  sbm indicators principle management of resources INDICATOR 1 INDICATOR 2 INDICATOR 3 INDICATOR 4 regular resources a regular dialogue in place is a regular monitoring, inventory is for planning and evaluation, and community - collaboratively resource developed resource reporting process of programming, that untaken by management resource is accessible and learning managers, management are inclusive, system that drives learning collaboratively continuously appropriate facilitators, developed and engage behaviors of the community stakeholders and implemented by stakeholders as stakeholders to support learning managers, basis for resource ensure judicious, implementation of facilitators and allocation and community appropriate and community mobilization. education. effective use of stakeholders. resources.  what assessment the sbm practices 1.determine the level of sbm 3. improve the sbm support systems trough intervention that the school practices in school and other admin level of depEd 2. provide basis on which to 4. determine effectiveness of establish it plan of action sbm practices in the delivery of basic education services  administration of sbm assessment STAGE 1 STAGE 3 school head orientation by the do Focused Group Discussion [FDG] STAGE 2 Responding to the instrument by the school stakeholders Phrase 1 orientation of school- stakeholders as respondents Phrase 2 actual inventory of evidences Phrase 3 summarizing the respondents  sbm level of practice validation 1.school self 4. regional assessment validation 2. SDO level 5. regional validation recognition level 2 and 3 schools 3.endorsemnts of 6.monitoring of schools level 2 schools  descriptions of sbm levels DEVELOPING- MATURING- ADVANCED- Structures and Introducing and Ensuring the mechanism with sustaining production intended acceptable level continuous outputs/outcomes and extent of improvement and meeting all community process that standards system participation and fully integrated in integrates wider impact on learning community the local outcomes participation and community and is improve self renewing and significantly self-sustaining. performance and learning outcomes  roles and responsibilities of school head in the implementation of sbm school heads school heads school heads schools heads work to diffuse promote school distribute create support power wide staff information system for throughout the development by liberally and teacher’s school encouraging on, frequently to the involvement in organization in site continuous internal and decision making, order to solidify staff external as well as and increase development stakeholders curriculum and commitment to rather than one using a variety instructional reform. shot variety. of strategies. innovations.  DEPED ‘S NATIOANL QUALITY MANAGEMENT SYSTEM [NQMS] NQMS is line with DepED order no. 9 s. 2021 which aims to integrate the department’s internal process, upgrade people capacity, ensure consistency in the delivery of quality services, and foster continuous process improvement that will result in enhanced and  the DepED process map is divided into four groups of process 1.MANAGEMENT PROCESS - 3. SUPPORT PROCESS - those who needed oversee and those that are need to govern DepED quality manage resources management system. necessary to ensure 2. CORE PROCESS - those satisfactory that are needed to realize the performance. 4. OUTSOURCED desire outcomes consequent PROCESS- those that are to the delivery of the basic provided by external education curriculum and its entities to ensure smooth requirement. operations of DepED offices.  school improvement plan [sip] the sip is the roadmap that lays down the specific solutions to corresponding identified priority improvement areas covering three consecutive school years. school improvement plan [sip] 3 KRAS ACESS QUALITY GOVERNA NCE  FEATURES OF [SIP] Evidence result child or based learner based centered  sip is an important element of sbm further devolves governance od education to empower school teams schooland personnel expands community participation and involvement makes delivery of education serves more efficient and effective  sip shall be guided by the following principles the sip shall be anchored on the DepED vision, mission, core values, strategies and on central, regional, division and school goals. the sip shall be evidence result based, child and learner centered. the formulation and implementation of the sip involve the active participation of all education stakeholders and the school community such as the school heads, teachers, parents, community leaders, and learners themselves among  sip is the basis for the school annuals improvement plan 1.child protection plan 2.disaster risk plan 3. management plan 4. learning 5. plan cell action plan  annual improvement plan [aip] is the year- by- the year plan for the priority improvement areas aims to improve key results areas in basic education, access quality and governance. it contains the specific activities, outputs, required, resources, schedule and individual who will be accountable for the said project.