Revised SBM: an overview (inset may 2013)

REVISEDSCHOOL-BASEDMANAGEMENT

(SBM)

MYLENE B. GARCIADistrict SBM Coordinator

School-Based Management is defined as the decentralization of decision-making authority from central, regional and division levels down to individual school sites, with the intent of uniting school heads, teachers, students as well as parents, the local government units and the community at large in promoting effective schools.

SCHOOL-BASED MANAGEMENT (SBM)

The main goal is to improve school

performance and student

achievement.

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;

WHILE THE OBJECTIVES ARE TO:

3. Strengthen partnership with communities as well as local government units to invest time, money and effort in making the school a better place to learn; and

4. Integrate school management and instructional reform to make the school effective.

REVIEW OF OLD-SBM 6 DIMENSIONS

Dimension 1 - SCHOOL LEADERSHIP

Dimension 2 - INTERNAL STAKEHOLDERS

Dimension 3 - EXTERNAL STAKEHOLDER

Dimension 4 - SCHOOL IMPROVEMENT PROCESS

Dimension 5 - SCHOOL BASED RESOURCES

Dimension 6 - SCHOOL PERFORMANCE ACCOUNTABILITY

SIX DIMENSIONS OF SCHOOL –BASED MANAGEMENT

(SBM)

WHAT WENT WRONG

Unrealistic targets and inappropriate strategies in the SIPs of many of the schools visited; Too much focus on the SIP templates; usually interpreted as a one-size-fits-all form overlooking: the unique condition of their schools,the learners they are providing learning environments for; and the peculiar issues they are confronting;There are more schools with School Report Cards (SRCs) than SIPs.

REALIZATION OF THE VALUE OF SBM

To effectively carry out reforms in curriculum (K to 12);

To assimilate the school to the system and way of life of the local community;

To re-direct all efforts to support improvement of learning outcomes.

RATIONALE

To better highlight the children/ learner as the center of SBM practice;

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 integrate accreditation into SBM for a seamless assessment of a school system;

To improve the school system’s capacity to be on track in achieving the EFA/MDG and sustain good performance.

DEPED VISION

The ACCES framework is reflective of this requirement because it provided equal emphasis of the supply and the demand side of education to reinforce the development of a community-based accountability system as well as engender the sharing of responsibility in education service delivery.

IMPLEMENTING GUIDELINES ON THE

REVISED SCHOOL-BASED MANAGEMENT (SBM)

FRAMEWORK, ASSESSMENT PROCESS

AND TOOL (APAT)

DepEd Order No. 83, s. 2012

The Revised School-Based Management (SBM) Assessment tool is guided by the four principles of ACCESs (A Child- and Community- Centered Education System).

The indicators of SBM practice were contextualized from the ideals of an ACCESs school system. The unit of analysis is the school system, which may be classified as beginning, developing or advanced (accredited level).

The SBM practice is ascertained by the existence of structured mechanisms, processes and practices in all indicators. A team of practitioners and experts from the district, division, region and central office validates the self-study/assessment before a level of SBM practice is established.

The highest level- “advanced” is a candidacy for accreditation after a team of external validators confirmed the evidence of practices and procedures that satisfies quality standards.

REVISEDSCHOOL-BASED MANAGEMENTASSESSMENT

TOOL

A network of leadership and governance guides the education system to achieve its shared vision, mission and goals making them responsive and relevant to the context of diverse environment.

DIMENSION 1:LEADERSHIP AND GOVERNANCE

The curriculum learning systems anchored on the community and learners’ contexts and aspirations are collaboratively developed and continuously improved.

DIMENSION 2:CURRICULUM AND INSTRUCTION

A clear, transparent, inclusive, and responsive accountability system is in lace, collaboratively developed by the school community, which monitors performance and acts appropriate gaps and gains.

DIMENSION 3:ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.

DIMENSION 4:MANAGEMENT OF RESOURCES

SCORINGSYSTEM

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);

1.Leadership and Governance - 30%2.Curriculum and Learning – 30%3. Accountability and Continuous

Improvement – 25%4.Management of Resources – 15%

SCORING SYSTEM

DESCRIPTION OF SBM

LEVEL OF PRACTICE

The resulting levels are described as follows:

0.5 - 1.4 - Developing 1.5 - 2.4 - Maturing2.5 - 3.5 - Advanced

DESCRIPTION OF SBM LEVEL

LEVEL I: DEVELOPING – developing structures and mechanisms with acceptable level and extent of community participation and impact on learning outcomes.

LEVEL II: MATURING – introducing and sustaining continuous improvement process that integrates wider community participation and significantly improve performance and learning outcomes.

LEVEL III: ADVANCED (ACCREDITED) – ensuring the production of intended outputs/outcomes and meeting all standards of a system fully integrated in the local community and self-renewing and self-sustaining.

Philippine Accreditation for Basic Education

PASBE

Three key components are presented:

(1) guiding principles of the assessment system;

(2) indicators of SBM practices; and

(3) school accreditation.

RECOGNITIONAND

INCENTIVES

1. Higher school grants-the more resources generated by the school from its Community stakeholders, the higher it will receive.

2. Capital outlay allocation-autonomy in most of its Operation.

3. Performance-based Bonus

Php 35,000.00

SCHOOL CORE GROUP COMMITTEE

CHAIRMAN: Mrs. Marie Christine T. ManuelCO-CHAIRMAN: Ms. Mylene B. Garcia

I. Leadership and Governance Mrs. Teresita C. CaisidoMrs. Jasmin G. Chua

II. Curriculum and Instruction Mrs. Elizabeth N. MacaraegMs. Nietzschelyn L. Amante

III. Accountability and Continuous Improvement

Mrs. Nena M. BausonMs. Roxan G. Chua

IV. Resources Management Mrs. Remigia C. GajudoMs. Maricel D. Recto

THANK YOUAND

GOD BLESSBY: MYLENE B. GARCIA

District SBM Coordinator