SBM

School-Based management
 Nestor
Genevieve R.
Reztalin Ruiz,
Discussant Sodusta
Discussant
Jr.
Objectives
At the end :
of the lesson, the students were able to:

1. Define School-Based Management

2. Identify the Features of ACCESS
3. Discuss the 4 ACCESS Principles
 How
decentralization
practiced in your
school?
How does your school
empower key
stakeholders?
Gale and Lance were both School Paper Advisers. Gale is a newly-hired
faculty and Lance is an adviser for eight years now. They were chosen
because of their remarkable skills in journalism.

Lance, while being a proficient worker, tends to wait until the last minute to
get his work done. Gale works more steadily and keeps on top of her work
daily. Gale complains that she feels she has to worry now about their
work. Since they need to collaborate and rely on each other for the
success of the publication, she is uncomfortable with waiting until Lance
finishes his part. Because of the conflict, Lance is missing more work and
you would suspect, it is because he wants to avoid Gale and her rants.
Question:

As the head of the school,

how will you resolve this
conflict?
Let’s define the following:

1. management - the process of dealing with

or controlling things or people

2. decentralization - the delegation of

power from a central authority to regional and local
authorities
What is School-
Based
Management?
 School-Based Management

• It is a decentralized management initiative by

developing power or authority to School
Head, Teacher, Parents and Students.
School-Based Management
School-Based Management
 School-Based Management
• SBM is a strategy to improve education by
transferring significant decision-making
authority from the DepEd Central Office, regional
offices, division offices to individual schools.

• SBM provides principals, teachers, students and

parents greater control over the education process
by giving them responsibility for decision about the
budget, personnel and the curriculum
 School-Based Management
Rationale
1. To better highlight the children/learner as the
center of SBM practice.

2. To enhance commitment of education

stakeholders at all levels to their responsibilities
and accountabilities in realizing the education
outcomes for the children
 School-Based Management
Rationale
3. To further promote shared governance between
the school and community.

4. To improve the school system’s capacity to be on

track on achieving the EFA/MDG and sustain good
performance.
 School-Based Management
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 the
decentralization.
 School-Based Management
Objectives
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 for the school effectiveness.
 School-Based Management
GOAL

Improve school performance and student achievement

 School-Based Management
Principle of Subsidiarity

It is state that it is the people at

the lowest level who will know best
their problems and so are in best
position to address the same.
 School-Based Management
Advantages
1. Give the entire school community a voice in a key
decision.

2. Through SBM, problems and the needs at the school

level gets done faster and specific personalities and
cultures are taken into consideration.

3. Schools take their responsibility to plan and implement

their School Improvement Plan (SIP).
 School-Based Management
Legal Basis
Philippine Local Governance
Constitution Code of 1991 (RA
(Art. 10, Sec. 3) 7160)

Governance of Basic
Education Act of
2001 (RA 9155)
 School-Based Management
Legal Basis
Philippine Constitution (Art. 10, Sec. 3)

• Congress shall enact a local government code that

will institutionalize a system of decentralization.
Whereby, the local government units shall be
extended more power and authority.
 School-Based Management
Legal Basis
Local Governance Code of 1991 (RA 7160)
• provided for a more responsive local government
structure through a system of decentralization
where local governments are given more power,
authority, responsibility and resources
 School-Based Management
Legal Basis
Governance of Basic Education Act of
2001 (RA 9155)
• Introduction of School-Based Management in the
Philippines Schools, schools are given more power
to direct their affairs with the learning and
development of learners as ultimate goal.
 The Department of Education (DepEd)
provided School-Based Management Grants
as additional funds to public elementary and
secondary schools to augment the school fund
on (MOOE) maintenance and other operating
expenses (DO 45, s. 2015)
 What is
ACCESs?
 What are
the Features of
ACCESs ?
 ACCESS
A Child and Community-Centered Education System
Child (Learner) Centered Community Centered
Learning-oriented and learner Shared vision and mission
focused
Developmental stage appropriate Shared decision-making and
governance
Gender and culture sensitive Collaboration
Environmentally safe (physical, Community ownership
emotional, psychosocial)
Autonomy
Accessible regardless of gender, Accountability
race, culture, social and economic Transparency
status.
The ACCESs framework, provides equal emphasis of the supply and
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.
 What are
the 4 ACCESs
Principles?
4 ACCESs PRINCIPLES
1 2
Leadership and Curriculum and
Governance Learning (K-12)

3 4
Accountability Management of
and Continuous Resources
Improvement
1. Leadership and Governance
A network that provides the
vision and direction to the
education system, making it
relevant and responsive to the
contexts of diverse
communities.
 Leadership and
Governance
Indicator 1:
There is in place, a mechanism that
allows for the development of a
shared vision, mission and goals
(VMG) which reflects the aspirations
and thrusts of the community.
 Leadership and
Governance
Indicator 1:
• SIP
• AIP
• Annual Procurement Plan
• Annual Budget
• Documentation of the SIP
Process
 Leadership and
Governance
Indicator 2:
The organization’s vision, direction and
aspirations are periodically revisited
and adjusted by the learning
managers, learning facilitators and
community stakeholders to respond to
the community’s conditions and
emerging needs.
 Leadership and
Governance
Indicator 2:
• SIP Review
• SMEPA Document
• Documentation of the SIP
Process
 Leadership and
Governance
Indicator 3:
Stakeholders actively participate
through dialogue and/or consensus-
building, in formulating relevant
policies and guidelines in conducting
regular view ad updating of
community initiatives.
 Leadership and
Governance
Indicator 3:
• School Faculty Association
• School Governing Council
• Parents Teachers Association
• Supreme Pupil Government
 Leadership and
Governance
Indicator 4:
The organizational structure for
education governance promotes
ownership of goals and members
assumed particular roles and
responsibilities to carry out
initiatives.
 Leadership and
Governance
Indicator 4:
• Communication Plan
• Communication Flow
• Communication System
• School Website
• Newsletter
• Linkages/partnerships with BLGU and
other Sectoral Groups – MOA, MOU,
etc.
 Leadership and
Governance
Indicator 5:
The community facilitates the
development of an education plan
based on its vision, direction and
aspirations.
 Leadership and
Indicator 5: Governance

• L & D system
• Individual Plan for Professional Development
(IPPD)
• School Plan for Professional Development (SPDP)
for Teachers
• Training and Development Plan for school and
community leaders
• Training designs
• Parenting Seminar Program
 Leadership and
Governance
Indicator 6:
The governance practices facilitate
regular information and feedback
sharing on the progress of the
education development program.
 Leadership and
Governance
Indicator 7:
Decisions are consistently based on
valued and respected information
sources and processes that adhere
to vision, direction and aspirations of
the community.
 Leadership and
Governance
Indicator 8:
Stakeholders demonstrate initiative,
openness and build effective
relationships to contribute to the
attainment of the organization’s
vision, mission and goals.
 Leadership and
Governance
Indicator 9:
There is a place for development
program to enhance leadership
competencies of stakeholders to
face emerging opportunities and
challenges.
2.
Curriculum and Learning (K-12)

The learning systems

collaboratively developed and
continuously improved, anchored
on the community and learner’s
context and aspirations.
 Curriculum and Learning

Indicator 1:
The implemented curriculum is rights-based,
inclusive, culturally and developmentally
appropriate to the needs and interests of the
learners and community, localize for relevance
to the community life, consistent to the vision,
mission and goals and oriented towards
individual and community well-being.
 Curriculum and Learning

Indicator 1:
• Science Curriculum
• Sports Curriculum
• Arts Curriculum
• Curriculum for Journalism
 Curriculum and Learning
Indicator 2:
The learning systems are regularly and
collaboratively monitored by the
community using appropriate tools to
ensure the holistic growth and
development of the learners and the
community.
 Curriculum and Learning

Indicator 2:
• Action Research on Students
learning outcomes basis for
developing remedial programs.
• SMEPA Dashboard and Results
 Curriculum and Learning
Indicator 3:
Appropriate assessment tools for teaching
and learning are continuously reviewed
and improved and assessment results are
contextualized to the learner and local
situation, and the attainment of relevant
life skills.
 Curriculum and Learning
Indicator 3:
• Teachers test notebook
• Teachers Portfolio
• Test Results and Analysis of any of the
following tool: EGRA ARATA
• Phil-IRI result used in developing
reading program
• Pre-test/Diagnostic Test
 Curriculum and Learning

Indicator 4:
The community actively participates in
developing and mentoring the learners’
awareness and practice of good
citizenship and shares in the attainment of
individual and collective competencies.
 Curriculum and Learning

Indicator 5:
Methods and resources are learner and
community-friendly, enjoyable, safe,
inclusive, accessible and aimed at
developing self-directed learners.
 Curriculum and Learning
Indicator 5:
• Daily lesson log/lesson plans
• Pupil’s portfolio
• Library
• Guidance Services
• Computer laboratory
• ADM modules
• Awards received by learners
• Learners initiated projects
• Classroom structuring
• Reading centers
• Study lounge
 Curriculum and Learning
Indicator 6:
Learning environment, methods and
resources are accessible and
promote effective learning and are
appropriate to the learner’s ecology,
history, community, worldview,
values and spirituality.
 Curriculum and Learning

Indicator 6:
• Localized Curriculum
• Contextualized LMs (Big books)
• Curriculum Adaptation
• Orthography
• MTB Dictionary
• IMs
• ARTA based on EGRA
 Curriculum and Learning
Indicator 7:
Learning managers and facilitators
(teachers, administrators and
community members) nurture values
and environments that are protective of
all children, inclusive of all the children,
and demonstrate behaviors consistent to
the organization’s vision, mission and
goals.
 Curriculum and Learning

Indicator 7:
• Child protection policy implementation
• Co-curricular activities (scouting,
religious instruction, science camp, etc.)
 Curriculum and Learning

Indicator 8:
Learners are equipped with
essential knowledge, skills and
values to assume responsibility
and accountability for their own
learning.
3. Accountability and Continuous
Improvement
A clear, transparent, inclusive and
responsive accountability system is in
place, collaboratively developed by
community stakeholders, which monitors
expected and actual performance,
continually addresses the gaps and
ensures a venue for feedback and
redress.
 Accountability and Continuous
Improvement
Indicator 1:
Roles and responsibilities of
accountable person/s and collective
body/ies are clearly defined and
agreed upon by community
stakeholders.
 Accountability and Continuous
Improvement
Indicator 1:
• School Faculty Association (CBL)
• School Governing Council Structure
• Parent’s Teachers Association
• Supreme Student Government/Pupil
Government
- attendance, photos, minutes of the
meeting, regarding the crafting of definition of roles
and responsibilities of school organization (PTA,
SGC, SSG, SPG, etc.)
 Accountability and Continuous
Improvement
Indicator 2:
Achievement of goals is recognized
based on a collaboratively
developed performance
accountability system; gaps are
addressed through appropriate
action.
 Accountability and Continuous
Improvement
Indicator 2:
• SMEPA implementation
• Recognition and Incentive system
• General PTA Assembly Meeting
• Homeroom PTA meeting
- attendance, photos, minutes of the
meeting in the development/capability building
program on perform accountability system
(SMEPA)
 Accountability and Continuous
Improvement
Indicator 3:
The accountability system that is owned
by the community is continuously
enhanced to ensure that management
structures and mechanisms are
responsive to the emerging learning
needs and demands of the community.
 Accountability and Continuous
Improvement
Indicator 3:
• Accountability system processes,
mechanism tools.
- attendance, photos, minutes of
the meeting of the enhancement
and review of M & E system.
• School Report Card
• State of the School Address (SOSA)
 Accountability and Continuous
Improvement
Indicator 4:
Accountability assessment criteria and
tools, feedback mechanisms and
information collection and validation
techniques and processes are inclusive
and collaboratively developed and
agreed upon. (PROCESS)
 Accountability and Continuous
Improvement
Indicator 4:
• Assessment tools
• Feedback mechanisms
• Information collection
• Validation techniques and process
 Accountability and Continuous
Improvement
Indicator 5:
Participatory assessment of performance
is done regularly with the community.
Assessment results and lessons learned
serve as basis for feedback, technical
assistance, recognition and plan
adjustment.
 Accountability and Continuous
Improvement

Indicator 5:
• M & E Process
• Assessment Results based on M & E.
4. Management of Resources

Resources are collectively and

judiciously mobilized and
managed with transparency,
effectiveness and efficiency.
 Management of
Resources
Indicator 1:
Regular resource inventory is
collaboratively undertaken by learning
managers, learning facilitators and
community stakeholders as basis for
resource allocation and mobilization.
 Management of
Indicator 1: Resources

• Human resource (teachers, students &

partners).
• Financial Resources (PTA, MOOE, Canteen
fund, IGP & Clubs)
• Technological Resources
• Instructional Resources
• Rooms
• School site titling
• Instructional tools and equipment
 Management of
Indicator 2: Resources

There is a regular dialogue for planning

and resource programming, that is
accessible and inclusive, to continuously
engage stakeholders and support the
implementation of community education
plans.
 Management of
Indicator 2: Resources

• Human Resource Development Plan (HRDP)

• Financial Management Development Plan
(FMDP)
• Technological Resource Improvement Plan
(TRIP)
• School Physical Development Plan (SPDP)
• Annual Procurement Plan
• IGP Sustainability Plan
 Management of
Resources
Indicator 3:
There is in place a community-developed
resource management system that
drives appropriate behaviors of the
stakeholders to ensure judicious,
appropriate and effective use of
resources.
 Management of
Resources
Indicator 4:
• SMEPA of
-Human Resource Development Plan (HRDP)
-Financial Management Development Plan (FMDP)
-Technological Resource Improvement Plan (TRIP)
-School Physical Development Plan (SPDP)
-Annual Procurement Plan
-Inventory list of all resources
 Management of
Resources
Indicator 5:
There is a system that manages the
network and linkages that strengthen
and sustain partnerships for improving
resource management.
 Management of
Resources
Indicator 5:
• Financial Report (PTA)
 SCORING SYSTEM
The 4 principles were assigned percentage weights on the basis of their
relative importance to the aim of the 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%
The school level of SBM practice can either be:

LEVEL 1 – DEVELOPING

LEVEL 2 – MATURING

LEVEL 3 – ADVANCED (ACCREDITED)

A school that reaches the highest level of SBM practices qualifies for
an ACCREDITED STATUS.
 PASBE
Philippine Accreditation System
for Basic Education
DepEd Order No. 64, s. 2012
 The theory is that there are four determinants to evaluate the
departments capacity to meet the targets of EFA/MDG and achieve
organizational effectiveness. These are: leadership, curriculum
and learning, accountability systems and resource
management. These determinants are the principles of ACCES
which are operationalized in terms of standards and from which, a
learning community system is assessed in terms of its strategies
based on its set goals and context. The functionality and
effectiveness of the system in terms of improving learning outcomes
and based on four determinants are the bases for ascribing a level of
practice.
PASBE
SBM practice is assessed periodically in terms of the school’s
performance based upon agreed standards. The levels of
practice would indicate how the school and the community
transition from centralized to decentralized governance, from
being dependent to interdependent, from the school being
nurtured by the community to schools nurturing the
community.
PASBE
Accreditation is a proposed system by the Philippines to
allow self-renewing of self-regulating of schools to achieve
‘autonomous’ status -meaning it recognize the learning
community (the school and the community as self-sustaining)
with system suitable for their context.
This will also rationalize the incentive system proposed as
“higher grant allocation”, “fiscal autonomy” and “special
allocation outlay”.
 What are the challenges that you have
encountered for the past two years as an
education specialist, teacher, master
teacher, school head or supervisor?
““When everything is uncertain, everything
that is important becomes clear”
—Unknown
References:
StuDocu World University Ranking. (2022). THE School HEAD IN School Based Management
(SBM). StudeerSnel B.V., Keizersgracht 424, 1016 GC Amsterdam. Retrieved from
https://www.studocu.com/ph/document/tarlac-agricultural-university/secondary-education/the-school-he
ad-in-school-based-management-sbm/17130580?fbclid=IwAR25EMC4MwxaFdtJjj4tpDxtKmbNF4Fq1s
92uhD6NZLTEu1BNWxcKWq3pZg
Government Employee. (2013). Revised School-Based Management. Caloocan City, Philippines.
Retrieved from
https://www.slideshare.net/sweetmae3779/revised-schoolbased-management?fbclid=IwAR107_Pb
7B7VuqTRtXtLjv_wB_x_fBFkbAB8wklsKfFrbbOBorgPpaqmRVI
Thank you for
listening!