ORIENTATION ON THE SCHOOL-BASED MANAGEMENT
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This document outlines the revised framework for School-Based Management (SBM) in the Philippines. It discusses laws and policies that decentralized the education system and empowered schools and communities. The key reforms included improving teaching, learning strategies, quality assurance, and SBM. The revised SBM framework aims to make the child the center of education and involve diverse stakeholders and communities. It established a new conceptual framework called ACCESS that focuses on rights-based education, community stewardship, leadership and governance, community-based learning, accountability, and converging resources. The revised assessment process for SBM involves schools conducting self-assessments using four principles, then external validation by regional or division teams using a documentary, observation, discussion method to
ORIENTATION ON THE SCHOOL-BASED MANAGEMENT
- 2. DepEd Order No. 83, s. 2012 – Implementing Guidelines on the Revised School-Based Management Framework, Assessment Process and Tool (APAT)
- 3. A. BACKGROUND and RATIONALE GOVERNANCE OF BASIC EDUCATION ACT OF 2001(RA 9155) - decentralized the system of school management - recognized the role of LGU’s and other stakeholders as partners in educational service delivery SCHOOLS FIRST INITIATIVE (SFI) IN 2005 - empowered the school and its community stakeholders to effectively address access and quality issues in basic education BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) IN 2006 - launched to sustain and expand the gains of SFI through School Based Management - Key Reform Thrusts (KRTs) included a. Teacher Educational Development b. National Learning Strategies c. Quality Assurance d. Monitoring and Evaluation e. Organizational Development f. School-Based Management
- 4. ENABLING POLICIES ON SCHOOL-BASED MANAGEMENT (SBM) SUPPORTED BY A BUDGET LINE ITEM IN THE GENERAL APPROPRIATION ACT (GAA) 1. Establishment of School Governing Council (SGC) 2. Conduct of Assessment of Level of Practice 3. School Improvement Planning (SIP) 4. Reporting of Accomplishments through School Report Cards (SRCs)
- 5. PARADIGM SHIFT IN EDUCATION GOVERNANCE - From being school-centered to becoming ACCESS ( A Child-and-Community-Centered Education System)
- 6. PURPOSES OF REVISED SCHOOL-BASED MANAGEMENT AS A REFORMED THRUST 1. To better highlight the children/learner as the center of SBM practice; 2. 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; 3. To enhance commitment of education stakeholders at all levels to their responsibilities and accountabilities in realizing the education outcomes for children 5. To further promote shared governance between the school community system; and 6. To improve the school system’s capacity to be on track in achieving the EFA/ Millennium Development Goals and sustain good performance .
- 7. B. METHODOLOGY SBM-TWG underwent series of planning and consultation activities to determine the procedure and approaches to be employed in revisiting the assessment tool. KEY CONCEPTS, PHILOSOPHIES AND PRINCIPLES UNDERLYING SBM 1. It is progressive and developmental – from a state of immaturity to maturity from a state of being nurtured to a state of being capable of nurturing, and from a state of uniformity to recognizing differentiated practices of governance and effectiveness; 2. It is decentralized – the school head or school authorities, in general, gradually share the power and control to other stakeholders; and 3. It is self-empowered – there is increasing capacity for internal focus of control
- 8. SBM PRINCIPLES OPERATIONALIZED BY Participatory management empowered stakeholders schools managed by/for/of the school and the community
- 9. C. ACCESS and SBM: The Conceptual Framework
- 10. “Rights- based education and community as “Stewards/ rights- bearer” Four (4) Principles of an ACCESS school system • Leadership and Governance • Community- based Learning • Accountability for Performance and Results • Convergence to Harness Resources for Education SBM practice that evolved within the context of “DIFFERENTIAT ED PRACTICE”
- 11. Child-centered educational System - Learning-focused - Developmental- stage appropriate - Gender sensitive - Culture responsive and sensitive - Environmentally safe - Accessible VS. Community-Centered Education System - School is not isolated from the community where it exists. - Shared vision of school and community is evident - Show mission of school and community to reflect the dynamic sharing of responsibilities.
- 16. The components below describe each major element in the SBM- PASBE Quality Assurance Flowchart 1. The Division Capability Building Program - schools division superintendent ensures that SBM is implemented in all schools 2. SBM Implementation needs shared leadership and community partnership SBM level of practice PASBE level 3. Self-Assessment - uses the SBM assessment tool to gather data; data are analyzed for evidence using DOD (documentary analysis, observation, discussion) process - Output of self-assessment is a report on what the school claims to be its SBM level of practice
- 17. 4. Visit of External Validation Team c/o Regional Validation Team – When SBM level is III c/o Division and Regional Team – When SBM Level is I or II 5. Application for Accreditation If school attained at least SBM level II Endorsed by the Regional Office to National Accreditation Board (NAB) for PASBE Accreditation Preliminary visit of NAB representative 6. School visit of NAB TEAM (PASBE Accreditors)
- 18. REVISED SBM ASSESSMENT PROCESS 1. During the Pre-Assessment - create a SCHOOL TEAM ORGANIZATION (at least 10 members) from faculty members, students and external stakeholders Team leader = 1 Team Secretary = 1 Principle 1 = at least 2 members/4-5 members Principle 2 = at least 2 members/4-5 members Principle 3 = at least 2 members/4-5 members Principle 4 = at least 2 members/4-5 members PART Method The Team organization decides in the pre-assessment meeting whether to use the WHOLE METHOD (All team members shall work as a group to validate one principle after another) or PART METHOD (at least two members shall be assigned to every principle)
- 19. Schedule of activities during the Assessment Proper: DOD Approach: 1 day – document analysis (Use Form 1 & Form 2) 1 day – observation analysis to obtain process evidence ½ day – discussion of synthesized documentary and process evidence a. Who conducts the DOD? A school assessment committee conducts the DOD if assessment is school-initiated. A Division assessment committee conducts the DOD if the assessment is Division-initiated, or if the assessment is requested by a school. b. Conduct the discussion as a friendly non-confrontational conversation to explain, verify, clarify, and augment the evidence. Invite members of the school community who were engaged in the collection and presentation of evidence to participate in the discussion.
- 20. c. Team Scores the indicators using Form 3 (Revised SBM Assessment Tool). As team arrives at a consensus on the level of practice of the indicator being assessed, indicate in the scale with a check mark ( ) in the appropriate box. Continue the process until all four dimensions/principles are assessed. d. Operational principles that guide the DOD process • Collaboration. The assessors work as a team. Leadership is shared. Decisions are made by consensus and every member is accountable for the performance of the team. • Transparency. The validation of evidence is open to stakeholders’ view and review. • Confidentiality. Information obtained from the DOD process that may prejudice individuals, groups or the school is handled judiciously. • Validity. Documentary analyses and observations are rigorous in procedure and demanding in quality of results.
- 21. d. Operational principles that guide the DOD process (continuation) • Reform-oriented. DOD comes up with informed recommendations and action programs that continuously move the school to higher levels of practice. • Principle-oriented. DOD is guided by the ACCESs principles. 3. Closure or exit conference/meeting 4. Report Writing by the Team