School-Based Management

General Santos City, 18 20th Oct.

PHILIPPINES 2013
School-Based Management
Course Outline
Overview of Resource Management
-School Based (SBM)

21st Century Teaching & Learning

SBM Assessment Instrument

-Six Dimension of SBM

Strategies to improve School

Performance & Student Achievement

Workshop Activity

18 20th Oct. 2013

 Introduction
This session provides an insight of a recent trend in education reform that
stresses decision making on the school level to make their own decisions
and policies with:-

Objective
To equip participants with an insight of School-Based
Management (SBM) to support schools in their
journey to improve School Performance and
Student Achievement.
Methodology
explore 21st Century era Learning and to improve
and align school resources to provide for it.
to model School-Based Management(SBM)
strategies to improve School Performance and,
to apply SBM techniques to improve Student
Achievements
 School Based Management (SBM)

SBM is a strategy to decentralize

decision-making authority to the individual
school site of which devolution of authority
is the fundamental concept.

A recent trend in education reform that stresses decision making on the school
level. In the past, school policies were set by the state and the districts. Now the
trend is for individual schools to make their own decisions and policies.
 Goal / Vision
To be the School of Choice, renown
internationally for excellence in School
Performance and Students Achievements

School Performance (quality of instruction )

Students Achievements (equity in areas of student participation including the poorest sector society)
Overview of Resource Management,
School-Based (SBM)

18 20th Oct. 2013

 Resource Management
The efficient and effective deployment of an organization's
resources in the most efficient way possible , maximizing the
utilization of available resources to achieve organization goals.
Such resources may include tangible resources such as

It can also include ideas assigned to task that add Ideas

value. These include ..
Recent resource management trend
In the past resource management, a key issue has been
how to improve or re-engineer the internal school process as a
whole to add value through school effectiveness.

The answer:-
a new trend in school management,
-knowledge based with empowerment
re its internal process to maximize
its resources for operation and
continuous development in
management, teaching & learning
within the new changing 21st century..

SBM, a key component of Basic Education Sector Reform Agenda or BESRA.

Added Value - customer focused
To add value means,

to manage and transform

resources, materials, parts or
knowledge to products that
Customers (students &
parents) want and are willing
to pay for

to do it right the 1st time all

the time, utilizing the least
resources within.
Value added in education
-is the quantification of a student's progress during different
stage of his/her education.
It is measured by quantifying the input (entry point) over output
score (performance) and comparing the results from previous
to evaluate the progress made.

EFFECTIVE

Student performance
improves when compared
to the entry point
ADDED VALUES IN
STUDENT OUTCOMES

Mortimore, P. (1995, July). Key characteristics of effective schools: A review of school effectiveness
research. Paper presented at the Effective School Seminar. Ministry of Education Malaysia.
Why School-Based Management?

To accelerate the implementation

of a key component of Basic
Education Sector Reform Agenda
or BESRA.
With School-based Management
(SBM), the school as key provider
of education, will be equipped to
empower its key officials to make
informed and localized decisions
based on their unique needs toward
improving the educational system.

SBM, a key component of Basic Education Sector Reform Agenda or BESRA.

SBM- a strategy to decentralize
decision-making authority to the
individual school site of which
devolution of authority is the
fundamental concept.
A recent trend in education reform that
stresses decision making on the school level.
In the past, school policies were set by the
state and the districts. Now the trend is for
individual schools to make their own
decisions and policies.
SCHOOL-BASED MANAGEMENT
School-based management (SBM) is the
decentralization of decision-making authority
from state and district (central, regional, division)
levels down to the school level.

Responsibility and school operations is transferred

to principals, teachers, parents, sometimes
students, and other school community
members with the intent to unite.

The school, however, have to

conform to, or operate, within
a set of centrally determined
Policies.
Why Decentralization?
According to the National Association of
Secondary School Principals (NASSP)

To provide opportunity to School

Leaders to:
boosts the morale of teachers and
encourages leadership at all levels
allows participation of the entire
school community in making key
decisions
has a wider pool of ideas in
designing education programs
focuses resources to the goals and
needs of each school.
 Why is School-Based Management
important?
With more responsibilities dissolved to schools through
SBM, schools have greater autonomy and flexibility in
managing their operations and resources towards school
development.

Additional autonomy makes schools more transparent in

their operations and accountable to the community for
their performance and proper use of funds as Quality of
school education directly impact students learning
outcomes.

Second, it allows local decision-makers to determine the

appropriate mix of inputs and education policies adapted
to local realities and needs.
 INPUT PROCESS

Finance School culture

Physical facilities Motivation level
Student readiness Instruction
Teacher ability Learning Time
Parental Support Leadership

OUTPUT

Student Achievement
 SBM OBJECTIVES
2.Bring resources including funds,
1.Empower school heads
down to the control of schools to
to lead their teachers and
spur change in line with
students through reforms
decentralization
that leads to higher
learning outcomes SBM

OBJECTIVES

3.Strengthens partnership with

4.Integrate School communities as well as local
management and government units to invest time,
instructional reformation money and effort in making the
for the school effective school a better place to learn
 The main goal of SBM is to
improve School Performance
and Student Achievement
21st Century Teaching & Learning

18 20th Oct. 2013

Question to ponder
Why do schools use a system of
ringing bells to stop or start,
Is it,
....to ensure order?
.to prepare students for a profession which
requires clocking in and out?
.in actuality, an acclimatization tool?
Was its original purpose to provide a means
of knowing when to be somewhere when
watches were a thing for the middle-classes
and affluent adults?
We need change to move with the times
-look at the building blocks of the system
-change for the better to adapt to meeting
current demanding needs
21st Century Careers
- is all about CHANGE, in thinking, strategies and behaviors
that work in the new ever-changing and challenging
environment to meet the challenges of the times.
A need to be current, resilient - continuous learning,
connected to your values.
CHANGE- the Essence to Continuous Improvement
This is the first time in the history of business that you can be
great at what youre doing today and be out of business tomorrow
if you refuse CHANGE!
Change, when occurs, needs
to be managed.
Teachers,- products of previous
education system, before the
Digital Revolution.
We need to think - how we
prepare students to become
lifelong learners in these fast
pave technological change era-
21st Century!
Teaching 21st Century Skills

21st Century Skills &

Literacy

21st Century Teaching

and Learning

Upgrade your Lessons

Incorporating 21st
Century skills in the
Classroom
21st Century Skills & Literacy
 Where are we today?
On a piece of paper, browse horizontally across the 21st Century Skill &
Literacy. Put a tick on the right end of the chart if you are familiar with.
Go through the 6 Skills from Information literacy to Communicate/
Collaborate . Sum up the total number of Ticks in each and row.

Your 21th Century Skills

& Literacy score is as
below,
(Total)19 X 100%
54

Literacy Score = 35%

Total: 19
CHANGE
Constant Change -todays era.
To stay competitive,
-manage the present and plan the future.
-problem is, cant have the same people
IMPROVEMENT doing both jobs.
WITHOUT
ENDING
If present time people with operational
responsibilities are asked to think about
the future, they will kill it.

Without Change for the better (Kaizen), there

will be no Continuous Improvement to be
Competitive in the current Global competition.
21st Century Teaching & Learning

To live and succeed in the

present world, students will
need for an increased focus on
communication,
collaboration, and
creativity and an emphasis
on teaching them to use
technology in order to learn
how to learn,
solve problems, and think
( the new 3 Cs of education )
creatively.
 21st Century Skills

Students must be taught how to use technology efficiently and

effectively, ethically and appropriately, safely and respectfully to
learn how to learn, solve problems, and think creatively.
Upgrade your Lessons
Incorporating 21st Century Skills in Classroom
Students - develop 21st Century
Skills (21st CS) to "survive and
thrive

Now, who has time to teach 21st CS

with so much to teach in our
content areas?

Learn-Integrate 21st CS exposure

and development into instruction,
learning, and assessment inside
curriculum, so students can be-
productive, resourceful, confident
at school, work, and home.
SBM Assessment Instrument

18 20th Oct. 2013

Dimension of School-Based Management (BESRA)
SBM DIMENSION RESPONDENTS
School Head
1. SCHOOL LEADERSHIP Assistant to school head / head Teachers / Teachers /
Grade chair / Dept head

Parent association representative / Teacher association chair/

2. INTERNAL STAKEHOLDERS Head of student council / Organization

Parent association representative / Teacher association chair

LGU Barangay chair/representative / SGC chair/representative
3. EXTERNAL STAKEHOLDER Chair of any other active groups involved in the school
(eg. NGOs, Alumni association)

4. SCHOOL IMPROVEMENT School Head

PROCESS Parent association representative
Teacher association chair / Head of student council

5. SCHOOL-BASED School Head

RESOURCES Person in charge of school fund (eg.Budget officer/Supply
Officer) / SGC chair/representative / PTA chair/representative
LGU Barangay chair/representative

6. SCHOOL PERFORMANCE School Head

Parent association representative
ACCOUNTABILITY Teacher association chair / Head of student council
SGC chair/representative / LGU Barangay chair/representative
 Dimension 1 SCHOOL LEADERSHIP
level 1 (standard)
The school head:
SBM 1.1 Has an appointment
Is aware of his/her
basic roles and
responsibilities
in school improvement

1.2 Has attended SBM

related trainings
Attended
 Dimension 1 School Leadership
level 1 (standard)
School Head (SH) is designated
SH is trained on basic competencies on instructional leadership
SH is trained on SBM, SIP, ASB, Fiscal Mngt., & ICT related training
SH initiates: Organizing stakeholders, installing appropriate SBM
system
(e.g. school improvement planning, budgeting and resource
management, staffing, performance monitoring and reporting)
SH performs fund management duties (e.g. accounting/book
keeping functions)
 Dimension 2 INTERNAL STAKEHOLDERS
level 1 (standard)
SBM 2.1 PUPILS/STUDENTS; TEACHERS;
PARENTS:
Are aware of their rights and
responsibilities as primary
stakeholders
2.2 Teachers are trained on
curriculum content and pedagogy
Are aware of their rights and
responsibilities as primary
stakeholders
2.3 Teachers
Apply knowledge, process skills and
instructional innovations acquired
from participation in trainings
2.4 Parents
Assume responsibilities as partners
in the learning process
 Dimension 2 Internal Stakeholders Participation
(teachers, parents, pupils)

level 1 (standard)
Students, teachers, and parents understand their respective roles and
responsibilities on SBM; and are organized for participation in SBM
process

Teachers are trained on curriculum, content, and pedagogy

Teachers apply knowledge, process skills and instructional

innovations acquired from participation in trainings

Parents assume responsibilities as partners in the learning process

 Dimension 3 EXTERNAL STAKEHOLDER
level 1 (standard)
External stakeholders:
SBM 3.1 Have a clear and common
understanding of their rights,
responsibilities and functions
in school improvement
3.2 School Community are
organized to support /
implement SBM
3.3 Are mobilized to support SBM
and the implementation of the
SIP
3.4 Local Government stakeholders
are fully aware of their roles and
responsibilities
Dimension 3 External Stakeholders Participation
(alumni, local leaders, retirees, youth leaders,
LGO/ NGOs, others)
level 1 (standard)
External stakeholders are organized and made aware of their rights and
responsibilities as education stakeholders

Community leaders/Peoples Organizations (Pos)/Non-Government

Organizations (NGOs), others are oriented, organized and mobilized to
support SBM

External stakeholders are mobilized to support SBM and the

implementation of SIP

Local government stakeholders are fully aware of their roles and

responsibilities
 Dimension 4 SCHOOL IMPROVEMENT PROCESS
level 1 (standard)
The School
SBM 4.1 Conducts assessment of SBM
practices using assessment tool
4.2 Governing Council Is organized
4.3 Has Knowledge-based and
participatory SIP/AIP Formulation

Stakeholders
SBM 4.4 Stakeholders are informed, consulted
and engaged in SIP/AIP formulation
and Implementation
4.5 Performance-based Incentives and
Rewards System for pupils/students
and teachers installed in school and
supported by the SGC

The School
SBM 4.6 Emphasizes improvement of school
outcomes
SBM Dimension 4 School Improvement Process

level 1 (standard)
School conducts assessment of SBM practice using assessment tool

SGC is organized

The school has: knowledge-based and participatory SIP/AIP

formulation

Stakeholders are informed, consulted, and engaged in SIP/AIP

formulation, implementation

Performance-based Incentives and Rewards System for pupils and

teachers
Dimension 5 SCHOOL BASED RESOURCES
level 1 (standard)
The school
SBM 5.1 Has an Annual School Budget
(ASB) aligned with the Annual
Improvement Plan (AIP)
5.2 The Annual School Budget (ASB)
resulted in the attainment of
school targets and desired
learning outcomes
5.3 The school manages and
controls funds with minimal fiscal
authority/ autonomy targets and
desired learning outcomes
The allocation
SBM 5.4 Optimally utilized and
disbursement of funds is aligned
to SIP/AIP/ASB and recorded,
reported and accounted for
Dimension 5 School-Based Resources

level 1 (standard)
Annual School Budget (ASB) (e.g. DepED (MOOE) is aligned with
SIP/AIP)

ASB results in attainment of targets and desired outcomes

The School manages and controls funds with minimal fiscal

authority/autonomy

The allocation is: optimally utilized and disbursement of funds is

aligned to SIP/AIP/ASB and recorded, reported and accounted for
 Dimension 6 SCHOOL PERFORMANCE ACCOUNTABILITY

level 1 (standard)
The school
SBM 6.1 Has mechanisms for
transparency and accountability
Has installed and operationalize
Monitoring and Evaluation
System

6.2 Informs and involves major

stakeholder in the monitoring
and evaluation

6.3 Monitors and evaluates

improvements in student
performance indicators per
class, per student, per subject
Dimension 6 School Performance Accountability
level 1 (standard)
School introduces transparency and accountability mechanisms

Monitoring and Evaluation (M/E)systems is installed and

operational(e.g. data and reports are used in continuing
improvement)

Major stakeholders (SGC, PTCAs, Schools Division Superintendent,

LSB) are informed and participate in M/E

Improvements in learning outcomes by Grade/Year level are

monitored and evaluated by homeroom and tracked per
student/subject
R A T I O N A L E
The review mission reports of Dep. Eds
development partners cite that while most of the
schools implemented SBM as reflected in the
increase in number of schools with SIP, those
receiving grants and MOOE on time, and those who
conducted SBM assessment, systemic issues were
noted in the operationalization of policies and
guidelines at the field level. Among these are:
Unrealistic targets and inappropriate strategies in
the SIPs of many of the schools visited;

Too much focus on the SIP templates, which is

usually construed as a one-size-fits-all,
overlooking the unique condition of their schools,
the pupils/students they are providing learning
environments for, and the peculiar issues they are
confronting;

it was observed that there are more schools with

School Report Cards than School Improvement
Plans which reflects a disconnect of these two SBM
processes.
School Improvement Planning (SIP)

A process by which members of the school

community conducts a thorough evaluation
of their schools educational programming
in the previous school years and the
development of a written school plan
that:

establishes the starting point for ongoing

evaluation of efforts and

unifies independently organized school

improvement efforts from various areas of the total school program
into a single, focused process.
SBM reform for successful practice
A need in paradigm shift in education governance, from being
school-centered to community- and child- (learner) centered and
towards enhancing the principle of shared governance to support the
stewardship of childrens learning outcomes.

It is also imperative in the review and refinement of SBM to account

for the evidence of successful practices. Conclusive findings suggest
that the reforms in education governance systems must be linked
tightly with the changes in curriculum and instruction.
Thus, the inception of K to 12 must be integrated in the organizational
change.
SBM reform for successful practice
It is along these views that SBM as a reform thrust has
been revised and broadened for the following reasons:
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.
SBM reform for successful practice
To effectively carry out reforms in curriculum (Kto12)

To assimilate the school to the system and way of life

of the community

To redirect all efforts to support improvement of

learning outcomes
The K to 12 Program
Kindergarten and 12 years of basic education with
six years of primary education,
four years of Junior High School, and
two years of Senior High School (SHS)
Aims to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and entrepreneurship.
 The Revised SBM Framework
The framework is Systems-oriented. It shows the major components
of SBM, their organizational Structure, interrelationships and
interdependence, as well as their characteristics and underlying
principles.
At the center is
the intended
output:
a functionally-
literate citizen
who is self-reliant,
patriotic,
productive and
service-oriented.
 The Revised SBM Framework
To enhance commitment of education stakeholders at all levels
to their responsibilities and accountabilities in realizing the
education outcomes for children.

To further promote shared governance between the school and

the community;

To integrate accreditation into SBM for a seamless assessment

of a school system;

To improve the school systems capacity to be on rack on

achieving the EFA/ MDG and sustain good performance.
(PASBE) Philippine Accreditation System for Basic Education
(PASBE) Philippine Accreditation System for Basic Education
Accreditation is a proposed system by the Philippines
to allow self-renewing of self-regulating 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 rationalized the incentive system
initially proposed as higher grant allocation, fiscal
autonomy and special allocation for allocation outlay
The SBM- PASBE Operational Framework
The SBM- PASBE Operational Framework

The Operational Framework presents the

key components of the assessment system
and how they are organized and interrelated
to enhance continuous improvement of
learning outcomes
and products of
learning.
The SBM- PASBE Operational Framework
This diagram shows how SBM practice
intersects with accreditation.
SBM is access periodically
in terms of school
performance based on
agreed standards.
The level of practice would
indicate how the school and
community transition from
centralized to decentralized
governance, from dependant
to interdependent,
form school being nurtured
by the community to school
nurturing the community.
These features plus the sufficient satisfaction of the standards are the bases for
classifying the school system as eligible for accreditation- a certification process to
quality assure the systems and processes of education delivery.
The Revised SBM Framework
Three key components are presented:

1. Guiding principles of the

assessment systems;

2. Indicators of SBM practices; and

3. School accreditation
 The Revised SBM Framework
The system is guided by four ACCESs principles on

1. leadership and governance,

2. curriculum and learning,

3. resource management and

4. accountability for higher learning outcomes.

The Revised SBM Framework
 ACCESs
(A Child & Community Centered Education System)
 The Revised SBM Framework
To further promote shared governance
between the school and the community;

To integrate accreditation into SBM for a

seamless assessment of a school system;

To improve the school systems capacity to

be on rack on achieving the EFA/ MDG and
sustain good performance.
The Revised SBM Framework
Matrix of SBM Dimensions by Scale of Practice
A three-Scale of Practice has been devised to ensure that SBM works
toward improved learning outcomes-ultimate goal of SBM.
Level I (Standard)Beginning
Compliance with the minimum requirements for
managing inputs, structures & mechanisms, &
improving processes effecting student
achievement that lead to improved learning
outcomes.

Level II (Progressive)Developing
intensifies mobilization of resources and
maximizes efforts of the school to achieve desired
learning outcomes.

Level III (Mature)Advance - Accredited

goes further by maximizing efforts of the school
and the community/stakeholders to achieve
higher learning outcomes.
http://depednaga.com.ph/matrix-of-scale-of-practice.html
Purposes of SBM Practices Assessment
SBM assessment aims to:

determine the level of the SBM practices

of the school;

provide the school a sound basis on

which to establish its plan of action;

improve the SBM support systems

through interventions that the school and
other administrative levels of the
Department may introduce; and

determine the effectiveness of SBM

practices in the delivery of basic education
services.
Strategies to improve School Performance
& Student Achievements

18 20th Oct. 2013

FOCUSED CLASSROOM INSTRUCTION
for Improved School Performance and
Student Achievement

better better
Knowledge qualified student
teachers outcome
 1960 &1970 1980s

student teachers have

achievements is out of profound influence
the control of on students learning
schools or achievement

Coleman et.al (1966) Brophy & Good, (1986), Sanders

et. al. (1994)
HOW THE WORLDS BEST PERFORMING SCHOOL SYSTEMS
COMES OUT ON TOP

Students McKinsey & Company Sept 2007 UK

Performance
100 %
90 %

53 %

50 %

37 %

0% Age 8 Age 11 Students

age
Vision Statement, why?
Successful schools
have a clear sense of direction through
Vision Statement.
shared sense of direction derived through
a visioning process involving all members
of the school.
Once affirmed, it needs to be able to be
articulated by all.
-when achieved everyone can then align
their efforts behind the vision and by a
process of self-reference and professional
development the school will reach.

Translation into reality

by means of a Teaching framework or
belief system.
Strategic Review of Dep of Ed- School First
Widely used Instructional Leadership model
(Hallinger, 2003)

Instructional
Leadership

Defining School Managing Promoting School

Mission Instructional Climate
Program
Framing Commu- Supervising Protecting Promoting
school nicating & evaluating instructional professional
goals school instruction time development
goals
Providing
Coordinating Maintaining
incentives for
curriculum high visibility
learning
Monitoring student Providing incentives
progress for teachers
 Improvement Framework
How Do We Improve Our School?
Transformations takes place when school culture permits
Create a culture to sustain Change.
Framework well defined process for culture of excellence and
continuous Improvement

1.Plan- gather and analyze data 4 PDCA stages:

to determine priorities,
-explore possible solutions
and assess readiness for Change.

2.Do-Implement plan, create and

communicate Improvement.

3.Check-monitor and adjust.

4. Act-realign and correct

outcome back to Plan
 Lesson study
Introduced in Japan around the 1870s.
-case analysis on practice of lessons, to aid development of teachers
to learn from each other on real practices at classroom.
-three parts: Plan, Observe and Reflect

Plan, one or group of teachers plan a lesson;

Observe, one teacher conducts a lesson based on the plan and
colleagues observe the lesson;
Reflect , teachers reflect on the observed lesson together
SBM Community Collaborative Life
Stages with community participation.
WORKSHOP ACTIVITY

18 20th Oct. 2013

WORKSHOP Lets Squeeze our Brains

Revised SBM Assessment Tool

ACCESs Principles and SBM Indicators

SBM level of practice, rating scale and scoring system

CHANGE at School
By implementing change,
we can attempt to bridge
the educational dichotomy
and link the importance of
structure with the need for
creativity.

Change needs to happen

continually in small
evolutionary steps. Surely,
too, there is need for it in
education.
 Why implement school-based management
(SBM)?
1. With SBM, the Government devolves
more responsibilities to the schools and
provides them with greater autonomy
and flexibility in managing their
operations and resources and planning
for school development.
As the quality of school education has a
direct impact on students learning
outcomes, the quid pro quo to additional
autonomy is that schools have to be
more transparent in their operations and
accountable to the community for their
performance and proper use of funds.
Why implement school-based management
(SBM)?
2. With school-based
management, schools will
develop a management
system to ensure the quality
of teaching and learning.
This framework of
governance is school-based,
student-centered and
quality-focused.
Why implement school-based management
(SBM)?
3. Introducing a participatory
governance framework involving
school sponsoring bodies, the
principal, teachers, parents, alumni
and independent community
members is essential, as direct
participation in school decision-
making and different input of these
key stakeholders help enhance
transparency and accountability of
school governance and contribute
to more effective school operation.
Why implement school-based management
(SBM)?

4. To promote quality education, a

school should adopt a model of
teaching and learning and a
management framework that suit
the needs of the students and
the community.
Through school-based
management, the school
develops its own characteristics,
establishes its culture and
identity, seeks self-improvement
and pursues excellence.
 Why implement school-based management
(SBM)?
5.To ensure stakeholders direct participation
in school management, the Government has
introduced legislation to lay down rules and
regulations governing its implementation.
Under the Education Ordinance (Ordinance),
every aided school is required to set up an
incorporated management committee (IMC)
to manage the school. To protect managers
from civil liabilities, the Ordinance also
provides that a manager shall not incur any
civil liability in respect of anything done by him in good faith in the
performance of any function of office as the manager of an IMC school.
Moreover, the Education Bureau has offered support measures to help
schools put in place this new model of governance.
Why implement school-based management
(SBM)?
6. Participation of stakeholders in
school management and policy-
making is a world-wide trend. The
implementation of SBM brings the
education system into a new era
to tie in with global developments.
It contributes to the personal
growth of students, builds a
competent workforce to sustain
the social, economic and cultural
development and further
enhances our competiveness
internationally.
The End

& God bless!

Timothy Wooi
Lean Consultant / Trainer,
Hands on certified Kaizen Specialist
cum TPM Facilitator.