School Based Level of Practices Ronalyn G. Rebadomia

Reporter: RONALYN G.
REBADOMIA
Course: MAEd– Educational Management
Time: 1:00- 4:00PM
Instructor: Mr. Joel Salor
Topic: SBM LEVEL OF PRACTICE
SBM LEVEL OF PRACTICE
SCHOOL-BASED MANAGEMENT (SBM)
It is the decentralization of decision-making authority to schools.
School-based management (SBM) is a strategy to improve education by
transferring significant decision-making authority from state and district
offices to individual schools. SBM provides principals, teachers, students, and
parents greater control over the education process by giving them responsibility
for decisions about the budget, personnel, and the curriculum. Through the
involvement of teachers, parents, and other community members in these key
decisions, SBM can create more effective learning environments for children.
School-Based Management (SBM) System will focus efforts in strengthening

support systems of the DepEd on School-Based Management through improved
educational planning and management. This has sub-components created to
attain this goal.
Objectives:
1.Strengthen the support systems of DepEd, three Regional Offices, selected
Divisions and schools for School Based Management through improved
educational planning and management.
2.Development of a functional management support system for continuing

school improvement at regional, division and school levels.
3.School Based Management (SBM) or Component 1 of STRIVE is a response to

BESRA KRT 1 – enabling and empowering school stakeholders to manage its
own affairs for improved delivery of educational services in a sustainable
manner. As such, this component is focused on the strengthening of support
systems including governance, advisory and partnership mechanisms for SBM
through practical experience in application activities in the three regions. The
application experience will be further enhanced through a range of capability
building activities.
Aims of SBM
 Empower every school to continuously improve its performance in

attaining desired outcomes for students.
 Engage stakeholders in shared decision-making
 Lead the school staff, together with other stakeholders in identifying and
addressing school issues and d concerns that affect student outcomes
 Create support network of community-based stakeholders that will
mobilize cultural and economic resources.
Features of SBM
 Shared Vision
 Shared mission
 Shared decision-making
 Collaboration
 Transparency
 Autonomy
 Accountability
Four Dimension of SCHOOL-BASED MANAGEMENT
1. Leadership and Governance
 A leader is expected to provide strong, dynamic, innovative, and
competent leadership in promoting and sustaining quality
education.
2. Curriculum and Learning
 Anchored on the community and learner contexts and aspirations
are collaboratively developed and continuously improved.
3. Accountability and Continuous Improvement
 A clear, transparent, inclusive, and responsive accountability,
system in in place, collaboratively developed by the school
community, which monitors performance and acts appropriately on
gaps and gains.
4. Management Resources
 Strategic resource and financial management requires considerable
leadership and management skills to link educational objectives
with the resources that support them. All resources should be
utilized to ensure the best outcomes for pupils.
Decentralization
Requires strengthen of stakeholder participation and understanding
of their roles, functions and responsibilities to carry out educational programs,
project and services for better student outcomes.
Benefits of SBM
 Increased school effectiveness shown in the performance indicators with
focus on pupil/student academic performance
 Empowered schools with school heads leading teachers and students in
continuous school improvement
 Strong community linkages resulting to more resources that provides a
better learning environment
 Improve monitoring and evaluating practices
 Effective measures in controlling/managing school funds and other
resources resulting to improved delivery of school services
Assessment Framework of SBM Practices
The Framework identifies and explains the elements, logical structure and
interrelationship of units that comprise a system. Geared towards the
improvement of education outcomes, the SBM framework describes the system
for: a) securing adequate inputs and managing them efficiently and effectively;
b) establishing and developing structures and mechanisms that are helpful in
achieving desired goals and objectives; c) introducing and sustaining a
continuous improvement process; and d) ensuring that every school produces
the intended outputs that lead to the attainment of better education outcomes.
Matrix of SBM Dimensions by Scale of Practice
To ensure that SBM works toward improved learning outcomes, which is the ultimate goal of
school-based management, a three Scale of Practice has been devised.
Level I (Standard) -refers to compliance of a school with the minimum requirements for
securing and managing inputs, establishing appropriate structures and mechanisms, and
improving processes that affect instruction and student achievement in order to produce the
desired levels of outputs that lead to improved learning outcomes.
Level II (Progressive) -intensifies mobilization of resources and maximizes efforts of the school
to achieve desired learning outcomes.
Level III (Mature)- goes further by maximizing efforts of the school and the
community/stakeholders to achieve higher learning outcomes.

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Reporter: RONALYN G.

SBM LEVEL OF PRACTICE

School-Based Management (SBM) System will focus efforts in strengthening

2.Development of a functional management support system for continuing

3.School Based Management (SBM) or Component 1 of STRIVE is a response to

 Empower every school to continuously improve its performance in

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