DPE 405_School-Based Management - Villa, Christine Ann Mary M..pptx

School-Based
COLLEGE OF THE IMMACULATE CONCEPCION - GRADUATE SCHOOL
CHRISTINE ANN MARY M. VILLA
SBM
MANAGEMENT
DPE 405 - ADMINISTRATION OF SCHOOL PROGRAMS AND PROCEDURES
Presenter
SONNY P. DE LEON, PhD
Professor

TERMINAL
OBJECTIVE
At the end of the session, the
participants should be able to
deepen their understanding of
the school-based management
framework, assessment process,
and tool.

ENABLING OBJECTIVES
explain the legal bases,
concepts, frameworks, and
principles of school-based
management (SBM) and its
importance in improving
school performance
assess the level of SBM
practices and areas for
improvement of your school
through SBM assessment
tool;
reflect on the roles and
responsibilities of different
stakeholders in
implementing and
monitoring the SBM

ACTIVITY 1:
PUT YOURSELF IN OTHER'S SHOES
https://padlet.com/christin
eannmaryvilla/activity-no-
1-xm3734mhi3eyg4b0

GOAL
improvement of school
performance and student
learning outcomes

PROCESSING QUESTIONS:
Why is it important that an institution
knows and understands its stakeholders?
Why is participation and collaboration
with stakeholders important?
How can we effectively involve various
stakeholders in the educative process?

Background of School-Based Management
Roles and Responsibilities of Education Agencies (EA), School
Sponsoring Body (SSBs), and School Management Committee
(SMCs)
Objectives of School-Based Management
ACCESs and SBM Framework
SBM-PASBE Operational Framework and Accreditation
Model
Revised SBM Assessment Process
Revised SBM Assessment Tool
Recognition and Incentive

the systematic decentralization to the
school level of authority and responsibility
to make decisions on significant matters
related to school operations within a
centrally determined framework of goals,
policies, curriculum, standards, and
accountability.
SCHOOL - BASED
MANAGEMENT

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DepED Order NO. 230, series 1999
DECENTRALIZATION
the transfer of responsibility for planning
school improvement, raising, allocating,
and managing resources from the
central, regional, and division levels
down to the school sites

Why do we need
decentralization?

TYPES OF RESOURCES
DECENTRALIZED IN SBM
Power to make decisions
Knowledge
Information
Rewards

Why should we
implement school-based
management?

FEATURES OF SBM
Autonomy
Flexibility
Transparency
Participatory
Accountability

The Roles and Responsibilities
of the Education Agencies (EA),
School Sponsoring Body (SSBs),
and School Management
Committee (SMCs)

Education Agencies
(EA)
• enforce relevant legislation
• develop policies and guidelines
• set targets and monitor the
standards of education services
• allocate resources to schools; and
serve as schools’ professional
partners through the provision of

*Central Office (CO)
• provide policy directions pertaining to
SGC;
• orient focal persons on the
implementation of the policy
• conduct capacity-building activities in
support of the effective and efficient
implementation of the policy;
• develop and disseminate advocacy
and communication materials to
improve policy implementation
DepED Order No. 26, s. 2022 - Implementing Guidelines on the Establishment
of School Governance Council

*Central Office
(CO)
• facilitate periodic monitoring and
evaluation of the implementation of
the policy;
• conduct policy review to further
improve the effectiveness of these
guidelines; and
• provide technical assistance to ROs
and/or other governance levels

School Sponsoring
Body (SSBs)
• set the vision and mission of
schools
• give general directions to SMCs in
respect of school policy
formulation
• monitor the performance of SMCs
• ensure the accomplishment of
mission through SSB managers

*Regional Office (RO)
• formulate operational guidelines
and/or implementation plans
consistent with national policies;
• administer needs analysis of SDOs in
supervising policy implementation;
• facilitate quality assurance by
ensuring that the guidelines are
implemented with relevance,
timeliness, and compliance with

*Regional Office (RO)
• maintain record and database of the
impact of the programs and activities, as
well as best practices, implemented by the
SGC in the region;
• provide relevant, timely, and needs-based
technical assistance to the SDOs; and
• monitor and evaluate the implementation
of TA interventions through the Regional
Technical Assistance Team (RFTAT)
headed by the FTAD

*Schools Division Office
(SDO)
• orient and conduct capacity-building
activities for school heads and other
personnel;
• . formulate operational guidelines and/or
implementation plans which are
consistent with those of the ROs and
with national policies;
• provide assistance to the schools in
resolving issues and concerns raised

*Schools Division Office
(SDO)
• monitor the performance of SGCs
vis-a-vis implementation of
programs, projects, and activities of
the council;
• track and analyze the
implementation and results of
Technical Assistance interventions;
• monitor the implementation of the
guidelines.

School Management
Committee (SMCs)
• manage schools
• formulate school policies in line with
the vision and mission set by SSBs
• undertake the planning and
management of finance, human
resources, curriculum design and
delivery, etc.

*School Government
Council (SGC)
• serve as a collective and
consultative body for school plans,
programs, activities, and strategic
directions;
• serve as the overall coordinating
body that will synergize, harmonize,
and put together the work of the
different school committees

School Government
Council (SGC)
• serve as a platform to cultivate the
spirit of bayanihan among
stakeholders to support the school
and encourage active participation
of the stakeholders in the
implementation of DepEd policies
and programs

DepED Order No. 26, s. 2022 - Implementing Guidelines on the Establishment of School Governance Council

Legal Bases on the
Implementation of School-
Based Managment

ARTICLE X, SECTION 3
OF THE 1987 PHILIPPINE
CONSTITUTION

REPUBLIC ACT NO. 9155
"Governance of Basic Education
Act of 2001"
provides the mandate for decentralizing the
system of school management and recognize
the role of Local Government Units and other
stakeholders as partners in the education
service delivery

launched in 2005 to empower the
school and its community stakeholders
to effectively address access and quality
issues in basic education

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BASIC EDUCATION SECTOR
REFORM AGENDA (BESRA)
provides a package of policy
reforms focused on Key Reform
Thrusts (KRT).

KRT 1
School-Based Management
KRT 2
KRT 3
KRT 3
Teacher Education and Development
KRT 3
National Learning Strategies
Quality Assurance and Accountability
Organizational Development

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Enabling policies were
formulated to support SBM
such as:
• Establishment of the School
Governing Council (SGC)
• Conduct of Assessment of SBM
Level of Practice
• School Improvement Planning
(SIP)

inclusion of budget line item to
support the installation of SBM in all
public elementary and secondary
schools
GENERAL APPROPRIATIONS
ACT (GAA)

Why was there a need to
revisit policies relevant to
SBM implementation?

KEY ISSUES IN THE
OPERATIONALIZATION OF POLICIES
AND GUIDELINES ON SBM
Aide Memoire, 6th Review Mission, Annex 1a & 1b, SBM
• unrealistic targets and inappropriate
strategies in the SIPs of many of the
schools visited
• over-emphasizes the collection of
prescribed documentation, the
compliance to some of which may not
be within the control of the schools
and are not reflective of a functional
system of good practices

PARADIGM SHIFT
SCHOOL-
CENTERED
ACCESs

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ACCESs
(A Child and Community-Centered
Education Systems)
a framework to advance the philosophy
of shared governance of education and
to ensure a strong culture of effective
leadership and management in the
provision of basic education

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DepEd Order No. 83, s. 2012
IMPLEMENTING GUIDELINES ON THE
REVISED SCHOOL-BASED MANAGEMENT
(SBM) FRAMEWORK, ASSESSMENT
PROCESS AND TOOL (APAT)

Objectives of School-
Based Management

SBM GENERAL OBJECTIVES
provide opportunities to
schools with the potential
to improve the quality of
the organization's practice
and learning outcomes
through self-assessment
and peer review
develop a functional
management support
system for continuing self-
improvement
consolidate the best
practice of accredited
schools and utilize them
for the continuous
upgrading of the PASBE
standards

SBM SPECIFIC OBJECTIVES
HIGHLIGHT
learners as center of
SBM
ENHANCE
ENCOMPASS
the diverse realities of
learning context defined and
uniquely occurring within
specific social, cultural,
economic, and
environmental make-up of
the contemporary society
commitment of education
stakholders at all levels to
their responsibilities and
accountabilities in realizing
education outcomes for
learners

SBM SPECFIC OBJECTIVES
PROMOTE
shared governance
between the school
and community
IMPROVE
INTEGRATE
accreditation into SBM for a
seamless assessment of a
school system
the school system's
capacity to be on track in
achieving the Millennium
Development Goals/
Sustainable Develpment
Goals and sustain
performance

KEY CONCEPTS
OPERATIONALIZING THROUGH:
SBM
• progressive / developmental
• decentralized
• self -empowered
anchored in the philosophy of ACCESS
• participatory management
• empowered stakeholders
• schools managed by/for/of the school and community
ACCESs: A Child (Learner) and Community Centered Education Systems

• School Leadership
• Internal Stakeholders
• External Stakeholders
• School Improvement Process
• School-Based Resources
• School Performance Accountability
SIX
DIMENSIONS
OF SBM
FOUR
DIMENSIONS
OF REVISED
SBM
• Leadership and
Governance
• Curriculum and Instruction
• Accountability and
Continuous Improvement
• Management and Resources
DepED Order No. 83, s. 2012

I. LEADERSHIP AND
GOVERNANCE
A network of leadership and
governance guides the educational
system to achieve its shared vision,
mission, and goals making them
responsive and relevant to the context
of diverse environments.

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II. CURRICULUM AND
INSTRUCTION
The curriculum learning systems
anchored on the community and
learners' contexts and aspirations are
collaboratively developed and
continuously improved.

III. ACCOUNTABILITY AND
CONTINUOUS IMPROVEMENT
A clear, transparent, inclusive, and
responsive accountability syste is in
place, collaboratively developed by the
school community, which monitors
performance and acts appropriately on
gaps and gains.

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IV. MANAGEMENT OF
RESOURCES
Resources are effectively and judiciously
mobilized and managed with
transparency, effectiveness, and
efficiency.

ACTIVITY 2:
SUCCESS INDICATOR BLOCKS
• What are the strategies you will
employ to implement SBM practices in
your school effectively? Answer this
question by filling in the 5 blocks using
keywords/ phrases.
• On top, what do you hope to achieve
based on your listed success indicator
blocks? You may write a word/ phrase
for your answer.

SBM CONCEPTUAL FRAMEWORK

SBM-PASBE Operational
Framework and
Accreditation Model

THE SCHOOL-BASED
MANAGEMENT - PHILIPPINE
ACCREDITATION SYSTEM
FOR BASIC EDUCATION
(PASBE) OPERATIONAL
FRAMEWORK

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THREE KEY
COMPONENTS
• guiding principles of the
assessment system
• indicators of SBM
practices
• school accreditation

SBM-PASBE OPERATIONAL FRAMEWORK

PASBE ACCREDITATION MODEL

Revised SBM
Assessment Process

THE REVISED SBM ASSESSMENT PROCESS
Area
Selection
Pre-
Assessme
nt Meeting
Discussion
of
Documents
Conduct of
Process
Validation
Assessme
nt Proper
Closure or
Exit
Conferenc
e
Writing of
Report
Team
Organizati
on

01
02
03
VALIDATION PROCEDURE
Conduct Document
Analysis
Conduct observations to
obtain process evidence
Discuss the synthesized
documentary and
process evidence

I. CONDUCT DOCUMENT
ANALYSIS
Sales Industry
Relevance
Accuracy
Currency
Sales Industry
Consistency
Sufficiency

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II. CONDUCT
OBSERVATIONS TO OBTAIN
PROCESS EVIDENCE
Participant or Non-
participant observation
for identification of
evidence
Individual or group
interviews for
verification/clarification

III. DISCUSS SYNTHESIZED
DOCUMENTARY AND PROCESS
EVIDENCE
Sales Industry
Integrative Approach
Sales Industry
Non-Integrative
Approach

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WHO ARE INVOLVED IN THE
CONDUCT OF DOD?
SCHOOL-INITIATED
DIVISION- INITIATED
Division Assessment
Committee
School Assessment
Committee

WHO CONSTITUTE THE
ASSESSMENT COMMITTEE?
One subcommittee for each SBM
standard:
• Leader
• Secretary
• Members (5-6)

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OPERATIONAL PRINCIPLES
IN THE DOD PROCESS
Sales Industry
Collaboration
Transparency
Confidentiality
Sales Industry
Validity
Reform-oriented
Principle-oriented

REGIONAL MEMORANDUM
NO. 133, S. 2021
Implementation Guidelines on
the Validation Processes of
School-Based Management
(SBM) Level of Practice per
DepEd Order No. 83, S. 2012

Regional Memorandum No. 133, s. 2021
SCHOOL HEADS
self-assessment on their respective
SBM level of practice
DIVISION SBM VALIDATING TEAM
validating and monitoring the schools
on the implementation of SBM in
their respective SDOs
REGIONAL SBM VALIDATING TEAM
validating and monitoring the SBM level 3
practice of the schools in the SDOs

COMPOSITION OF REGIONAL SBM
VALIDATING TEAM
I. LEADERSHIP AND GOVERNANCE
Team Leader: FTAD/PRRD Chiefs
Secretariat: Regional SBM Coordinator
Members: EPS - FTAD, PRRD, CLMD
II. CURRICULUM AND INSTRUCTION
Team Leader: FTAD/CLMD/HRRD Chiefs
Members: EPS - FTAD, CLMD, QAD

COMPOSITION OF REGIONAL SBM
VALIDATING TEAM
III. ACCOUNTABILITY AND CONTINUOUS
IMPROVEMENT
Team Leader: FTAD/QAD Chiefs/AO
Members: EPS - Finance, PRRD, QAD,
CLMD
IV. MANAGEMENT OF RESOURCES
Team Leader: FTAD/Finance/ESSD Chiefs
Members: EPS - FTAD, ESSD
Representatives, CLMD

1
PRE-VALIDATION STEPS
Identification of
MOV
2
Accomplishment
of the Self-
Assessment Tool
3
Checking the
alignment of
implemented
innovative PPAs
to the ESIP, AIP,
and WFPs
• School Heads
• SBM Team
• Stakeholders
• School Heads
Reflection and
identification of
innovative
outputs and
effective practices
• School Heads • SBM Validators
Review and
validate the
accuracy of of the
documents
• PSDS in-
charge / SBM
Validators
4 5

6
PRE-VALIDATION STEPS
Consolidation of
the Self-
Assessment
documents from
schools and give
to the assigned
committee
7
List pertinent
information in the
Consolidated
Reports on the
Validation of the
Schools' SBM
Level of Practice
8
Submission of the
self-assessment
documentation
to the e-portal of
FTAD-SBM
validation
• Division SBM
Coordinator
• Committees per
SBM dimension
Preparation and
submission of
final reports of the
SBM Validation
duly signed by the
SDS to the FTAD-
RO
• Division SBM
Coordinator
• Level 3 schools
Checking and
Analyzing the
SBM performance
of the schools as
basis for the
provsion of TA
• Regional SBM
Validating
Team
9 10

1
ACTUAL VALIDATION STEPS
Assigning to
specific
component per
school
2
Conduct short
program to
formalize the
solemnity of the
activity
3
Triangulation of all
SBM documents
through DOD
process, and
interviews with
teachers, learners,
and external
stakeholders
• Regional SBM
Validating Team
• School
Presentation of
respective
documents for
validation
• School
• RP / SDO
Validating Teams
Discussion of the
validation findings,
recommendations,
and best features
of the school
4 5
• Regional SBM
Validating Team

6
ACTUAL VALIDATION STEPS
Preparation of the
report on school
performance
7
Discussion,
recommendation,
and provision of
TA to concerned
schools
8
Monitoring and
provision of TA
• Team Leaders
Revalidation of
the school
depending on the
findings
9
• RO and SDO
SBM Validating
Team
• RO and SDO
SBM Validating
Team
• RO and SDO
SBM Validating
Team
• PSDS
• SBM
coordinators

1
POST VALIDATION STEPS
Preparation of
report for the
wrap up session
2
Dissemination of
the
recommendation
given by the RO
SBM Validating
Team
3
Monitoring and
provision of TA in
the
implementation
of the action plan
• School
• Stakeholders
Preparation of
action plan to
address and
implement the
recommendations
• School • PSDS / SBM
Coordinators
Monitoring and
assessment of
SBM level of
practice of any
schools in the
region
• Central Office-
BHROD-School
Effectiveness
Division (SED)
4 5
• Regional SBM
Validating Team

6
POST VALIDATION STEPS
Certification of
Level 2 schools
7
Certificate of
Accreditation to
all schools
assessed as Level
3
• Schools
Division
Superintendent
• Regional
Director
through FTAD
• RO and SDO
SBM Validating
Team

PRECENTAGE WEIGHTS
Deped Order No. 83, s. 2012
• Leadership and Governance
• Curriculum and Learning
• Accountability and
Continuous Improvement
• Management of Resources
30%
30%
25%
15%

RATING SCALE
Deped Order No. 83, s. 2012
• No evidence
0
1
• Evidence indicates developing
structures and mechanisms are in
place to demonstrate ACCESs
• Evidence indicates planned practices
and procedures are fully implemented
and aligned to ACCESs
• Evidence indicates practices and
procedures satisfy quality standards
2
3

II. CURRICULUM AND INSTRUCTIONS

III. ACCOUNTABILITY AND CONTINUOUS
IMPROVEMENT

RECOGNITION AND
INCENTIVES
• higher school grants
• capital outlay allocation
• performance-based
bonus (PBB).

APPLICATION
SBM Self-Assessment Report
Using the Revised SBM Self-Assessment
Tool, assess the extent of SBM practice
for each indicator in your school.

APPLICATION
3-2-1 Reflection
• The 3 best practices on SBM evident in our
school are….
• The 2 challenges affecting the SBM level of
practice in our school are…
• A 1 strategy I will apply to improve SBM practice
in our school is…

"Collaboration is a key part of the
success of any organization, executed
through a clearly defined vision and
mission and based on transparency
and constant communication"
-- Dinesh Paliwal

Bayos, A. (2022, May 5). School-Based Management [Slideshare].
https://www.slideshare.net/ArnulfoJrBayos1/schoolbased-management
sbmpptx-251721664
DepEd Order No. 83, s. 2012. Implementing Guidelines on The Revised School
Based Management (SBM) Framework, Assessment Process and Tool (Apat).
Department of Education. Retrieved https://www.deped.gov.ph/wp
content/uploads/2012/11/DO_s2012_83.pdf.
RM No. 133, s. 2021. Implementation Guidelines on the Validation Processes of
School-Based Management (SBM) Level of Practice per DepEd Order 83, Series
2012. Department of Education. https://region3.deped.gov.ph/rm-no-133-s-2021
implementation-guidelines-on-the-validation-processes-of-school-based
management-sbm-level-of-practice-per-deped-order-83-series-2012/
References:

Republic Act 9155. (2001, August). Governance of Basic Education Act of 2001.
Retrieved https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/.
UNESCO (2012). Decentralization of Educational Management in Southeast Asia.
SEAMEO INNOTECH Regional Education Program, 34-37. Retrieved
https://www.seameo-innotech.org/wp content/uploads/2020/04/PolRes
DecentralizationOfEducationalManagementInSea.pdf.
Valenzuela, E. (2010, July 12). Decentralization of Education in the Philippines [IIEP
Workshop]. SEAMEO INNOTECH. https://gseuphsdlibrary.files.wordpress.com
/2013/03/decentralization_education_philippines.pdf
References:

DPE 405_School-Based Management - Villa, Christine Ann Mary M..pptx

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