School-based management has become a popular reform in the Department of Education that aims to increase stakeholder involvement in school governance, management, and decision-making. Research provides schools with the power to make decisions, understand and contribute to school performance, improve school performance, and reward performance. The experience of Sta. Rita I demonstrated the powerful elements of collaboration, ideation, implementation, and value creation that can drive innovation within a school-based management framework.
SBM constitutes a decentralization of decision-making authority from central office administration to decision makers at the school level as a means for stimulating school improvement.
Such involvement is believed to generate a number of benefits for the school. It enables the school to tailor educational decisions to the needs of the local community it serves, thus facilitating a more effective utilization of the school's limited resources. It allows a greater range of perspectives to be taken into account in school decisions, thereby tapping into the energies of people more fully and empowering them to introduce improvements into their school. Ultimately, a primary purpose of SBM is usually to enhance school performance and the quality of education provided to its students and this must be based on data driven decision as a result of research and innovation.
There has been much interest in evidence‐informed decision making in SBM – identifying effective ways of increasing the use of research evidence to provide a basis for management decision making in all schools practicing School Based-Management principles. Research then, in the context of School Based Management and based on our experience at QQSAS pointed out to control over four resources that needs to be decentralized throughout school management in order to maximize performance improvement.
Research based evidence influences crafting organizational practices, policies and directions. The main focus of school-based management has been the decentralization of power. The question is, "Who at the school level is the power given to?" Power is shifted most often from the central office to a council at the school level- the School Governing Council. SGC may be composed of school administrator, teachers, parents, community leaders and learners. In this way, SBM empowers groups who typically have not had much power in managing schools.
Research provides significant data to the SGC what interventional activities should be done to its member to understand its goals and targets in order for them to contribute to organizational performance of school as an organization. This includes technical knowledge to do the job or how to perform their roles or how they shall provide the service, interpersonal skills, and managerial knowledge and expertise. In School Based Management, three kinds of knowledge and skills are important to decentralized management. First, teaching and non teaching personnel need training to expand their job skills and increase the breadth of their perspective, so that they can contribute in more ways to the school and more knowledgeably to decisions about improvements in both academic and school facilities and services. Secondly, individuals need teamwork skills for participating in high-involvement management: problem-solving, decision-making and communication skills. Finally, individuals need organizational knowledge. This includes the budget and budgeting and personnel skills, as well as an understanding of the school environment and strategies for responding to clients and community needs.
Research outcomes are the best and reliable source information about the performance of the school, including financial performance and expenditures, academic performance, and strategic information on school policies and procedures and school environment; The Power to transpire school performance can only be decentralized if the individuals to whom power is entrusted have access to the information necessary to make good decisions.
Rewards that are based on the performance of the school and the contributions of individuals are much awaited by all. It is a concrete translation of their hardwork and dedication towards improvement of school performance. Translating decentralized reward system of the school is probably the greatest challenge to School Based Management practice. Therefore, research play a vital role in coming up or in drafting structures of the reward system in schools.
Increasingly, innovation in education at school is more than just q buzzword. It is fast becoming a way of learning and offering solutions to most crucial gaps and problems in schools. Innovation encourages teachers, school officials and other stakeholders to research, explore, and use all tools to uncover something new. School Based Management encourage true innovation. In fact, innovation is interwoven into the very fabric of SBM principles. With Sta. Rita I experience , we integrated different innovation projects not only to unleash creativity but to create solutions to problems affecting school performance along indicators of School Based Management principles. Today, let us journey in creating innovations by haring with you powerful dynamic elements in innovation: Sta. Rita I experience.
Teamwork is essential to getting things done. Collaborative process is more than working together. In school based management innovation it means the ability to think together and act on complex projects. Thinking together is open innovation. Strategic doing guide open innovation. Which means; Listening and exploring- What can we do together? ; Learning and adjusting- How will we learn together? ; Focusing and aligning- What should we do together? And; Linking and leveraging- What we do together? These are fundamental questions to in our quest of establishing strong linkage and collaboration among all stakeholders,
Fresh, new ideas help your school stand out. Ideation is the process where you generate ideas and solutions. Ideation essentially refers to the whole creative process of coming up with and communicating new ideas. Ideation is innovative thinking typically aimed at solving a problem or providing a more efficient means of doing of doing something or accomplishing something in a more creative ways. It encompasses thinking up new ideas, developing existing ideas, and figuring out means or methods for putting new ideas into practice. In school based management, ideas is associated with inventing and or developing creative ideas to address gaps in school and how to serve school clients efficiently.
The basic question is, what good are ideas if they are not put to use? School must engage the best people to champion their ideas and keep those great ideas moving forward. A key element to implementing innovation in school based project is finding and keeping the right people. And the right people are those with leadership skills, accountable and trustworthy.
You don’t have innovation if your new ideas aren’t creating value. Schools must implement ideas and programs identified as most effective in delivering value to learners, clients and stakeholders. The purpose of innovation in school is create change to and transformation in both service delivery and physical plant. It is way of school value creation through assessment of School Based Management Level of practice as considered a significant metric to measure your school organizational performance and success. Innovation creates value and trademark of your school. A trademark of excellence, sealed by School Based Management principles level of practice.
