Policy-Orientation_-DO-007-s.-2024 (2).pptx

NOT FOR SALE --- This presentation is intended for policy orientation on the DepEd Order 007, s. 2024 --- NOT FOR SALE
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A Policy Orientation on the DepEd Order 007, s. 2024
Policy Guidelines On The
Implementation Of The Revised
School-Based Management (SBM)
System

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● This presentation is supplementary to initiatives that may be planned
and implemented in the field offices.
● All SBM Advocates are expected to have read the DepEd Order 007,
s. 2024.
● This material shall only provide brief context about the policy
development process, background on the preparations for
transitioning, and a comparative approach between the previous
and current SBM guidelines.
ABOUT THIS MATERIAL

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● As SBM Advocates, we are all PARTNERS in institutionalizing
self-assessment for self-improvement.
● We are ambassadors of continuous improvement. We must
lead the change our schools and learning institutions need to
realize.
● In learning DepEd Order 007, s. 2024, we must:
- open to change
- understand change
- implement change
- commit to change
ORIENTATION OVERVIEW

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Provide background on the change initiative
on the DepEd’s SBM Policy
DO 83, S. 2012
CONTEXT SETTING
DM 75, S. 2022
&

2018 Jan–Feb
FGDs and
consultation
meetings with
CO units
In 2018, DepEd’s SBM guidelines were subjected to policy review.
2018 Mar-May
Consultation
workshops with
field offices
2019 Jan, Mar
Validation
workshops
2019 Apr-Jun
Revision of Draft
2019 Sep
Phase 2 Pilot-testing
of the
tool
2019 Sep
SBM-MOVs validation
workshops
2019 Jul
Development
of validity and
reliability tool
2019 Aug
Phase 1 Pilot-
testing of the
tool
2019 Nov
SBM-MOVs
validation
workshops
2019 Nov
Revision of Draft
based on MOVs
workshops
2019 Dec
Completed Draft
framework
and tool
2019 Oct
SBM-MOVs validation
workshops
DepEd Order 83, s. 2012

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Why is there a need for a policy review?
Evolved anchors and components of
the SBM framework
• Basic Education Monitoring and Evaluation Framework
• Basic Education Development Plan
• Philippine Professional Standards for School Heads

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Current developments
in the agenda of the Department of Education
• Streamlining of school processes
• Strengthening stakeholder engagement
• Removal of administrative tasks of teachers
• Rationalizing teacher workload

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Complex scoring system on SBM Level
of Practice
• Dependence on various contextualized means of
verification
• Tedious process in determining the level of practice
• Centered heavily on the process of validation

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Unclear implementation
arrangements across governance
levels
• Teachers are assigned as the SBM coordinator
• Various offices simultaneously conduct school visits

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Heavy paperwork attributed to SBM
implementation
• Perceived as an additional workload
• Consumed time for actual teaching

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Unintended messaging on the essence of
school-based management
• Focused on getting rewards and recognition
• Understood as a competition among schools
• Seen as an advantage of large and very large schools with
diverse stakeholders

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DepEd Memorandum 75, s. 2022
In 2022, to anticipate the
DepEd transition from DO 83,
s. 2012 to the revised SBM
guidelines, a Moratorium was
issued.

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Purpose of the Moratorium
• Prepare the field offices and schools in the
anticipated transitioning
• Focus on practice-based provision of technical
assistance
• Strengthen the school's self-assessment for self-
improvement
• Establish the fundamentals of practicing school-
based management

BRIEF ORIENTATION
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DO 007, s. 2024
Familiarize oneself with the revised SBM guidelines
by comparing them with DO 83, s. 2012

Comparison between DO 83, s. 2012 & DO 007, s. 2024
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Conceptual Framework
DO 83, s. 2012 DO 007, s. 2024
Leads to extrinsic rewarding Leads to intrinsic rewarding
>> When schools continuously improve, these positive changes are already the rewards

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DO 83, s. 2012 Conceptual Framework

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Consistent with the
messaging that SBM
espouses continuous
improvement and has a
distinct purpose from
rewards and recognition
DO 007, s. 2024 Conceptual Framework

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Areas of School Operation
DO 83, s. 2012 DO 007, s. 2024
4 dimensions 6 dimensions
• Emphasizes the HR, G&A, and LE aspects as distinct SBM Dimensions
• Highlights the support of G&A Dimension to internal controls

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DO 83, s. 2012 DO 007, s. 2024
Leadership & Governance Leadership
Accountability & Continuous
Improvement
Governance & Accountability
Curriculum & Learning
Curriculum & Teaching
Learning Environment
Management of Resources
Human Resource & Team
Development
Finance & Resource Management &
Mobilization

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Documentary Requirements
DO 83, s. 2012 DO 007, s. 2024
Voluminous means of
verification submitted
One reportorial requirement
accomplished
• Addresses concern on bean counting of MOVs
• Relieves teachers of administrative tasks
• Supports more efficient use of school facilities

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School Improvement
DO 83, s. 2012 DO 007, s. 2024
Three (3) SBM Levels of Practice Four (4) Degrees of
SBM Manifestation
• Promotes self-assessment for self-improvement
• Supports a more strategic provision of technical assistance

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Implementation Arrangements
DO 83, s. 2012 DO 007, s. 2024
Based on old structure Based on Rationalization Plan

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SBM Coordinator/Focal
School School Head
SDO
SGOD-SMME
Senior Education Program Specialist
RO
FTAD
Education Program Supervisor
CO
BHROD
School Effectiveness Division (SED)

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Self-Assessment Checklist
DO 83, s. 2012 DO 007, s. 2024
Broad statements of practices and
processes
Specific statements of practices,
processes, and outcomes
• Observable practices and processes
• Achievable outcomes

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DO 83, s. 2012
Methods and resources are learner
and community-friendly, enjoyable,
safe, inclusive, accessible, and aimed
at developing self-directed learners.
Learners are equipped with essential
knowledge, skills, and values to
assume responsibility and
accountability for their own learning.
DO 007, s. 2024
Teachers conduct remediation activities
to address learning gaps in reading and
comprehension, science and
technology, and mathematics
Grade 3 learners achieve the proficiency
level for each cluster of early language,
literacy, and numeracy skills
Grade 6,10, and 12 learners achieve the
proficiency level in all 21st
-century skills
and core learning areas in the National
Achievement Test (NAT)
SBM Indicators

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Maraming Salamat po!
End of Policy Orientation Section

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ENRICHMENT ACTIVITY
CHECK-UP QUIZ
• Measure the extent of knowledge acquired regarding the revised SBM guidelines
• Assess understanding of the core principles and values governing SBM

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CHECK-UP QUIZ
● Decide whether the statements
are True or False.
● Write your answers on a piece
of paper.

Item 1
SBM is a framework that provides guidance to
schools in managing their everyday operations.
Answer:
TRUE
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CHECK-UP QUIZ

Check-up Quiz
Item 2
Schools have an option to adopt or refuse to
implement the revised SBM guidelines.
Answer:
FALSE
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Check-up Quiz
Item 3
The school head is the designated school SBM
coordinator.
Answer:
TRUE
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Check-up Quiz
Item 4
In undergoing the school improvement planning
process, school heads can either include or
exclude stakeholders.
Answer:
FALSE
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Check-up Quiz
Item 5
There are six (6) SBM Dimensions that represent
the various areas of school’s daily operations.
Answer:
TRUE
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Check-up Quiz
Item 6
The self-assessment checklist provides a measure
for a school to compare its improvements with
another school.
Answer:
FALSE
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Check-up Quiz
Item 7
SDOs may schedule a school visit and validate the
level of SBM practice of schools.
Answer:
FALSE
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Check-up Quiz
Item 8
Except for accomplishing the self-assessment
checklist, schools are not required to submit and
attach documents to support SBM implementation.
Answer:
TRUE
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Check-up Quiz
Item 9
As a result of the revised guidelines, schools are exempted
from accomplishing documentary requirements, such as
school forms, financial reports, and others.
Answer:
FALSE
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Check-up Quiz
Item 10
Schools can only undergo one self-assessment
every school year.
Answer:
FALSE
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Check-up Quiz
Item 11
The primary responsibility of the Regional Offices
is to provide technical assistance to their
respective SDOs.
Answer:
TRUE
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Check-up Quiz
Item 12
Only the SBM coordinators can provide technical
assistance.
Answer:
FALSE
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Check-up Quiz
Item 13
Public schools, ROs, and SDOs are given three years to
completely familiarize themselves with the revised
guidelines and transition their implementation accordingly.
Answer:
TRUE
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Check-up Quiz
Item 14
The Field Technical Assistance Team shall be composed of
members from functional offices, sections, and units in the
ROs and SDOs.
Answer:
TRUE
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Check-up Quiz
Item 15
The results of the school’s self-assessment may be used
by any school personnel for promotion or any other
similar purpose.
Answer:
FALSE
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CONGRATULATIONS TO YOU,
FELLOW SBM ADVOCATE!

Policy-Orientation_-DO-007-s.-2024 (2).pptx

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