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.
Methodology
to 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 Contents
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
Global School Management Methodologies (Philippine Setting)Timothy Wooi
These practical guide is for first-time and recently appointed principals to have an insight of global school management system methodologies, aligned to Department of Education in the Philippines to adopt and apply it in school leadership across school systems on a day-to-day basis.
Every school need to have systems that help create the conditions for staff and students to work effectively together. School systems provide simple, clear goals and effective processes to effectively communicate the ground rules for everyone.
They ensure a measure of consistency in approach and action across the school".
Global School Management Methodologies (Philippine Setting)Timothy Wooi
These practical guide is for first-time and recently appointed principals to have an insight of global school management system methodologies, aligned to Department of Education in the Philippines to adopt and apply it in school leadership across school systems on a day-to-day basis.
Every school need to have systems that help create the conditions for staff and students to work effectively together. School systems provide simple, clear goals and effective processes to effectively communicate the ground rules for everyone.
They ensure a measure of consistency in approach and action across the school".
In the past resource management, a key issue has been how to improve the internal school process to add value through school effectiveness. The answer: a new trend in school management
-knowledge base with empowerment,
to maximize its resources for
operation and continuous development
in management, teaching & learning,
within the new changing 21st century
that adds value
Course Outline
1. Definition & Introduction
Strategic Management
Strategic Educational Management and
Effective Educational Leadership
Basic competences of Educational Mgmt.
2.Sustainable improvement as a key aim of:
Educational Management
Educational Practice
Managing School Resources
Effective Teaching Principals
3. Strategic Management in Education
8 Characterizing features
3 key components 1.Systemic Strategic Thinking, 2. Organizational
Learning and 3. Pedagogical leadership
4. Implications for improving educational practice
5. Conclusion
Strategic Management provides overall direction to the organization and involves; specifying the organization's objectives, developing policies and plans designed to achieve
these objectives, and then allocating resources to implement the plans.
Strategic Management involves the formulation and implementation of the major goals and initiatives taken by top management on behalf of owners, …based on consideration of resources and an assessment of the internal and external environments in which the organization competes.
Latest Global Educational Management TrendsTimothy Wooi
Introduction
Global Trends and Changes shaping the future of K-12 Education with online learning as mainstream, blended learning and education systems Shift.
Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
2. Student-Centered Environments
3. Personalized Professional Development
4. Managing Change
5. Data Informed Decisions + World-Class Standards
6. Balanced Approaches: Asking To What End
7. Programming, Robotics and the Maker Movement
8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
Recent Trends in K-12 Education
1.The Use of the Internet and Social Media as a Teaching Tool
2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
4. Better Assessment Methods
5. Personalized Learning Experiences
6. Flipped Learning
7. Cloud Technologies
8. Gamification
Goal / Purpose
To equip teachers to digitally empower diverse learners to connect, communicate and collaborate by creating a rich environment indulging technology in the classroom to help them evolve.
To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
Methodology
Bridging the range of project-based learning opportunities within “phenomenon-based” curriculum redesign, relevant and meaningful to students and their communities by:-
- giving flexibility to redesign student centered learning in a more flexible K-12 education and aligning to the system to set high expectations and close achievement gaps.
- rethinking accountability for new learning models to
modernize educators and leadership development to
implement personalized learning and invest in research
on the digital equity gap.
The NMC/CoSN Horizon Report: 2017 K–12 Edition examines emerging technologies for their
potential impact on and use in teaching, learning, and creative inquiry in schools.
All Students Can Learn And Should Be Presented The Opportunity To Learnnoblex1
The current reform movement in the United States began in the 1990s and has manifested itself as a standards movement. It is a movement to establish state and national frameworks, to which local school districts are encouraged to link their efforts to implement local standards. The linchpin that holds together the standards framework is that they are rigorous; voluntary, in that states and localities decide whether or not to use them; and flexible, in that states and localities can decide which strategies are best for their own schools.
Today, virtually every state in the nation has gone about the business of articulating standards, revising curricular offerings, and developing assessments to measure whether the standards are being met. At the national level, initiatives by the federal government and national organizations have been joined in an effort to produce a comprehensive and coherent standards movement. Currently, many national professional organizations have developed or are in the process of developing national standards for their particular subject areas. States have connected to these efforts on numerous fronts.
The current movement has focused primarily on three types of standards: 1) content or curriculum standards; 2) performance or accountability standards; and 3) capacity or delivery standards (also referred to as opportunity-to-learn standards). The three types of standards are linked - one will not succeed without the other two.
The purpose of this paper is four-fold: First, we define "students of diverse needs and cultures" and the "standards movement." Second, we address specific initiatives of current reform efforts in progress in mathematics and science education. Third, we discuss critical issues related to the successful implementation of mathematics and science standards (i.e., teachers professional development, technological advancements, opportunity-to-learn standards, school organization, and assessments.) Fourth, we suggest references to be used as curriculum materials, how-to articles of use to teachers in the classroom, and seminal research and philosophical literature related to mathematics and science reform initiatives.
Who Are Students of Diverse Needs and Cultures?
American society has haltingly come to understand itself as being culturally diverse and pluralistic. Schools, public schools in particular, mirror what our society will look like in the 21st Century. The culture of schools and the capacity of teachers to implement standards and other initiatives are indispensable elements in the effort to reform mathematics and science education.
Source: https://ebookschoice.com/all-students-can-learn-and-should-be-presented-the-opportunity-to-learn/
Story of The Soldier Son Portrait who died to save othersTimothy Wooi
This is a great story of the Soldier Son Portrait.
A wealthy man and his son loved to collect rare works of art. They had everything in their collection, from Picasso to Raphael. They would often sit together and admire the great works of art. When the Vietnam conflict broke out, the son went to war. He was very courageous and died in battle while rescuing another soldier.
The father was notified and grieved deeply for his only son. About a month later, just before Christmas, There was a knock at the door.,,,,,,,,,,,......
MV Thailand Leadership Training 2023.pptTimothy Wooi
Servant Leadership Training, preparing Leaders to lead and serve God with a heart anchored on 12 key principles of Servant Leadership starting with the 12th key principles of Calling & Nurturing the Spirit.
Introduction to 21st Century Leadership & Change Management, Features of Innovative, Traits & Styles of Leadership
Servant Leadership Styles-The best way to Lead.
- How to become a Servant Leader
- 10 Principles of Servant Leadership
3. Faith Walk Leadership ‘Heart of a Leader’ (Ken Blanchard) building Relationship, Collaboration and Trust.
SEAIETI Online Educational Administration Practices with TQMTimothy Wooi
THEME:
Turning Great Teachers to Great Administrators with ‘TQM’
Course Content
Session1. Soft TQM
Quality Assurance and managing
Organizational Change
TQM and its Application in
School settings
Session2. Hard TQM
Tools and Techniques for Total
Quality Management
Steps in TQM Implementation
building the Dream School
Advanced Standards for Quality School Systems
Introducing ISO 9001 International Quality Assurance and Lean Six Sigma
Profesionalism in efficient customer serviceTimothy Wooi
Course Objectives:
To be exposed to the importance of Professionalism for excellent customer service in the digital era.
To benchmark excellent professional customer service attitude as the foundation of an excellent customer service strategy making lasting first impression to significantly impact business success.
To understand the definition and the importance of customer service quality, strategies and skills and to apply them in providing an excellent customer service with professionalism.
To understand the Principles of an efficient customer service skills with 21 examples to develop from.
Innovative Leadership in Education for the New Normal Timothy Wooi
Objective
To introduce Educators to the Concepts and Features of Innovative Leadership, preparation and effective practices.
Preparing Educators with Innovative Leadership characteristic and features applicable to practice, making a difference in School Improvement.
Developing successful Principals and Leaders to lead school with Innovative Leadership styles, building Relationship, Collaboration and Trust.
Leadership and the teaching and learning culture in the new normalTimothy Wooi
Session 1
Leadership for non Teaching Personnel to support Education in the Teaching and Learning culture in the New Normal.
Leadership Styles in the New Normal
1. Servant Leadership,
2. Transactional Leadership,
3. Emotional Leadership &
4. Transformational Leadership
Session 2
Introduction to Innovation & Innovation Leadership.
Innovation Leadership & Skills in the New Normal
Leading innovation practice in the New Normal
Introduction
Leadership of non Teaching staff in the School System and the Teaching and Learning culture in the New Normal are crucial and plays an important role to support the Educational Organization.
It explores organizational theories, models of theories, models of leadership & management, and personal & organizational change.
It bridges the theories to practical applications to support the Educational settings.
Communication & Interpersonal Skills at Multi Cultural WorkplaceTimothy Wooi
Course Objective
To set clear guidelines for effective communication and to consider the role of good interpersonal skills in the multicultural workplace by understanding:
different behavioral styles and learn to modify your behavior to achieve best results
how to stay present 'in the moment', 'listen for intent', and influence your listener positively
how to give and receive constructive feedback as a way to build better relationships
To demonstrate assertive behavior
how to communicate effectively when the stakes are high and you need to neutralize arguments effectively
To create individual action plans for ongoing personal development by making use of all of the above skills to ensure effective teamwork
Course Content
Interpersonal Skills
Introduction (Interaction & Person)
Importance of Interpersonal Skills
Communication in Interpersonal Skills
Tools in Interpersonal Skills
Verbal communication
Non-verbal communication
Listening skills
Negotiation
Problem-solving
Decision-making
Assertiveness
Emotional Quotion (EQ) with Interpersonal Skills
Integrating EQ to Interpersonal Skills to perform better at your workplace.
How can you develop your EQ skills to perform better at your workplace position?
Interpersonal Skills Workshop
Applying EQ to Address Your Workplace Challenges
The Seven Habits of Highly Effective People by Steven CoveyTimothy Wooi
Course Objective
Today more than ever we need to improve life and work
effectiveness. They represent a proven process of personal and interpersonal growth that can have an immediate and lasting impact.
The purpose of The 7 Habits of Highly Effective People ® is to help you lead your life in a truly effective way and thus, your organization to achieve greater productivity, improved communication, strengthened relationships, increased influence, and laser-like focus on critical priorities.
Contents
The 7 Habits
Independence
1- Be proactive
2- Begin with the end in mind
3- First things first
4- Think win-win
5- Seek first to understand, then
to be understood
6- Synergize
Continual improvement
7- Sharpen the Saw; Growth
Digital Workplace Leadership 3 sessionsTimothy Wooi
This is 3 Session course of Digital Leadership At Workplace with topics and sub topics as below.
Session 1
Digital Workplace Leadership
1. Introduction to Leadership in the Digital Age
2. Digital Workplace and its definition
3. Common misconceptions about Digital Workplace platform
4. Why do Organizations need a Digital Workplace
5. Improve employee experience by Digitally Transforming Your Workplace
6. The Future of Work Is the Digital Workplace
7. The 5 Pillars of a Digital Workplace Strategy
Session 2
5 Key Characteristics of Digital Leaders
1. Inspires others
2. Leverages technology
3. Encourages collaboration
4. Drives innovation
5. Manages risk
Session 3
Today's Top 8 Digital Leadership Skills
1. Digital Literacy
2. Digital Vision
3. Advocacy
4. Presence
5. Communication
6. Adaptability
7. Self-Awareness
8. Cultural Awareness
Kaizen in Education
In Education, the purpose of Kaizen should be very clearly stated and aligned with the strategic direction of the Educational Institution. Strategy must be a reflection of ‘customer value’ (value to student) as monitored through simplicity, quality, speed, cost, motivation, and growth measurements.
Introduction to Kaizen
Concept & Origin of Lean & Kaizen from Toyota Production System (TPS) and purpose of Kaizen.
The creation of a Kaizen Culture.
The Five Principles of Kaizen. (The Seven Steps Improvement Process)
4. Kaizen in Education.
5. Purpose of Kaizen & the strategic application in the Educational
Institution.
6. How to introduce Kaizen Principles in Education.
7. Kaizen in Teaching & Learning
Touraride Penang Downing Street to London Downing StreetTimothy Wooi
An Ultimate journey to ride to London started when Mr BK Lim who wanted to full fill his dream of a lifetime ie 'To ride to London Downing Street from Downing Street, Penang on just a small cc Bike. A couple heard of this and was interested to tag along. Mr BK Lim then invited 1 Biker and myself for a planning meeting at Touratech. Later another Biker called 2 more of his close friend to join and tag along with Mr BK Lim too. The group grew from 8 to 9 with a very elderly Biker joining to support Mr BK Lim.
During the ride, three Bikers (the Biker and his 2 close friend) would normally move on together on their own and would only join the team as when necessary.
At New Delhi before leaving AJANTA Hotel, Mr Lim briefed every on his engagement of a local Biker to guide everyone safely out of New Delhi till NH1 highway. Mr Lim asked a firm question of 'Are you all still with the team?', no one replied however after all of us reached the NH1 highway safely. Upon reaching the NH1 Highway,the couple and the 3 Bikers separate from the team riding off on their own ahead of us. The 4 member Team that is with Mr BK Lim as the Capt then continue the ride till Down Street London in full support of One for all and all for One.
Disruptive Pandemic School Leadership Management ShiftTimothy Wooi
COURSE CONTENT
Session 1.
1.Three ways the Covid19 Pandemic could reshape Education
Three trends that could hint future transformations:
i. Education - nudged and pushed to change leading to surprising innovations. The coronavirus pandemic has changed how millions around the globe are educated.
ii. Public-private educational partnerships could grow in importance New solutions for education bringing much needed innovation.
iii. Widening the Digital Divide The digital divide with new shifts in education approaches to widen equality gaps.
Session 2.
3. Transforming teaching-learning process from a teaching culture to a leaning culture i. What is school culture and how does it impact on learning?
Activity 1: Identifying examples of positive school culture
ii Styles of school leadership (Case Study 1: Four school leaders with different styles)
Activity 2: Leadership Styles
Activity 3: The role of leadership in determining school culture
iii Identifying and analyzing the culture in your school
Activity 4: Gathering evidence of the current school culture
Activity 5: Working with the team to identify areas for team improvement
iv. Developing a positive shared culture
Activity 6: Engaging with Stake Holders
Activity 7:Team review of your finding so far
Activity 8: Plan of action
Waste Management & Recycle based on the 3R'sTimothy Wooi
Contents
1. Introduction of Waste Management (WM)
2. Integrated solid waste management (SWM) – Problems and issues
3. Government initiatives and milestones
4. Management strategies
5.Waste minimization in Malaysia
6. Barriers to 3R implementation
7. Tips for effective practice of 3R’s
8. Conclusion
INTERNATIONAL TRAINNG on Innovation in EducationTimothy Wooi
Course Content:
Innovation in Education
Concepts & Impact of Innovation in Education,
Why Innovation in Education
Innovation in various Educational System & Era.
21st Century Shift in Education
Teaching and Learning for 21st Century Skills and Literacy
21st Century Skills (The 7 C’s)
Innovative Teaching Strategies In The Classroom (8 Strategies to Embrace)
Innovative Ideas in School
New Trends in Teaching Innovation - 10 Ways
Helping Students learn New Skills through Innovation
Making Skills as important as Knowledge
Forming Teams – Using Thinking & Creative Tools
Introduction
Implication of IR4.0 to Teaching covers the 4th Industrial Revolution (IR4.0), the Emerging Technologies, the types of Skills required for IR4.0 and…
…The role of the Education Sector in response & preparation to teach Students for future changes in skills and work.
Contents:
1. Industry 4.0, & the Emerging Technologies
2. Students Have Technology-
Driven Expectations
3. Type of Skills needed for IR4.0
4. Education Is Getting Personal
5. IoT Is Taking Over
6. Role of the Education Sector in
response & preparation for IR4.0
The eight-discipline (8D) Approach to Problem-Solving is a systematic approach to problem-solving & documenting of results, developed by Ford Motor Co. It is an essential step to process improvement.
The 8D method provides you with an in-depth understanding of analyzing problems to identify the root causes.
This workshop provides you with a working knowledge of 8D effective root cause analysis and tools to address non conformity.
It will strengthen your understanding on;
what is 8D,
why Apply 8D,
when to Apply 8D &
how to Apply 8D at work.
‘Service Excellence at Workplace and organizations’ is a management strategy for success towards excellence with total customer satisfaction.
Discover how these organizations achieved workplace excellence and put these strategies and best practices into action within your organization.
My Teacher Shamed me when I could not readTimothy Wooi
Anthony Hamilton, a writer who lives in Hayward, California.
He is the author of several books, including;
The Autobiography of ‘Strong Child and Shattered Lives’.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Course OutlineCourse 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. 201318 –20th Oct. 2013
School-Based
Management
3. IntroductioIntroductio
nn
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
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:-
4. 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.
5. Goal / Vision
To be the School of Choice, renownTo be the School of Choice, renown
internationally for excellence in Sinternationally for excellence in School
Performance and Students Achievements
SSchool Performance (quality of instruction )
Students Achievements (equity in areas of student participation including the poorest sector society)
7. 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
Information
Technology(IT)
Facilities
Financial
resources
Ideas…
..
Equipmen
t
It can also include ideas assigned to task that add
value. These include…
Functional
Non
Functional
Labor (Human
Resource)
8. 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.
9. 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.
10. EFFECTIVE
Student performance
improves when compared
to the entry point
ADDED VALUES INADDED VALUES IN
STUDENT OUTCOMESSTUDENT 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.
-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.
Value added in education
11. Why School-Based Management?
SBM, a key component of Basic Education Sector Reform Agenda or BESRA.
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.
12. 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.
13. 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
14. Why Decentralization?
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.
According to the National Association of
Secondary School Principals (NASSP)
15. 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.
17. 4.Integrate School
management and
instructional reformation
for the school effective
1.Empower school heads
to lead their teachers and
students through reforms
that leads to higher
learning outcomes
3.Strengthens partnership with
communities as well as local
government units to invest time,
money and effort in making the
school a better place to learn
2.Bring resources including funds,
down to the control of schools to
spur change in line with
decentralization
SBM
OBJECTIVES
SBM OBJECTIVES
18. The main goal of SBM is to
improve School
Performance and Student
Achievement
20. 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 it’s 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
21. 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.
22. CHANGE- the Essence to Continuous Improvement
This is the first time in the history of business that you can be
great at what you’re 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!
23. Teaching 21st
Century Skills
•21st
Century Skills &
Literacy
•21st
Century Teaching
and Learning
•Upgrade your Lessons
•Incorporating 21st
Century skills in the
Classroom
25. 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
26. CHANGE
Constant Change -today’s era.
To stay competitive,
-manage the present and plan the future.
-problem is, can’t have the same people
doing both jobs.
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.
IMPROVEMENTIMPROVEMENT
WITHOUTWITHOUT
ENDINGENDING
27. 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
creatively.( the new “3 C’s” of education )
28. 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.
30. 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.
33. SBM DIMENSION
1. SCHOOL LEADERSHIP
2. INTERNAL STAKEHOLDERS
3. EXTERNAL STAKEHOLDER
4. SCHOOL IMPROVEMENT PROCESS
5. SCHOOL-BASED RESOURCES
6. SCHOOL PERFORMANCE ACCOUNTABILITY
Dimension of School-Based Management (BESRA)
RESPONDENTS
School Head
Assistant to school head / head Teachers / Teachers /
Grade chair / Dept head
Parent association representative / Teacher association chair/
Head of student council / Organization
Parent association representative / Teacher association chair
LGU Barangay chair/representative / SGC chair/representative
Chair of any other active groups involved in the school
(eg. NGO’s, Alumni association)
School Head
Parent association representative
Teacher association chair / Head of student council
School Head
Person in charge of school fund (eg.Budget officer/Supply
Officer) / SGC chair/representative / PTA chair/representative
LGU Barangay chair/representative
School Head
Parent association representative
Teacher association chair / Head of student council
SGC chair/representative / LGU Barangay chair/representative
34. 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
35. Dimension 1 School Leadership
• 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)
level 1 (standard)
36. 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
37. Dimension 2 Internal Stakeholders Participation
(teachers, parents, pupils)
• 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
level 1 (standard)
38. 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
39. Dimension 3 External Stakeholders Participation
(alumni, local leaders, retirees, youth leaders,
LGO/ NGOs, others)
• External stakeholders are organized and made aware of their rights
and responsibilities as education stakeholders
• Community leaders/People’s Organizations (Po’s)/Non-Government
Organizations (NGO’s), 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
level 1 (standard)
40. 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
41. SBM Dimension 4 School Improvement Process
• 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
level 1 (standard)
42. 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
43. Dimension 5 School-Based Resources
• 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
level 1 (standard)
44. 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
45. Dimension 6 School Performance Accountability
• 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, PTCA’s, 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
level 1 (standard)
46.
47. The review mission reports of Dep. Ed’s
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:
R A T I O N A L
E
48. 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
49. A process by which members of the school
–community conducts a thorough evaluation
of their school’s 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.
School Improvement Planning (SIP)
50. 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 children’s 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
51. 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.
It is along these views that SBM as a reform thrust has
been revised and broadened for the following reasons:
SBM reform for successful practice
52. 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
SBM reform for successful practice
53. 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.
54. At the center is
the intended
output:
a functionally-
literate citizen
who is self-reliant,
patriotic,
productive and
service-oriented.
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.
The Revised SBM Framework
55. 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 system’s capacity to be on rack on
achieving the EFA/ MDG and sustain good performance.
The Revised SBM Framework
57. 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’
(PASBE) Philippine Accreditation System for Basic Education
59. 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
61. 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
62. 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
64. (A Child & Community Centered Education System)
ACCESs
65. 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 system’s capacity to
be on rack on achieving the EFA/ MDG and
sustain good performance.
The Revised SBM Framework
67. Matrix of SBM Dimensions by Scale of Practice
http://depednaga.com.ph/matrix-of-scale-of-
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.
A three-Scale of Practice has been devised to ensure that SBM works
toward improved learning outcomes-ultimate goal of SBM.
68. 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.
Purposes of SBM Practices Assessment
69. Strategies to improve School Performance
& Student Achievements
18 –20th Oct. 201318 –20th Oct. 2013
72. Students
Performance
50 %
0 %
100 %
Age 11Age 8 Students’
age
Student with high performing’ teacher
Student with low performing’ teacher
90 %
53 %
37 %
HOW THE WORLD’S BEST PERFORMING SCHOOL SYSTEMS
COMES OUT ON TOPOP
McKinsey & Company Sept 2007 UK
73. 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.
76. 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
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
4 PDCA stages:
77. 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
Lesson study
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
80. WORKSHOP ‘Lets Squeeze our
Brains’
Revised SBM Assessment Tool
ACCESs Principles and SBM Indicators
SBM level of practice, rating scale and scoring system
81. 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.
82. 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)?
1.
83. 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)?
2.
84. 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)?
3.
85. 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)?
4.
86. 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)?
5.
87. 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.
Why implement school-based management
(SBM)?
6.
88. Timothy Wooi
Lean Consultant / Trainer,
Hands on certified Kaizen Specialist
cum TPM Facilitator.
& God bless!
The End
Editor's Notes
ACM Kaizen Leader Certification Course May 6-10, 2002
1. Empower school heads to lead their teachers and students through reforms that leads to higher learning outcomes 2.Bring resources including funds, down to the control of schools to spur change in line with decentralization 3.Strengthens partnership with communities as well as local government units to invest time, money and effort in making the school a better place to learn 4.Integrate School management and instructional reformation for the school effectiveness
ACM Kaizen Leader Certification Course May 6-10, 2002
ACM Kaizen Leader Certification Course May 6-10, 2002
ACM Kaizen Leader Certification Course May 6-10, 2002
ACM Kaizen Leader Certification Course May 6-10, 2002
ACM Kaizen Leader Certification Course May 6-10, 2002
ACM Kaizen Leader Certification Course May 6-10, 2002
B. Rationale The review mission reports of DepEd’s 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 form overlooking the unique condition of their schools, the pupils/students they are providing learning environments for, and the peculiar issues they are confronting; Across the four project Missions, 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. There is a possibility that the SBM Assessment process may be reduced to “bean counting” that 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. While DepED reports that 100% of school heads in many divisions had been oriented on SBM, their practical understanding of the concept is not as palpable. These findings indicate that the system is beset with problems particularly in terms of stakeholders’ appreciation and understanding of SBM. In the assessment process for example, the focus was narrowed to complying with the documents in the SBM Checklist leading to accounting for quantitative scores only to assess the level of practice. Thus practices which may be qualitatively different such as behavior and attitude towards SBM implementation which are not evidenced by a document are
A Child- and Community – centered Education System which is the “core value” in making education more relevant and child-centered, increasing access and quality, and strengthening partnerships with community stakeholders; and design a seamless framework for SBM-IP Ed-PASBE complementation and harmonize standards, implementation strategies, performance indicators, and measures as well as target outcomes;
PSBM is development of school-based management with community participation. There are mainly three principles: (1) Adapting bottom up school planning with school committee and community, (2) Showing accountability and transparency regarding school activities and budget, and (3) School committee and community participation in school activities and development. Some examples of PSBM activities are: School makes a annual school plan with the school committee members. School implements educational events cooperating with parents and community. School carries out educational socialization for parents. School receives donation, materials and others from community. School reports its activities to parents and school committee members. School reports its income and expenditure to parents and school committee members.
One person alone cannot reach each student and help each student succeed. The Framework requires leaders who are able to lead in many different ways and in numerous circumstances. Principal, teacher, and student leadership are invaluable to the effort. Collaboration within grade levels, across grade levels, and across schools provides the backbone for the sustainability of the Framework.