Hazel B. Calivo

1. Re-orientation on
School-Based
Management
(SBM)
September 29, 2015

2. DepEd Order No. 83, s. 2012 –
Implementing Guidelines on
the Revised School-Based
Management Framework,
Assessment Process and
Tool (APAT)

3. A. BACKGROUND and RATIONALE
 GOVERNANCE OF BASIC EDUCATION ACT OF 2001(RA 9155)
- decentralized the system of school management
- recognized the role of LGU’s and other stakeholders as
partners in educational service delivery
 SCHOOLS FIRST INITIATIVE (SFI) IN 2005
- empowered the school and its community stakeholders to
effectively address access and quality issues in basic education
 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) IN 2006
- launched to sustain and expand the gains of SFI through
School Based Management
- Key Reform Thrusts (KRTs) included
a. Teacher Educational Development
b. National Learning Strategies
c. Quality Assurance
d. Monitoring and Evaluation
e. Organizational Development
f. School-Based Management

4.  ENABLING POLICIES ON SCHOOL-BASED
MANAGEMENT (SBM) SUPPORTED BY A BUDGET
LINE ITEM IN THE GENERAL APPROPRIATION ACT
(GAA)
1. Establishment of School Governing Council
(SGC)
2. Conduct of Assessment of Level of Practice
3. School Improvement Planning (SIP)
4. Reporting of Accomplishments through
School Report Cards (SRCs)

5. PARADIGM SHIFT IN EDUCATION
GOVERNANCE
- From being school-centered to becoming
ACCESS ( A Child-and-Community-Centered
Education System)

6.  PURPOSES OF REVISED SCHOOL-BASED
MANAGEMENT AS A REFORMED THRUST
1. To better highlight the children/learner as the center of SBM
practice;
2. 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;
3. To enhance commitment of education stakeholders at all levels to their
responsibilities and accountabilities in realizing the education outcomes
for children
5. To further promote shared governance between the school community
system; and
6. To improve the school system’s capacity to be on track in achieving the
EFA/ Millennium Development Goals and sustain good performance
.

7. B. METHODOLOGY
SBM-TWG underwent series of planning and consultation
activities to determine the procedure and approaches to be employed
in revisiting the assessment tool.
KEY CONCEPTS, PHILOSOPHIES AND PRINCIPLES
UNDERLYING SBM
1. It is progressive and developmental – from a state of immaturity to maturity from a
state of being nurtured to a state of being capable of nurturing, and from a state of
uniformity to recognizing differentiated practices of governance and effectiveness;
2. It is decentralized – the school head or school authorities, in general, gradually share
the power and control to other stakeholders; and
3. It is self-empowered – there is increasing capacity for internal focus of control

8. SBM PRINCIPLES
OPERATIONALIZED BY
Participatory
management
empowered
stakeholders
schools managed by/for/of
the school and the community

9. C. ACCESS and SBM: The Conceptual Framework

10. “Rights-
based
education
and
community
as
“Stewards/
rights-
bearer”
Four (4)
Principles of an
ACCESS school
system
• Leadership
and
Governance
• Community-
based
Learning
• Accountability
for
Performance
and Results
• Convergence
to Harness
Resources for
Education
SBM practice
that evolved
within the
context of
“DIFFERENTIAT
ED PRACTICE”

11. Child-centered
educational System
- Learning-focused
- Developmental-
stage appropriate
- Gender sensitive
- Culture responsive
and sensitive
- Environmentally
safe
- Accessible
VS.
Community-Centered
Education System
- School is not isolated
from the community
where it exists.
- Shared vision of
school and
community is evident
- Show mission of
school and
community to reflect
the dynamic sharing
of responsibilities.

13. SBM-PASBE OPERATIONAL FRAMEWORK

14. PASBE ASSUMPTIONS:

16. The components below describe each major element in the SBM-
PASBE Quality Assurance Flowchart
1. The Division Capability Building Program
- schools division superintendent ensures that SBM is implemented in all
schools
2. SBM Implementation
needs shared leadership
and community partnership
SBM level
of practice
PASBE
level
3. Self-Assessment
- uses the SBM assessment tool to gather data; data are analyzed for
evidence using DOD (documentary analysis, observation, discussion)
process
- Output of self-assessment is a report on what the school claims to be its
SBM level of practice

17. 4. Visit of External Validation Team
c/o Regional Validation Team – When SBM level is III
c/o Division and Regional Team – When SBM Level is I or II
5. Application for Accreditation
If school attained at least SBM level II
Endorsed by the Regional Office to
National Accreditation Board (NAB) for
PASBE Accreditation
Preliminary visit of NAB representative
6. School visit of NAB TEAM (PASBE Accreditors)

18. REVISED SBM ASSESSMENT PROCESS
1. During the Pre-Assessment - create a SCHOOL TEAM
ORGANIZATION (at least 10 members) from faculty members,
students and external stakeholders
Team leader = 1
Team Secretary = 1
Principle 1 = at least 2 members/4-5 members
Principle 2 = at least 2 members/4-5 members
Principle 3 = at least 2 members/4-5 members
Principle 4 = at least 2 members/4-5 members
PART
Method
The Team organization decides in the pre-assessment meeting
whether to use the WHOLE METHOD (All team members shall work as
a group to validate one principle after another) or PART METHOD (at
least two members shall be assigned to every principle)

19. Schedule of activities during the Assessment Proper:
DOD Approach:
1 day – document analysis (Use Form 1 & Form 2)
1 day – observation analysis to obtain process evidence
½ day – discussion of synthesized documentary and process evidence
a. Who conducts the DOD? A school assessment committee
conducts the DOD if assessment is school-initiated. A Division
assessment committee conducts the DOD if the assessment is
Division-initiated, or if the assessment is requested by a school.
b. Conduct the discussion as a friendly non-confrontational
conversation to explain, verify, clarify, and augment the evidence.
Invite members of the school community who were engaged in the
collection and presentation of evidence to participate in the discussion.

20. c. Team Scores the indicators using Form 3 (Revised SBM Assessment
Tool). As team arrives at a consensus on the level of practice of the indicator
being assessed, indicate in the scale with a check mark ( ) in the
appropriate box. Continue the process until all four dimensions/principles
are assessed.
d. Operational principles that guide the DOD process
• Collaboration. The assessors work as a team. Leadership is shared.
Decisions are made by consensus and every member is accountable for the
performance of the team.
• Transparency. The validation of evidence is open to stakeholders’ view
and review.
• Confidentiality. Information obtained from the DOD process that may
prejudice individuals, groups or the school is handled judiciously.
• Validity. Documentary analyses and observations are rigorous in
procedure and demanding in quality of results.

21. d. Operational principles that guide the DOD process (continuation)
• Reform-oriented. DOD comes up with informed recommendations and
action programs that continuously move the school to higher levels of
practice.
• Principle-oriented. DOD is guided by the ACCESs principles.
3. Closure or exit conference/meeting
4. Report Writing by the Team