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School-Based Management: Michael Vincent R. Galestre

School-based management (SBM) is a strategy that transfers decision-making authority over budgets, personnel, and curriculum from state/district offices to individual schools. This empowers schools, principals, teachers, students, and parents to make decisions tailored to their specific needs. SBM aims to create more effective learning environments through stakeholder involvement in key decisions and greater accountability.

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Michael Green
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970 views17 pages

School-Based Management: Michael Vincent R. Galestre

School-based management (SBM) is a strategy that transfers decision-making authority over budgets, personnel, and curriculum from state/district offices to individual schools. This empowers schools, principals, teachers, students, and parents to make decisions tailored to their specific needs. SBM aims to create more effective learning environments through stakeholder involvement in key decisions and greater accountability.

Uploaded by

Michael Green
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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School-Based

Management
Michael Vincent R. Galestre
WHAT IS IT?

• The School-Based Management (SBM) is a DepEd


thrust that decentralizes the decision-making from
the Central Office and field offices to individual
schools to enable them to better respond to their
specific education needs. One way to empower the
schools is through the SBM grant.
WHAT IS IT?

• School-based management (SBM) is a


strategy to improve education by transferring
significant decision-making authority from
state and district offices to individual schools.
WHAT IS IT?

• SBM provides principals, teachers, students,


and parents greater control over the
education process by giving them
responsibility for decisions about the budget,
personnel, and the curriculum.
WHAT IS IT?

• Through the involvement of teachers,


parents, and other community members in
these key decisions, SBM can create more
effective learning environments for children.
WHAT ARE THE ADVANTAGES?
• Allow competent individuals in the schools to make decisions that will improve
learning;
• Give the entire school community a voice in key decisions;
• Focus accountability for decisions;
• Lead to greater creativity in the design of programs;
• Redirect resources to support the goals developed in each school;
• Lead to realistic budgeting as parents and teachers become more aware of the
school's financial status, spending limitations, and the cost of its programs; and,
• Improve morale of teachers and nurture new leadership at all levels.
PRINCIPLES OF SBM
• Leadership and Governance

• Curriculum and Learning

• Accountability and Continues Improvement

• Management Resources
LEADERSHIP AND GOVERNANCE
A network of leadership that provides the vision and direction to the
education system making it relevant and responsive to the contexts of diverse
communities. Leadership and Governance provides a Development Plan
developed collaboratively by the stakeholders of the school and community.
The school is organized by a clear structure and work arrangements that
promote shared leadership and governance and define the roles and
responsibilities of the stakeholders.
A leadership network facilitates communication between and among school
and community leaders for informed decision-making and solving of school
community wide-learning problems. A long term program is in operation that
addresses the training and development needs of school and community leaders.
CURRICULUM AND LEARNING
The learning systems collaboratively developed and continuously
improved, anchored on the community and learner's contexts and
aspirations. The curriculum provides for the development of all types
of learners in the school community. The implemented curriculum is
localized to make it more meaningful to the learners and applicable to
life in the community.
A representative group of school and community stakeholders
develop the methods and materials for developing creative thinking
and problem solving. The learning system are regularly and
collaboratively monitored by the community using appropriated tools
to ensure the holistic growth and development of the learners and the
CURRICULUM AND LEARNING
Appropriate assessment tools for teaching and learning are continuously
reviewed and improved. Assessment results are contextualized to the learners,
local situation and the attainment of relevant skills. Learning managers and
facilitators (teachers, administrators and community members) nurture values and
environment that are protective of all children and demonstrate behaviors
consistent to the organization's vision, mission and goals.
Methods and resources are learners and community-friendly, enjoyable, safe,
inclusive and aimed at developing self-directed learners who are equipped with
essential knowledge. skills and values to assume responsibility and accountability
for their own learning.
ACCOUNTABILITY AND
CONTINUOUS DEVELOPMENT
A clear, transparent, inclusive and responsive accountability system is
in place. collaboratively developed by community stakeholders,
which monitors expected and actual performance, continually
addresses the gaps and ensures a venue for feedback and redress.
Roles and responsibilities of accountable person/s and collective
bodies are clearly defined and agreed upon by community
stakeholders, Achievement of goals is recognized based on a
collaboratively developed performance accountability system; gaps
are addressed through appropriate action. The accountability system
that is owned by the community is continuously enhanced to ensure
that management structures and mechanisms are responsive to the
ACCOUNTABILITY AND
CONTINUOUS DEVELOPMENT
Accountability assessment criteria and tools feedback
mechanisms and information collection and validation techniques and
processes are inclusive and collaboratively developed and agreed
upon. Participatory assessment of performance is done regularly with
community. Assessment results and lessons learned serve as basis
for feedback, technical assistance, recognition and plan adjustment.
MANAGEMENT AND RESOURCES
Resources are collectively and judiciously mobilized and managed with
transparency, effectiveness and efficiency. Regular resource inventory is
collaboratively undertaken by learning managers, learning facilitators and
community stakeholders as basis for resource allocation and mobilization.
There is a regular dialog for planning and resources programming that is
accessible and inclusive to continuously engage stakeholders and support the
implementation of community education plans.
Regular monitoring, evaluation and reporting processes of resource
management are collaboratively developed and jointly implemented by learning
managers, facilitators and community stakeholders. There is a system that
manages the network and linkages that strengthen and sustain partnership for
improving resource management.
SCOPE OF MANAGEMENT OF
RESOURCES
1. Functional resource management committee, system flow chart, guidelines
and directories
2. Inventory reports, Financial plan/budget, SIP
3. Access to learning resource portal (Internet, portal, equipment)
4. School website and learning resource portal (local)
5. Resource management plan included in every action plans and work plans
6. Financial statement (MOOE, Canteen, GPTA and all other sources)

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