Re-Orientation and Re-Organization of Assignments in School-Based Management

Re-orientation and re-organization of
assignments in School-Based
Management (SBM)
Dona Fe V. Managantan
 School-based management (SBM) is a strategy to improve
education by transferring significant decision-making authority
from state and district offices to individual schools.
ABOUT  SBM provides principals, teachers, students, and parents

SCHOOL-BASED greater control over the education process by giving them
responsibility for decisions about the budget, personnel, and the
MANAGEMENT curriculum.
(SBM)  Through the involvement of teachers, parents, and other
community members in these key decisions, SBM can create
more effective learning environments for children.
 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;
WHAT ARE  Lead to greater creativity in the design of programs;
THE  Redirect resources to support the goals developed in each
ADVANTAGE school;
S?  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.
 The school board continues to establish a clear and unifying vision and
to set broad policies for the district and the schools. SBM does not
change the legal governance system of schools, and school boards do
HOW DOES not give up authority by sharing authority. The board’s role changes
SCHOOL-BASED little in a conversion to SBM.
MANAGEMENT (SB  The superintendent and his or her district office staff facilitate the
M) AFFECT THE decisions made at the school level, and provide technical assistance
ROLES OF THE when a school has difficulty translating the district’s vision into high-
SCHOOL BOARD quality programs. Developing student and staff performance standards
and evaluating the schools are also the responsibility of the district staff.
AND THE
 The district office will generally continue to recruit potential employees,
SUPERINTENDENT screen job applicants, and maintain information on qualified applicants
AND DISTRICT from which the schools fill their vacancies. The district office may also
OFFICE? specify curricular goals, objectives, and expected outcomes while
leaving it up to the schools to determine the methods for producing the
desired results. Some districts leave the choice of instructional materials
to the schools, whereas others may require schools to use common texts.
 In most SBM systems, each school is given a “lump sum” that
the school can spend as it sees fit. As outlined by JoAnn Spear
(1983), the district office determines the total funds needed by
the whole district, determines the districtwide costs (such as the
cost of central administration and transportation), and allocates
HOW ARE the remaining funds to the individual schools. The allocation to
BUDGET each school is determined by a formula that takes into account

the number and type of students at that school.
DECISIONS  Each school determines how to spend the lump sum allocated
MADE? by the district in such areas as personnel, equipment, supplies,
and maintenance. In some districts, surplus funds can be
carried over to the next year or be shifted to a program that
needs more funds; in this way, long-range planning and
efficiency are encouraged.
 Most districts create school management councils at each
school that include the principal, representatives of parents and
teachers, and, in some cases, other citizens, support staff, and–
at the secondary level–students. The council conducts a needs
HOW ARE assessment and develops a plan of action that includes
statements of goals and measurable objectives, consistent with
DECISIONS school board policies.
MADE AT THE  In some districts, the management council makes most school-
SCHOOL LEVEL? level decisions. In other districts, the council advises the
principal, who then makes the decisions. In both cases, the
principal has a large role in the decision-making process, either
as part of a team or as the final decisionmaker.
 From the beginning, the school board and superintendent
must be supportive of school-based management. They must
trust the principals and councils to determine how to
implement the district’s goals at the individual schools.
 It is important to have a written agreement that specifies the
WHAT IS roles and responsibilities of the school board, superintendent
NECESSARY and district office, principal, and SBM council. The
agreement should explicitly state the standards against which
WHEN each school will be held accountable. James Guthrie (1986)
IMPLEMENTING states that each school should produce an annual performance
and planning report covering “how well the school is meeting
SCHOOL-BASED its goals, how it deploys its resources, and what plans it has
MANAGEMENT for the future.”
 Training in such areas as decision-making, problem solving,
(SBM)? and group dynamics is necessary for all participating staff and
community members, especially in the early years of
implementation. To meet the new challenges of the job,
principals may need additional training in leadership skills.
 SBM must have the strong support of school staff.
 SBM is more successful if it is implemented gradually. It may
take 5 years or more to implement SBM.
 School and district staff must be given administrative training,
ABOUT but also must learn how to adjust to new roles and channels of
SCHOOL-BASED communication.
MANAGEMENT  Financial support must be provided to make training and time
(SBM) for regular staff meetings available.
 Central office administrators must transfer authority to
principals, and principals in turn must share this authority with
teachers and parents.
 Participitory decision-making sometimes creates frustration and
is often slower than more autocratic methods. The council
members must be able to work together on planning and budget
matters. This leaves principals and teachers less time to devote
to other aspects of their jobs. Teachers and community
WHAT ARE members who participate in the councils may need training in
THE budget matters; some teachers may not be interested in the

budget process or want to devote time to it.
LIABILITIES  Members of the school community must also beware of
OF SBM? expectations that are too high. According to the
AASA/NAESP/NASSP task force, districts that have had the
most success with SBM have focused their expectations on two
benefits–greater involvement in making decisions and making
“better” decisions.
 Strengthen the support systems of DepED, three Regional
Offices, selected Divisions and schools for School Based
Management through improved educational planning and
management.
Objectives:
 Development of a functional management support system for
continuing school improvement at regional, division and school
levels.
 School Based Management (SBM) or Component 1 of STRIVE
is a response to BESRA KRT 1 – enabling and empowering
school stakeholders to manage its own affairs for improved
delivery of educational services in a sustainable manner. As
such, this component is focused on the strengthening of support
systems including governance, advisory and partnership
mechanisms for SBM through practical experience in
application activities in the three regions. The application
experience will be further enhanced through a range of
capability building activities.
 Policy & Planning System
 Participatory Mechanisms in Education Governance
SCHOOL-BASED  Human Resource Development of Education Management
MANAGEMENT  Quality Assurance & Accountability System
(SBM) SUB-  Programs to Improve Access
COMPONENTS:  Unified Information System

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Re-orientation and re-organization of

ABOUT  SBM provides principals, teachers, students, and parents

S?  Lead to realistic budgeting as parents and teachers become

BUDGET each school is determined by a formula that takes into account

THE budget matters; some teachers may not be interested in the

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