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I. School 

Pro-active school heads
Innovative teachers
Based 

Engaged community stakeholders
Improved student academic performance and

Introduction
Management psycho-social growth

This is the vision of the Department of Education

School-Based Management is the decentralization of
(DepEd) for schools in the country. This is the essence of
decision-making authority to schools. At the school level,
School-Based Management (SBM), a strategy which paves
schools heads, teachers, and students work together with
the way for quality education and holistic development for
community leaders, and local government officials and other
our school children.
stakeholders to improve school performance.

SBM can be viewed as a form of Decentralization -a SIX DIMENSIONS OF SBM

process of transferring the decision making from central or
higher office to the local government or offices of the School-based management has six dimensions as
bureaucracy. follows:
1. School Leadership
Specifically, SBM aims to:
Every school must be led by a school head. He /She is
 Empower every schools to continuously improve its expected to provide strong, dynamic, innovative and
performance in attaining desired outcomes for competent leadership in promoting and sustaining quality
students; education.
 Engage stakeholders in shared decision-making;
 Lead the school staff, together with other 2. Internal Stakeholders
Internal stakeholders are the school heads, teachers,
stakeholders in identifying and addressing school
students and parents of students and their associations
issues and concerns that affect student outcomes;
 Create support network of community- who directly work for the improvement of school
based performance. Their inputs about the school’s strengths,
stakeholders that will mobilize social, weaknesses, threats and opportunities are necessary in the
political, cultural and economic resources; and agenda for school improvement.
 Make stakeholders accountable for
school 3. External Stakeholders
performance and student outcomes. External stakeholders are composed of community
members, people from non-governmental organization or
THE VISION
NGOs, and the local government officials who have a stake
 Empowered schools
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in the education of the children. Their participation in the situation such as learning outcomes, financial status, issues
strategic planning for school improvement and attainment and concerns would generate more support from the
of learning outcomes is crucial. Aside from helping generate external stakeholders for the School Improvement Plan.
additional resources for the formulation and implementation
of the School Improvement Plan, they should also be
involved in the monitoring and evaluation of learning FEATURES OF SBM
outcomes.
School-Based Management is enhanced management of
schools. It is characterized by:
4. School Improvement Process
1. Shared Vision – It is the collective dream of major
The School Improvement Process puts in place a continuing
stakeholders for the school. It is the unifying and
systematic method of upgrading the delivery of educational
sustaining factor that upholds the values, beliefs and
services at the school level. It involves analysis of school
culture of the school community. it is the core
needs, planning and implementing appropriate actions. It
message and establishes the principle of high
calls for a mechanism that would ensure accessibility to
performance for learners.
quality education. It also involves comparing and analyzing
one’s practices with other SBM practitioners in the country.
2. Shared Mission – It is the commitment to pursue
necessary tasks in realizing the vision. A shared
5. Resource Management
mission drives the team to undertake actions to
Allocating, sourcing and managing resources is a major effect planned improvements.
dimension of SBM. Resources could be human, material and
financial which are necessary for school operation. With so 3. Shared Decision Making – it means ownership of
much to do and with very limited resources, the need for decisions by a team of stakeholders. It is an effort to
transform conventional school organizations into pro-
resource generation, its judicious allocation and utilization
is imperative. Financial resources of schools may come from active Learning Communities (LCs). These LCs are
the General Appropriations Fund, regular Maintenance and thus empowered to make decisions that would
Other Operating Expenses (MOOE), local government strengthen the teaching and learning processes.
allocation, Special Education Fund (SEF), community
4. Collaboration – it is the joint effort of stakeholders in
contributions, grants and other income-generating projects.
working together toward improving learning
outcomes.
6. Performance Accountability
5. Autonomy – it means stakeholders are free to govern
The school heads’ periodic reporting to stakeholders of
the school as mandated by R.A. 9155, subject to a set
school performance especially learning outcomes of
of implementing rules and regulations of the
students is crucial. Communicating the school’s real

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Department of Education. Others call Reform Thrusts (KRTs). KRT I deal on continuous
this decentralization. school improvement through active involvement of
stakeholders. It is anchored on the principle that
6. Accountability – It is the acknowledgment and those who are directly involved in and affected by
assumption of responsibility for all actions, decisions, school operations are in the best position to plan,
policies, outputs and outcomes. manage and improve the school.
4. The Medium-Term Philippine Development Plan
7. Community Ownership or Shared Governance – it (MTPDP 2004-2010) requires localized educational
means the forging of partnership among stakeholders management that would enable schools to focus on
to address the needs and concerns of the schools enhancing initiative, creativity, innovation and
most especially those that directly affect learner’s effectiveness
welfare. 5. The Schools First Initiative (SFI) of 2004 empowers
educational leaders and stakeholders to focus on
8. Transparency – it means an open presentation to
school improvement and total well-being of school
stakeholders of school accountabilities such as fiscal
children.
and material resources as well as school records
among others. 3 FORMS OF SCHOOL FIRST INITIATIVE

1. Participation of critical stakeholders

Policy and Legal Frameworks of SBM 2. Empowerment of government councils
3. Accountable for results and resources
The Department of Education launched the School
First Initiative in 2005 to empower the school and its The Basic Education Reform Agenda (BESRA) in 2006
community stakeholders to effectively address access and was launched to sustain and expand the gains of SFI through
quality issues in basic education. School Based Management.

Key Reform Thrusts (KRT’s) geared toward:

LEGAL BASES OF SBM 1. Schools
2. Teachers
1. The Local Government Code of the Philippines (R.A. 3. Social Support To Learning
7160) enables communities to be more effective 4. Complementary interventions
partners in the attainment of national goals. 5. Institutional culture of DepEd
2. Governance of Basic Education Act (R.A. 9155)
emphasizes decentralization of school governance.
3. Basic Education Sector Reform Agenda (BESRA) Definition, Goal, and Objectives
provides a package of policy reforms focused on Key
DEFINITION

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School-Based Management is a framework of The School head as the leader of SBM
governance that transfers the power and authority as well as
the resources to the school level on the assumption that the In SBM, the school head is empowered to convert the
school heads including teachers, key leaders in the traditional school into a dynamic, needs-based school. In this
community, and the parents know the root and solution to setup, the principal functions both as an instructional leader
the problem. and administrative manager.

For principals or school heads, they need to strengthen their:

GOAL  Knowledge and competencies on strategic leadership

 Human Resource Management
The main goal of SBM is to improve
 Policy Making
school performance and student achievement.
 Planning
 Resource Allocation
The Four Principles of a school system that guides the SBM
 Community Building
processes:
1. Principle of Collective Leadership and Governance  Networking among Schools
2. Principle of Community-Based Learning
3. Principle of Accountability for
Performance and The Education Quality Improvement Program
Results
4. Principle of Convergence to Harness Resources for School autonomy, decentralization, and SBM are all
Education policies that automatically put the school principal at the
OBJECTIVES heart of quality improvement.

1. Empower the School heads to lead their teachers and CONCEPTUAL FRAMEWORK
students through reforms which lead to higher
learning outcomes.
2. Bring resources, including funds, down to the control
of schools to spur change, in line with
decentralization.
3. Strengthen partnership with the 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
reform in the school effectively.

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 Accountability and Continuous Improvement – 25%

The school needs to continuously improve through  Management of Resources – 15%
assessment of its level of SBM practice along the six
dimensions. Management system in schools is anchored on Each principle has several indicators.
the framework of these six dimensions of SBM. These
dimensions guide stakeholders in their commitment to
support change efforts towards achieving the desired
outcomes.
DESCRIPTION OF SBM LEVEL OF PRACTICE
ASSESSMENT TOOL
Level I: BEGINNING -Establishing and developing structures
and mechanisms with acceptable level and extent of
STANDARDS
community participation and impact on learning outcomes.

Level II: DEVELOPING - Introducing and

continuous sustaining improvement process that integrates
wider

The four (4) principles were assigned percentage weights on

the basis of their relative importance to the aim of school
(improved learning outcomes and school operations);

 Leadership and Governance - 30%

 Curriculum and Learning – 30%

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It is the acknowledgment and assumption of
responsibility for all actions, decisions, policies, outputs and
outcomes.

The school heads’ periodic reporting to stakeholders

of school performance especially learning outcomes of
students is crucial. Communicating the school’s real
situation such as learning outcomes, financial status, issues
and concerns would generate more support from the
external stakeholders for the School Improvement Plan.

Quality Assurance & Accountability System

community participation and improve significantly
performance and learning outcomes. This sub-component offers a mechanism for insuring
quality in the critical systems, processes, outputs, and
Level III: ADVANCED (ACCREDITED) - Ensuring the outcomes of DepED at various management levels to bring
production of intended outputs/outcomes and meeting all about improved learning outcomes, continuous school
standards of a system fully integrated in the local improvement and better technical and management
community and is self-renewing and self-sustaining. services. It is supported by the interlocking processes of
monitoring and evaluation that systematically provide
STRATEGIES OF CHANGE educators timely information useful for planning and for
making decisions and adjustments.
The real spirit of decentralization calls for the
strengthening of the school support system through the Programs to Improve Access
mobilization of stakeholders. It entails school improvement
planning and implementation, fund management, The focus of this sub-component is to establish the
monitoring and evaluation, among others. Decentralization appropriate mechanisms that will increase the number of
requires strengthening of stakeholders’ participation and effective initiatives undertaken by the region/division/schools
understanding of their roles, functions, and responsibilities to to improve access. The approach is to determine and pilot
carry out educational programs, projects and services for appropriate support options for basic education. It
better student outcomes. specifically aims to:

ACCOUNTABILITY 1. Pilot test numbers of effective initiatives directly

undertaken by the Target Access Schools and Community
Learning Centers to improve access.

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2. Develop and pilot test support systems/mechanisms at  http://www.deped-ne.net/?
the division level to render direct technical assistance page=news&action=details&code01=AA12060001
support to the Target Access Schools and Community
Learning Centers.

3. Develop and pilot test support systems/mechanisms at

the regions to facilitate policy compliance, effective
programs delivery and ensure quality assurance and
accountabilities.

The different program of the DepEd is only to uplift the

system in our present education. All we have to do is to
support the program to uplift the deteriorating quality
education.

REFERENCES

 http://www.deped.gov.ph/sites/default/files/order/2012/DO_s
2012_083.pdf
 http://www.slideshare.net/sweetmae3779/revised-
schoolbased-management
 https://www.emaze.com/@AQLQRFL/School-Based-
Management.pptx
 http://www.slideshare.net/jackomar/powerpoint-
presentation-sbmapat
 http://www.slideshare.net/aceboado/effective-school-
leadership
 http://www.gov.ph/2010/11/23/deped-to-strengthen-sbm-in-
schools/
 https://www.scribd.com/doc/226741380/Revised-School-
based-Management-Assessment-Tool
 http://sbm-ontheweb.wikispaces.com/?
responseToken=07407bef95c0457d1d652fb7db5b81ad8
 https://www.academia.edu/8034388/School-
Based_Management_A_Structural_Reform_Intervention

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