School Based Management

1 |S.B.M.
I.
School Based
Management
Introduction
School-Based Management is the decentralization of
decision-making authority to schools. At the school level,
schools heads, teachers, and students work together with
community leaders, and local government officials and other
stakeholders to improve school performance.
SBM can be viewed as a form of Decentralization -a
process of transferring the decision making from central or
higher office to the local government or offices of the
bureaucracy.
Specifically, SBM aims to:
Empower every schools to continuously improve its

performance in attaining desired outcomes for
students;
Engage stakeholders in shared decision-making;
Lead the school staff, together with other
stakeholders in identifying and addressing school
issues and concerns that affect student outcomes;
Create support network of community-based
stakeholders that will mobilize social, political,
cultural and economic resources; and
Make
stakeholders
accountable
for
school
performance and student outcomes.
THE VISION
Empowered schools
Pro-active school heads

Innovative teachers
Engaged community stakeholders
Improved student academic performance and
psycho-social growth
This is the vision of the Department of Education

(DepEd) for schools in the country. This is the essence of
School-Based Management (SBM), a strategy which paves
the way for quality education and holistic development for
our school children.
SIX DIMENSIONS OF SBM
School-based management has six dimensions as follows:
1. School Leadership
Every school must be led by a school head. He /She is
expected to provide strong, dynamic, innovative and
competent leadership in promoting and sustaining quality
education.
2. Internal Stakeholders
Internal stakeholders are the school heads, teachers,
students and parents of students and their associations
who directly work for the improvement of school
performance. Their inputs about the schools strengths,
weaknesses, threats and opportunities are necessary in the
agenda for school improvement.
3. External Stakeholders
External stakeholders are composed of community
members, people from non-governmental organization or
NGOs, and the local government officials who have a stake
2 |S.B.M.
in the education of the children. Their participation in the
strategic planning for school improvement and attainment
of learning outcomes is crucial. Aside from helping
generate additional resources for the formulation and
implementation of the School Improvement Plan, they
should also be involved in the monitoring and evaluation of
learning outcomes.
4. School Improvement Process
The School Improvement Process puts in place a continuing
systematic method of upgrading the delivery of educational
services at the school level. It involves analysis of school
needs, planning and implementing appropriate actions. It
calls for a mechanism that would ensure accessibility to
quality education. It also involves comparing and analyzing
ones practices with other SBM practitioners in the country.
5. Resource Management
Allocating, sourcing and managing resources is a major
dimension of SBM. Resources could be human, material and
financial which are necessary for school operation. With so
much to do and with very limited resources, the need for
resource generation, its judicious allocation and utilization
is imperative. Financial resources of schools may come
from the General Appropriations Fund, regular Maintenance
and Other Operating Expenses (MOOE), local government
allocation, Special Education Fund (SEF), community
contributions, grants and other income-generating projects.
6. Performance Accountability
The school heads periodic reporting to stakeholders of
school performance especially learning outcomes of
students is crucial. Communicating the schools real
situation such as learning outcomes, financial status, issues

and concerns would generate more support from the
external stakeholders for the School Improvement Plan.
FEATURES OF SBM
School-Based Management is enhanced management of
schools. It is characterized by:
1. Shared Vision It is the collective dream of major
stakeholders for the school. It is the unifying and
sustaining factor that upholds the values, beliefs and
culture of the school community. it is the core
message and establishes the principle of high
performance for learners.
2. Shared Mission It is the commitment to pursue
necessary tasks in realizing the vision. A shared
mission drives the team to undertake actions to
effect planned improvements.
3. Shared Decision Making it means ownership of
decisions by a team of stakeholders. It is an effort to
transform conventional school organizations into proactive Learning Communities (LCs). These LCs are
thus empowered to make decisions that would
strengthen the teaching and learning processes.
4. Collaboration it is the joint effort of stakeholders in
working
together
toward
improving
learning
outcomes.
5. Autonomy it means stakeholders are free to govern
the school as mandated by R.A. 9155, subject to a
set of implementing rules and regulations of the
3 |S.B.M.
Department
of
decentralization.
Education.
Others
call
this
6. Accountability It is the acknowledgment and

assumption of responsibility for all actions, decisions,
policies, outputs and outcomes.
7. Community Ownership or Shared Governance it
means
the
forging
of
partnership
among
stakeholders to address the needs and concerns of
the schools most especially those that directly affect
learners welfare.
8. Transparency it means an open presentation to
stakeholders of school accountabilities such as fiscal
and material resources as well as school records
among others.
Policy and Legal Frameworks of SBM

The Department of Education launched the School
First Initiative in 2005 to empower the school and its
community stakeholders to effectively address access and
quality issues in basic education.
LEGAL BASES OF SBM

1. The Local Government Code of the Philippines (R.A.
7160) enables communities to be more effective
partners in the attainment of national goals.
2.
Governance of Basic Education Act (R.A. 9155)
emphasizes decentralization of school governance.
3. Basic Education Sector Reform Agenda (BESRA)
provides a package of policy reforms focused on Key
Reform Thrusts (KRTs). KRT I deal on continuous

school improvement through active involvement of
stakeholders. It is anchored on the principle that
those who are directly involved in and affected by
school operations are in the best position to plan,
manage and improve the school.
4. The Medium-Term Philippine Development Plan
(MTPDP 2004-2010) requires localized educational
management that would enable schools to focus on
enhancing initiative, creativity, innovation and
effectiveness
5. The Schools First Initiative (SFI) of 2004 empowers
educational leaders and stakeholders to focus on
school improvement and total well-being of school
children.
3 FORMS OF SCHOOL FIRST INITIATIVE
1. Participation of critical stakeholders
2. Empowerment of government councils
3. Accountable for results and resources
The Basic Education Reform Agenda (BESRA) in 2006
was launched to sustain and expand the gains of SFI
through School Based Management.
Key Reform Thrusts (KRTs) geared toward:
1. Schools
2. Teachers
3. Social Support To Learning
4. Complementary interventions
5. Institutional culture of DepEd
Definition, Goal, and Objectives

DEFINITION
4 |S.B.M.
School-Based Management is a framework of
governance that transfers the power and authority as well
as the resources to the school level on the assumption that
the school heads including teachers, key leaders in the
community, and the parents know the root and solution to
the problem.
GOAL
The main goal of SBM is to improve
performance and student achievement.
school
The Four Principles of a school system that guides the SBM

processes:
1. Principle of Collective Leadership and Governance
2. Principle of Community-Based Learning
3. Principle of Accountability for Performance and
Results
4. Principle of Convergence to Harness Resources for
Education
OBJECTIVES
1. Empower the School heads to lead their teachers and
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.
The School head as the leader of SBM

In SBM, the school head is empowered to convert the
traditional school into a dynamic, needs-based school. In
this setup, the principal functions both as an instructional
leader and administrative manager.
For principals or school heads, they need to strengthen
their:
Knowledge and competencies on strategic leadership
Human Resource Management
Policy Making
Planning
Resource Allocation
Community Building
Networking among Schools
The Education Quality Improvement Program

School autonomy, decentralization, and SBM are all
policies that automatically put the school principal at the
heart of quality improvement.
CONCEPTUAL FRAMEWORK
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The school needs to continuously improve through

assessment of its level of SBM practice along the six
dimensions. Management system in schools is anchored on
the framework of these six dimensions of SBM. These
dimensions guide stakeholders in their commitment to
support change efforts towards achieving the desired
outcomes.
ASSESSMENT TOOL
STANDARDS
Accountability and Continuous Improvement 25%

Management of Resources 15%
Each principle has several indicators.
DESCRIPTION OF SBM LEVEL OF PRACTICE

Level I: BEGINNING -Establishing and developing structures
and mechanisms with acceptable level and extent of
community participation and impact on learning outcomes.
Level II: DEVELOPING - Introducing and sustaining
continuous 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%
6 |S.B.M.
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 schools 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
performance and learning outcomes.
Level III:
production
standards
community
significantly
ADVANCED (ACCREDITED) - Ensuring the

of intended outputs/outcomes and meeting all
of a system fully integrated in the local
and is self-renewing and self-sustaining.
STRATEGIES OF CHANGE
The real spirit of decentralization calls for the
strengthening of the school support system through the
mobilization of stakeholders. It entails school improvement
planning
and
implementation,
fund
management,
monitoring and evaluation, among others. Decentralization
requires strengthening of stakeholders participation and
understanding of their roles, functions, and responsibilities
to carry out educational programs, projects and services for
better student outcomes.
ACCOUNTABILITY
This sub-component offers a mechanism for insuring

quality in the critical systems, processes, outputs, and
outcomes of DepED at various management levels to bring
about improved learning outcomes, continuous school
improvement and better technical and management
services. It is supported by the interlocking processes of
monitoring and evaluation that systematically provide
educators timely information useful for planning and for
making decisions and adjustments.
Programs to Improve Access
The focus of this sub-component is to establish the
appropriate mechanisms that will increase the number of
effective
initiatives
undertaken
by
the
region/division/schools to improve access. The approach is
to determine and pilot appropriate support options for basic
education. It specifically aims to:
1.
Pilot test numbers of effective initiatives directly
undertaken by the Target Access Schools and Community
Learning Centers to improve access.
7 |S.B.M.
2.
Develop and pilot test support systems/mechanisms
at the division level to render direct technical assistance
support to the Target Access Schools and Community
Learning Centers.
http://www.deped-ne.net/?
page=news&action=details&code01=AA12060001
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/revisedschoolbased-management
https://www.emaze.com/@AQLQRFL/School-BasedManagement.pptx
http://www.slideshare.net/jackomar/powerpointpresentation-sbmapat
http://www.slideshare.net/aceboado/effective-schoolleadership
http://www.gov.ph/2010/11/23/deped-to-strengthen-sbm-inschools/
https://www.scribd.com/doc/226741380/Revised-Schoolbased-Management-Assessment-Tool
http://sbm-ontheweb.wikispaces.com/?
responseToken=07407bef95c0457d1d652fb7db5b81ad8
https://www.academia.edu/8034388/SchoolBased_Management_A_Structural_Reform_Intervention

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1 |S.B.M.

Empower every schools to continuously improve its

Pro-active school heads

This is the vision of the Department of Education

situation such as learning outcomes, financial status, issues

6. Accountability It is the acknowledgment and

Policy and Legal Frameworks of SBM

LEGAL BASES OF SBM

Reform Thrusts (KRTs). KRT I deal on continuous

Definition, Goal, and Objectives

The Four Principles of a school system that guides the SBM

The School head as the leader of SBM

The Education Quality Improvement Program

The school needs to continuously improve through

Accountability and Continuous Improvement 25%

Each principle has several indicators.

DESCRIPTION OF SBM LEVEL OF PRACTICE

The four (4) principles were assigned percentage weights on

Leadership and Governance - 30%

ADVANCED (ACCREDITED) - Ensuring the

This sub-component offers a mechanism for insuring

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