Documente Academic
Documente Profesional
Documente Cultură
A Contextualized Version
Presented by: ESTHER V. TABAÑAG, PhD
EPS-I SGOD
Division of Valencia City
Department of Education
Region 10 – Northern Mindanao
Office of the Regional Director
M ESSAG E
Creating A Child and Community-Centered Education System (ACCESs) is the lifeblood of School-Based
Management (SBM). Taking a cue on the centrality of learners, the school and the community concretely manifest symbiotic functions in
the delivery of basic education services geared toward a better access and governance and, most importantly, the improvement of quality
of basic education.
With the K to 12 Basic Education Program, schools are now challenged to imbibe the basic tenets of SBM: Leadership
and Governance, Curriculum and Learning, Accountability and Continuous Improvement, and Management of Resources. After
undergoing self-assessment, duly supported by the district offices, schools are being assessed, accredited, and validated based on the four
(4) SBM principles through the SBM Coordinating Teams at the division and regional levels.
Since its implementation in 2013, there has been a clamor from the field for the Region to contextualize the structured
mechanism that responds to the needs and circumstances in Region 10. Hence, the initiative of the Region’s Field and Technical
Assistance Division (FTAD) in coming up with this contextualized SBM Manual of Operations is a laudable outcome that will truly
facilitate the validation of SBM practices of schools. Along with this manual is a technology-based SBM Validation Tool that is user-
friendly.
I am optimistic that this manual will be very useful to everyone for the continuous improvement of basic education in Northern
Mindanao.
ALLAN G. FARNAZO
Director IV
Department of Education
Region 10 – Northern Mindanao
Office of the Assistant Regional Director
M ESSAG E
The school is the heart of the formal education system. It is where children learn. For years, schools have been pushing
hard in their single aim of providing the best possible basic education for all learners. The demands of the time have been the toughest
test. The only way to change is to take the challenge, and the most important change in the governance of basic education, must occur at
the school level.
School-Based Management (SBM) is the institutional expression of such changes where schools are encouraged to
institute local initiatives for improving the quality of instruction and to ensure that the values, needs and aspirations of the school
community are given the highest consideration. Through SBM, schools are empowered to make decisions and craft innovations on what
are best for the learners under their care.
I commend the Technical Writing Group (TWG) and the SBM Manual Writers for coming up with the Contextualized
School-Based Management Manual of Operations spearheaded by the Field Technical Assistance Division (FTAD) .This manual will
enable all stakeholders to contribute to quality organizational performance for the sake of the Filipino children, the center of this
undertaking.
God Bless.
MESSAGE
The long wait is over. Finally, this SBM Manual of Operations is here. With its completion, a happy note is resounding. Hear the
regional mantra echo once again, Diyes is it!
When the Regional Office 10 felt the need to update by contextualizing SBM Implementation, thus enhancing the contents of
DO 83, s. 2012, the newly created Field Technical Assistance Division (FTAD) grappled to start from where it should, thinking that
listening to the schools division offices listen to schools could be the way to accomplish the challenge.
Truly, FTAD drew its strength by conducting a series of consultations and benchmarking with SBM coordinators within and
outside the regional sphere, gathering and analyzing data after data, until finally it drafted the contextualized SBM Manual of
Operations that could now speak of One Region 10 in all 14 schools divisions.
It was a grueling but a worthwhile feat to walk the miles for this Manual. FTAD can never thank enough Regional Director
Allan G. Farnazo, and Assistant Regional Director Shirley O. Chatto for all the moral and financial support they have given. The
same gratitude goes to the select SBM Coordinators who contributed their piece for the entire work; to Dr. Lourdes G. Tolod, former
Schools Division Superintendent for editing the rough manuscripts submitted at the start; Atty. Neil Christian D. Villagonzalo, BEST M
& E Specialist, and Mr. Rey O. Macalindong, Project Management/M & E Specialist.
Understandably, this first edition may yet be a work in progress as the agency’s fast changing work dynamics today may still
render the contents of this Manual passé tomorrow. With constant feedback, however, succeeding editions can again be made to ensure
success.
May all of the constituents of DepEd Region 10 find this Manual indeed a valuable resource in ensuring that SBM will be better
implemented in the field.
Mabuhay po tayong lahat.
FTAD Chief
Lead Implementer
Accountability and
Curriculum Continuous Management
and Learning Improvement of Resources
Leadership and
Governance CLMD QuAD FD
AD Select PPRD Select
HRDD School FTAD School
ESSD Heads Select School Heads
Select School Heads
Heads
SDOs
SDOs
Schools
DUTIES AND RESPONSIBILITIES
OF THE REGIONAL COORDINATING TEAMS
Chairperson/Vice-Chairperson
¨ Oversees the implementation of the entire SBM process.
¨ Acts on SBM matters upon the recommendation of FTAD.
FTAD
¨ Manages the SBM assessment validation process.
¨ Receives school applications for assessment validation duly endorsed
by the SDO.
¨ Assigns the applications to any of the Regional Coordinating Teams
(RCTs).
¨ Issues notices to the schools concerned on the scheduled on-site
validation.
¨ Receives results from the different RCTs.
¨ Recommends approval for the Recognition of Levels II & III schools
as well as those for the Level III accreditation.
DUTIES AND RESPONSIBILITIES
OF THE REGIONAL COORDINATING TEAM
¨ Informs SDOs on the Assessment Validation Results.
Validation Plan
FTAD facilitates in meeting the RO Coordinating Teams to agree on the availability of
members during the on-site validation, target dates and assessing the Pre-assessment
Result. (Refer to Appendix E: Validation Plan Template)
SBM Validation Flowchart
Activities Details
1. Receives SBM 1.FTAD Education Program Supervisor receives the SBM
Assessment Validation Assessment Validation Forms (AVFs) from the Schools
Form (AVF Division Offices, in hard copies.
1.1EPS distributes the SBM AVFs in bunch by SDOs to
designated Regional Coordinating Teams (RCT) for 4. Convenes for 4.RCT convenes to deliberate and consolidate
review within a week.
deliberation the
1.2EPS collects results of the review from RCT a day after
the one-week review. following:
and
4.1Results of Validation
consolidation 4.2Best Practices
2. Prepares the SBM 2.EPS prepares the SBM Validation Plan (VP) that contains the
Validation Plan (VP) schedule of schools to be visited, to be attached in a of AV results. 4.3TA Provided during validation
memo for Chief’s review and recommendation for 4.4 Other TA needs to address
approval by the Regional Director.
2.1EPS secures the approved SBM VP and memo from the
regional Director. 5.EPS reviews consolidated results submitted
2.2EPS ensures the memo is released and uploaded in the regional 5.Reviews and
websites. by different RCTs.
finalizes the
5.1Prepares a memo for the review and
consolidated recommendation of the Chief.
3. Facilitates the conduct of 3.EPS facilitates the conduct of SBM AV
SBM Assessment Validation by the RCT. RCT reports 5.2Seeks the approval of the
3.1Pre-work with RCT
3.2Distribution of SBM AV Kits: tools, for the Regional Director
one sheet certificate of appearance
awarding 5.3Ensures the release and uploading of the
containing the list of schools to be
memo in regional websites.
visited at given period. ceremony
3.3RCT onsite validation
Step 1:
• The School SBM Coordinating Team headed by the School Head will
conduct self-assessment. If found qualified, the School SBM Coordinator
will endorse the result of the self-assessment approved by the School
Head to the Division SBM Coordinator for the Division Assessment
Validation.
• The Division SBM Coordinator will validate the Pre-Assessment Form
submitted by the School SBM Coordinator. After validating the result,
Division SBM Coordinating Team shall visit and validate the SBM level of
practice of the school using the Assessment Validation Form.
• Division SBM Coordinator will endorse list of qualified schools with
attached SBM Assessment Validation Form of the qualified schools to the
Schools Division Superintendent for the endorsement to DepEd, Region
10.
Submission of List of Qualified Schools
to the Regional Level
Step 2:
The Field Technical Assistance Division (FTAD) shall check the SBM
Assessment Validation form and if found in order, endorses the form to
the Regional SBM Coordinating Teams which includes at least one
member from QuAD who will ensure the quality of the data submitted.
A Regional Memorandum shall be issued for the SBM Assessment Result
indicating the scheduled School Validation for the qualified schools to
be facilitated by the FTAD.
Result of the SBM Validation and the schedule of awarding ceremony will
be issued through a Regional Memorandum.
The awardees will receive plaques and certificates of recognition.
SBM Validation Procedure of Document -Analysis,
Observation and Discussion (DOD)
Suggested Respondents per SBM Principle
during Validation
Principle 1. Leadership and Governance
1.1 School Head/Assistant to the School Head
1.2 School Planning Team
1.3 Department Heads
1.4 Grade Level Coordinators
1.5 School Governing CouncilChair/Representative
1.6 GPTA President/Representative
1.7 LGU Representative
1.8 SSG/SPG President/Representative
Principle 2. Curriculum and Instruction
2.1 School Heads
2.2 Master Teachers
2.3 Department Heads
2.4 Grade Level Coordinators/
Subject Area Coordinators
2.5 GPTA President/Representative
2.6 Teacher Association President/Representative
2.7 Supreme Student Government/Supreme Pupil
Government Representative
2.8 School Governing Council Chair/ Representative
2.9 Alumni President/Representative
Principle 3. Accountability and Continuous Improvement
3.1 School Head/Assistant to the School Head
3.2 School Planning Team
3.3 Department Heads
3.4 Grade Level Coordinators
3.5 School Governing Council Chair/Representative
3.6 GPTA President/Representative
3.7 LGU Representative
3.8 SSG/SPG President/Representative
Principle 4. Management of Resources
4.1 School Head
4.2 Supreme Student Government/Supreme
Pupil Government Representative
4.3 School Planning Team
4.4 LGU/Barangay Chair/Representative
4.5 School Governing Council Representative
of School BAC Team
4.6 Property Custodian
4.7 Inspectorate Team
4.8 GPTA
•
SUGGESTED GUIDELINES IN THE GRANTING
OF RECOGNITION AND INCENTIVES