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DIMENSIONS OF

SCHOOL-BASED
MANAGEMENT
JOSE L. FRANCISCO
Discussant
6 (SIX) SBM DIMENSIONS

1. School Leadership
2. Internal Stakeholders
3. External Stakeholders
4. School Improvement Process
5. Resource Management
6. Performance Accountability
These dimensions are determined from
the specifics of the scale of practice
(standard, progressive, mature) to ensure
that SBM works towards improved
learning outcomes.
Level III - MATURE

Level II - PROGRESSIVE

Level I - STANDARD
DIMENSION OF SCHOOL-BASED MANAGEMENT

SBM DIMENSION RESPONDENTS


• School Head
1. School Leadership Assistant to School Head /Head
Teachers / Teachers / Grade Chair /
Dept. Head
SCHOOL LEADERSHIP
Level I - STANDARD

 School Head (SH) is designated

 SH is trained on basic competencies on instructional leadership

 SH is trained on SBM, SIP, ASB, Fiscal Mgmt., & ICT related training

 SH initiates: Organizing stakeholders, installing appropriate SBM


system
(e.g. school improvement planning, budgeting and resource
management, staffing, performance monitoring and reporting)

 SH performs fund management duties


(e.g. accounting/book keeping functions)
SCHOOL LEADERSHIP
Level II - PROGRESSIVE

 SH performs greater responsibility and accountability in school


management.
 SH exercises instructional leadership and management functions.
 SH pursues continuing professional development.
 SH as a resource on SBM (e.g., acts as mentor/coach)
 SH co‐operates with organized stakeholders.
 SH manages SBM systems
 SH is relieved of accounting / bookkeeping functions and devotes
more attention to instructional leadership and supervision
SCHOOL LEADERSHIP
Level III - MATURE

 SH is fully accountable to stakeholders for school performance

 SH significantly influences student learning outcomes and student holistic


development

 SH promotes/shares SBM experiences and leading practices to other


schools.

 SH creates critical mass of SBM champions

 SH has effective working relationship with LSB & School Governing Council
(SGC).

 SH innovates and institutionalizes continuous school improvement process

 SH acts as fund manager and devotes more attention to instructional


leadership and supervision
DIMENSION OF SCHOOL-BASED MANAGEMENT

SBM DIMENSION RESPONDENTS

2. Internal Stakeholder’s • Parent Association Representative


Participation • Teacher Association Chair
• Head of Student
Council/Organization
INTERNAL STAKEHOLDER’S PARTICIPATION
Level I - STANDARD

 Students are made aware of their rights and responsibilities as


primary stakeholders.

 Teachers are trained on curriculum, content, and pedagogy.

 Parents assume responsibilities as partners in the learning process

 Students, teachers, and parents are adequately oriented on SBM

 Students, teachers, and parents understand their respective roles


and responsibilities on SBM; and are organized for participation in
SBM processes
INTERNAL STAKEHOLDER’S PARTICIPATION
Level II - PROGRESSIVE

 Students exercise their rights and fulfills their responsibilities as


primary stakeholders.
 Teachers improve teaching effectiveness.
 Teachers pursue continuing professional development.
 Parents co‐manage and co‐monitor learning process.
 Students, teachers, and parents support SBM.
 Organized stakeholders introduce and co‐implement programs
supporting school‐wide improvement process.
 SH performs greater responsibility and accountability in school
management.
INTERNAL STAKEHOLDER’S PARTICIPATION
Level III - MATURE

 Students share in school leadership and management.

 Students are held accountable for their performance

 Teachers are co‐leaders / co‐managers of schools.

 Teachers hold themselves accountable for student performance.

 Parents are also held accountable for the performance, achievement and
well‐being of their children.

 Students, teachers, and parents champion SB

 Organized stakeholders pro‐actively engage themselves in school


governance and continuous school‐wide improvement process.
DIMENSION OF SCHOOL-BASED MANAGEMENT (BESRA)
SBM DIMENSION RESPONDENTS
• Parent Association Representative
• LGU/Barangay Chair Rep.
3. External Stakeholder • SGC Chair/Representative
• Chair of any other active group
involved in the school
(e.g. NGOs, Alumni Association)
EXTERNAL STAKEHOLDER
Level I - STANDARD

 External stakeholders are organized and made aware of their rights and
responsibilities as education stakeholders.

 Local government stakeholders are oriented into a functional LSB


(e.g., school building and facilities, extension classes, and sports
development)

 Community leaders / People’s Organizations (Pos) / Non‐Government


Organizations (NGOs) are oriented, organized, and mobilized to support
SBM
(e.g. school community partnerships at least within the classroom or
selected interventions like Adopt‐a‐School program)

 External stakeholders understand their respective roles and responsibilities


on SBM; and are organized for participation in SBM processes.
EXTERNAL STAKEHOLDER
Level II - PROGRESSIVE

 Organized external stakeholders exercise their rights and


responsibilities as education stakeholders.

 Community leaders / POs / NGOs are enabled for expanded and


school‐wide support
(e.g. Every Child A Reader Program, institutionalized remedial class
support, health and nutrition).

 Organized external stakeholders support implementation of


school‐wide improvement process which focuses on children’s
learning and development Students exercise their rights and fulfills
their responsibilities as primary stakeholders.
EXTERNAL STAKEHOLDER
Level III - MATURE

 Organized stakeholders engage themselves in school governance and


school‐wide improvement process

 Local government stakeholders are fully enabled to institutionalize


expanded LSB functions thru multi‐year supplemental lump‐sum budget
allocation for SBM (e.g., PS, MOEE, CO)

 Community leaders / POs / NGOs are fully enabled to provide


institutionalized support (including ALS) and to promote children’s
welfare.
 Organized stakeholders help create a community environment that
supports children’s enjoyment of their right to quality education and other
rights (right to express themselves freely) Students share in school
leadership and management.
DIMENSION OF SCHOOL-BASED MANAGEMENT
SBM DIMENSION RESPONDENTS

• School head
4. School Improvement • Parent association representative
• Teacher association chair
Process • Head of student council
SCHOOL IMPROVEMENT PROCESS
Level I - STANDARD

 School conducts assessment of SBM practice using


assessment tool

 SGC members are oriented and trained on SBM and school


governance. They are made aware of their duties and
responsibilities

 SIP/AIP implementation is regularly tracked and reported


with necessary corrective measures undertaken.

 Best practices are identified, documented and shared


among peers.
SCHOOL IMPROVEMENT PROCESS
Level II - PROGRESSIVE

 School conducts periodic assessment of SBM practice using


assessment tool

 SGC members are performing their respective duties and


responsibilities

 SIP/AIP implementation is benchmarked (with leading practices)


and undertakes innovations and improvements.

 Best practices are replicated.


SCHOOL IMPROVEMENT PROCESS
Level III - MATURE

 School institutionalized assessment of SBM practice using assessment


tool.

 SGC demands and champions continuous school improvement process

 SIP/AIP implementation is geared towards achieving exemplary


performance and institutionalized benchmarking and continuous
improvement processes

 Best practices are institutionalized.


DIMENSION OF SCHOOL-BASED MANAGEMENT
SBM DIMENSION RESPONDENTS
• School head
• Person in charge of school funds
5. School-Based (e.g. school budget officer/supply
officer)
Resources • SGC chair/representative
• PTA chair/representative
• LGU/Barangay chair/representative
SCHOOL-BASED RESOURCES
Level I - STANDARD

 Annual School Budget (ASB) (e.g., DepED MOOE) is aligned with SIP/AIP

 School manages and controls funds/ resources with Division Office assistance

 ASB is executed in accordance with guidelines

 ASB results in attainment of targets and desired outcomes

 School is properly informed of MOOE allocation / MOOE is published and drilled


down to schools in cash

 School undertakes school‐based procurement with Division Office assistance

 MOOE funds made available to the school are recorded, optimally utilized, reported
& accounted for
SCHOOL –BASED RESOURCES
Level II - PROGRESSIVE

 Annual School Budget (DepED MOOE + SEF+ community


contributions) is aligned with SIP/AIP
 School manages and controls funds/ resources with Division Office
technical guidance
 ASB is executed with efficiency and cost effectiveness
 ASB results surpassed targets and desired outcomes
 School MOOE allocation is augmented with LSB and community
contributions to meet desired educational outcomes
 School undertakes school‐based procurement with Division Office
guidance
 All resources and funds made available to the school are recorded,
optimally utilized, reported and accounted for
SCHOOL –BASED RESOURCES
Level III - MATURE

 Annual School Budget (DepED MOOE + SEF + community contribution and


LGU supplemental budget + grants/loans) is aligned with SIP/AI

 School fully manages and controls funds/ resources

 ASB is executed with best practices and innovations resulting in improved


school performance

 ASB results in sustained excellent performance.

 School budget is sustained and institutionalized by LGU and community


partners through supplemental budget and community equity.

 DepED representatives to the LSB monitor and influence SEF for sustained
support to SIP/AIP
DIMENSION OF SCHOOL-BASED MANAGEMENT
SBM DIMENSION RESPONDENTS
• School head
• Parent association representative
6. School Performance • Teacher association chair
• Head of student council
Accountability • SGC chair/representative
• LGU/Barangay chair/representative
SCHOOL PERFORMANCE ACCOUNTABILITY
Level I - STANDARD

 School introduces transparency and accountability mechanisms

 Monitoring and Evaluation (M/E) system is installed and operational


(e.g. data and reports are used in continuing improvement)

 Major stakeholders (SGC, PTCAs, Schools Division Superintendent, Regional


Office, LSB) are informed and participate in M/ E and reporting

 Quarterly school performance (student and teacher performance) is


monitored and evaluated by SGC.

 Improvements in learning outcomes by Grade/Year level are monitored and


evaluated by homeroom and tracked per student/subject
SCHOOL PERFORMANCE ACCOUNTABILITY
Level II - PROGRESSIVE

 School exercises transparency and accountability in carrying out its


functions

 Performance and results‐based M/E system is fully operational and


utilized in planning.

 All stakeholders fully participate in M/ E and reporting activities

 Quarterly and annual school performance (e.g. SRC) are monitored


and evaluated by community stakeholders

 Improvements in learning outcomes by Grade/Year level are


monitored and evaluated on school‐wide basis
SCHOOL PERFORMANCE ACCOUNTABILITY
Level III - MATURE

 School is fully transparent and accountable

 Stakeholders and school jointly develop and implement multi‐sectoral and


multi‐dimensional M/E system with innovations

 Stakeholders hold themselves accountable for school performance

 School performance is presented, published and validated through


community satisfaction surveys

 Improvements in learning outcomes are tracked for bench‐marking with


other SBM schools. Student
SCHOOL HEAD AS LEAD IMPLEMENTER
As lead implementer of SBM, the school head has the
following responsibilities:
 setting the vision, mission, goals and objectives of the
school;
 developing people (internal and external stakeholders),
this is now the expanded role of school leaders;
SCHOOL HEAD AS LEAD IMPLEMENTER
 transforming the school into a more effective organization
that fosters powerful teaching-learning for all students,
creating an environment within the school that is
conducive to teaching and learning;
 implementing the school curriculum and being
accountable for higher learning outcomes;
SCHOOL HEAD AS LEAD IMPLEMENTER
 developing the school education program and school
improvement plan; offering educational programs, projects
and services which provide equitable opportunities for all
learners in the community;
 introducing new and innovative modes of instruction to
achieve higher learning outcomes;
SCHOOL HEAD AS LEAD IMPLEMENTER
 administering and managing all personnel, physical and
fiscal resources of the school;
 recommending the staffing complement of the school
based on its needs;
 and encouraging staff development.
THE END

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