Pictures used in the presentation were taken during the SBM Validation at Baao West Central School

1. S C H O O L - B A S E D M A N A G E M E N T ( S B M )
A R N U L F O S . B A Y O S , J R .

2. S C H O O L - B A S E D
M A N A G E M E N T ( S B M )
is a strategy to improve education by transferring
significant decision-making authority from the
Central Office to individual schools.
SBM provides principals, teachers, students, and
parents greater control over the education process
by giving them responsibility for decisions about
the budget, personnel, and the curriculum.
Through the involvement of teachers, parents, and
other community stakeholders in these key
decisions, SBM can create more effective learning
environments for children.

3. S C H O O L - B A S E D
M A N A G E M E N T ( S B M )
the decentralization of decision-making
authority from central, regional and
division levels to the individual schools,
with the intent of bringing together the
school heads, teachers, students as
well as parents, the local government
units, and the community at large in
bringing about improved learning
outcomes through effective schools.

4. S B M G E N E R A L O B E J E C T I V E S :
Provide opportunity to
schools with potential to
improve the quality of
the organizations
practice and learning
outcomes through self-
assessment and peer
review.
1
Develop a functional
management support
system for continuing
school improvement
2
Consolidate the best
practice of accredited
schools and utilize them
for the continuous
upgrading of the PASBE
standards
3

5. S B M S P E C I F I C O B J E C T I V E S :
Highlight
Highlight
learners as
center of SBM
Practice
Encompass
Encompass the
diverse realities
of learning
context defined
and uniquely
occurring within
specific
geographic,
social, cultural,
economic and
environmental
make-up of the
contemporary
society
Enhance
Enhance
commitment of
education
stakeholders at
all levels to
their
responsibilities
and
accountabilities
in realizing
education
outcomes for
learners
Promote
Promote
shared
governance
between the
school and
community
Integrate
Integrate
accreditation
into SBM for a
seamless
assessment of
a school
system
Improve
Improve the
school
system’s
capacity to be
on track in
achieving the
Sustainable
Millennium
Goals and
sustain
performance

6. W H AT A R E T H E A D VA N TA G E S ?
• 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;
• Lead to greater creativity in the design of
programs;

7. W H AT A R E T H E A D VA N TA G E S ?
• Redirect resources to support the goals
developed in each school;
• 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.

8. H O W D O E S S B M A F F E C T T H E
R O L E O F T H E S C H O O L B O A R D ?
• 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 not give up authority by
sharing authority. The board’s role
changes little in a conversion to SBM.

9. H O W D O E S S B M
A F F E C T T H E
R O L E O F T H E
S U P E R I N T E N D E N
T ?
• The superintendent and her
district/school office staff facilitate the
decisions made at the school level
and provide technical assistance
when a school has difficulty
translating the its vision into high-
quality programs. Developing student
and staff performance standards and
evaluating the schools are also the
responsibility of the district staff.

10. H O W D O E S
S B M
A F F E C T
T H E R O L E
O F T H E
D I S T R I C T
O F F I C E ?
• The district office will generally continue to
recruit potential employees, screen job
applicants, and maintain information on
qualified applicants from which the schools
fill their vacancies. The district office may
also 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.

11. H O W A R E B U D G E T D E C I S I O N S
M A D E ?
• Each school determines how to spend
the allocated fund in such areas as
personnel, equipment, supplies, and
maintenance. In some instances, 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.

12. H O W A R E D E C I S I O N S M A D E AT
T H E S C H O O L L E V E L ?
• Create school management councils 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 assessment
and develops a plan of action that
includes statements of goals and
measurable objectives, consistent with
school board policies.

13. H O W A R E D E C I S I O N S M A D E AT
T H E S C H O O L L E V E L ?
• The principal has a large role in the
decision-making process, either as
part of a team or as the final
decisionmaker.

14. W H AT I S
N E C E S S A R Y W H E N
I M P L E M E N T I N G
S B M ?
• 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 goals at the
schools.

15. W H AT I S
N E C E S S A R Y W H E N
I M P L E M E N T I N G
S B M ?
• Training in such areas as decision-
making, problem solving, 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.

16. I N S U M M A R Y:
• 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, but also must learn how
to adjust to new roles and channels of
communication.
• Financial support must be provided to make
training and time 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.

17. W H AT A R E T H E
L I A B I L I T I E S O F
S B M ?
• Participatory 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 members who participate in the
councils may need training in budget matters;
some teachers may not be interested in the
budget process or want to devote time to it.

18. W H E R E H A S
S C H O O L -
B A S E D
M A N A G E M E N T
B E E N
I M P L E M E N T E D
?
• Hundreds of schools
across the country have
implemented the SBM.

19. F O U R ( 4 )
P R I N C I P L E S
I. Leadership and Governance
II. Curriculum and Learning
III. Accountability and
Continuous Improvement
IV. Management of Resources

21. O B J E C T I V E S :
Empower
Empower the school
heads to lead their
teachers and students
through reforms which
lead to higher learning
outcome;
Decentralize
Bring resources,
including funds down to
the control of school to
spur change in line with
decentralization;
Strengthen
Strengthen partnership
with communities to
invest time, money and
effort in making the
school a better place to
learn; and
Integrate
Integrate school
management and
instructional reformation
for school effectiveness.

22. I .
L E A D E R S H I P
A N D
G O V E R N A N C E
A network of leadership that
provides the vision and direction
to the education system making it
relevant and responsive to the
contexts of diverse communities.

23. I . L E A D E R S H I P A N D G O V E R N A N C E ( 3 0 % )
I N D I C A T O R S :
1. In place is a Development
Plan (e.g., SIP) developed
collaboratively by the
stakeholders of the school and
community.
2. A network of leadership and
governance guides the
education system to achieve its
shared vision, mission and
goals making them responsive
and relevant to the context of
diverse environments.
3. The school is organized by a
clear structure and work
arrangements that promote
shared leadership and
governance and define the roles
and responsibilities of the
stakeholders.
4. A leadership network
facilitates communication
between and among school and
community leaders for informed
decision-making and solving of
school community wide learning
problems.
5. A long-term program is in
operation that addresses the
training and development needs
of school and community
leaders.

24. I . L E A D E R S H I P A N D G O V E R N A N C E
• Enhanced School Improvement Plan (E -
SIP)
• School Report Card (SRC)
• Continuous Improvement Plan
• Physical Facilities Management
• Community-Based Child Mapping
• Documentations
• Organization Structure
• Calendar of Activities
• Professional Development Programs
(PDPs) with TNA/ TSNA and Matrices
• School partnerships and outreach
programs including MOAs/MOUs
• Action Plans to Address School Needs
• Teacher Academic Directory/Listing

25. I I .
C U R R I C U L U M
A N D
L E A R N I N G
The learning system
collaboratively developed
and continuously improved,
anchored on the community
and learner's contexts and
aspirations.

26. I I . C U R R I C U L U M A N D L E A R N I N G ( 3 0 % )
I N D I C AT O R S :
1. The curriculum provides for the
needs of all types of learners in the
school community.
2. The implemented curriculum is
localized to make it more meaningful to
the learners and applicable to life in the
community.
3. A representative group of school and
community stakeholders develop the
methods and materials for developing
Creative thinking and problem solving.
4. The learning systems are regularly
and collaboratively monitored by the
community using appropriate tools to
ensure the holistic growth and
development of the learners and the
community.
5. Appropriate assessment tools for
teaching and learning are continuously
reviewed and improved, and
assessment results are contextualized
to the learner and local situation and
the attainment of relevant life skills.
6. Learning managers and facilitators
(teachers, administrators and
community members) nurture values
and environments that are protective of
all children and demonstrate behaviors
consistent to the organization’s vision,
mission and goals.
7. Methods and resources are learner
and community friendly, enjoyable,
safe, inclusive, accessible and aimed
at developing self-directed learners.
Learners are equipped with essential
knowledge, skills, and values to
assume responsibility and
accountability for their own learning.

27. I I . C U R R I C U L U M A N D L E A R N I N G
• Performance Indicators
• Classroom Observation Reports (RA)
• Action Researches on Learning and Instructions
• Benchmarking Visits
• Proposals from Stakeholders and School Partners
• Parents' - Teachers' Association Resolutions
• List of instructional materials and equipment
• Service Centers
• Data/Test Bank for Learner Assessment
• Assessment Results
• List of Mastered, Least Mastered, and
Not Mastered Skills
• Comparative Analysis of Periodic Test
Results
• Reports
• Best practices
• Functional student organizations

28. I I I .
A C C O U N T A B I L I T Y
A N D C O N T I N U O U S
I M P R O V E M E N T
• A clear, transparent, inclusive
and responsive accountability
system is in place,
collaboratively developed by
community stakeholders,
which monitors expected and
actual performance,
continually addresses the
gaps, and ensures a venue
for feedback and redress.

29. I I I . A C C O U N T A B I L I T Y A N D C O N T I N U O U S
I M P R O V E M E N T ( 2 5 % )
I N D I C A T O R S :
1. Roles and responsibilities of
accountable person/s and
collective body/ies are clearly
defined and agreed upon by
community stakeholders.
2. Achievement of goals is
recognized based on a
collaboratively developed
performance accountability
system; gaps are addressed
through appropriate action.
3. The accountability system is
owned by the community and is
continuously enhanced to
ensure that management
structures and mechanisms are
responsive to the emerging
learning needs and demands of
the community.
4. Accountability assessment
criteria and tools, feedback
mechanisms, and information
collection and validation
techniques and processes are
inclusive and collaboratively
developed and agreed upon.
5. Participatory assessment of
performance is done regularly
with the community.
Assessment results and lessons
learned serve as basis for
feedback, technical assistance,
recognition and plan
adjustment.

30. I I I . A C C O U N TA B I L I T Y A N D
C O N T I N U O U S I M P R O V E M E N T
• Minutes of meetings (reorientation and
revisiting manuals and guidelines on
defining roles and responsibilities)
• Accomplishment Reports
• SWOT Analysis/GAP Analysis
• Recognition Program and Rewards
• Incentive System with Guidelines
(Outstanding Teachers, Perfect
Attendance, Recognition Program)
• School Rules and Regulations
• Formulated Plans Based on the Result of
Assessment (TQC, Remedial Lessons,
Enhancement Remedial Classes) and
Monitoring & Evaluation Results
• Assessment tools

31. I V .
M A N A G E M E N T
O F
R E S O U R C E S
• Resources are
collectively and
judiciously mobilized
and managed with
transparency,
effectiveness and
efficiency.

32. I V . M A N A G E M E N T O F R E S O U R C E S ( 1 5 % )
I N D I C A T O R S :
1. Regularly resource inventory
is collaboratively undertaken by
learning managers. Learning
mangers, learning facilitators,
and community stakeholders as
basis for resource allocation
and mobilization.
2. A regular dialogue for
planning and resource
programming, that is accessible
and inclusive, continuously
engage stakeholders and
support implementation of
community education plans.
3. Resources are collectively
and judiciously mobilized and
managed with transparency,
effectiveness, and efficiency.
4. Regular monitoring,
evaluation, and reporting
processes of resource
management are collaboratively
developed and implemented by
the learning managers,
facilitators, and community
stakeholders.
5. There is a system that
manages the network and
linkages which strengthen and
sustain partnerships for
improving resource
management.

33. I V. M A N A G E M E N T O F R E S O U R C E S
• Functional Resource Management Committee
• System Flow Chart
• Guidelines and Directories
• Inventory report
• Financial plan/budget, SIP and PAPs resources
• Access to Learning Resources (Internet, portal, equipment)
• School website and learning resource portal (local)
• Resource management plan included in every action plans and workplans for
different PAPs
• Financial Statements

34. W H Y A S S E S S
T H E
S C H O O L -
B A S E D
M A N A G E M E N
T ( S B M )
P R A C T I C E S ?
Determine the level of SBM practices in
school
Provide basis on which to establish it plan of
action
Improve the SBM support systems through
interventions that the school and other
admin levels of DepEd
Determine effectiveness of SBM practices in
the delivery of basic education services

35. A D M I N I S T R AT I O N O F S B M
A S S E S S M E N T
• STAGE 1: School Head’s Orientation by the DO
• STAGE 2: Responding to the Instrument by the School
Stakeholders
Phase 1: Orientation of School – Stakeholders as
Respondents
Phase 2: Actual Inventory of Evidences
Phase 3: Summarizing the Responses
• STAGE 3: Focused Group Discussion (FGD)

36. P E R F O R M A N C E I N D I C AT O R S ( 6 0 % )
ACCESS (45%) – Enrollment
EFFICIENCY (25%) – Dropout and Completion Rates
QUALITY (30%) – NAT MPS

37. O V E R A L L
R A T I N G
• 4 Principles – 40%
• Performance Indicators
– 60%
Total : 100%

38. S B M L E V E L
O F
P R A C T I C E
V A L I D A T I O N
1. School Self-Assessment
2. SDO Level Validation
3. Endorsement of Schools
4. Regional Validation
5. Regional Recognition of Level 2
and 3 Schools
6. Monitoring of Level 2 Schools

39. D E S C R I P T I O N O F
S B M L E V E L S
Level I: DEVELOPING – Developing
structures and mechanisms with
acceptable level and extent of
community participation and impact on
learning outcomes

40. D E S C R I P T I O N O F
S B M L E V E L S
• Level II: MATURING – Introducing
and sustaining continuous
improvement process that integrates
wider community participation and
improve significantly performance
and learning outcomes

41. D E S C R I P T I O N O F
S B M L E V E L S
• Level III: ADVANCED – Ensuring the
production of intended
outputs/outcomes and meeting all
standards of a system fully integrated
in the local community and is self-
renewing and self-sustaining

42. R O L E S & R E S P O N S I B I L I T I E S O F S C H O O L
H E A D S I N T H E I M P L E M E N T A T I O N O F S B M
1
School Heads work
to diffuse power
throughout the
school organization
in order to solidify
and increase
commitment to
reform.
2
School Heads
promote schoolwide
staff development
by encouraging on-
site, continuous
staff development
rather than the one-
shot variety.
3
School Heads
distribute
information liberally
and frequently to
internal and
external
stakeholders using
a variety of
strategies.
4
School Heads
reward staff
members who took
on more
responsibility and
spent more time
managing their
schools by reducing
teaching loads or
providing funding to
attend professional
development
activities.
5
School Heads
create support
systems for
teachers'
involvement in
decision making, as
well as curriculum
and instructional
innovations.

43. D E P E D ’ S
N A T I O N A L
Q U A L I T Y
M A N A G E M E N T
S Y S T E M ( N Q M S )

44. D E P E D ’ S N AT I O N A L Q U A L I T Y
M A N A G E M E N T S Y S T E M ( N Q M S )
Establish One DepEd,
One QMS for Improved
Service and Better
Client Satisfaction
amidst the Pandemic
Covers the Provision of
Quality Basic Education
Services –
Management, Core,
Support, Outsourced
Processes of DepEd

45. D E P E D ’ S N AT I O N A L
Q U A L I T Y M A N A G E M E N T
S Y S T E M ( N Q M S )
• NQMS is in line with DepEd Order No. 9 s. 2021
which aims to integrate the Department’s
internal processes, upgrade people capacity,
ensure consistency in the delivery of quality
services, and foster continuous process
improvement that will result in enhanced and
sustained client satisfaction.

49. S C H O O L I M P R O V E M E N T P L A N ( S I P )

50. S C H O O L
I M P R O V E M E N T
P L A N ( S I P )
• The SIP is the roadmap that lays
down the specific solutions to
corresponding identified priority
improvement areas covering a
period of three (3) consecutive
school years.

51. S C H O O L I M P R O V E M E N T P L A N ( S I P )
3 KRAs
• Access
• Quality
• Governance

52. F E AT U R E S O F S I P :
Evidence –
based
Result-
based
Child or
learner-
centered

53. S I P A S A N I M P O R TA N T
E L E M E N T O F S B M
Further devolves governance of education to school
Empowers school teams and personnel
Expands community participation and involvement
Makes delivery of education services more responsive
efficient, and effective

54. S I P S H A L L B E G U I D E D B Y T H E
F O L L O W I N G P R I N C I P L E S :
The SIP shall be anchored on the DepEd vision, mission, core values ,strategies, and on
Central, Regional, Division and school goals.
The SIP shall be evidence and results-based ,child and learner centered.
The formulation and implementation of the SIP shall involve the active participation of all
education stakeholders in the school and community such as the school heads,
teachers, parents, community leaders and learners themselves among others.

55. S I P I S T H E B A S I S F O R T H E
S C H O O L S A N N U A L I M P R O V E M E N T
P L A N
1.Child
Protection Plan
2.Disaster risk
Plan
3.Management
Plan
4.Learning
Plan
5.Cell Action
Plan

56. A N N U A L
I M P R O V E M E N T
P L A N ( A I P )
• is the year-by-year plan for the
priority improvement areas
• aims to improve the key result
areas in basic education,
access, quality and
governance.
•

57. S C H O O L
A N N U A L
I M P R O V E M E N
T P L A N
It contains the specific
activities, output,
required, resources,
schedule, and individual
who will be accountable
for the said project.

58. R E F E R E N C E S
• DepEd Order No.83, s.2012
• DO No. 45 s. 2015
• (https://www2.ed.gov/pubs/OR/ConsumerGuides/baseman.html)
• quizizz.com
• clipartmax.com
• Guidelines on School-Based Management (SBM) Grants – TeacherPH
• Parang Elementary School - Management of Resources (google.com)
• School Based Management Validation of Schools | DepEd Olongapo (deped-olongapo.com)
• 40% Tool SBM Assessment FINAL.pdf (deped-nv.com.ph)
• BaaoWest CentralSchool | Facebook
• School Improvement Plan - Google Search