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SchoolBased Management WHAT IS IT? Schoolbased management (SBM) is a strategy to improve education by transferring significant decisionmaking authority from state and district offices 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 members in these key decisions, SBM can create more effective learning environments for children. Reference: Office of Research Education/ConsumerGuide WHAT ARE THE ADVANTAGES? 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; 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. Reference: Office of Research Education/ConsumerGuide HOW DOES SBM AFFECT THE ROLES OF THE SCHOOL BOARD AND THE SUPERINTENDENT AND DISTRICT OFFICE? 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. The superintendent and his or her district office staff facilitate the decisions made at the school level, and provide technical assistance when a school has difficulty translating the district's vision into highquality programs. Developing student and staff performance standards and evaluating the schools are also the responsibility of the district staff. 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. HOW ARE BUDGET DECISIONS MADE? In most SBM systems, each school is given a "lump sum" that the school can spend as it sees fit. As outlined by JoAnn Spear (1983), the district office determines the total funds needed by the whole district, determines the districtwide costs (such as the cost of central administration and transportation), and allocates the remaining funds to the individual schools. The allocation to each school is determined by a formula that takes into account the number and type of students at that school. Each school determines how to spend the lump sum allocated by the district in such areas as personnel, equipment, supplies, and maintenance. In some districts, surplus funds can be carried over to the next year or be shifted to a program that needs more funds; in this way, longrange planning and efficiency are encouraged. HOW ARE DECISIONS MADE AT THE SCHOOL LEVEL? Most districts create school management councils at each school that include the principal, representatives of parents and teachers, and, in some cases, other citizens, support staff, andat the secondary levelstudents. 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.

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School-Based Management

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SchoolBasedManagementWHATISIT?Schoolbasedmanagement(SBM)isastrategytoimproveeducationbytransferringsignificantdecisionmakingauthorityfromstateanddistrictofficestoindividualschools.SBMprovidesprincipals,teachers,students,andparentsgreatercontrolovertheeducationprocessbygivingthemresponsibilityfordecisionsaboutthebudget,personnel,andthecurriculum.Throughtheinvolvementofteachers,parents,andothercommunitymembersinthesekeydecisions,SBMcancreatemoreeffectivelearningenvironmentsforchildren.Reference:OfficeofResearchEducation/ConsumerGuideWHATARETHEADVANTAGES?AllowcompetentindividualsintheschoolstomakedecisionsthatwillimprovelearningGivetheentireschoolcommunityavoiceinkeydecisionsFocusaccountabilityfordecisionsLeadtogreatercreativityinthedesignofprogramsRedirectresourcestosupportthegoalsdevelopedineachschoolLeadtorealisticbudgetingasparentsandteachersbecomemoreawareoftheschool'sfinancialstatus,spendinglimitations,andthecostofitsprogramsand,Improvemoraleofteachersandnurturenewleadershipatalllevels.Reference:OfficeofResearchEducation/ConsumerGuideHOWDOESSBMAFFECTTHEROLESOFTHESCHOOLBOARDANDTHESUPERINTENDENTANDDISTRICTOFFICE?Theschoolboardcontinuestoestablishaclearandunifyingvisionandtosetbroadpoliciesforthedistrictandtheschools.SBMdoesnotchangethelegalgovernancesystemofschools,andschoolboardsdonotgiveupauthoritybysharingauthority.Theboard'srolechangeslittleinaconversiontoSBM.Thesuperintendentandhisorherdistrictofficestafffacilitatethedecisionsmadeattheschoollevel,andprovidetechnicalassistancewhenaschoolhasdifficultytranslatingthedistrict'svisionintohighqualityprograms.Developingstudentandstaffperformancestandardsandevaluatingtheschoolsarealsotheresponsibilityofthedistrictstaff.Thedistrictofficewillgenerallycontinuetorecruitpotentialemployees,screenjobapplicants,andmaintaininformationonqualifiedapplicantsfromwhichtheschoolsfilltheirvacancies.Thedistrictofficemayalsospecifycurriculargoals,objectives,andexpectedoutcomeswhileleavingituptotheschoolstodeterminethemethodsforproducingthedesiredresults.Somedistrictsleavethechoiceofinstructionalmaterialstotheschools,whereasothersmayrequireschoolstousecommontexts.HOWAREBUDGETDECISIONSMADE?InmostSBMsystems,eachschoolisgivena"lumpsum"thattheschoolcanspendasitseesfit.AsoutlinedbyJoAnnSpear(1983),thedistrictofficedeterminesthetotalfundsneededbythewholedistrict,determinesthedistrictwidecosts(suchasthecostofcentraladministrationandtransportation),andallocatestheremainingfundstotheindividualschools.Theallocationtoeachschoolisdeterminedbyaformulathattakesintoaccountthenumberandtypeofstudentsatthatschool.Eachschooldetermineshowtospendthelumpsumallocatedbythedistrictinsuchareasaspersonnel,equipment,supplies,andmaintenance.Insomedistricts,surplusfundscanbecarriedovertothenextyearorbeshiftedtoaprogramthatneedsmorefundsinthisway,longrangeplanningandefficiencyareencouraged.HOWAREDECISIONSMADEATTHESCHOOLLEVEL?Mostdistrictscreateschoolmanagementcouncilsateachschoolthatincludetheprincipal,representativesofparentsandteachers,and,insomecases,othercitizens,supportstaff,andatthesecondarylevelstudents.Thecouncilconductsaneedsassessmentanddevelopsaplanofactionthatincludesstatementsofgoalsandmeasurableobjectives,consistentwithschoolboardpolicies.Insomedistricts,themanagementcouncilmakesmostschoolleveldecisions.Inotherdistricts,thecounciladvisestheprincipal,whothenmakesthedecisions.Inbothcases,theprincipalhasalargeroleinthedecisionmakingprocess,eitheraspartofateamorasthefinaldecisionmaker.WHATISNECESSARYWHENIMPLEMENTINGSBM?Fromthebeginning,theschoolboardandsuperintendentmustbesupportiveofschoolbasedmanagement.Theymusttrusttheprincipalsandcouncilstodeterminehowtoimplementthedistrict'sgoalsattheindividualschools.Itisimportanttohaveawrittenagreementthatspecifiestherolesandresponsibilitiesoftheschoolboard,superintendentanddistrictoffice,principal,andSBMcouncil.Theagreementshouldexplicitlystatethestandardsagainstwhicheachschoolwillbeheldaccountable.JamesGuthrie(1986)statesthateachschoolshouldproduceanannualperformanceandplanningreportcovering"howwelltheschoolismeetingitsgoals,howitdeploysitsresources,andwhatplansithasforthefuture."Traininginsuchareasasdecisionmaking,problemsolving,andgroupdynamicsisnecessaryforallparticipatingstaffandcommunitymembers,especiallyintheearlyyearsofimplementation.Tomeetthenewchallengesofthejob,principalsmayneedadditionaltraininginleadershipskills.Insummary:SBMmusthavethestrongsupportofschoolstaff.SBMismoresuccessfulifitisimplementedgradually.Itmaytake5yearsormoretoimplementSBM.Schoolanddistrictstaffmustbegivenadministrativetraining,butalsomustlearnhowtoadjusttonewrolesandchannelsofcommunication.Financialsupportmustbeprovidedtomaketrainingandtimeforregularstaffmeetingsavailable.Centralofficeadministratorsmusttransferauthoritytoprincipals,andprincipalsinturnmustsharethisauthoritywithteachersandparents.WHATARETHELIABILITIESOFSBM?Participitorydecisionmakingsometimescreatesfrustrationandisoftenslowerthanmoreautocraticmethods.Thecouncilmembersmustbeabletoworktogetheronplanningandbudgetmatters.Thisleavesprincipalsandteacherslesstimetodevotetootheraspectsoftheirjobs.Teachersandcommunitymemberswhoparticipateinthecouncilsmayneedtraininginbudgetmatterssometeachersmaynotbeinterestedinthebudgetprocessorwanttodevotetimetoit.Membersoftheschoolcommunitymustalsobewareofexpectationsthataretoohigh.AccordingtotheAASA/NAESP/NASSPtaskforce,districtsthathavehadthemostsuccesswithSBMhavefocusedtheirexpectationsontwobenefitsgreaterinvolvementinmakingdecisionsandmaking"better"decisions.WHEREHASSCHOOLBASEDMANAGEMENTBEENIMPLEMENTED?HundredsofschooldistrictsacrossthecountryhaveexperimentedwithaspectsofSBM.Reference:OfficeofResearchEducation/ConsumerGuide______________________________________________________________________________________________________________SchoolBasedManagement(SBM)SystemwillfocuseffortsinstrengtheningsupportsystemsoftheDepEDonSchoolBasedManagementthroughimprovededucationalplanningandmanagement.Thishassubcomponentscreatedtoattainthisgoal.Reference:STRIVEObjectives:StrengthenthesupportsystemsofDepED,threeRegionalOffices,selectedDivisionsandschoolsforSchoolBasedManagementthroughimprovededucationalplanningandmanagement.Developmentofafunctionalmanagementsupportsystemforcontinuingschoolimprovementatregional,divisionandschoollevels.SchoolBasedManagement(SBM)orComponent1ofSTRIVEisaresponsetoBESRAKRT1enablingandempoweringschoolstakeholderstomanageitsownaffairsforimproveddeliveryofeducationalservicesinasustainablemanner.Assuch,thiscomponentisfocusedonthestrengtheningofsupportsystemsincludinggovernance,advisoryandpartnershipmechanismsforSBMthroughpracticalexperienceinapplicationactivitiesinthethreeregions.Theapplicationexperiencewillbefurtherenhancedthrougharangeofcapabilitybuildingactivities.______________________________________________________________________________________________________________SUBCOMPONENTS:Policy&PlanningSystemUnderthissubcomponent,STRIVEaimstoenhance/developstructures,processesandtoolsassociatedwithpolicy/planningsystemsattheschool,division,andregionallevelsParticipatoryMechanismsinEducationGovernanceThissubcomponentisdedicatedtoidentifyingexistingparticipatorymechanismsineducationgovernanceattheschool,divisionandregionHumanResourceDevelopmentofEducationManagementThissubcomponentfocusesondevelopingandpilotingtheappropriateregionalorganizationalstructuretoensurethatthedivisionsactuallysupporttheimplementationofschoolbasedmanagementasmandatedbytheEducationActof2001.Inordertohelptheregionsperformthisfunction,thesubcomponenthasdevelopedthetechnicalassistancemechanismthatwillsystematizetheprovisionofprofessionalhelpandguidancebytheregiontothedivisions,andbythedivisionstotheschools.QualityAssurance&AccountabilitySystemThissubcomponentoffersamechanismforinsuringqualityinthecriticalsystems,processes,outputs,andoutcomesofDepEDatvariousmanagementlevelstobringaboutimprovedlearningoutcomes,continuousschoolimprovementandbettertechnicalandmanagementservices.Itissupportedbytheinterlockingprocessesofmonitoringandevaluationthatsystematicallyprovideeducatorstimelyinformationusefulforplanningandformakingdecisionsandadjustments.ProgramstoImproveAccessThefocusofthissubcomponentistoestablishtheappropriatemechanismsthatwillincreasethenumberofeffectiveinitiativesundertakenbytheregion/division/schoolstoimproveaccess.Theapproachistodetermineandpilotappropriatesupportoptionsforbasiceducation.Itspecificallyaimsto:PilottestnumbersofeffectiveinitiativesdirectlyundertakenbytheTargetAccessSchoolsandCommunityLearningCenterstoimproveaccess.Developandpilottestsupportsystems/mechanismsatthedivisionleveltorenderdirecttechnicalassistancesupporttotheTargetAccessSchoolsandCommunityLearningCenters.Developandpilottestsupportsystems/mechanismsattheregionstofacilitatepolicycompliance,effectiveprogramsdeliveryandensurequalityassuranceandaccountabilities.UnifiedInformationSystemTheRegionalUISistheICTenabledsupporttotheprocessandinformationrequirementsofSBM,T&DandLRMDS.Itaimstostrengtheninformationmanagementatthetargetregionsanddivisionstoenabledatadrivendecisionmakingandprovideavenueforconnectingpeopletopeopleandpeopletoknowledgetheyneedtoeffectivelyrespondandcreatenewandrelevantinformation.Specifically,thesystemaimsto(1)streamlineandefficientlyrenderthecollectionandprocessingofeducationdatafromtheschoolsandfieldoffices,(2)institutionalizeQualityAssuranceandM&Eprocessesateveryleveloftheeducationmanagementsystem,and(3)supportinformationrequirementsofschoolbasedmanagement,planningandpolicyformulationatalllevels.TheUISshallconsistofintegrateddatabases,automatedprocessesandtechnologiesthataretobeimplementedonenhancedorganizationalstructuresandimprovedworkflowprocessesatthetargetdivisionsandregions.ConsistentwiththeoverallstrategyofbuildingonexistingDepEDsystemsandstructures,thesolutionsystemaimstoestablisheffectivelinkageswithcurrentlyfunctionalsystems.Reference:STRIVE


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