REPUBLIC OF THE PHILIPPINES

BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY

COLLEGE OF EDUCATION
THE TEACHER AND COMMUNITY, SCHOOL CULTURE, AND ORGANIZATIONAL LEADERSHIP

inar on
A sem
THE SCHOOL HEAD IN
SCHOOL-BASED
MANAGEMENT
March 28, 2023 (FRIDAY)
8:30-11:30 AM
@COLLEGE BUILDING ROOM # 203
BISCAST CAMPUS
 School Head
School Principal
FUNCTIONS OF SCHOOL HEAD
1. VISIONARY PRINCIPAL,
MOTIVATOR, ADVOCATE PLANNER
Knowledge/Skills/ Attitudes
FUNCTIONS
Required:

Lead in setting the vision, Change and future orientation.

mission and goals of the school.
2. BUILDER OF NETWORKS AND
SUPPORT SYSTEMS
FUNCTIONS Knowledge/Skills/ Attitudes Required:

Organize/ expand school, community, Networking, organizing, social

and local government networks and mobilization, advocacy.
groups that will actively participate in
the school improvement.

Lead in developing the school Development of teamwork, building

improvement plan with the consensus and skills in negotiation
participation of the staff and the and conflict resolution.
community.
2. BUILDER OF NETWORKS AND
SUPPORT SYSTEMS
FUNCTIONS Knowledge/Skills/ Attitudes Required:

Lead in developing and maintaining Participatory planning and

the School Management Information administrative management.
System. Generation and use of data and
information as basis for planning and
management
3. CURRICULUM DEVELOPER

FUNCTIONS Knowledge/Skills/ Attitudes Required:

Create a physical and psychological Development of collective

climate conducive to teaching and accountability for school and student
learning. performance.

Localize and implement school Designing of the curriculum to address

curriculum. both national goals, local needs, and
aspirations.
3. CURRICULUM DEVELOPER
FUNCTIONS
Encourage development and use of
innovative instructional methods
focused on improving learning
outcomes, increasing access to basic
education, improving the holding
power of schools and addressing
specific local problems.
Knowledge/Skills/ Attitudes Required:
Creation of an open learning system
based on several resource materials
rather than on single textbooks.
Participatory and peer-based
instructional supervision.
4. FISCAL RESOURCE MANAGER
FUNCTIONS Knowledge/Skills/ Attitudes Required:

Administer and manage all personnel Fund management

physical and fiscal resources of the
school.

Encourage and accept Donations, Serving as model for transparency and

gifts, bequests and grants for accountability especially in financial
educational purposes and report all Management.
such donations to the appropriate
offices.
 FACTORS OF SCHOOL
EFFECTIVENESS BASED ON
RESEARCH
Factors of School Effectiveness Based on Research

School-Based Management (SBM) is the mechanism introduced

by the Department of Education in the Philippines to
continuously work on effective schools. As the term implies, in
SBM, schools are given greater autonomy to make decisions
regarding education of children.
Factors of School Effectiveness Based on Research

This research finding of OECD confirms "that school

autonomy has a positive relationship with student
performance when accountability measures are in place
and/or when school principals and teachers collaborate in
school management" (OECD, 2012).
Factors of School Effectiveness Based on Research

China and Singapore have been "devolving more responsibility to

the school level" (Stewart, 2008).
In Finland, accountability rests on the trust placed by families and
government in the professional competence of teachers (Stewart,
2008).
In the Philippines, the devolving of more responsibility to the
schools was done through the School-Based Management (SBM).
Factors of School Effectiveness Based on Research

SBM was introduced during the implementation of the Third

Elementary Education Project (TEEP), 1999-2005.
In 2005, TEEP conducted a study to determine the effect of school-
based management on student performance in the Philippines.
The results showed that the introduction of SBM had a statistically
significant, although small, overall positive affect on average
school-level test scores in 23 school districts in the Philippines.
Factors of School Effectiveness Based on Research

With SBM, significant decision-making authority was

transferred from state and district offices to individual schools.
SBM provided principals, teachers, students, and parents
greater control over the education process by giving them
responsibility for decisions about the budget, personnel, and
the curriculum.
Factors of School Effectiveness Based on Research

To further strengthen the School-Based Management (SBM)

practice and re-emphasize the centrality of the learners and the
involvement of relevant community in basic education service
delivery,
The Department of Education (DepEd) embarked on
revisiting the SBM framework, assessment process and tool
to improve on already recognized successful SBM practices
across the regions (DO 83, s. 2012).
Factors of School Effectiveness Based on Research

To institutionalize decentralization efforts at the school level and in

line with Republic Act No. 9155 also known as Governance of Basic
Education Act of 2001.
The Department of Education (DepEd) provided School-Based
Management (SBMI Grants as additional funds to public
elementary and secondary schools... to augment the school
fund on Maintenance and Other Operating Expenses (DO 45, s.
2015).
PHILIPPINE ACCREDITATION
SYSTEM FOR BASIC
EDUCATION (PASBE)
PHILIPPINE ACCREDITATION SYSTEM FOR
BASIC EDUCATION (PASBE)

The institutionalization of SBM was strengthened

with the introduction of the Philippine Accreditation
System for Basic Education (PASBE) which was
launched through DepEd Order No. 64, s 2012.
PHILIPPINE ACCREDITATION SYSTEM FOR
BASIC EDUCATION (PASBE)

Accreditation is a process of self-evaluating and peer-

review to ensure that quality standards agreed upon by
stakeholders are understood, implemented, maintained,
and enhanced for continuous improvement of learner
outcomes (DepEd DO 20,s,2013- The Philippine
Accreditation System for Basic Education (PASBE)
Supplemental Guidelines to DepEd Order No. 83, s, 2012).
The standards of quality or effective schools are
grounded on the four principles of A Child and
Community Centered Education System (ACCESS)

1. Principle of collective leadership

2. Principle of community-based learning
3. Principle of accountability for performance and result
4. Principle of convergence to harness resources of
education
The school level of SBM:

Level I. DEVELOPING

- A school Level I, Developing, means that the school

is developing structure and mechanism with acceptable
level and extent of community participation and impact
on learning.
The school level of SBM:

Level II. MATURING

-A school level II, described as Maturing, means that

the school is introducing and sustaining continuous
improvement process that integrates wider community
participation and significantly improved performance
and learning outcome.
The school level of SBM:

Level III. ADVANCE (Accredited)

- means that the school is ensuring the production

of intended outputs/outcomes and meaning all
standards of a system fully integrated in the local
community and its self-renewing and self-sustaining.
FACTORS THAT CONTRIBUTE TO
SCHOOL EFFECTIVENESS
FACTORS THAT CONTRIBUTE TO SCHOOL
EFFECTIVENESS:

1. HUMAN FACTORS
This includes:
Dynamic school head,
Highly selected competent and committed
teachers,
Highly motivated pupils with high expectation, and
A supportive community.
FACTORS THAT CONTRIBUTE TO SCHOOL EFFECTIVENESS:

2. NON-HUMAN FACTORS, processes

- This refers to:

clear and shared vision mission (focus),

high expectation/ambitious Standards,
emphasis on accountability,
align curriculum, instruction and assessment with
state/ DepEd standards,
FACTORS THAT CONTRIBUTE TO SCHOOL EFFECTIVENESS:

2. NON-HUMAN FACTORS, processes

- This refers to:

efficiency or optimal utilization off resources and

facilities,
collaboration and communication,
focus professional development, and global and
future orientation.