WHAT YOU NEED TO KNOW ABOUT SCHOOL-BASED MANAGEMENT
School-based management (SBM) is a strategy to improve education by transferring significant decision-making 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/Consumer Guide)
The SBM System focuses efforts in strengthening support systems of the Department of Education on School-Based Management through improved educational planning and management.
Its objectives are to strengthen the support systems of DepED, Regional Offices, selected Divisions and schools for School Based Management through improved educational planning and management and development of a functional management support system for continuing school improvement at regional, division and school levels.
Its advantages, meanwhile, are to allow competent individuals in the schools to make decisions that will improve learning; give the entire school community a voice in key decisions and focus accountability for decisions.
Also, it leads 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.
From the beginning, the school board and superintendent must be supportive of schoolbased management. They must trust the principals and councils to determine how to implement the district’s goals at the individual schools.
It is important to have a written agreement that specifies the roles and responsibilities of the school board, superintendent and district office, principal, and SBM council. The agreement should explicitly state the standards against which each school will be held accountable.
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.
In summary, SBM must have the strong support of school staff. It will be more successful if it is implemented gradually. The 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 also 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.
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The author is OIC-ASDS, Division of Zambales