SCHOOL-BASED MANAGEMENT (SBM) SYSTEM: A Responsive Mechanism of Networking and Empowerment

Amanda V. Espinoza

School-Based Management System is a responsive mechanism of empowerment and collaboration between and among stakeholders of the school. Their unified direction and sense of partnership ensures the quality performance in teaching and learning. These stakeholders are working in unison under the spirit of Bayanihan, authority and accountability coupled with the strong sense of shared duties and responsibility. Its four principles (leadership and governance, curriculum and instruction, accountability and continuous improvement and the management of resources) are interconnected from the outset of the programs, projects and activities (PPAs), the planning process, the implementation down to the monitoring and evaluation process of each PPA.

The successful implementation of Brigada Eskwela is one of the tangible proofs of the programs. It’s about nourishing sustainable partnership to mobilize resources to realize educational goals. These pictures show strong linkages between and among stakeholders who extended heartfelt support to realize school plans under programs, projects and activities (PPAs). Under this, the school organized a clear framework that defines the shared roles and responsibilities of the stakeholders as a whole. These were highlighted in the School Improvement Plan (SIP), Annual Implementation Plan (AIP), School Report Card (SRC), School Resolutions, Functionality of Officers, Annual Trainings Conducted and Teachers’ profile. SBM truly, is a networking mechanism which enables communication between and among school-community leaders for an informed- decision –making to address school’s pressing needs to deliver basic quality education towards wholistic development of each learner. These concerns are under the leadership and governance.

SBM involves as well the curriculum, instruction and assessment. This embraces how teachers employ the curriculum and facilitate instruction for better and successful learning of our learners. This area covers also on how teachers use contextualization and localization so successful learning outcomes will be achieved through validated contextualized and localized learning materials and assessment.

SBM also promotes the culture of continuous improvement coupled with accountability. Each PPA must be focused on the wholistic development of every learner. Teachers must adopt the aforementioned culture and benefits will eventually boil down to the school children. The results of the PPAs will be certainly of great help to our learners to become more responsive, adaptive, and productive 21st century members of the society.

Rolling into one all the aforesaid success of all PPAs, one of the full pictures for all these is the effective, efficient, ethical, economical and judicious management of resources for this will give greater impact in the attainment of the PPAs that will definitely lead to the delivery of the basic quality and liberating education for our learners.

--oOo-

The author is Master Teacher I at Sto. Domingo Elementary School, Lubao North District