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Revised SBM Assessment Tool

Revised SBM Assessment Tool

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Revised SBM Assessment Tool
Revised SBM Assessment Tool

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Published by: Vincent Emmanuel Ilagan on Apr 17, 2013
Copyright:Attribution Non-commercial


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(Version 1. as of August 5, 2012)
Part I: Introduction
 The Revised School-Based Management (SBM) Assessment tool is guided by the four principles of ACCESs (A Child- and Community-Centered Education System). The indicators of SBM practice were contextualized from the ideals of an ACCESs school system. The unit ofanalysis is the school system, which may be classified as
beginning, developing or advanced (accredited level).
The SBM practice isascertained by the existence of structured mechanisms, processes and practices in all indicators. A team of practitioners and experts fromthe district, division, region and central office validates the self-study/assessment before a level of SBM practice is established. The highestlevel-
“advanced” is a candidacy for accreditation after a team of external validators confirmed the evidence of practices and proce
duresthat satisfies quality standards.
Part II: Basic School/Learning Center (LC) Information:
School/Learning Center:Region/Division:Name of School Head/LC Head:Address:
Part III: Instruction to the Users:
Please indicate using
a check mark the extent of SBM practice for each indicator listed below (numbered) based on the validation team’s
consensual agreements after systematic D-O-D (Document Analysis-Observation-Discussion). For indicators with no evidence, indicate zero.
Part IV: Rating Scale:
0 No evidence1 Evidence indicates beginning structures and mechanisms are in place to demonstrate ACCESs2 Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs3 Evidence indicates practices and procedure satisfy quality standards
1 2 3A. Leadership and GovernanceA network of leadership that providesthe vision and direction to the educationsystem making it relevant andresponsive to the contexts of diversecommunities.
There is in place a mechanism thatallows for the
development of ashared vision, mission, andgoals(VMG)
which reflects theaspirations and thrusts of thecommunity.In place is a mechanismthat allows for thedevelopment of VMG bythe school and communitymembers.The VMG is usedcollaboratively by theschool and community asguide in initiatingprograms.The mechanism empowers thecommunity to lead not onlyin the development of theVMG but in makingprogramsguided by communityaspirations and thrusts.2.
The organization’s vision, direction,
and aspirations are
periodicallyrevisited and adjusted
by the learningmanagers, learning facilitators, andcommunity stakeholders to respond
to the community’s conditions and
emerging needs.The school, vision,direction, and aspirations
are in place but there’s no
plan yet on how to keepthem responsive tochanges in theenvironment.The school vision,direction, and aspirationsare reviewed and adjustedsometimes to respond toconditions and emergingneeds.The school vision, directionand aspirations are reviewedregularly to adjust and makethem responsive toconditions and emergingneeds.3.
Stakeholders actively participate,through dialogue and/or consensus-building
, in formulating relevantpolicies and guidelines in conductingregular review and updating of community initiatives.Dialogues and consensusare seldom used informulating school policiesand regulations.Dialogues and consensusare often used informulating school policiesand regulations.Dialogues and consensus arealways used in formulatingschool policies andregulations.
The organizational structure foreducation governance promotes
ownership of goals
membersassumed particular roles andresponsibilities
to carry out initiatives.Community stakeholdersparticipate in schoolactivities as needed, inaccordance with roles andresponsibilities they haveagreed upon.Participation of communitystakeholders in schoolactivities is volunteered andguided by partnershipagreements.
Participation of communitystakeholders in schoolactivities is spontaneous,voluntary, andcollaborative.5.
The community facilitates the
development of an education plan
 based on its vision, direction, andaspirations.The education plan (i.e.SIP) is prepared by theschool stakeholders and isa separate process fromthe communitydevelopment planningThe education plan (i.e. SIP)is prepared by the schoolstakeholderswith invitedmembers of the communityin support of school visionand aspirations.The education plan (i.e. SIP) isprepared as integral part of the CommunityDevelopment Plan with thecommunity as initiator andleaders.6.
The governance practices facilitate
regular information
on the progress of theeducation development program.There is a feedback systemthat informs stakeholderson gaps between desiredand actual SBM practices.There is a feedback systemthat informs stakeholderson gaps between desiredoutcomes and actual SBMpractices and guidesdecision making with thecommunity.There is a communityaccepted feedback systemthat facilitates collaborativedecision-making.7.
are consistently based onvalued and respected
informationsources and processes
that adhere tovision, direction, and aspirations of the community.Decision-making isparticipatory andinformation-basedDecision-making is not onlyinformation-based andcollective, but also a resultof discussion.Decision-making is not onlyinformation-based andcollective and a result of discussion. It is also guidedby VMG of the schoolcommunity.

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