SULTAN KUDARAT STATE UNIVERSITY

College of Teacher Education

ACCESS Campus, EJC Montilla, Tacurong City

WRITTEN REPORT
in
Prof Ed 602

(Factor of School Effectiveness

Based on Research)
First Semester 2020-20201

Submitted by
Grazel L. Millones
BPED2-A

Submitted to
Evora Hiso-Dioneza
Subject Instructor
 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

Table of Contents
1) Parts
a. Cover Page
b. Table of Contents
c. Introduction 3
i. Motivational Activity 4
d. Discussion
i. SBM effectiveness Based on Research 5
ii. SBM Grant 7
iii. SBM-PASBE Operatinal Framework 9
iv. Factors that contribute to school Effectiveness 10
v. Evaluation 10

e. Summary 11
f. References (composed of at least 5) 12
g. Reporters’ Profile 13

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 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

Introduction
One problems of education in Philippines is the deteriorating low quality of
education at every level of education. All efforts have been made in improving the
quality of education, ranging from curriculum development, improving teacher
competence through trainings, increasing teacher income, improving learning and
facilities and infrastructure in every school, but not yet showing maximum or satisfactory
results. There are some schools that show change but there are also still looks worried
about the situation. Although efforts have been made but still produce unsatisfactory
results.
The government's wishes outlined in state direction for the management of
education directed at decentralization demands the active role of society to realize
regional autonomy. The government gives autonomy to the region to the educational
unit to develop all the potential owned by the region or school. The national education
system from the centralized to the decentralistic system (school autonomy) is a step
that needs to be hastened. Decentralization of education may be able to improve the
quality and quality of education. The government's effort in national education
development is to apply SBM at the primary or secondary level, as various studies
conclude that SBM is effective in improving the quality of education at the primary and
secondary levels. The provision of broad autonomy of education in schools is the
government's concern for the symptoms that appear in the community as well as efforts
to improve the quality of education in general. The granting of this autonomy demands a
more conducive school management approach in order to accommodate all the wishes
as well as empower the various components of society effectively, in order to support
the progress and the existing system at the school. In this context, SBM emerges as a
new alternative pradigma of education management offered. SBM is a concept that
offers school autonomy to determine school policy in order to improve the quality of
efficiency and equity of education in order to accommodate the wishes of local
communities and establish close cooperation between schools, communities, and
government.

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 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

Motivational Activity
Draw anything that comes in your mind after you read the quotes below.

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 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

Factor of School Effectiveness Based on Research

At the end of the lesson/s student must;
a. Identify the factors that contribute to school effectiveness
b. Give the 4 principles of SBM
c. Determine the level of SBM practices in school

Effective practices need to be institutionalized for them to become part of the

school Culture. To build professional capacity and establish mechanism that
supports the continuing quality improvement of schools is an assurance that
effective schools even become more effective. 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.
School Autonomy Effectiveness based on Research
 OECD (Organisation for Economic Cooperation and Development) Is an
international organization that works to build better policies for better lives.
It confirms "that school autonomy has a positive relationship with student
performance when account-ability measures are in place and/or when school principals
and teachers collaborate in school management"
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).
Philippines, the devolving of more responsibility to the schools was done through
the School-Based Management (SBM)

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 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

 TEEP (Third Elementary Education Project) TEEP’s approach was to

improve comprehensively the educational environment in the target
provinces by providing various inputs. Aiming to improve quality, access,
and management of elementary education.
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 using the
administrative dataset of all public schools in 23 school districts over a 3-year period,
2003-2005.

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 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

Factors of School Effectiveness based on Research

The results showed that the introduction of SBM had a statistically significant, although
small, overall positive effect on average school-level test scores in 23 school districts in
the Philippines.

Through SBM;

 significant decision-making authority was transferred from state and district

offices to individual schools.
 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
 create more effective learning environments for children
In line with Republic Act No. 9155 also known as s Governance of Basic Education Act
of a 2001 and SBM, the Department of Education DEPed provide SBM Grants.

School Based Management (SBM) Grants

- is a funding facility extended to public elementary and secondary schools by the
Department of Education (DepEd) to help accelerate improvements in learning
outcomes that will redound to achievement of EFA and MDG targets by 2015. Improved
learning outcomes are measured in terms of student participation, completion, and
achievement.
SBM Grant aims to improve the following;

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 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

The SBM Grant can be used for different activities aiming for the following;

 (PASBE) The Philippine Accreditation System for Basic Education Accreditation

is a process of self-evaluation and peer-review to ensure that quality standards
agreed upon by stakeholders are understood, implemented, maintained, and
enhanced for continuous improvement of learner outcomes. Officially launched
through DepEd Order No. 64, s. 2012, the harmonized accreditation was
relaunched in DepEd Order No. 83, s. 2012 as an integral component of School-
Based Management (SBM) practice. PASBE is the quality assurance
mechanism of the SBM practice.
Standard of an effective schools are grounded on the four principles of A
Child-and -Community -Centered Education Systems (ACCESs)
(1) principle of collective leadership
(2) principle of community-based learning
(3) principle of accountability for performance and results and

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 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

(4) principle of convergence to harness resources for education

SBM-PASBE Operational Framework

School’s level of SBM

Level 1: Developing
Level 2: Maturing
Level 3: Advanced (Accredited)

Level 1, Developing, means that the school is developing structures and mechanisms
with acceptable level and extent of community participation and impact on learning.
Level 2, Maturing, means that the school is introducing and sustaining continuous
improvement process that integrates wider community participation and significantly
improve performance and learning outcomes.
Level 3, Advanced (Accredited) means that the school is ensuring the production of
intended outputs/outcomes and meeting all standards of a system fully integrated in the
local community and is self-renewing and self-sustaining.

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 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

Factors that Contribute to School Effectiveness

Research findings point to the following factors that spell school effectiveness:
1. Human factors - These include a dynamic school head, highly selected
competent and committed teachers, highly motivated pupils with high
expectations, and a supportive community.
2. Non- human factors, processes- These refer to clear and shared vision-
mission (focus), high expectations/ ambitious standards, emphasis on
accountability, aligned curriculum, DepEd standards, instruction and assessment
with state / efficiency or optimal utilization of resources and facilities, focused
professional collaboration and communication, focused professional
development, and global and future orientation.

These factors are exemplified by high per schools in Philippines and abroad and
by the best education performing countries in the world.

Evaluation
 Draw and explain comprehensively the SBM-PASBE Operational Framework (5
pts)
 How can you apply the 4 principles of SBM in our university? Cite a 2-4
examples (5 pts.)

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 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

Summary

In the Philippines, the practice of School-Based. Management, gave greater

autonomy to schools to make decisions in collaboration with parents and community
towards greater school effectiveness. The SBM Assessment Tool is an instrument
used to assess schools' effectiveness and its use for accreditation of schools is an
assurance that effective practices get institutionalized to build the school's culture of
excellence. OECD research confirms that school autonomy enable them to better
respond to school’s specific education needs. By the help of TEEP, Philippines was
determined to have positive effect in introduction of SBM. School Based
Management decision-making authority was then transferred from state and district
offices to individual schools. DEPed appreciated the improvement of the quality of
education through the support of SBM by providing additional fund in line with the
Governance of Basic Education Act of a 2001. SBM was strengthened in assistance
of PASBE to ensure that quality standards agreed upon by stakeholders are
understood, implemented, maintained, and enhanced for continuous improvement of
learner outcomes.

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 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

References
https://www.oecd.org/about/#:~:text=The%20Organisation%20for%20Economic%20Co,and
%20well%2Dbeing%20for%20all.

https://www.teacherph.com/guidelines-school-based-management-sbm-grants/
#:~:text=1.1%20School%2DBased%20Management%20(SBM,and%20MDG%20targets%20by
%202015.

https://www.deped.gov.ph/2013/04/08/do-20-s-2013-the-philippine-accreditation-system for-
basic-education-pasbe-supplemental-guidelines-to-deped-order-no-83-s-2012-the-implementing-
guidelines-of-the-revised-sbm-framework asses/#:~:text=The%20Philippine%20Accreditation
%20System%20for%20Basic%20Education%20(PASBE)%20is%20an,by%20stakeholders
%20of%20basic%20education.https://www.teacherph.com/guidelines-school-based-
management-sbm-grants/#:~:text=1.0%20Purpose%20and%20Coverage,and%20MDG
%20targets%20by%202015.https://www.deped.gov.ph/2015/10/28/school-based-management-
grant/

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 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

Reporter’s Profile

Name: Grazel L. Millones

Grade and Section: BPED2-A
Age: 20 years old
Citizenship: Filipino
Religion: Jehova’s Witnesses
Language Spoken: Filipino, English
Civil status: Single
Father’s name: Larry F. Millones
Occupation: Utility
Mother’s name: Mary Grace L. Millones
Occupation: Housewife
Permanent Address: Bai Saripinang,
Bagumbayan, Sultan
Kudarat
Motto in Life: Life is what we make it!
Goals in life: To be a happy and
contented person
Purpose in Life: To utilize my talent and
skills in greater good.

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 SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

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