Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
DIVISION OF RIZAL

SCHOOL-BASED MANAGEMENT
Program Title SBM ORIENTATION (Day1)

Location and Venue Virtual via Google Meet

Duration/s: 8

Date/s: August 2, 2021

Reason for conducting  To inform all the faculty members about the SBM
SBM Orientation validation and evaluation process.
 To educate all about the content and artifacts needed in
SBM.
Key Results The teachers will be involved in the preparation of artifacts for the
SBM validation and evaluation.
Resource Materials PowerPoint presentation, laptop, internet connection
Challenges Since, it is conducted via google meet, one did not able to attend
Situation/ circumstances the online discussion because most of them did not have stable
happened during the internet connection.
orientation
Results Despite of that, we continue to discuss about the topic and make
sure that everyone is knowledgeable after the discussion.

Attachment:
1. Photo documentation
2. Narrative Report

Prepared by:

PRINCESS DOLORES A. GARCIA

NOTED:

DR. MERCEDITA L. CU
Teacher-in-Charge

Narrative Report

SCHOOL-BASED MANAGEMENT ORIENTATION

 DAY 1

Last August 2, 2021, we conducted the School- Based Management Orientaiton

via Google meet. The orientaion started at 8:06 in the morning. The parayer was led by
Rejenne Garbiel, TLE teacher follwed by the National Anthem. Checking of attendance
facilitated by Mary Ann B. Macutay, Filipino Department Coordinator, only four teachers
was not able to join the meeting link on time. An inspiraitonal quote “The capacity to
learn is a gift, the ability to learn is a skill, the willingness to learn is a choice” was
given by Lailyn M. Romero, ESP Teacher. The opening remaks is given by our beloved
school head Dr. Mercedita L. Cu. The inpirational message was given by Lilalyn T.
Suclan, Filipino Teacher.
The first topic was dicussed by Racquel U. Babol, SBM Coordinator. She takled
about the School-Based Management validation process. According to her discussion the
SBM has programs, activities and projects to improved learner’s performance. So at the
end of the session teachers will able to: perceive the rationale,objectives and scope of the
SDO Rizal’s Localized Guidelines on the SBM validation; realize the significant roles
and responsibilities of each SBM Teams per process defined; appreciate the content of
the localized guidelines as a big help to schools, sub-offices and SDO. The collection of
artifacts has approved process from region to divisions and division to sub-office up to
the schools. Also we have regional memos for onsite validation and digital presentation
of SBM and enhanced and modified through focusing on the Localized Guidelines on the
SBM Validation because of the pandemic. SBM is compared to QMS or the Quality
Management System. In QMS includes paper, practice people process compared to the
SBM it includes people, practice and paper. Wherein in SBM we need people to practice
the activities and programs in schools and need to be put into paper through
documentations. According to the rationale, SBM is a flagship program to empower the
schools to effectively address access. Efficiency, and quality issues in Basic Education.
The Deped Order 83. s.2012, sets rationale and need to validate the assessment of the
SBM Level of Practice of schools annually for continous improvement of the delivery of
basic education services, it is in lined with the Republic Act No. 9155 Governance of
Basic Education Act of 2001. The objective of the SBM is to provide comprehensive
assessment validation on performance improvement and artifacts per priciple, and to
improve SBM support system through the technical assitance the SDO-Rizal may
provide. The scope of SBM shall direct all the public elementary and secondary schools
on the validation SBM Level of Pracitce, also it shall cover SBM Teams, Validation
Teams and Term of References, Process Map, SBM Assessment, Matrix and Schedule of
Validation. The level of practice is developing, maturing and advanced. Based on her talk
we need teamwork to do this SBM and also SBM is pananagutan.
The principle II was discussed by Mariafia T. Panis, she talk before principle I to
be discussed by Aileen Mediavillo because she has check up later. According to Maam
Panis we are targeting level 2 the maturing phase. The Priciple II includes the Curriculum
and Instruction. Each priciple has indicators. The indicator 1: the Curriculum provides for
the developent needs of alltypes of learners in the scholl community. Indicator 2: te
implemented curriculum is localized to make it more meaningful to the learners and
applicable to life in community. Indicator 3: a representative group of school and
community stakeholders develop the methods and materials for developing creative
thinking and problem solving. And Indicator 4: the learning systems are regularly and
collboratively monitored by the community using appropriate tools to ensure the hollistic
growth and development and the learners and community. Indicator 5: Appropriate
assessment tools for teaching and learning are continously reviewed and improved, and
assesment results arecontextualized to the learner and attainment of relevant life skills.
 Indicator 6: Learning managers and facilitators nurture values and environments that are
protective of all children and demonstrate behaviors consistent to the organization’s
vision, mission and goals. Indicator 7: Methods and resources are learner and
community-friendly, enjoyable, accessible, and aimed at developing self-directed
learners. They are equipped with essential knwoledge, skills and values to assume
responsibility for their own learning. Based on the talk, teamwork is the ability to work
together toward a common vision.
The Principle I was discussed by Aileen G. Mediavillo. The principle II includes
the Leadership and Governance. Indicator I: in place is a Development Plan developed
collaboratively by stakeholders of the school and community. Indicator 2: the
development plan is regularly reviewed by the school community to keep it responsive
and relevant to emerging needs challenges and opportunies. Indicatort 3: the school is
organized by clear structure and work arrangement that promote shared leadership and
governance and define the roles and responsibilities of stakeholders. Indicator 4: A
leadership network facilitate communication between and among school and community
leaders for informed decision-making and solving of school-community wide learning
problems. Indicator 5: A long-term program is in operation that adresses the training and
development needs of school and community leaders. According to maam Aileen, we
rise by lifting others.

Prepared by: NOTED:

PRINCESS DOLORES A. GARCIA DR. MERCEDITA L. CU

Adviser Teacher-in-Charge

PICTORIAL REPORT
Prepared by:

PRINCESS DOLORES A. GARCIA

NOTED:

DR. MERCEDITA L. CU
Teacher-in-Charge

Prepared by:
PRINCESS DOLORES A. GARCIA

NOTED:

DR. MERCEDITA L. CU
Teacher-in-Charge