A SEMI-DETAILED LESSON PLAN

Professional Education
ProfEd 121A
The Teacher and The Community

I. Objectives:
At the end of this Chapter, you should be able to:
A. explain the meaning, advantages, disadvantages and demands of SBM;
B. state practices aligned to SBM; and
C. explain the roles, functions and competencies of school heads in SBM..
II. Subject Matter:
Reference/s: The Teacher and the Community School Culture and Organization Leadership pp. 94
- 104.
Materials: Laptop, Power point Presentation, Projector
III. Procedure:
A. Preparatory Activities
 Prayer
 Greetings
 Attendance
 Review
 The instructor will ask the following question below to review the student about
their last topic:
a. What can you remember from the last topic?
b. What have you learned since our last meeting?

 Motivation

A. Presentation/Discussion

The Local Governance Code of 1991 (RA 7160) provided for a more responsive local
government structure through a system of decentralization where local governments are given
more power, authority, responsibilities and resources. Likewise with the introduction of School
Based Management in Philippine schools, schools are given more power to direct their affairs
with the learning and development of learners as ultimate goal. In this Chapter, you are expected
to learn the rewards and challenges in implementing SBM especially on the part of the school
head.

Mabuhay Elementary School had very low Mean Percentage Score (MPS) in the last Grade 6 exit
examination. Pupil tardiness and absences are rampant. Truancy is another problem as some
pupils cut classes because they spend their time playing video games in the computer shops
nearby. Absences are also very rampant. Children claim they are told to absent by their parents to
do rice planting and harvesting.

Feeling helpless, Ms. Ligaya called on teachers, parents and leaders of the community for a
meeting. In the meeting, she presented the problems of the school and asked for help to improve
school performance. There were many suggestions given. So these were written down in a simple
matrix like the one below:

Problem Cause Objective Activity Persons Resources Timeframe Expected

 Involved Needed Outcome
1. Late To reduce Talk to PTA PTA Zero
Tardiness rising tardiness parents in officers; Meeting on tardiness
due to tv; to zero Homeroom Teachers; March 15
distance ; School
of home Head;
to school;
Compute Parents to
r shop limit tv
viewing;

PTA to
meet with
computer
shop
owners not
allow
students in
shop from
6:30 AM
and during
school
hours

2. Games in To reduce Present PTA Unexcuse

Absentee computer unexcused problem officers; d
ism shops; absences and seek Teachers; absences
pupils’ to zero solutions in School reduced
lack of PTA Head; to zero
interest to Meeting;
go to PTA talk to
school: computer
work in shops’
the farm owners;

Teachers to
come up
with
interesting
lessons to
motivate
students to
come to
school
Video
clips

Games

Reference
s

The Meaning of School-Based Management (SBM)

Ms. Ligaya, the school head, is smart. She knew she couldn't solve the problems all alone so
she involved the teachers, the parents, the student leaders and leaders of the community. She
knew that by involving them these members of the school community will feel a sense of
importance and a sense of ownership. Because they were the ones directly involved with the
problems, they themselves are in the best position to solve the problem. The actions that Ma
Ligaya took are all in accordance with School-Based Management.

What is school-based management? School based-management is a decentralized

management initiative by developing power or authority to school heads, teachers, parents and
students. (SBM) is a strategy to improve education by transferring significant decision- making
authority from the DepEd Central Office, regional offices, division 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.

SBM and the Principle of Subsidiarity

SBM is in keeping with the principle of subsidiarity which states that it is the people at the
lowest level who will know best their problems and so are in the best position to address the
same. This tenet holds that "nothing should be done by a larger and more complex organization
which can be done as well by a smaller and simpler organization. In other words, any activity
which can be performed by a more decentralized entity should be done by that more decentralized
entity." https://action.org/pub/religion-liberty/ volume-6-number-4/principle-subsidiarity) Those
in the higher echelon are far removed from the scene and are therefore not as involved and as
informed as those from those below.

Advantages of SBM

The following are strengths of SBM:

• Allow competent individuals in the schools to make decisions that will improve learning:
• Give the entire school community a voice in key decisions;
• Focus accountability for decisions;
• Lead 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.

Through SBM, decision making authority is devolved to school heads, teachers, parents and
students. This is school empowerment. This reduces bureaucratic controls on schools and
encourage school heads, teachers and parents to use greater initiative in meeting the needs of
students and community. This results in a sense of community school ownership which makes the
school realize its vision and mission.

Involving stakeholders parents, teachers, students and other members of the community is
also helpful in the mobilization of local resources to complement public resources. Concrete proof
of this is the number of classrooms built as a result of the strong partnership between schools and
communities and successful school- community programs like those described in the Chapter on
The School and the Community.

Through SBM, problems and needs at the school level get solved faster and specific
personalities and cultures are taken into consideration. These personalities and cultures are
usually ignored in multi-layered in hierarchical organization like DepEd. In a hierarchical
organization, straight jacket rules, procedures and allocation norms are given and apply to all.
takes time to solve problems if schools have to wait for answers from above. As a result, teachers,
parents and students are frustrated due to delays.

In SBM, schools take the responsibility to plan and implement their School Improvement Plans
(SIP). (The table that you scrutinized in the Activity phase of the lesson is a of a part of a School
Improvement Plan). It is the schools themselves, not DepEd higher offices that know best their
problems and the solutions to these problems. It is the schools that determine the number and kind
of teachers they need, the kind of learning materials and resources they need
Since schools are given more power to direct themselves, they made accountable for results. SBM
makes schools accountable to are the stakeholders.

Legal Basis of SBM

The Philippine Constitution provides that Congress shall enact a local government code that will
institutionalize a system of decentralization (Article 10, Sec. 3) whereby local government units
shall be extended more power, authority....The Local Government Code in 1991 is a fulfillment of
this Constitutional provision.

This means that long before the Department of Education (DepEd) legally introduced
decentralization in schools through School-Based Management (SBM) in 2001 through the
enactment of RA 9155, local government units were already empowered for local governance.
RA 9155, Basic Governance Act transfers the power and authority as well as the resources to the
school level. School empowerment is based on the assumption that the school heads including
teachers, key leaders in the community, parents know best the root and solution to the problem.

Conditions for the Success of SBM

• Teachers, school heads must be given the opportunity to make choices. They must actively
participate in school improvement planning.
• The involvement of parents and teachers must be strongly encouraged and highly welcomed.
• Stakeholders must participate in the development of a School Improvement Plan. They must
have a say on resource allocation to meet specific needs.
• Higher authorities must actively encourage thoughtful experimentation and innovation in an
atmosphere where mistakes are viewed as learning experiences. They must be willing to share
their authority with the academic and the larger community.
• Teachers must develop reflection, problem solving.

In addition, based on international experience, the following must be present for SBM to
succeed in schools:

• have basic resources,

• have developed an effective school support system:
• are provided with regular information on their performance
• are given advice on how they may improve; and
• emphasize the motivational element in the management work of the principal

The success of SBM very much depends on the school head Below are his/her functions:

Roles Functions Knowledge /Skills /Attitudes

Visionary principal, Lead in setting the vision, mission
motivator advocates and and goals of the school
planner
Builder of networks and Organize /expand school,
support systems community and local government
networks and groups that wit
actively participate in school
improvement
Lead in developing the School
improvement Plan with the
participation of the staff and the
community
Lead in developing and
maintaining the School
Management Information System
Curriculum developer Create a physical and
psychological climate conducive to
Required
Change and future orientation
Networking, organizing, social
mobilization. advocacy
Development of teamwork,
building consensus and skills
in negotiation and conflict
resolution
Participatory planning and
administrative management
Generation and use of data and
information as basis for
planning and management
Development of collective
accountability for school and
 teaching and learning student performance

Localize and implement school Designing of the curriculum to

curriculum
Encourage development and use of
innovative instructional methods
focused on improving learning
outcomes, increasing access to
basic education, improving the
holding power of schools and
addressing specific local problems
Fiscal Resource Manager Administer and manage all
personnel, physical and focal
resources of the school
Encourage and accept donations,
gifts, bequests and grants for
educational purposes and report at
such donations to the appropriate
offices
address both national goals,
local needs and aspirations
Creation of an open learn al
resource materials rather than
on single textbooks
Participatory and peer based
instructional supervision
Fund management
Serving as model for
transparency and
accountability especially in
financial management

Factors of School Effectiveness Based on Research

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 became 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.

There research finding of OECD 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 (OECD, 2012). 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).

In the Philippines, the devolving of more responsibility to the schools was done through the
School-Based Management (SBM). SBM was introduced during the 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 13-year period, 2003-2005 The results
showed that the introduction SBM had a statistically significant, although small, overall positive
ect on average school-level test scores in 23 school districts in the Philippines. (Sourer
hitp://elibrary.waldbank.org/d/e/10.1596/1813-9450. Accessed 9-1-16)

With SBM, significant decision-making authority transferred from state and district offices to
individual schools BM provided principals, teachers, students, and parents greater control over the
education process by giving them responsibility decisions about the budget, personnel, and the
curriculum Through the involvement of teachers, parents, and other community embers in these
key decisions, SBM can create more effective earning environments for children (Source Office
of Research Education/Consumer Guide) To further strengthen the School used Management
(SBM) practice and re-emphasize the centrality the learners and the involvement of relevant
community

basic education service delivery, the Department of Education (DepEd) embarked on revisiting
the SBM framework, assessment process and tool to improve on already recognized successful
SBM practices across the regions (DO 83, s. 2012). To institutionalize decentralization efforts at
the school level and in line with Republic Act No. 9155 also known as Governance of Basic
Education Act of 2001, the Department of Education (Deptid provided School-Based
Management (SBM) Grants as additional funds to public elementary and secondary schools,... to
augment the school fund on Maintenance and Other Operating Expenses (DO 45, 2015)
Philippine Accreditation System for Basic Education (PASBE)

The institutionalization of SBM was strengthened with the introduction of the Philippine
Accreditation System for Basic Education (PASBE) which was launched through DepED Order
No. 64. s 2012 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 (DepEd DO 20, s. 2013 The Philippine
Accreditation System for Basic Education (PASBE) Supplemental Guidelines to DepEd Order
No. 83, S. 2012). Sour http://www.teacherph.com/a-comprehensive guide-to-school-based-
management sbm/Accessed 9-2-2016

The agreed upon standards of quality or effective schools are grounded on the four principles
of A Child-and-Community- Centered Education Systems (ACCESS), namely: (1) principle of
collective leadership (2) principle of community-based learning (3) principle of accountability for
performance and results and (4) principle of convergence to harness resources for education. All
of these four principles also apply to SBM.

The school's level of SBM practice can either be Level 1. Developing: Level 11, Maturing and
Level III, Advanced. A school that reaches the highest level of SBM practice qualifies for an
accredited status.

standards, emphasis on accountability, aligned curriculum, instruction and assessment with

state/ DepEd standards, efficiency or optimal utilization of resources and facilities, collaboration
and communication, focused professional development, and global and future orientation.

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

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. A copy of this SBM Assessment Tool is in
Appendix A.

The heart of all these elements, both human and non-human is the school head, the school
leader. This means that all these factors that contribute to school effectiveness come forth only
with a dynamic and a transformational school leader.

C. Application:

1. Form 4 groups. Each group will do a Power point presentation to explain one of the ff: 1)
meaning, 2) advantages, 3) disadvantages and 4) demands of SBM.

2. Divide the class into 2 groups. Each group will simulate a meeting called by the school head
to address the following problems: 1) litter in the school grounds and classroom, 2) bullying
among students, 3) poorly motivated students. Apply the principles of SBM.

After each simulation, point out which act was/was not in accordance with SBM principles?

D. Generalization:

What are the Benefits of knowing School-Based Management (SBM)?

E. Evaluation:

1.) The PASBE stand for?

2.) The Philippine Constitution provides that Congress shall enact a local government code that
will institutionalize a system of decentralization?
3.) give atleast 3 advantages of SBM?
IV. Assignment/Agreement:

Write a refection paper about SBM minimum of 500 words.

Prepared by:

JOSHUA FIGUERRES
ROMEL BRIMBUELA
JANRENS RICARIO
OMAR ALQASHAMI
BTTE Electrical Technology 4A