TRANSFORMING THE

SCHOOL TO A QUALITY
CHAMPION SCHOOL
THROUGH
SCHOOL-BASED
MANAGEMENT
ROWENA T. QUIAMBAO, CESE
A S S I STA N T S C H O O LS D I V I S I O N S U PE R I N TEN D EN T
D EP ED – D I V I S I O N O F PA M PA N G A
BIG WORDS!
TRANSFORMING
QUALITY
CHAMPION
SCHOOL-BASED MANAGEMENT
TRANSFORMATION
1-4
1-5
To Build a Country,
Build a Schoolhouse
by Amartya Sen
The New York Times
Published: May 27, 2002
6
1-7
1-8
What is Quality?
Characteristic or property
Personal trait or character trait
Essential character
Superiority
Degree of excellence
A distinguishable attribute
In Another Language, Quality Can Mean
Performance Aesthetics
Reliability Features
Durability Perceived Quality
Serviceability Conformance to
standards
1-11
Quality in Education (UNICEF,
2000)

“Children have a right to an

education, a quality education”
 Quality in Education
(UNICEF, 2000, paraphrased)
Healthy learners supported by their families and communities
Safe learning environments with adequate resources and facilities
Relevant curricula and materials for the acquisition of basic skills
Child-centered teaching processes with well-managed classrooms
and schools
Outcome-based learning relevant to achievement of national
goals and society
Quality in Education
In all aspects of the school and its
surrounding education community, the
rights of the whole child, and all children,
to survival, protection, development and
participation are at the center.

(Bernard, 1999)
ACCESS TO EDUCATION

O n e D ep Ed . O n e P am p an g a.
Quality in Education
GOVERNANCE
Creative and Happy Schools
Healthy, Safe, Child-friendly, Gender sensitive,
and Motivating Learning Environment
Access, Quality, Relevant, and Liberating
K to 12 Education
A-ccess, Quality, Relevant, and Liberating
K to 12 Education
A-ccess, Quality, Relevant, and Liberating
K to 12 Education
Modern, Professional, Proactive, Nimble, Trusted
and Nurturing Institutions
Partnerships and Collaboration
Innovation, Research and ICT in Instruction
and Governance
Organizational Alignment
Nation-loving, resilient, and competent
lifelong learners
Steward, shepherd, servant and transformational
Leaders
SCHOOL TRANSFORMATION:
HOW?
 The DepEd Vision
We dream of Filipinos who [1] ________ love their country
and whose [2] _________ and
[3] _________ enable them to realize their full potential and
[4] ___________ meaningfully to
[5] __________ the nation.
As a learner-centered public institution, the Department of
Education [6] ___________ improves itself to better serve its
stakeholders.

Reference: NEAP SHDP Module

 Our Mission
To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:

ADMINISTRATOR FAMILY,
STUDENTS TEACHERS  and staff, COMMUNITY and
learn in a child- facilitate as stewards of the other
friendly, gender- learning and institution, ensure STAKEHOLDERS
sensitive, safe, constantly an enabling and  are actively
and motivating nurture every supportive engaged and share
environment. learner. environment for responsibility for
effective learning developing life-long
to happen. learners.

Reference: NEAP SHDP Module

 Our Core Values

MAKA-DIYOS MAKATAO

MAKAKALIKASA
MAKABANSA
MAKAKALIKASN MAKABANSA
MAKA-DIYOS
AN

Reference: NEAP SHDP Module

The Role of the Principal
in Improving the School

Reference: NEAP SHDP Module

It takes a village to educate a child.

(an African proverb)

Reference: NEAP SHDP Module
What is SBM?

Reference: NEAP SHDP Module

School-Based Management (SBM)
Decentralization the
delegation of power from a
central authority to regional
SBM is the decentralization of and local authorities (Merriam-
(Merriam-

decision-making authority Webster)

Webster)

from the central, regional,

division, district to schools.

Reference: NEAP SHDP Module

 School-Based Management

underscores the empowerment of the

stakeholders in school communities

to enable them to actively participate in the

continuous improvement of schools

towards the attainment of

higher pupil/student
learning
outcomes.
Reference: NEAP SHDP Module

41
 School-Based Management
SBM emphasizes the individual school (as
represented by any combination of principals,
teachers, parents, students, and other
members of the school community) as the
primary unit for improving education and the
redistribution of decision-making authority
over school operations as the primary means
by which this improvement can be
stimulated and sustained.
Reference: NEAP SHDP Module

42
SBM has the potential to be a low cost way
of making public spending on education
more efficient by increasing the
accountability of the agents involved and
by empowering the clients to improve
learning outcomes.

At the school level, school head, teachers,

students, and school staff work together with
the community leaders, local government
officials, and other stakeholders to improve
school performance. Reference: NEAP SHDP Module

43
 RATIONALE

Reference: NEAP SHDP Module

44
To encompass the diverse realities of learning contexts
defined and uniquely occurring within specific geographic,
social, cultural, economic, political, and environmental
make-up of the contemporary society

Reference: NEAP SHDP Module

45
To enhance
commitment of
education
stakeholders at all
levels to their
responsibilities and
accountabilities in
realizing the
education
outcomes for
children

Reference: NEAP SHDP Module

46
To further promote shared governance between
the school and community

Reference: NEAP SHDP Module

47
 To improve the school
system’s capacity to be
on track in achieving
goals and sustain good
performance.

Reference: NEAP SHDP Module

48
 SBM
CHAMPIONS

50 | School Heads’ Development Program: FOUNDATIONAL COURSE

SULU NING DIWA
HOME OF THE CHAMPIONS
Maraming salamat sa malasakit ninyo sa
amin!

O n e D ep Ed . O n e P am p an g a.