Understanding Change

[Audio] Policy Guidelines On The Implementation Of The Revised School-Based Management (SBM) System A Policy Orientation on the DepEd Order 007, s. 2024.

[Audio] ABOUT THIS MATERIAL This presentation is supplementary to initiatives that may be planned and implemented in the field offices. All SBM Advocates are expected to have read the DepEd Order 007, s. 2024. This material shall only provide brief context about the policy development process, background on the preparations for transitioning, and a comparative approach between the previous and current SBM guidelines..

[Audio] ORIENTATION OVERVIEW As SBM Advocates, we are all PARTNERS in institutionalizing self-assessment for self-improvement. We are ambassadors of continuous improvement. We must lead the change our schools and learning institutions need to realize. In learning DepEd Order 007, s. 2024, we must: - open to change - understand change - implement change - commit to change -Mahalaga ang pagiging handa at bukas sa mga bagong ideya at proseso na hatid ng mga polisiya at patnubay. -Kailangang maunawaan ng lubos ang layunin, benepisyo, at mga epekto ng mga pagbabagong ito sa sistema ng edukasyon. -Dapat tayong aktibong magsagawa at ipatupad ang mga pagbabago sa mga paaralan o organisasyon batay sa bagong mga patakaran. -Nangangailangan ito ng pangmatagalang dedikasyon upang masiguro na ang pagbabago ay hindi lamang pansamantala, kundi tuloy-tuloy at epektibo sa pag-unlad ng edukasyon..

[Audio] & DO 83, S. 2012 DM 75, S. 2022 CONTEXT SETTING Provide background on the change initiative on the DepEd’s SBM Policy.

[Audio] DepEd Order 83, s. 2012 In 2018, DepEd’s SBM guidelines were subjected to policy review. 2018 Mar-May Consultation workshops with field offices 2019 Jan, Mar Validation workshops 2019 Apr-Jun Revision of Draft 2018 Jan–Feb FGDs and consultation meetings with CO units 2019 Sep SBM-MOVs validation workshops 2019 Aug Phase 1 Pilot- testing of the tool 2019 Jul Development of validity and reliability tool 2019 Sep Phase 2 Pilot-testing of the tool 2019 Nov SBM-MOVs validation workshops 2019 Dec Completed Draft framework and tool 2019 Nov Revision of Draft based on MOVs workshops 2019 Oct SBM-MOVs validation workshops.

[Audio] Why is there a need for a policy review? Evolved anchors and components of the SBM framework Basic Education Monitoring and Evaluation Framework Basic Education Development Plan Philippine Professional Standards for School Heads.

[Audio] Current developments in the agenda of the Department of Education Streamlining of school processes Strengthening stakeholder engagement Removal of administrative tasks of teachers Rationalizing teacher workload -Layuning gawing mas simple at mas mabilis ang mga administratibong proseso sa paaralan upang mas mabigyan ng pansin ang pagtuturo at pag-aaral. Kasama rito ang pag-aayos ng mga dokumentasyon, pag-manage ng data, at pagpapadali ng mga pang-araw-araw na gawain. -Pagtutok sa mas aktibong pakikilahok ng mga magulang, komunidad, at iba pang stakeholders sa mga desisyon at gawain ng paaralan. Ang pagbuo ng mga komite at mga forum para sa mas bukas na komunikasyon ay makakatulong sa pagbuo ng mas mahusay na sistema ng edukasyon. -Pagbabawas o pag-aalis ng mga administratibong gawain na hindi direktang nauugnay sa pagtuturo upang maglaan ng higit pang oras para sa mga mag-aaral. Ang layunin ay upang mabawasan ang pag-load ng trabaho ng mga guro at mapabuti ang kanilang kakayahan na mag-focus sa kalidad ng pagtuturo. -Pag-rebisa at pagsasaayos ng mga gawain at responsibilidad ng mga guro upang tiyakin na ito ay makakaya nilang i-manage ng maayos. Kasama dito ang pagtatakda ng makatwirang bilang ng mga klase, lesson plans, at iba pang mga responsibilidad upang maiwasan ang burnout at mapanatili ang kalidad ng edukasyon..

[Audio] Complex scoring system on SBM Level of Practice Dependence on various contextualized means of verification Tedious process in determining the level of practice Centered heavily on the process of validation.

[Audio] Unclear implementation arrangements across governance levels Teachers are assigned as the SBM coordinator Various offices simultaneously conduct school visits.

[Audio] Heavy paperwork attributed to SBM implementation Perceived as an additional workload Consumed time for actual teaching.

[Audio] Unintended messaging on the essence of school-based management Focused on getting rewards and recognition Understood as a competition among schools Seen as an advantage of large and very large schools with diverse stakeholders -Ang pagtuon sa mga parangal at pagkilala ay maaaring magdulot ng kumpetisyon sa pagitan ng mga paaralan. Ito ay maaaring magbigay ng insentibo para sa mga paaralan na pagbutihin ang kanilang mga programa at serbisyo. Gayunpaman, ito rin ay maaaring magdulot ng presyon sa mga paaralan na hindi makakaya ang kompetisyon, na maaaring magresulta sa hindi pantay-pantay na pag-access sa mga oportunidad. -Ang mga malalaki at mayamang paaralan na may maraming stakeholders ay maaaring magkaroon ng mas maraming resources at suporta upang magtagumpay sa mga kumpetisyon para sa mga parangal. Ang kanilang laki at pagkaka-diversify ng stakeholder base ay maaaring magbigay sa kanila ng higit na bentahe kumpara sa maliliit na paaralan na may limitadong resources. -Ang mga paaralan na nakatuon sa pagkakamit ng parangal ay maaaring mas magpokus sa mga resulta kaysa sa tunay na pangangailangan ng kanilang mga estudyante. Mahalaga na ang mga layunin ng mga parangal ay tumutok sa pagpapabuti ng kalidad ng edukasyon at hindi lamang sa pagkuha ng pormal na pagkilala..

[Audio] DepEd Memorandum 75, s. 2022 In 2022, to anticipate the DepEd transition from DO 83, s. 2012 to the revised SBM guidelines, a Moratorium was issued..

[Audio] Purpose of the Moratorium Prepare the field offices and schools in the anticipated transitioning Focus on practice-based provision of technical assistance Strengthen the school's self-assessment for self-improvement Establish the fundamentals of practicing school-based management.

[Audio] DO 007, s. 2024 BRIEF ORIENTATION Familiarize oneself with the revised SBM guidelines by comparing them with DO 83, s. 2012 The updating of the policy provides a definitive understanding that SBM is the gateway to school effectiveness. The practice of SBM is the preparation phase in which all schools are given an equitable opportunity to hone their intrinsic motivation to continuously improve. It is through this appreciation of the linkage between SBM and organizational success that schools learn how to endeavor for excellence. Furthermore, the updated guidelines enhance the commitment of education stakeholders to their responsibilities and accountabilities in realizing improved learning outcomes..

[Audio] Comparison between DO 83, s. 2012 & DO 007, s. 2024 Conceptual Framework DO 83, s. 2012 DO 007, s. 2024 Leads to extrinsic rewarding Leads to intrinsic rewarding >> When schools continuously improve, these positive changes are already the rewards Ang extrinsic rewarding ay tumutukoy sa mga gantimpala na ibinibigay mula sa labas ng isang tao, tulad ng pera, papuri, o iba pang uri ng pagkilala, kumpara sa intrinsic rewarding ay tumutukoy sa mga gantimpala na nagmumula sa loob ng isang tao, tulad ng personal na kasiyahan, pag-unlad sa sarili, o pakiramdam ng katuparan..

[Audio] DO 83, s. 2012 Conceptual Framework. 16. [image] Level III Advanced (Accredited) CLLevel II (Maturing) Level (Developing)W SBM-PASBE Operational Framework Fig. 1 SBM — PASBE Operational Framework.

[Audio] DO 007, s. 2024 Conceptual Framework Consistent with the messaging that SBM espouses continuous improvement and has a distinct purpose from rewards and recognition Ang School-Based Management (SBM) ay nakatuon sa walang-humpay na pagsulong at pag-unlad ng mga paaralan at hindi ito pangunahing nakabase sa pagkamit ng mga gantimpala o pagkilala. Ang layunin ng SBM ay mas malalim, nakatuon sa tunay na pagpapabuti ng kalidad ng edukasyon at pamamahala ng paaralan, higit pa sa panlabas na pagkilala o premyo. The framework shows the active involvement of school-community stakeholders in SBM practice. These internal and external stakeholders observe self-reflection, self-management, and self-improvement to influence the sustainable development of the various dimensions of school operations. As these school dimensions are improved, the achievement of higher learning outcomes is realized, and Filipino learners are developed with the necessary 21st-century skills. Explicit in this SBM framework and consistent with the education plan of the Department, "Filipino learners are envisioned to be holistically developed in basic education, acquiring 21st century skills that will enable them to manage oneself, build connections, inquire, innovate, stay nimble, and serve beyond self. They must take pride in Filipino national identity and nationhood and aspire to flourish and have life skills, economic prosperity, sociopolitical stability, unity in diversity; be responsive, competitive; and live in a sustainable world by upholding the core values: Maka-Diyos, Makatao, Makakalikasan, at Makabansa."[24].

[Audio] Comparison between DO 83, s. 2012 & DO 007, s. 2024 Areas of School Operation DO 83, s. 2012 DO 007, s. 2024 4 dimensions 6 dimensions Emphasizes the HR, G&A, and LE aspects as distinct SBM Dimensions Highlights the support of G&A Dimension to internal controls.

[Audio] DO 83, s. 2012 DO 007, s. 2024 Leadership Leadership & Governance Accountability & Continuous Improvement Governance & Accountability Curriculum & Teaching Curriculum & Learning Learning Environment Human Resource & Team Development Management of Resources Finance & Resource Management & Mobilization.

[Audio] Comparison between DO 83, s. 2012 & DO 007, s. 2024 Documentary Requirements DO 83, s. 2012 DO 007, s. 2024 Voluminous means of verification submitted One reportorial requirement accomplished Addresses concern on bean counting of MOVs Relieves teachers of administrative tasks Supports more efficient use of school facilities.

[Audio] Comparison between DO 83, s. 2012 & DO 007, s. 2024 School Improvement DO 83, s. 2012 DO 007, s. 2024 Three (3) SBM Levels of Practice Four (4) Degrees of SBM Manifestation Promotes self-assessment for self-improvement Supports a more strategic provision of technical assistance Ipinapahiwatig nito ang pagtataguyod ng regular na pag-aaral ng isang indibidwal o institusyon sa kanilang sariling mga gawain upang matukoy ang mga aspeto na kailangang pagbutihin. Ipinapakita nito ang pagsuporta sa mas planado at naaangkop na paglalaan ng teknikal na tulong, nakabatay sa partikular na pangangailangan upang masigurong makabuluhan at epektibo ito..

[Audio] Implementation Arrangements DO 83, s. 2012 DO 007, s. 2024 Based on old structure Based on Rationalization Plan.

[Audio] SBM Coordinator/Focal School School Head SDO SGOD-SMME Senior Education Program Specialist RO FTAD Education Program Supervisor CO BHROD School Effectiveness Division (SED) Transfer to EPS the Coordinatorship Data on number of SBM Coordinatorship.

[Audio] Comparison between DO 83, s. 2012 & DO 007, s. 2024 Self-Assessment Checklist DO 83, s. 2012 DO 007, s. 2024 Broad statements of practices and processes Specific statements of practices, processes, and outcomes Observable practices and processes Achievable outcomes.

[Audio] SBM Indicators DO 83, s. 2012 Methods and resources are learner and community-friendly, enjoyable, safe, inclusive, accessible, and aimed at developing self-directed learners. Learners are equipped with essential knowledge, skills, and values to assume responsibility and accountability for their own learning. DO 007, s. 2024 Teachers conduct remediation activities to address learning gaps in reading and comprehension, science and technology, and mathematics Grade 3 learners achieve the proficiency level for each cluster of early language, literacy, and numeracy skills Grade 6,10, and 12 learners achieve the proficiency level in all 21st-century skills and core learning areas in the National Achievement Test (NAT).

[Audio] Guidelines and Procedures Self - Reflection Self - Management Self - Improvement The continuous improvement process is a fundamental anchor in SBM that ensures the transformation of all schools into effective organizations. The continuous improvement process nurtures an ideal school culture that promotes school self-reflection, self-management, and self-improvement. Self-reflection pertains to understanding a school's current situation by describing the roots of issues, concerns, and areas for improvement and identifying responsive courses of action. Learning is the result of self-reflection.[16] It allows the school to have a broader perspective of its situation which aids in the development of strategies that shall address gaps, and consequently, the school shall have a deeper understanding of its own behavior. [17] Self-management pertains to planning, organizing, leading, and managing resources to ensure the attainment of organizational goals.[18] It also means the ability of schools to continuously learn new ways to support improvement efforts and expand community networks for sustainable partnerships. Self-improvement enhances the capacity to address problems, refine processes and procedures, innovate on the delivery of services, and continuously apply effective and efficient practices in school operations. Self-improvement is a purposive approach to initiating educational reforms that aim to enhance learning outcomes as well as strengthen the school's capacity for managing change.[19].

[Audio] 6. Finance & Resource Management and Mobilization 1. Curriculum and Learning Enhancing learning standards to continually build a relevant and inclusive learning community and achieve learning outcomes The school judiciously manages and mobilizes resources to support PPAs that contribute to the improvement of learning outcomes 5. Human Resource & Team Development 2. Learning Environment SBM Dimensions The school and community work collaboratively to ensure equitable access to a learner-centered, motivating, healthy, safe, secure, inclusive, resilient, and enabling learning environment to achieve learning outcomes. School personnel collaborate to continuously improve individual capabilities and team capacity to create an environment that shall yield high performance for improved learning outcomes 3. Leadership 4. Governance and Accountability Schools and the community come together to take responsibility for ensuring participation, transparency, and accountability, as well as the implementation of a plan to continuously improve the delivery of basic education services, organizational health, and performance for improved learning outcomes. School personnel and stakeholders are empowered and actively engaged in taking appropriate leadership roles and responsibilities to continuously improve the school for improved learning outcomes The following areas in school operations, defined as SBM dimensions, shall be enhanced to produce ideal Filipino learners and to achieve organizational success:.

[Audio] DEGREE OF MANIFESTATION OF SBM PRACTICE An SBM indicator is consistently observed and achieved at all times An SBM indicator is sometimes observed and achieved An SBM indicator is neither observed nor achieved An SBM indicator is most of the time observed and achieved Rarely Manifested Not yet Manifested Frequently Manifested Always Manifested The degree by which the SBM practice is manifested by schools provides a basis for their continuous improvement. Schools are encouraged to use the results of their self-assessment as input to their strategic and implementation plans..

[Audio] 1. Self-Assessment and Technical Assistance Calendar Integrate results of school self-assessment in the school’s strategic plan/adjusted implementation plan Calendar: vacation months of learners before the start of the new SY SELF-REFLECT SELF-MANAGE Implement plan for continuous improvement guided by the self-assessment checklist Undergo school self-assessment using the self-assessment checklist SELF-IMPROVE Calendar: first to third grading periods of the current SY Calendar: 4th grading period of the current school year SBM SELF-ASSESSMENT Self-assessment is embedded as a process resulting from school management and operations. Therefore, schools may undergo self-assessment as many times as deemed necessary. This policy, however, recommends and encourages schools to observe a calendar (refer to Figure 2) for the conduct of Self-Assessment and provision of Technical Assistance..

[Audio] 2. Essential Steps in the conduct of Self-Assessment by schools and Provision of TA by the SDOs STEP 1. The school undergoes self-assessment. This step is ideally done during the fourth grading period of the current school year. a. The school refers to the SBM Self-Assessment Checklist (see Annex A) to guide its process of continuous improvement. b. The school invites its internal and external stakeholders to participate in the self-assessment which includes an analysis of observed school practices and achieved learning outcomes stated as SBM indicators in the self-assessment checklist. SBM SELF-ASSESSMENT.

[Audio] 2. Essential Steps in the conduct of Self-Assessment by schools and Provision of TA by the SDOs STEP 2. The school integrates the results of its self-assessment in its strategic plan as identified improvement areas and in the (adjusted) implementation plan as a school program, project, or activity for continuous improvement. This step is recommended to be done during the vacation months of learners prior to the start of the new school year..

[Audio] 2. Essential Steps in the conduct of Self-Assessment by schools and Provision of TA by the SDOs STEP 3. The school implements its plan for continuous improvement of practices and learning outcomes. This step is suggested to be done during the first to third grading periods of the current school year. During this period, the school also: a. Monitors its progress. b. Undergoes subsequent self-assessments as deemed necessary. SBM SELF-ASSESSMENT.

[Audio] 2. Essential Steps in the conduct of Self-Assessment by schools and Provision of TA by the SDOs c. Arranges an invitation to its SDO to provide technical assistance. The school and its SDO ensure that classes and regular operations are not disrupted. c.1. The school establishes its context with the SDO based on the results of progress monitoring and the status of SBM implementation. c.2. The SDO recommends specific courses of action that are appropriate to the school's current status and context. c.3. The school and SDO agree on priority improvement areas in the various SBM dimensions. After all the steps have been observed, the school goes back to STEP 1 and conducts another self-assessment for continuous improvement..

[Audio] DOCUMENTARY REQUIREMENTS Relative to the implementation of SBM, the prior practice of attaching various means of verification as documentary evidence to attest to the level of practice is no longer necessary. On the other hand, the SBM Self-Assessment Checklist shall be accomplished as a record of the status of SBM implementation and continuous improvement of schools. It shall also serve as the basis for the provision of technical assistance from the Schools Division Offices. Agreements between the school and its SDO shall be documented in the Remarks column of the checklist..

[Audio] ROLES AND RESPONSIBILITIES OF THE DIFFERENT GOVERNANCE LEVEL The SCHOOL HEAD shall assume the role of the School SBM Coordinator or the focal person that is consistent with PPSH Strengthens its intrinsic motivation to continuously improve practices, processes, and learning outcomes through the implementation of school-based management The function of the school head as the SBM Focal person SHALL NOT BE DELEGATED NOR REASSIGNED, especially to any teaching personnel.

[Audio] The SDO is responsible for providing technical assistance and extending guidance to schools in their process of self-improvement. It is also responsible for ensuring that the results of self-assessment consistently capture the realities of schools. More importantly, the SDO shall capacitate its schools as they target improvements in the different SBM dimensions. The SDOs create and mobilize a Division Field Technical Assistance Team (DFTAT) to allow for a more comprehensive and holistic approach to guide and assist schools. The Team is composed of focal persons coming from the different units within the two functional divisions of the SDO. The Team is led by the School Governance and Operations Division (SGOD) and its membership is based on the specializations necessary in providing targeted support to improve the SBM dimensions. It is at the discretion of the Office of the Schools Division Superintendent (OSDS) to approve the final composition and size of its DFTAT, but at the minimum, the Division SBM Coordinator, who is a Senior Education Program Specialist from the SOOD-School Management Monitoring & Evaluation (SMME) unit, shall be a member of the said Team..

[Audio] Regional Office. The RO is responsible for ensuring that its SDOs are capacitated in providing technical assistance to schools. The RO assesses and evaluates the appropriateness of the technical assistance which SDOs provide. The ROs create and mobilize a Regional Field Technical Assistance Team (RFTAT) to allow for a more comprehensive and holistic approach to guide, assist, and capacitate SDOs. The Team is composed of focal persons coming from the different functional divisions of the RO. The Team is led by the Field Technical Assistance Division (FTAD)and its membership is based on the specializations necessary in providing various support to continuously improve the SBM dimensions. It is at the discretion of the Office of the Regional Director (ORD) to approve the final composition and size of its RFTAT, but at the minimum, the Regional SBM Coordinator, who is an Education Program Supervisor from the FTAD, shall be a member of the said Team..

[Audio] The school head leads the monitoring and evaluation of the continuous improvement of the various SBM dimensions through the process of self-assessment. The results of the self-assessment shall be incorporated into the school’s strategic and implementation plans. SDO Level, the SGOD-SMME and the DFTAT shall conduct monitoring in terms of compliance with the SBM Implementing guidelines. The SDO shall further conduct a process evaluation to determine, analyze, and address common challenges of schools in their observance and achievement of school practices and learning outcomes expressed as SBM indicators The FTAD and the RFTAT shall conduct monitoring in terms of compliance with the identified roles and responsibilities of the SDOs. The RO shall further conduct a process evaluation to determine, analyze, and address common challenges of SDOs in providing appropriate guidance and assistance. The BHROD-SED shall monitor the compliance with the identified roles and responsibilities of their direct counterparts in the Ros. In coordination with SDO-SGOD and RO-FTAD, the BHROD-SED shall conduct periodic program monitoring to determine bottlenecks and gather feedback regarding the areas for improvement of the policy implementation. Monitoring & Evaluation.

[Audio] REMINDERS: Submission of Accomplished Self-Assessment Checklist (PDF File) Deadline on or before September 20, 2024 Online Encoding.

[Audio] Handshake outline Maraming Salamat po! End of Policy Orientation Section.

[Audio] ENRICHMENT ACTIVITY CHECK-UP QUIZ Measure the extent of knowledge acquired regarding the revised SBM guidelines Assess understanding of the core principles and values governing SBM.

[Audio] CHECK-UP QUIZ Decide whether the statements are True or False. Write your answers on a piece of paper..

[Audio] CHECK-UP QUIZ Item 1 SBM is a framework that provides guidance to schools in managing their everyday operations. Answer: TRUE.

[Audio] Check-up Quiz Item 2 Schools have an option to adopt or refuse to implement the revised SBM guidelines. Answer: FALSE.

[Audio] Item 3 The school head is the designated school SBM coordinator. Answer: TRUE.

[Audio] Check-up Quiz Item 4 In undergoing the school improvement planning process, school heads can either include or exclude stakeholders. Answer: FALSE.

[Audio] Item 5 There are six (6) SBM Dimensions that represent the various areas of school’s daily operations. Answer: TRUE.

[Audio] Check-up Quiz Item 6 The self-assessment checklist provides a measure for a school to compare its improvements with another school. Answer: FALSE.

[Audio] Check-up Quiz Item 7 SDOs may schedule a school visit and validate the level of SBM practice of schools. Answer: FALSE.

[Audio] Item 8 Except for accomplishing the self-assessment checklist, schools are not required to submit and attach documents to support SBM implementation. Answer: TRUE.