Advanced School-

Based Management
Program
(Advanced SBM)
Alberto P. Mendoza
INSET National Consultant for Systems
A. Program Concept:
• A 10-day live-in program
• A sequel program to Basic SBM intended for
school heads
• Goal: capacity building for continuous school
improvement
• A partnership between a host division and a
TEI/service provider
• Use of non-traditional training methodology

• Output-driven and activity-focused ..

 The TRANSFORMATIONAL LEADER in a SELF-MANAGING
SCHOOL

Self-Managing School

TRANSFORMATIONAL Shared school vision,aspirations & expectations

Motivated co-workers
LEADER

Higher levels of
motivation and Improved
morality capabilities

Instruction
Curricular reforms Resources

Selfhood
Relationships Strategies
Learning outcomes

Continuous School Improvement

 B. Competencies
At the end of the training program, the participants will
have:
1. demonstrated their empowerment in the
following areas of management: relationships,
change, learning, curriculum reform, resources
and outcomes;

2. planned and implemented a Professional

(Leadership) Development Plan to pursue
continuous self-improvement as a leader;

3. applied critical thinking , decision-making &

creative problem-solving skills in confronting
real-life issues;
4. shared insights gained from experiences in
installing school-based management
particularly in introducing changes that
heighten empowerment and accountability;

5. formulated individual re-entry plans that aim to

remedy existing problems in their places of
assignment ; and

6. manifested personal and professional

effectiveness in relating with peers and other
members of the training staff in the course of
the training program.
 Training Curriculum
Basic SBM Advanced SBM
1. Managing ONESELF: Upholding 1. Managing ONESELF: Leading the school
values that contribute to personal & towards becoming a Transformistic
professional development Organization

2. Managing RELATIONSHIPS: Conflict 2. Managing RELATIONSHIPS: Creative

resolution strategies;consensus building problem-solving techniques

3. Managing CHANGE: Managing 3. Managing CHANGE: Leading school-

educational change; systems thinking based change

4. Managing LEARNING: Leading 4. Managing LEARNING: Creating learning

teachers,leading learning support networks; Managing knowledge

5. Managing CURRICULUM REFORM- 5. Managing CURRICULUM REFORM:

the case of BEC: Findings & Developing and trying out Models of Multi-
recommendations of policy research and Interdisciplinary Integration

6. Managing RESOURCES: Performance 6. Managing RESOURCES: Mobilizing

assessment cycle; performance resources through linkages and
appraisal partnerships

7. Managing OUTCOMES: Planning for 7. Managing OUTCOMES: Creating new

expected or targeted outcomes; knowledge out of sustained/improved
managing student performance outcomes
 Content Outline
Title Basic SBM Advanced SBM
 Transformational
 Harmonizing personal and leadership: attributes/skills,
organizational values components and tenets
Managing
 Making a Personal &  Transformistic organization:
ONESELF framework, leadership &
Professional Development
Plan followership

 Conflict resolution  Creative problem-solving

Managing strategies  Potential problem analysis
RELATIONSHIPS  School grievance (PPA)
committee  Installing TQM
 Managing educational  Decentralized school
change management
Managing  Change process  Operationalizing the School
CHANGE  Minimizing resistance to Governing Council
change  Working on becoming a
 Systems thinking Self-Managing School
Content Outline

Title Basic SBM Advanced SBM

 Creating CoP networks to
 Leading teachers,
support learning:linkages &
leading learning
partnerships
Managing  Installing instructional
 Mobilizing public & private
LEARNING consultantship
sector stakeholders &
 Life skills & lifelong synergizing efforts
learning
 Managing knowledge
 Developing and trying out
models of multidisciplinary
Managing  Findings and
and interdisciplinary
CURRICULUM recommendations on the integration
REFORM policy research on BEC
 Writing integrated units in
Makabayan
Content Outline

Title Basic SBM Advanced SBM

 Performance appraisal:  Preparing a School Site
issues & concerns re the Development Plan
Managing PAST /PASSA  Tapping alternative sources
RESOURCES  Performance assessment of funding
cycle  Budgeting process
 Planning for expected  Developing innovative
outcomes programs for improving
 Managing outcomes performance of different
Managing types of teachers/students
 Assessing student
OUTCOMES learning for curricular  Benchmarking Best
outcomes Practices
D. Program Details
1. Training Management
1.1. Host Division
1.1.1. It shall select and contract a Teacher
Education Institute (TEI) subject to the
following criteria :
• track record as a training provider
• capability in terms of training space needed,
facilities and equipment
• location(accessibility)
• availability of qualified personnel needed for
the training program
D. Program Details
1.1.2. It shall coordinate with the TEI on the venue,
speakers, facilitators and the support staff.
1.1.3.It shall select qualified facilitators to handle
syndicate sessions from ranks of education
supervisors/school head trainers.

1.1.4.It shall perform oversight functions with respect

to training implementation. It shall inform the
service provider (TEI) about issues and concerns
relative to the training.
1.1.5.It shall be accountable to NPMO for the quality of
the training program.
D. Program Details

1.1.6. It shall receive from the NPMO the amount (by

fund transfer) corresponding to the budget for the
training program and shall liquidate the same two
weeks after the training.

1.1.7. It shall orient the Division Training Management

Staff.

1.1.8. It shall submit to the NPMO a Training

Completion Report (TCR) two weeks after the
training. The Report shall be accompanied by the
Monitoring and Evaluation Plan to follow up the
implementation of the REPs.
D. Program Details
1.2. Service Provider (TEI)

1.2.1. The TEI shall enter into a contract with the host
division to deliver the training program to the
expected participants in accordance with the
concept and implementing guidelines approved
by the NPMO.

1.2.2. It shall see to it that qualified resource speakers

are selected in coordination with the host
division. It shall hold an orientation session with
these members of the training staff, including
the support staff.
D. Program Details

1.2.3. It shall organize a support staff that will provide

specialized service during the running of the
sessions.

1.2.4. It shall be accountable to the host division and

indirectly to the NPMO.

1.2.5. It shall see to it that all members of the support

staff make available the supplies & materials as
well as equipment needed.

1.2.6. It shall orient the RPs and the support staff abou
the program.
D. Program Details
1.3. National Project Management Office
(NPMO)
1.3.1. It shall provide the concept paper and the
implementing guidelines for the training
program.

1.3.2. It shall provide the budget to the host divisions.

1.3.3. It shall perform quality control functions over

the division and the TEI in relation to the
implementation of the training program.
D. Program Details

1.3.4.It shall coordinate with the host division in the

choice of TEIs, resource speakers and
facilitators.

1.3.5.It shall receive required reports from the host

division per schedule given.

1.3.6. It shall orient the DIOs and the TEIs about the
program.
D. Program Details

2.1. Resource Persons/Speakers

2.1.1 Speakers shall be selected based on their
expertise, experience (including as trainers) and
willingness to serve. They shall come from the
academe and from other professional sectors
and from DepEd itself.

2.1.2 Their services shall be contracted and paid for in

accordance with relevant government circulars.
D. Program Details

2.1.3.They shall prepare their own modules and

presentation materials (powerpoint and
documentary) which shall be subject to the
approval of the contracting division. These
materials shall subsequently become SEDIP
property.

2.1.4. They shall inform the Training Management Staff

of the supplies and materials they will need at
least three days before their scheduled sessions.
D. Program Details

2.1.5.They shall employ non-traditional means of

delivering the module to promote a high level of
interaction in both plenary and syndicate
sessions in coordination with facilitators
assigned.

2.1.6. They may require & collect Outputs in connection

with the modules presented, and evaluate and
return the same to the participants on the
morning of the succeeding day.
2.1.7. They should closely coordinate with syndicate
facilitators who will preside over follow-up
session to the module presentation.
D. Program Details
2.2. Facilitators

2.2.1. They shall be drawn from the ranks of division

supervisors who have experiences as trainers
/school head trainers
2.2.2. They shall assist the resource speakers
particularly at the syndicate level in re-enforcing
and crystallizing learning points and in leading
the groups in producing the outputs.
D. Program Details
2.2.3. They shall closely coordinate with the resource
speakers and the secretariat.
2.2.4. They shall administer and process the data
obtained through the survey instrument during
syndicate sessions.
2.2.5. They shall oversee the preparation of the
Inventory Sheet of Competencies & the PDPs
and facilitation of the roundtable discussion
about the insights gained from the installation
of SBM in schools.
2.2.6. They shall run the sessions on the Re-Entry
Plan, including the preparation, approval and
M & E of its implementation.
D. Program Details
3. Training Schedule

3.1. Divisions shall inform the NPMO as soon

as they are ready to conduct the training
program.

3.2. All divisions shall be expected to finish the

conduct of Adv-SBM by the end of
November, 2006.
 D. Program Details
4. Training Matrix
Time Day 0 Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10
8:00 – Evalua-
8:15 tion &
Opening Module Module Module Module Module Module Module Orientat Finali-
on on on on on on on ion on zation
8:15- Program
of
10:15
REP
10:15-
Morning Break
10:30

10:30- SBM Manag Manag Manag Manag Manag Manag Manag

REP
12:30 Arrival Survey ing ing ing ing ing ing ing
and
Settling
12:30- In
Noon Break
1:30

Round- Learn Prepa Synthes

Chang Circu- Resour Outco
1:30- table Relatio ration is &
Oneself e ing lar Re- ces mes
3:30 Discus- nships of Wrap-
forms
sion up
3:30-
Afternoon Break
3:45

Prepara- Syn-S Closing

3:45-
tion of Syn-S Syn-S Syn-S Syn-S Syn-S Syn-S REP Prog-
5:45 PDP
ISC ram
D. Program Details
5. Training Materials

5.1. Survey on SBM

5.2. Re-Entry Plan

6. Administrative arrangements
SURVEY ON BASIC
SCHOOL-BASED
MANAGEMENT
 Quality Instructional Need
Indicator (Specific knowledge, skill &
Competency/ Skill
attitude corresponding to each
A B C D E competency)

Prepares, implements and

evaluates the budget for a
project/program

Involves stakeholders in
various school activities

Implements a supervisory
plan

Determines the learning

outcomes and translates
them into objectives of a
program, project or activity
Indicator Quality Descriptors
Knowledge and skills acquired but not yet
C
applied
Knowledge and skills applied only when
necessary and support and guidance
A
required from superiors, co-workers &
colleagues
Knowledge and skills applied at all times but
E support and guidance requested when
needed
Knowledge improved/enriched, adapted skills
D applied as a matter of practice with almost no
support and guidance requested
Enriched knowledge and adapted skills fully
B integrated in the practice without support and
guidance
 Quality Instructional Need
Indicator (Specific knowledge,
Competency/ Skill skill & attitude
A B C D E corresponding to each
competency)

Identifies instructional
needs of teachers

Applies the concept of

accountability to himself
and the school staff in
relation to learning
Employs portfolio
assessment in planning
and extending
instructional support
Performs the functions of
an empowered school
head per Sec. 6.2 of RA
9155
 Quality Instructional Need
Indicator (Specific knowledge,
Competency/ Skill skill & attitude
A B C D E corresponding to each
competency)
Applies decision-making
and problem-solving
skills in managing school
operations

Implements a personal
and professional
development plan

Plans with the teachers

the teaching of
Makabayan using the
integrative technique
Operationalizes the
School Governing
Council
 Quality Instructional Need
Indicator (Specific knowledge,
Competency/ Skill skill & attitude
A B C D E corresponding to each
competency)
Starts the change
process with people to
be affected
Adheres to results of
ranking in
recommending
candidates for
appointment, promotion
or scholarship
Observes transparency
in transactions related to
personnel and fiscal
/human resources
Asserts leadership in
planning, implementing
and evaluating programs,
projects & activities
 Quality Instructional Need
Indicator (Specific knowledge,
Competency/ Skill skill & attitude
A B C D E corresponding to each
competency)
Identifies specific task
where change will take
place

Upholds the values of

integrity, commitment,
excellence and
transparency
Respects the uniqueness
and worth of co-workers
even in challenging
situations

Plans and implements

achievable activities
 Quality Instructional Need
Indicator (Specific knowledge, skill &
Competency/ Skill
attitude corresponding to each
A B C D E competency)

Provides the needed

inputs to produce
expected outputs

Crafts a vision-mission
statement for the school

Applies the various types

of clinical supervision in
dealing with teachers
with instructional
problems
Promotes high level of
interaction between
students & the
teacher/instructional
materials and among
students themselves
 Quality Instructional Need
Indicator (Specific knowledge, skill &
Competency/ Skill
attitude corresponding to each
A B C D E competency)

Follows strictly rules or

procedures in
purchasing
supplies/materials
Prepares & implements
an Annual
Implementation Plan
(AIP) to complement SIP
Allocates resources
adequate for the various
activities to be
undertaken

Adapts a new technology

to suit conditions
obtaining in the school
 Quality Instructional Need
Indicator (Specific knowledge,
Competency/ Skill skill & attitude
A B C D E corresponding to each
competency)
Trains teachers in making
sound instructional and
curricular decisions thru
the Criterion-referenced
Instructional Supervisory
Scheme (CRISS)
Prepares the org’l structure
to accommodate the
proposed change

Maintains and sustains

change

Follows up on the use of

different interactive and
integrative modes of
teaching
 PROFESSIONAL DEVELOPMENT PLAN FOR THE SCHOOL HEAD

Remarks
Target
Success Assess- Developme (for the
Compe- Activities
Indicators ment nt Level division
tencies
supervisor)
 Quality Instructional Need
Indicator (Specific knowledge,
Competency/ Skill skill & attitude
A B C D E corresponding to each
competency)
Emphasizes the
integration of learning
from other subjects in
current lessons
Prepares a realistic
School Improvement
Plan (SIP)

Prepares a School Site

Development Plan

Considers the School

Site Development Plan
when making
improvements in the
school compound
RE-ENTRY PLAN
(R E P )
Worksheets
 PROBLEM ANALYSIS & PRIORITIZATION (Worksheet 1)
Key What is PRIORITIZATION
What is
Result ACTUALLY Priority
DESIRED OR GAP Serious- Urgen-
Area Gravity Problem
EXPECTED HAPPENING ness cy
(KRA)
 STRATEGY FORMULATION (Worksheet 2)
PROBABLE
PRIORITY ALTERNATIVE EFFECTS CHOSEN
CAUSES
PROBLEM RESOLUTIONS (positive/ STRATEGY
negative)
 POTENTIAL PROBLEM ANALYSIS (Worksheet 3)

CHOSEN ACTION
POTENTIAL PROBABLE
STRA- CONTINGENCY TRIGGER POINT
PROBLEMS CAUSES
TEGY (date)
 IMPLEMENTATION SCHEDULE (GANTT CHART) -4

STRA-
ACTIVITIES June July Aug Sept
TEGY
Guidelines in the Preparation of REP Worksheets

Worksheet 1: Problem Analysis and Prioritization

1.Think of conditions/situations in your school that give
you the greatest disatisfaction.
2. Identify the Key Result Area to which it belongs.
3. Specify WHAT IS actually happening in relation to
each of the situations. Write it in column 2.
4. State WHAT IS DESIRED OR EXPECTED in each
case (column 3).
5. State the GAPS.
6. Prioritize the gaps.
Using a scale of 1-3 where 3 is the highest and 1 is
the lowest, rate each gap according to the
following:
-Seriousness – Will the problem spread and
affect other units if it is left unattended?
-Urgency – How much slack time is there before
action has to be taken about the problem?
-Gravity – What are the chances that this problem if
left unattended will give rise to other problems?
-Add the ratings (S-U-G) for each gap an write the
total in the column labeled PRIORITY
PROBLEM.
-Put a check opposite the problem with the highest
total and identify it as the Priority Problem.
Worksheet 2 – STRATEGY FORMULATION
1.Write the Priority Problem(Worksheet 1) in the
first column.
2. List down its causes (column 2).
3. Write proposed solutions based on the causes
(column 3). Several may be written. Call them
ALTERNATIVE RESOLUTIONS.
4. Analyze each Alternative Resolution by giving the
possible positive and negative effects if implemented
(column 4).
5. Through inspection, determine the resolution which
is most desirable based on the comparison of the
positive and the negative effects.
6. Put a check mark opposite the chosen resolution in
the last column of the worksheet.
Worksheet 3 – POTENTIAL PROBLEM ANALYSIS
1.Copy the CHOSEN STRATEGY/ Alternative
Resolution (Worksheet 2) in the first column.
2. In column 2, write the unexpected problems that
may crop up in the course of implementation
(Potential Problem).
3. List the PROBABLE CAUSES of every potential
problem (column 3).
4. Opposite each potential problem, write the
contingency action that would be taken in case it
crops up (column 4).
5. Identify who will initiate the contingency action
(TRIGGER) in column 5.
6. State the date when the contingency will be
activated by the Trigger (column 6).
Worksheet 4 – IMPLEMENTATION SCHEDULE
1. List down the activities to be undertaken to
implement the strategy in the order that they
should be done (column 1).
D2. Draw an arrow beginning from the week
when the activity is supposed to start ,up to the
week when the activity is expected to be
finished.(Each column indicates a week in a
month; thus there are 4 columns under every
month.).
D3. Do this for every activity.