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Responsibility of SBM

Stakeholders in the School-Based Management (SBM) system have responsibilities to improve school performance, use resources properly, ensure transparency, and engage the community. Key stakeholders include the school head, teachers, students, local government, community, School Governing Council, school, district office, division office, regional office, and central office. Each stakeholder has specific responsibilities to support the school's efforts to achieve high performance and ensure quality education.

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1K views2 pages

Responsibility of SBM

Stakeholders in the School-Based Management (SBM) system have responsibilities to improve school performance, use resources properly, ensure transparency, and engage the community. Key stakeholders include the school head, teachers, students, local government, community, School Governing Council, school, district office, division office, regional office, and central office. Each stakeholder has specific responsibilities to support the school's efforts to achieve high performance and ensure quality education.

Uploaded by

Gelyn Siccion David
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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SBM TEAM

ROLE/RESPONSIBILITY

In the context of SBM, stakeholders have RESPONSIBILITY to:

1. implement measures to improve school performance and learning outcomes;

2. use properly and judiciously available resources;

3. ensure transparency in the entire process; and

4. engage the community and other external stakeholders to increase levels of participation.

Thus, the following stakeholders are accountable for the respective responsibilities:

1. School Head
• Ensures the improvement of school performance, with focus on high performance of learners;
• Organizes the School Governing Council (SGC); and
• Leads in preparing the School Improvement Plan (SIP) and the School Report Card.
2. Teachers
• Ensure the optimum development of learners
• Work to achieve the targeted level of mastery,
• Assist/mentor peers, and
• Work with parents to address learners’ needs.
3. Students
• Set personal targets for learning, and
• Work with teachers to achieve targets and continuously improve performance
4. Local Government Unit (LGU)
• Allocates resources for school improvement, and
• Leads the community to continuously support school efforts to attain high performance.
5. Community
• Supports the school head in fulfilling his/her responsibilities,
• Provides assistance to the school in its continuous efforts to improve performance,
• Assists in implementing the School Improvement Plan, and
• Assists in monitoring and evaluation of school performance.
6. School Governing Council (SGC)
• Assists in crafting the SIP/AIP,
• Monitors and evaluates SIP/AIP implementation
• Assists in generating resources for continued school improvement,
• Assists in monitoring and evaluation of school performance,
• Assists in developing school policies and
• Reports progress of SIP implementation to the Schools Division Superintendent and the
community.
7. The School
• Carries out Department policies and standards,
• Requires the best performance of its officials, teachers and support staff,
• Facilitates among learners the achievement of high performance and other desirable learning
outcomes,
• Develops strategic relationships with the local community and other key partners,
• Directs funds to intended program initiatives, and
• Creates an environment where teachers and students can give their best.
8. The District Office
• Provides professional and instructional advice,
• Supports school heads and teachers/facilitators of schools and learning centers, and
• Provides curricular supervision.
9. The Division Office
• Develops and implements the Division Education Development Plan;
• Plans and manages the effective and efficient use of all human, physical and fiscal resources,
including professional staff development;
• Monitors the utilization of funds provided by the national government and the local
government units to the school and learning centers;
• Ensures compliance to quality standards for basic education programs and, for this purpose,
strengthens the roles of the division supervisors as subject area specialists;
• Promotes awareness of and adherence by the schools and learning centers to accreditation
standards; and
• Supervises the operations of all public and private elementary, secondary, and integrated
schools, and learning centers.
10. The Regional Office
• Oversees the performance of all the divisions,
• Provides technical support and advice, and
• Sets quality assurance standards.
11. The Central Office
• Formulates national education policies,
• Formulates a National Education Development Plan
• Promulgates national education standards
• Monitors and assesses national learning outcomes
• Undertakes national education researches and studies, and
• Enhances the total development status, professional competence, and welfare and working
conditions of all personnel in the Department.

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