Policy Orientation on the DO 7 s. 2024.pptx

Policy Orientation on the DO 7 s. 2024

1. 1 A Policy Orientation on the DepEd Order 007, s. 2024

2. 2 A Policy Orientation on the DepEd Order 007, s. 2024 Policy Guidelines On The Implementation Of The Revised School-Based Management (SBM) System

3. 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. 3 ABOUT THIS MATERIAL

4. 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 4 ORIENTATION OVERVIEW

5. 5 Provide background on the change initiative on the DepEd’s SBM Policy DO 83, S. 2012 CONTEXT SETTING DM 75, S. 2022 &

6. 6 2018 Jan–Feb FGDs and consultation meetings with CO units 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 2019 Sep Phase 2 Pilot-testing of the tool 2019 Sep SBM-MOVs validation workshops 2019 Jul Development of validity and reliability tool 2019 Aug Phase 1 Pilot- testing of the tool 2019 Nov SBM-MOVs validation workshops 2019 Nov Revision of Draft based on MOVs workshops 2019 Dec Completed Draft framework and tool 2019 Oct SBM-MOVs validation workshops DepEd Order 83, s. 2012

7. Why is there a need for a policy review? 7 Evolved anchors and components of the SBM framework Basic Education Monitoring and Evaluation Framework Basic Education Development Plan Philippine Professional Standards for School Heads 

8. Why is there a need for a policy review? 8 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

9. Why is there a need for a policy review? 9 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

10. Why is there a need for a policy review? 10 Unclear implementation arrangements across governance levels Teachers are assigned as the SBM coordinator Various offices simultaneously conduct school visits

11. Why is there a need for a policy review? 11 Heavy paperwork attributed to SBM implementation  Perceived as an additional workload Consumed time for actual teaching

12. Why is there a need for a policy review? 12 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

13. 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. 13

14. 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 14

15. BRIEF ORIENTATION 15 DO 007, s. 2024 Familiarize oneself with the revised SBM guidelines by comparing them with DO 83, s. 2012

16. Comparison between DO 83, s. 2012 & DO 007, s. 2024 16 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

17. 17 DO 83, s. 2012 Conceptual Framework

18. 18 Consistent with the messaging that SBM espouses continuous improvement and has a distinct purpose from rewards and recognition DO 007, s. 2024 Conceptual Framework

19. Comparison between DO 83, s. 2012 & DO 007, s. 2024 19 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

20. 20 DO 83, s. 2012 DO 007, s. 2024 Leadership & Governance Leadership Accountability & Continuous Improvement Governance & Accountability Curriculum & Learning Curriculum & Teaching Learning Environment Management of Resources Human Resource & Team Development Finance & Resource Management & Mobilization

21. Comparison between DO 83, s. 2012 & DO 007, s. 2024 21 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

22. Comparison between DO 83, s. 2012 & DO 007, s. 2024 22 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

23. Comparison between DO 83, s. 2012 & DO 007, s. 2024 23 Implementation Arrangements DO 83, s. 2012 DO 007, s. 2024 Based on old structure Based on Rationalization Plan

24. 24 SBM Coordinator/Focal School School Head SDO SGOD-SMME Senior Education Program Specialist RO FTAD Education Program Supervisor CO BHROD School Effectiveness Division (SED)

25. Comparison between DO 83, s. 2012 & DO 007, s. 2024 25 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

26. 26 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 21 st -century skills and core learning areas in the National Achievement Test (NAT) SBM Indicators

27. Maraming Salamat po! End of Policy Orientation Section 27

28. 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. 28 ABOUT THIS MATERIAL

29. 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 29 ORIENTATION OVERVIEW

30. 30 Provide background on the change initiative on the DepEd’s SBM Policy DO 83, S. 2012 CONTEXT SETTING DM 75, S. 2022 &