Tchers’ Den
FAQs on DepEd Order No. 007, s. 2024
Revised School-Based Management (SBM) System, simplified for school heads, teachers, and stakeholders.
SBM
Self-Assessment
Continuous Improvement
SIP and AIP Alignment
Technical Assistance
Quick Summary
- What this Order does: Strengthens SBM with a clearer framework and a continuous improvement approach.
- Big shift: From paperwork-heavy compliance to honest self-assessment and real school improvement.
- Core tool: SBM Self-Assessment Checklist used to identify gaps and guide planning.
- Key reminder: The school head leads SBM; leadership cannot be delegated.
SBM Improvement Cycle
1
Assess
Know your current practice using the checklist.
2
Plan
Use results to set priorities and integrate into SIP and AIP.
3
Act
Implement targeted actions and interventions.
4
Monitor and Self-Improve
Track progress, reflect, and adjust strategies.
Degree of Manifestation
Not yet manifestedNot observed.
Rarely manifestedObserved sometimes.
Frequently manifestedObserved most of the time.
Always manifestedConsistently observed.
Tip: Rate honestly. The goal is improvement, not perfection.
FAQs
Click a question to expand the answer.
1. What is DepEd Order No. 007, s. 2024?
It provides policy guidelines for implementing the revised School-Based Management (SBM) system. It clarifies how schools
assess their SBM practice, plan improvements, and receive technical assistance to strengthen school effectiveness.
2. What is SBM in simple terms?
SBM is a way of managing schools where decisions are made closer to learners. Schools work with teachers, parents,
and community partners to plan and improve learning programs based on real needs and evidence.
3. Why was SBM revised?
The revised SBM addresses uneven implementation and documentation-heavy compliance. It promotes reflective self-assessment,
clearer standards for practice, and a continuous improvement cycle that supports better learner outcomes.
4. What are the major changes I should remember?
- Less paperwork: The prior practice of attaching many documents as evidence is no longer required.
- Self-assessment is central: Schools use the checklist results to guide planning and actions.
- Support over inspection: SDOs and ROs focus on technical assistance and capacity building.
- SBM is embedded: SBM connects directly to SIP, AIP, and monitoring processes.
5. Who should implement the revised SBM?
All public schools. Implementation is participatory, involving internal stakeholders (school personnel and learners)
and external stakeholders (parents, LGUs, and community partners).
6. What are the key areas or dimensions of SBM?
Schools look at key dimensions such as Curriculum and Teaching, Learning Environment, Leadership and Governance,
Human Resource and Team Development, and Finance and Resource Management.
7. What is the SBM Self-Assessment Checklist?
It is the main tool used by the school to assess SBM practice. It helps the school identify strengths and gaps and guides
planning for improvement. It also serves as the official record of SBM practice.
8. Do we still need to attach documentary evidence?
No. The revised guidelines remove the prior practice of attaching multiple pieces of documentary evidence to the checklist.
Schools should focus on improving practice and using results for planning and technical assistance.
9. How often should schools do self-assessment?
Ideally once every fourth grading period. Schools may also conduct self-assessment at other times if improvement needs arise.
10. How does SBM connect to SIP and AIP?
SBM results identify improvement priorities. These priorities should be integrated into the School Improvement Plan (SIP)
and Annual Implementation Plan (AIP), so actions and resources align with identified needs.
11. What is the role of the School Head in SBM?
The school head is accountable for SBM leadership and school effectiveness. SBM leadership cannot be delegated, though teams
may support implementation.
12. What is the role of the SDO?
The Schools Division Office provides technical assistance and guidance to schools, helps address gaps, and supports the
continuous improvement process based on identified needs.
13. What is the role of the RO?
The Regional Office supports divisions through oversight and capacity building. It coordinates technical assistance and helps
ensure consistent implementation across divisions.
14. Is there a transition period for implementation?
Yes. The Order provides a transition period so schools and stakeholders can be oriented and systems can be aligned to the revised
SBM framework and processes.
15. How is SBM monitored?
SBM monitoring is aligned with DepEd monitoring and evaluation systems. The focus is on progress and support, using results to
guide technical assistance and continuous improvement.
Recommended Next Step for Schools
- Orient internal and external stakeholders on the revised SBM and the self-assessment approach.
- Schedule and conduct SBM self-assessment with the appropriate participants.
- Identify priority gaps and integrate actions into SIP and AIP.
- Coordinate with the SDO for technical assistance aligned to your identified needs.
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