Technical Assistance

OBJECTIVES Differentiate the form of delivering technical assistance by the RO and DO before and what is now required by the DepEd; Explain the need for delivering technical assistance;

OBJECTIVES Explain the Technical Assistance Mechanism process framework; and Demonstrate skills in analyzing TA needs from a given set of issues and concerns.

Activity 1. Group Activity (TA GAME) What comes to your mind when you hear or read the phrase Technical Assistance? Give as many answers as you can. Write your answers on the meta cards. The group that posted first the answers earns a point. The group that can provide the most number of correct answers wins the game

While the groups are writing their answers, prepare the titles and post them on the board. ( WHAT, WHY, WHO, WHEN, AND HOW) Ask the participants to post their answers on the board per category.

Activity 2. Recall one significant experience in providing Technical Assistance to schools or school heads that you felt very satisfied with and why. Share this with your colleagues in your regional/division group.

QUESTIONS What are the commonalities among your experiences ? What are the major reasons that made you feel satisfied with your experience ? Is there anything about Technical Assistance that you want to be clarified ?

Questions : What about TA ? Why conduct TA? Who conducts TA? When to conduct TA? How to conduct TA ?

What is Technical Assistance (TA)? TA is any form of professional help, guidance, support to “others”. TA is a process. TA is a journey.

Who are these “ others” ? For the RO - Schools Divisions For the DO – Schools & Learning Centers C L I E N TS

What is Technical Assistance (TA)? As an active process - With steps to follow; makes use of tools Via process consultation Requires specific skills Focuses on achieving set goals

What is Technical Assistance (TA)? As a journey - Towards achieving set goals for continuous improvement Reminding the clients of their prime responsibility and accountability Respecting their capability and pace Providing alternatives Leaving decision-making into the hands of the clients

MODES OF PROVIDING TA Information Sharing Policies Guidelines Directions Instructions

MODES OF PROVIDING TA Via – conferences, Memorandum, DepEd Orders, Giving of Referrals, etc…

MODES OF PROVIDING TA 2. Capability Building – development of competencies via . . . Training Workshops Coaching/Mentoring Job Aids

MODES OF PROVIDING TA 3. Group & Work Management- helping others in accomplishing outputs or targets based on work plans

MODES OF PROVIDING TA Documentation of lessons learned Sharing of best practices via Meetings, group discussion, or workshops

Purpose of Providing TA Region provides support and guidance to the Schools Division Schools Division assists schools for continuous improvement - leadership management - increase performance

Objectives of Providing TA To facilitate in providing broad-based capacity building opportunities to the schools to ensure the effective delivery of services for the improvement of learning outcomes To complement in the conduct of M & E – aids in tracking the progress, results To help address concerns To enhance performance

L and M concerns Improving schools learning outcomes Enhancing KSAs for delivery of services Facilitating solutions to gaps Encouraging schools to initiate PPAs towards increase of academic performance

Guiding Principles of TA People are responsible for their own growth and development. Technical assistance is aligned with the organization’s vision and mission and is based on the organization’s needs. Learning is a cooperative and collaborative process.

Scope of TA Policy formulation and planning Training and development Curriculum and learning mgt Quality assurance & accountability Resource mobilization REGION

TA Expected from the Regions Stakeholders networking ( SGC org, LSB revitalization) Stakeholders mobilization Development of standards and indicators of progress, impacts and processes Supervision by Monitoring and Evaluation of regional Standards in learning outcome BESRA PIP 2006

TA Expected from the Regions Technical Assistance through training, performance evaluation, and accreditation process Decentralization of functions and budgets in terms of localization, integration of plans and best practices Ensuring that all programs & projects of DepEd is managed and supported by the divisions (eg. SBM) BESRA PIP 2006

Scope of TA Plan preparation/development PPAs implementation (SIP/AIP) SBM implementation Management and implementation of work plans (processes) Management of people DIVISION

TA Expected from the Divisions Stakeholders networking ,i. e. organization of SGC, revitalization of LSB Stakeholders mobilization and resource generation School-based resource management and installation of finance and administrative systems BESRA PIP 2006

TA Expected from the Divisions Technical guidance by Division Superintendents and technical/educational supervision by division education /district subject specialists Development of standards and indicators of progress, of impacts and of processes Ensuring SBM is continuously being practiced in schools. BESRA PIP 2006

TA Expected from the Divisions Training programs for school heads and Teachers Procurement of textbooks through Division Annual Procurement Plan based on school’s procurement plans

TECHNICAL ASSISTANCE PROCESS FRAMEWORK

Technical Assistance Needs Assessment Stage For RO-TA: Assess Inputs from DEDP Implementation Results, RQMT Report, BEIS Data (Quantitative & Qualitative) For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results BEIS Data, DQMT report (Quantitative and Qualitative) Progress/Annual Report to Management Stage Consolidation of progress/summative results Analysis of TA results Preparation of Quarter/Annual Report Evaluation of TA Stage Discuss with target group the Accomplishment vis. Performance Targets Discuss with group over-all results vis. TA Plan Prepare Inputs to Annual Report Planning Stage Prioritize assessed TA Needs per DO/School Prepare the TA Plan per DO/School Establish agreements on (performance) targets Adjustment of Quarter Plan / Targets Discuss results of “Stage D” with the team Adjust TA Plan Feedback Discuss with target group quarter progress Adjust performance targets Implementation Stage Execute the TA Plan /Intervention Conduct Progress Monitoring Analysis: Team Discussion on Progress Monitoring Results and Planning for Feedback

STEPS in TA Needs Identification and Priorities Conduct a situational analysis ( FGD, I,TNA results, EBEIS data, QMT reports, review of relevant docs) Identify priority needs ( explore the nature and scope of the problem) Validate the results of the SA ( consultation with the mgt) RO – Division SDS, ASDS and ES DO – PSDS, SH re

Identify hindering factors Process qualitative information (categorizing the identified reasons – areas for management actions) Help client identify mgt actions to resolve the HF Ask client - CAN, NEED HELP

Dimensions of Qualitative Information Management Expectations Motivation/incentive factors Job/organization design Capability Resources - Technology -Human resource -Financial - Physical Environment

Dimensions of Qualitative Information Policy Feedback System Environment Support

AREAS of INVESTIGATION   School level: I. School Outcomes: / Division Outcomes BEIS should be used as the official source of data per outcome indicator II. SIP - AIP Implementation or DEDP Implementation Categories of Indicators: A. Provision of Equitable Access B. Quality and Relevance C. School Management of Education Services

AREAS of INVESTIGATION Levels of Monitoring a. Input-Output b. Formative: Progress c. Summative: Outcomes/Results   Types of Information i. Quantitative ii. Qualitative

Levels of Quantitative & Qualitative Information    School Performance / Outcomes Indicators A. Enrolment Graduation Rate B. ALS Enrolment Promotion Rate Simple Drop-out Rate Failure Rate Repetition Rate Retention Rate NAT SBM Level of Practice 

INTERMEDIATE INDICATORS Learner Performance Reading Comprehension Mastery of Competencies Nutritional Status Textbook-Pupil Ratio

INTERMEDIATE INDICATORS Teacher-Pupil Ratio Textbook-Pupil Ratio Teacher Qualification Parents Participation Public Expenditure

Learning Materials & Equipment Physical & Ancillary Facilities Others PROVISION OF EQUITABLE ACCESS Personnel Learning Materials & Equipment Physical & Ancillary Facilities Others

QUALITY & RELEVANCE Learner Performance Curriculum Implementation/ Instructional Delivery Staff Development Others

SCHOOL MANAGEMENT OF EDUCATION SERVICES Stakeholders’ Participation Instructional Supervision Public Expenditure Environment Management & Administration Others

Technical Assistance Needs Assessment Stage For RO-TA: Assess Inputs from DEDP Implementation Results, RQMT Report, BEIS Data (Quantitative & Qualitative) For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results BEIS Data, DQMT report (Quantitative and Qualitative) Progress/Annual Report to Management Stage Consolidation of progress/summative results Analysis of TA results Preparation of Quarter/Annual Report Evaluation of TA Stage Discuss with target group the Accomplishment vis. Performance Targets Discuss with group over-all results vis. TA Plan Prepare Inputs to Annual Report Planning Stage Prioritize assessed TA Needs per DO/School Prepare the TA Plan per DO/School Establish agreements on (performance) targets Adjustment of Quarter Plan / Targets Discuss results of “Stage D” with the team Adjust TA Plan Feedback Discuss with target group quarter progress Adjust performance targets Implementation Stage Execute the TA Plan /Intervention Conduct Progress Monitoring Analysis: Team Discussion on Progress Monitoring Results and Planning for Feedback

Planning Stage Planning form includes specific targets with standards, expected outputs and time frame Contains the objectives, TA needs identified, target, outputs, strategies, timeframe and resources needed

Individual/Team Technical Assistance Plan Division/School : ________Date:_____ Objective/s of the TA:______________ TA Team: ________________________ Prioritized Needs of the Clients Objec tives Strategiy/ies Activities OVI Time Frame Resources Persons Responsible Materials Budget 1.0 1.1 1.1.1 1..1.2 1.1.3 1.1.4 1.2

Technical Assistance Needs Assessment Stage For RO-TA: Assess Inputs from DEDP Implementation Results, RQMT Report, BEIS Data (Quantitative & Qualitative) For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results BEIS Data, DQMT report (Quantitative and Qualitative) Progress/Annual Report to Management Stage Consolidation of progress/summative results Analysis of TA results Preparation of Quarter/Annual Report Evaluation of TA Stage Discuss with target group the Accomplishment vis. Performance Targets Discuss with group over-all results vis. TA Plan Prepare Inputs to Annual Report Planning Stage Prioritize assessed TA Needs per DO/School Prepare the TA Plan per DO/School Establish agreements on (performance) targets Adjustment of Quarter Plan / Targets Discuss results of “Stage D” with the team Adjust TA Plan Feedback Discuss with target group quarter progress Adjust performance targets Implementation Stage Execute the TA Plan /Intervention Conduct Progress Monitoring Analysis: Team Discussion on Progress Monitoring Results and Planning for Feedback

Implementation Stage Implementation of planned intervention 9 collaborative effort) - limited TA - Moderate TA - On-site/ longer term TA

Technical Assistance Needs Assessment Stage For RO-TA: Assess Inputs from DEDP Implementation Results, RQMT Report, BEIS Data (Quantitative & Qualitative) For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results BEIS Data, DQMT report (Quantitative and Qualitative) Progress/Annual Report to Management Stage Consolidation of progress/summative results Analysis of TA results Preparation of Quarter/Annual Report Evaluation of TA Stage Discuss with target group the Accomplishment vis. Performance Targets Discuss with group over-all results vis. TA Plan Prepare Inputs to Annual Report Planning Stage Prioritize assessed TA Needs per DO/School Prepare the TA Plan per DO/School Establish agreements on (performance) targets Adjustment of Quarter Plan / Targets Discuss results of “Stage D” with the team Adjust TA Plan Feedback Discuss with target group quarter progress Adjust performance targets Implementation Stage Execute the TA Plan /Intervention Conduct Progress Monitoring Analysis: Team Discussion on Progress Monitoring Results and Planning for Feedback

Feedback Giving Stage Give feedback during and after every progress monitoring Agree on possible adjustments in the performance targets

Criteria in Giving Feedback Intended to help the recipient Based on a foundation built on trust Descriptive rather than evaluative Specific rather than general with good, clear and preferably recent examples

Criteria in Giving Feedback Given at a time when the receiver appears ready to accept it Inclusive only of those things that the receiver can do something about Not be more than the recipient can handle at one time

Technical Assistance Needs Assessment Stage For RO-TA: Assess Inputs from DEDP Implementation Results, RQMT Report, BEIS Data (Quantitative & Qualitative) For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results BEIS Data, DQMT report (Quantitative and Qualitative) Progress/Annual Report to Management Stage Consolidation of progress/summative results Analysis of TA results Preparation of Quarter/Annual Report Evaluation of TA Stage Discuss with target group the Accomplishment vis. Performance Targets Discuss with group over-all results vis. TA Plan Prepare Inputs to Annual Report Planning Stage Prioritize assessed TA Needs per DO/School Prepare the TA Plan per DO/School Establish agreements on (performance) targets Adjustment of Quarter Plan / Targets Discuss results of “Stage D” with the team Adjust TA Plan Feedback Discuss with target group quarter progress Adjust performance targets Implementation Stage Execute the TA Plan /Intervention Conduct Progress Monitoring Analysis: Team Discussion on Progress Monitoring Results and Planning for Feedback

Adjustment of Quarter Plans/Target Stage Per agreement Further discussed Inform if the adjustments should be made in the TAP

Technical Assistance Needs Assessment Stage For RO-TA: Assess Inputs from DEDP Implementation Results, RQMT Report, BEIS Data (Quantitative & Qualitative) For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results BEIS Data, DQMT report (Quantitative and Qualitative) Progress/Annual Report to Management Stage Consolidation of progress/summative results Analysis of TA results Preparation of Quarter/Annual Report Evaluation of TA Stage Discuss with target group the Accomplishment vis. Performance Targets Discuss with group over-all results vis. TA Plan Prepare Inputs to Annual Report Planning Stage Prioritize assessed TA Needs per DO/School Prepare the TA Plan per DO/School Establish agreements on (performance) targets Adjustment of Quarter Plan / Targets Discuss results of “Stage D” with the team Adjust TA Plan Feedback Discuss with target group quarter progress Adjust performance targets Implementation Stage Execute the TA Plan /Intervention Conduct Progress Monitoring Analysis: Team Discussion on Progress Monitoring Results and Planning for Feedback

Progress/Annual Report to Management Stage Guide Questions Was the TA helpful and productive? Were the appropriate persons/agencies involved? Were the objectives achieved? Were there barriers encountered? Has the TA produced the needed changes?

Technical Assistance Needs Assessment Stage For RO-TA: Assess Inputs from DEDP Implementation Results, RQMT Report, BEIS Data (Quantitative & Qualitative) For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results BEIS Data, DQMT report (Quantitative and Qualitative) Progress/Annual Report to Management Stage Consolidation of progress/summative results Analysis of TA results Preparation of Quarter/Annual Report Evaluation of TA Stage Discuss with target group the Accomplishment vis. Performance Targets Discuss with group over-all results vis. TA Plan Prepare Inputs to Annual Report Planning Stage Prioritize assessed TA Needs per DO/School Prepare the TA Plan per DO/School Establish agreements on (performance) targets Adjustment of Quarter Plan / Targets Discuss results of “Stage D” with the team Adjust TA Plan Feedback Discuss with target group quarter progress Adjust performance targets Implementation Stage Execute the TA Plan /Intervention Conduct Progress Monitoring Analysis: Team Discussion on Progress Monitoring Results and Planning for Feedback

Evaluation of Technical Assistance Provided Stage TOR of QAME Guide Questions - efficient -effective -relevant -sustainable

Process of Identifying the TA Agenda Identify the agenda of TA - TA Plan - Roadmap Relevant Acceptable to the TA recipient Results Driven and Focused

FOUR KEY QUESTIONS In what intermediate/outcomes indicators is the school/division lagging behind? What hinders the school/division from meeting the target outputs ( per contributory objective? What are the reasons?)

FOUR KEY QUESTIONS What should the school/division management do in order to resolve the hindering factors? Which of the identified solutions can the school/ division do by themselves? Needs support?

TA Providers Region Education Supervisors Education Program Specialists Technical Personnel

TA Providers Division SDS ASDS Education Supervisors Education Program Specialists Designated Division Coordinators PSDS/SHs Other Schools Division Personnel

Regional TA Team Composition TL : Can be designated or chosen by the members Members : Reps from all functional Divs in the Reg Policy, Planning and Research Div Curriculum & Learning Mgt Div Training & Dev Div Quality Assurance and Accountability Div Res Mob and Special PPs Div Tech personnel from the Adm Div

Division TA Team Composition TL : Can be designated by the SDS Members : Reps from Education Supervisors or EPS Designated Division Coordinators PSDS/ SHs Other Division Personnel

At the school level: T A

T A At the division level: Supporting schools for effective and efficient School-Based Management practices Improved Learning Outcomes

T A At the division level: capacitate districts in providing support to schools District Offices (RA 9155) Providing professional and instructional advice and support to the school heads and teachers/facilitators of schools and learning centers in the district or cluster Curricula supervision Improved Learning Outcomes

At the regions To support and capacitate able to efficiently and Division Offices to be able to efficiently and effectively manage schools Improved Learning Outcomes

ROLES/FUNCTIONS Provide support, coaching, and guidance to clients in the performance of their functions Regularly appraise clients on the status of their performance and to do their functions Provide the necessary information to the clients in the performance of their functions more effectively

Provide motivation and encouragement to move forward and for continuous improvement Utilize data gathered to inform regional TA providers in aid for policy formulation

RESPONSIBILITIES Guide and help clients in planning, strategizing, implementing plans, evaluating performance and accomplishments Share information regarding directions from higher management Share information regarding the existence and/or availability of needed resources both from within and outside DepED

COMPETENCIES OF TA PROVIDERS Identifying and Prioritizing TA Needs Skills Facilitation Skills (LOQAI) Giving and Receiving Feedback Skills Coaching Skills Monitoring and Analysis of TA Progress Skills Evaluating Technical Assistance Results

N.B. Always come prepared with data when providing TA Accomplish a performance contact between the client and the TA provider Develop the TA plan based on the consolidated performance contracts with individual target clients Treat clients according to their needs – from planning, to monitoring and evaluating.

Identify 5 needs or gaps that your Division should respond to. Prioritize these gaps and identify your top three (3) needs that you plan to respond immediately. Fill-up the TA Plan as a Division TA Team  

TEAMWORK

Successful people have at least one thing in common Successful people have at least one thing in common. . . Somewhere , somehow, someone cared for their growth and development - Miller

Thank you!