MEPA Facilitation & Synthesizing Skills

SESSION OBJECTIVES At the end of the session, the participants are expected to: Explain essential components of Facilitation in order to conduct successful MEPA; Discuss useful techniques and templates in synthesizing issues and concerns during MEPA and their corresponding implications to Technical Assistance & Policy Directions; and Develop deeper understanding on the importance of enhancing facilitation and synthesizing skills for the productive conduct of MEPA.

ACTIVITY: FACILITATION SKILLS CHECKLIST Direction: Assess your facilitation skills, using the following rating scale: 1 – Developing ; 2 – Maturing; 3 – Advanced . No. INDICATORS Rating 1. Keeps group on track to achieve objectives in given time frame. 1 2 3 2. Establishes and reminds group members of norms for meeting behavior. 3. Checks and ensures group’s understanding of goals. 4. Gauges the clarity of each role and how well it is being performed. 5. Addresses non-verbal communication patterns. 6. Paraphrases ideas and suggestions. 7. Steers conflict away from personalities and toward task-related issues. 8. Resolves conflict by being sensitive and fair. 9. Identifies type and appropriateness of the decision-making process the group is using. 10. Recognizes when a decision is made implicitly rather than explicitly. Total Score Level of Competence Source: www.baruch.cuny.edu/hr/documents/FacilitationSkills-Check

How is your pre-test result? Directions: Sum-up the total score and divide it by 10. 2. Determine your level of competence based on the table below: Range Descriptive Rating Interpretation 1.0-1.49 Developing You are still in the process of acquiring the skill; hence, you need Technical Assistance. 1.50-2.49 Maturing You have acquired the skill to a larger extent, but you need to enhance it further. 2.50-3.0 Advanced Congratulations! You have fully acquired the skill to a largest extent, you are very much ready to facilitate MEPA.

ANALYSIS How did you find the activity? What is the level of competence of your facilitation skills? What facilitating/hindering factors contributed for having such level? Which area do you need more TA? Why do you need to have high level of facilitation competence in conducting MEPA?

FACILITATION SKILLS: Keeping on Track with Desired Outcomes Recognizes and addresses when poor or incomplete planning detracts from achieving meeting goal(s). Allows time for group to address process issues. Keeps group on track to achieve objectives in given time frame. Establishes and reminds group members of norms for meeting behavior. According to Harvey and Goudvis, “When we synthesize information, we take individual pieces of information and combine them without prior knowing… At its best, synthesis involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight.” Oliver Wendell Holmes states what we hope will happen to all of our readers. Summarizing and synthesizing are worthwhile strategies needed for an ever-changing world.

FACILITATION SKILLS: Goals and Roles Clarifies goals and objectives of meeting. Checks and ensures group’s understanding of goals. Verifies all group members understand and commit to common goal(s). Provides time for group to discuss, clarify, and/or modify or negotiate goals. Ensures roles are assigned and understood. Gauges the clarity of each role and how well it is being performed. According to Harvey and Goudvis, “When we synthesize information, we take individual pieces of information and combine them without prior knowing… At its best, synthesis involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight.” Oliver Wendell Holmes states what we hope will happen to all of our readers. Summarizing and synthesizing are worthwhile strategies needed for an ever-changing world.

FACILITATION SKILLS: Communication Invites quiet participants to contribute. Asks open questions to stimulate group discussion. Solicits ideas and suggestions from all members of the group. Provides feedback to group on how well they are communicating and interacting. Addresses non-verbal communication patterns. Paraphrases ideas and suggestions. Maintains open, balanced and clear communication. According to Harvey and Goudvis, “When we synthesize information, we take individual pieces of information and combine them without prior knowing… At its best, synthesis involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight.” Oliver Wendell Holmes states what we hope will happen to all of our readers. Summarizing and synthesizing are worthwhile strategies needed for an ever-changing world.

FACILITATION SKILLS Conflict Management Steers conflict away from personalities and toward task-related issues. Summarizes opposing positions. Determines when members are suppressing their ideas to avoid conflict. Recognizes when group members try to smooth over conflict rather than addressing it. Resolves conflict immobilizing the group. Determines whether conflict is constructive and task-related. According to Harvey and Goudvis, “When we synthesize information, we take individual pieces of information and combine them without prior knowing… At its best, synthesis involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight.” Oliver Wendell Holmes states what we hope will happen to all of our readers. Summarizing and synthesizing are worthwhile strategies needed for an ever-changing world.

FACILITATION SKILLS Decision Making/Problem Solving Recognizes when a decision is made implicitly rather than explicitly. Determines if divergent or unpopular ideas are immediately rejected or ignored. Identifies type and appropriateness of the decision-making process the group is using. Assesses the strengths and weaknesses of the group’s decision making. Implements appropriate decision-making procedure when decisions are needed. According to Harvey and Goudvis, “When we synthesize information, we take individual pieces of information and combine them without prior knowing… At its best, synthesis involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight.” Oliver Wendell Holmes states what we hope will happen to all of our readers. Summarizing and synthesizing are worthwhile strategies needed for an ever-changing world.

SYNTHESIZE – BEYOND SUMMARY together The putting so as to form a whole of parts or elements Keene states, “I combine new ideas with what I already know to get something new and different.”

SYNTHESIZING “Synthesizing is like putting a puzzle together. You have to sort out your thinking and put it in the right place.” Clay According to Harvey and Goudvis, “When we synthesize information, we take individual pieces of information and combine them without prior knowing… At its best, synthesis involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight.” Oliver Wendell Holmes states what we hope will happen to all of our readers. Summarizing and synthesizing are worthwhile strategies needed for an ever-changing world.

SYNTHESIZING Ellin Keene “ In order to construct any kind of meaning in our literacy learning and our life learning, we must find ways to cull and prune the details with which we are bombarded. We must reorganize and create our own explanations for what we are learning, our own learning, our own definitions of our lives at any particular juncture.” Ellin Keene According to Harvey and Goudvis, “When we synthesize information, we take individual pieces of information and combine them without prior knowing… At its best, synthesis involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight.” Oliver Wendell Holmes states what we hope will happen to all of our readers. Summarizing and synthesizing are worthwhile strategies needed for an ever-changing world.

School Synthesis Template of SMEPA Major Accomplishments (Performance Indicators, Outputs Achieved, Improved Fund Utilization, Progress Markers) Major Difficulties (Access/Quality, Project Management, Fund Utilization, Relations with stakeholders) Lessons learned (IP/Muslim Education, Project Management) Major Issues (Policy Needs, Funds and Financial Management, Project Implementation, Capacity Building) SDO FUNCTIONAL DIVISIONS Highlights for 36 IP teachers LET passers – Ang kwento ng kwenta Division initiated Division Review for IP teachers to take the LET examination Lack of capacity of SH to motivate IP/Muslim parents to send their children to school Distance and difficult terrain Mobilization of teachers to reach out concerned community and parents SDO to develop Internal and external factors to assess the increase and decrease of KPIs Measuring the awareness of all stakeholders teachers TA for the cooperative marketing strategies TA how to credit the records of the students/pupils or accelerate pupils under catch-up program TA on tools to assess the capacity of SHS and teachers SGOD CID CID/

District Synthesis Template of SMEPAs School s Major Accomplishments (Performance Indicators, Outputs Achieved, Improved Fund Utilization, Progress Markers) Major Difficulties (Access/Quality, Project Management, Fund Utilization, Relations with stakeholders) Lessons learned (IP/Muslim Education, Project Management) Major Issues (Policy Needs, Funds and Financial Management, Project Implementation, Capacity Building) SDO FUNCTIONAL DIVISIONS Bayani CES Highlights for 36 IP teachers LET passers – Ang kwento ng kwenta Division initiated Division Review for IP teachers to take the LET examination Lack of capacity of SH to motivate IP/Muslim parents to send their children to school Distance and difficult terrain Mobilization of teachers to reach out concerned community and parents SDO to develop Internal and external factors to assess the increase and decrease of KPIs Measuring the awareness of all stakeholders teachers TA for the cooperative marketing strategies TA how to credit the records of the students/pupils or accelerate pupils under catch-up program TA on tools to assess the capacity of SHS and teachers SGOD CID CID/ Pag-asa ES Masaya ES Likom IS

REFLECT “A mind stretched to a new idea never goes back to its original dimensions.” Oliver Wendell Holmes

APPLICATION You will be grouped into three (3): by division / special grouping. Each group will focus on certain theme of a particular quarter. The group will simulate how to conduct SMEPA considering the assigned theme: Access or Quality (See following slide). The group will assign roles to following the given templates of SMEPA. The group will prepare Completed Staff Work (CSW) based on the context of the chosen school of the group. The SMEPA Simulation shall be done tomorrow: Group I: 9:00 – 9:40 Group II: 9:40 – 10:20 Group III: 10:20 – 11:00

GROUPING BY DIVISION Batch II-A: Elementary (Dec. 15-17, 2014) Cluster A: North Cotabato, Sarangani, Cotabato City Cluster B: North Cotabato: Group 1, 2 & 3 Batch II-B: Elementary (Dec. 18-20, 2014) Cluster A: GSC, South Cotabato, Kidapawan Cluster B: Sultan Kudarat, Koronadal, Tacurong Batch III: Secondary (Dec. 21-23, 2014) Cluster A: North Cot., GSC, Kidapawan City Cluster B: Sultan Kudarat, Cotabato City, Koronadal, Sarangani, Tacurong, South Cotabato

WORKSHOP TASK: BY GROUP Focus on Quality Quarter 1: NAT Group 2 Focus on Access Quarter 2: Enrolment Group 3 Quarter 3: Drop-out

PROGRAM OF THE SMEPA SIMULATION SMEPA DESIGN ACTIVITY DESCRIPTION PERSONS IN-CHARGE 1. Opening (5 min) Presentation of Objectives, Activity flow and Roll call of attendance EMCEE & Opening Speaker 2. Presentation by Grade Level / Department Heads (20 min) Each of the Grade Level / Department Heads presents their findings on the KPI , Physical & Financial Accomplishments of (AIP) Curriculum Level / Department Heads 3. Discussion of Presentation (10 min) Discussion leader pose questions to the presenter to clarify essential points every after presentation. School Discussion Leaders 4. Synthesis of Discussion (2 min) A synthesizer listens to all presentations and discussions and gives the summary of the main points. The synthesizer list down all the issues and concerns on which decisions need to be made. School Synthesizer & Documenter 5. Agreement (3 min) The SH discusses the issues listed and leads the group in coming up with agreements on program adjustments, Policy Directions to be flagged to SDO as well as TA needs SH/PSDS

GROUP I - SMEPA: QUALITY (1ST QUARTER-March) Opening Program Presentation Part I: NAT, SReA, EGRA, Phil IRI, NCAE (HS) - (Subject Coord.) Part II: (Only if applicable) * AIP Implementation (School Head) * SBM Level of Assessment * 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.) * Other PPAs from FAP or NGOs (School Head) Part III: Agenda affecting program design, policy, standard, system and technical assistance needed (School Head) 3. Interpellation/Discussion 4. Synthesis 5. Agreement

SAMPLE SET-UP OF SMEPA: QUALITY (1st Quarter) SGC Eng. Coord. SGC Math Coord. Legend: PSDS – Public Schools District Supervisor SCH – Secondary Cluster Head BLGU – Barangay LGU SH – School Head SGC – School Governing Council PTA – Parents-Teachers Association GC – Guidance Counselor (Designate) SGC Sci Coord. SGC Fil. Coord. PTA Pres. AP Coord. Special Program Coord. GC SH PSDS/SCH BLGU

GROUP II: SMEPA - ACCESS (2nd QUARTER-June) Opening Program Presentation Part I: Enrolment Pattern & Community Mapping (Grade Level Chairman) Part II: (Only if applicable) * AIP Implementation (School Head) * SBM Level of Assessment * 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.) * Other PPAs from FAP or NGOs (School Head) Part III: Agenda affecting program design, policy, standard, system and technical assistance needed (School Head) 3. Interpellation/Discussion 4. Synthesis 5. Agreement

SAMPLE SET-UP OF SMEPA: ACCESS (Big SCHOOL) Kin-der SGC Grade 1 Level Chair SGC Legend: PSDS – Public Schools District Supervisor SCH – Secondary Cluster Head AP – Assistant Principal AH – Academic Head BLGU – Barangay LGU SGC – School Governing Council PTA – Parents-Teachers Association GC – Guidance Counselor (Designate) Grade 2 Level Chair SGC Grade 3 Level Chair SGC Grade 4 Level Chair PTA Pres. Grade 5 Level Chair Grade 6 Level Chair GC AP/ AH Prin-cipal PSDS/SCH BLGU

SMEPA: ACCESS (3rd QUARTER-September) Opening Program Presentation Part I: Drop-out Rate – Absolute No. / PARDOs/SARDOs (Grade Level Chairman) Part II: (Only if applicable) * AIP Implementation (School Head) * SBM Level of Assessment * 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.) * Other PPAs from FAP or NGOs (School Head) Part III: Agenda affecting program design, policy, standard, system and technical assistance needed (School Head) 3. Interpellation/Discussion 4. Synthesis 5. Agreement

SAMPLE SET-UP OF SMEPA: ACCESS (Big SCHOOL) Kin-der SGC Grade 1 Level Chair SGC Legend: PSDS – Public Schools District Supervisor SCH – Secondary Cluster Head AP – Assistant Principal AH – Academic Head BLGU – Barangay LGU SGC – School Governing Council PTA – Parents-Teachers Association GC – Guidance Counselor (Designate) Grade 2 Level Chair SGC Grade 3 Level Chair SGC Grade 4 Level Chair PTA Pres. Grade 5 Level Chair Grade 6 Level Chair GC AP/ AH Prin-cipal PSDS/SCH BLGU

MENTOR PER GROUP (Dec. 15-17, 2014) CLUSTER A CLUSTER B I Cot. Prov: Kathy & Shirley Cot. Prov. I: Lando II Sarangani: Norman & Agney Cot. Prov. II: Shie & Luz III Cotabato City: Emily Cot. Prov. III: Fely & Bert

MENTOR PER GROUP (Dec. 18-20, 2014) CLUSTER A CLUSTER B I GSC: Kathy & Shirley Sul. Kud.: Regan & Bert II Kidapawan Agney & Remy Tacurong: Shie & Luz III South Cot.: Glenn Koronadal: Delia

MENTOR PER GROUP (Dec. 21-23, 2014) CLUSTER A CLUSTER B I Cot. Prov: Lando SK & Tacurong: Mayflor II GSC: Kathy & Glenn Sarangani & : Shie & Luz III Kidapawan: Emily & Remy So. Cot. & Kor: Fely & Delia