1. Technical
Assistance

2. 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;

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

4. 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

5. 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.

6. 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.

7. 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 ?

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

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

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

11. 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

12. 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

13. MODES OF PROVIDING TA Information Sharing Policies Guidelines
Directions
Instructions

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

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

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

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

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

19. 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

20. 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

21. 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.

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

23. 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

24. 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

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

26. 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

27. 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

28. 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

29. TECHNICAL
ASSISTANCE
PROCESS
FRAMEWORK

30. 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

31. 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

32. 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

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

34. Dimensions of Qualitative Information
Policy
Feedback System
Environment Support

35. 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

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

37. 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 

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

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

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

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

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

43. 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

44. 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

45. 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

46. 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

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

48. 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

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

50. 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

51. 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

52. 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

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

54. 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

55. 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?

56. 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

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

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

59. 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?)

60. 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?

61. TA Providers Region Education Supervisors
Education Program Specialists
Technical Personnel

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

63. 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

64. 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

65. At the school level: T A

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

67. 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

68. 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

69. 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

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

71. 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

72. 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

73. 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.

74. 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

76. TEAMWORK

77. 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

78. Thank you!