technical assistance. differentiate the form of delivering technical assistance by the ro and do...

Technical Assistance

• 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.

OBJECTIVES

• 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

Activity 1. Group Activity (TA 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.

• 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.

Activity 2.

• 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 ?

Questions :

What is Technical Assistance (TA)?

- TA is any form of professional help, guidance, support to “others”.

- TA is a process.

- TA is a journey.

• For the RO - Schools Divisions• For the DO – Schools & Learning Centers

C L I E N TS

Who are these “ others” ?

• As an active process -With steps to follow; makes use of tools

Via process consultationRequires specific skillsFocuses on achieving set goals

What is Technical Assistance (TA)?

• As a journey -• Towards achieving set goals for

continuous improvementReminding the clients of their prime

responsibility and accountabilityRespecting their capability and paceProviding alternativesLeaving decision-making into the

hands of the clients

What is Technical Assistance (TA)?

1.Information SharingPoliciesGuidelinesDirectionsInstructions

MODES OF PROVIDING TA

Via – conferences, Memorandum, DepEd Orders, Giving of Referrals, etc…

MODES OF PROVIDING TA

2. Capability Building – development of competencies via . . .

TrainingWorkshopsCoaching/MentoringJob 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

MODES OF PROVIDING TA

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

• 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.

Guiding Principles of TA

• Policy formulation and planning

• Training and development• Curriculum and learning mgt• Quality assurance &

accountability• Resource mobilization REGION

Scope of TA

• 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

TA Expected from the Regions

• Plan preparation/development

• PPAs implementation (SIP/AIP)

• SBM implementation• Management and

implementation of work plans (processes)

• Management of peopleDIVISION

Scope of TA

• 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

TA Expected from the Divisions

TECHNICALASSISTANCEPROCESSFRAMEWORK

A. Technical Assistance Needs Assessment Stage1. For RO-TA: Assess Inputs from DEDP Implementation Results, RQMT Report, BEIS Data (Quantitative &

Qualitative) 2. For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results BEIS

Data, DQMT report (Quantitative and Qualitative)

B. Planning Stage

1. Prioritize assessed TA Needs per DO/School

2. Prepare the TA Plan per DO/School

3. Establish agreements on (performance) targets

C. Implementation Stage1. Execute the TA Plan /Intervention2. Conduct Progress Monitoring3. Analysis: Team Discussion on Progress

Monitoring Results and Planning for Feedback

D. Feedback1. Discuss with

target group quarter progress

2. Adjust performance targets

E. Adjustment of Quarter Plan / Targets

1. Discuss results of “Stage D” with the team

2. Adjust TA Plan

F. Evaluation of TA Stage

1. Discuss with target group the Accomplishment vis. Performance Targets

2. Discuss with group over-all results vis. TA Plan

3. Prepare Inputs to Annual Report

G. Progress/Annual Report to Management Stage1. Consolidation of progress/summative results2. Analysis of TA results3. Preparation of Quarter/Annual Report

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 ESDO – PSDS, SH

• 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 Monitoringa. Input-Outputb. Formative: Progressc. Summative: Outcomes/Results • Types of Informationi. Quantitativeii. Qualitative

Levels of Quantitative & QualitativeInformation

SCHOOL PERFORMANCE / OUTCOMES INDICATORS

A. Enrolment Graduation RateB. 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

• 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

A. Technical Assistance Needs Assessment Stage1. For RO-TA: Assess Inputs from DEDP Implementation Results, RQMT Report, BEIS Data (Quantitative &

Qualitative) 2. For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results BEIS

Data, DQMT report (Quantitative and Qualitative)

B. Planning Stage

1. Prioritize assessed TA Needs per DO/School

2. Prepare the TA Plan per DO/School

3. Establish agreements on (performance) targets

C. Implementation Stage1. Execute the TA Plan /Intervention2. Conduct Progress Monitoring3. Analysis: Team Discussion on Progress

Monitoring Results and Planning for Feedback

D. Feedback1. Discuss with

target group quarter progress

2. Adjust performance targets

E. Adjustment of Quarter Plan / Targets

1. Discuss results of “Stage D” with the team

2. Adjust TA Plan

F. Evaluation of TA Stage

1. Discuss with target group the Accomplishment vis. Performance Targets

2. Discuss with group over-all results vis. TA Plan

3. Prepare Inputs to Annual Report

G. Progress/Annual Report to Management Stage1. Consolidation of progress/summative results2. Analysis of TA results3. Preparation of Quarter/Annual Report

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 1.1.11..1.2

1.1.31.1.4

1.2

A. Technical Assistance Needs Assessment Stage1. For RO-TA: Assess Inputs from DEDP Implementation Results, RQMT Report, BEIS Data (Quantitative &

Qualitative) 2. For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results BEIS

Data, DQMT report (Quantitative and Qualitative)

B. Planning Stage

1. Prioritize assessed TA Needs per DO/School

2. Prepare the TA Plan per DO/School

3. Establish agreements on (performance) targets

C. Implementation Stage1. Execute the TA Plan /Intervention2. Conduct Progress Monitoring3. Analysis: Team Discussion on Progress

Monitoring Results and Planning for Feedback

D. Feedback1. Discuss with

target group quarter progress

2. Adjust performance targets

E. Adjustment of Quarter Plan / Targets

1. Discuss results of “Stage D” with the team

2. Adjust TA Plan

F. Evaluation of TA Stage

1. Discuss with target group the Accomplishment vis. Performance Targets

2. Discuss with group over-all results vis. TA Plan

3. Prepare Inputs to Annual Report

G. Progress/Annual Report to Management Stage1. Consolidation of progress/summative results2. Analysis of TA results3. Preparation of Quarter/Annual Report

Implementation Stage

• Implementation of planned intervention 9 collaborative effort)

- limited TA- Moderate TA- On-site/ longer term TA

A. Technical Assistance Needs Assessment Stage1. For RO-TA: Assess Inputs from DEDP Implementation Results, RQMT Report, BEIS Data (Quantitative &

Qualitative) 2. For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results BEIS

Data, DQMT report (Quantitative and Qualitative)

B. Planning Stage

1. Prioritize assessed TA Needs per DO/School

2. Prepare the TA Plan per DO/School

3. Establish agreements on (performance) targets

C. Implementation Stage1. Execute the TA Plan /Intervention2. Conduct Progress Monitoring3. Analysis: Team Discussion on Progress

Monitoring Results and Planning for Feedback

D. Feedback1. Discuss with

target group quarter progress

2. Adjust performance targets

E. Adjustment of Quarter Plan / Targets

1. Discuss results of “Stage D” with the team

2. Adjust TA Plan

F. Evaluation of TA Stage

1. Discuss with target group the Accomplishment vis. Performance Targets

2. Discuss with group over-all results vis. TA Plan

3. Prepare Inputs to Annual Report

G. Progress/Annual Report to Management Stage1. Consolidation of progress/summative results2. Analysis of TA results3. Preparation of Quarter/Annual Report

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

A. Technical Assistance Needs Assessment Stage1. For RO-TA: Assess Inputs from DEDP Implementation Results, RQMT Report, BEIS Data (Quantitative &

Qualitative) 2. For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results BEIS

Data, DQMT report (Quantitative and Qualitative)

B. Planning Stage

1. Prioritize assessed TA Needs per DO/School

2. Prepare the TA Plan per DO/School

3. Establish agreements on (performance) targets

C. Implementation Stage1. Execute the TA Plan /Intervention2. Conduct Progress Monitoring3. Analysis: Team Discussion on Progress

Monitoring Results and Planning for Feedback

D. Feedback1. Discuss with

target group quarter progress

2. Adjust performance targets

E. Adjustment of Quarter Plan / Targets

1. Discuss results of “Stage D” with the team

2. Adjust TA Plan

F. Evaluation of TA Stage

1. Discuss with target group the Accomplishment vis. Performance Targets

2. Discuss with group over-all results vis. TA Plan

3. Prepare Inputs to Annual Report

G. Progress/Annual Report to Management Stage1. Consolidation of progress/summative results2. Analysis of TA results3. Preparation of Quarter/Annual Report

Adjustment of Quarter Plans/Target Stage

• Per agreement

• Further discussed

• Inform if the adjustments should be made in the TAP

A. Technical Assistance Needs Assessment Stage1. For RO-TA: Assess Inputs from DEDP Implementation Results, RQMT Report, BEIS Data (Quantitative &

Qualitative) 2. For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results BEIS

Data, DQMT report (Quantitative and Qualitative)

B. Planning Stage

1. Prioritize assessed TA Needs per DO/School

2. Prepare the TA Plan per DO/School

3. Establish agreements on (performance) targets

C. Implementation Stage1. Execute the TA Plan /Intervention2. Conduct Progress Monitoring3. Analysis: Team Discussion on Progress

Monitoring Results and Planning for Feedback

D. Feedback1. Discuss with

target group quarter progress

2. Adjust performance targets

E. Adjustment of Quarter Plan / Targets

1. Discuss results of “Stage D” with the team

2. Adjust TA Plan

F. Evaluation of TA Stage

1. Discuss with target group the Accomplishment vis. Performance Targets

2. Discuss with group over-all results vis. TA Plan

3. Prepare Inputs to Annual Report

G. Progress/Annual Report to Management Stage1. Consolidation of progress/summative results2. Analysis of TA results3. Preparation of Quarter/Annual Report

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?

A. Technical Assistance Needs Assessment Stage1. For RO-TA: Assess Inputs from DEDP Implementation Results, RQMT Report, BEIS Data (Quantitative &

Qualitative) 2. For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results BEIS

Data, DQMT report (Quantitative and Qualitative)

B. Planning Stage

1. Prioritize assessed TA Needs per DO/School

2. Prepare the TA Plan per DO/School

3. Establish agreements on (performance) targets

C. Implementation Stage1. Execute the TA Plan /Intervention2. Conduct Progress Monitoring3. Analysis: Team Discussion on Progress

Monitoring Results and Planning for Feedback

D. Feedback1. Discuss with

target group quarter progress

2. Adjust performance targets

E. Adjustment of Quarter Plan / Targets

1. Discuss results of “Stage D” with the team

2. Adjust TA Plan

F. Evaluation of TA Stage

1. Discuss with target group the Accomplishment vis. Performance Targets

2. Discuss with group over-all results vis. TA Plan

3. Prepare Inputs to Annual Report

G. Progress/Annual Report to Management Stage1. Consolidation of progress/summative results2. Analysis of TA results3. Preparation of Quarter/Annual Report

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

RelevantAcceptable to the TA recipientResults 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 SupervisorsEducation Program SpecialistsTechnical Personnel

TA Providers

• DivisionSDSASDSEducation SupervisorsEducation Program SpecialistsDesignated Division CoordinatorsPSDS/SHsOther Schools Division Personnel

Regional TA Team Composition

TL : Can be designated or chosen by the membersMembers : Reps from all functional Divs in the Reg

Policy, Planning and Research DivCurriculum & Learning Mgt DivTraining & Dev DivQuality Assurance and Accountability DivRes Mob and Special PPs DivTech personnel from the Adm Div

Division TA Team Composition

TL : Can be designated by the SDSMembers : Reps from

Education Supervisors or EPSDesignated Division CoordinatorsPSDS/ SHsOther Division Personnel

Supporting Teachersto provide learning

programs which meet the needs of students

and improve their learning outcomes.

At the school level:

T A

At the division level:

T A

Supporting schools for effective and efficient School-Based Management practices

Improved Learning Outcomes

At the division level:

T A

capacitate districts in providing support to schools

Improved Learning Outcomes

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

At the regions

To support and capacitate 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

• 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.

N.B.

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. . .

Somewhere , somehow, someonecared for their growth and development

- Miller

Thank you!