Technical Assistance

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 • Feedback • Discuss with target group quarter progress • Adjust performance targets • Adjustment of Quarter Plan / Targets • Discuss results of “Stage D” with the team • Adjust TA Plan • Planning Stage • Prioritize assessed TA Needs per DO/School • Prepare the TA Plan per DO/School • Establish agreements on (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

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 & QualitativeInformation 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

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

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: ________________________

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

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

Technical Assistance