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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

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Technical Assistance

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  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 • 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

  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

  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 & 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 

  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. 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 • 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

  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: ________________________

  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 • 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

  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 • 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

  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

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