TECHNICAL ASSISTANCE MECHANISM

HANDBOOK
Strengthening the implementation of Basic Education in Selected Provinces in the Visayas

TABLE OF CONTENTS

Section Description Page

Table of Contents i
List of Acronyms ii
Chapter 1 Introduction 1
1.1 Background 1
1.2 Purpose of the Handbook 2
1.3 Scope of the Handbook 2
1.4 Users of the Handbook 2

Chapter 2 Structure in Providing Technical Assistance 3

2.1 Technical Assistance (TA) Team Composition 3
2.2 Functions and Responsibilities of TA Providers 4
2.3 Functions and Responsibilities of Clients 4

Chapter 3 Competencies of Technical Assistance Providers 5

Chapter 4 Technical Assistance Processes 7

4.1. Assumptions 7
4.2. Definition of Technical Assistance 7
4.3. Purpose and Objectives of Technical Assistance 8
4.4. Guiding Principles 8
4.5. Scope of Technical Assistance 9
4.6. Technical Assistance Process Framework 10
4.6.1. TA Needs Assessment Stage 11
4.6.2. Planning Stage 12
4.6.3. Implementation Stage 13
4.6.4. Feedback Giving Stage 13
4.6.5. Adjustment of Quarter Plans and Targets Stage 14
4.6.6. Progress/ Annual Report to Management Stage 14
4.6.7. Evaluation of TA Provided 14

Chapter 5 Reporting of Technical Assistance Provided 15

Annexes
1 Process of Identifying Technical Assistance Agenda 16
2 Form 1: Tabulation of Factors that Hinder Achievement of Target Outputs 23
3 Form 2: Management Consequences 24
4 Form 3: Proposed TA Support to Client 27
Part A: Performance Contract for Technical Assistance 29
Part B: Closing the Gaps 30
5 Technical Assistance Reporting Log 31
6 Individual/Team TA Reporting Log 33
7 Individual/Team TA Report Form 35
 LIST OF ACRONYMS

AIP Annual Implementation Plan

ASDS Assistant Schools Division Superintendent
BEIS Basic Education Information System
BESRA Basic Education Sector Reform Agenda
CBP Capability Building Program
DEDP Division Educational Development Plan
DepEd Department of Education
DO Division Office / Disbursing Officer
DQMT Division Quality Management Team
DsQMT District Quality Management Team
DTAP Division Technical Assistance Plan
EFA Education For All
ES Education Supervisor
ICT Information Communication System
IMs Instructional Materials
INSET In-service Training
LGU Local Government Unit
LOQAI Listening, Observing, Questioning, Attending & Integrating Skills
LR Learning Resources
M&E Monitoring & Evaluation
PO Planning Officer
PSDS Public Schools District Supervisor
QAA Quality Assurance & Accountability
QMT Quality Management Team
R.A. Republic Act
RO Regional Office
SAC Subject Area Coordinator
SBM School-Based Management
SDS Schools Division Superintendent
SH School Head
SIP School Improvement Plan
SIS School Information System
SQMT School Quality Management Team
SY School Year
TA Technical Assistance
TAF Technical Assistance Framework
TAP Technical Assistance Plan
TOR Terms of Reference
TNA Training Needs Assessment
UIS Unified Information System
 Chapter 1
INTRODUCTION

1.1. BACKGROUND

Technical assistance is one of the key professional activities provided by the Regional Office to the Schools
Divisions, and by the Division Office to the Schools, geared toward giving them support and guidance in identifying
problems and finding the right solutions for a more effective organization.

Republic Act No. 9155, or the “Governance of Basic Education Act of 2001”, decentralized education governance,
and made “the school as the heart of the formal education system” and shifted the focus of education
management to School-Based Management (SBM).

The Department of Education’s Present Initiative, the Basic Sector Reform Agenda (BESRA) has made more specific
the roles and responsibilities of the various levels of the Department in support of School-Based Management. It
has underscored once more that the different levels of the Department have their major responsibilities to their
respective next level office. This means that the Central Office as its main responsibility; and the Division Office has
the schools as its main responsibility in leading, guiding, monitoring & evaluating and in providing technical
assistance towards effective SBM in the schools and eventually, towards achieving higher learning outcome.

The Basic Education Sector Reform Program Implementation Plan in 2006 (BESRA-PIP) enumerated the modes of
technical assistance expected of the Regions and Divisions to their respective clientele. These are enumerated as
follows:

Regions to the Divisions:

o Stakeholder networking, i.e., Divisions to the schools:

organization
Of SGC, revitalization of LSB
o Stakeholder mobilization
o Development of Standards and
indicators of Progress, impacts and
processes
o Supervision by monitoring and
evaluation of regional standards in
learning outcome
o Technical assistance through
training, performance evaluation,
accreditation process
o Decentralization of functions and
budgets in terms of localization,
integration of plans and best
practices
o Development of regional SBM
installation plan covering all
divisions
o Stakeholder networking, i.e.,
organization of SGC, revitalization
of LSB
o Stakeholder mobilization and
resource generation
o School- based resource
management and installation of
finance and administrative systems
o Technical guidance by Division
Superintendents and
technical/educational supervision
by division education, subject
specialists
o Development of standards and
indicators of progress, of impacts
and of processes.
o Appointment of SBM coordinator
including cluster/coordinating
school heads and formation of
SBM task forces.
o Training programs for school heads
and teachers
o Procurement of textbooks through
Division Annual Procurement Plan
based on school’s procurement
plans

In other words, the Schools Division cannot just claim the accomplishments of the schools within the Schools
Division, as its own, without having shown that it has proactively provided technical assistance to schools towards
continuous improvement. This is the Schools Division’s major responsibility. The same guideline also applies to the
Regional Offices towards the Schools Divisions; and the Central Office towards the Regions.

Technical assistance is deemed necessary to ensure effective programs implementation and eventually
achievement of higher or better learning outcomes. It should impact on performance, and most of all, on the
general welfare of the people in the organization and of the organization itself.
While the implementing rules and regulations of the R.A. 9155 and BESRA kept on Repeating the phrase, “technical
assistance for SBM practice”, the field offices still need to be provided with specific guidelines to know what can be
delivered, the why, when and how, that can be considered as technical assistance. Hence, this handbook is
envisaged.

1.2. PURPOSE OF THE HANDBOOK

This handbook aims to put on view the Technical Assistance (TA) Mechanism and its operations framework. This
handbook provides clear procedures, guidelines, tools and the suggested structure in implementing the TA
Mechanism. It serves as the guide instrument for an efficient, effective and relevant technical assistance for the
Regional Office to the Schools Divisions on how to manage their operations efficiently and consequently be able to
help ensure that SBM is implemented effectively in their respective schools. It will guide the schools Division office
in helping their respective schools to practice SBM, particularly on the implementation of their School Office in
helping their respective schools to practice SBM, particularly on the implementation of their School Improvement
Plans (SIP), how to manage performance of their teachers and eventually lead to improved learning outcomes.

1.3. SCOPE OF THE HANDBOOK

This handbook contains the operationalization of TA Mechanism in the Regional Office and in the Schools Division
Office. It includes a presentation of the suggested streamlined processes starting from the TA needs assessment to
planning and implementation stages, adjustment of plans, evaluation and reporting to the management foe
decision making for possible policy formulation. It will also present suggested structures as to TA Team
composition for the Region and the School Division, their functions and responsibilities, the competencies required
of them and the different instruments or tools with samples to execute the mechanism whish were found to be
helpful during the pilot implementation of the mechanism.

1.4. USERS OF THE HANDBOOK

Primarily, the users of this handbook are from the Regions and Divisions Offices whose functions are to ensure that
inputs, processes, outputs and outcomes of the Technical Assistance provided to their clients are par with the
quality standards as they achieve or accomplish their targets set. These Technical Assistance providers are:
From the Regional Office:
o Education Supervisors
o Education Program Specialists
o Technical personnel

From the Division Office:

o Schools Division Superintendent
o Assistant Schools Division Superintendent
o Education Supervisors or Education
Program specialists (EPS)
o Designated Division Coordinators
o Public Schools District
Supervisors/Principals- in –
Charge/Coordinating Principals
o Other Schools Division personnel
CHAPTER 2

STRUCTURE IN PROVING TECHNICAL ASSISTANCE

Effective management requires a well-organized TA mechanism structure. It must be carefully designed and implemented to ensure
that the technical assistance provided can really address the identified needs of the client towards the achievement of the clients’
goals. Eventually, it is so desired that the results of providing Technical Assistance can be a valid source for management to make
informed decisions. The suggested structure for the implementation of the TA Mechanism with clear functions, responsibilities and
competencies should be made known to all members of the team.

2.1. TECHNICAL ASSISTANCE TEAM COMPOSITION

AT THE REGION LEVEL:

All the Education Supervisors or Education Program Specialists and technical personnel are divided into teams. Each team is assigned
a number of schools divisions to make care of or provide technical assistance. They serve as the extended arm of the regional
management reaching out to all schools divisions.

The Chief of the Field Technical Assistance Division (FTAD) in the region coordinates with the functioning of all TA teams and with
the Chiefs of the other functional divisions. The Chief of the FTAD is an ex-oficio member the Regional Executive Committee
(REXECOM). He or she attends REXECOM meetings and reports directly to the RD and ARD by providing them update data on each
schools division. This delivery structure ensures accountability among regional personnel. Regional management can easily identify
who is responsible and accountable for a specific division at any time. Team leadership may also rotate depending on the needs of
the schools divisions under their care.

Regional TA Team Composition

Team leader : Can be designated or chosen by the members

Members : Representative from all functional Divisions in the Region:
- Policy, Planning and Research Division
- Curriculum and Learning Management Division
- Training and Development Division
- Quality Assurance and Accountability Division
- Resource Mobilization and Special Program & Projects Division

When needed, the Team Leader may request for a Special personnel from the Administrative Division and/or the Budget and
Finance Division to join the team. The basis for this request would depend of the surfaced needs of the schools divisions assigned to
them.

AT THE DIVISION LEVEL

All the Education Supervisors or Education Program Specialists, technical personnel and the Public Schools District Supervisor in the
Division Office are also divided into teams. Each team is assigned a number of districts to make care of. They serve as the extended
arm of the division management reaching out to all schools. The Education Program Specialist acts as the Team Leader. Similar to
the regional structure, this delivery structure ensures accountability among division personnel. Division management can easily
identify who is responsible and accountable for any districts or school at any time.
The Team Leader manages the functioning of his/her TA team and reports directly to the ASDS and SDS by providing them updates
data on each schools districts assigned to them. Team leadership may also be rotated depending on the needs of the schools and
under their care.

Division TA Team Composition

Team leader : Can be designated by the SDS

Members : Representative from
-Education Supervisors 1 (ES1) or Education) Program Specialists (EPS)
- Designated Division Coordinators
- Public Schools District Supervisor (PSDSs)/ Principals-In-Charge/Coordinating Principals
-Other Division Personnel

2.2. FUNCTIONAL AND RESPONSIBLE OF TECHINICAL ASSISTANCE PROVIDED

Technical assistance providers are expected to perform the following roles and functions:
1. Provide support, coaching and guidance to clients in the performance of their functions.
2. Regularly appraise clients on the status of their performance and to do their functions.
3. Provides the necessary information to the performance of their functions more effectively.
4. Provide motivation and encouragement to move forward and for continuous improvement.
5. Utilize data gathered to inform regional TA providers in aid for policy formulation.

In order to perform these roles and functions, technical assistance providers have the following responsibilities:
1. Guide and help clients in planning, strategizing, implementing plans, evaluating performance and accomplishments.
2. Share information regarding directions from higher management.
3. Share information regarding the existence and/or availability of needed resources both from within and outsides
DepEd.
4. Offer client’s information where to source out the needed TA.
5. Give feedback, especially those coming from their clients for continuous improvement.
 6. Prepare recommendations for policy formulation.

2.3. FUNTIONAL AND RESPONSIBILITIES OF THE CLIENT

While technical assistance provides have roles and responsibilities, their effectiveness can only be assured if the clients also perform
their corresponding roles and responsibilities. The following are expected from the clients:
1. Understand specific help needed for the TA.
2. Present objective and complete information on the situation of the client’s organization.
3. Inform in a timely manner the TA provide of the situation and provide data needed that may help resolve
issues/problems.
4. Be open to receive feedback from the Technical assistance provided without being defensive.
5. Act on the feedback provided by the TA.
6. Commit to perform specific roles as indicate in the plan.

CHAPTER 3
COMPETENCIES OF TA PROVIDERS

In order to deliver their Technical assistance in a more effective manner, TA provides have to develop the following competencies:
1. Skills on identifying and Prioritizing TA Needs – These skills require analytical expertise in proving & interpreting data so
that TA provider can identify and improvement areas that need technical assistance.

2. Facilities Skills – These skills include: listening skills, questioning skills, attending skills and integrated skills (LOQAI). These
skills are utilized in all the steps and processes in providing technical assistance. The application of facilitation skills will
help the technical assistance provider in implementing the guiding principles mentioned earlier in this document.

Listening Skills – This requires that the technical assistance provider pits oneself puts in the shoes of the learner or
client to be able to understand the situation confronting him/her. It is also requires that the technical assistance
provider refrain from listening “ autobiographically ”, that is, listening from one’s own perspective and immediately
making judgment. In the process, it is recommended that while listening, the technical assistance provider should
restate, rephrase and reflect on what is being said.

Observing Skills – This would require the technical assistance provider to keep an open mind; and to record behavioral
observations – that can be seen, heard of touched. The use of the “STAR” technique or approach is highly
recommended. This refers to:
S/T = Situation or Task at hand
A = Action Taken (or Inaction)
R = Result

Questioning Skills – It is recommended that the technical assistance provider asks open-ended questions and refrain
from posing leading questions or questions that would require one-word answers. It is advisable that questions be
layered, which means, listening to the response to one question before asking another questions.

Attending Skill-This is caring for the client by responding to the learning needs being noted and observed by the TA
provider. Establishing and maintaining good rapport with the client or learner will enable TA to closely attend to client’s
needs. Thus, it is recommended that the provider be continuously on the watch to be able to catch any expressed or
implied need by the client or learner.

Integrating Skills–This is the ability to synthesize or summarize points or ideas. This will help the learner identify what
been learned and prepare and plan to accomplish goals and objectives.

3. Skills in Giving and Receiving Feedback – These skills would greatly help both the technical assistance provider and the
clients in increasing their ability to see themselves as others see them. Feedback has to be given immediately for it to
relevant, timely and effective.

4. Coaching Skills -Coaching is series of one-on-one exchanges between the provider and the client or learner focused on
performance or performance-related topics. It is process that enables learning and development to occur and improve
performance. Coaching would require the application of the other behavioral skills already mentioned previously. For an
effective coaching, the provider should be able to adapt to the needs of the learner.

5. Monitoring and Analysis of TA Progress – This is the ability to check on the process and progress of the technical
assistance provided according to standards set and offer recommendation for adjustment.

6. Evaluating Technical Assistance Results - The ability to evaluate the impact or results of technical assistance provided.
Eventually, the result of the all technical assistance provide information for decision making at the division level and
recommendations for policy formulation at the regional level.
 CHAPTER 4
TECHNICAL ASSISTANCE PROCESS

4.1. ASSUPTIONS

The underlying assumptions of the technical assistance are the following:

1. Clients often do not know what is wrong and need special help in the diagnosing what their problems actually are. They
need also to know the kind of help they want to seek.
2. Most clients have a constructive intent to improve things, but they need help in identifying what to improve and how to
improve it.
3. Most organizations can be more effective than they are if they learn to diagnose and manage their own strengths and
weaknesses. No organization is perfect; hence, every form of organization will have some weaknesses for which
compensatory mechanisms must be found.
4. Unless the client learns to see the problem and think through the remedy, he/she will not be willing or able to implement
the solution. Much more, he will not learn how to fix such problems should they recur. The technical assistance provider in
this regard can provide alternatives; but decisions-making on such alternatives must remain in the hands of the client.
5. The essential function of technical assistance is to pass on the skills on how to diagnose and fix organizational problems so
that the client is more able to continuously improve the management of his/her organization.

4.2. DEFINATION OF TECHNICAL ASSISTANCE

Technical assistance, in essence, is any form of professional help and guidance or support towards helping “other” to be
more effective in the performance of their functions. They can do this either directly by sharing information with them or
helping them learn a particular area of “expertise” or indirectly, by referring them to the source of information and
competence they need. The “other” referred to here is the client.

Technical assistance is a process. It has steps to be followed and tools to make use of. It also requires some specific skills.

Technical assistance is a journey with the client towards achieving the latter’s set goals for continuous improvement,
which is their foremost responsibility and accountability as a field organization (DO/School) of Department of Education. In
delivering technical assistance, one should consider and respect the capacity and pace of the client. Technical assistance
ensures that the atmosphere or environment encourages the client not only to set their goals but also to determine the
process of achieving them. Technical assistance encourages the client to see everything as a learning process. Thus, in this
atmosphere, the client can express themselves freely, explore new ideas and even admit and correct mistakes in their
pursuit of achieving their goals. The key to effective technical assistance is to help the themselves and not on solving
problems for them.

The delivery technical assistance therefore can take varied forms. It could be in any of the following:
1. Information Sharing –Within this area are policies, guidelines, directions, and instructions of top DepEd
management. They are usually delivered via office memorandum or orders, conferences and giving of referrals.
2. Capacity-Building – This area refers to the development of competencies or knowledge, skills, and attitudes like skills
in the use of technology. More often, this type of technical assistance is delivered via training, coaching or
mentoring.
3. Group and Work Management – This refers to helping others in accomplishing outputs or targets based on their
work plans. It includes the documentation of lessons learned or best practices that consequently be shared
components of the organization. These could be achieved by the conduct of meetings, group discussion, or
workshops.

4.3. PURPOSE & OBJECTIVES OF PROVIDING TECHNICAL ASSISTANCE

The primary purpose of providing technical assistance by the School Division is to ensure that School-Based Management is
implemented in the schools; as this is mandated by law, the R.A. 9155. Schools Divisions have to ensure that the schools are
provided the appropriate, relevant and timely assistance towards continuous improvement, to help them a higher level of SBM
practice every time.

In a similar manner, the purpose of the Regions in providing Technical Assistance to School Divisions should also ensure that they are
also able to support their schools In practicing SBM.

Purpose

Technical Assistance aims that the Regions provide support and guidance to the School Division and the Schools Divisions on their
part assist their respective schools for the continuous improvement in leadership management is done, schools as organizations
become more self-reliant and self-sustaining with their respective communities.

Objective

Technical Assistance seeks to facilitate in providing broad-based capacity building opportunities to the school to ensure the
effective delivery of services for the improvement of learning outcomes.

Technical Assistance complements in the conduct of monitoring evaluation. It aids in tracking the progress and results, and
help address concerns and enhance performance.

Specifically, leadership and management should be concerned with:

1. Improving academic performance/learning outcomes of the schools;
2. Enhancing KSAs to ensure the effective delivery of services;
 3. Facilitating solutions to problems/ gaps/ needs in a particular area/s of professional development.
4. Encouraging schools to initiate programs/projects towards increase of performance & improve SBM level of practice.

4.4 GUIDING PRINCIPLES

Provision of Technical Assistance is based on the following guiding principles:

1. People are responsible for their own growth and development.

People in organizations can set their own goals and achieve them. Given this belief, technical assistance provides the
atmosphere or environment to help the client achieve their set goals and find ways and resources to achieve them. People
are not passive receptacles but active and create beings. They just have to be provided with opportunities to express
themselves freely, however, different these expressions may be. They also need the kind of atmosphere where exploring
new ideas or concepts are welcome and where mistakes committed in the process are not penalized, but, rather become
opportunities to learn from. This way each organization more responsible for its own growth and development. It is very
important that people feel they have something to contribute or bring in toward the improvement of their own
organization.

2. Technical assistance is aligned with the organization’s vision and mission and is based on the organization’s needs.

Technical assistance is provided in support of the organization’s vision and mission, thus encouraging everyone to work
towards common goal.

Technical assistance ensures that the client always refers to the organization’s vision, mission, and goals as identified in the
respective plans – DEDP (for the Schools Divisions) or SIP (for the schools); which were previously set based on their
organization’s needs. A need is a lack/inadequacy what is and what should be.

Division leaders/school heads have to recognize their need for help to become more effective managers. Once the need is
recognized and admitted, doing something about it comes next. They have to be guided and supported to be able to
achieve their goals, particularly in being able to manage schools for continuous improvement.

With DepEd-BESRA, the Schools Divisions are expected to prove technical assistance to schools to implement effective
school-based management (SBM). Similarly, the Regions have to provide technical assistance to the School Divisions for
them to support their schools in implementing SBM.

3. Learning is a cooperative and a collaborative process.

Helping each other to learn requires a process of interactive independence. This is another principle of adult learning.
Learning is best achieved when members work together and share ideas towards a common goal.

Technical assistance is a two-way process and a shared responsibility. While the provider offers suggestions, decision-
making and actions are the responsibilities of the client or receiver of technical assistance.

Technical support is offered by the Regions to Schools Divisions and the Schools Divisions to schools. It can be offered
individually or to teams.

4.5. SCOPE OF TECHNICAL ASSISTANCE

As mandated in RA 9155, and in consonance with the restructuring process of the three STRIVE Regions, technical
assistance in education must be embedded as an inherent task of all functional divisions in the region such as policy
formulation and planning, training and development, curriculum and learning management, quality assurance and
accountability, and resource mobilization.

For the Schools Divisions, provision of technical assistance to schools is focused not only one the development and
preparation of their plans, but also on the implementation of programs and projects outlined in the SIP/AIP, and in the
implementation of School Based Management for a continuous school improvement as a whole.

Technical assistance therefore should also take a look at how their manage and implement their work plans including the
processes they utilize to achieve their targets according to their plans. They should also look at how the people or staff are
managed and treated as well.

Technical assistance is deemed necessary to ensure higher learning outcomes, more effective programs implementation,
stronger impact of performance, and most of all, for the general welfare of the people in the organization and for the
organization itself.

4.6. TECHNICAL ASSISTANCE PROCESS FRAMEWORK

Vital to the provision of technical assistance to target clientele is the advocacy of the mechanism as an avenue to create
awareness of the program. Advocacy strategies will vary depending on the targeted audience and may include
development and distribution of brochures, flyers, issuance of memorandum, access to website, and involvement of
professional associations and interest parties among others.

Once the awareness and readiness has been established, pre-requisite activities are conducted to build partnership
between the technical assistance providers and the clients. These may include the following:
  Orientation on the nature, scope, objectives, guiding principles, process of the mechanism, the roles and
responsibilities of the technical assistance providers and the clients.
 Orientation on the processes utilized by the Quality Management teams to make quality assurance and
accountability both at the region level and the division level.
 Orientation on how to utilize the EBIIES
 Establish rapport and collaboration as needed.

Once the necessary infrastructure and system are in place, the team may now proceed with the following Technical
Assistance Process Framework:

A. Technical Assistance Needs Assessment Stage

1. For ORO-TA: Asses Inputs from DEPD Implementation Results, RQMT Report BEIS Data (Quantitative &
Qualitative For DO-TA: Asses Inputs from SBM Readiness Assessment Results, School AIP Implementation
Results BEIS Data, DQMT report(Quantitative and Qualitative)

G. Progress/Annual Report to Management Stage

1. Consolidation of progress/summative results
B. Planning
2. Analysis of TA results F. Evaluation of
Stage
3. Preparation of Quarter/Annual Report TA Stage
1. Prioritize
assessed TA 1. Discuss with
Needed per target group the
DO/School Accomplishment
2. Prepare the vis.
TA Plan per Performance
Do/School Targets
3. Establish 2. Discuss with
agreements group over-all
on results vis. TA
(performanc Plan
E. Adjustment of D. Feedback 3. Prepare
e) targets
Quarter Plan/Targets Inputs to Annual
1. Discuss with target group Report
1. Discuss results of quarter progress
“Stage D” with the team
2. Adjust performance
2. Adjust TA Plan targets

C. Implementation Stage

1. Execute the TA Plan/Intervention

2. Conduct Progress Monitoring

3. Analysis: Team Discussion on progress

Monitoring Results and Planning for Feedback

4.6.1. TA Needs Assessment Stage

FOR THE REGION:

This first in delivering assistance to School Divisions. The technical assistance team should first have a clear understanding of the
actual situation of the clients. Important documents that the team should review are DEDRs (or Division plan in any form) their
annual implementation plans, eBEIS data on all performance indicators, SMB Assessment Results of their schools and the reports
from the Quality Management Team. These documents will provide the team basic information on the present status or situation of
the client and identify needs that would require technical assistance.

FOR THE DIVISION:

This is the first stage in delivering technical assistance to schools. The technical assistance teams should first have a clear
understanding of the actual situation of the client. Important documents that the team should review are schools SIPs and their
implementation plans. E-BEIS data on all performance indicators, SBM Assessment Results and the reports from the Management
Team. These documents will provide the team basic information on the present status or situation of the client and identify needs
that would require technical assistance.

To identify the TA needs priorities of the schools, the TA Team will do the following steps:
o Conduct a situational analysis through a Focus Group Discussion, Interview, TNA results, EBEIS data, QMT reports and
review of other relevant documents. There are various situational analysis tools that can be utilized in this stage. The
 quantitative information on indicators of outcomes and intermediate outcome. This will point to particular areas that would
need further data gathering or a more focused analysis of the situation.
o Identify priority needs and explore the nature and scope of the problem. This will determine whether the problem is valid
or only a symptom of underlying organizational issue/s. Refer to Annex 1 on the process in identifying Technical Assistance
agenda.
o Validated the results of the situational analysis through consultation with the management:
For the RO - with the Division SDS and ASDS and ES
For the DO – with the PSDS and School Head
o This validation will determine the reasons or hindering factors on why the client (DO or School) was unable to achieve their
targets.
o Process all quantitative information by first categorizing the identified reasons into areas for management actions, e.g.,
people, resources.
o Help the client identify management actions to resolve the hindering factors. The TA may provide hints or suggest solutions
when called for. Solutions have to be feasible, appropriate and achievable.
o From the solutions listed, ask the client or recipient which ones they could do by themselves and which ones would they
need help from the TA or other resources.
o A Performance Contract may now be signed by the TA and the recipient.
o The results of the Needs Assessment shall be reported and the Performance Contract shall be presented for approval.

FOR THE RO: To the RD and ARD via the REXECOM

FOR THE DO: To the SDS and ASDSs

4.6.2. Planning Stage

After an analysis of the data gathered, the first step is to identify all the needs of the client. Then there is a need to
prioritize which needs require technical assistance per client. Once Technical Assistance needs have been prioritized, the
assistance team can validate their findings with the client and come to an agreement to close the gaps. Then the team can
prepare the technical assistance plan by accomplishing the TA Plan form per client (Schools Division or school).
The TA plan is a comprehensive plan that will guide the Region or Schools Division for the successful delivery of various
types of technical assistance. The planning form includes specific targets with standards, expected outputs and time frame.
Technical Assistance Plan contains the objectives; TA needs identified, target, outputs, strategies, timeframe and resources
needed for implementation as shown in Annex 3.

The plan shall then be presented to and discussed with the client to establish agreements regarding performance targets.
This stage is completed once the TA provider and the client sign a Performance Contract for Technical Assistance (Annex 4a
and 4b). In cases when the planned intervention is beyond the capacity of the TA provider, referrals can made to other
resource/service providers.

FOR THE REGION:

The Field Technical Assistance Division shall collate and study all the needs of the Schools Divisions and prepare
interventions that the Region can undertake to address common needs of a number of or all the Schools
Divisions. TA plans should be approved by the Schools Division Superintendent of the target Schools Division for
appropriate management decision and support.

FOR THE SCHOOL DIVISION:

The TA Coordinator shall collate and study all the needs of the districts/schools and prepare interventions that
the Schools Division can undertake to address needs of a number of Schools or districts. TA plans should be
approved by the School Division Superintendent before implementation. The TA plan of TA providers must also
be approved by the School Heads for appropriate management decision and support.

4.6.3. Implementation Stage

At this stage, the TA provider/TA team can now implement the TA plan or the planned intervention. Preparation
for and the actual implementation of the intervention should be a collaborative effort between the Technical
Assistance team and the client.

Implementation of the plan may be on different levels and/or may need the service of other or service
providers.

Three levels of Technical assistance:

1. Limited technical assistance involves brief assistance to locate information, materials, or a resource person
who can supply information related to specific questions and/or issues. This technical assistance may take
the form of forwarding documents relating to the questions, issue, or referral to an agency/clearing house
for needed information referral person for a brief telephone consultation.

2. Moderate technical assistance includes providing the information and/or consultation described above, but
results in agency personnel discovering that more significant issues or problems exist, which require
additional information and/or brief telephone consultation with additional resource persons.
3. On-site and/or longer term technical assistance is needed when the issues are significant and may require
direct contact with consultants. This assistance may involve:

o Evaluating/validating previous needs assessments

o Assessing programs and operations
o Developing innovative approaches to identified problems
o Strategizing to improve/enhance practices and operations
o Designing the training program/ and training delivery
o Providing inputs to improve overall management and operations

4.6.4. Feedback Giving Stage

During and after every progress monitoring, the technical assistance team shall plan to give feedback to
the client after which, the client and the team agree on possible adjustments in the performance
targets. The TA provider shall take note of the-

Criteria in Giving Feedback:

o Intended to help the recipient

o Given directly and with feeling, based on a foundation built on trust
o Descriptive rather than evaluate
o Specific rather than general with good, clear and preferably recent examples
o Given at a time when the receiver appears ready to accept it
o Inclusive only of those things that the receiver can do something about
o Not be more than the recipient can handle at one time

4.5.6 Adjustment of Quarter Plans/Targets Stage

The agreements made with the client are further discussed by the team, and turn shall inform if
adjustments should be made in the Technical Assistance Plan.

4.6.6. Progress/Annual Report to Management Stage

Prior to the preparation of the end of the quarter report, there is a need to consolidate all progress
reports and analysis them. The following questions may guide the monitoring process:

o Was the technical assistance helpful and productive?

o Were the appropriate persons/agencies involved?
o Were the objects achieved?
o Were there any barriers encountered that prevented or adversely successful implementation of
technical assistance plan?
o Has the technical assistance produced the needed changed?

The progress and annual report provides the necessary information to top management for decision
and appropriate action and support. At this stage cycle 1 of Technical Assistance ends. The quarter
and annual reports eventually become inputs again to Stage A: Technical Assistance Needs
Assessment Stage, which commences cycle 2 of Technical Assistance, AND THE CYCLE IS REPEATED.

4.6.7. Evaluation of Technical Assistance Provided Stage

The stage is usually of the Quality Assurance and Monitoring and Evaluation group the region. The
evaluation usually covers four areas and the process utilizes the following guide questions.

Guide Questions:

- Is the TA provided efficient? – As to time, people, & other resources? Were the activities
implemented as planned? According to guidelines set?
- Is the TA provided effective? – Were the objectives of the TA achieved?
- Is the TA provided relevant? – Was the TA useful to the client? Did it contribute to the achievement
of the SIP objectives? (DEDP objectives? REDP objectives? What factors helped? What factors did
not help?)
- Is the TA provided sustainable? – Can the TA provided be applied to the similar situations? Can they
apply the TA provided on their own?
 Ways of evaluating technical assistance include the following:

o Asking questions after the intervention

o Preparing technical assistance report
o Documenting change in the divisions/schools (e.g. revised policies and procedures, new
program developed and implemented)
o Tracking of Technical assistance provided to Division and Schools o as to follow-up actions
needed and whether such actions were taken. Tracking report needs to be validated by the
Schools Division Superintendent.
o Measuring impact on the implementation of the technical assistance using M and E tools
o Surveying stakeholders’ satisfaction with the change resulting from the delivery of technical
assistance

After coming up with the client, the team has to collectively and decide on their findings before preparing the
evaluation report.

For the TA teams, the findings of the report shall serve as inputs in developing the succeeding Technical
Assistance Plan. Moreover, for the RO-TA team, the findings shall also serve as input the formulation of the
regional polities.

CHAPTER 5

REPORTING OF TECHNICAL ASSISTANCE PROVIDED

Since DepED Office utilize the TA Reports for different purposes, the reporting schedules should be identified
and consistently followed. Reports should focus on its progress, initial gains and result of TA implementation on
a regular basis, (monthly, quarterly, semi-annually or as the need arises or as required).

TA Plan implementation needs regular monthly monitoring and evaluation for timely, relevant reporting. It is
also the ultimate measure on the effectiveness of the TA provided. The integrity of periodic TA reports provide
the building blocks to facilitate generation of appropriate feedback for decision making and/or plan adjustments
should be ensured.

Monitoring and evaluation results should be communicated to the officials and management of the Regions,
Divisions, Schools and others stakeholders for adjustments and decision making. Regular TA reports have to be
submitted to the concerned office/s on the week of the month of the following month or quarter (for monthly &
quarterly reports), and the process of monitoring will cover about 30 days or 12 weeks of each quarter.
 ANNEXES

ANNEX 1

PROCESS OF IDENTIFYING THE TECHNICAL ASSISTANCE AGENDA

The first step in providing technical assistance (TA) is identifying the Agenda of Technical Assistance. This agenda
becomes the TA Plan that serves as roadmap of the regional TA providing support to division/division TA teams in
providing support to school.

Critical to achieving an effective provision of Technical Assistance, it is essential that the TA Agenda is:

 Relevant
The technical assistance provided directly support the development plan and/ or performance objectives of the
TA recipient. This can be achieved by proper analysis of the reasons or factors hindering the achievement of
target outputs/ job performance targets.
 Acceptable to the TA recipient
It is essential assistance that the TA recipient recognizes what needs to be done and what help they require to
resolve the hindering factors. This realization enhances of technical assistance as well as sustainability of
assistance provided. A potentially effective strategy for this by engaging the TA recipient in a “collaborative
thinking” of the solutions to the hindering factors (management consequences) and identifying which of those
solutions can be addresses within their ones will be provided by the TA teams.
 Results Driven and Focused
The TA team knows exactly to what outputs the technical assistance provided will affect and consequently, the
outcomes it will contribute. This will create an intrinsically motivated technical assistance because it knows its
higher purpose.

In order to develop a relevant, acceptable and results-driven TA Agenda, the TA should be able to derive the priority
areas for TA planning following this line of thinking:

FOUR KEY QUESTIONS:

Q. 1. In what intermediate / outcomes indicators is the school/division lagging behind?

Q. 2. What hinders the school/division from meeting the target outputs (per contributory objective)?

Q. 3. What should the school/division management do in order to resolve the hindering factors/reasons?

Q. 4. Which of the identified solutions (management action) can the school/division do by themselves? Which
ones need support from upper management (i. e. Division TA Team for schools and the Region TA Team for the
division)?

The following are suggested steps to analyze and arrive at the TA needs of the school/division:

Step 1. Analyze information generated by the QAA/M&E Teams (Quantitative). The quantitative information
on outcomes and intermediate indicators point to particular areas that needed further data gathering or a more
focused analysis of the situation (qualitative).

Step 2. Perform Focused Investigation (Qualitative Information). Given the quantitative information, determine
the reason / hindering / factors why the school/division is unable to achieve the target outputs (leading to the
intermediate of outcomes indicators).

Step 3. Process the Qualitative Information. Categories the identified reasons (hindering factors) in terms of _
?_ Dimensions in order to determine the appropriate management action. Refer to Table 1 for the Dimensions
with Sample Reasons or Hindering Factors.

Use Form 1 for Step 1 and 2.

 Table 1: CATEGORIES OF HINDERING FACTORS WITH SAMPLE RESPONSES

SAMPLE REASON S / HINDERING _?_ DIMENSION INDICATORS

FACTORS/ISSUES
(SOURCE: Actual Responsible from Sample
Schools in S 1)

A. Management
 SIPs are not approved expectation
that’s why SGC is not
functional
 External stakeholders are
not fully aware of their
rights and responsibilities
 Stakeholders expected to
manage the school hand in  Clear Management
hand with SH; No Expectations
experience in SMB  Performance Standards
 Awareness of their
(external stakeholders)
rights and responsibilities
on SBM practices
 School in-charge/ head no
time for school
management activities; SIC
manage the school after
attending
trainings/seminars
 How to develop
transparency or
accountability that involves
major stakeholders,
specially the SGC
 Unaware of the need to
company the SIP with
National Standards
 Any activities of the school
for the improvement of
school is lead by the school
lead
 Stakeholders are busy of B. Motivation/incentive  Clarity of
their work factors importance/Rationale
 Need something to attract  Positive
to stakeholders Consequences/Rewards
 Incentive,
acknowledgment, Giving of
certificate, Teacher
personnel problem,
Students Attitudes; Teacher
Attitudes; Poverty
 Participation in decision
making;
 School budget is not C. Job/organization  Factors pointing to
available in school design organizational structure /
 M&E committees are not job description
yet functional
 No team for M&E for our
school
 Not a full-pledge head
teacher; SIC should be
designated by the schools
division superintendent
 I need training on linkages D. Capacity
of stakeholders ; idea on
how to organize the
external stakeholders
 No implementation of
guidelines of SGC; Lack of
knowledge
 Knowledge on school
 procurement plan and SEF  Level of skill or knowledge
budgeting; I need training among job performance
on LSB and fiscal
management
 Needs training on how to
conduct the M&E; M&E
guidelines not yet fully
defined
 More knowledge and skills
in mechanism on school
performance and
accountability
 I find difficulty in filling up
the TNA
 SH does not know how to E. Resources:  Appropriate Tools
make TNA E.1. Technology  Process / Know-how
 SH needs a hard copy of  Data/Information/Process
NCBTS competencies Documentation
 Needs training on how to
conduct the M&E; M&E
guidelines not yet fully E.2. Human Resources  Personnel/Manpower
defined
 Handbook on MOOE and
SEF (from an Elementary E.3. Financial  Available fund support
School)
 Insufficiency of funds; Class
held in the school
stage/makeshift; Only 40%
of the total school
expenditures answered by
the school funds
 Environmental problem E.4. Physical
environment

Step 4.Identifying Management Consequences (Management actions to resolve the hindering factors).

a. Help the recipient of the TA understand the implementation of the hindering factors to management. Lead the
TA recipient in determining the actions that need to be taken to resolve the hindering faculties / difficulties.
Use Form 2
The dimensions / categories already provide a hit on what should be done to solve the factors that hinders the
achievement of outputs. Refer to Table 2 for the possible range of TA per Dimension.
Noted:
 In situations where the school / division are unable to determine the management consequence of the
hindering factors, the TA may provide hints or suggest solutions.
 The Ta may also suggest resolutions / management consequence on occasions when the TA recipient is
unable to think of solutions that are not feasible, inappropriate and over simplified or too complex set of
actions to be taken.
b. From the resolutions (or management consequences) listed, ask the TA recipient which of those they can do
without help and which one they would need support from the Division or Region TA Team.

Table 2: Categories of hiding Factors

SAMPLE ISSUES
a. Awareness of their (external
stakeholders) rights and
responsibilities on SBM practices
b. School in-charge/ head no time for
school management activities; SIC
manage the school after attending
trainings/ seminars
c. Unaware of the need to company
the SIP with National Standards
_?_ DIMENSIONS SAMPLE POSSIBLE SOLUTION
 For A: Discuss with
External stakeholders the
SBM concepts and the
scope of their roles and
Responsibilities in SBM.
 For B to D: Discuss with
A. Management SH/ SIC the expectations of
expectations DO management, detailing
d. Any activities of the school for the
improvement of school is led by the
SH
a. Stakeholders are busy of their work
b. Need something to attract to
stakeholders
a. School budget is not available in
school
b. M&E committees are not yet
functional
c. No team for M&E for our school
a. I need training on linkages of
Stakeholders; idea on how to
organize the external
Stakeholders
b. No implementation of guidelines
of SGC; Lack of knowledge
c. Knowledge on school
procurement plan and SEF
budgeting ; I need training on
LBS and fiscal management
a. SH does not know how to make TNA
b. SH needs a hard copy of NCBTS
competences
c. Needs training on how to conduct
the M&S guidelines not yet fully
defined
d. Needs guidelines in managing an
annual school budget
e. Familiarization on MOOE funds and
their allocations
 Lack of Instructional materials for
innovative teaching
a. I need idea on NCBS need
policies guidelines, composition,
rules and functions of SGC
b. Availability of external and
the outputs / required job
performance and
corresponding standards
relative to SBM
B. Motivation/incentive  Conduct discussions with
factors stakeholders the on the
benefits of community
participation in SBM
 Develop informal rewards
C. Job/organization design  For A: Establish a resource
mobilization team
 For B and C: Issue a memo
installing a M&E Team,
with appropriate Terms of
Reference – Refers to QAA
team at the Region /
Division
 For A: Referral to the T&D
Team, for training on:
Stakeholders networking,
i.e., organization of SGC,
revitalization of LBS;
D. Capacity stakeholders mobilization
and resource generation;
etc.
 For B: Coachingof Division
SBM Coordinator or
technical/educational
supervision
E. Resources;
 For A and B: refer to T&D
Team
E.1. Technology  For C: Refer to
QAAM/M&E Team of the
Division/Region
 For D and E: School-based
resources management
and installation of finance
and administrative system;
Training on Simplified
Accounting for Non-IUs.
E.2. Human Resource  Appointment of SBM
coordinator including
cluster/coordinating
school heads and
formation of SBM task
forces.
E.3. Financial  Referral to the LRMD
Team to support
school / division to
access learning /
teaching resources
 Procurement of
textbooks through
Division Annual
Procurement Plan
based on school’s
procurement plans
E.4. Physical environment
 For A and B: Provide
guidelines on Stakeholder
mobilization and resource
F. Policy generation
 internal stakeholder guidelines
c. Manual of policies’ guidelines
and procedures governing school
leadership
a. SIP is not yet approved by the DAC
b. Someday has to tell me of my
efficiency and competence as a
school leader
 Only teachers are monitoring
and evaluation pupil learning
outcomes
 Need to make closer
relationship to mayor to seek
SEF funds
 Functional support of the
external stakeholders
 Favoritism; Human relation
 For A: Provide a copy of
NCBTS and referral to the
T&D Team for orientation
on the NCBTS
 For C. Development of
standards and indicators of
progress, of impacts and of
processes for school
leadership and give this
school head.
 For A: Obtain feedback
from the DAC; DO to
G. Feedback system establish mechanism
to provide feedback
on the result of the
DAC review
 For B: Discuss with
school head the
mechanism of the DO
re: school leadership;
Refer to T&D for TNA
 For C: Refer to T&D
the issue and how the
School Master Plan for
Professional
Development be
applied
 For A: refer to QAA
Team in the
Division/region re:
H. Environment Support obtaining the
involvement of
stakeholders in
monitoring pupil
learning outcomes
 For B to C: Engage
higher management in
identifying strategies
re: obtaining support
from LGUs

Step 5. Establish Agreements.

a. Finalize the draft list of what the TA recipient will do and the support received from the TA to address the
hindering factors achieve the desired target performance results. Use Form 2 to identify the items.
b. Discuss with other TA team member the proposed list of solutions with corresponding accountabilities and
commitments. Agree on what are feasible, appropriate and relevant. Consolidated the proposed actions of
TA team and submit for approval to the support to be provided to the school/division. (Use Form 3)
c. Confer with TA Recipient and FINALIZE of the list of plan of action to Close the Gaps’
d. Transfer the items in the list of the proposed Performance Contract (Form 4) between the TA recipient and
the TA Team.

Step 6. Organizing and Finalizing the TA Agenda. After the TA Team has established the
Performance Contracts with the school / division assigned to the team, consolidate the TA targets to develop the
agenda. Use Form 5: Consolidated Technical Assistance Plan.

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

 Levels of Monitoring
a. Input-Output
b. Formative: Progress
c. Summative: Outcomes/Results

 Types of Information
i. Quantitative
ii. Qualitative
 LEVELS OF M&E: OUTPUTS PROGRESS OUTCOMES

LEVELS OF OBJECTIVES:

INPUT-OUTPUT Achievement of quarter

INDICTORS / Annual Outputs

CONTRIBUTORY  Movement
OBJECTIVES towards
Contributory
Objectives
(Annual
calculation)
 Achievement of
Contributory
Objectives

PURPOSE INDICATORS Movement towards the Achievement of Target

3 year Targeted Purpose 3 year Outcomes
Indicators

LEVELS OF QUANTITATIVE AND QUALITATIVE INFORMATION

SCHOOL PERFORMANCE / OUTCOMES INDICATORS

1. Enrolment 1. Graduation Rate
2. ALS Enrolment 2. Promotion Rate
3. Simple Drop-out Rate
4. Failure Rate
5. Repetition Rate
6. Retention Rate
7. NAT
8. Level of SBM Practice

INTERMEDIATE INDICATORS
1. Learner Performance 4. Nutrition Status 7. Teacher Qualification
2. Reading Comprehension 5. Textbook-Pupil Ratio 8. Parents’ Participation
3. Mastery Competencies 6. Teacher-Pupil Ratio 9. Public Expenditure

PROVISION OF EQUITABLE QUALITY & INDICATORS SCHOOL MANAGEMENT OF

ACCESS EDUCATION SERVICES
a. Personnel a. Learner Performance a. Stakeholders’
b. Learning Materials & b. Curriculum Participation
Equipment Implementation / b. Instructional Supervisor
c. Physical & Ancillary Instructional Delivery c. Public Expenditure
Facilities c. Staff Development d. Environment
d. Other d. Others e. Management &
Administration
f. Others
ANNEX 2

FORM 1: TABULATION OF FACTORS THAT HINDERS ACHIEVEMENT OF TARGET OUTPUTS/PERFORMANCE TARGETS

UNACHIEVE HINDERING FACTORS/ISSUES

CATEGOR D OUTPUT MANAGEME MOTIVATIO JOB/ CAPACI RESOUR POLICY FEEDB ENVI
Y: OF THE NT N/INCENTIVE ORGANIZAT TY CES: ACK RON
SCHOOL/ EXPECTATIO FACTORS ION DESIGN SYSTE MEN
DIVISION NS M T
SUPP
ORT
PROVISIO
N OF
EQUITABL
E ACCESS

QUALITY
&
RELEVANC
E

SCHOOL
MANAGE
MENT OF
EDUCATIO
N
SERVICES
ANNEX 3

FORM2: MANAGEMENT CONSEQUENCES GIVEN THE FACTORS THAT HINDERS ACHIEVEMENT OF TARGET OUTPUTS/
PERFORMANCE TARGETS
CATEGORY: UNACHIEV HINDERING FACTORS / ISSUES
ED MANAGEME MOTIVATIO JOB/ CAPABILI RESOURC POLIC FEEDBA ENVIRONME
OUTPUT NT N/ ORGANIZATI TY ES Y CK NT
OF THE EXPECTATIO INCENTIVE ON SYSTEM SUPPORT
SCHOOL/ NS
FACTORS DESIGN
DIVISION
PROVISION
OF
EQUITABLE
ACCESS

QUALITY &
RELEVANCE

SCHOOL
MANAGEME
NT OF
EDUCATION
SERVICES
ANNEX 3

FORM 2: MANAGEMENT CONSEQUENCES GIVEN THE FACTORS THAT HINDERS ACHIEVEMENT OF TARGET OUTPUTS /
PERFORMANCE TARGETS

CATEGOR UNACHIEV HINDERING FACTORS / ISSUES

Y: ED MANAGEME MOTIVATIO JOB/ CAPABILI RESOURC POLIC FEEDBA ENVIRONME
OUTPUT NT N/ ORGANIZATI TY ES Y CK NT SUPPORT
OF THE EXPECTATIO INCENTIVE ON SYSTEM
SCHOOL/ NS
FACTORS DESIGN
DIVISION
PROVISIO
N OF
EQUITAB
LE
ACCESS

MANAGEMENT CONSEQUENCES:
RESOLLUTIONS TO BE TAKEN IN RELATION
TO ABOVE FACTORS

Note: Mark the item: S if the school will be able to do the solution without help
TA if the solution will require support from the TA Team
FORM 2: MANAGEMENT CONSEQUENCES GIVEN THE FACTORS THAT HINDERS ACHIEVEMENT OF TARGET OUTPUTS /
PERFORMANCE TARGETS
CATEGOR UNACHIEV HINDERING FACTORS / ISSUES
Y: ED MANAGEME MOTIVATIO JOB/ CAPABILI RESOURC POLIC FEEDBA ENVIRONME
OUTPUT NT N/ ORGANIZATI TY ES Y CK NT SUPPORT
OF THE EXPECTATIO INCENTIVE ON SYSTEM
SCHOOL/ NS
FACTORS DESIGN
DIVISION
QUALITY
&
RELEVAN
CE

MANAGEMENT CONSEQUENCES:
RESOLLUTIONS TO BE TAKEN IN RELATION
TO ABOVE FACTORS

Note: Mark the item: S if the school will be able to do the solution without help
TA if the solution will require support from the TA Team
FORM 2: MANAGEMENT CONSEQUENCES GIVEN THE FACTORS THAT HINDERS ACHIEVEMENT OF TARGET OUTPUTS /
PERFORMANCE TARGETS
CATEGORY: UNACHIEV HINDERING FACTORS / ISSUES
ED MANAGEME MOTIVATIO JOB/ CAPABILI RESOURC POLIC FEEDBA ENVIRONME
OUTPUT NT N/ ORGANIZATI TY ES Y CK NT
OF THE EXPECTATIO INCENTIVE ON SYSTEM SUPPORT
SCHOOL/ NS
FACTORS DESIGN
DIVISION
SCHOOL
MANAGEME
NT
OF
EDUCATION
SERVICES

MANAGEMENT CONSEQUENCES:
RESOLLUTIONS TO BE TAKEN IN RELATION
TO ABOVE FACTORS

Note: Mark the item: S if the school will be able to do the solution without help
TA if the solution will require support from the TA Team
ANNEX 4

FORM 3: PROPOSED TA SUPPORT TO THE SCHOOLS

I. FINDINGS

STATUS / PROGRESS: STATUS: MANAGEMENT

Outcomes Indicators
(IN RELATION TO
TARGETS/STANDARDS)
ACHIEVEMENT OF
CONTRIBUTORY OBJECTIVES
(INTERMEDIATE INDICATORS)
PROVISION OF EQUITABLE ACCESS
FACTORS THAT HINDERS CONSEQUENCE: ACTIONS TO
ACHIEVEMENT OF BE TAKEN TO RESOLVE THE
CONTRIBUTORY OBJECTIVES HINDERING FACTORS
/ JOB PERFORMANCE PROPOSED STRATEGY OF
THE RECIPIENT

 Enrolment
 ALS Enrolment

QUALITY AND RELEVANCE

 Graduation
 Promotion
 Simple Drop-out Rate
 Failure Rate
 Repetition Rate
 Retention Rate
 NAT

SCHOOL MANAGEMENT OF EDUCATION SERVICES

 Level of SBM Practice

II. MANAGEMENT CONSEQUENCE: PARAMETERS OF SUPPORT

AREA/ MANAGEMENT MOTIVATION JOB/ CAPACITY RESOURCES POLICY FEEDBACK ENVIRONMENT EXPECTED
DIVISION EXPECTATIONS INCENTIVE ORGANIZ SYSTEM SUPPORT RESULT
FACTORS ATION (SUCESS
DESIGN INDICATORS)
PROVISION EQUITABLE ACCESS

QUALITY RELEVANCE

SCHOOL MANAGEMENT OF EDUCATION SERVICES

FORM 3: PERFORMANCE CONTRACT – PART A

PERFORMANCE CONTRACT FOR TECHNICAL ASSISTANCE

This Agreement is made by and between the following parties:

Party A: Division / School Head of: ________________________ ____________________

(NAME OF SCHOOL) (CONTACT NO.)

Party B: RO/DO Technical Assistance/Team ___ _____________________ _____________________

(NAME) (POSITION)

In consideration of the mutual promises and agreements of the parties here to, as here in after set forth, it is agreed as indicated
in the attached sheets. In witness whereof, the parties here to have caused this agreement to be executed by its appropriate
personnel and the schedule above written.

Signed:

Party A: __________________ Party B: _________________

Printed Names:

Witnesses: ____________________ ___________________

Printed Names:

Date: ____________________________

FORM 3: PERFORMANCE CONTRACT – PART B

DIVISION / SCHOOL: _____________________________________________________________

SCHOOL YEAR: _____________________ DATE: ____________________

CLOSING THE GAPS

PARTY A
(ACTIVITIES TO BE UNDERTAKEN DO/SCHOOL)

PRIORITY AREA/STREA

STRATEGY #1: CRITICAL GAPS IN TAKING SUPPORT BY TA SCHEDULE

ACTIONS PROVIDER (PARTY B)

STRATEGY #2: CRITICAL GAPS SUPPORT BY SCHEDULE

TA PROVIDER
(PARTY B)
ANNEX 5.

TECHNICAL ASSISTANCE REPORTING LOG

Quarter/Month: _________________

School Year: ____________________

Date CLIENT COMMENTS, REMARKS, & CONSULTANTS

Name Designation or Position Initial AGREEMENTS REFERRED
Name & Initial
Position
 Technical Assistance Report

Division: ___________________ District: _________________

Month/Quarter: __________________

SITUATIONAL ANALYSIS/CONTEXT:

TECHNICAL ASSISTANCE OBJECTIVES:

WHAT WAS UNDERTAKEN?

Planning Made Action Taken Results

Technical Assistance Provider/s:

______________________ ______________________________

Name, Signature & Date Name, Signature & Date

ANNEX 6: TECHNICAL ASSISTANCE PLAN TEMPLATE

Department of Education

Regional Office No._____

DIVISION OPERATIONAL TECHNICAL PLAN TEMPLATE

SCHOOL YEAR______

Month of __________

Contributory Gaps/Problems/Weaknesses Alternative Specific Tasks Persons Time Assistance

Objectives Strategies and Activities Responsible Frame Needed from
Arranged in RO
Sequence
PROVISION OF
EQUITABLE
ACCESS
QUALITY &
RELEVANCE

MANAGEMENT
OF
EDUCATIONAL
SERVICES
OTHERS
ANNEX 7. TECHNICAL ASSISTANCE REPORT FORM

INDIVIDUAL/TEAM TECHNICAL ASSISTNACE REPORT FORM

Division/School: _____________________________________________________ Date: _______________

Objectives of the TA: _________________________________________________ TA Team: ___________

___________________________________________________________________ ____________

PLANNED ACTUAL
Objectives Strategy/ies Activities OVs Observation/s Action Taken Remarks
Or Findings &Agreement
 INDIVIDUAL/TEAM TECHNICAL ASSISTANCE PLAN

Division/School: _________________________________________________________

Date: _______________________________

Objective/s of the TA: ____________________________________________________

TA Team: _______________________________________________________________

_______________________________________________________________________

Prioritized Resources
Needs of Objectives Strategy/ies Activities OVI Time frame Person/s Materials Budget
The Clients Responsible
1.0 1.1 1.1.1
1.1.2
1.1.3
1.2 1.2.1
1.2.2
1.2.3
1.2.4