LEARNING DELIVERY MODALITY

LEARNING DELIVERY MODALITY

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Published with reusable license by Edessa Marie Tiwanak

 July 28, 2020
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Reader view

LEARNING DELIVERY MODALITY

TECHNICAL ASSISTANCE AND
COACHING GUIDEBOOK
The figure below provides an illustration of the flow of support at both levels of
technical assistance and coaching.

4. Effectively apply in teaching the pedagogical and learning assessment

approaches that are appropriate for the LDM being implemented

5. Determine, through reflective practice, if the learned competencies translate to

improved instruction

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

For the LDM Program, providers of TA and coaching must encourage everyone
towards the BE-LCP’s goal of ensuring the continuity of education service
delivery while safeguarding the health of all learners, teachers and school
leaders.

3. Learning is a cooperative and a collaborative process. Technical assistance is

a two-way process and a shared responsibility

The TA and coaching to supporting

the teachers and education leaders

that will undergo the Learning

Delivery Modality Courses shall be

provided at two levels, as follows:

D. PRINCIPLES
Literature offers several TA and coaching principles. For the LDM Program, the
following principles were selected from both disciplines to guide the process and
approaches in supporting field implementers:

I. INTRODUCTION
As framework, this guidebook discusses the following:
The Department of Education developed the Basic Education Learning Continuity
Plan (BE–LCP) to guide medium- and long-term actions to mitigate the

implications of the COVID-19 challenges and enable schools to “adapt” to new

approaches.

An integral part of the BE–LCP is the Learning Delivery Modality (LDM) Courses
that is intended to capacitate teachers and education leaders to implement the
learning delivery modalities that are viewed to be novel as opposed to the face-
to-face classroom interaction everyone is very familiar with.

3. Set-up the division and school level continuous learning mechanisms that
reinforces learning on the modalities, as well as address specific challenges

of teachers during implementation (e.g. LAC)

Operationally, this means that the direction of TA and coaching is to build the
capability of education leaders and teachers to:

1. Decide on the appropriate learning delivery modality for their specific context

2. Effectively manage the Implement the learning delivery modality, both at the
division and school level

B. OBJECTIVES OF TECHNICAL ASSISTANCE AND COACHING FOR THE

LEARNING MODALITY
Technical Assistance seeks to facilitate broad-based

capacity building opportunities to the schools to

ensure the effective implementation of the BE- LCP

for the improvement of learning outcomes.

Specific to the LDM, the primary purpose of providing

TA / coaching to those going through the Program is

to ensure learning is reinforced, applied and measured.

▪ Capability-Building
▪ Group and Work Management
A. DEFINITION OF TECHNICAL ASSISTANCE AND COACHING
–helping others in accomplishing outputs or targets based on their work
plans.
Technical assistance and coaching are similarly defined as a form of
professional support provided towards assisting others to be effective in
their functions and/or achieving set goals.
1. Needs Assessment
Needs Assessment should look at the following:

Understanding the needs should consider two aspects: a) the individual situation
of the client/coachee, and b) organization context that affects the management
and/or implementation of the LDM (e.g. SDO, school).

FIGURE 2. TA AND COACHING PROCESS

E. TECHNICAL ASSISTANCE AND COACHING PROCESS

The general process of TA and coaching are quite simple and limited to four (4)
basic steps of: TA Needs Assessment, Planning, Implementation and Evaluation.

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

People can set their own goals and achieve them.

▪ Standards and key processes for technical assistance and coaching

 ▪ Role of the different governance levels and concerned offices in the provision of
TA

▪ Terms of reference of the coach and coachee

E. TECHNICAL ASSISTANCE AND COACHING PROCESS

F. ASSIGNMENT OF TA PROVIDERS AND COACHES

III. TERMS OF REFERENCE OF TA PROVIDES/ COACHES

IV. PROCEDURE IN THE SELECTION AND ASSIGNMENT OF COACHES

V. ROLES AND RESPONSIBILITIES OF LEVELS OF GOVERNANCE

VI. BASIC PROTOCOLS AND TOOLS

Table of Contents:

I. INTRODUCTION

II. LDM TECHNICAL ASSISTANCE AND COACHING FRAMEWORK

A. DEFINITION OF TECHNICAL ASSISTANCE AND COACHING

B. OBJECTIVES OF TECHNICAL ASSISTANCE AND COACHING FOR THE

LEARNING MODALITY

C. LEVELS OF ASSISTANCE

D. PRINCIPLES
▪ Information sharing
– directly sharing / clarifying information and/or expertise, or indirectly, by
referring them to the source of information and competence they need
– development of competencies or of knowledge, skills, and attitudes like skills in
the use of technology.
II. TECHNICAL ASSISTANCE AND COACHING FRAMEWORK