® Republic of the Philippines Department of Education Regio Vall July 23, 2020 REGIONAL MEMORANDUM No, 052. 2020 LEARNING DELIVERY MODALITIES (LDM) COURSE 1 MODULES 4 FOR THE DIVISION AND SCHOOL LEADERS To: Schools Division Superintendents Assistant Schools Division Superintendents Division Field Technical Assistance Providers/Coaches All Others Concerned This Region 1, __ Relative to the Learning Delivery Modalities (LDM) Course 1, this Office through the National Educators Academy of the Philippines Region 2 (NEAP R2) is providing you a copy, both printed and electronic, of additional modules (Modules 4- 5) of the Learning Delivery Modalities (LDM) Course 1 for Division and School Leaders for your information, reference and guidance. 2. Module 4 can be undertaken after you have completed the readiness assessment of your school and completed your LDM Action Plan, while Module 5 will assist you in setting the technical assistance mechanism needed to organize the support for schools (Module 5B) and teachers (Module SA) in the implementation of their chosen learning delivery modalities (LDMs). 4. ‘The electronic copy can also be accessed through the link: bit.ly/ldm1modules. 5. Immediate dissemination and compliance of this memorandum is desired. ESTELA'L, CARINO, EdD, CESO IV Director IV/ Regional Director Enclosure: As stated Reference: DM-OSEC-NEAP-OD-2020-0618 To be indicated in the Perpetual Index Under the following subjects: NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES ‘TEACHERS AND SCHOOL LEADERS se TRAINING PROGRAM REGIONAL OFFICE 0: MODULES ered REI . soon ae pita pr: "Address: Regional Government Center, Carig Sur, Tuguegary Telephone Nos.: (078) 304-3855; (078) 396-9728 Email Address: reo" 2deped cov. Website: retion? deped.gov ohMODULE 4: LEARNING DELIVERY MODALITIES IMPLEMENTATION PLANNING Now that you have completed the readiness assessment of your School and completed your LDM Readiness Action Plan, you can now proceed to planning for implementing your chosen learning delivery modalities (LDMs). Your LDM Implementation Plan will cover organizing learners and monitoring their learning; learning resource management, including the distribution and collection of learning materials; continuing professional development of teachers; risk management; and communicating with education stakeholders. MODULE OBJECTIVE = By the end of this Module, you will be able to complete a comprehensive implementation plan for your chosen LDMs. MODULE CONTENT = Lesson 1: Assessing the Readiness of Learners, Teachers and Parents LAC Session 6* Lesson 2: Learning from Selected LDM Implementation Models LAC Session 7* Lesson 3: Creating Your LDM Implementation Plan LAC Session 8* LAC Session 9* *Optional activities as may be determined by the LAC Members under the guidance of the LAC Leader ESTIMATED TIME REQUIRED = 8 hours.LESSON 4: ASSESSING THE READINESS OF LEARNERS, TEACHERS AND PARENTS In the previous Module, you were asked to assess your school’s readiness to implement your chosen LDMs using a data-driven decision-making process. However, you, as the School Leader, need to also make sure that your learners and those that support their learning, namely the teachers and the parents, are ready for the opening of the school year in this time of pandemic. This is to help ensure that your delivery of basic services is learner-centered. By the end of this lesson, you will be able to identify factors that might affect learning as well as further steps to improve the readiness of your learners, teachers and parents. Key Topic/Concept Readiness Checklist for Learners, Teachers and Parents Resources Required Y¥ Readiness Checklist for Learners, Teachers and Parents Y Study Notebook 1. Open the Readiness Checklist for Learners, Teachers and Parents file. Study the Checklist. As you go over the Checklist, jot down your thoughts in your Study Notebook. 2. Accomplish the Readiness Checklist, including the action steps/intervention section. Conduct LAC Session 6, Coordinate with your LAC Leader on the date and time for this LAC Session. In this LAC Session, do the following: 1. Share your accomplished Checklist, your proposed interventions, and your reflections on the Checklist. 2. Seta date and time for LAC Session 7, which you will hold at the end of Lesson 2. Well done! You have completed Lesson 1. You may now proceed to Lesson 2.LESSON 2: LEARNING FROM SELECTED LDM IMPLEMENTATION MODELS Having assessed both your school readiness and the readiness of your learners, teachers and parents, you are now going to consider how LOM implementation can be done in your Division/School. Before you proceed to planning the implementation of your chosen LDMSs, it would benefit you to see what has been tried out in other Schools/Divisions. By the end of this lesson, you will be able to describe the LDM implementation models of other schools and devise your own. Key Topic/Concept LDM implementation models Resources Required ¥ Navotas video ¥ Briefs on the dry run of modalities Y Study Notebook Watch the Navotas video and read the briefs on the dry run of modalities. You may also consider searching the Internet for other implementation models. Write down your reflections ‘on these models in your Study Notebook. Take note of the contexts of the Schools/Divisions in which these models are being implemented. 1. Of the implementation models that you reviewed, which can be a viable option for your School given your own context? Write your answer down in your Study Notebook with a brief explanation. 2. Think about the model that you envision to use in your school. How will it look? Describe this in your Study Notebook by drawing a diagram. Add captions or brief descriptions of the different elements of your diagram.(BGT) concuct LAC Session 7. In this LAC Session, discuss the following: 4. Your thoughts on the implementation models and which one is a viable option for your school 2. Your implementation model diagram 3. Revise your implementation model diagram based on the discussion, if appropriate. 4, Set the date and time for LAC Session 8, which you will hold at the end of Lesson 3. Good job! You are done with Lesson 2. You may now proceed to Lesson 3.LESSON 3: CREATING YOUR LDM IMPLEMENTATION PLAN This lesson will walk you through the LDM Implementation Plan Template. By the end of this lesson, you will be able to 1. discuss the different parts of the Template and how to complete them 2, complete your School Implementation Plan 3. improve on your School Implementation Plan based on feedback from your peers Key Topic/Concept LDM Implementation Plan Resources Required Y LDM Implementation Plan Template ¥ Study Notebook Open the LDM Implementation Plan Template file. Go over the Template and determine what information you need in order to create your plan. Jot down your thoughts in your Study Notebook. (REVI) conduct LAC Session 8. In this LAC Session, do the following 1. Discuss your understanding of the Template and the information that you need to accomplish it. 2. Set a deadline for each School to complete their implementation plan. 3. Set a date and time for LAC Session 9. This should be after all the School LOM Implementation Plans of your LAC Members have been completed.1. Fill up the Template and complete your School LDM Implementation Plan. Make sure you have all the data you need at hand. Seek advice from your LAC Leader or Coach if necessary. 2. Conduct LAC Session 9. In this LAC Session, do the following: a. Share and discuss the completed School LDM Implementation Plans. Check whether you have completed it according to your common understanding of the Template. b. Revise your School LDM Implementation Plan based on feedback from other LAC Members, your LAC Leader and your designated Coach. c. Submit your revised Plan to your LAC Leader who, after checking your submission, will then submit it to your Coach. d. Seta date and time for LAC Session 10, which you will hold as you go through Module 5. Congratulations for completing Module 4! You are now ready for Module 5.LEARNING DELIVERY MODALITY COURSE 1 MODULE 4 Region Division School ‘School Head Email/Contact No. READINESS CHECKLIST FOR LEARNERS, TEACHERS AND PARENTS This checklist will alow you to look into factors that might affect the implementation of your LDM. More importantly, it should inform your interventions to make them more targeted. Tick the space that corresponds to your answer. FOR THE LEARNERS: HAVE YOU CHECKED YOUR LEARNERS’ YES PARTIALLY NO 1 Psychosocial preparedness for the opening of classes? Health status? Reading level? Level of learning independence? olaleler Leaming environment in terms of study space, home conditions and immediate environment? Leaming resources? FOR THE TEACHERS: HAVE YOU CHECKED YOUR ‘TEACHERS’ YES PARTIALLY NO t Psychosocial preparedness for the opening of classes? Health status? Teaching resources such as materials, devices, internet access? FOR THE PARENTS: HAVE YOU CHECKED THE PARENTS’ YES PARTIALLY NO4. Psychosocial preparedness for the opening of ] classes? 2. Health status? 3. Confidence level to guide/support the learning of their child/ward? 4. Time available to guide/support the learning of their child/ward? 5. Reading level? 6. Leaming support resources such as materials, devices, internet access? 7. Home conditions and immediate environment? ACTION PLAN/INTERVENTION For the items that you have checked PARTIALLY or NO, indicate the action steps that you will take to improve the readiness of your leamers, teachers and parents. WHAT DO YOU PLANTO | WHEN? WHO WILL BE DO (INTERVENTION?) RESPONSIBLE?LEARNING DELIVERY MODALITY COURSE 1 MODULE 4 REGION DIVISION SCHOOL, SCHOOL HEAD “THE LEARNING DELIVERY MODALITY IMPLEMENTATION PLAN Note: Entries are samples PARTI: LEARNING MANAGEMENT Objective: Establish the mechanism of organizing A. LEARNERICLASS ORGANIZATION Jeamers and managing leaming ACTIVITIES EXPECTED OUTPUT! RESULTS Toate oF IMPLEMENTATIO N/TIME FRAME BUDGETARY REQUIREMENTS, IF ANY PERSON-IN- CHARGE aa Organize classes Prepare weekly learning plan Prepare individual Monitoring Pian Organize Teachers for Community Learning Sessions Organize! Orient home and/or ‘community learning facilitators B. LEARNING PERFORMANCE MONITORING ACTIVITIES EXPECTED OUTPUT! RESULTS DATE OF IMPLEMENTATION / TIME FRAME BUDGETARY IF ANY PERSON-IN- REQUIREMENT, | CHARGE Identify leamer performance and progress ‘monitoring reports Set schedule for leamer progressreport submissions Discuss reports and plans for actions to be taken on concems and issues PART Il: LEARNING RESOURCES A. LEARNING RESOURCE MANAGEMENT Objective: Improve availability of LR to reach 100% in all learning areas and grades across the quarters ACTIVITIES EXPECTED DEADLINE | BUDGETARY PERSON-IN- OUTPUT/ RESULTS REQUIREMENTS, | CHARGE IF ANY ‘Setup inventory system of LR Acquire/ Request for LRs Develop LRs Quality assure locally developed LRs B. LEARNING RESOURCE DISTRIBUTION AND COLLECTION MANAGEMENT Objective: Ensure that all leamers receive their learning materials and are collected for assessment ACTIVITIES EXPECTED OUTPUT/ | DEADLINE | BUDGETARY _ | PERSON-IN- RESULTS REQUIREMENT | CHARGE S, IF ANY Develop system of distribution and collection of LRs Distribute and collect LRsMonitor and report distribution and collection PART Il: CONTINUING PROFESSIONAL DEVELOPMENT FOR TEACHERS AND OTHER SCHOOL PERSONNEL Objective: Improve PPST-based competencies of teachers in managing learning in the learning delivery modality ACTIVITIES Timeline Person-in- Charge Budgetary Requirements Needs Assessment, Consolidation, Prioritization Planning for PD interventions Developing and Implementing ‘School-based Interventions Monitoring Teacher PD Activities Assessing Teacher PD NOTE: You may need to consult the teachers on their professional development needs. PART III. RISK MANAGEMENT ‘Objective: Identify risk to prevent it from happening or to mitigate its impact on the key implementation COMPONENTS OF | RISK LIKELIHOOD | SEVERITY OF | PREVENTIVE | MITIGATING DM DESCRIPTION |TOHAPPEN | RISK (High, | ACTION ACTION IMPLEMENTATION, (High, Medium, | Medium, Low) Low) Leaming Management Learning Resources Teacher CPD Others PART IV: COMMUNICATION PLAN FOR THE IMPLEMENTATION OF LDM AUDIENCE KEY MESSAGES. Leamers to secure your future Your learning continues COMMUNICATION MEDIA/ PLATFORM ‘TV Radio/Social Media TIMELINEHow LDM can make learning happen in midst of pandemic Parents Your child's education is | TV/ Radio! Fiyers important and has to be supported at home Their role in the LOM Teachers We fulfil our mission to | Social Media educate the child amidst | Telephone these challenges Formal Meetings How to make LDM succeed Community | Education is @ collective | Social Media Stakeholders | responsibility; Townhall ‘Community support to is critical in the LDM implementationMODULE 5A (FOR SCHOOL HEADS): ESTABLISHING AND MANAGING THE TECHNICAL ASSISTANCE MECHANISM IN THE SCHOOL This Module will assist you in setting up the technical assistance (TA) mechanism needed to support your teachers in their implementation of your chosen learning delivery modalities (DMs). You must have completed your School LDM Implementation Plan before proceeding with this Module. This Module is a supplement to the instructional supervision practices in the school that look after teacher improvement. Learning through this Module can best be achieved by having LAC sessions with other school heads. MODULE OBJECTIVE = By the end of this Module, you will be able to put together a School Plan for the provision of TA and coaching to teachers as they facilitate learning based on your chosen LDMs. MODULE CONTENT ® Lesson 1: Technical Assistance and Coaching: Definitions, Frameworks and Mechanism. LAC Session 10° Lesson 2: Technical Assistance Needs Assessment and Planning *Optional activity as may be determined by the LAC Members under the guidance of the LAC Leader ESTIMATED TIME REQUIRED = 9 hoursLESSON 1: TECHNICAL ASSISTANCE AND COACHING: DEFINITIONS, FRAMEWORKS AND MECHANISM In this lesson, you will gain basic understanding of TA and coaching in terms of definitions, frameworks and mechanism. By the end of this lesson, you will be able to: 1, define TA and coaching 2. describe the mechanism and processes involved in TA and coaching Key Topics/Concepts definition of terms, TA and coaching framework, TA mechanism and processes Resources Required Learning Delivery Modality Technical Assistance and Coaching Guidebook ¥ Thought Organizers for Module 5A Y Study Notebook Begin by articulating what you know and what you want to learn about the key concepts in this lesson. Use the Thought Organizers for Module 5A for this activity. 1. Download and read the Learning Delivery Modality Technical Assistance and Coaching Guidebook. 2. Read the following topics: Definition of Technical Assistance and Coaching Objectives of Technical Assistance and Coaching for the Learning Modality Levels of Assistance Principles Technical Assistance and Coaching Process Competencies of TA Providers and Coaches g. Terms of Reference of TA Provides/Coaches 3. Answer the question: How can you enhance your instructional supervision using the processes of TA and coaching? Jot down your thoughts in your Study Notebook. mpaogD4. Conduct LAC Session 10. In this LAC Session, discuss the following a. Principles of TA and coaching b. TAand coaching process c. TORs and competencies of TA providers and coaches 2. Share your answer to the question: How can you enhance your instructional supervision using the processes of TA and coaching? 3, Schedule LAC Session 11, which you will hold as you go through Module 6A. NOTE: Before participating in LAC Session 10, get inputs regarding the question above from your master teachers and/or subject area coordinators. Well done! You have completed Lesson 1, You may now proceed to Lesson 2.LESSON 2: TECHNICAL ASSISTANCE NEEDS ASSESSMENT AND PLANNING In this lesson, you will determine the TA needs of your teachers and in the cases of large schools, the departments within the schools. By the end of this lesson, you will be able to: 1. describe the process of identifying TA and coaching needs 2. engage your teachers in determining their TA and coaching needs (may include master teachers, department chairs and/or subject area coordinators) 3. develop a plan for providing TA and coaching to your teachers (in the case of large schools, departments and/or subject area groups) Key Topics/Concepts TA needs assessment, TA planning Resources Required Y Learning Delivery Modality Technical Assistance and Coaching Guidebook ¥ Thought Organizers for Module 5A Go through the Learning Delivery Modalit ical Assistance and Coaching Guidebook again, focusing on: a, Needs Assessment part of the TA process b, Grow model for Coaching With your departments and/or subject area coordinators, list down the data that can help you determine the TA and coaching needs of your teachers in relation to the implementation of the Most Essential Learning Competencies (MELCs) using the LDMs adopted by the school. Think about the individual coaching needs of your teachers and/or the TA needs of your departments or subject area groups. Use the Thought Organizers for Module 5A for this.After your School Team has gathered the data needed as identified in Activity 2 of this lesson: 4. Discuss and analyze with your School Team the data gathered. Sort out the requirements based on what are needed at the organizational level (e.g., groups in the school) and individual level (e.g., gaps in teacher competencies, clarification of roles, ete.). 2. Obtain the template for General TA Plan/Coaching Plan labeled as Annex A of the Learning Delivery Modality Technical Assistance and Coaching Guidebook (pages 18- 21). 3. Discuss with your School Team the template and its elements. Accomplish the template with the Team 4, Submit the accomplished template to your LAC Leader. Congratulations! You have completed Module 5A. You may proceed to Module 6A.MODULE 5B (FOR LAC LEADERS): ESTABLISHING AND MANAGING THE TECHNICAL ASSISTANCE MECHANISM FOR SCHOOL HEADS This Module will assist you in setting up the technical assistance (TA) mechanism needed to organize the support for your Schools in their implementation of their chosen learning delivery modalities (LDMs). Schools must have completed their School LDM Implementation Plan before proceeding with this Module. MODULE OBJECTIVE = By the end of this Module, you will be able to put together a Division Plan for the provision of TA to schools as they implement their chosen LDMs. MODULE CONTENT = Lesson 1: Technical Assistance and Coaching: Definitions, Frameworks and Mechanism LAC Session 10* Lesson 2: Technical Assistance Needs Assessment and Planning *Optional activity as may be determined by the LAC Members under the guidance of the LAC Leader ESTIMATED TIME REQUIRED = 9 hoursLESSON 1: TECHNICAL ASSISTANCE AND COACHING: DEFINITIONS, FRAMEWORKS AND MECHANISM In this lesson, you will gain basic understanding of TA and coaching in terms of definitions, frameworks and mechanism. By the end of this lesson, you will be able to: 1. define TA and coaching 2. describe the mechanism and processes involved in TA and coaching Key Topics/Concepts definition of terms, TA and coaching framework, TA mechanism and processes Resources Required ¥ Learning Delivery Modality Technical Assistance and Coaching Guidebook Y Thought Organizers for Module 58 Y Study Notebook Begin by articulating what you know and what you want to learn about the key concepts in this lesson, Use the Thought Organizers for Module 58 for this activity. 1. Download and read the Learr ivery Modality Technical Assistanc Coaching Guidebook. 2. Read the following topics: Definition of Technical Assistance and Coaching Objectives of Technical Assistance and Coaching for the Learning Modality Levels of Assistance Principles Technical Assistance and Coaching Process Competencies of TA Providers and Coaches g. Terms of Reference of TA Provides/Coaches 3. Answer the question: How can you enhance your instructional supervision using the processes of TA and coaching? Jot down your thoughts in your Study Notebook. spaoge. Conduct LAC Session 10, In this LAC Session, discuss the following: a. Principles of TA and coaching b, TA and coaching process c. TORs and competencies of TA providers and coaches . Based on your readings, discuss with your LAC the crucial element or “key message” in each of the four main steps of the TA and coaching process. Identify which TA principle is used in each of the steps. Use the Thought Organizers for Module 5B to guide the discussion. .. Discuss/share your answer to the question: How can you enhance your instructional supervision using the processes of TA and coaching? . Schedule LAC Session 11, which you will hold as you go through Module 6B. Well done! You have completed Lesson 1. You may now proceed to Lesson 2.as LESSON 2: TECHNICAL ASSISTANCE NEEDS ASSESSMENT AND PLANNING In this lesson, you will determine the TA and coaching needs of schools and school heads. By the end of this lesson, you will be able to: 1. describe the TA needs assessment process 2. engage school heads in determining their TA and coaching needs 3, develop a plan for providing TA to schools and school heads Key Topics/Concepts TA needs assessment, TA planning Resources Required Y¥ Learning Delivery Modality Technical Assistance and Coaching Guidebook ¥ Thought Organizers for Module 5B Go through the Learning Delivery Modalit again, focusing on: a, Needs Assessment part of the TA process b, Grow model for Coaching Assistance and ing Guidebook With your Division Management Team, list the data that can help you determine the TA needs of schools in relation to the implementation of LDMs. Think about the coaching needs of the school heads in leading the schools through the new delivery modalities. Determine how the data can be obtained. Use the Thought Organizers for Module 5B for this activity.ACTIVITY 3. After your Division Management Team has gathered the data needed as identified in Activity 2 4. Discuss and analyze with your Division Management Team the data gathered. Sort out the requirements based on what are needed at the organizational level (e.g., school as a whole) and individual level (e.g., capability, clarification of roles, etc.) 2. Obtain the template for General TA Plan/Coaching Plan labeled as Annex A of the Learning Delivery Modality Technical Assistance and Coaching Guidebook (pages 18- 20, 3, Discuss with your Division Management Team the template and its elements. Accomplish the template with the Team. 4, Submit the accomplished template to your assigned Coach. Congratulations! You have completed Module 5B. You may proceed to Module 6B.THOUGHT ORGANIZERS FOR MODULE 5A THOUGHT ORGANIZER FOR LESSON 1, ACTIVITY 1 aa WHATIKNOW ABOUT THE KEY | WHAT DOIWANTTO KEY CONCEPTS CONCEPTS BASED ON MY OWN LEARN ABOUT THESE EXPERIENCE AND PERSPECTIVES KEY CONCEPTS INSTRUCTIONAL SUPERVISION | | COACHING TECHNICAL ASSISTANCE =| THOUGHT ORGANIZER FOR LESSON 1, ACTIVITY 3 ‘TA PROCESS STEPS “KEY ELEMENT” WHAT PRINCIPLE IS APPLIED IN THIS STEP Step 1: TANEEDS ASSESSMENT Step 2: TA PLANNING Step 3: IMPLEMENTATION 4: EVALUATIONTHOUGHT ORGANIZER FOR LESSON 2, ACTIVITY 2 ‘WHAT DATA SHOULD BE Bane GATHERED TO Hi TOGET Tener UNDERSTAND THE GATHER THE | WHERE TOS ii COACHING NEEDS OF DATA TEACHERS TEACHERs/ DEPARTMENT CHAIRS/ MASTER ACTIONS NEEDED TO FULLY UNDERSTAND THE COACHING TEACHERS _ | NEEDS OF THE TEACHERS/DEPARTMENT CHAIRS/MASTER TEACHERS AS APPROPRIATE (e.g. schools with departments) WHAT DATA SHOULD BE | SAE HOW TO - UNDERSTAND THE TA WHERE TO GET [2PSSEr Cote NEEDS OF THE GATHER THE | THE DATA | DEPARTMENTS! SUBJECT AREA GROUPS | GROUPS IN SCHOOL SUCH AS DEPARTMENTS! | THE GROUPS IN SCHOOL ‘SUBJECT AREA ACTIONS NEEDED TO FULLY UNDERSTAND THE TA NEEDS OFTHOUGHT ORGANIZERS FOR MODULE 5B THOUGHT ORGANIZER FOR LESSON 1, ACTIVITY 1 WHAT I KNOW ABOUT THE KEY KEY CONCEPTS | CONCEPTS BASED ON MY OWN EXPERIENCE AND PERSPECTIVES WHAT DO | WANT TO. LEARN ABOUT THESE KEY CONCEPTS | INSTRUCTIONAL SUPERVISION COACHING TECHNICAL ASSISTANCE TA PROCESS STEPS THOUGHT ORGANIZER FOR LESSON 1, ACTIVITY 3 “KEY ELEMENT” WHAT PRINCIPLE IS IN THIS STEP Step 1: TA NEEDS: ASSESSMENT Step 2: TA PLANNING Step 3: IMPLEMENTATION Step 4: EVALUATIONTHOUGHT ORGANIZER FOR LESSON 2, ACTIVITY 2 WHAT DATA SHOULD BE GATHERED TO fewer ei _ UNDERSTAND THE TA ‘WHERE aoe ace NEEDS OF THE GATHER THE, | © | THEDATA SCHOOLS AS ORGANIZATIONS ‘SCHOOLS AS ORGANIZATIONS: ‘ACTIONS NEEDED TO FULLY UNDERSTAND THE TA NEEDS OF THE SCHOOLS WHAT DATA SHOULD 'BE GATHERED TO How To RATES UNDERSTAND THE | GATHER THE | WHERE TO GET * | COACHING NEEDS OF DATA ‘SCHOOL HEADS SCHOOL HEADS: l ACTIONS NEEDED TO FULLY UNDERSTAND THE COACHING NEEDS OF THE SCHOOL HEADSLEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK jie weLEARNING NCE AND COACHING GUIDEBOOK Table of Contents: 1. INTRODUCTION Il, LDM TECHNICAL ASSISTANCE AND COACHING FRAMEWORK A. DEFINITION OF TECHNICAL ASSISTANCE AND COACHING B. OBJECTIVES OF TECHNICAL ASSISTANCE AND COACHING FOR THE LEARNING MODALITY LEVELS OF ASSISTANCE ). PRINCIPLES TECHNICAL ASSISTANCE AND COACHING PROCESS 7™ moo ASSIGNMENT OF TA PROVIDERS AND COACHES Ill. 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 Page | 1 a aaaLEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDESOOK 1, INTRODUCTION ‘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 (LOM) 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. Given the directive were mass gathering is discouraged, if not allowed, the delivery of the LOM Courses will adopt the remote learning approach using guided self-study with the help of self-learning modules. The approach shall also employ peer learning’ and provision of technical assistance’ (TA) from the appropriate education specialists to ensure learning is reinforced, applied and measured. Leveraging on these existing mechanisms shall enable support to the participants in the courses from the time they engage in self-learning up to the actual implementation and management of the learning delivery mo c Hence, document provides guidance for the provision of technical assistance and coaching of education leaders and teachers as they manage and implement the learning modalities appropriate for the conditions of their learners. As framework, this guidebook discusses the following: = 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 ll, TECHNICAL ASSISTANCE AND COACHING FRAMEWORK ‘A. DEFINITION OF TECHNICAL ASSISTANCE AND COACHING 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. Although, TA has a wider scope of interventions, coaching is more of relational type of support. Coaching can be a short term interactive and collaborative learning modality through which the coach assists the coachee to achieve specific professional goals and improve performance. However, both processes are directed in supporting the client/coachee, which maybe in the form of: * Information sharing ~ directly sharing / clarifying information and/or expertise, or indirectly, by referring them to the source of information and ‘competence they need + Peer learning is anchored on the existing DepEd Order no. 35 s. 2016 on the adoption of the Learning Action Cell as Depeid's strategy forthe continuing professional development of teachers inthe K to 12 Program. 2 Technical Assistance is an inherent function of (Offices of the Department of Education. |s of DepEd governance per DepEd Order no, 525.2015, New Organization Structure of the Central, Regional and Schools Division Page | 2 esLEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDESOOK = Copability-Building - development of competencies or of knowledge, skills, and attitudes like skills in the use of technology. * Group and Work Management -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 with other components of the organization These could be achieved by the conduct of meetings, group discussion, or workshops In DepEd, the TA responsibility and accountability is highlighted at the field (Region and SOO) because of their proximity to the schools. As for NEAP, the draft Learning and Development System (L&DS) Manual defined TA as the process of providing targeted support to a bureau, office, division or school in that has expressed intention of availing professional assistance to address a certain learning and development need or concern. 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. 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 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) 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 For objective five (5), TA/coaching complements the conduct of monitoring and evaluation. It aids in tracking the progress and results and helps address concerns and enhance performance. C._ LEVELS OF ASSISTANCE ‘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: Page | 3 ceaLEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK Focus of TA ‘Schools Division Office (SD0) and School leaders 1" Level: National Coaches working and collaborating with the Regional Office ~ Field Technical Assistance ‘Teams RO- FTA teams ‘Management of the LDM in the SDQs and schools ‘On the role of the SDO and District supervisors as TA providers to teachers and school leaders in relation to instructional component of the Learning Delivery Modalities Instructional component of the Learning Delivery Modalities which covers TA and coaching when: * Teachers and education leaders are undergoing the training on the LDM course ‘= Teachers apply what they have learned and build their teaching portfolio. SDO and District Supervisors 2™ Level: SDO and District Supervisors {called TA Providers - TAP) ‘School leaders and teachers ‘The figure below provides an illustration of the flow of support at both levels of technical assistance and coaching. FIGURE 1. FLOW OF TECHNICAL ASSISTANCE AND COACHING FOR THE LDM COURSES. 5 Papen ne eal ‘SS imolenetn of eile) > | School Heads oF Ee Orientation ! Training CO NEAP Page 14 |LEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK It should be noted that: = Atthe 1" level, the Regional FTA team will also serve as the conduit of the National Coaches in the delivery of TA and coaching. It shall also closely coordinate with the NEAP in the Region Focal Person with respect to the implementation of the training courses for division and school leaders and teachers. °4 level, both application of learning and reinforcement of learning on the job are deemed essential to achieve the objectives of the \g of teachers. Hence, at the 2* level of TA and coaching, the school leaders, supervisors and district supervisors should enable teachers to apply and have the learning opportunities to reinforce learning as they perform the instructional supervision mandate. 1D. 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: 1. People are responsible for their own growth and development. People can set their own goals and achieve them. Hence, TA should facilitate the process that will help the client/coachee identify goals/objectives based on a clear understanding of the situation and find ways and resources to achieve them. In essence, this principle aligns with the coaching principles of “Establish Goal Ownership and Commitment” and “Accountability and Accomplishments” as espoused by Jack Canfield and Dr. Peter Chee (Coaching Spirit: 8 Principles for Coaching Success). 2. Technical assistance Is aligned with the organization's vision and mission and is based on the organization’s needs. For the LOM 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 rarners, teachers and school leaders. When both providers and recipient of TA/coaching are able to identify their ual challenges towards a common vision, then the performance improvement each individual/school form part of achieving DepEd’s 3, Learning is a cooperative and a collaborative process. Technical assistance is a two-way process and a shared respon: and taking actions for improvement are the responsibilities of the TA recipient / coachee. Hence, rather than being dire« ‘TA/coaching should offer suggestions, facilitate the thinking process and encourage interactive independence, where learn when members work together and share ideas towards a common goal. . The decision-making he TA pr is best achieved 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. Given the context of TA and coaching is capability building to implement the LOM, a general consideration is to respect the capability and pace of the client/coachee. Technical assistance ensures that an “atmosphere” that encourages the client to set their goals (individual/organizational) and determine the Page | 5 Cl ———LEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK computes th oon Reger -E3 — + ne © ena vi er neck foment Selig tele neat meme] {| eae eat renee AeSicorecherte ovate cemsant | + mpeingan Tarp east als on oar yes ee spain pabast {rou MXP aa omnoD come eet $00 nde ae > Romero tet as aed = Pestariy tov sre tet Stems yhgdin. | = pronatedhc the donde prowderandthe S00) > aaedhatmert nth pon bed nth ra Ky etowren mate t For each of the major steps of TA/coaching, the following requisites are offered to ensure TA/coaching success. 1. Needs Assessment 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 LOM (e.g. SDO, school). Hence, Needs Assessment should look at the following: 3 Ged om the Technical Assistance Mechanism Handbook, rom DepEd-DFAT's STRIVE Project, March 2011 Page | 6LEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDESOOK Recipient of Support / FOCUS of the Needs Assessment (basis of TA / Coachi Levels of Support RESPONDENT of Needs Assessment. ‘a. Strengths and challenges of the SDO in 1" Level: terms of: National Gcsches ‘= Managing the change in curriculum cea implementation - both on content collaborating with the | schools pivision Office (SDO) (of changes Regional Office—Field | ang school leaders Technical Assistance eee ROE FIR warn! ELCs) and delivery modalities (LOM Guidelines) ‘Continuous teacher professional development b. Capability to contextualize/adjust Instructional supervision in light of the Lom c. Capabilities to implement the adjusted instruction supervision program and leverage on this process to ascertain that teachers apply the new skills, as well as reinforce learning on the job. c. Strengths and challenges of the school organization) to implement the LOM head for managing and implementing (eg. enablers and gaps) the shift to pedagogical approaches lers and challenges of the school to |. Capabilities of teachers to adopt/adapt enable continuous teacher professional the LM to effectively implement the development via modalities such as self- | __ modified curriculum (i.e. Most Essential learning, LAC sessions and coaching learning Competencies — MELCs) $DO and District Supervisors |. Readiness of the school (as an 2° Level: SDO and District Supervisors School leaders and teachers In terms of process, the TA providers at both levels of TA Assistance may employ the following to obtain both quantitative and qualitative information = Review available readiness reports on regions, schools divisions, or schools to implement LDM * Conduct surveys/focused group discussion on the organizational readiness of the SDO and schools through Coordinated preli conversations. In these conversations, the TA provider / coach: inary Page |7 ccLEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK © Inthese conversations, the coaches will need to draw out from the coachees their needs and goals © Coaches need to validate the perceived needs with observation result and evaluation results of the coaches. * Update skills assessment on teachers based on the PPST — but with the perspective of teaching in the new LDMs (e.g. Classroom Management will have a different meaning in the new LDM) = Direct requests coming from the field by engaging them through the process of | “Nfarcto/ge Sent (guided) self-reflection | nextand wen? For DepEd, COACHING is seen as a partnership that is time-bound and is focused on defining — — the coaching goals, formulating a coaching plan that will help improve the competencies of the coaches and hone their potentials, making the coachee responsible for their progress, and creating structures that encourages and support them. This is consistent with the GROW ‘Model, developed by John Whitmore. GROW refers to the structure of the coaching episode. 2. Planning: Setting objectives and agreed approaches gare what This step is mainly on levelling on the objectives of the client/coachee as individual (or in ice ee the case of the schoo! head, will include TA for the school as organization), and determini the support from the TA provider or coach. The process may include the following steps: 2.a. Identifying the objectives of the TA client / coachee in terms of: + Target performance + Skills to learn and apply * Organizational capacities to be established for effective delivery of LOM and continuous learning of teachers 2.b. Collaboratively identify and agree on the TA objectives, interventions and timing vis-a-vis performance objectives and action plan of the TA client/coachee. Sub-steps may be as follows: © Create a coaching plan and schedule. a. Identify the instructional and professional issues/performance gaps to be addressed. b. Select strategies to address the instructional and professional issues identified. c. Discuss the process of observation, listening and asking questions. d. Find ways to support goal setting and assessment e. Implement the coaching plan. ‘© Assist coachee to find solutions-oriented approaches to teaching, learning and leadership gaps. Page | 8LEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK 2.c. Develop a Region or SDO -wide TA plan: = Map TA needs across the RO/SDO = Matching TA needs with available TA resources. At the Region leve includes assigning the FTA team to support specific SDOs = Organize the schedule of TA intervention/coaching and means of providing TA 2.d._ Signing of TA commitment by the TA provider and the SDO / RO 3. Implementation This step is mainly on the execution of the TA plan. Process may include the following: ‘a, Establish the mechanism for feedback b, Match TA needs with available TA resources / providers. This may involve some “referral” steps. ©. Develop together the TA/coaching norms and protocols based on the standards set by DepEd through NEAP and BHROD d. Any TAand/or coaching conversations are collectively geared toward improving the coachee’s professional well-being, the whole school and its community. ‘e. Monitor the TA act ngside activities of the client / coachee per performance contract. Provide time to reflect whether the coaching plans developed have positive effect on the performances of the schoo! heads, teachers, and the students. f. Provide feedback to the client/coachee Make adjustments in the plan based on the analysis of progress made 4. Monitoring, Evaluation and Learning Definition: ‘Monitoring is the continuing function and systematic process of collecting, analyzing, interpreting, storing of data and reporting information thereby setting into motion a series of managerial actions, for ascertaining the realization of set objectives. Evaluation is the process of determining the worth or significance of the outputs and results in terms of: efficiency, relevance, effectiveness and sustainability in conformity to the objectives set in the program design. Given that both M&é are conducted for both individual and organization capacity improvement, the monitoring and evaluation of the TA provision/ Coaching shall highlight “Learning” as a main purpose. Timing: Page 19 cm eaeLEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK Hence, the provision of TA/Coaching also needs to be regularly monitored and evaluated for timely, and relevant reporting, Ultimately, it will provide information on the effectiveness of the TA & Coaching provided. The integrity of periodic TA/Coaching reports provide the building blocks to facilitate generation of appropriate feedback for decision making and/or plan adjustments. ‘Monitoring TA/Coaching maybe done on a quarterly basis to determine progress towards objectives to allow the TA provider or coach to adjust the plan to ensure that the support provided is relevant and effective. Feedback giving between the TA provider/coach and the client/coachee will enhance the trust and respect needed to improve the coach ~ coachee professional relationship. On the other hand, evaluation of TA/Coaching is advisable to be conducted at the tail end of the support to give ample time to see the outcomes or performance results of the recipient/coachee. Areas of Monitoring, Evaluation, and Learning (M&EL) Inquiry: ‘TA provision /Coaching as support to learning, shall use the Kirkpatrick model as framework for its (MEL). ‘The areas of inquiry would be as follows: INQUIRY ON LEARNING OF PARTICIPANTS Levels MONITORING PROGRESS oF TA/C EVALUATING TA/C Improve pedagogical practices of = Improved © Did the practices of teachers / teachers (aligned to PPST) Performance school leaders improved their level b. Improved Instructional Supervision of proficiency? Practices ‘© Towhat extent did the “new ¢. Management of LDM at SDO and practices contributed to the goals, School levels of Depéd d._ Teachers apply learned LDM = Positive ‘© Were the learnings being applied in |= Has the technical assistance approaches in teaching the MELCs Behavior the workplace? produced the needed changes? ‘e. Translation of school leader's learning Change © Towhat extent are teachers / ‘© Towhat extent did it improve to manage LDM implementation school leaders able to apply what teaching-Learning? School f._TAPs and coaches apply TA processes they learned? management? Learning of teachers to deliver the = Focused © Were the TA/C objectives ‘© Was the technical assistance MELCs using LOM Learning achieved? Learning acquired? helpful and productive? h. Learning of school leaders on effective ‘© Were there any barriers management of the LDM © Reaction encountered that prevented or i, Learning of TA Providers and Coaches adversely affected success implementation of technical assistance plan? Page 110 isLEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDESOOK Activities include a. Comparing results with targets b. Analyzing further performance gaps Identifying recommendations for further TA or coaching requirements and interventions 4d. Preparing the TA report F. ASSIGNMENT OF TA PROVIDERS AND COACHES ‘TA provider / Coaches to be assigned to the Regions shall consist of specialist/s from the Central Office and an external partner. In the same manner, the Regional TA teams, as maybe constituted by the Regional Director, shall be assigned to the Schools Divisions. The CO and External Coach shall coordinate with the Regional Office through NEAP-R and FTAD in terms of their TA assignments and activities based on the identified TA/Coaching needs and priorities in the region/divisions/schools. Comperencies OF TA PROVIDERS In order to deliver their Technical assistance in a more effective manner, TA providers have to develop the following competencies: 1. Skills on identifying and Prioritizing TA Needs ~ These skills require analytical expertise in proving and interpreting data so that TA provider can identify and improvement areas that need tect jegrated skills (LOQAI). These skills are utilized in all ‘will help the technical assistance provider in 2. Facilitation Skills — These ski the steps and processes in providing tec! implementing the guiding principles mentioned earlier. = Listening Skills - This requires for the TA provider to put oneseif in the shoes of the learner or client to understand the situation confronting him/her. It is also requires refraining from listening “ autobiographically ” — i.e. , listening from one’s own perspective and immediately making judgment. Key to the i process, is for the TA provider to restate, rephrase and reflect on what is being said to ensure accuracy of understanding, as well as letting the “hear” oneself. © Observing Skills - This would require the TA 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 = A = R > Situation or Task at hand , Action Taken, (or Inaction), _—_—Result = Questioning Skills— It is recommended that the TA 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 question. Page | 11 a ceLEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK = 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 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, 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. 5. 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 help the learner identify what been learned and level. In terms of coaching, the following are desired Qualities of a good coach, per CSC Coaching Guidebook, 2016: An effective coach... 1 1, Ishonest, genuine and authentic __ 7. Wants others to be independent 2. Has a positive view of human nature 8, Is generous with appreciation 3. Wants others to succeed 9. Values the opinions and initi of others 4. Can create a thinking environment 10. Keeps information confidential and is trusted by others 5. Enjoys seeing others develop 11. Has an open mind and is tolerant of diverse views 6. Enjoys learning 12. Motivates others by setting a good example Ill, TERMS OF REFERENCE OF TA PROVIDES/ COA\ ‘A. GENERAL TeRMS OF REFERENCE OF TA PROVIDERS AND The Terms of Reference of Regional Field Technical Assistat Office (Specialists from Bureaus, Services, and Offices), and -ams (All Regional Supervisors from Functional Divisions), National Coaches from Central jal Coaches (Experts provided by External Partners) OSC Coaching Guidebook, 2018, downloaded: is archive ata ‘20121HROD#20°tan Prise 204ROD%2Dinterventons/terventon-2;LEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK Coordinate and work with their regional counterparts as they provide coaching and technical assistance to the schools division offices, schoo! heads and teachers either online (thru chats, video conferencing and other modes) or face to face where deemed safe and appropriate. . Provide coaching and technical assistance that revolve around their respective area of expertise. Jing the existing data (results from regional mapping, DEDPs, and SIPs), classify and prioritize the identified support that will be given the schoo! leaders and teachers. |. Routinely monitor school leaders and teachers’ performance against professional standards or on agreed upon monthly or quarterly milestones and the coachee’ s professional goals. Accomplish the Coaching Design Template for each Coachee assigned to them. Provide annotated record of coaching activities and agreements using standard tools used in the field. Do follow-up sessions to check on the status of the agreed action plan. . Follow rules, procedures, and standards set in the chapter of Effective Coaching and Giving Effective Performance Feedback found in the DepEd RPMS Manual or the DepEd Coaching Guidebook. ‘Accomplish the Coaching Monitoring and Evaluation Documentation Worksheets for each coachee where highlights of the coaching session are recorded. This document shall be used to show coaching session/activities results, provide basis for other forms professional development interventions along with records of improvement of each coachee. 10, All coaches are expected to submit all documents and the coaching completion reports to the LCP coaching Lead of the Region. 1B. SPECiFICTERMS OF REFERENCE "TOR OF CO TECHNICAL ASSISTANCE PROVIDERS/COACHES 1 "TOR OF EXTERNAL TECHNICAL ASSISTANCE PROVIDERS/COACHES Provide technical assistance and coaching on LDM course | 1. Provide technical assistance and coaching on LDM course implementation and LDM implementation in the regions and divisions 2. Coordinate with NEAP CO on regional and division assignments 3. Coordinate with RO FTA team in the development of TA/coaching plan in the assigned region in collaboration with other team members 4, Attend meetings as may be called 5._Evaluate portfolio of LOM1 course participants for certification implementation and LOM implementation in the regions and divisions Coordinate with NEAP CO on regional and division assignments Coordinate with RO FTA team in the development of TA/coaching plan in the assigned region in collaboration with other team members |. Attend meetings as may be called Evaluate portfolio of LDM1 course participants for certification Page 113 cc eesLEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDE8OOK 6. Recommend to the NEAP-CO through the Regional Director for issuance of certificate of participation to successful LOM2 Course and Training of LDM2 Coaches participants 7. In coordination with the other TA/coaching team members, submit ‘TA/coaching activities in the assigned region to NEAP-CO 8, Submit a report on TA/Coaching activities to the head of office 6. Recommend to the NEAP-CO through the Regional Director for issuance of certificate of participation to successful LDM1 Course and Training of LOM2 Coaches participants 7. In coordination with the other TA/coaching team members, submit ‘TA/coaching activities in the assigned region to NEAP-CO Submit a report on TA/Coaching activities to the mother organization TOR OF REGIONAL TECHNICAL ASSISTANCE PROVIDERS/COACHES 1. Provide technical assistance and coaching on LDM course implementation and LDM implementation in the divisions 2. Coordinate with NEAP CO on regional and division assignments 3. Coordinate with assigned national TA/coaching team in the development of TA/coaching plan for the region 4, Attend meetings as may be called 5. Evaluate portfolio of LOM course participants for certification 6. Recommend to the NEAP-CO through the Regional Director for issuance of certificate of participation to successful LDM1 Course and Training of LDM2 Coaches participants 7. In coordination with the other TA/coaching team members, submit ‘TA/coaching activities in the assigned region to NEAP-CO 8. Submit a report on TA/Coaching activities to the head of office "TOR OF DIVISION TECHNICAL ASSISTANCE PROVIDERS/ COACHES 1. Provide technical assistance and coaching on LDM2 course implementation for teachers and LDM implementation in the n 2. Coordinate with the SDO leadership on school and teacher assignments provided that the number of teachers assigned to the ‘coach should not exceed 20 3. Coordinate the school heads and teachers in the development of TA/coaching plan 4, Attend meetings as may be called by appropriate authorities related to the LDM courses 5. Evaluate portfolio of LDM2 course participants for certification 6. Recommend to the Regional Office c/o NEAP in the Region through the SDS for issuance of certificate of participation to successful candidates 7. In coordination with the other TA/coaching team members, submit ‘TA/coaching activities in the assigned region to NEAP-CO 8._Submit a report on TA/Coaching activities to the head of office Page | 16 aLEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK IV. PROCEDURE IN THE SELECTION AND ASSIGNMENT OF COACHES In order to organize the selection and assignment of coaches, the following stipulations are provided: A. The National Coaching Team members should have the following quali 1, Should have a working knowledge of the enabling policies on the implementation of Learning Delivery Modalities. 2. Should have a working knowledge of the curriculum (MELCs), the learning delivery standards, 3. Preferably with experience in the implementation of the LDMs through existing DepEd programs such as MISOSA, IMPACT/EIMPACT, Open High School, Night High School or the Alternative Learning System 4, Should be willing to work the external partners as well as field partners from the regions. 5. Should be 10 share their expertise with their assigned regions, divisions and schools and assistance/ coaching 6. Should be familiar with DepEd processes especially the TA mechanisms ations: 1g to spare time to provide technical 8, All members of the RFTAD, National Coaches and External Partner Coaches have been pre-selected by their respective offices. C. Each region will need to designate the LCP Coaching Lead, his Co-Lead and team of administrative staff who will oversee the documentation of the activity and safe keeping & recording of progress reports in the Professional Development Information System (PDIS) of the Divisions and Schools. D. The national and external partner coaches are given the prerogative which region or regions they wish to serve provided the number of assigned coaches to the regions is equitable. V. ROLES AND RESPONSIBILITIES OF LEVELS OF GOVERNANCE The following are the expected responsi inherent mandates in DepEd: lities of each level of governance in the management and implementation of the LDM Program, based on the ‘A. NEAP CO 1. Constitute the national coaching team for the LDM course and implementation 2. Facilitate the assignment of coaching teams to the regions 3, Set the criteria for selecting TA and coaching team members Page | 15 | mesLEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK . Coordinate with the units, levels of governance and external partners in the identification of TA and coaching specialists Orient the national TA and coaching team Develop the TA and coaching mechanism for the LDM courses and implementation . Monitor and evaluate the implementation of the TA and coaching mechanism punows Issue certificate of participation with corresponding PD credit units to participants are recommended by their respective coaches B. CO BUREAUS AND UNITS 1. Identify and nominate specialists within the office to serve as TA and Coaching team members 2. Monitor the performance of the specialists as TA and coaching team members C.REGIONAL OFFICE 1. Constitute the Regional Technical Assistance Teams 2 1s in the assignment of Regional FTAT and National FTAT 3, Monitor the TA and coaching activities in the region 4, Submit report to NEAP-CO on the TA and coaching activities in the region ‘a. NEAP in the Region . Coordinate with NEAP CO regarding the implementation of the LDM courses in the region Coordinate with FTAD regarding the implementation of the LDM courses in the region ‘Manage the implementation of the LDM courses in the region iv, Monitor the implementation of the LDM courses in the region \v. Report to NEAP-CO on the implementation of LOM courses vi. Issue certificate of participation with corresponding PD credit units to the participants of LDM2 course (teachers) and the Training of TAPs for the LDM2 course (district and division supervisors) . Coordinate with schools divi 'b, Regional Functional Technical Assistance Division i. Under the guidance and leadership of the Regional Director, lead in planning for the FTA implementation in the region in relation to the LDM courses and LOM implementation Page | 16 aLEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK |. Lead in the monitoring of TA and coaching mechanism implementation in the region |. Coordinate with the assigned national TA and coaching team D. SCHOOLS DIVISION OFFICE 1. Coordinate with the RFTAT in the assignment of TA and coaching team in the Division 2. Coordinate with the HRDD in the Region in the implementation of the LDM courses in the Division 3. Constitute and assign TA providers to the school heads and teachers for the LDM course and implementation following the 1:20 ratio of coach to coaches 4, Monitor the TA and coaching activities in the SDO in relation to the LDM course and implementation 5. Submit report on the TA and coaching activities in the Division to the Regional Office SCHOOLS 1. Coordinate with the Schools Division in the assignment of TA and coaching team in the school 2. Monitor the TA and coaching activities in the school in relation to the LDM course and implementation 3. Submit to SDO the TA/coaching activities in the school in relation to the LDM course and implementation VI. BASIC PROTOCOLS AND TOOLS General Guidelines 1. Any TA in whatever form should be included in the General TA Plan, which should be approved by the Regional Director. 2. TAaxtivities, and any adjustments therein, should be agreed upon by the national and regional coaching teams 3. ATechnical Assistance Report on a regular basis to be determined by the group must be made by individual coaches 4. Any TA or coaching activity should be guided by a TA/Coaching Plan 5, TA/Coaching event should be treated confidentially and should be subject to the provisions of law on Data Privacy. 6. Providers of TA/Coaching should always consider the cultural, religious aspects of the coaching and should strive to understand the context of the recipients of TA. 7. Each TA episode should be subject to evaluation by the recipients and shall be given to the team leader. The results of such evaluation will be consolidated on a weekly basis and discussed in the team to serve as a guide how to improve the TA mechanism and activities Page |17 cam eamesLEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDESOOK ANNEX 1: G A. GENERAL TA/COACHING PLAN COMMITMENT CONTRACT FOR TECHNICAL ASSISTANCE Overview: Target Recipient of TA/Coachee: CDO- 3 schools (Region/Division/School/Person) Date covered: _Aug 2020 to EO Oct 2020 TA Provider/ COACH: PLAN BASIS. Description of | Checking the “R” - Thought Questions: the Situation: | » What is the result of the decision tree re: learning modality to use in the school / SDO? What is the result of the “readiness” assessment of the school / SDO? = What “enablers” do they have to carry out the selected modality? * What challenges and gaps should the schoo! address to be able to implement/carry out the selected modality? ‘Summary of | +9 help with analysis, categorize the requirements of the school in terms of LEARNING and NON-LEARNING NEEDS: Needs: | A. NON-LEARNING: ‘Management (school polices, clear expectations, roles, monitoring processes, etc) Motivation (including incentive factors) luding finance, technology) Communication (includes feedback and advocacy) Environment support (includes higher office, LGU, parents, community) 1 2. 3. 4 5. Page | 18LEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK PLAN BASIS 8B. LEARNING NEEDS: 6. Capability of “players” ‘OVERALL What are the things that you can do to HELP? con VE/S OF | ook at the learning and non-learning - which ones would they need help? Detailed TECHNICAL ASSISTANCE PLAN (applicable to both organization or individual) Prioritized Resources Needs ofthe | TA Objectives Strategies/Activities | Expected Results | Timeframe | Person/s Clients ble Materials Budget ‘Communicate | Facilitate the 'a. Coach the SH on skill re: | SH gained ‘Aug. 1-20; | TAP as coach toparents —_| development of a communications ‘every 3pm their roles in | communication planning uide his/her staff to | 2x a week Home strategy for parents draft on comms schooling planning Level coordinator Facilitator: TAP © fe SS a a. b. Page | 19 am em eeeResources Needs of the TA Objectives Strategies/Activities Expected Results | Timeframe | Person/s This Agreement is made by and between the following parties: Party A: Division /School Head of: (Name of School/SDO/Teacher) (Contact No.) Party B: RO/DO Technical Assistance (rear (Name) (Position) Submitted to: (Name) (Position) Page | 20ANNEX 2: MONITORING, EVALUATION & LEARNING PLAN LEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK ‘The following table provides a way to map the work on monitoring and evaluating the Technical Assistance / Coaching provided MONITORING, EVALUATION & LEARNING PLAN FOR TECHNICAL ASSISTANCE / COACHING MBE InquiRy ON TECHNICAL [ASSISTANCE / COACHING IworcaTon Dara CouECTiON MetHoo ‘Twain oF DATA ‘COWLECTION ANALYSIS ‘Mero Wo Win. Couecr ‘ANALYZE DATA ‘What indicators wil be gathered to respond to the MBE Inquiry How wil you gather the indicator? ‘When wil you gather the indicator? How wil you tathered? process the data PROGRESS on LEARNING due to TA/C 1. Appropriateness and ‘efficiency of the TA approach = TA/C objectives achieved? = TA approach/strategy fits the “learning style of client”? = TA/Ctiming met the need of the client? * Barriers encountered and addressed toTA/C * Extent of learning acquired based on TA Plan objectives? = Learning matched the needs of client? 2. Learning acquired due | * ‘3. INTERMEDIATE RESULTS IN TERMS OF Eee SO Page | 21 aLEARNING yy MODALITY TECHNICAL FANCE AND COACHING GUIDEBOOK MONITORING, EVALUATION & LEARNING PLAN FOR TECHNICAL ASSISTANCE / COACHING DataCouscTion | Tininc oF Data AnaUysis IwoicaTor Couscnion ‘MerHoo MBE InquiRy ON TECHNICAL ASSISTANCE / COACHING What indicators will be gathered to respond to the MBE Inquiry How wil you process the dats gathered? How will you gather the indicator? ‘BEHAVIOR CHANGE DUE TOTA/C = Were the learnings being applied in the workplace? * Extent learnings were applied in the ‘workplace? = TA approaches that effect positive learning and behaviour change of client? EVALUATION OFTA/CIN. | © * * . rr) . TERMS OF AFFECTING = SGOD MRE BEHAVIOR CHANGE a. Was the technical assistance helpful and productive? b. Has the technical assistance produced the needed changes? ¢, Towhat extent did it Improve teaching- Learning? School developed capacity at Page | 22LEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK MONITORING, EVALUATION & LEARNING PLAN FOR TECHNICAL ASSISTANCE / COACHING Use oF M&E RESULTS ae DaraCouscnon | TIMING oF DATA ‘Anawsis | WHo Wi Couscr ‘Menioo ‘CoWEcTION Merioo ‘ANALYZE DATA MBE Inquiny ON TECHNICAL [ASSISTANCE / COACHING How will you gather the indicator? the Central, Regional and Division levels to ‘maintain, operate and improve TPD systems based on evidence EVALUATION OF TA/CIN ‘TERMS OF IMPROVED PERFORMANCE e. Did the practices of contributed to the goals of DepEd References: 1. DepEd Coaching Guidebook .._ RPMS Manual for Teachers and School Heads 3, _AGuide to Support Coaching and Mentoring for School Improvement 4. CSC Coaching Guidebook Page 123