Module 5A

TECHNICAL ASSISTANCE PLAN

Prioritized TA Strategies/Activities Expected Time Frame RESOURCES

Needs of objective Output Person/s Materials Budget
Clients Responsibl
e
This agreement is made by and between the following parties:

Party B: RO/DO/Technical Assistance ADELA V. PAGULAYAN, EdD _______________

Principal II

Submitted to: OLIVER C. ZIPAGAN, PhD _________________

Schools District Supervisor
MODULE 6A
MONITORING, EVALUATION AND LEARNING PLAN

MONITORING, EVALUATION & LEARNING PLAN FOR TECHNICAL ASSISTANCE / COACHING

M&E INQUIRY ON INDICATO DATA COLLECTION TIMING OF DATA ANALYSIS METHOD WHO WILL COLLECT & USE OF M&E RESULTS
TECHNICAL ASSISTANCE / R METHOD COLLECTION ANALYZE DATA (THIS IS THE “LEARNING
COACHING ASPECT OF THE MEL
FRAMEWORK)
Whatindi How will you gather the When will you gather How will you process From whom will the Who are the users of
cators indicator? the indicator? the data gathered? data come from and the M&E Report?
will be who will collect ? On what aspect will
they use it (e.g. decision
Gathered
to adjust the TA Plan)?
to
respond
to the
M&E
Inquiry
PROGRESS on
LEARNING due to
TA/C

1. Appropriateness
and efficiency of the
TA approach
No. of achieved TA Self-Assessment Year round Monitoring and SH, Teachers SH for planning
TA/C objectives
objectives result evaluation
achieved?
No. of TA Survey and Year round Analyzed result, SH, Teachers SH for planning
▪ TA approach
approach/strategies observation assessment
/strategy fits the
rendered
“learning style of
client”? Using SAT, Year round Conduct SH, Teachers SH for planning
No. of TA rendered
▪TA / C timing met observation monitoring on
based on the need of
the need of the delivery of learning
the client
client?
No. of encountered SWOT Analysis Year round Analyzed and SH, Teachers SH to adjust TA
▪Barriers
barriers and action initiate Plan
encountered and
taken to addressed intervention plan SH to adjust TA
addressed
the gaps plan
 2. Learning
acquired due to
TA/C

▪ Extent of No. of learning Using Monitoring Year round Post Conference or SH, Teachers SH to adjust TA
learning acquired performance
acquired tool plan
based on TA Plan evaluation
objectives?
▪Learning No of matched
matched the learning need Using SAT Year round Align TA plan from SH, Teachers SH to adjust TA
needs of client? SAT plan

3. INTERMEDIATE
RESULTS IN TERMS
OF BEHAVIOR
CHANGE DUE TO
TA/C
No. of learnings Observation tool Year round performance SH, Teachers SH to adjust TA
▪Were the learnings evaluation
applied plan
being applied in the
workplace?

▪Extent learnings SH, Teachers SH to adjust TA

Extent of learnings performance
were applied in the
applied
Observation Year round Year evaluation
plan
workplace? round

▪TA approaches
No. of TA with
that effect positive
positive change to Observation tool Year round performance SH, Teachers SH to adjust TA
learning and
clients evaluation plan
behavior change of
client?

EVALUATION OF
TA/C IN TERMS OF
AFFECTING
BEHAVIOR CHANGE SH, Teachers SH to adjust TA
a. Was the Helpfulness and M and E tool Year round Comparing results plan
technical productiveness of with set targets
assistance helpful TA
and productive?
b. Has the technical No. of TA that M and E tool Year round Comparing results SH, Teachers SH to adjust TA
assistance produced with set targets
produces needed plan
the needed changes? changes
c. To what extent did Comparing results
Extent of M and E tool Year round with set targets SH, Teachers SH to adjust TA
it improve teaching-
Learning? School Improvement plan
management?
analyzing
d. Sustainability of Level of Year round performance gaps SH, Teachers SH to adjust TA
developed capacity Sustainability and M and E tool plan
at the Central, capacity of TPD
Regional and Division
levels to maintain,
operate and improve
TPD systems based
on evidence

EVALUATION OF
TA/C IN TERMS OF
IMPROVED
PERFORMANCE
e. Did the practices
No. of teachers who Through Year round Monitoring of SH, SICT,MTs School for planning
of teachers / school
improve their level performance teachers and decision
leaders improved
of proficiency. evaluation performance making
their level of
proficiency?

f. To what extent did Extend of new

the “new practices practices Mentoring Year round Congruency of the SH, SICT, MTs School for planning
contributed to the MOVs with targets and decision
goals of DepEd making