Module 5 A

GENERAL TECHNICAL ASSISTANCE/COACHING PLAN

COMMITMENT CONTRACT FOR TECHNICAL ASSISTANCE

Target Recipient of TA/Coache:
Region/Division/School/Person: VIII/LEYTE/CATAGBACAN ES/7 TEACHERS
Date covered: October-December 2020
TA Provider/COACH : JENNIFER D. SAYONG

PLAN BASIS
Description of the Situation
Education is now in state of flux where everyone needs education and it is life and it change for the
better. Department of Education has a primary concern that all individual must be catered with quality and
effective way of education. All side of the country has to go with the race for education especially that our
country is experiencing this pandemic, and everything has go to with the new normal in education is.
Catagbacan Elementary School of Burauen North District, teachers and parents faces the new normal in
education wherein there is no face to face class instruction due to the pandemic COVID-19 experienced in
every part of the country. The Department of Education introduced five learning modality in distance
learning. Every school must survey what learning modality will be used in school. Through this situation the
school ask the opinion and survey result on the kind of modality will be used and agreed to choose the
learning modality based on the teachers parents and learners as well.

Prior to the approval of all, there were series of homeroom meeting and advocacy on the different
learning modality to be used. The teachers explained further on the onset of the chosen modality if the
school could subsequently follow the order by the department of education.

Most parent agreed and support on the type of learning modality which the school must be implement
 although there were some digitized activities or instruction to supplement the needs of every learner since
every one is unique. The Department of education support whatever modality will the school have. Part of
the MOOE will be used for the reproduction of the modules so that every learner must be supplied with self
learning modules in all learning areas.

Although there were challenges met by the school with the use of modular printed learning modality which
is the distribution, retrieval, disinfection likewise the printing of the said modules due to lack of funds and
other printer were not in good condition still Catagbacan ES will try the very best to deliver education into
their brilliant minds.

Summary of Identified A. NON-LEARNING

Needs: Catagbacan ES set some goals and policies in preparation of the said chosen learning modality like
the modular printed learning modality. They were informed the benefits of such modality for their children
as well the teachers. It is assured that delivery of instruction is well planned and the teachers and parents
to monitor the processes of this kind of modality.

The teachers well guide the parents as well as the learners in the accomplishing of the said self-
learning modules were they have to answer two learning areas per day that covers two hours each. Pupils
will be given reward with good performance by giving supplementary materials and the parents will have to
attend capability training on the different learning areas where they could help their children.

Printing and reproduction of the self learning modules will be done in the district were they are
responsible for duplicating the modules and the teachers will be the one to sort the learning materials but
there will be a time reproduction may not be full implemented due to the machine may needs repair , run
out of bond paper supplies, ink and etc. Some Teachers may encounter minor problems like use their
laptop in the follow-up of their learners with regards of accomplishing the modules and other activities.

Most of the Parents may not be capable helping their children due to some are employed and others
still don’t know such knowledge to the lesson, behavior of the learners since its lesson and activities done
at home. Teachers could not monitor daily activities like accomplishing the self-learning modules.
Teachers could get instant feedback to the assessment of their learners due to no face to face class
instruction.

B. LEARNING NEEDS
TEACHERS LEARNING NEEDS:
CATAGABACAN ELEMENTARY SCHOOL is composed of 6 teacher 3 and one teacher 2 with a
total of 7 capable teachers. To make the delivery of instruction successful, teachers must be assesses
based on their learning needs by answering the PPSTA and SAT. Results of the survey conducted will be
the basis for the training on the orientation on the different learning modality since education is now in a
new normal. With the data gathered teachers needs a series of webinars to enhance their professional
development in the new normal;
1.) Process on the role of teachers in distance learning
2.) Capability of teachers on monitoring and evaluation
3.) Assessment of teachers performance during this new normal.

LEARNERS NEED:
After the conduct of remote enrollment ABC Hall ES and the result of the LESF, the school were
able to get the desired data regarding the learning modality of the learner to be implemented in the school
since we are in new normal scheme. A diagnostic/inventory test based on the MELC for the three
learning areas like English , Filipino and mathematics test in all grade level to measure the readiness of
 the competencies to be tackle for the whole school year.

Based on the result conducted to all the learners, adjust the learning activities suited to the level of
understanding. They should be given also supplementary materials to capacitate their knowledge towards
a certain skills.

Since not all school children are capacitated to learn on their own, the teachers of ABC Hall list down
learners who need a learning facilitator to help the child attained his/her basic activities everyday. The
school really need to conduct a capability training for parents facilitator wherein they must be taught the
basic in beginning reading and numeracy and comprehension skills in order to help the struggling learners
in the school. The training will be manage by the school head and all the teachers will be a facilitator for
every topic assigned to them. After such training, the teachers will have to monitor, assess and evaluate
the pupils performance thru series of activities given to them.

OVERALL OBJECTIVE/S  Prioritized the needs of teachers, parents and pupils

OF THE TA
 Facilitate the learners
 Coach the school heads on learners
 Gained skills on communication planning

As leader of the school it is my primary concerned on how can I start, move this kind of endeavor to
make the education is a success since DepEd is now in a new normal in educational instruction. It
emphasizes the child’s right to have a better, quality education which make them productive citizen of the
country.

With the desired aimed the non-learning and learning needs these both primary concerned of a
school head. It should be internalized that each one of them should be given action in order to make the
process a success. Nonetheless not all of them could be catered but at least each one of them were given
attention.

The primary school concerned is the learning needs of the learner because it will be measured on its
achievement every now and then. The LACs is given attention to aid the teacher and the parents to be
empowered in order to deliver the goods. Encourages their full support and effort to their children every
needs and to attains daily lesson. Parent must be oriented everything that involve education since they are
the front liners to their children’s dream in time of this pandemic.
 Republic of the Philippines
Department of Education (DepEd)
Region VIII (Eastern Visayas)
Division of Leyte
Burauen North District
CATAGBACAN ELEMENTARY SCHOOL

TECHNICAL ASSITANCE PLAN

S.Y 2020-2021
Resources
Prioritized Needs TA Objectives Strategies/Activities Expected Results Time Person/s Materials Budget
of the Clients Frame Responsible
Advocacy of Facilitates Conduct advocacy Teachers and Aug. 6, School PPT, 3,000,00
parents on the orientation on on Distance learning parents were 2020 Head Video clippings
different learning the Distance Watch webinars on aware of the Teachers
modality and its learning distance learning distance learning
effect in Distance education and its
Learning implementation
Communicate of Facilitates the Coach the teachers Trained teachers Sept. School PPT, 5,000,00
parents their roles development of on the on communication 2020 Head Video clippings
in Distance communication communication planning Teachers
Learning strategy for planning
parents
Parent
Organize a knowledgeable on
workshop on the their role of
role of parents in distance learning
distance learning
Strength and Assesses the Consult parents thru Teachers/school Octobe School Letter, offline 2,000.00
weaknesses of learners communication head informed and r 2020 head messages
learners in strength and letter/text messages gathered data on Teachers
engaging the self weaknesses on on the process of the strength and Parents
learning modules accomplishing accomplishing the weaknesses of
the SLM learning areas each learner
 modules and by
checking the pupils
Learners Record and Give Survey Data gathered on Year School Checklist 6,000.00
behavior in survey on questionnaire and how many round head Pictures
engaging the self pupils behavior checklist for the learners behave, Teachers Video
learning modules on the process assessment of give focus on the Parents Home visitation form
at home of pupils behavior understanding and Individual Monitoring
understanding accomplishing the form
learners self learning
instruction modules
Performance of Measures Conduct FGD Measured pupils Year School Assessment Tool 3,000.00
teachers and pupils Lac performance thru round head Home visitation form
parents in performance Session/capability the conduct of test Teachers Individual Monitoring
facilitating with the new building visit and Parents form
instruction normal of interviews Pictures
instruction video
Capacitated
parents on
facilitating modular
instruction
Professional Encourage Lac Year School Certificate of 2,000.00
growth and teachers to Session/capability Capacitated round head recognition/participatio
development of enroll graduates building teachers on Teachers n
teachers in the studies and continuous
new normal attend webinars professional
growth
Pasidungog of
teachers
This Agreement is made by and between the following parties:

Party A: Division/School Head of : LEYTE/ ABC HALL ES/ JENNIFER D. SAYONG 09983375818
____________________________________ __________________________
( Name of School/Teacher) (Contact No.)

Party B: Technical Assistance/Team _____________________________________ __________________________

(Name) (Position)
 REYNALDO P. RENOMERON PSDS
Submitted to: ______________________________________ ___________________________
(Name) (Position)
 MONITORING, EVALUATION & LEARNING PLAN
INDICATOR DATA TIMING OF ANAYLSIS METHOD WHO WILL USE OF M&E
COLLECTION DATA COLLECT & RESULTS( THIS IS THE
M&E INQUIRY ON METHOD COLLECTION ANALYZE DATA “LEARNING ASPECT OF
TECHNICAL THE MEL FRAMEWORK
ASSISTANCE/COACHIN What indicators will be How will you When will you How will you process From whom will Who are the users of the
G gathered to respond to gather the gather the the data gathered? the data come M&E Report? On what
the M&E? indicator? indicator? from and who will aspect will they use it(e.g.
collect? decision to adjust the TA
Plan?
PROGRESS ON
LEARNING DUE TO TA/C
1. Appropriateness
and efficiency of the
TA Approach
 TA/C objectives 5=100% teachers Self-made Quarterly Establish data School Head School Head and
achieved? achieved the TA monitoring tool gathering Teachers Teachers
objectives M&E Tool mechanism
4=85-99% achieved Plan will serve as a
TA Objectives guide to School Head
3=75-84% achieved and Teachers
TA Objectives
2=50-74% achieved
TA Objectives
1=1-49% achieved TA
Objectives

 TA approach/ 5=100% teachers

strategy fits the achieved the TA Self-made Quarterly Establish data School Head School Head and
“learning style of Approach monitoring tool gathering Teachers Teachers
clients”? 4=85-99% achieved M&E Tool mechanism
TA Approach Plan will serve as a
 3=75-84% achieved guide to School Head
TA Approach and Teachers
2=50-74% achieved
TA Approach
1=1-49% achieved TA
Approach

 TA/C timing met the 5=100% of teachers

need of the client? timing met the need
of the client
4=85-99% of teachers
timing met the need School Head
of the client Self-made Quarterly Establish data Teachers School Head and
3=75-84% of teachers monitoring tool gathering Teachers
timing met the need M&E Tool mechanism
of the client Plan will serve as a
2=50-74% of teachers guide to School Head
timing met the need and Teachers
of the client
1=1-49% of teachers
timing met the need
of the client

Barriers encountered 5=100% of teachers

and addressed addressed barriers
encountered
4=85-99% of teachers
addressed barriers School Head
encountered Self-made Quarterly Establish data Teachers School Head and
monitoring tool gathering Teachers
3=75-84% of teachers M&E Tool mechanism
addressed barriers Plan will serve as a
 encountered guide to School Head
and Teachers
2=50-74% of
teachers addressed
barriers encountered

1=1-49% of teachers
addressed barriers
encountered

2.Learning acquired due

to TA/C
* Extent of learning 5=100% of teachers
acquired based on TA acquired learning
Plan objectives based on TA Plan
Objectives Self-made Quarterly Establish data School Head School Head and
4=85-99% of teachers monitoring tool gathering Teachers Teachers
acquired learning M&E Tool mechanism
based on TA Plan Plan will serve as a
Objectives guide to School Head
3=75-84% of teachers and Teachers
acquired learning
based on TA Plan
Objectives
2=50-74% of
teachers acquired
learning based on TA
Plan Objectives
1=1-49% of teachers
acquired learning
based on TA Plan
Objectives

Learning matched the 5=100% of teachers

 needs of clients matched the learning
needs of client
4=85-99% of teachers
matched the learning
needs of client Self-made Quarterly Establish data School Head School Head and
3=75-84% of teachers monitoring tool gathering Teachers Teachers
matched the learning M&E Tool mechanism
needs of client Plan will serve as a
2=50-74% of guide to School Head
teachers matched the and Teachers
learning needs of
client Continuous
1=1-49% of teachers professional growth of
matched the learning teachers
needs of client
BEHAVIOR CHANGE
DUE TO TA/C
Were the learnings 5=100% of teachers
being applied in the applied learning in
workplace? the workplace Self-made Quarterly Portfolio School Head School Head and
4=85-99% of teachers Checklist Teachers Teachers
applied learning in
the workplace Questionnaire Continuous
Interviews professional growth of
3=75-84% of teachers Video clippings teachers
applied learning in and pictures
the workplace

2=50-74% of
teachers applied
learning in the
workplace

1=1-49% of teachers
 applied learning in
the workplace

 Extent learning were 5=100% of teachers

applied in the applied extent
workplace? learnings in the Self-made Quarterly Establish data School Head School Head and
workplace Checklist gathering Teachers Teachers
4=85-99% of teachers mechanism
applied extent Questionnaire Continuous
learnings in the Interviews professional growth of
workplace Video clippings teachers
and pictures
3=75-84% of teachers
applied extent
learnings in the
workplace

2=50-74% of
teachers applied
extent learnings in
the workplace

1=1-49% of teachers
applied extent
learnings in the
workplace

 TA approaches that 5=100% of teachers School Head and

effect positive TA Approach give Self-made Quarterly Establish data School Head Teachers
learning and behavior positive effect of monitoring tool gathering Teachers
change of client? learning and behavior M&E Tool mechanism Continuous professional
change of client growth of teachers
4=85-99% of teachers
TA Approach give
 positive effect of
learning and behavior
change of client
3=75-84% of teachers
timing met the need
of the client
2=50-74% of
teachers TA Approach
give positive effect of
learning and behavior
change of client
1=1-49% of teachers
TA Approach give
positive effect of
learning and behavior
change of client

EVALUATION OF TA/C
IN TERMS OF
AFFECTING
BEHAVIOR CHANGE
 Was the technical 5=100% of the
assistance helpful and technical assistance M&E Tool Quarterly Compare results School Head School Head and
productive? helpful and Survey form with their targets Teachers Teachers
productive FGD
4=85-99% of the Analyzing further Feedbacking
technical assistance performance gaps Make adjustments in
helpful and Identifying TA plan for further
productive recommendation progress
3=75-84% of the for further
technical assistance technical assistance
helpful and
productive
2=50-74% of the
 technical assistance
helpful and
productive
1=1-49%
Has technical assistance 5=100% of technical
produced the assistance produced M&E Tool Quarterly Compare results School Head School Head and
needed changes? the needed changes Survey form with their targets Teachers Teachers
4=85-99% of FGD
technical assistance Analyzing further Feedbacking
produced the needed performance gaps Make adjustments in
changes Identifying TA plan for further
3=75-84% of recommendation progress
technical assistance for further
produced the needed technical assistance
changes
2=50-74% of
technical assistance
produced the needed
changes
1=1-49% of
technical assistance
produced the needed
changes

To what extent did it 5=100% of teachers

improve teaching improve teaching M&E Tool Quarterly Compare results School Head School Head and
Learning? School learning Survey form with their targets Teachers Teachers
management? 4=85-99% of FGD
teachers improve Analyzing further Feedbacking
teaching learning performance gaps Make adjustments in
Identifying TA plan for further
3=75-84% of recommendation progress
teachers improve for further
teaching learning technical assistance
 2=50-74% of
teachers improve
teaching learning

1=1-49% of teachers
improve teaching
learning

Sustainability of 5=100% sustained

developed capacity and developed M&E Tool Quarterly Compare results School Head School Head and
at school level to capacity at school Survey form with their targets Teachers Teachers
maintain, operate level to maintain, FGD
and improve TPD operate and improve Analyzing further Feedbacking
systems based on TPD systems based on performance gaps Make adjustments in
evidence evidence Identifying TA plan for further
4=85-99% sustained recommendation progress
and developed for further
capacity at school technical assistance
level to maintain,
operate and improve
TPD systems based on
evidence
3=75-84% sustained
and developed
capacity at school
level to maintain,
operate and improve
TPD systems based on
evidence
2=50-74% sustained
and developed
capacity at school
level to maintain,
 operate and improve
TPD systems based on
evidence
1=1-49% sustained
and developed
capacity at school
level to maintain,
operate and improve
TPD systems based on
evidence
EVALUATION OF TA/C
INTERMS OF
IMPROVED
PERFORMANCE
 Did the practices of 5=100% of teachers
teachers/school improved their level
improved their level of proficiency LAC session Quarterly Update skills Teachers , School Head and
of proficiency? 4=85-99% of Webinars assessment of School Head Teachers
teachers improved PPTS/RPMS teachers based of
their level of SAT their Provide positive
proficiency PPST/RPMS/SAT feedback to mentee

3=75-84% of Develop technical

teachers improved assistance/coachin
their level of g norms and
proficiency protocols based on
the standards set
2=50-74% of by NEAP/BHROD
teachers improved
their level of
proficiency

1=1-49% of teachers
improved their level
 of proficiency

 To what extent did 5=100% of teachers

the “new practices improved their level
contributed to the of proficiency LAC session Quarterly Update skills Teachers , School Head and
goals of Deped? Webinars assessment of School Head Teachers
4=85-99% of PPTS/RPMS teachers based of
teachers improved SAT their Provide positive
their level of PPST/RPMS/SAT feedback to mentee
proficiency
Develop technical
3=75-84% of assistance/coachin
teachers improved g norms and
their level of protocols based on
proficiency the standards set
by NEAP/BHROD
2=50-74% of teachers
improved their level
of proficiency

1=1-49% of teachers
improved their level
of proficiency