ESTABLISHING AND MANAGING

THE TECHNICAL ASSISTANCE MECHANISM

IN THE SCHOOL

VIRNA LISSA E. VILORIA

Facilitator
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 . The approach shall also employ PEER
is the Learning Delivery Modality (LDM) LEARNING and provision of TECHNICAL
Courses that is intended to capacitate ASSISTANCE (TA)
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.
We will discuss 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

LDM TECHNICAL ASSISTANCE
AND COACHING FRAMEWORK
A. What is
Technical Assistance
and Coaching?
Technical Assistance and Coaching
Defined as a form of professional support
provided towards assisting others to be
effective in their functions and/or achieving
set goals.
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TECHNICAL ASSISTANCE
has a wider scope
of interventions

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COACHING
is more of relational
type of support
 Supports Client/ Coachee by…
Information Sharing
directly sharing / clarifying
information and/or expertise, or
indirectly, by referring them to the
source of information and
competence they need

Capability 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.
B. OBJECTIVES OF
TECHNICAL ASSISTANCE
AND COACHING FOR THE
LEARNING MODALITY
 Why do we provide TA/ Coaching?
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It is to ensure that LEARNING is…

REINFORCED
APPLIED
MEASURED
…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

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
FIGURE 1. FLOW OF TECHNICAL ASSISTANCE AND COACHING FOR THE LDM COURSES
D. PRINCIPLES
1. People are
responsible
for their own
growth and 2. Technical
development. assistance is
aligned with
the 3. Learning is
organization’s a cooperative
vision and and a
mission and is collaborative
based on the process.
organization’s
needs.
E. TECHNICAL
ASSISTANCE AND
COACHING PROCESS
 Four Basic Steps
Place Your Picture Here Place Your Picture Here

1. TA Needs
2. Planning
Assessment
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3. Implementation 4. Evaluation
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1. Needs Assessment
a) the individual situation of the
client/ coachee, and

b) organization context that affects

the management and/or
implementation of the LDM

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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.
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 2. Planning
2.a. Identifying the 2.b. Collaboratively identify 2.c. Develop a Region 2.d. Signing of TA
objectives of the TA client and agree on the TA or SDO -wide TA plan: commitment by the TA
/ coachee in terms of: objectives, interventions provider and the SDO /
and timing vis-à-vis • Map TA needs across RO
• Target performance performance objectives the RO/SDO
• Skills to learn and apply and action plan of the TA • Matching TA needs
• Organizational capacities client/coachee. Sub-steps with available TA
to be established for may be as follows: resources. At the
effective delivery of LDM Region level, this
and continuous learning • Create a coaching plan includes assigning the
of teachers and schedule. FTA team to support
• Assist coachee to find specific SDOs
solutions-oriented • Organize the schedule
approaches to teaching, of TA intervention/
learning and leadership coaching and means
gaps objectives, of providing TA
interventions and timing
vis-à-vis performance
objectives and action plan
of the TA client/coachee.
3. Implementation
a. Establish the mechanism for feedback
Match TA needs with available TA resources / providers. This may involve some
b. “referral” steps.
Develop together the TA/coaching norms and protocols based on the standards
c. set by DepEd through NEAP and BHROD
Any TA and/or coaching conversations are collectively geared toward improving
d. the coachee’s professional well-being, the whole school and its community.
Monitor the TA activities alongside activities of the client / coachee per performance
e. contract. Provide time to reflect whether the coaching plans developed have positive
effect on the performances of the school heads, teachers, and the students.

f. Provide feedback to the client/coachee

g. Make adjustments in the plan based on the analysis of progress made
4. Monitoring, Evaluation and Learning
is the continuing is the process of
function and determining the worth
systematic process of or significance of the
collecting, analyzing, outputs and results in
MAIN
interpreting, storing of terms of: efficiency,
PURPOSE
data and reporting relevance,
information thereby effectiveness and
setting into motion a sustainability in
series of managerial conformity to the
actions, for objectives set in the
ascertaining the program design.
realization of set
objectives.
Areas of Monitoring, Evaluation, and Learning (M&EL) Inquiry:
F. ASSIGNMENT OF
TA PROVIDERS
AND COACHES
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1. Skills on identifying and Prioritizing

TA Needs
2. Facilitation Skills
 Listening Skills
 Observing Skills
COMPETENCIES  Questioning Skills
 Attending Skills
OF  Integrating Skills
TA PROVIDERS 3. Skills in Giving and Receiving
Feedback
4. Monitoring and Analysis of TA
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Progress
5. Evaluating Technical Assistance
Results
An effective coach is…
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 Is honest, genuine and authentic

 Has a positive view of human nature
 Wants others to succeed
 Can create a thinking environment
 Enjoys seeing others develop
 Enjoys learning
 Wants others to be independent
 Is generous with appreciation
 Values the opinions and initiative of others
 Keeps information confidential and is trusted by others
 Has an open mind and is tolerant of diverse views
 Motivates others by setting a good example
TERMS OF REFERENCE OF TA
PROVIDERS/ COACHES
 1. Coordinate and work with their regional counterparts as
they provide coaching and technical assistance to the
schools division offices, school heads and teachers
You can Resize either online (thru chats, video conferencing and other
without losing quality modes) or face to face where deemed safe and
A. GENERAL
You can Change Fill
Color &
appropriate.
2. Provide coaching and technical assistance that revolve
TERMS OF
Line Color
around their respective area of expertise.
REFERENCE 3. Using the existing data (results from regional mapping,
DEDPs, and SIPs), classify and prioritize the identified
OF TA support that will be given the school leaders and
PROVIDERS teachers.
4. Routinely monitor school leaders and teachers’
FREE
AND performance against professional standards or on
PPT
COACHES agreed upon monthly or quarterly milestones and the
TEMPLATES coachee’ s professional goals.
www.allppt.com 5. Accomplish the Coaching Design Template for each
Coachee assigned to them.
 6. Provide annotated record of coaching activities and
agreements using standard tools used in the field.
7. Do follow-up sessions to check on the status of the agreed
action plan.
You can Resize
without losing quality 8. Follow rules, procedures, and standards set in the chapter
of Effective Coaching and Giving Effective Performance
A. GENERAL
You can Change Fill
Color & Feedback found in the DepEd RPMS Manual or the DepEd
TERMS OF
Line Color
Coaching Guidebook.
9. Accomplish the Coaching Monitoring and Evaluation
REFERENCE Documentation Worksheets for each coachee where
OF TA highlights of the coaching session are recorded. This
document shall be used to show coaching lession/activities
PROVIDERS results, provide basis for other forms professional
FREE
AND development interventions along with records of
PPT
COACHES improvement of each coachee.
TEMPLATES 10. All coaches are expected to submit all documents and the
www.allppt.com
coaching completion reports to the LCP coaching Lead of
the Region.
TOR OF CO TECHNICAL ASSISTANCE PROVIDERS/COACHES
1. Provide technical assistance and coaching on LDM course B. SPECIFIC
implementation and LDM implementation in the regions and
Divisions TERMS OF
2. Coordinate with NEAP CO on regional and division assignments REFERENCE
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 LDM1 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 EXTERNAL TECHNICAL ASSISTANCE PROVIDERS/
COACHES
1. Provide technical assistance and coaching on LDM course
implementation and LDM implementation in the regions and
B. SPECIFIC
divisions TERMS OF
2. Coordinate with NEAP CO on regional and division assignments
3. Coordinate with RO FTA team in the development of TA/coaching
REFERENCE
plan in the assigned region in collaboration with other team
members
4. Attend meetings as may be called
5. Evaluate portfolio of LDM1 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
Submit a report on TA/Coaching activities to the mother
organization
TOR OF REGIONAL TECHNICAL ASSISTANCE PROVIDERS/
COACHES
B. SPECIFIC
1. Provide technical assistance and coaching on LDM course TERMS OF
implementation and LDM implementation in the divisions
2. Coordinate with NEAP CO on regional and division assignments
REFERENCE
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 LDM1 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 B. SPECIFIC
implementation for teachers and LDM implementation in the
division TERMS OF
2. Coordinate with the SDO leadership on school and teacher REFERENCE
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
PROCEDURE IN THE SELECTION AND
ASSIGNMENT OF COACHES
All members of the 1. Should have a working knowledge of the enabling
The National Coaching policies on the implementation of Learning Delivery
RFTAD, National
Team members should Modalities.
Coaches and External
have the following 2. Should have a working knowledge of the curriculum
Partner Coaches have
qualifications: (MELCs), the learning delivery standards.
been pre-selected by
their respective offices. 3. Preferably with experience in the implementation of
the LDMs through existing DepEd programs such as
MISOSA, IMPACT/E-IMPACT, Open

B A 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.
The national and

C D
5. Should be willing to share their expertise with their
Each region will need external partner
assigned regions, divisions and schools and willing to
to designate the LCP coaches are
spare time to provide technical
Coaching Lead, his Co-Lead given the
assistance/ coaching
and team of administrative prerogative which
6. Should be familiar with DepEd processes especially
staff who will oversee the region or regions
the TA mechanisms
documentation of the activity they wish to
and safe keeping & recording serve provided
of progress reports in the the number of
Professional Development assigned
Information System (PDIS) of coaches to the
the Divisions and Schools. regions is
equitable.
THANK YOU