Professional Documents
Culture Documents
HANDBOOK
TABLE OF CONTENTS
Section
Chapter 1
Description
Table of Contents
List of Acronyms
Introduction
1.1 Background
1.2 Purpose of the Handbook
1.3 Scope of the Handbook
1.4 Users of the Handbook
Page
i
ii
1
1
2
2
2
Chapter 2
3
3
4
4
Chapter 3
Chapter 4
7
7
7
8
8
9
10
11
12
13
13
14
14
14
Chapter 5
15
Annexes
Process of Identifying Technical Assistance Agenda
Form 1: Tabulation of Factors that Hinder Achievement of Target Outputs
Form 2: Management Consequences
Form 3: Proposed TA Support to Client
Part A: Performance Contract for Technical Assistance
Part B: Closing the Gaps
Technical Assistance Reporting Log
Individual/Team TA Reporting Log
Individual/Team TA Report Form
16
23
24
27
29
30
31
33
35
1
2
3
4
5
6
7
LIST OF ACRONYMS
AIP
ASDS
BEIS
BESRA
CBP
DEDP
DepEd
DO
DQMT
DsQMT
DTAP
EFA
ES
ICT
IMs
INSET
LGU
LOQAI
LR
M&E
PO
PSDS
QAA
QMT
R.A.
RO
SAC
SBM
SDS
SH
SIP
SIS
SQMT
SY
TA
TAF
TAP
TOR
TNA
UIS
Chapter 1
INTRODUCTION
1.1. BACKGROUND
Technical assistance is one of the key professional activities provided by the Regional Office to the Schools
Divisions, and by the Division Office to the Schools, geared toward giving them support and guidance in identifying
problems and finding the right solutions for a more effective organization.
Republic Act No. 9155, or the Governance of Basic Education Act of 2001, decentralized education governance,
and made the school as the heart of the formal education system and shifted the focus of education
management to School-Based Management (SBM).
The Department of Educations Present Initiative, the Basic Sector Reform Agenda (BESRA) has made more specific
the roles and responsibilities of the various levels of the Department in support of School-Based Management. It
has underscored once more that the different levels of the Department have their major responsibilities to their
respective next level office. This means that the Central Office as its main responsibility; and the Division Office has
the schools as its main responsibility in leading, guiding, monitoring & evaluating and in providing technical
assistance towards effective SBM in the schools and eventually, towards achieving higher learning outcome.
The Basic Education Sector Reform Program Implementation Plan in 2006 (BESRA-PIP) enumerated the modes of
technical assistance expected of the Regions and Divisions to their respective clientele. These are enumerated as
follows:
Regions to the Divisions:
o
o
o
In other words, the Schools Division cannot just claim the accomplishments of the schools within the Schools
Division, as its own, without having shown that it has proactively provided technical assistance to schools towards
continuous improvement. This is the Schools Divisions major responsibility. The same guideline also applies to the
Regional Offices towards the Schools Divisions; and the Central Office towards the Regions.
Technical assistance is deemed necessary to ensure effective programs implementation and eventually
achievement of higher or better learning outcomes. It should impact on performance, and most of all, on the
general welfare of the people in the organization and of the organization itself.
While the implementing rules and regulations of the R.A. 9155 and BESRA kept on Repeating the phrase, technical
assistance for SBM practice, the field offices still need to be provided with specific guidelines to know what can be
delivered, the why, when and how, that can be considered as technical assistance. Hence, this handbook is
envisaged.
1.2. PURPOSE OF THE HANDBOOK
This handbook aims to put on view the Technical Assistance (TA) Mechanism and its operations framework. This
handbook provides clear procedures, guidelines, tools and the suggested structure in implementing the TA
Mechanism. It serves as the guide instrument for an efficient, effective and relevant technical assistance for the
Regional Office to the Schools Divisions on how to manage their operations efficiently and consequently be able to
help ensure that SBM is implemented effectively in their respective schools. It will guide the schools Division office
in helping their respective schools to practice SBM, particularly on the implementation of their School Office in
helping their respective schools to practice SBM, particularly on the implementation of their School Improvement
Plans (SIP), how to manage performance of their teachers and eventually lead to improved learning outcomes.
1.3. SCOPE OF THE HANDBOOK
This handbook contains the operationalization of TA Mechanism in the Regional Office and in the Schools Division
Office. It includes a presentation of the suggested streamlined processes starting from the TA needs assessment to
planning and implementation stages, adjustment of plans, evaluation and reporting to the management foe
decision making for possible policy formulation. It will also present suggested structures as to TA Team
composition for the Region and the School Division, their functions and responsibilities, the competencies required
of them and the different instruments or tools with samples to execute the mechanism whish were found to be
helpful during the pilot implementation of the mechanism.
1.4. USERS OF THE HANDBOOK
Primarily, the users of this handbook are from the Regions and Divisions Offices whose functions are to ensure that
inputs, processes, outputs and outcomes of the Technical Assistance provided to their clients are par with the
quality standards as they achieve or accomplish their targets set. These Technical Assistance providers are:
From the Regional Office:
o Education Supervisors
o Education Program Specialists
o Technical personnel
From the Division Office:
o Schools Division Superintendent
o Assistant Schools Division Superintendent
o Education Supervisors or Education
Program specialists (EPS)
o Designated Division Coordinators
o Public Schools District
Supervisors/Principals- in
Charge/Coordinating Principals
o Other Schools Division personnel
CHAPTER 2
STRUCTURE IN PROVING TECHNICAL ASSISTANCE
Effective management requires a well-organized TA mechanism structure. It must be carefully designed and implemented to ensure
that the technical assistance provided can really address the identified needs of the client towards the achievement of the clients
goals. Eventually, it is so desired that the results of providing Technical Assistance can be a valid source for management to make
informed decisions. The suggested structure for the implementation of the TA Mechanism with clear functions, responsibilities and
competencies should be made known to all members of the team.
2.1.
6.
CHAPTER 3
COMPETENCIES OF TA PROVIDERS
In order to deliver their Technical assistance in a more effective manner, TA provides have to develop the following competencies:
1. Skills on identifying and Prioritizing TA Needs These skills require analytical expertise in proving & interpreting data so
that TA provider can identify and improvement areas that need technical assistance.
2.
Facilities Skills These skills include: listening skills, questioning skills, attending skills and integrated skills (LOQAI). These
skills are utilized in all the steps and processes in providing technical assistance. The application of facilitation skills will
help the technical assistance provider in implementing the guiding principles mentioned earlier in this document.
Listening Skills This requires that the technical assistance provider pits oneself puts in the shoes of the learner or
client to be able to understand the situation confronting him/her. It is also requires that the technical assistance
provider refrain from listening autobiographically , that is, listening from ones own perspective and immediately
making judgment. In the process, it is recommended that while listening, the technical assistance provider should
restate, rephrase and reflect on what is being said.
Observing Skills This would require the technical assistance 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
=
Situation or Task at hand
A
=
Action Taken (or Inaction)
R
=
Result
Questioning Skills It is recommended that the technical assistance 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 questions.
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 clients
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 SkillsThis is the ability to synthesize or summarize points or ideas. This will help the learner identify what
been learned and 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.
Coaching Skills -Coaching is series of one-on-one exchanges between the provider and the client or learner focused on
performance or performance-related topics. It is process that enables learning and development to occur and improve
performance. Coaching would require the application of the other behavioral skills already mentioned previously. For an
effective coaching, the provider should be able to adapt to the needs of the learner.
5.
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.
6.
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 level.
CHAPTER 4
TECHNICAL ASSISTANCE PROCESS
4.1. ASSUPTIONS
The underlying assumptions of the technical assistance are the following:
1. Clients often do not know what is wrong and need special help in the diagnosing what their problems actually are. They
need also to know the kind of help they want to seek.
2. Most clients have a constructive intent to improve things, but they need help in identifying what to improve and how to
improve it.
3. Most organizations can be more effective than they are if they learn to diagnose and manage their own strengths and
weaknesses. No organization is perfect; hence, every form of organization will have some weaknesses for which
compensatory mechanisms must be found.
4. Unless the client learns to see the problem and think through the remedy, he/she will not be willing or able to implement
the solution. Much more, he will not learn how to fix such problems should they recur. The technical assistance provider in
this regard can provide alternatives; but decisions-making on such alternatives must remain in the hands of the client.
5. The essential function of technical assistance is to pass on the skills on how to diagnose and fix organizational problems so
that the client is more able to continuously improve the management of his/her organization.
4.2. DEFINATION OF TECHNICAL ASSISTANCE
Technical assistance, in essence, is any form of professional help and guidance or support towards helping other to be
more effective in the performance of their functions. They can do this either directly by sharing information with them or
helping them learn a particular area of expertise or indirectly, by referring them to the source of information and
competence they need. The other referred to here is the client.
Technical assistance is a process. It has steps to be followed and tools to make use of. It also requires some specific skills.
Technical assistance is a journey with the client towards achieving the latters set goals for continuous improvement,
which is their foremost responsibility and accountability as a field organization (DO/School) of Department of Education. In
delivering technical assistance, one should consider and respect the capacity and pace of the client. Technical assistance
ensures that the atmosphere or environment encourages the client not only to set their goals but also to determine the
process of achieving them. Technical assistance encourages the client to see everything as a learning process. Thus, in this
atmosphere, the client can express themselves freely, explore new ideas and even admit and correct mistakes in their
pursuit of achieving their goals. The key to effective technical assistance is to help the themselves and not on solving
problems for them.
The delivery technical assistance therefore can take varied forms. It could be in any of the following:
1. Information Sharing Within this area are policies, guidelines, directions, and instructions of top DepEd
management. They are usually delivered via office memorandum or orders, conferences and giving of referrals.
2. Capacity-Building This area refers to the development of competencies or knowledge, skills, and attitudes like skills
in the use of technology. More often, this type of technical assistance is delivered via training, coaching or
mentoring.
3. Group and Work Management This refers to 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
components of the organization. These could be achieved by the conduct of meetings, group discussion, or
workshops.
4.3. PURPOSE & OBJECTIVES OF PROVIDING TECHNICAL ASSISTANCE
The primary purpose of providing technical assistance by the School Division is to ensure that School-Based Management is
implemented in the schools; as this is mandated by law, the R.A. 9155. Schools Divisions have to ensure that the schools are
provided the appropriate, relevant and timely assistance towards continuous improvement, to help them a higher level of SBM
practice every time.
In a similar manner, the purpose of the Regions in providing Technical Assistance to School Divisions should also ensure that they are
also able to support their schools In practicing SBM.
Purpose
Technical Assistance aims that the Regions provide support and guidance to the School Division and the Schools Divisions on their
part assist their respective schools for the continuous improvement in leadership management is done, schools as organizations
become more self-reliant and self-sustaining with their respective communities.
Objective
Technical Assistance seeks to facilitate in providing broad-based capacity building opportunities to the school to ensure the
effective delivery of services for the improvement of learning outcomes.
Technical Assistance complements in the conduct of monitoring evaluation. It aids in tracking the progress and results, and
help address concerns and enhance performance.
Specifically, leadership and management should be concerned with:
1. Improving academic performance/learning outcomes of the schools;
2. Enhancing KSAs to ensure the effective delivery of services;
3.
4.
2.
Technical assistance is aligned with the organizations vision and mission and is based on the organizations needs.
Technical assistance is provided in support of the organizations vision and mission, thus encouraging everyone to work
towards common goal.
Technical assistance ensures that the client always refers to the organizations vision, mission, and goals as identified in the
respective plans DEDP (for the Schools Divisions) or SIP (for the schools); which were previously set based on their
organizations needs. A need is a lack/inadequacy what is and what should be.
Division leaders/school heads have to recognize their need for help to become more effective managers. Once the need is
recognized and admitted, doing something about it comes next. They have to be guided and supported to be able to
achieve their goals, particularly in being able to manage schools for continuous improvement.
With DepEd-BESRA, the Schools Divisions are expected to prove technical assistance to schools to implement effective
school-based management (SBM). Similarly, the Regions have to provide technical assistance to the School Divisions for
them to support their schools in implementing SBM.
3.
Orientation on the nature, scope, objectives, guiding principles, process of the mechanism, the roles and
responsibilities of the technical assistance providers and the clients.
Orientation on the processes utilized by the Quality Management teams to make quality assurance and
accountability both at the region level and the division level.
Orientation on how to utilize the EBIIES
Establish rapport and collaboration as needed.
Once the necessary infrastructure and system are in place, the team may now proceed with the following Technical
Assistance Process Framework:
B.
1.
2.
3.
Planning
Stage
Prioritize
assessed TA
Needed per
DO/School
Prepare the
TA Plan per
Do/School
Establish
agreements
on
(performanc
e) targets
E. Adjustment of
Quarter Plan/Targets
1. Discuss results of
Stage D with the team
2. Adjust TA Plan
D. Feedback
1. Discuss with target group
quarter progress
F. Evaluation of
TA Stage
1. Discuss with
target group the
Accomplishment
vis.
Performance
Targets
2. Discuss with
group over-all
results vis. TA
Plan
3.
Prepare
Inputs to Annual
Report
2. Adjust performance
targets
C. Implementation Stage
1. Execute the TA Plan/Intervention
2. Conduct Progress Monitoring
3. Analysis: Team Discussion on progress
Monitoring Results and Planning for Feedback
o
o
o
o
o
o
quantitative information on indicators of outcomes and intermediate outcome. This will point to particular areas that would
need further data gathering or a more focused analysis of the situation.
Identify priority needs and explore the nature and scope of the problem. This will determine whether the problem is valid
or only a symptom of underlying organizational issue/s. Refer to Annex 1 on the process in identifying Technical Assistance
agenda.
Validated the results of the situational analysis through consultation with the management:
For the RO - with the Division SDS and ASDS and ES
For the DO with the PSDS and School Head
This validation will determine the reasons or hindering factors on why the client (DO or School) was unable to achieve their
targets.
Process all quantitative information by first categorizing the identified reasons into areas for management actions, e.g.,
people, resources.
Help the client identify management actions to resolve the hindering factors. The TA may provide hints or suggest solutions
when called for. Solutions have to be feasible, appropriate and achievable.
From the solutions listed, ask the client or recipient which ones they could do by themselves and which ones would they
need help from the TA or other resources.
A Performance Contract may now be signed by the TA and the recipient.
The results of the Needs Assessment shall be reported and the Performance Contract shall be presented for approval.
FOR THE RO: To the RD and ARD via the REXECOM
FOR THE DO: To the SDS and ASDSs
3. On-site and/or longer term technical assistance is needed when the issues are significant and may require
direct contact with consultants. This assistance may involve:
o
o
o
o
o
o
The progress and annual report provides the necessary information to top management for decision
and appropriate action and support. At this stage cycle 1 of Technical Assistance ends. The quarter
and annual reports eventually become inputs again to Stage A: Technical Assistance Needs
Assessment Stage, which commences cycle 2 of Technical Assistance, AND THE CYCLE IS REPEATED.
4.6.7. Evaluation of Technical Assistance Provided Stage
The stage is usually of the Quality Assurance and Monitoring and Evaluation group the region. The
evaluation usually covers four areas and the process utilizes the following guide questions.
Guide Questions:
-
Is the TA provided efficient? As to time, people, & other resources? Were the activities
implemented as planned? According to guidelines set?
Is the TA provided effective? Were the objectives of the TA achieved?
Is the TA provided relevant? Was the TA useful to the client? Did it contribute to the achievement
of the SIP objectives? (DEDP objectives? REDP objectives? What factors helped? What factors did
not help?)
Is the TA provided sustainable? Can the TA provided be applied to the similar situations? Can they
apply the TA provided on their own?
o
o
After coming up with the client, the team has to collectively and decide on their findings before preparing the
evaluation report.
For the TA teams, the findings of the report shall serve as inputs in developing the succeeding Technical
Assistance Plan. Moreover, for the RO-TA team, the findings shall also serve as input the formulation of the
regional polities.
CHAPTER 5
REPORTING OF TECHNICAL ASSISTANCE PROVIDED
Since DepED Office utilize the TA Reports for different purposes, the reporting schedules should be identified
and consistently followed. Reports should focus on its progress, initial gains and result of TA implementation on
a regular basis, (monthly, quarterly, semi-annually or as the need arises or as required).
TA Plan implementation needs regular monthly monitoring and evaluation for timely, relevant reporting. It is
also the ultimate measure on the effectiveness of the TA provided. The integrity of periodic TA reports provide
the building blocks to facilitate generation of appropriate feedback for decision making and/or plan adjustments
should be ensured.
Monitoring and evaluation results should be communicated to the officials and management of the Regions,
Divisions, Schools and others stakeholders for adjustments and decision making. Regular TA reports have to be
submitted to the concerned office/s on the week of the month of the following month or quarter (for monthly &
quarterly reports), and the process of monitoring will cover about 30 days or 12 weeks of each quarter.
ANNEXES
ANNEX 1
PROCESS OF IDENTIFYING THE TECHNICAL ASSISTANCE AGENDA
The first step in providing technical assistance (TA) is identifying the Agenda of Technical Assistance. This agenda
becomes the TA Plan that serves as roadmap of the regional TA providing support to division/division TA teams in
providing support to school.
Critical to achieving an effective provision of Technical Assistance, it is essential that the TA Agenda is:
Relevant
The technical assistance provided directly support the development plan and/ or performance objectives of the
TA recipient. This can be achieved by proper analysis of the reasons or factors hindering the achievement of
target outputs/ job performance targets.
Acceptable to the TA recipient
It is essential assistance that the TA recipient recognizes what needs to be done and what help they require to
resolve the hindering factors. This realization enhances of technical assistance as well as sustainability of
assistance provided. A potentially effective strategy for this by engaging the TA recipient in a collaborative
thinking of the solutions to the hindering factors (management consequences) and identifying which of those
solutions can be addresses within their ones will be provided by the TA teams.
Results Driven and Focused
The TA team knows exactly to what outputs the technical assistance provided will affect and consequently, the
outcomes it will contribute. This will create an intrinsically motivated technical assistance because it knows its
higher purpose.
In order to develop a relevant, acceptable and results-driven TA Agenda, the TA should be able to derive the priority
areas for TA planning following this line of thinking:
FOUR KEY QUESTIONS:
Q. 1. In what intermediate / outcomes indicators is the school/division lagging behind?
Q. 2. What hinders the school/division from meeting the target outputs (per contributory objective)?
Q. 3. What should the school/division management do in order to resolve the hindering factors/reasons?
Q. 4. Which of the identified solutions (management action) can the school/division do by themselves? Which
ones need support from upper management (i. e. Division TA Team for schools and the Region TA Team for the
division)?
The following are suggested steps to analyze and arrive at the TA needs of the school/division:
Step 1. Analyze information generated by the QAA/M&E Teams (Quantitative). The quantitative information
on outcomes and intermediate indicators point to particular areas that needed further data gathering or a more
focused analysis of the situation (qualitative).
Step 2. Perform Focused Investigation (Qualitative Information). Given the quantitative information, determine
the reason / hindering / factors why the school/division is unable to achieve the target outputs (leading to the
intermediate of outcomes indicators).
Step 3. Process the Qualitative Information. Categories the identified reasons (hindering factors) in terms of _
?_ Dimensions in order to determine the appropriate management action. Refer to Table 1 for the Dimensions
with Sample Reasons or Hindering Factors.
Use Form 1 for Step 1 and 2.
_?_ DIMENSION
INDICATORS
A. Management
expectation
B. Motivation/incentive
factors
C. Job/organization
design
D. Capacity
Clear Management
Expectations
Performance Standards
Clarity of
importance/Rationale
Positive
Consequences/Rewards
Factors pointing to
organizational structure /
job description
Appropriate Tools
Process / Know-how
Data/Information/Process
Documentation
Personnel/Manpower
E.3. Financial
E. Resources:
E.1. Technology
E.4. Physical
environment
Step 4.Identifying Management Consequences (Management actions to resolve the hindering factors).
a. Help the recipient of the TA understand the implementation of the hindering factors to management. Lead the
TA recipient in determining the actions that need to be taken to resolve the hindering faculties / difficulties.
Use Form 2
The dimensions / categories already provide a hit on what should be done to solve the factors that hinders the
achievement of outputs. Refer to Table 2 for the possible range of TA per Dimension.
Noted:
In situations where the school / division are unable to determine the management consequence of the
hindering factors, the TA may provide hints or suggest solutions.
The Ta may also suggest resolutions / management consequence on occasions when the TA recipient is
unable to think of solutions that are not feasible, inappropriate and over simplified or too complex set of
actions to be taken.
b. From the resolutions (or management consequences) listed, ask the TA recipient which of those they can do
without help and which one they would need support from the Division or Region TA Team.
Table 2: Categories of hiding Factors
SAMPLE ISSUES
_?_ DIMENSIONS
A. Management
expectations
B. Motivation/incentive
factors
C. Job/organization design
D. Capacity
E. Resources;
E.1. Technology
E.3. Financial
F. Policy
G. Feedback system
H. Environment Support
a. Finalize the draft list of what the TA recipient will do and the support received from the TA to address the
hindering factors achieve the desired target performance results. Use Form 2 to identify the items.
b. Discuss with other TA team member the proposed list of solutions with corresponding accountabilities and
commitments. Agree on what are feasible, appropriate and relevant. Consolidated the proposed actions of
TA team and submit for approval to the support to be provided to the school/division. (Use Form 3)
c. Confer with TA Recipient and FINALIZE of the list of plan of action to Close the Gaps
d. Transfer the items in the list of the proposed Performance Contract (Form 4) between the TA recipient and
the TA Team.
Step 6. Organizing and Finalizing the TA Agenda. After the TA Team has established the
Performance Contracts with the school / division assigned to the team, consolidate the TA targets to develop the
agenda. Use Form 5: Consolidated Technical Assistance Plan.
Areas of Investigation:
SCHOOL LEVEL:
I.
Categories of Indicators:
A. Provision of Equitable Access
B. Quality and Relevance
C. School Management of Education Services
Levels of Monitoring
a. Input-Output
b. Formative: Progress
c. Summative: Outcomes/Results
Types of Information
i.
Quantitative
ii.
Qualitative
LEVELS OF M&E:
OUTPUTS
PROGRESS
OUTCOMES
LEVELS OF OBJECTIVES:
INPUT-OUTPUT
INDICTORS
Achievement of quarter
/ Annual Outputs
CONTRIBUTORY
OBJECTIVES
PURPOSE INDICATORS
Movement
towards
Contributory
Objectives
(Annual
calculation)
Achievement of
Contributory
Objectives
Achievement of Target
3 year Outcomes
1. Enrolment
2. ALS Enrolment
1. Learner Performance
2. Reading Comprehension
3. Mastery Competencies
PROVISION OF EQUITABLE
ACCESS
a. Personnel
b. Learning Materials &
Equipment
c. Physical & Ancillary
Facilities
d. Other
INTERMEDIATE INDICATORS
4. Nutrition Status
5. Textbook-Pupil Ratio
6. Teacher-Pupil Ratio
7. Teacher Qualification
8. Parents Participation
9. Public Expenditure
SCHOOL MANAGEMENT OF
EDUCATION SERVICES
a. Stakeholders
Participation
b. Instructional Supervisor
c. Public Expenditure
d. Environment
e. Management &
Administration
f. Others
ANNEX 2
FORM 1: TABULATION OF FACTORS THAT HINDERS ACHIEVEMENT OF TARGET OUTPUTS/PERFORMANCE TARGETS
UNACHIEVE
CATEGOR D OUTPUT
Y:
OF THE
SCHOOL/
DIVISION
PROVISIO
N
OF
EQUITABL
E ACCESS
QUALITY
&
RELEVANC
E
SCHOOL
MANAGE
MENT OF
EDUCATIO
N
SERVICES
MANAGEME
NT
EXPECTATIO
NS
MOTIVATIO
N/INCENTIVE
FACTORS
HINDERING FACTORS/ISSUES
JOB/
CAPACI RESOUR
ORGANIZAT
TY
CES:
ION DESIGN
POLICY
FEEDB
ACK
SYSTE
M
ENVI
RON
MEN
T
SUPP
ORT
ANNEX 3
FORM2: MANAGEMENT CONSEQUENCES GIVEN THE FACTORS THAT HINDERS ACHIEVEMENT OF TARGET OUTPUTS/
PERFORMANCE TARGETS
CATEGORY:
PROVISION
OF
EQUITABLE
ACCESS
QUALITY &
RELEVANCE
SCHOOL
MANAGEME
NT
OF
EDUCATION
SERVICES
UNACHIEV
ED
OUTPUT
OF THE
SCHOOL/
DIVISION
MANAGEME
NT
EXPECTATIO
NS
MOTIVATIO
N/
INCENTIVE
FACTORS
POLIC
Y
FEEDBA
CK
SYSTEM
ENVIRONME
NT
SUPPORT
ANNEX 3
FORM 2: MANAGEMENT CONSEQUENCES GIVEN THE FACTORS THAT HINDERS ACHIEVEMENT OF TARGET OUTPUTS /
PERFORMANCE TARGETS
CATEGOR
Y:
UNACHIEV
ED
OUTPUT
OF THE
SCHOOL/
DIVISION
MANAGEME
NT
EXPECTATIO
NS
MOTIVATIO
N/
INCENTIVE
FACTORS
POLIC
Y
FEEDBA
CK
SYSTEM
ENVIRONME
NT SUPPORT
PROVISIO
N
OF
EQUITAB
LE
ACCESS
MANAGEMENT CONSEQUENCES:
RESOLLUTIONS TO BE TAKEN IN RELATION
TO ABOVE FACTORS
Note: Mark the item: S if the school will be able to do the solution without help
TA if the solution will require support from the TA Team
FORM 2: MANAGEMENT CONSEQUENCES GIVEN THE FACTORS THAT HINDERS ACHIEVEMENT OF TARGET OUTPUTS /
PERFORMANCE TARGETS
CATEGOR
Y:
UNACHIEV
ED
OUTPUT
OF THE
SCHOOL/
DIVISION
MANAGEME
NT
EXPECTATIO
NS
MOTIVATIO
N/
INCENTIVE
FACTORS
POLIC
Y
FEEDBA
CK
SYSTEM
ENVIRONME
NT SUPPORT
QUALITY
&
RELEVAN
CE
MANAGEMENT CONSEQUENCES:
RESOLLUTIONS TO BE TAKEN IN RELATION
TO ABOVE FACTORS
Note: Mark the item: S if the school will be able to do the solution without help
TA if the solution will require support from the TA Team
FORM 2: MANAGEMENT CONSEQUENCES GIVEN THE FACTORS THAT HINDERS ACHIEVEMENT OF TARGET OUTPUTS /
PERFORMANCE TARGETS
CATEGORY:
UNACHIEV
ED
OUTPUT
OF THE
SCHOOL/
DIVISION
MANAGEME
NT
EXPECTATIO
NS
MOTIVATIO
N/
INCENTIVE
FACTORS
POLIC
Y
FEEDBA
CK
SYSTEM
ENVIRONME
NT
SUPPORT
SCHOOL
MANAGEME
NT
OF
EDUCATION
SERVICES
MANAGEMENT CONSEQUENCES:
RESOLLUTIONS TO BE TAKEN IN RELATION
TO ABOVE FACTORS
Note: Mark the item: S if the school will be able to do the solution without help
TA if the solution will require support from the TA Team
ANNEX 4
FORM 3: PROPOSED TA SUPPORT TO THE SCHOOLS
I.
FINDINGS
STATUS / PROGRESS:
Outcomes Indicators
(IN RELATION TO
TARGETS/STANDARDS)
STATUS:
ACHIEVEMENT OF
CONTRIBUTORY OBJECTIVES
(INTERMEDIATE INDICATORS)
MANAGEMENT
CONSEQUENCE: ACTIONS TO
BE TAKEN TO RESOLVE THE
HINDERING FACTORS
PROPOSED STRATEGY OF
THE RECIPIENT
Enrolment
ALS Enrolment
Graduation
Promotion
Simple Drop-out Rate
Failure Rate
Repetition Rate
Retention Rate
NAT
II.
AREA/
DIVISION
MANAGEMENT
EXPECTATIONS
MOTIVATION
INCENTIVE
FACTORS
JOB/
ORGANIZ
ATION
DESIGN
QUALITY RELEVANCE
CAPACITY
RESOURCES
POLICY
FEEDBACK
SYSTEM
ENVIRONMENT
SUPPORT
EXPECTED
RESULT
(SUCESS
INDICATORS)
________________________
(NAME OF SCHOOL)
____________________
(CONTACT NO.)
___ _____________________
(NAME)
_____________________
(POSITION)
In consideration of the mutual promises and agreements of the parties here to, as here in after set forth, it is agreed as indicated
in the attached sheets. In witness whereof, the parties here to have caused this agreement to be executed by its appropriate
personnel and the schedule above written.
Signed:
Party A: __________________
Party B: _________________
Printed Names:
Witnesses: ____________________
___________________
Printed Names:
Date: ____________________________
DATE: ____________________
CLOSING THE GAPS
PARTY A
(ACTIVITIES TO BE UNDERTAKEN DO/SCHOOL)
PRIORITY AREA/STREA
STRATEGY #1:
STRATEGY #2:
CRITICAL GAPS
SUPPORT BY TA
PROVIDER (PARTY B)
SUPPORT BY
TA PROVIDER
(PARTY B)
SCHEDULE
SCHEDULE
ANNEX 5.
TECHNICAL ASSISTANCE REPORTING LOG
Quarter/Month: _________________
School Year: ____________________
Date
CLIENT
Name
Designation or Position
Initial
CONSULTANTS
REFERRED
Name &
Position
Initial
District: _________________
Month/Quarter: __________________
SITUATIONAL ANALYSIS/CONTEXT:
Action Taken
Results
______________________________
Name, Signature & Date
PROVISION OF
EQUITABLE
ACCESS
QUALITY &
RELEVANCE
MANAGEMENT
OF
EDUCATIONAL
SERVICES
OTHERS
Gaps/Problems/Weaknesses
Alternative
Strategies
Specific Tasks
and Activities
Arranged in
Sequence
Persons
Responsible
Time
Frame
Assistance
Needed from
RO
Division/School: _____________________________________________________
Date: _______________
TA Team: ___________
___________________________________________________________________
____________
Objectives
PLANNED
Strategy/ies
Activities
OVs
Observation/s
Or Findings
ACTUAL
Action Taken
&Agreement
Remarks
Prioritized
Needs of
The Clients
Objectives
Resources
1.0
1.1
1.2
Strategy/ies
Activities
1.1.1
1.1.2
1.1.3
1.2.1
1.2.2
1.2.3
1.2.4
OVI
Time frame
Person/s
Responsible
Materials
Budget