Technical Assistance to Schools

1. Technical
Assistance
to Schools

2. Session Objectives

3. At the end of the session the participants
shall be able to:
1.describe what is technical assistance, its,
guiding principles, steps & guidelines;
2.analyze the processes for providing
technical assistance to schools;
3.demonstrate readiness in applying the
guidelines/standards in providing technical
assistance to schools;
4.express appreciation in adhering to set
guidelines, standards and processes in
providing technical assistance.

4. Triad Need of Form of TA
Clients provided
1.
2.
3.

5. What has helped in deciding the kind of
technical assistance to be provided to the
school?
What forms of TA can you identify from
the reports?
Are there other form of TA which you are
using in your division

6. Technical Assistance is a any
form of professional help
Technical Assistance is a
PROCESS
Technical Assistance is a
JOURNEY
Technical Assistance aims for
the client’s IMPROVEMENT

7. Technical Assistance…..
o Any form of professional help,
guidance or support
o For “others” to be more
effective in the performance
of their functions .

8. Technical Assistance is conducted
to help . . .
solve problems
improve performance
get results
gather data to inform policy
formulation (RO).

9. Technical Assistance….
An Active PROCESS -
o With steps to follow; makes
use of tools
o Via Process Consultation
o Requires specific skills
o Focuses on achieving set
goals .

10. Technical Assistance….
A JOURNEY –
o Reminding the client of their
prime responsibility and
accountability
o Respecting their capability
and pace

11. Technical Assistance….
A JOURNEY –
o Providing alternatives
o Leaving decision-making
into the hands of the client

12. Guiding Principles of Technical
Assistance organization is responsible for its
Each
own growth and development
Technical assistance is aligned with
the organization’s vision and
mission and is based on the
organization’s needs.
Learning is a cooperative and
a collaborative process.

13. Technical Assistance Types:
o Direct sharing of expertise
o Providing information where
to secure what the client
needs

14. Skills in Providing Technical Assistance
1. Facilitation Skills
2. Giving Feedback Skills
3. Coaching Skills
4. Monitoring and Analysis of
TA Progress
5. Summative Evaluation of
Providing TA

15. Guidelines:
1. Know clients profile
2. Be clear with your goal
3. Give clear instructions
4. Use the common language
5. Speak in an audible voice
6. Provide ample time

16. Guidelines:
7. Conduct coaching face to face
esp. at the first time / observation of
accomplishing their task is needed
8. Conduct coaching in an
appropriate learning atmosphere
9. There must be a 2-way
communication

17. Some practical steps in Performance
Coaching
 Establish rapport with the staff.
 Ask her/him how the work has been.
 Allow her/him to tell her/his side of the story
first.
 Share your own observations, again using
the STAR technique and validate how it
happened and why.
 Ask what s/he can do to sustain those with
positive results and avoid those with
negative results.

18. Some practical steps in Performance
Coaching
Together identify which area should
s/he focus on for the next meeting.
Ask which areas he/she would like to
seek help from you or others.
Make agreements and summarize.
Set the date for your next meeting with
her/him

19. TA Mechanism Flow

20. A. Technical Assistance Needs Assessment Stage DIAGNOSIS
1. For RO-TA: Assess Inputs from DEDP Implementation Results, QAA&M&E Report, BEIS Data
(Quantitative & Qualitative)
2. For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP
Implementation Results BEIS Data, QAA&M&E report (Quantitative and Qualitative)
MONITORIN
G&
G. Progress/Annual Report to Management Stage EVALUATIO
1. Consolidation of progress/summative results
N
2. Analysis of TA results
3. Preparation of Quarter/Annual Report
STRATEGY
F. Evaluation
FORMULATION of TA Stage
1. Discuss with
target group
B. Planning E. Adjustment of D. Feedback the
Stage Quarter Plan / 1. Discuss with Accomplish
1. Prioritize Targets target group ment vis.
assessed 1. Discuss results quarter Performance
TA Needs of “Stage D” progress Targets
per with the team 2. Adjust 2. Discuss with
DO/School 2. Adjust TA Plan performance group over-
2. Prepare the targets all results
TA Plan per vis. TA Plan
DO/School 3. Prepare
3. Establish
C. Implementation Stage Inputs to
agreements 1. Execute the TA Plan /Intervention Annual
2. Conduct Progress Monitoring Report
on
3. Analysis: Team Discussion on Progress
(performanc
Monitoring Results and Planning for STRATEGY
e) targets
Feedback IMPLEMENTATION

21. A. Technical Assistance Needs Assessment Stage DIAGNOSIS
1. For RO-TA: Assess Inputs from DEDP Implementation Results, QAA&M&E Report, BEIS Data
(Quantitative & Qualitative)
2. For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP
Implementation Results BEIS Data, QAA&M&E report (Quantitative and Qualitative)
MONITORING &
G. Progress/Annual Report to Management Stage EVALUATION
1. Consolidation of progress/summative results
2. Analysis of TA results
3. Preparation of Quarter/Annual Report
STRATEGY
F. Evaluation
FORMULATION
of TA Stage
1. Discuss with
target group
B. Planning E. Adjustment of D. Feedback the
Stage Quarter Plan / 1. Discuss with Accomplish
1. Prioritize Targets target group ment vis.
assessed 1. Discuss results quarter Performance
TA Needs of “Stage D” progress Targets
per with the team 2. Adjust 2. Discuss with
DO/School 2. Adjust TA Plan performance group over-
2. Prepare the targets all results
TA Plan per vis. TA Plan
DO/School 3. Prepare
3. Establish
C. Implementation Stage Inputs to
agreements 1. Execute the TA Plan /Intervention Annual
2. Conduct Progress Monitoring Report
on
3. Analysis: Team Discussion on Progress
(performanc
Monitoring Results and Planning for STRATEGY
e) targets
Feedback IMPLEMENTATION

22. Guidelines/Standards
TA mechanism suggests the following
implementation processes:
1. Organizing TA Provider Team
2. Assessing needs of the schools

23. Guidelines/Standards
3. Analysis of the schools’ TA needs are
based on:
• Quantitative information generated by
DQMT/DsQMT from M & E Reports and e-
BEIS for Performance Indicators & SBM
Level of Practice of the schools
• Qualitative information determined after
focused investigation that is, identifying the
helping and hindering factors, to the
achievement of the target outputs

24. 4. Designing the TA Agenda/ Plan
• Relevant to the need of the TA
recipients
• Acceptable to the TA recipients
• Results- Driven and focused
5. Implementing the TA Plan
6. Monitoring and Evaluation of the TA
Plan implementation
7. Adjustment of the TA Plan

25. Documents to verify the process
(MOV’s):
1. TA Agreement of Schools
2. Division TA Plan
3. TA Accomplishment/Progress Report

26. Some crucial Technical Assistance
areas for strengthening SBM
Implementation in schools which
need to be checked for quality
assurance:

27.  Implementation of programs and
projects
 Curriculum Implementation
 SIP Development/Adjustment
 Strengthening School Leadership
 School Initiated Intervention Programs
 Utilization, Assessment and Evaluation
of Instructional Materials’
 Networking and Building Partnership
 Fiscal Management

28. “People don’t
care how much
you know,
until they know
how much you
care”.
- John Hanley