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Contextualized Field Technical Assistance Mechanism and Processes

The document outlines the contextualized field technical assistance mechanism and processes at the division level in the Department of Education. It establishes a Division Field Technical Assistance Team (DFTAT) to identify schools' needs, provide enabling interventions and strategies, and facilitate continuous improvement. The DFTAT chair is the Schools Division Superintendent, and its roles include appraising school performance, guiding school planning and evaluation, and sharing information to improve management. The technical assistance process involves data gathering, developing assistance plans, implementing plans, tracking interventions, and reporting results to inform future assistance. The goal is to optimize support for schools and stakeholders through needs-based assistance.

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Jeh Ubaldo
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68 views

Contextualized Field Technical Assistance Mechanism and Processes

The document outlines the contextualized field technical assistance mechanism and processes at the division level in the Department of Education. It establishes a Division Field Technical Assistance Team (DFTAT) to identify schools' needs, provide enabling interventions and strategies, and facilitate continuous improvement. The DFTAT chair is the Schools Division Superintendent, and its roles include appraising school performance, guiding school planning and evaluation, and sharing information to improve management. The technical assistance process involves data gathering, developing assistance plans, implementing plans, tracking interventions, and reporting results to inform future assistance. The goal is to optimize support for schools and stakeholders through needs-based assistance.

Uploaded by

Jeh Ubaldo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Contextualized Field Technical Assistance Mechanism and Processes

(RM 203, s. 2019)

Division Level
Purpose
- is to improve school performance and learning achievement to ensure that principles of organizational effectiveness & efficiency are adhered to all schools in the division.
SDO has to ensure that schools are provided with appropriate needs-based interventions for building an inclusive learning community anchored on the mandate of RA 9155.
Purpose
- TA system can help address the identified needs of the schools towards the achievement of their goals. Also, it provides support and guidance
to the school leaders for continuous improvement in instructional leadership and school management.
Composition (DFTAT)

Chairman: SDS
Co-Chair: ASDS
Team Leaders: Division Chiefs
Members: EPS, PSDS, SEPS, EPS II, Unit Heads, Division/Unit Technical Assistance
The overall focal person shall be the SGOD chief (DO 52,s. 2015) in collaboration with the CID chief. The EPS/SEPS/EPS II assigned in the
SGOD shall act as the person in charge of coordinating, facilitating and communicating with DFTAT members.
Chair: GERMELINA H. PASCUAL, CESO V

Co-Chairs: Jerry D. Cruz, Ph. D., CESE and Mina Gracia L. Acosta, Ph. D., CESO VI

Head Team Leades Gregorio C. Quinto Jr, Ed. D. Marcos M. dela Cruz

Sub-Team Leaders Agnes Bernardo Virgilio Laggui Cecilia Custodio Anastacia Victorino

Members

CID Jenny Quinto Teresita Alquiza Daniel Ortega Cecilia Buenaventura

Paul Candelaria Irene Elizalde Marissa Ortega Lerrie Bergado

Analiza Villanueva Arceli Ralleta Nora Manalo Malou Cruz

Precy Navarro Bartolome de Jesus Nina Avendano Maximo Herrera

Carlito dela Cruz Rene Cruz William Ortega Jonar David

Cartel Marquez Espiranza Perez Edelmira Reyes Dulce Regina Flores

Myra Dorega Raquel Salazar Paning De Leon Sir Macale

Rainelda Blanco Nerizza Fanuncio Angelita Baltazar Marinella Garcia Sy

Jay Ar Songoyo Gilbert Agapito Guiller Flores

Lorelina Sierra

Priscilla Illiscupediz

SGOD Malou Patag Marlene Ramos Bryan de Jesus Maribelle Perez

Ed Macarasig Belle Fajardo Marc Tacdol Eduardo Cruz

Angelbert Cruz Inah Blanco Gerald Villafuerte Pete Lacap


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Roles and Functions

1. Identifying the situation of the schools: their needs, aspirations, plans, strengths & weaknesses.

2. Providing enabling interventions and strategies to help schools achieve their goals and targets.
Roles and Functions

3. Facilitating continuous improvement mechanisms of each school by providing the timely and important feedback on their roles & functions to better serve the learners.

4. Utilizing relevant data to inform TA providers that will aid in the formulation & development of policies.
TA Providers’ Responsibilities
1. Appraise schools regarding status of their performance to ensure that together with their communities are equipped and empowered to make decisions on what is best for their learners.

2. Guide and help schools in planning, strategizing, implementing plans, evaluating performance and accomplishments by providing support, coaching and mentoring.
TA Providers’ Responsibilities
3. Share information regarding directions, mechanisms for high management to improve school management and administrative processes.

4. Prepare recommendations for the formulation of policies for school organizational effectiveness.
TA Systems and Processes

The DFTAT shall be in harmony with all schools to optimize the goal of providing better educational services to stakeholders thru support systems and processes that are
designed to ensure that the TA provided can really address the identified needs of the schools towards the achievement of the DepEd vision, mission, goals and objectives.
TA Process
Step 1: Data Gathering, Assessment and Analysis
TA teams should first have a clear understanding of the actual situation of the clients in terms of various performance indicators.

Documents such as SIP, EBEIS Data, SBM Assessment Results, SAT Results, Instructional Supervision Results, M & E Results of various programs & projects from DMEA and SMEA
TA Process
Step 2: Development of the TA Plan
The results of the analysis shall be presented to the TA teams for the preparation of TA plans. (prepare TA plan by accomplishing the TA Form A per client).

This is a comprehensive plan that will guide the SDO for the successful delivery of various types of TA. It shall be recommended by the chief/unit head for the approval of the SDS.
TA Process
Step 3: Implementation of the TA Plan
The DFTAT shall provide schedule for the actual implementation of the TA plan for every school. the plan shall be discussed with the school to establish agreements and adjustments in the
performance targets (Form B – TA Performance Contract).

In cases the planned intervention is beyond the capacity of the TA provider, referrals can be made to other TA provider.
TA Process
Step 4: Tracking of TA Intervention
The tracking of TA Intervention can be according to the set schedule of the different divisions using Form C - TA Tracking Form).

All SMEA and DMEA results shall be submitted to SGOD for consolidation while M & E results shall be consolidated by the program taker of each division as basis for TA provision.
TA Process
Step 5: Reporting of TA Provided
TA reports can be utilized in different purposes. It provides the necessary information to the top management for decision and appropriate action and support. The reporting schedules
should be identified by the SGOD (quarterly, semi-annually, annually as required) and consistently followed by the teams. Reports should focus on its progress and accomplishments and
eventually become inputs again to TA data assessment and analysis, and the cycle is repeated.

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