LEARNING DELIVERY MODALITY

TECHNICAL ASSISTANCE AND

COACHING GUIDEBOOK

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 LEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK

Table of Contents:

I. INTRODUCTION

II. LDM TECHNICAL ASSISTANCE AND COACHING FRAMEWORK

A. DEFINITION OF TECHNICAL ASSISTANCE AND COACHING

B. OBJECTIVES OF TECHNICAL ASSISTANCE AND COACHING FOR THE LEARNING MODALITY
C. LEVELS OF ASSISTANCE
D. PRINCIPLES
E. TECHNICAL ASSISTANCE AND COACHING PROCESS
F. ASSIGNMENT OF TA PROVIDERS AND COACHES

III. TERMS OF REFERENCE OF TA PROVIDES/ COACHES

IV. PROCEDURE IN THE SELECTION AND ASSIGNMENT OF COACHES

V. ROLES AND RESPONSIBILITIES OF LEVELS OF GOVERNANCE

VI. BASIC PROTOCOLS AND TOOLS

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I. 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 is the Learning Delivery Modality (LDM)
Courses that is intended to capacitate 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.

Given the directive were mass gathering is discouraged, if not allowed, the delivery of the LDM Courses will adopt the remote learning approach using guided
self-study with the help of self-learning modules. The approach shall also employ peer learning1 and provision of technical assistance2 (TA) from the
appropriate education specialists to ensure learning is reinforced, applied and measured. Leveraging on these existing mechanisms shall enable support to
the participants in the courses from the time they engage in self-learning up to the actual implementation and management of the learning delivery
modalities.

Hence, document provides guidance for the provision of technical assistance and coaching of education leaders and teachers as they manage and implement
the learning modalities appropriate for the conditions of their learners. As framework, this guidebook discusses 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

II. TECHNICAL ASSISTANCE AND COACHING FRAMEWORK

A. DEFINITION OF TECHNICAL ASSISTANCE AND COACHING

Technical assistance and coaching are similarly defined as a form of professional support provided towards assisting others to be effective in their functions
and/or achieving set goals. Although, TA has a wider scope of interventions, coaching is more of relational type of support. Coaching can be a short term
interactive and collaborative learning modality through which the coach assists the coachee to achieve specific professional goals and improve performance.
However, both processes are directed in supporting the client/coachee, which maybe in the form of:
▪ Information sharing – directly sharing / clarifying information and/or expertise, or indirectly, by referring them to the source of information and
competence they need

1 Peer learning is anchored on the existing DepEd Order no. 35 s. 2016 on the adoption of the Learning Action Cell as DepEd’s strategy for the continuing professional development of teachers
in the K to 12 Program.
2 Technical Assistance is an inherent function of all levels of DepEd governance per DepEd Order no. 52 s.2015, New Organization Structure of the Central, Regional and Schools Division

Offices of the Department of Education.

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▪ 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. It includes the documentation of
lessons learned or best practices that consequently be shared with other components of the organization. These could be achieved by the conduct
of meetings, group discussion, or workshops

In DepEd, the TA responsibility and accountability is highlighted at the field (Region and SDO) because of their proximity to the schools. As for NEAP, the draft
Learning and Development System (L&DS) Manual defined TA as the process of providing targeted support to a bureau, office, division or school in that has
expressed intention of availing professional assistance to address a certain learning and development need or concern.

B. OBJECTIVES OF TECHNICAL ASSISTANCE AND COACHING FOR THE LEARNING MODALITY

Technical Assistance seeks to facilitate broad-based capacity building opportunities to the schools to ensure the effective implementation of the BE- LCP for
the improvement of learning outcomes. Specific to the LDM, the primary purpose of providing TA / coaching to those going through the Program is to ensure
learning is reinforced, applied and measured.

Operationally, this means that the direction of TA and coaching is 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 (e.g. LAC)
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

For objective five (5), TA/coaching complements the conduct of monitoring and evaluation. It aids in tracking the progress and results and helps address
concerns and enhance performance.

C. LEVELS OF ASSISTANCE

The TA and coaching to supporting the teachers and education leaders that will undergo the Learning Delivery Modality Courses shall be provided at two
levels, as follows:

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 LEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK

Levels of Support Recipient of Support Focus of TA / Coaching

1stLevel:
National Coaches working and
collaborating with the Regional
Office – Field Technical Assistance
Teams RO – FTA teams
2nd Level: SDO and District
Supervisors
(called TA Providers – TAP)
Schools Division Office (SDO)
and School leaders
SDO and District Supervisors
School leaders and teachers
Management of the LDM in the SDOs and schools
On the role of the SDO and District supervisors as TA providers to teachers and
school leaders in relation to instructional component of the Learning Delivery
Modalities
Instructional component of the Learning Delivery Modalities which covers TA and
coaching when:
▪ Teachers and education leaders are undergoing the training on the LDM course
▪ Teachers apply what they have learned and build their teaching portfolio.

The figure below provides an illustration of the flow of support at both levels of technical assistance and coaching.
FIGURE 1. FLOW OF TECHNICAL ASSISTANCE AND COACHING FOR THE LDM COURSES

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It should be noted that:

▪ At the 1st level, the Regional FTA team will also serve as the conduit of the National Coaches in the delivery of TA and coaching. It shall also closely
coordinate with the NEAP in the Region Focal Person with respect to the implementation of the training courses for division and school leaders and
teachers.
▪ At the 2nd level, both application of learning and reinforcement of learning on the job are deemed essential to achieve the objectives of the
upskilling of teachers. Hence, at the 2nd level of TA and coaching, the school leaders, supervisors and district supervisors should enable teachers to
apply and have the learning opportunities to reinforce learning as they perform the instructional supervision mandate.

D. PRINCIPLES

Literature offers several TA and coaching principles. For the LDM Program, the following principles were selected from both disciplines to guide the process
and approaches in supporting field implementers:
1. People are responsible for their own growth and development. People can set their own goals and achieve them. Hence, TA should facilitate the
process that will help the client/coachee identify goals/objectives based on a clear understanding of the situation and find ways and resources to
achieve them. In essence, this principle aligns with the coaching principles of “Establish Goal Ownership and Commitment” and “Accountability and
Accomplishments” as espoused by Jack Canfield and Dr. Peter Chee (Coaching Spirit: 8 Principles for Coaching Success).
2. Technical assistance is aligned with the organization’s vision and mission and is based on the organization’s needs. For the LDM Program,
providers of TA and coaching must encourage everyone towards the BE-LCP’s goal of ensuring the continuity of education service delivery while
safeguarding the health of all learners, teachers and school leaders. When both providers and recipient of TA/coaching are able to identify their
own contextual challenges towards a common vision, then the performance improvement each individual/school form part of achieving DepEd’s
organizational vision
3. Learning is a cooperative and a collaborative process. Technical assistance is a two-way process and a shared responsibility. The decision-making
and taking actions for improvement are the responsibilities of the TA recipient / coachee. Hence, rather than being directive, the TA provider of
TA/coaching should offer suggestions, facilitate the thinking process and encourage interactive independence, where learning is best achieved
when members work together and share ideas towards a common goal.

E. TECHNICAL ASSISTANCE AND COACHING PROCESS

The general process of TA and coaching are quite simple and limited to four (4) basic steps of: TA Needs Assessment, Planning, Implementation and Evaluation.
Given the context of TA and coaching is capability building to implement the LDM, a general consideration is to respect the capability and pace of the
client/coachee. Technical assistance ensures that an “atmosphere” that encourages the client to set their goals (individual/organizational) and determine the

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process of achieving them. In this atmosphere, the client/coachee can express themselves freely, explore new ideas and even admit and correct mistakes in
their pursuit of learning and achieving their goals. The key is to help the client help themselves and not on solving problems for them.3
Figure 2 illustrates in brief what goes in each of the steps.

FIGURE 2. TA AND COACHING PROCESS

For each of the major steps of TA/coaching, the following requisites are offered to ensure TA/coaching success.

1. Needs Assessment

Understanding the needs should consider two aspects: a) the individual situation of the client/coachee, and b) organization context that affects the
management and/or implementation of the LDM (e.g. SDO, school). Hence, Needs Assessment should look at the following:

3 Cited from the Technical Assistance Mechanism Handbook, from DepEd-DFAT’s STRIVE Project, March 2011
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Recipient of Support / FOCUS of the Needs Assessment (basis of TA / Coaching)

Levels of Support RESPONDENT of Needs
Organization level Individual level
Assessment
a. Strengths and challenges of the SDO in
1st Level: terms of:
National Coaches ▪ Managing the change in curriculum
working and
implementation – both on content
collaborating with the Schools Division Office (SDO) (of changes in the curriculum (Most
Regional Office – Field and School leaders Essential learning Competencies –
Technical Assistance
Teams RO – FTA teams
MELCs) and delivery modalities (LDM
Guidelines)
▪ Continuous teacher professional
development
b. Capability to contextualize/adjust
Instructional supervision in light of the
LDM
SDO and District Supervisors c. Capabilities to implement the adjusted
instruction supervision program and
leverage on this process to ascertain that
teachers apply the new skills, as well as
reinforce learning on the job.
a. Readiness of the school (as an c. Strengths and challenges of the school
organization) to implement the LDM head for managing and implementing
2nd Level: SDO and (e.g. enablers and gaps) the shift to pedagogical approaches
District Supervisors b. Enablers and challenges of the school to d. Capabilities of teachers to adopt/adapt
School leaders and teachers
(called TA Providers – enable continuous teacher professional the LDM to effectively implement the
TAP) development via modalities such as self- modified curriculum (i.e. Most Essential
learning, LAC sessions and coaching learning Competencies – MELCs)
(part of instructional supervision).

In terms of process, the TA providers at both levels of TA Assistance may employ the following to obtain both quantitative and qualitative information
▪ Review available readiness reports on regions, schools divisions, or schools to implement LDM
▪ Conduct surveys/focused group discussion on the organizational readiness of the SDO and schools through Coordinated preliminary
conversations. In these conversations, the TA provider / coach:
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o In these conversations, the coaches will need to draw out from the coachees their needs and goals
o Coaches need to validate the perceived needs with observation result and evaluation results of the coaches.
▪ Update skills assessment on teachers based on the PPST – but with the perspective of teaching in the new LDMs (e.g. Classroom Management
will have a different meaning in the new LDM)
▪ Direct requests coming from the field by engaging them through the process of
(guided) self-reflection

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. This is consistent with the GROW
Model, developed by John Whitmore. GROW refers to the structure of the coaching episode.

2. Planning: Setting objectives and agreed approaches

This step is mainly on levelling on the objectives of the client/coachee as individual (or in
the case of the school head, will include TA for the school as organization), and determining
the support from the TA provider or coach. The process may include the following steps:
2.a. Identifying the objectives of the TA client / coachee in terms of:
▪ Target performance
▪ Skills to learn and apply
▪ Organizational capacities to be established for effective delivery of LDM and continuous learning of teachers
2.b. Collaboratively identify and agree on the TA objectives, interventions and timing vis-à-vis performance objectives and action plan of the TA
client/coachee. Sub-steps may be as follows:
o Create a coaching plan and schedule.
a. Identify the instructional and professional issues/performance gaps to be addressed.
b. Select strategies to address the instructional and professional issues identified.
c. Discuss the process of observation, listening and asking questions.
d. Find ways to support goal setting and assessment
e. Implement the coaching plan.
o Assist coachee to find solutions-oriented approaches to teaching, learning and leadership gaps.

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2.c. Develop a Region or SDO -wide TA plan:

▪ Map TA needs across the RO/SDO
▪ Matching TA needs with available TA resources. At the Region level, this includes assigning the FTA team to support specific SDOs
▪ Organize the schedule of TA intervention/coaching and means of providing TA
2.d. Signing of TA commitment by the TA provider and the SDO / RO

3. Implementation
This step is mainly on the execution of the TA plan. Process may include the following:
a. Establish the mechanism for feedback
b. Match TA needs with available TA resources / providers. This may involve some “referral” steps.
c. Develop together the TA/coaching norms and protocols based on the standards set by DepEd through NEAP and BHROD
d. Any TA and/or coaching conversations are collectively geared toward improving the coachee’s professional well-being, the whole school and
its community.
e. Monitor the TA activities alongside activities of the client / coachee per performance 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

Definition:
Monitoring is the continuing function and systematic process of collecting, analyzing, interpreting, storing of data and reporting information
thereby setting into motion a series of managerial actions, for ascertaining the realization of set objectives.
Evaluation is the process of determining the worth or significance of the outputs and results in terms of: efficiency, relevance, effectiveness and
sustainability in conformity to the objectives set in the program design.
Given that both M&E are conducted for both individual and organization capacity improvement, the monitoring and evaluation of the TA provision/
Coaching shall highlight “Learning” as a main purpose.

Timing:
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Hence, the provision of TA/Coaching also needs to be regularly monitored and evaluated for timely, and relevant reporting. Ultimately, it will provide
information on the effectiveness of the TA & Coaching provided. The integrity of periodic TA/Coaching reports provide the building blocks to facilitate
generation of appropriate feedback for decision making and/or plan adjustments.
Monitoring TA/Coaching maybe done on a quarterly basis to determine progress towards objectives to allow the TA provider or coach to adjust the plan
to ensure that the support provided is relevant and effective. Feedback giving between the TA provider/coach and the client/coachee will enhance the
trust and respect needed to improve the coach – coachee professional relationship.
On the other hand, evaluation of TA/Coaching is advisable to be conducted at the tail end of the support to give ample time to see the outcomes or
performance results of the recipient/coachee.

Areas of Monitoring, Evaluation, and Learning (M&EL) Inquiry:

TA provision /Coaching as support to learning, shall use the Kirkpatrick model as framework for its (MEL).
The areas of inquiry would be as follows:
INQUIRY ON LEARNING OF PARTICIPANTS
a. Improve pedagogical practices of
teachers (aligned to PPST)
b. Improved Instructional Supervision
Practices
c. Management of LDM at SDO and
School levels
d. Teachers apply learned LDM
approaches in teaching the MELCs
e. Translation of school leader’s learning
to manage LDM implementation
f. TAPs and coaches apply TA processes
g. Learning of teachers to deliver the
MELCs using LDM
h. Learning of school leaders on effective
management of the LDM
i. Learning of TA Providers and Coaches
Activities include
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LEVELS MONITORING PROGRESS OF TA / C EVALUATING TA/C
 Improved  Did the practices of teachers /
Performance school leaders improved their level
of proficiency?
 To what extent did the “new
practices contributed to the goals
of DepEd
 Positive  Were the learnings being applied in  Has the technical assistance
Behavior the workplace? produced the needed changes?
Change  To what extent are teachers /  To what extent did it improve
school leaders able to apply what teaching-Learning? School
they learned? management?
 Focused  Were the TA/C objectives  Was the technical assistance
Learning achieved? Learning acquired? helpful and productive?
 Were there any barriers
 Reaction encountered that prevented or
adversely affected successful
implementation of technical
assistance plan?
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a. Comparing results with targets

b. Analyzing further performance gaps
c. Identifying recommendations for further TA or coaching requirements and interventions
d. Preparing the TA report

F. ASSIGNMENT OF TA PROVIDERS AND COACHES

TA provider / Coaches to be assigned to the Regions shall consist of specialist/s from the Central Office and an external partner. In the same manner, the
Regional TA teams, as maybe constituted by the Regional Director, shall be assigned to the Schools Divisions. The CO and External Coach shall coordinate
with the Regional Office through NEAP-R and FTAD in terms of their TA assignments and activities based on the identified TA/Coaching needs and priorities
in the region/divisions/schools.

COMPETENCIES OF TA PROVIDERS

In order to deliver their Technical assistance in a more effective manner, TA providers have to develop the following competencies:
1. Skills on identifying and Prioritizing TA Needs – These skills require analytical expertise in proving andinterpreting data so that TA provider can
identify and improvement areas that need technical assistance.
2. Facilitation 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.
▪ Listening Skills – This requires for the TA provider to put oneself in the shoes of the learner or client to to understand the situation
confronting him/her. It is also requires refraining from listening “ autobiographically ” – i.e. , listening from one’s own perspective and
immediately making judgment. Key to the listening process, is for the TA provider to restate, rephrase and reflect on what is being said to
ensure accuracy of understanding, as well as letting the client “hear” oneself.
▪ Observing Skills – This would require the TA 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 = A = R → Situation or Task at
hand , Action Taken, (or Inaction), Result
▪ Questioning Skills – It is recommended that the TA 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 question.

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▪ 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 client’s 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 Skills – This 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. 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.
5. 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.
In terms of coaching, the following are desired Qualities of a good coach4, per CSC Coaching Guidebook, 2016:
An effective coach…
1. Is honest, genuine and authentic 7. Wants others to be independent
2. Has a positive view of human nature 8. Is generous with appreciation
3. Wants others to succeed 9. Values the opinions and initiative of others
4. Can create a thinking environment 10. Keeps information confidential and is trusted by others
5. Enjoys seeing others develop 11. Has an open mind and is tolerant of diverse views
6. Enjoys learning 12. Motivates others by setting a good example

III. TERMS OF REFERENCE OF TA PROVIDES/ COACHES

A. GENERAL TERMS OF REFERENCE OF TA PROVIDERS AND COACHES

The Terms of Reference of Regional Field Technical Assistance Teams (All Regional Supervisors from Functional Divisions), National Coaches from Central
Office (Specialists from Bureaus, Services, and Offices), and External Coaches (Experts provided by External Partners)

4 CSC Coaching Guidebook, 2016, downloaded: https://archive.australiaawardsphilippines.org/partners/cpos-and-psps/civil-service-commission-1/2011-

2012/HROD%20Plan/Prioritised%20HROD%20Interventions/intervention-2-leadership-training/uploaded-documents/misc_2/csc-coaching-gudie-oct-1-with-preface-etc.pdf)
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1. Coordinate and work with their regional counterparts as they provide coaching and technical assistance to the schools division offices, school heads
and teachers either online (thru chats, video conferencing and other modes) or face to face where deemed safe and appropriate.
2. Provide coaching and technical assistance that revolve around their respective area of expertise.
3. Using the existing data (results from regional mapping, DEDPs, and SIPs), classify and prioritize the identified support that will be given the school
leaders and teachers.
4. Routinely monitor school leaders and teachers’ performance against professional standards or on agreed upon monthly or quarterly milestones and
the coachee’ s professional goals.
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.
8. Follow rules, procedures, and standards set in the chapter of Effective Coaching and Giving Effective Performance Feedback found in the DepEd RPMS
Manual or the DepEd Coaching Guidebook.
9. Accomplish the Coaching Monitoring and Evaluation Documentation Worksheets for each coachee where highlights of the coaching session are
recorded. This document shall be used to show coaching session/activities results, provide basis for other forms professional development
interventions along with records of improvement of each coachee.
10. All coaches are expected to submit all documents and the coaching completion reports to the LCP coaching Lead of the Region.

B. SPECIFIC TERMS OF REFERENCE

TOR OF CO TECHNICAL ASSISTANCE PROVIDERS/COACHES TOR OF EXTERNAL TECHNICAL ASSISTANCE PROVIDERS/COACHES

1. Provide technical assistance and coaching on LDM course
implementation and LDM implementation in the regions and
divisions
2. Coordinate with NEAP CO on regional and division assignments
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
1. Provide technical assistance and coaching on LDM course
implementation and LDM implementation in the regions and
divisions
2. Coordinate with NEAP CO on regional and division assignments
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

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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 REGIONAL TECHNICAL ASSISTANCE PROVIDERS/COACHES
1. Provide technical assistance and coaching on LDM course
implementation and LDM implementation in the divisions
2. Coordinate with NEAP CO on regional and division assignments
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
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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 DIVISION TECHNICAL ASSISTANCE PROVIDERS/ COACHES
1. Provide technical assistance and coaching on LDM2 course
implementation for teachers and LDM implementation in the
division
2. Coordinate with the SDO leadership on school and teacher
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
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IV. PROCEDURE IN THE SELECTION AND ASSIGNMENT OF COACHES

In order to organize the selection and assignment of coaches, the following stipulations are provided:

A. The National Coaching Team members should have the following qualifications:
1. Should have a working knowledge of the enabling policies on the implementation of Learning Delivery Modalities.
2. Should have a working knowledge of the curriculum (MELCSs), the learning delivery standards,
3. Preferably with experience in the implementation of the LDMs through existing DepEd programs such as MISOSA, IMPACT/E-IMPACT, Open
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.
5. Should be willing to share their expertise with their assigned regions, divisions and schools and willing to spare time to provide technical
assistance/ coaching
6. Should be familiar with DepEd processes especially the TA mechanisms

B. All members of the RFTAD, National Coaches and External Partner Coaches have been pre-selected by their respective offices.

C. Each region will need to designate the LCP Coaching Lead, his Co-Lead and team of administrative staff who will oversee the documentation of the
activity and safe keeping & recording of progress reports in the Professional Development Information System (PDIS) of the Divisions and Schools.

D. The national and external partner coaches are given the prerogative which region or regions they wish to serve provided the number of assigned
coaches to the regions is equitable.

V. ROLES AND RESPONSIBILITIES OF LEVELS OF GOVERNANCE

The following are the expected responsibilities of each level of governance in the management and implementation of the LDM Program, based on the
inherent mandates in DepEd:

A. NEAP CO
1. Constitute the national coaching team for the LDM course and implementation
2. Facilitate the assignment of coaching teams to the regions
3. Set the criteria for selecting TA and coaching team members

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4. Coordinate with the units, levels of governance and external partners in the identification of TA and coaching specialists
5. Orient the national TA and coaching team
6. Develop the TA and coaching mechanism for the LDM courses and implementation
7. Monitor and evaluate the implementation of the TA and coaching mechanism
8. Issue certificate of participation with corresponding PD credit units to participants are recommended by their respective coaches

B. CO BUREAUS AND UNITS

1. Identify and nominate specialists within the office to serve as TA and Coaching team members
2. Monitor the performance of the specialists as TA and coaching team members

C. REGIONAL OFFICE
1. Constitute the Regional Field Technical Assistance Teams
2. Coordinate with schools divisions in the assignment of Regional FTAT and National FTAT
3. Monitor the TA and coaching activities in the region
4. Submit report to NEAP-CO on the TA and coaching activities in the region
a. NEAP in the Region
i. Coordinate with NEAP CO regarding the implementation of the LDM courses in the region
ii. Coordinate with FTAD regarding the implementation of the LDM courses in the region
iii. Manage the implementation of the LDM courses in the region
iv. Monitor the implementation of the LDM courses in the region
v. Report to NEAP-CO on the implementation of LDM courses
vi. Issue certificate of participation with corresponding PD credit units to the participants of LDM2 course (teachers) and the Training
of TAPs for the LDM2 course (district and division supervisors)

b. Regional Functional Technical Assistance Division

i. Under the guidance and leadership of the Regional Director, lead in planning for the FTA implementation in the region in relation
to the LDM courses and LDM implementation
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ii. Lead in the monitoring of TA and coaching mechanism implementation in the region
iii. Coordinate with the assigned national TA and coaching team

D. SCHOOLS DIVISION OFFICE

1. Coordinate with the RFTAT in the assignment of TA and coaching team in the Division
2. Coordinate with the HRDD in the Region in the implementation of the LDM courses in the Division
3. Constitute and assign TA providers to the school heads and teachers for the LDM course and implementation following the 1:20 ratio of coach
to coaches
4. Monitor the TA and coaching activities in the SDO in relation to the LDM course and implementation
5. Submit report on the TA and coaching activities in the Division to the Regional Office

E. SCHOOLS
1. Coordinate with the Schools Division in the assignment of TA and coaching team in the school
2. Monitor the TA and coaching activities in the school in relation to the LDM course and implementation
3. Submit to SDO the TA/coaching activities in the school in relation to the LDM course and implementation

VI. BASIC PROTOCOLS AND TOOLS

General Guidelines
1. Any TA in whatever form should be included in the General TA Plan, which should be approved by the Regional Director.
2. TA activities, and any adjustments therein, should be agreed upon by the national and regional coaching teams
3. A Technical Assistance Report on a regular basis to be determined by the group has to be made by individual coaches
4. Any TA or coaching activity should be guided by a TA/Coaching Plan
5. TA/Coaching event should be treated confidentially and should be subject to the provisions of law on Data Privacy.
6. Providers of TA/Coaching should at all times consider the cultural, religious aspects of the coaching and should strive to understand the context of
the recipients of TA.
7. Each TA episode should be subject to evaluation by the recipients and shall be given to the team leader. The results of such evaluation will be
consolidated on a weekly basis and discussed in the team to serve as a guide how to improve the TA mechanism and activities

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ANNEX 1: GENERAL TECHNICAL ASSISTANCE / COACHING PLAN

A. GENERAL TA/COACHING PLAN

COMMITMENT CONTRACT FOR TECHNICAL ASSISTANCE

OVERVIEW:
Target Recipient of TA / Coachee: CDO – 3 schools
(Region/Division/School/Person)

Date covered: Aug 2020 to EO Oct 2020

TA Provider/ COACH:
.

PLA N BA SI S
Description of Checking the “R” - Thought Questions:
the Situation: ▪ What is the result of the decision tree re: learning modality to use in the school / SDO?
▪ What is the result of the “readiness” assessment of the school / SDO?
▪ What “enablers” do they have to carry out the selected modality?
▪ What challenges and gaps should the school address to be able to implement/carry out the selected modality?

Summary of
To help with analysis, categorize the requirements of the school in terms of LEARNING and NON-LEARNING NEEDS:
Identified
Needs: A. NON-LEARNING:
1. Management (school policies, clear expectations, roles, monitoring processes, etc.)
2. Motivation (including incentive factors)
3. Resources (including finance, technology)
4. Communication (includes feedback and advocacy)
5. Environment support (includes higher office, LGU, parents, community)

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 LEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK

PLA N BA SI S
B. LEARNING NEEDS:
6. Capability of “players”

OVERALL What are the things that you can do to HELP?

OBJECTIVE/S OF
Look at the learning and non-learning – which ones would they need help?
THE TA

Detailed TECHNICAL ASSISTANCE PLAN (applicable to both organization or individual)

Prioritized Resources
Needs of the TA Objectives Strategies/Activities Expected Results Time frame Person/s
Materials Budget
Clients Responsible
Communicate Facilitate the a. Coach the SH on skill re: SH gained skills on Aug. 1 – 20; TAP as coach
to parents development of a communications comms planning to every 3pm
their roles in communication planning guide his/her staff to 2x a week
Home strategy for parents draft on comms
schooling planning
b. Facilitate the workshop Level
where school coordinator
community can draft . . Facilitator: TAP
c.
a.
b.

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 LEARNING DELIVERY MODALITY TECHNICAL ASSISTANCE AND COACHING GUIDEBOOK

Prioritized Resources
Needs of the TA Objectives Strategies/Activities Expected Results Time frame Person/s
Materials Budget
Clients Responsible
c.
a.
b.
c.
a.
b.
c.

.
This Agreement is made by and between the following parties:
.
Party A: Division /School Head of:
(Name of School/SDO/Teacher) (Contact No.)

Party B: RO/DO Technical Assistance

/Team: (Name) (Position)

Submitted to:
(Name) (Position)

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ANNEX 2: MONITORING, EVALUATION & LEARNING PLAN

The following table provides a way to map the work on monitoring and evaluating the Technical Assistance / Coaching provided
MONITORING, EVALUATION & LEARNING PLAN FOR TECHNICAL ASSISTANCE / COACHING
USE OF M&E RESULTS
DATA COLLECTION TIMING OF DATA ANALYSIS WHO WILL COLLECT (THIS IS THE “LEARNING
INDICATOR
METHOD COLLECTION METHOD & ANALYZE DATA ASPECT OF THE MEL
M&E INQUIRY ON TECHNICAL FRAMEWORK)
ASSISTANCE / COACHING Who are the users of the
What indicators will be How will you From whom will the M&E Report?
How will you gather When will you gather
gathered to respond to the process the data data come from and On what aspect will they
the indicator? the indicator?
M&E Inquiry gathered? who will collect ? use it (e.g. decision to
adjust the TA Plan)?
PROGRESS on LEARNING ▪ ▪ ▪ ▪ ▪ ▪
due to TA/C
1. Appropriateness and
efficiency of the TA
approach
▪ TA/C objectives
achieved?
▪ TA approach/strategy
fits the “learning
style of client”?
▪ TA / C timing met the
need of the client?
▪ Barriers encountered
and addressed
2. Learning acquired due ▪ ▪ ▪ ▪ ▪ ▪
to TA/C
▪ Extent of learning
acquired based on TA
Plan objectives?
▪ Learning matched the
needs of client?
3. INTERMEDIATE ▪ ▪ ▪ ▪ ▪ R-NEAP ▪
RESULTS IN TERMS OF

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MONITORING, EVALUATION & LEARNING PLAN FOR TECHNICAL ASSISTANCE / COACHING

USE OF M&E RESULTS
DATA COLLECTION TIMING OF DATA ANALYSIS WHO WILL COLLECT (THIS IS THE “LEARNING
INDICATOR
METHOD COLLECTION METHOD & ANALYZE DATA ASPECT OF THE MEL
M&E INQUIRY ON TECHNICAL FRAMEWORK)
ASSISTANCE / COACHING Who are the users of the
What indicators will be How will you From whom will the M&E Report?
How will you gather When will you gather
gathered to respond to the process the data data come from and On what aspect will they
the indicator? the indicator?
M&E Inquiry gathered? who will collect ? use it (e.g. decision to
adjust the TA Plan)?
BEHAVIOR CHANGE
DUE TO TA/C
▪ Were the learnings
being applied in the
workplace?
▪ Extent learnings were
applied in the
workplace?
▪ TA approaches that
effect positive
learning and
behaviour change of
client?
EVALUATION OF TA/C IN ▪ ▪ ▪ ▪ ▪ R-QAD ▪
TERMS OF AFFECTING ▪ SGOD M&E
BEHAVIOR CHANGE
a. Was the technical
assistance helpful
and productive?
b. Has the technical
assistance produced
the needed changes?
c. To what extent did it
improve teaching-
Learning? School
management?
d. Sustainability of
developed capacity at

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MONITORING, EVALUATION & LEARNING PLAN FOR TECHNICAL ASSISTANCE / COACHING

USE OF M&E RESULTS
DATA COLLECTION TIMING OF DATA ANALYSIS WHO WILL COLLECT (THIS IS THE “LEARNING
INDICATOR
METHOD COLLECTION METHOD & ANALYZE DATA ASPECT OF THE MEL
M&E INQUIRY ON TECHNICAL FRAMEWORK)
ASSISTANCE / COACHING Who are the users of the
What indicators will be How will you From whom will the M&E Report?
How will you gather When will you gather
gathered to respond to the process the data data come from and On what aspect will they
the indicator? the indicator?
M&E Inquiry gathered? who will collect ? use it (e.g. decision to
adjust the TA Plan)?

the Central, Regional

and Division levels to
maintain, operate and
improve TPD systems
based on evidence
EVALUATION OF TA/C IN ▪ ▪ ▪ ▪ ▪ ▪
TERMS OF IMPROVED
PERFORMANCE
e. Did the practices of
teachers / school
leaders improved their
level of proficiency?
f. To what extent did the
“new practices
contributed to the
goals of DepEd
\
References:
1. DepEd Coaching Guidebook
2. RPMS Manual for Teachers and School Heads
3. A Guide to Support Coaching and Mentoring for School Improvement
4. CSC Coaching Guidebook

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