MEPA

Facilitation
& Synthesizing Skills
 SESSION OBJECTIVES
• At the end of the session, the participants are
expected to:

a. Explain essential components of Facilitation in

order to conduct successful MEPA;
b. Discuss useful techniques and templates in
synthesizing issues and concerns during MEPA
and their corresponding implications to Technical
Assistance & Policy Directions; and
c. Develop deeper understanding on the importance
of enhancing facilitation and synthesizing skills
for the productive conduct of MEPA.
ACTIVITY: FACILITATION SKILLS CHECKLIST
Direction: Assess your facilitation skills, using the following rating scale: 1 –
Developing ; 2 – Maturing; 3 – Advanced .

No. INDICATORS Rating

1. Keeps group on track to achieve objectives in given time frame. 1 2 3

2. Establishes and reminds group members of norms for meeting behavior. 1 2 3
3. Checks and ensures group’s understanding of goals. 1 2 3
4. Gauges the clarity of each role and how well it is being performed. 1 2 3

5. Addresses non-verbal communication patterns. 1 2 3

6. Paraphrases ideas and suggestions. 1 2 3
7. Steers conflict away from personalities and toward task-related issues. 1 2 3
8. Resolves conflict by being sensitive and fair. 1 2 3
9. Identifies type and appropriateness of the decision-making process the 1 2 3
group is using.
10. Recognizes when a decision is made implicitly rather than explicitly. 1 2 3
Total Score
Level of Competence
Source: www.baruch.cuny.edu/hr/documents/FacilitationSkills-Check
 How is your pre-test result?
Directions:
1. Sum-up the total score and divide it by 10.
2. Determine your level of competence based on the
table below:
Range Descriptive Interpretation
Rating
1.0-1.49 Developing You are still in the process of acquiring
the skill; hence, you need Technical
Assistance.
1.50-2.49 Maturing You have acquired the skill to a larger
extent, but you need to enhance it
further.
2.50-3.0 Advanced Congratulations! You have fully acquired
the skill to a largest extent, you are very
much ready to facilitate MEPA.
 ANALYSIS

1. How did you find the activity?

2. What is the level of competence of
your facilitation skills?
3. What facilitating/hindering factors
contributed for having such level?
4. Which area do you need more TA?
5. Why do you need to have high level of
facilitation competence in conducting
MEPA?
 FACILITATION SKILLS:
• Keeping on Track with Desired
Outcomes
- Recognizes and addresses when poor or
incomplete planning detracts from achieving
meeting goal(s).
- Allows time for group to address process
issues.
- Keeps group on track to achieve objectives in
given time frame.
- Establishes and reminds group members of
norms for meeting behavior.
 FACILITATION SKILLS:
• Goals and Roles
- Clarifies goals and objectives of meeting.
- Checks and ensures group’s understanding
of goals.
- Verifies all group members understand and
commit to common goal(s).
- Provides time for group to discuss, clarify,
and/or modify or negotiate goals.
- Ensures roles are assigned and understood.
- Gauges the clarity of each role and how well
it is being performed.
 FACILITATION SKILLS:
• Communication
- Invites quiet participants to contribute.
- Asks open questions to stimulate group
discussion.
- Solicits ideas and suggestions from all members
of the group.
- Provides feedback to group on how well they are
communicating and interacting.
- Addresses non-verbal communication patterns.
- Paraphrases ideas and suggestions.
- Maintains open, balanced and clear
communication.
 FACILITATION SKILLS
• Conflict Management
- Steers conflict away from personalities and
toward task-related issues.
- Summarizes opposing positions.
- Determines when members are suppressing
their ideas to avoid conflict.
- Recognizes when group members try to smooth
over conflict rather than addressing it.
- Resolves conflict immobilizing the group.
- Determines whether conflict is constructive and
task-related.
 FACILITATION SKILLS
• Decision Making/Problem Solving
- Recognizes when a decision is made
implicitly rather than explicitly.
- Determines if divergent or unpopular ideas
are immediately rejected or ignored.
- Identifies type and appropriateness of the
decision-making process the group is using.
- Assesses the strengths and weaknesses of
the group’s decision making.
- Implements appropriate decision-making
procedure when decisions are needed.
SYNTHESIZE – BEYOND SUMMARY

together
The putting

of parts or
so as to
form a whole
elements
 SYNTHESIZING
“Synthesizing is like
putting a puzzle
together. You have to
sort out your thinking
and put it in the right
place.”
Clay
 SYNTHESIZING
“ In order to construct any kind of
meaning in our literacy learning
and our life learning, we must find
ways to cull and prune the details
with which we are bombarded. We
must reorganize and create our own
explanations for what we are
learning, our own learning, our own
definitions of our lives at any
particular juncture.”
Ellin Keene
 School Synthesis Template of SMEPA
Major Major Difficulties Lessons Major Issues SDO FUNCTIONAL
Accomplishments (Access/Quality, learned (Policy Needs, Funds and DIVISIONS
(Performance Project (IP/Muslim Financial Management, Project
Indicators, Outputs Management, Fund Education, Implementation, Capacity
Achieved, Improved Utilization, Project Building)
Fund Utilization, Relations with Management)
Progress Markers) stakeholders)
Highlights for 36  Mobilizat  SDO to develop Internal  SGOD
IP teachers LET  Lack of ion of and external factors to
passers – Ang capacity of teachers assess the increase and
kwento ng SH to to reach decrease of KPIs
kwenta motivate out  Measuring the  SGOD
Division IP/Muslim concerne awareness of all
initiated parents to d stakeholders teachers
Division Review send their commun  TA for the cooperative  SGOD
for IP teachers children to ity and marketing strategies
to take the LET school parents  TA how to credit the  CID
examination  Distance and records of the
difficult students/pupils or
terrain accelerate pupils under
catch-up program  CID/
 TA on tools to assess SGOD
the capacity of SHS and
teachers
 District Synthesis Template of SMEPAs
School s Major Major Difficulties Lessons learned Major Issues SDO
Accomplishments (Access/Quality, (IP/Muslim (Policy Needs, Funds and FUNCTIONAL
(Performance Project Education, Financial Management, DIVISIONS
Indicators, Outputs Management, Project Project Implementation,
Achieved, Improved Fund Utilization, Management) Capacity Building)
Fund Utilization, Relations with
Progress Markers) stakeholders)
Bayani CES Highlights for 36 IP  Mobilization of  SDO to develop Internal  SGOD
teachers LET passers  Lack of teachers to and external factors to
– Ang kwento ng capacity of SH reach out assess the increase and
kwenta to motivate concerned decrease of KPIs
Division initiated IP/Muslim community  Measuring the  SGOD
Division Review for IP parents to send and parents awareness of all
teachers to take the their children stakeholders teachers
LET examination to school  TA for the cooperative  SGOD
 Distance and marketing strategies
difficult terrain  TA how to credit the  CID
records of the
students/pupils or
accelerate pupils under
catch-up program  CID/
 TA on tools to assess the SGOD
capacity of SHS and
teachers
Pag-asa ES

Masaya ES

Likom IS
 REFLECT
“A mind stretched to
a new idea never
goes back to its
original dimensions.”
Oliver Wendell Holmes
 APPLICATION
1. You will be grouped into three (3): by division / special
grouping.
2. Each group will focus on certain theme of a particular
quarter.
3. The group will simulate how to conduct SMEPA
considering the assigned theme: Access or Quality (See
following slide).
4. The group will assign roles to following the given
templates of SMEPA.
5. The group will prepare Completed Staff Work (CSW)
based on the context of the chosen school of the group.
6. The SMEPA Simulation shall be done tomorrow:
Group I: 9:00 – 9:40
Group II: 9:40 – 10:20
Group III: 10:20 – 11:00
 GROUPING BY DIVISION
Batch II-A: Elementary (Dec. 15-17, 2014)
• Cluster A: North Cotabato, Sarangani, Cotabato City
• Cluster B: North Cotabato: Group 1, 2 & 3

Batch II-B: Elementary (Dec. 18-20, 2014)

• Cluster A: GSC, South Cotabato, Kidapawan
• Cluster B: Sultan Kudarat, Koronadal, Tacurong

Batch III: Secondary (Dec. 21-23, 2014)

• Cluster A: North Cot., GSC, Kidapawan City
• Cluster B: Sultan Kudarat, Cotabato City, Koronadal,
Sarangani, Tacurong, South Cotabato
WORKSHOP TASK: BY GROUP

Group • Focus on Quality

1 • Quarter 1: NAT

Group • Focus on Access

2 • Quarter 2: Enrolment

Group • Focus on Access

3 • Quarter 3: Drop-out
PROGRAM OF THE SMEPA SIMULATION
SMEPA DESIGN
ACTIVITY DESCRIPTION PERSONS IN-
CHARGE
1. Opening (5 min) Presentation of Objectives, Activity flow and EMCEE & Opening
Roll call of attendance Speaker
2. Presentation by Each of the Grade Level / Department Heads Curriculum Level /
Grade Level / presents their findings on the KPI , Physical & Department Heads
Department Heads Financial Accomplishments of (AIP)
(20 min)
3. Discussion of Discussion leader pose questions to the School Discussion
Presentation presenter to clarify essential points every after Leaders
(10 min) presentation.

4. Synthesis of A synthesizer listens to all presentations and School Synthesizer

Discussion discussions and gives the summary of the & Documenter
(2 min) main points. The synthesizer list down all the
issues and concerns on which decisions need
to be made.
5. Agreement The SH discusses the issues listed and leads SH/PSDS
(3 min) the group in coming up with agreements on
program adjustments, Policy Directions to be
flagged to SDO as well as TA needs
 GROUP I - SMEPA: QUALITY
(1ST QUARTER-March)
1. Opening Program
2. Presentation
Part I: NAT, SReA, EGRA, Phil IRI, NCAE (HS) - (Subject Coord.)
Part II: (Only if applicable)
* AIP Implementation (School Head)
* SBM Level of Assessment
* 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.)
* Other PPAs from FAP or NGOs (School Head)
Part III: Agenda affecting program design, policy, standard,
system and technical assistance needed (School Head)
3. Interpellation/Discussion
4. Synthesis
5. Agreement
SAMPLE SET-UP OF SMEPA: QUALITY (1st Quarter)

Eng. SGC
Coord.

Math SGC
Coord.

Legend:
Sci PSDS – Public Schools District Supervisor
SGC
Coord.
SCH – Secondary Cluster Head
BLGU – Barangay LGU
SH – School Head
SGC – School Governing Council
Fil. SGC
Coord. PTA – Parents-Teachers Association
GC – Guidance Counselor (Designate)

PTA
AP Pres.
Coord.

Special
PSDS
Program GC SH BLGU
Coord. /SCH
 GROUP II: SMEPA - ACCESS
(2nd QUARTER-June)
1. Opening Program
2. Presentation
Part I: Enrolment Pattern & Community Mapping (Grade Level
Chairman)
Part II: (Only if applicable)
* AIP Implementation (School Head)
* SBM Level of Assessment
* 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.)
* Other PPAs from FAP or NGOs (School Head)
Part III: Agenda affecting program design, policy, standard,
system and technical assistance needed (School Head)
3. Interpellation/Discussion
4. Synthesis
5. Agreement
 SAMPLE SET-UP OF SMEPA: ACCESS
(Big SCHOOL)
Kin-
der SGC

Grade
1
Level SGC
Chair
Legend:
Grade PSDS – Public Schools District Supervisor
2
Level SCH – Secondary Cluster Head SGC
Chair
AP – Assistant Principal
AH – Academic Head
Grade BLGU – Barangay LGU
3
Level SGC – School Governing Council SGC
Chair PTA – Parents-Teachers Association
GC – Guidance Counselor (Designate)
Grade
4
Level PTA
Chair Pres.

Grade Grade
5 6 AP/ Prin- PSDS
GC BLGU
Level Level AH cipal /SCH
Chair Chair
 SMEPA: ACCESS
(3rd QUARTER-September)
1. Opening Program
2. Presentation
Part I: Drop-out Rate – Absolute No. / PARDOs/SARDOs (Grade
Level Chairman)
Part II: (Only if applicable)
* AIP Implementation (School Head)
* SBM Level of Assessment
* 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.)
* Other PPAs from FAP or NGOs (School Head)
Part III: Agenda affecting program design, policy, standard,
system and technical assistance needed (School Head)
3. Interpellation/Discussion
4. Synthesis
5. Agreement
SAMPLE SET-UP OF SMEPA: ACCESS (Big SCHOOL)

Kin-
der SGC

Grade
1
Level SGC
Chair
Legend:
Grade PSDS – Public Schools District Supervisor
2
Level SCH – Secondary Cluster Head SGC
Chair
AP – Assistant Principal
AH – Academic Head
Grade BLGU – Barangay LGU
3
Level SGC – School Governing Council SGC
Chair PTA – Parents-Teachers Association
GC – Guidance Counselor (Designate)
Grade
4
Level PTA
Chair Pres.

Grade Grade
5 6 AP/ Prin- PSDS
GC BLGU
Level Level AH cipal /SCH
Chair Chair
 MENTOR PER GROUP
(Dec. 15-17, 2014)
GROUP CLUSTER A CLUSTER B
I Cot. Prov: Cot. Prov. I:
Kathy & Shirley Lando

II Sarangani: Cot. Prov. II:

Norman & Agney Shie & Luz

III Cotabato City: Cot. Prov. III:

Emily Fely & Bert
 MENTOR PER GROUP
(Dec. 18-20, 2014)
GROUP CLUSTER A CLUSTER B
I GSC: Sul. Kud.:
Kathy & Shirley Regan & Bert

II Kidapawan Tacurong:
Agney & Remy Shie & Luz

III South Cot.: Koronadal:

Glenn Delia
 MENTOR PER GROUP
(Dec. 21-23, 2014)
GROUP CLUSTER A CLUSTER B
I Cot. Prov: SK & Tacurong:
Lando Mayflor

II GSC: Sarangani & :

Kathy & Glenn Shie & Luz

III Kidapawan: So. Cot. & Kor:

Emily & Remy Fely & Delia