New Questinaire

Statement of the Problem This undertaking aims to determine the impact of the field technical assistance 1. What is the demographic profile of the multigrade teachers in the Division of Quezon along: 1.1. Age 1.2. Sex 1.3. Civil Status 1.4. Highest Educational Attainment 1.5. Length of Service 1.6. Grade Level Assignment 1.7. Attendance to Multigrade Trainining 2. What is the quality of effectiveness of the visitation program for multi-grade teachers in the Division of Quezon along: 2.1. Preparing Instructional Materials 2.2. Instructional Practices and Strategies 2.3. Feedback from pupils 2.4. Classroom environment 3. What are the current problems and issues identified by the school heads in conducting Field Technical Assistance for the multigrade teachers? 4. What Enhanced Field Technical Assistance program can be formulated by the researcher based on the results of the study?

Dear Respondent:

I am AIVY ALJHEAN P. UMALI, a Master in Education Management student at Polytechnic University of the Philippines-Open University System and currently undertaking a research entitled, THE QUALITY OF TEACHERS’ VISITATION PROGRAM AMONG THE MULTIGRADETEACHERS IN THE DIVISION OF QUEZON: BASIS FOR ENHANCED FIELD TECHNICAL ASSISTANCE PROGRAM Please help me by answering the herein attached questionnaire. Rest assured that the information you will provide will be taken with utmost confidentiality and shall be used for research purposes only. Very truly yours,

Aivy Aljhean P. Umali Researcher

-----------------------------------------------------------------------------------------------------------Questionnaire

THE QUALITY OF TEACHERS’ VISITATION PROGRAM AMONG THE MULTIGRADE TEACHERS IN THE DIVISION OF QUEZON: BASIS FOR ENHANCED FIELD TECHNICAL ASSISTANCE PROGRAM Direction: Please put a check mark () in the provided box beside the appropriated data for you. Part I. Direction: Please put a check mark (√) in the box which corresponds to your answer. Age:

□ 20-25 □ 46-50

Sex:

□ Male □ Female

Civil Status:

□ 26-30 □ 51-55

□ Single □ Annulled

Highest Educational Attainment:

□ 31-35 □ 36-40 □ 56 and above

□ Married

□ 41-45

□ Widowed

□ MA Units earned □ Doctoral Units earned

Length of service:

5yrs and below □ 6 – 10yrs □ 11 – 15yrs □ 16 – 20yrs □ 21 – 25yrs

Grade Level Assignment:

□ CARMA □ CARDE

□ Bachelor’s Degree □ Master’s Degree □ Doctor’s Degree

□ 26 – 30yrs □ 35 – 40yrs □ 41 years above

□ Kindergarten and Gr. 1 □ Gr. 2 and Gr. 3 □ Gr. 4 and Gr. 5

□ Kinder, Gr. 1 and Gr. 2 □ Gr. 2, Gr. 3 and Gr. 4 □ Gr. 4, Gr. 5 and Gr. 6

□ Gr. 1 and Gr. 2 □ Gr. 3 and Gr. 4 □ Gr. 5 and Gr. 6 □ Gr. 1, Gr. 2 and Gr. 3 □ Gr. 3, Gr. 4 and Gr. 5

Attended Multigrade Training Yes

No

Part II. Quality of Implementation of Visitation Program Please indicate the level of quality of the multigrade visitation program on multigrade teaching based on your own perception. Put a check () mark on the numbers that corresponds to your answer based on the provided legends below. 4 – VME –High Quality 3 – ME – Medium Quality 2 – E – Low Quality 1 – SE – Very Low Quality Preparing Instructional Materials Lesson Plan/Lesson Organization is… 1 parallel from objectives to the evaluation 2 Integrated with informative examples from other subject areas 3 patterned on the models of LP for multigrade specifically the teacher-made LP 4 Considering the allotted budget of work for multigrade lesson planning 5. Using activities which are parallel to the objectives of the lesson.

4

3

2

1

Lesson Plan Objectives are: 1. In behavioral terms 2. Suitable to the different grade level 3. Appropriately according to the experiences and capabilities of the learners Setting of teaching and learning activities are: 1. Aligned with the objectives of the lesson 2. Adequate for each grade level to achieve the objectives 3. Presented in a logical sequence Preparing of the lessons that are adapted to the specific context of the learners and are differentiated according to: Each grade level 1. The needs/abilities/interests of pupils across grade levels (literacy lesson, cross-age, peer grouping, others) 2. The process e.g. activities or exercises vary from simple to complex 3. The product/output (e.g., products or outputs vary depending on the learning competency per grade level) Setting the differentiated assessments that are aligned with the objectives of the lessons, such as: 1 paper-and-pencil test 2 oral recitation 3 performance-based assessment 4 peer assessment 5 project-based assessment 6 pupil self-assessment 7 portfolio assessment Providing the differentiated assignments/agreements (home stretched activities)are according to: 1 grade levels 2 abilities 3 interests 4 needs 5 ethno-linguistics It covers the appropriate content in the curriculum

The Quality of Instructional Practices and Strategies Lesson Delivery… 1 uses language that the pupils understand 2 reviews pre-requisite skills/concepts 3 demonstrates command of the subject matter

4

3

2

1

4 5

provides accurate and updated content/concept engages and sustains learners’ interest through use of meaningful activities 6 contextualizes the lesson according to pupils’ background 7 uses appropriate examples that are relevant to pupils’ experience 8 initiates activities that promote “learning by doing” 9 integrates across subject areas (e.g., language, literacy skills, values others.) 10 presents lessons in a logical manner 11 asks questions within the level of pupils’ understanding 12 Asks questions requiring varying levels of thinking (e.g. literal, inferential, evaluative, application, etc.) 13 Responds to pupils’ questions and comments for a deeper understanding of the lesson 14 Gives clear directions for differentiated activities 15 Speaks clearly with a modulated voice Gives the same attention to boys and girls in each grade level In Using Instructional Materials /Technology teacher do: 1 Writes clearly and legibly on the board 2 Uses local resources in materials production 3 Utilizes helpful instructional technologies (e.g., ICT-based learning, etc) 4 Supports the lesson using appropriate instructional materials (e.g., visual aids, flash cards, charts, etc.) for diverse learners 5 Provides varied learning resources according to pupils’ level (e.g. MG learning materials, textbooks, concrete materials, story books, etc.) 6 Demonstrates use of innovative teaching / learning resources In Supporting Diverse Learners the teacher… 1 Paces the lessons appropriately to meet specific needs and difficulties of the learners 2 Adjusts oral or written questions for students with different needs 3 Utilizes activities that are relevant to the pupil’s level and background 4 Addresses the needs of both boys and girls in different grade levels

5 6 7

1

2 3

4 5

6

7

8

Shifts classes, when necessary to cater to the needs of the other class (e.g., road mapping) Provides appropriate support during class for varying ability levels Utilizes differentiated tasks and activities for varied grade levels through flexible grouping Learning Assessment Provides appropriate formative assessment that are aligned to the learning objectives for each grade level Affirms or commends correct responses by giving general and specific feedback Provides specific and useful feedback for an incorrect, incomplete, or nonresponse (e.g., You need to review the verb you used.) Provides timely and appropriate feedback to pupils’ response/behavior Gets feedback from the pupils regarding how well they understand the lesson, e.g., asking if there are clarifications Elicits a pupil-stated generalization (learning insight) at the end of the lesson Uses assessment strategies to address diverse learners according to grade levels, abilities, needs, ethno linguistics groups Uses varied forms of assessment. Please mark which of the following is used such as paper and pencil, oral recitation, peer assessment, project-based, performance-based, etc.

Learners Response and Behavior 1 Demonstrates interest/engagement in class tasks 2 Listens to the teacher’s or classmates’ ideas 3 Asks questions for clarification 4 Expresses ideas during class discussions 5 Performs learning tasks with some levels of independence while the teacher is working with other groups 6 Willingly takes part as a team member in collaborative work 7 Shows understanding of the lesson through different forms of accomplished outputs (e.g. worksheet, group chart, etc.)

4

3

2

1

8

Demonstrates healthy competition in classroom interactions

Classroom Environment and Culture 1 Uses the classroom space to facilitate various forms of flexible seating arrangements for different activities of pupils 2 Organizes the room so that learning materials and resources are readily available and accessible to pupils 3 The teacher Responds positively and sensitively to pupils 4 The teacher shows fairness in dealing with learners 5 The teacher gives the same attention to boys and girls in each grade level 6 The teacher responds appropriately to nonengaged learners 7. The teacher demonstrates passion for teaching 8. The pupils appear to be joyful and pleasant 9 The pupils show respect to the teacher and classmates 10 The pupils get along well with each other 11 Uses positive discipline among pupils 12 Sets standards for pupils’ behavior 13 Class rules uses facilitate the management of pupils’ behavior and conduct of class activities in different grade levels 14 Pupils follow routine and procedures to maximize instructional time for whole class activities and differentiated tasks 15 The teacher is flexible in terms of timemanagement

Part III. The Common Problems and Issues Encountered by the School Heads in the Implementation of Field Technical Assistance in Multigrade Schools. . 1. What is/are the problem/s or issue/s that you have encountered during the implementation of FTA for multigrade?

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. What is/are the reason/s behind the problem/s that you have encountered? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3. What are the possible solutions that you can offer to address the existing problems? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________