Sbmp
CHAPTER I
INTRODUCTION
Mentoring is seen as an effective strategy in ‘professional and personal support’ development (Kay and Hinds 2002, p. 23). In contrast to the traditional teacher training, mentoring provides the much needed coaching and feedback giving that allows reflective thinking among teachers (Veenman and Denessen, 2001). In fact, Bowman and McCormick (2000) report that much improvement has been noted in the instructional skills of teachers who underwent peer coaching.
The acceptance of mentoring in schools necessitates the recruitment of ‘good’ mentors. Unfortunately, good mentors are not easy to find because not all teachers can become mentors. (Fletcher, 2000). Kyle, Moore and Sanders (1999) contend that not every teacher who is excellent with students can qualify as a mentor. Lohr (1999) and Rowley (1999) observe that choosing the right people to groom as mentors is a very important consideration in the mentoring program (Moir and Bloom, 1999). It is on the basis of these criteria, in addition to English proficiency, that teacher mentors in the Philippines were chosen.
The Philippine MP started as a peer coaching program. It was conceived in response to an urgent need to improve the quality of English teaching in all the schools in the country. Department of Education (DepEd) Memorandum No. 232, series of 2003 created the National English Proficiency Program (NEPP) to address the perceived decline in the competency of students and professionals in the use of English.
Through the all-out support of the school administration (e.g., heads of the departments involved and the principal) significantly promoted the implementation of the school based mentoring program. Mentors were allowed by the principal to attend the mentor training program on official business. They were excused from their classes during training days and provided with travel and registration allowances. Teaching loads were lessened to make time for visitation of mentees and
INTRODUCTION
Mentoring is seen as an effective strategy in ‘professional and personal support’ development (Kay and Hinds 2002, p. 23). In contrast to the traditional teacher training, mentoring provides the much needed coaching and feedback giving that allows reflective thinking among teachers (Veenman and Denessen, 2001). In fact, Bowman and McCormick (2000) report that much improvement has been noted in the instructional skills of teachers who underwent peer coaching.
The acceptance of mentoring in schools necessitates the recruitment of ‘good’ mentors. Unfortunately, good mentors are not easy to find because not all teachers can become mentors. (Fletcher, 2000). Kyle, Moore and Sanders (1999) contend that not every teacher who is excellent with students can qualify as a mentor. Lohr (1999) and Rowley (1999) observe that choosing the right people to groom as mentors is a very important consideration in the mentoring program (Moir and Bloom, 1999). It is on the basis of these criteria, in addition to English proficiency, that teacher mentors in the Philippines were chosen.
The Philippine MP started as a peer coaching program. It was conceived in response to an urgent need to improve the quality of English teaching in all the schools in the country. Department of Education (DepEd) Memorandum No. 232, series of 2003 created the National English Proficiency Program (NEPP) to address the perceived decline in the competency of students and professionals in the use of English.
Through the all-out support of the school administration (e.g., heads of the departments involved and the principal) significantly promoted the implementation of the school based mentoring program. Mentors were allowed by the principal to attend the mentor training program on official business. They were excused from their classes during training days and provided with travel and registration allowances. Teaching loads were lessened to make time for visitation of mentees and