ABSTRACT
The study aimed to determine the experiences of integrated school teachers on coaching and mentoring program. The research method utilized in the study was qualitative using in-depth interview and the design was phenomenology. The study revealed that LAC session is being implemented in the integrated school, and some of the experiences of teachers on coaching and mentoring program through LAC sessions are sharing ideas, listening to speakers, attending professional development program, and learning new ideas. Some of the hindering factors experienced by teachers are delivery include the delivery of the assigned topic, teacher’s attitude, lack of school support, and hectic schedules. Moreover, the facilitating factors of teachers are mentoring or coaching, facilities, and feedback making.
Coaching and mentoring through LAC Session are all part of educational training to develop people in the professions. There are several similarities and differences in the main issues involved in coaching and mentoring which they are related to the self-development, professional growth, and career development of the mentee/coachee.
Keywords: Coaching and mentoring, Teacher program Enhancement
INTRODUCTION
Coaching is as a structured, sustained process for enabling the development of a specific aspect of a professional learner’s practice. Coaching involves activities which promote and enhance the development of a specific aspect of teaching and learning or leadership practice.
Mentoring is the best from of Continuing Professional Development (CPD) as it allows a professional to reflect on their own practice, articulate their thinking and offer advice, models and guidance to others whilst improving and honing their own craft.
According to de Jong et al. (Feger & Arruda, 2008), one barrier to teachers being able to develop their practices, improve student learning, and support long-lasting change in school culture is the absence of opportunities for collegial and collaborative work among teachers. Such a view, however, was subsequently disproved as the teaching profession underwent significant transformation. One of these significant shifts is the growing acceptance on a global scale of the benefits of organized teacher partnerships and professional learning communities as efficient means of enhancing teaching methods and student learning outcomes (Vescio et al., 2008; Watson, 2014). Coaching and mentoring through Learning Action Cell (LAC) sessions believed to be the best avenue for professional development of teachers.
As stated in Department of Education Order No. 35, s. 2016, Learning Action Cell (LAC) is a session conducted by group of teachers who engage in collaborative learning sessions to solve shared challenges such as learners' diversity, content and pedagogy, assessment and reporting, and ICT integration. These LAC Sessions served as school-based continuing professional development strategy for the improvement of teaching and learning. As such, this study aimed to assess the perceptions of teachers about the conduct of LAC sessions, its effects on their professional development, and the problems encountered in participating to it.
No teacher is an expert in all the elements of the curriculum; hence, insights and expertise of other teachers are needed in order to enrich one’s knowledge, skill, and competence. Goddard et al. (2015) discovered that teachers who team up and collaborate reported improved attitudes towards teaching, teacher efficacy, and understanding of student learning. Recognizing such need, the Department of Education (DepEd) issued order (D.O.) 35, s. 2016, which sought the institutionalization of Learning Action Cells (LACs) as an approach to develop and support teachers by nurturing their knowledge, attitudes, and competencies in terms of curriculum, instruction, and assessment in their workstations.
Coaching and mentoring would be of great help in facilitating or helping relationship intended to achieve some change, learning, enhanced individual, and organizational effectiveness in the academe. By school-based coaching and mentoring, we will be able to explore the influence of the characteristics of mentors on teacher and learners outcomes.
Due in large part to the way schools are set up as workplaces, the teaching profession has long been defined by isolationism, which therefore restricts opportunities for teacher cooperation, skill sharing, and teamwork (Benson, 2011).
According to de Jong et al. (2019; Feger & Arruda, 2008), one barrier to teachers being able to develop their practices, improve student learning, and support long-lasting change in school culture is the absence of opportunities for collegial and collaborative work among teachers. Such a view, however, was subsequently disproved as the teaching profession underwent significant transformation. One of these significant shifts is the broad acceptance of professional learning communities and
other types of structured teacher cooperation as valuable tools for enhancing educational quality worldwide.
(Vescio et al., 2008; Watson, 2014) practices and learning results. Building professional learning communities to foster greater teacher collaboration is becoming a more appealing and successful technique for improving school performance and changing school culture, according to a substantial body of literature (Williams et al., 2012). International study confirms the possibility of greater outcomes via professional learning communities. Better student learning results from developing capacities and pursuing sustainable development (Stoll et al., 2006).
The finest type of CPD is mentoring since it enables professionals to reflect on their own work, express their ideas clearly, and help others by providing models, advice, and direction while also advancing and perfecting their own trade.
According to Weston and Clay in their excellent book "Unleashing Great Teaching," the mentor's objective is to take the mentee "from being a complete novice to attaining some level of expertise."
The journey begins with the pre-service teacher's or early career teacher's recognition of their novice status and the provision of appropriate support to help them advance to a position of higher experience.
The Carter Review providers (2015) "Excellent teachers who can both articulate and demonstrate outstanding practice” are required to serve as mentors, according to the statement. The emphasis is on modeling, advancing, and creating excellent teaching while simultaneously building a collaborative spirit. As will be detailed below, this begins in pre-service and must naturally continue throughout the career. Coaching is defined as a "structured, sustained process for enabling the development of a specific aspect of a professional learner's practice".
As stated in the definition, a coach "enables professional learners to take control of their own learning through non-judgmental questioning and support"; in this instance, the professional learner is concentrating on a specific component of their practice rather than a phase or transition.
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