Mentoring is a system of semi-structured guidance whereby one person shares their knowledge, skills

and experience to assist others to progress in their own lives and careers. Mentors need to be readily
accessible and prepared to offer help as the need arises - within agreed bounds.

Mentors very often have their own mentors, and in turn their mentees might wish to ‘put something
back’ and become mentors themselves - it's a chain for ‘passing on’ good practice so that the benefits
can be widely spread.

Mentoring can be a short-term arrangement until the original reason for the partnership is fulfilled (or
ceases), or it can last many years.

Mentoring is more than ‘giving advice’, or passing on what your experience was in a particular area or
situation. It's about motivating and empowering the other person to identify their own issues and
goals, and helping them to find ways of resolving or reaching them - not by doing it for them, or
expecting them to ‘do it the way I did it’, but by understanding and respecting different ways of
working.

Mentoring is not counselling or therapy - though the mentor may help the mentee to access more
specialised avenues of help if it becomes apparent that this would be the best way forward.
UNE 24, 2010 DO 87, S. 2010 – INSTITUTIONALIZATION OF THE SCHOOL-BASED
MENTORING PROGRAM (SBMP) IN ALL ELEMENTARY SCHOOLS

June 24, 2010

DO 87, s. 2010
Institutionalization of the School-Based Mentoring Program (SBMP) in All Elementary
Schools
1. In pursuance to DepEd Memorandum Nos. 107, 137 and 483, s. 2009, the
National English Proficiency Program (NEPP) of this Department announces the
institutionalization of the School-Based Mentoring Program (SBMP) in all public
elementary schools nationwide effective School Year 2010-2011 and thereafter.
2. The objectives of the institutionalization are to:
1. maximize the competence of trained mentors who undertook the
mentoring program;
2. improve the competence of mentees under the mentoring program
specifically on Communicative Language Teaching (CLT), Beginning
Reading, Assessment and Interventions;
3. create a community of learners among school managers and the teachers
to plan lessons, prepare instructional materials, and discuss issues and
concerns related to teaching; and
4. improve the performance of the school children.
3. The following are the guidelines for the effective institutionalization of the
program:
1. Learning managers (school administrators) shall spearhead the conduct of
the school-based mentoring once a week for at least three (3) hours as
stipulated in the mentors action plan;
2. Regional and Division NEPP Coordinators (English Supervisors) shall
monitor the conduct of the school-based mentoring activities;
3. Trained mentors shall share CLT, Beginning Reading, Assessment, and
other interventions with other teacher-mentees through demonstration
teaching and other related activities during school/district/division
meetings and Learning Action Cells (LACs) sessions;
4. Division Mentors’ Circle Meeting shall be conducted quarterly;
5. NEPP resources such as mentor-trainers, NEPP modules and materials
shall be maximally utilized in any English seminar=workshops;
6. Activities relative to SBMP should be reflected in the School Improvement
Plan (SIP), Division Improvement Plan (DIP) as well as in the Regional
Improvement Plan;
7. Trained mentors shall not be transferred to another grade level for at least
for five (5) years, and they shall not be deprived of any promotion;
8. Service credit should be given to the teacher-mentors for extra services
rendered; and
9. Semestral Reports on the extent of the implementation of the program
shall be submitted every July and January to the NEPP Secretariat, Office
 of the Undersecretary for Programs and Projects, DepEd Central Office,
through the Regional NEPP Coordinator.
2. Expenses relative to the conduct of said activities shall be charged to INSET
funds of the school/district/division subject to the usual accounting and auditing
procedures.
3. For more information, please contact Dr. Rosalina J. Villaneza, Head, NEPP
Secretariat, Office of the Undersecretary for Programs and Projects, DepEd
Central Office, Meralco Avenue, Pasig City at tel. nos.: (02) 687-4146 and (02)
633-7202 and/or at cellphone nos.: 0908-523-7193 and 0906-678-1626.
4. Immediate and wide dissemination of and compliance with this Order is directed.

The context of this action research entitled “Teachers’ Mentoring Program (TMP): Intervention towards
a Comprehensive Teachers’ Performance” is to examine the significant effect of Teachers’ Mentoring
Program on the performance of Technology and Livelihood teachers of Pulong Buhangin National High
School. Teachers’ Mentoring Program (TMP) improves the performance of teachers in different
perspective and comprehensively. Teachers’ Mentoring Program helps the teachers to have a higher
level of performance in terms of teaching and learning process, student outcomes, community
involvement, and professional development. This implies that Teachers’ Mentoring Program is highly
significant intervention toward improvement of a comprehensive performance of teachers in TLE. From
the data interpretation of no significant difference during the first grading period to the data
interpretation of a highly significant difference during the second grading period, the researcher rejects
the null hypothesis stated on the earlier part of this study in terms of teaching and learning process,
students’ outcomes, community involvement, and professional growth and development. Since the
Teachers’ Mentoring Program has been implemented in TLE department and found improved the
comprehensive performance of the TLE teachers, it is recommended for it to be implemented to the
other subject areas. Principals of schools should implement the Teachers’ Mentoring Program in a larger
perspective such as TMP among department heads or among teachers across subject departments.
Department of Education administrators should include teacher mentoring as one of the topics on a
seminar or in-service training. Another level of study should be conducted concerning on the students’
mentoring program or mentoring intended for school department heads or coordinators.

Any organization especially in the field of education scrambles to produce skilled employees through series
of trainings and seminars. However, teachers are faced with tremendous challenges that involved paper
works and reports. In this regard, mentoring and coaching can be regarded as powerful weapons useful in
winning those challenges.

The role of education leaders before focus solely on producing quality output and

monitoring the performance of every employee. In the light of educational transformation, leaders extend
their command and supervision through mentoring and coaching.

What is meant by mentoring and coaching? These are guided practices employed by the superiors to their
subordinates aimed at improving their working performance. Mentoring and coaching provide knowledge
about the employee’s strengths and weaknesses, plan for the improvement of instruction and provide
healthy advice on how to become an effective and efficient employee. However, the relationship between
the coach and the one needing to coach change significantly depending on the task performed.

The idea of mentoring and coaching as a learning partnership in education is one of the effective tools to
uplift the quality of education in the country. In the present 21st century education, superiors as
mentors/coaches do not only share their expertise and knowledge to guide their subordinates but also
facilitate them. Facilitation occurs when the mentor evaluates the employee and provides assistive
instructions or piece of advice on how to carry out his duties and responsibilities. Thus, it gives the idea that
learning happens in a long run.

Mentoring and coaching actually mean the same thing. However,

these two practices only differ in the attainment of goals and objectives. Coaching as part of leadership, the
goal is specifically aimed to nurture and sustain performance. Mentoring, on the other hand, is a kind of
leadership role that imposes learning competence, proficiency &skills. This learning gives significant
implication to performance, and that in turn affects the

accomplishment of goals/objectives.

Whatever definitions are glued to mentoring and coaching, these two still aimed for better and quality
education. It promotes learning at the same time to create a healthy and harmonious relationship between
the superior and the subordinates. Thus, anyone could be a mentor or a coach by means of peer
mentoring/coaching. Moreover, these skills are not based on position or superiority. Anyone could share
expertise and significant experience to others for the achievement of large goals.

Mentoring and coaching are some of the enumerated roles and responsibilities of
school administrators. Mentoring consist of extending professional and personal
supervision to an assigned mentee. Coaching includes providing fixated career support
to a concerned individual. Developing and managing human resources of any system
brings sufficient benefits to the organization. Creating investment on the area of
professional development such as education, acquisition of skills, and further training is
an essential need to maintain an organization and its progress in the end.
Some use highly structured mentoring procedures and others just do what they
perceived as right. Mentoring programs serving large numbers of protégé must be well
thought out and implemented with purpose in order to be successful. In recent years,
programs such as knowledge sharing, coaching and mentoring, intensive skill trainings
or workshops in schools have been conducted by school administrators.     
Key to Accelerate Performance of Educators (KAPE) mentoring approach is a research
based output that has shown significant changes on the manner of coaching and
mentoring teachers conducted in selected schools of Malaybalay City Division. Easy
and doable steps compared to other mentoring and coaching models distinguish the
approach. It helps mentors and mentees how to go along with challenges that both
parties have to address.
Specifically, the approach literally highlights a cup of coffee in the table while doing
mentoring. It might be a one on one, or group coffee break conversation. Additionally,
the approach is not only limited with coffee break conversations; it also includes casual
conversation with mentees during unexpected encounters or potential meet ups in
corridors, office, classrooms, or everywhere that a healthy intercourse may possibly
happen. To make the approach relevant with the advent of technology, the approach
also features digitize communication lines. It may be in social media chats like
Facebook, Twitter, Instagram, Skype, emails and a lot more. Phone messaging and
calls are also included just to address the problem of time constraints.
Generally, the process is done in a less threatening relationship, casual, and off-the-cuff
conversations. The help of experienced teachers also is being embedded in the
approach. They reinforce and model skills. Based on research done, the approach
would like to address the emerging themes of mentoring and coaching: (1) mentor-
mentee relationship, (2) role modeling, directing, assisting and supporting mentees, (3)
availability of time and peer support. Based on the findings of the research conducted,
the approach has created positive impact in improving mentoring and coaching of
school heads. Teachers positively responded during the processes.
Furthermore, KAPE approach follows seven fundamental steps:
K-         Know the Needs
A–         Ascertain Objectives
P-         Plan for Actions
E-         Execute the Plan with Guidance
M-         Make Healthy Discussions about the Performance
C-         Communicate Agreements and Plan the Future
A-         Allocate time for Monitoring and Review

JUNE 24, 2010 DO 87, S. 2010 – INSTITUTIONALIZATION OF THE SCHOOL-

BASED MENTORING PROGRAM (SBMP) IN ALL ELEMENTARY SCHOOLS

June 24, 2010

DO 87, s. 2010
Institutionalization of the School-Based Mentoring Program (SBMP) in All Elementary
Schools
1. In pursuance to DepEd Memorandum Nos. 107, 137 and 483, s. 2009, the
National English Proficiency Program (NEPP) of this Department announces the
institutionalization of the School-Based Mentoring Program (SBMP) in all public
elementary schools nationwide effective School Year 2010-2011 and thereafter.
2. The objectives of the institutionalization are to:
1. maximize the competence of trained mentors who undertook the
mentoring program;
2. improve the competence of mentees under the mentoring program
specifically on Communicative Language Teaching (CLT), Beginning
Reading, Assessment and Interventions;
 3. create a community of learners among school managers and the teachers
to plan lessons, prepare instructional materials, and discuss issues and
concerns related to teaching; and
4. improve the performance of the school children.
3. The following are the guidelines for the effective institutionalization of the
program:
1. Learning managers (school administrators) shall spearhead the conduct of
the school-based mentoring once a week for at least three (3) hours as
stipulated in the mentors action plan;
2. Regional and Division NEPP Coordinators (English Supervisors) shall
monitor the conduct of the school-based mentoring activities;
3. Trained mentors shall share CLT, Beginning Reading, Assessment, and
other interventions with other teacher-mentees through demonstration
teaching and other related activities during school/district/division
meetings and Learning Action Cells (LACs) sessions;
4. Division Mentors’ Circle Meeting shall be conducted quarterly;
5. NEPP resources such as mentor-trainers, NEPP modules and materials
shall be maximally utilized in any English seminar=workshops;
6. Activities relative to SBMP should be reflected in the School Improvement
Plan (SIP), Division Improvement Plan (DIP) as well as in the Regional
Improvement Plan;
7. Trained mentors shall not be transferred to another grade level for at least
for five (5) years, and they shall not be deprived of any promotion;
8. Service credit should be given to the teacher-mentors for extra services
rendered; and
9. Semestral Reports on the extent of the implementation of the program
shall be submitted every July and January to the NEPP Secretariat, Office
of the Undersecretary for Programs and Projects, DepEd Central Office,
through the Regional NEPP Coordinator.
2. Expenses relative to the conduct of said activities shall be charged to INSET
funds of the school/district/division subject to the usual accounting and auditing
procedures.
3. For more information, please contact Dr. Rosalina J. Villaneza, Head, NEPP
Secretariat, Office of the Undersecretary for Programs and Projects, DepEd
Central Office, Meralco Avenue, Pasig City at tel. nos.: (02) 687-4146 and (02)
633-7202 and/or at cellphone nos.: 0908-523-7193 and 0906-678-1626.
4. Immediate and wide dissemination of and compliance with this Order is directed.