Mentoring vs.

Coaching

CARLOS TIAN CHOW C. CORREOS

Education Program Supervisor - LR

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Madayaw!
Marajaw!
Good!
Excellent!

Date: 04-22-2021 Version: V2 DC No: -QMR--051

TWO RULES ON THIS TRAINING:

1. Empty your cups.

2. Refill your cups.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 This is an Output-Based
Workshop.

Outputs are going to be tracked and

checked.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Objectives:

1. Define coaching and mentoring

2. Differentiate coaching from mentoring
3. Appreciate the importance of coaching and
mentoring in the management of performance

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Date: 04-22-2021 Version: V2 DC No: -QMR--051
Mentoring: The Definition
A mentor is someone who shares their knowledge,
skills and/or experience, to help another to develop
and grow.

Coaching: The Definition

A coach is someone who provides guidance to a client
on their goals and helps them reach their full
potential.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 One of the most distinct differences is that
mentoring is directive, with coaching being non-
directive. What does that mean in practice? Well, in
mentoring meetings, it is likely to be the mentor doing
more of the talking, whereas in coaching it is likely to
be the coach posing questions and giving the person
they are coaching the space to reflect and do most of
the talking. Ultimately, both coaching and mentoring
are about helping people to get where they want to go
by leveraging the experience of the coach or mentor.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 They can be seen to evolve from directive (mentoring) to non-directive
(coaching) in a chart often used to depict the differences.

As you can see, on the

mentoring and directive
side, it is about
instructing and telling,
whereas when we
progress into non-
directive and more
coaching focused phase
of learning, we see more
reflection and raising
awareness.
Date: 04-22-2021 Version: V2 DC No: -QMR--051
 The Differences Between Mentoring and Coaching
Mentoring
• Mentoring is often longer-term with some mentoring
relationships lasting 6+ months and in several cases mentoring
can last years or even decades. In fact, some famous mentors
and mentees cite lifelong mentoring relationships.
• As mentioned, mentoring is a lot more directive. It is about the
mentor sharing their knowledge, experience and skills, telling
the mentee and guiding them through direction.
• Finally, mentoring is mainly development driven and looks to
the mentee to decide what they wish to achieve and which
goals they have for their mentoring relationships.

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 The Differences Between Mentoring and Coaching
Coaching
• Coaching is often shorter-term and may be as short as a quick
10- or 15-minute conversation. That said, some coaching
relationships can be longer-term too.
• Unlike mentoring, coaching is non-directive which means that
it is about posing the right questions, providing the space,
trust and confidence for the individual being coached to
consider how they can achieve more, reach their objectives and
find capabilities within themselves.
• Coaching is performance driven and encourages the individual
or individuals being coached to perform in their day-to-day
roles.

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 The Skills Required for Mentoring

• A keen interest in helping others is a given but we hope you’ll

have that – it’s a key place to start when mentoring people.

• First-hand experience, knowledge, and insights in the area in

which you’re providing mentoring – because mentoring should
be built on solid and concrete advice and guidance.

• Relationship building and interpersonal skills are crucial for

mentoring – they’re also important for coaching.

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 The Skills Required for Mentoring

• Dedicated long-term time commitment whilst not potentially

considered a ‘skill’ is important because if you start a
mentoring journey with someone, it’s vital to see it through.

• Motivating, encouraging, and inspiring energy throughout all

mentoring meetings.

• Helping to identify the mentee’s goals is crucial. This can take

some self-reflection from the mentor, in order to help the
mentee and work out where their goals should be.

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 The Skills Required for Coaching

• A relationship of equals where the coach and coachee have

mutual understanding and respect is critical.
• The ability to maximize resources and inspire, in a similar way
to that required of mentoring.
• The ability to recognize strengths and challenge the individual
being coached, in order to propel them forward.
• The skill to tackle problems head on and not dwell, or allow
the coachee, to dwell on them.
• Ability to raises awareness and responsibility both with the
individual being coached but also throughout an overall office
and organizational environmental level.

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 The Key Benefits to Mentoring and Coaching

Both mentoring and coaching have a range of benefits, which,

when conducted correctly can benefit both the individual
receiving mentoring and coaching, along with the mentor or
coach and the organization too. Here are some benefits to
mentoring and coaching:

• Both mentoring and coaching are extremely effective learning

techniques.
• Both mentoring and coaching can be formal and informal, with
mentoring often seen more informally and coaching often see
more formally.

applied.
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 The Key Benefits to Mentoring and Coaching

• Both can increase employee engagement and retention when

applied.
• Both mentoring and coaching are easy to implement into any
organization or business structure and increasingly we’re
seeing organizations running both.

• Both mentoring and coaching can increase confidence and the

interpersonal skills of the person providing the mentoring or
coaching, and the person receiving it.
• And finally, both can dramatically improve individual
performance.

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Critical Incidents for Teachers’
Professional Development

Fluellen L. Cos, PhD

Principal IV

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Objectives:

1.Define critical incidents

2.Discuss on how to identify critical incidents
3.Appreciate the importance of identifying
critical incidents for teacher development

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Date: 04-22-2021 Version: V2 DC No: -QMR--051
What are Critical Incidents?

A critical incident is something which we interpret

as a problem or a challenge in a certain context. It is
not a routine occurrence, for example, when a
student constantly arrives late in the class, when
some students make noise while teachers are
teaching, etc. A critical incident is often personal to
an individual teacher.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

What are Critical Incidents?

A critical incident is any unplanned and

unanticipated event that occurs during class, outside
class or during a teacher’s career but is “vividly
remembered” (Brookfield, 1990, p. 84).

Likewise, Tripp (1993) stated that “... a critical

incident is an interpretation of the significance of an
event.

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What are Critical Incidents?

Similarly, Richards and Farrell (2010) mention that

“a critical incident is an unplanned and
unanticipated event that occurs during a lesson and
that serves to trigger insights about some aspect of
teaching and learning”.

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What are Critical Incidents?

They say that critical incident analysis refers to the

documentation and analysis of teaching incidents in
order to learn from them and improve practice. Such
incidents compel teachers to ruminate the long-term
implications they may have. This process of
documentation and REFLECTION provides
opportunity for teachers “to learn more about their
teaching, their learners and themselves”.

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When to detect Critical Incidents?

O D D
Lesson Plans
Class Pre-conference
Observation, TOS
Post- conference
Demo Supplemental
teaching Mentoring and Materials
Coaching
SIM/IM/CAIM

Tracking Tools

Observation Discussion Document Analysis

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How to Analyze Critical Incidents?

Scholars have given different frameworks to analyze critical

incidents. One of the procedures to analyze critical incidents is to
examine and understand the critical incident itself. Tripp (1993) has
suggested that there are two stages to understanding a critical
incident:
• Stage 1: to describe the incident (i.e. the “what” aspect): This is the
description phase. In this phase, a specific phenomenon or an issue is
observed and documented.

• Stage 2: to explain its meaning (i.e. the “why” aspect): In this phase,
the issue is explained by the teacher in terms of its meaning or value. It
is also interpreted in terms of the role it plays.
Date: 04-22-2021 Version: V2 DC No: -QMR--051
Exercise: Describe the critical incidents from
the Observation Notes of Principal Cos:

• During the discussion, the teacher gave the

activity without specifying the time, the learners
solved the problem but were unprepared when
it was time to submit. (STAR)
• When the abstraction took place, the teacher
used a PowerPoint presentation with small
fonts, the students at the back find the words
difficult to read. (STR)
Date: 04-22-2021 Version: V2 DC No: -QMR--051
Exercise: Describe the critical incidents from
the Observation Notes of PSDS Bird:

• In the writing of recommendations for the

formative tracking, the school head presented
unclear solutions, the teachers may not
understand which will result to recurring
problems. (STAR)
• When the portfolio checking took place, the
school head failed to have FAR, the feedback to
the teachers are not specific. (STR)
Date: 04-22-2021 Version: V2 DC No: -QMR--051
Exercise: Describe the critical incidents from
the Observation Notes of PSDS Bird:

• In the writing of recommendations for the

formative tracking, the school head presented
unclear solutions, the teachers may not
understand which will result to recurring
problems. (STAR)
• When the portfolio checking took place, the
school head failed to have FAR, the feedback to
the teachers are not specific. (STR)
Date: 04-22-2021 Version: V2 DC No: -QMR--051
Exercise: Describe the critical incident from
the Lesson Plan:
Topic: Sariling talento at Kakayahan (EsP)
Competency: Natutukoy ang mga aspeto ng sarili at nakikilala ang mga paraan
kung paano lalampasan ang mga ito.
Objectives:
• naiisa-isa ang mga aspeto ng sarili at mga paraan kung paano ito maipalago
at malalampasan ang mga kahinaan
• Naipapaliwanag ang mga aspeto ng sarili at kung paano malalampsan ang
mga kahinaan
• Nakakapagsulat ng repleksyon tungkol sa pagpapalago ng mga talento at
kakayahan
Activity: Magpapakita ang bawat pangkat ng role play tungkol sa mga talent at
kakayahan
Analysis: Mga katanungan tungkol sa mga naganap sa role-play
Abstraction: Ipaliwanag ang sariling talento at kakayahan
Application: Maggawa ng islogan tungkol sa talento at kakayahan
Date: 04-22-2021 Version: V2 DC No: -QMR--051
Critical incidents can be found through
document analysis:
• teachers’ portfolio (per quarter)
- Lesson plans with the learning activity
sheets
- formative tracking tools
- supplemental materials
- TOS and test items (pre- and post-test)
- rubrics
- intervention materials
- remediation materials
Date: 04-22-2021 Version: V2 DC No: -QMR--051
Critical incidents can be found through
discussions:

• Community or practice (CoP) where the mentor

listens to the challenges encountered by the
mentees.
• When the mentee approaches the mentor for
guidance and coaching,
• When the coach senses behavioral glitches and
consider these as critical incidents (i.e. late
submission of LAS, grades, LPs, etc.)
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Remember!

For the successful implementation of a critical

incident analysis, different aspects should be
considered, for example, who the audience for the
analysis is, whether we need to write about all
the incidents, etc. All incidents are not critical.
We interpret a certain incident to be critical
depending on the situation and purpose.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Remember!

Another equally important thing to be

considered is whether teachers decide any
incident to be critical for analyzing it or they
collect their students’ relevant feeling to choose
from and so on. Thus, a critical incident is an
unplanned and an unexpected event that occurs
during the lesson. (This must be drawn-out
during the mentoring and coaching part… or
during a post-conference.)
Date: 04-22-2021 Version: V2 DC No: -QMR--051
Remember!

The report of a critical incident can be added

in a teacher’s portfolio to show the evidence of
how s/he changes some practices of teaching
being used. Teachers learn from their analysis of
critical incidents and improve their
ways of teaching.

(Show sample of a contextualized tool for critical

incidences and the TA given by the mentor.)
Date: 04-22-2021 Version: V2 DC No: -QMR--051
Performance Coaching and Mentoring Flow

Performance
Identifying Coaching and

ODD
Mentoring
Critical
Incidents (Reflective)
Enhanced
* Observation
* Discussion and Performance
* Document Action
Analyses Analyses Planning

Date: 04-22-2021 Version: V2 DC No: -QMR--051

It’s time for the workshop!

Date: 04-22-2021 Version: V2 DC No: -QMR--051