This innovative project aims to: 

1. Develop effective mentoring and coaching strategies for newly hired teachers with 0–3 years of teaching experience with the guidance of the CID Supervisors.

2. Provide constructive feedback and appropriate support based on classroom observation results and identified teacher needs.

3. Establish a consistent and supportive mentoring process that promotes the professional growth and instructional competence of newly hired teachers.

Rationale

Mentoring the mentors—particularly Assistant Principals, Head Teachers and Master Teachers—is essential in strengthening their capacity to provide effective instructional supervision and mentoring to newly hired teachers with 0–3 years of teaching experience. As mentors of mentors, Curriculum Implementation Division (CID) Supervisors play a vital role in ensuring that instructional supervision, particularly classroom observation, is conducted consistently, developmentally, and aligned with DepEd standards. Strengthening the mentors’ knowledge and skills will enable them to provide constructive feedback, targeted coaching, and sustained professional support that contribute to improved teaching practice and learner outcomes.

The Public Schools District Supervisor (PSDS) shall be responsible for preparing and issuing the schedule of Technical Assistance (TA), which may be either announced or unannounced, as deemed necessary.

The PSDS shall formally inform the Curriculum Implementation Division (CID) Chief and the assigned Learning Area Supervisors (EPSs) of the approved schedule.

The following protocols shall be observed during classroom observations under Project ITAP MENTORS 2.0:

• If the Mentor (Master Teacher) has a scheduled class during the observation, the School Head shall designate another teacher or non-teaching personnel to facilitate learner activities.

• The presence of the Mentor (AsP, HT, or MT) together with the EPS is required during the classroom observation.

• In schools without MTs or HTs, the School Head shall assume the role of mentor and conduct the observation.

• A maximum of two (2) teachers under the same mentor may be observed in one cycle.

• During the post-observation conference, observation notes shall be discussed using the prescribed ITAP MENTORS Monitoring Form.

• The Mentor shall accomplish and utilize the Performance Monitoring and Coaching Form (PMCF) in documenting feedback and coaching interventions.

1. Mentor–Supervisor Agreement Phase

The Mentor (AsP, HT or HT) and the Learning Area Supervisor (EPS) shall conduct an initial discussion to align on the observation findings and key recommendations based on the observed teacher’s performance. The PSDS and School Head shall act as process observers throughout the discussion.

In schools with no MT or HT, the School Head shall assume the role of Mentor and directly participate in the agreement phase.

2. Mentor–Teacher Post-Conference Phase

After the mentor–supervisor agreement:

• The Mentor shall conduct a post-conference session with the observed teacher to discuss:

a. The validated findings

b. Recommendations and agreed-upon action steps

• The Education Program Supervisor act as observer

• The PSDS and School Head shall again serve as observers, except in schools without AsP, HTs, or   MTs where the School Head acts as the mentor.

3. Inter-Supervisors Mentoring Phase

Following the mentor–teacher post-conference:

a. The Education Program Supervisor and the PSDS shall interface to assess whether:

The mentor effectively and accurately delivered the findings and recommendations to the teacher

b. If gaps or missed points are identified:

The EPS shall formally turn over to the PSDS the additional findings and recommendations to be addressed. The PSDS will continue the mentoring process, provision of TA to the mentor

c. If the delivery is deemed successful:

The EPS and PSDS shall issue commendations or indicate that no further findings or recommendations are necessary.

4. Follow-Up Phase

• The PSDS shall conduct systematic follow-up activities to determine whether the agreed findings and recommendations have been implemented or integrated by the teacher.

a. If further validation is required:

The PSDS, together with the Mentor and School Head, may conduct a follow-up classroom observation.

b. The PSDS shall also:

• Gather positive feedback and responses

• Recognize and document effective mentoring practices

• Highlight successful technical assistance, coaching, and mentoring interventions

• Findings, insights, and good practices shall be shared during CID meetings, interfaces, or Focus Group Discussions (FGDs) to promote continuous improvement and sustainability of Project ITAP MENTORS 2.0.

Roles and Responsibilities

1. Non-Negotiable Participants: Mentor, Observed Teacher, Learning Area Supervisor (EPS)

2. Mentors: Learning Area Supervisor, Public Schools District Supervisor Assistant Principal (AsP), Master Teacher (MT) / Head Teacher (HT) School Head (in the absence of MTs or HTs)

3. Process Observer / Follow-Up Lead: Public Schools District Supervisor (PSDS)

4. Participants: Teacher, Mentor (AsP, HT, or MT), Learning Area Supervisor, School Head (optional, except when acting as mentor)

Exemptions

 SNED Teachers are excluded from the classroom observation process under this project.