(Enclosure No. 6 to DepEd Memorandum No. 044, s.

2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

Title of the Session Providing Feedback/Technical Assistance through

Coaching and Mentoring
Session Guide Hajji Relano Palmero
Developer/s Chief Education Supervisor
Human Resource Development Division
National Educators Academy of the Philippine-R
DepEd National Capital Region

Professional Philippine Professional Standards for Supervisors

Standards Covered
(Domain/s, Strand/s, and Education Program Supervisors Public Schools
Indicator/s) District Supervisors/

Domain 2. Strengthening Shared Accountability

2. 2. 3: Mentor and Coach colleagues in providing
technical assistance to a targeted cluster of
divisions/districts/schools and or learning centers
based on quality assurance monitoring and
evaluation
Domain 3: Fostering a Culture of Continuous
Improvement
3.3. 1: Demonstrate understanding of the use of
feedback obtained from learners, parents, and
stakeholders to help teachers improve their
performance. Support for Instructional
Leadership

Philippine Professional Standards for School Heads

(Principals I-IV)

Domain 3: Focusing on Teaching and Learning

3.1.2: Apply appropriate Instructional Leadership
support strategies to help divisions/districts/schools
and learning centers with the continuous
improvement of the teaching-learning process

Philippine Professional Standards for Teachers

(Master Teachers I-IV)

Domain 1: Content Knowledge and Pedagogy: Model

practical applications of content knowledge
 within and across curriculum teaching areas.

Session Schedule and 3.5 hours

Duration
Objectives Cognitive Objectives:
 Define coaching and mentoring within instructional
supervision, highlighting their distinct characteristics.
 Compare the goals, processes, and expected outcomes
of coaching versus mentoring.
Affective Objectives:
 Develop an appreciation for the roles of coaching and
mentoring in fostering teacher growth and student
achievement.
 Recognize the emotional support provided through
mentoring relationships compared to the goal-oriented
nature of coaching.
Psychomotor Objectives:
 Demonstrate the ability to identify situations that
require either coaching or mentoring interventions.
 Role-play scenarios to practice responding appropriately
to coaching or mentoring needs.

Expected Outputs a. Coaching and Mentoring Plan

b. Coaching session Questions
c. Action Plan

Key Content Coaching and mentoring for instructional leaders help to

achieve their goals. Effective coaches use powerful questions
to encourage self-reflection and deeper thinking. Open-ended
questions help the coachee explore their thoughts, feelings,
and actions. Providing constructive feedback is crucial in
coaching.

Coaching and Mentoring in Instructional Supervision

Coaching and mentoring are powerful tools within instructional

supervision to support teachers’ professional growth. While
both aim to develop teachers, they differ in their approaches:
 Coaching is often task-focused, short-term, and
performance-driven, designed to improve specific
instructional practices.
 Mentoring is more relationship-oriented, long-term,
and holistic, offering guidance, support, and professional
development over time.
Both approaches create a collaborative culture where teachers
feel supported in enhancing their instructional skills and
reflective practice.

There are several approaches to coaching and

mentoring. Each approach helps school heads and teachers
 close the gap that hinder the success of positive learning
outcomes for the learners.

Learning Resource a) Presentation Slides (Google Slides / PowerPoint)

Materials Create a set of slides to guide the session, including an
overview of the GROW Model, the coaching and
mentoring scenarios, breakout room instructions, and
the "Let's Check" interactive quiz statements.
b) Breakout Rooms (Zoom, MS Teams, or Google
Meet)
Use the breakout room feature to facilitate group work
during the application activities. Ensure that each group
has access to a shared virtual space where they can
collaborate.
c) Collaborative Documents (Google Docs, Microsoft
Word Online)
Provide each group with a shared document to record
their coaching and mentoring plans. This enables
collaboration and gives the facilitator a way to monitor
progress in real time.
d) Task Cards (Digital PDF or Embedded in
Presentation)
Create task cards with detailed instructions for both the
coaching and mentoring scenarios. These can be
distributed as PDFs or embedded into the slides for easy
access.
e) Timer (Online Timer Tool or Built-in Meeting Tool
Timer)
Use an online timer tool (e.g., Online Stopwatch) or the
timer feature within your online meeting platform to
keep participants on track during group activities.
f) Interactive Polling Tool (Zoom Polling,
Mentimeter, or Slido)
Use interactive polling tools for the "Thumbs Up and
Thumbs Down" segment to allow participants to quickly
respond to statements and assess their understanding
of the session content.
g) GROW Model Resource Handout (PDF or Link)
Provide a handout or link explaining the GROW Model
(Goal, Reality, Options, Will) so participants can refer to
it while designing their coaching sessions. This can be
sent as a pre-read or shared during the session.
h) Video Resource (Optional)
Share a short video on coaching techniques or
mentoring best practices through platforms like
YouTube or Vimeo to give participants a deeper
understanding of the concepts before or during the
session.
i) Feedback Forms (Google Forms or Microsoft
Forms)
Create a digital feedback form for participants to
provide reflections on the session, including what they
found useful and areas for improvement.
 j) Session Recording (Optional)
Record the session for participants to revisit key
moments or review discussions.

References List all reference materials used in the session. Use the
Chicago Manual of Style.)

1. Knight, J. (2007). Instructional Coaching: A Partnership

Approach to Improving Instruction. Corwin Press.
2. Whitmore, J. (2017). Coaching for Performance: The
Principles and Practice of Coaching and Leadership.
Nicholas Brealey Publishing.
3. Rogers, J. (2012). Coaching Skills: A Handbook. McGraw-
Hill Education.
4. Killion, J., Harrison, C., Bryan, C., & Clifton, H. (2012).
Coaching Matters. Learning Forward.
5. Philippine Professional Standards for Teachers (PPST)
Manual.
6. Philippine Professional Standards for School Heads
(PPSH) Manual.
7. Philippine Professional Standards for Supervisors (PPSS)
Manual.
 Schedule Detailed Content Detailed Description of Methodology/Activities Learner’s Output Materials
(Time Outline (Slide
distribution) Number)
5 mins Preliminary: Do:
Introduction and
objectives  Open the online platform (Zoom/Teams). Participants are
 Welcome participants and ensure everyone is oriented and ready
ready to participate. for the session.
 Display session objectives on the screen.

Say:
Welcome to our online session on coaching and
mentoring. I’m excited to guide you through this
learning journey, where we will explore strategies for
providing feedback and technical assistance. We aim
to develop an understanding of coaching and
mentoring in instructional supervision. Please
introduce yourself in the chat by typing your name,
role, and one word that describes how you feel today.

10 mins Activity 1: Finding Do:

Nemo: Icebreaker
1. Use a virtual breakout room feature for small Groups are formed,
groups. names created, and
2. Give instructions: expressions shared.
- Participants will find others holding the same "virtual
triangle" assigned via chat (color groups).
- Name their group based on their favorite work
improvement expression.

Say:
 Let’s begin with an icebreaker called Finding Nemo!
You will each receive a colored virtual triangle in the
chat. Find others with the same color in your breakout
room and come up with a group name related to work Group answers
improvement. Then, share your ‘HUGOT lines’ in a related to
creative way. mentoring/coaching
concepts.
Do:

1. Present an image-based puzzle on the screen.

10 mins 2. Each group will answer within 10 seconds using
Activity 2: a shared Google Doc or Zoom chat.
Remember Me This 3. After the puzzle, groups will reveal answers and
Way: Puzzle Activity relate them to mentoring and coaching
concepts.

Say:

Now, we’ll do a quick puzzle activity. I’ll show an

image on your screen. You have 10 seconds to
decode the word and type it in the shared Google Doc
or chat. Let’s see which group gets it right!

Key characteristics
of coaching and
mentoring identified
by groups.
Scenario Activity:
Comparing Coaching Do:
and Mentoring 1. Present two scenarios—one for coaching and one
for mentoring(sharedon-screen).
2. Use breakout rooms to discuss each scenario and
identify key characteristics of both coaching and
mentoring.
 3. Have groups compare findings to definitions of
coaching and mentoring.

Say:
Now, we’ll engage in an activity where you’ll compare
two scenarios. One represents a coaching situation,
and the other is a mentoring case. I’ll place you in
breakout rooms where you’ll discuss and identify the
key characteristics of each. Once you’ve discussed,
we’ll come back and share insights.”

Analysis: Discussion Do:

and reflection on 1. Lead a group discussion based on the scenario Participants engage
15 mins coaching and activity. in a reflective
mentoring 2. Ask reflective questions to draw out participant discussion.
experiences:
 How does coaching contribute to teacher
growth?
 When should you use coaching vs. mentoring?
Say:
Let’s reflect on the key differences between coaching
and mentoring.
How do these strategies help teacher development?
In which situations should you use coaching, and
when is mentoring more appropriate?

Participants
30 Do: responses
1. Present theories behind coaching and mentoring
using slides (GROW Model, Situational Leadership,
etc.).
2. Discuss the application of these theories in the
participants' contexts.
3. Ask participants to share examples from their
professional experience.

 The facilitator must have ideas based on

the presentation that they will use in
processing the experiences of the
participants.
 Definition of coaching and mentoring
 Difference between coaching and
mentoring
 When to use coaching and mentoring
 Key components and approaches in
coaching and mentoring
 The facilitator may use a published
strategy and get the keywords from the
sharing of the participants

Understanding and Reflecting on Coaching and

Mentoring in Instructional Supervision

 Facilitator's Input: Define and elaborate on

coaching and mentoring in the context of
instructional supervision. Highlight the
differences, purposes, and benefits of both
strategies in supporting teacher development.
 Discussion Questions:
1. How do coaching and mentoring
contribute to teacher growth and
instructional improvement?
2. What are the key differences between
coaching and mentoring, and when is
each most appropriate?
 3. What challenges might arise when
implementing coaching and mentoring in
your school, and how can these be
addressed?

Say:
Abstraction: Now, let’s explore the theories behind coaching and
Exploring Coaching mentoring. We will look at models like the GROW Presentation of
1 hour and Mentoring Theorie slides on the
model and discuss how these can be applied in your
following
work as educational supervisors. Think about how you
Abstraction can incorporate these strategies in your schools.

Difference between Coaching and Mentoring

Difference between
Coaching focuses on specific, immediate coaching and
improvements with an action-oriented, goal-driven mentoring
approach. You act as a facilitator to guide the teacher
to reach their objectives.

Mentoring provides long-term, holistic support (e.g.,

lesson planning and delivery), where you share your
expertise, model best practices, and foster reflective
thinking in the mentee.

Competencies of an effective coach and mentor

Competencies of an
 Self-clarity effective coach
 Communication
 Critical thinking
 Ability to build relationships and inspire
The type of people to be Coached and Mentored
Type of people to be
Systems Thinking Model and the Growth Mindset coached and
Model mentored

 Growth Mindset
 Fix Mindset
 The ICE Burg Model in helping people

The Phases in Coaching and Mentoring Phases in Coaching

Relationship and Mentoring

Please refer to the references attached

Fundamental
Fundamental Principles of Coaching/Mentoring Principles of
Coaching and
Please refer to the references attached Mentoring

Asking the Powerful questions Asking powerful

questions
Please refer to the references attached

 The alignment of Technical Assistance

Alignment of Coaching with Technical
Assistance
 Performance-Based Coaching: Focuses on
specific areas that need improvement, often
identified during TA assessments. Coaches help
teachers and school leaders develop action
plans to address these performance gaps.
 Goal-Oriented Approach: Coaching aligns
with the goals of TA by setting clear,
measurable objectives that are tailored to the
 individual’s needs and the school’s priorities.
 Continuous Feedback Loop: TA provides
regular feedback, and coaching supports this
by offering constructive guidance on how to
address challenges and refine practices.

Alignment of Mentoring with Technical Assistance

Alignment of
 Professional Growth Focus: Mentoring
Mentoring with
aligns with TA by fostering continuous Technical Assistance
professional development. While TA often
provides immediate solutions or strategies,
mentoring ensures that these are integrated
into long-term practices.

 Personalized Support: Just as TA is

customized to the needs of schools and
educators, mentoring is personalized to
address the individual mentee’s learning style
and professional goals.

 Sustainability of Skills: Mentoring helps

mentees apply what they’ve learned through
TA by offering ongoing guidance,
accountability, and support. Suggested Coaching
and Mentoring
Suggested Coaching and Mentoring Approaches Approaches

These models provide different approaches to

coaching and mentoring, offering frameworks for
effective goal-setting, problem-solving, and
professional development. Each model has its unique
components and focus areas, which can be selected
 based on the specific needs of the individuals being
coached or mentored.
 GROW Model for structured goal-setting and
problem-solving.
 5-Step Coaching Model for a comprehensive
coaching process.
 CLEAR Model for addressing challenges
through structured conversations.
 Situational Leadership Model for adapting
coaching styles to individual needs.
 Mentoring Wheel for comprehensive
mentoring support.
 3D Mentoring Model for focusing on
development, direction, and discovery.

Allen, T. D., & Eby, L. T. (2007). The Blackwell

Handbook of Mentoring: A Multiple Perspectives
Approach. Blackwell Publishing.

Application
15 mins Say:
Now it’s time to put these concepts into practice. In Participants are
your breakout rooms, you’ll work together to design a divided in two
coaching session using the GROW Model for a specific breakaway rooms
scenario. I suggest focusing on classroom
management.”
Do:
 Divide participants into breakout rooms.
 Assign roles within the groups (e.g., coach,
coachee, observer).
Say: “For the mentoring aspect, create a mentoring
plan aimed at improving lesson planning, with a focus
 on reflective practice. Think about how you can guide
your mentee through the planning process.”

Do:
 Set a timer for 15 minutes for each group to
brainstorm and develop their plans.
 Monitor breakout rooms to provide support as
needed.

Application Activity 1: Coaching

SAY Activity Task Card

Now it’s time to put these concepts into practice. In Online link
your breakout rooms, you’ll work together to design a
coaching session using the GROW Model for a specific
scenario. I suggest focusing on classroom
15 min management.

DO
1. Divide participants into breakout rooms.
2. Assign roles within the groups: Coach,
Coachee, and Observer.
SAY
For this activity, you'll be working on a scenario
involving Ms. Santos, a Grade 4 teacher who has been
facing challenges with student behavior. Your goal is
to guide her in implementing positive reinforcement
strategies to improve classroom management. You’ll
use the GROW Model approach for this coaching
session."

SAY:
As a reminder, the GROW Model stands for:
 G: Goal - What is the goal for Ms. Santos?
  R: Reality - What is the current reality in her
10 mins classroom?
 O: Options - What are some options she could
explore to manage the disruptions?
 W: Will - What will Ms. Santos do to move
10 mins forward?" Activity Task Card
DO: Online link
 Set a timer for 15 minutes for each group to
brainstorm and develop their coaching plan.
 Monitor breakout rooms to provide support as
needed.

Coaching Scenario: Enhancing Classroom

Management through Positive Reinforcement
Scenario:
Ms. Santos, a Grade 4 teacher, has been facing
challenges with student behavior in her classroom.
Despite her best efforts, disruptions are common, and
she is unsure how to effectively manage them. You,
as a coach, will help her develop and implement
positive reinforcement strategies to improve
classroom management.

Activity: Coaching for Classroom Management

Improvement
 Objective: Help Ms. Santos improve her
classroom management skills by guiding her to
implement positive reinforcement strategies.
Task: Design Coaching Session Question using
GROW Model Approach

Refer to the task card

Task: Design Coaching Session Using GROW Model

Approach

SAY:
Next, for the mentoring aspect, you’ll be designing a
mentoring session focused on lesson planning. Think
about how you can guide your mentee, Mr. Dela Cruz,
through the planning process by providing guidance,
feedback, and opportunities for reflective practice.
SAY:
Mr. Dela Cruz needs help improving his lesson
planning and classroom delivery. Your task is to
design questioning strategies for a mentoring session
that can help him reflect on his planning and improve
his instructional techniques.
DO:
 Set a timer for 15 minutes for the groups to
develop their mentoring plans.
 Monitor breakout rooms and offer guidance
when needed.
Application Activity 2: Mentoring

Activity: Mentoring for Lesson Planning and

Effective Delivery
 Objective: Mentor Mr. Dela Cruz to improve
his lesson planning and classroom delivery by
providing guidance, feedback, and
opportunities for reflective practice.

Task: Perform the activity by designing questioning

for a mentoring session.
Note: Refer to the attached task card.

Processing of the output.

The facilitator may ask questions to internalize
the key message of the activity

SAY
Let's come back together and process the output
from your breakout sessions. I’ll call on each group to
share the key takeaways from their coaching and
mentoring plans.

DO:
Facilitate the discussion by asking the following
reflection questions:
1. "What did you find most challenging about
using the GROW Model in the coaching
scenario?"
2. "How did your group approach designing
questions for mentoring reflective practice?"
3. "What key strategies did you come up with to
help Ms. Santos and Mr. Dela Cruz?"
SAY
Great insights! Let’s internalize the key messages
from these activities and how they contribute to
professional growth."

1. Coaching and
mentoring are
Let's Check (Thumbs Up and Thumbs Down) almost the
same.
SAY 2. Coaching and
"Now we’ll do a quick check-in on the key points from mentoring
today's session. I’ll show you a statement, and you’ll involve a range
respond with a thumbs-up if you agree, or a thumbs- of approaches
down if you disagree." that utilize
DO specific
questioning
 Post each of the 10 statements on the screen techniques to
one at a time and give participants time to facilitate
respond with thumbs-up or thumbs-down. reflection,
 Read each statement aloud and provide problem-
clarification if needed.
solving, and
professional
growth.
3. Coaching is
often task-
based,
performance-
driven,
and designed to
deliver specific
instructional
practices.
4. Learning goals
are determined
in advance as
a pre-requisite
in designing
 strategies in
coaching and
mentoring
session.
5. Mentoring is
more
relationship-
oriented, long-
term, and
holistic, offering
guidance,
support, and
professional
development
over time.
6. In directive
coaching, the
coach takes a
more
authoritative
role, providing
specific
instructions,
guidance, and
feedback to
help the
coachee
develop
targeted skills.
7. In GROW Model,
 the coach set a
goal and
objectives for
improving
classroom
management to
be used.
8. A mentor helps
a new teacher
adjust to the
school
environment,
offering advice
on lesson
planning,
classroom
management,
and professional
development.
9. Coaching and
mentoring
processes
typically occur
in distinct
phases, each of
which
contributes to
the overall
development
and growth of
 the individual
being
supported.
[Link]
phases
emphasize a
more
structured, goal-
oriented
process with a
focus on
developing
specific skills
and achieving
measurable
outcomes.

Closure SAY:
5 mins Thank you for your active participation today!
Remember, coaching is about helping someone reach
a place they couldn’t on their own. Whether through
structured coaching or long-term mentoring, you are
contributing to meaningful growth."

SAY:
As Bill McCartney said, 'All coaching is taking the
player where he cannot take himself.' Let’s take
this inspiration forward as we continue to coach and
mentor for positive professional development."
DO:

 Wrap up the session and address any final

questions