MENTORING

PROCESS

Dr. Jenilyn Rose B. Corpuz

OIC SDS
Manila City, NCR
MENTORING Teacher
Induction
as an Program
Essential
Component
of TIP
Mentoring . . .
• is integral to the professional development
and empowerment of the mentors and
mentees/inductees
 Mentoring . . .
• is not only support for
what and how to teach
• embraces intellectual,
moral, and emotional
support characterized by
professional sharing,
working in teams & with
peers
Mentoring . . .
‘A deliberate pairing of a more skilled or
experienced person with a lesser skilled or
experienced one,
with the agreed-upon goal of having the less
experienced person grow and develop specific
competencies.’
Mentoring . . .
… relationship which gives people
the opportunity to share their
professional & personal skills and
experiences
 MENTORING is
NOT “one for all” approach
 Mentoring . . .
Mentoring
programmes are
different, depending
on the
characteristics and
the needs of the
mentee and also the
school setting.
 1
Mentoring is Coaching is task
relationship oriented. oriented.
• provides a safe environment • the focus is on concrete
where the mentee shares issues, such as managing
whatever issues affect his or more effectively, speaking
her professional and more articulately, and
personal success learning how to think
• the focus goes beyond strategically
learning goals or • requires a content expert
competencies, it may include (coach) who is capable of
work/life balance, self- teaching the coachee how to
confidence, self-perception, develop the skills
and how the personal
influences the professional
 2
Mentoring is always Coaching is short
long term. term.
• requires time in which • maybe just a few
both partners can learn sessions
about one another and • the coaching lasts for as
build a climate of trust long as is needed,
that creates an depending on the
environment in which the purpose of the coaching
mentee can feel secure relationship
in sharing the real issues
that impact his or her
success
 3
Mentoring is Coaching is
development driven. performance driven.
•Its purpose is to • Its purpose is to
develop the individual improve the individual's
not only for the performance on the
current job, but also job.
for the future. This involves either
enhancing current skills
This distinction or acquiring new skills.
differentiates the role of Once the coachee
the immediate manager successfully acquires the
and that of the mentor. skills, the coach is no
longer needed.
 4
Mentoring requires a Coaching does not
design phase. require design.
• This is in order to • It can be conducted
determine almost immediately on
• the strategic purpose for any given topic.
mentoring, • If coaching is for a large
• the focus areas of the group of individuals, then
relationship, certainly design is
• the specific mentoring involved…
models, and
• the specific components
that will guide the
relationship, especially
http://www.management-mentors.com
the matching process
 5
Mentoring focus… Coaching focus …

• Performance • Potential
• Competencies • Soft skills
• Professional • Self-awareness
Development • Personal
Development
Mentee owns Coach directs
learning & process learning & process
Being a
Mentee

http://sdps.ucdavis.edu/toolkits/mentoring
 Mentee Roles
• self-motivated
individuals
• committed to personal
and professional growth
• responsible to take
ownership of his/her
learning and
development needs
Mentee
Driver of Relationship
Role
A mentee identifies the skills,
knowledge and/or goals that he/she
wants to achieve and communicates
them to his/her mentor.
Mentee
Role Contributor
A mentee looks for opportunities
to give back to his or her
mentor.
Mentee Development Planner
Role
A mentee works with his or her mentor
to seek resources for learning by
identifying people and information
that might be helpful.
Mentee
Role Life-long Learner

A mentee takes full

advantage of
opportunities to
learn.
 Characteristics of an
Effective Mentee
• Has positive outlook and attitude
• Eager and open to learn proactively
• Patient, responsive and respectful of
mentor’s role and time
• Comfortable receiving objective feedback
• Works as a “team player”
• Comfortable being stretched out of a
comfort zone
 Responsibilities of the
Mentee
• Prepare a list of career goals and objectives to
share with the mentor.
• Establish, with mentor, the explicit goals and
objectives for the relationship.
• Assist in developing the Mentoring Agreement
with the mentor.
• Commit to meeting with mentor on a regular
basis. Establish how and when those meetings
will take place. Tell the mentor the preference of
getting feedback.
 Responsibilities of the
Mentee
• Complete progress reports and regularly re-
assess needs.
• Be proactive in requesting feedback.
• Review agreements reached in the Mentoring
Agreement at regular intervals of the partnership.
• Keep an accurate record of the development and
progress.
• Read and listen to the mentor’s comments
carefully and be open to different perspectives.
• Maintain the confidentiality of the relationship.
 Benefits to the Mentee
• Receives guidance and support
• Professional development opportunities
• Increased confidence
• Increased institutional knowledge and
understanding
• Greater awareness of other approaches to work
• Builds a network of colleagues and expanded
knowledge of different areas of the organization
Being a
Mentor

http://sdps.ucdavis.edu/toolkits/mentoring
Mentor Role: Guide
• takes the mentee through a
journey, providing different
pathways and warning of
potential pitfalls

• helps the mentee

develop professional
interests and set
realistic career goals
Mentor Role: Guide
Offers wise perspective and can
encourage growth by asking the right
questions, throwing out ideas, and keeping
conversation and creativity moving
Mentor Role: Coach
Provides motivation and feedback
– Positive feedback to reinforce behavior and
constructive feedback to change behavior.
– Positive feedback is a great motivating tool for
removing doubt and building self-esteem
which results in a sense of accomplishment.
Mentor Role: Counselor
• establishes a lasting and
open relationship
– respect and confidentiality
are baselines for this
relationship
• encourages the mentee to
identify the strengths and
weaknesses and develop
problem-solving skills
Mentor Role: Advocate
• champions the ideas and
interests of the mentee
• creates opportunities that
challenge and instruct the
mentee for success
• initiates opportunities for
development by helping
establish a network of
contacts and helpful
resources
Mentor Role: Advisor
Works with the
mentee to develop a
career development
plan that outlies
what knowledge,
skills and abilities are
needed to reach
career goals.
Mentor Role: Role Model
Teaching by
example is a
mentor’s most
effective
developmental
tool.
 Characteristics of an
Effective Mentor
• Supportive of the needs and aspirations of the
mentee.
• Willing to spend time performing mentoring
responsibilities.
• Respected in the community and profession.
• Communicates openly and clearly.
• Comfortable providing constructive feedback.
• Has a genuine interest in helping others succeed.
• Has respectful, inspiring and positive attitude
 Responsibilities of the
Mentor

• Assists the mentee in identifying

professional and personal growth goals
and objectives.
• Assists the mentee in establishing
explicit goals and objectives for the
relationship.
• Assists the mentee in developing and
maintaining the Mentoring Agreement.
 Responsibilities of the
Mentor
• Commits to meeting with mentee on a regular
basis. Establishes how and when those
meetings will take place
• Completes progress reports and regularly re-
assess needs
• Reviews agreements reached in the
Mentoring Agreement at regular intervals of
the partnership
• Maintains the confidentiality of the relationship
 Benefits to the Mentor

• Provides fulfillment and satisfaction of helping

others and contributing to the development of
colleagues
• Extends network of learning and builds
community of educators
• Supports use and development of key
competencies leading to growth
• Encourages renewed ideas and perspectives
on one’s leadership role
MODES OF
MENTORING
 Modes of Mentoring
One-on-one Mentoring
A mentee and mentor are matched,
either through a program or on
their own.
Mentee-mentor partners participate
in a mentoring relationship with
structure and timeframe of their
making or as established by a
formal mentoring program.
 Modes of Mentoring
“Online” Mentoring
A mentoring relationship in which the two
parties (or group) are in different locations.
Sometimes called “virtual” mentoring.
 Modes of Mentoring
Group Mentoring
A single mentor is matched with a cohort of
mentees. Initial program structure is
provided while allowing mentor to direct
progress, pace and activities.
 Modes of Mentoring

“Online” Mentoring
 Emphasize the Relationship
Between Mentor and the Mentee

• The mentor is more of a facilitator –

creating a safe, open environment in
which the mentee can both learn and try
things for himself or herself.
• Building trust and rapport with the
mentee is a major part of the role of the
mentor.
Five -step
process of
Mentoring
Mentee’s
Pre-assessment
of Strengths and
Areas of
Improvement
1
Why pre-assess?

Mentees, in many cases, need specific

feedback - which will provide them insights
on where, what and how to improve their
own knowledge, skills and abilities in order
to function with effectiveness and efficiency.
Pre-assess to develop
appropriate mentoring
program
Suggested Assessment Tool

Can be comprehensive
or simple.
Suggested Assessment Tool

For teachers with 1 year and above

teaching experience

PART IV: DEVELOPMENT PLANS

Suggested Assessment Tool
Suggested Assessment Tool
Suggested Assessment Tools
 Finding/
Choosing a
Potential Mentor

2
Adapted from Costa and Garmston, 1994 & 2016.
 Mentor’s Job Performance

• recognized as effective leader

• considered role model of character and
values
• develops subordinates well
• supports the Vision and Mission of DepEd
• has strategic outlook, planning and
thinking
 Mentor’s Interpersonal Skills
• has a history of positive relationships with
a diverse scope of individuals
• has a history of freely sharing experiences
and insights with others
• is trusted and respected in the
organization
• high in emotional and adversity quotient
Mentor’s Learning Capacity

• aware of his/her strengths and

weaknesses
• personally committed to continuous
growth
• receptive to new ideas and
approaches
Initiation Phase
Meeting

3
Adapted from Costa and Garmston, 1994 & 2016.
 PLANNING MEETING

State the goals of the task or session

Mentors
help Summarize the task or session
mentees
plan a Itemize the challenges and opportunities
associated with performing the task or session
task or
session
Identify what successful completion of the task or
session would look like
4 Goals of First Meeting
1. Become acquainted with each other.

• Spend some time getting to

know one other, building a
rapport, sharing career
histories and exploring what
you may have in common.
• Meeting somewhere other than
the office can encourage
conversation in a more relaxed
and neutral environment.
2. Verbalize the vision and purpose of
the partnership
The mentee
• take this opportunity why he/she
wanted to participate in the
mentoring process
• discuss the learning and
communications styles
• state career goals, strengths
and talents, and identify ways
the mentor can provide support.
2. Verbalize the vision and purpose of
the partnership (continuation)
• talk about confidentiality,
including what is and isn’t
acceptable to share with
others
• state the preferences,
limits, and “pet peeves” to
enter the relationship with
as much information as
possible to ensure success
 3. Establish the “nuts and bolts”
of the partnership.
• negotiate the mentoring arrangements,
including agreements on goals, expectations,
length of the relationship, confidentiality,
feedback processes, and meeting logistics
• establish ground rules to provide the necessary
framework to optimize the relationship
 4. Develop the Mentoring Agreement
and Setting up for Success.
• The agreement should include
preferred methods and time,
meeting schedule, iterate
objectives and goals of both
parties, as well as set progress
check dates and a termination
date.
• After this is negotiated and
completed, mentoring partnership
is ready to start !
 The main challenge is the time
commitment.
Keep in mind that mentoring is taken on in
addition to one’s professional and personal
schedule and the mentoring partnership
requires time, energy and work to ensure
success.
 Establishing
Development
Goals and
Continued
Success 4
Adapted from Costa and Garmston, 1994 & 2016.
 The Second Meeting & Beyond

• choose several development activities to

accomplish
• it is crucial that the mentee has explored
their personal vision and articulated
specific goals to the mentor
• the development goals should be
incorporated into the regular meeting
agendas
The Second Meeting & Beyond

• talk together about past

experiences, goals, plans, skills,
and more….
• follow-up discussion
• work together on tasks or even a
project which allows opportunity
for the mentor to role model skills
and techniques
 The Second Meeting & Beyond

• Review: progress made,

successes to celebrate, tasks
undertaken to meet
development goals.
• Challenges: situations and
feelings about them.
• Discuss specific goals/topics
for this & next meetings.
 Progress Checks

Continual assessment involves both the

mentor and mentee asking themselves the
following important questions throughout
the mentoring process:
1. What goals or objectives are we currently
attempting to address?
2. What goals or objectives remain?
3. What level of success have we attained thus
far in the process?
 Progress Checks

4. Are we headed in the right direction? Will

the further accomplishment of our initial
goals and objectives take us where we
want to go?
5. What changes or adjustments to our
original plan are needed?
6. Have we discovered a previously
unidentified goal or objective?
Closure &
Ending the
Formal
Relationship
5
Adapted from Costa and Garmston, 1994 & 2016.
 Closure Checklist:
1. Review mentee’s goals and
progress.
2. Discuss how to spend the
remaining time together.
3. Make sure an important goal has
not been overlooked.
4. Plan a formal acknowledgement
or celebration of the relationship.
5. Prepare for the final review.
 Final Review and Evaluation

• identify the gains.

• discuss the completion of the
relationship,
• identify accomplishments as a mentor-
mentee pair, and
• examine what both have learned
through the process
• Discuss about experiences &
learning.
 REFLECTIVE CONVERSATION
• the mentee may want to
consider paying it forward
by becoming a mentor
him/herself
• the mentor may want to
engage with another
mentee, building upon the
lessons learned in the one
recently completed
Five -step process of
Mentoring
Mentee’s
Pre-assessment
of Strengths
and Areas of
Improvement
1
Finding/
Choosing a
Mentor
2
Adapted from Costa and Garmston, 1994 & 2016.
Initiation Phase
Meeting

3
Adapted from Costa and Garmston, 1994 & 2016.
 Establishing
Development
Goals and
Continued
Success 4
Adapted from Costa and Garmston, 1994 & 2016.
 Closure &
Ending the
Formal
Relationship
5
Adapted from Costa and Garmston, 1994 & 2016.
"The greatest good
you can do for
another is not just
to share your
riches, but to
reveal to him his
own."
~Benjamin Disraeli,
former prime minister,
novelist
There was once an intelligent woman who
experimented the boiling water
She put three pots of water
over the fire.
In the first pot, she put
some carrots.
In the second pot, she put
some eggs.
In the third pot, she put some
coffee beans that had been
grounded into coffee powder.
She boiled all three pots for 15 minutes.

Afterwards, she took out what

she had put in the pot of boiling
water.
 The carrots which were hard
became soft

The eggs which were soft inside

became hard.
 The coffee powder
disappeared.

But the water had

the color and the
wonderful smell of
coffee.
Then, she thought of her husband
who is a teacher.

It is not always easy.

It is not always
comfortable.

The life of a teacher is

trying and difficult.
 Things don’t happen as
he wish.

People don’t treat him

as he hope.

He work very hard but get few results.

The boiling water is like the
problems in our life as a
teacher.
We can be like the carrots.

We go in We come out
tough and strong. soft and weak.
We get exhausted.
We lose hope.
We give up.

We lose our
fighting spirit.
We can be like the eggs.

We start with a
We end up very
soft and sensitive
hard and unfeeling
heart.
inside.
We become
hard-
hearted.
The warm feeling is gone,
only bitterness remains.
We can be like the coffee beans.

The water does

not change the
coffee powder.

The coffee powder

changes the water!
The water has become different because of the
coffee powder.

You can see it.

You can smell it.
You can taste it.

The hotter the water, the better the taste.

We can be like the coffee beans.

We can make something good

out of the difficulties we face.
 We have the knowledge, the
skills, and abilities.

We have the potentials to change the lives of

people for the better.
We can make our world a better place for
work and learning.
To succeed, we must try… and try again.
We must believe in what we are doing.
We must not give up.
We must be patient.
We must keep pushing.

handle with care

The problems and difficulties in our lives…
gave us the chance to become stronger…
and tougher …and better teachers.
What are we like when things
do not go well?

Are we like the carrots…

or the eggs…

or the coffee beans?

Be like the coffee beans!
Change the people
around you.
Influence them with
your good works and
with your
faith…even if others
resist change…
 …even if
others harbor ill
feelings against
you.
…be a positive
influence.
Bring about change!
 After all, in the final

analysis, GOD will be

your JUDGE.

Take your JOB,

With a PRICE TAG.
EVERY GREAT ENDEAVOUR has a
PRICE TAG

The greater the JOB,

The higher the PRICE.

The PRICE TAG is known as

COMMITMENT is the KEY…