Mentoring is seen as an effective strategy in ‘professional and personal support’ development (Kay and Hinds 2002, p. 23). In contrast to the traditional teacher training, mentoring provides the much needed coaching and feedback giving that allows reflective thinking among teachers (Veenman and Denessen, 2001). In fact, Bowman and McCormick (2000) report that much improvement has been noted in the instructional skills of teachers who underwent peer coaching.
The Philippine mentoring program views mentors as facilitators of ‘on-going teacher learning’ (Mentor Training for DepEd Teachers’ Handout, 2003).
The acceptance of mentoring in schools necessitates the recruitment of ‘good’ mentors. Unfortunately, good mentors are not easy to find because not all teachers can become mentors. (Fletcher, 2000). Kyle, Moore and Sanders (1999) contend that not every teacher who is excellent with students can qualify as a mentor. Lohr (1999) and Rowley (1999) observe that choosing the right people to groom as mentors is a very important consideration in the mentoring program (Moir and Bloom, 1999). It is on the basis of these criteria, in addition to English proficiency, that teacher mentors in the Philippines were chosen.
The Philippine MP started as a peer coaching program. It was conceived in response to an urgent need to improve the quality of English teaching in all the schools in the country. Department of Education (DepEd) Memorandum No. 232, series of 2003 created the National English Proficiency Program (NEPP) to address the perceived decline in the competency of students and professionals in the use of English.
The initial phase of the NEPP is a Self-Assessment Test (SAT) in English administered to all English, Mathematics and Science teachers in public secondary schools. This determined the mentors and the mentees among those who took the test. The top 10% were chosen as participants to the Mentor Training Programwhile the non-performers were identified as mentees.
In line with this, three teachers from the Ilocos Norte National High School were qualified as mentors: Mrs. Zenaida Ramos who topped the English Proficiency Test with a rating of 100%, Miss Emilia Alejandro and Mrs. Adelyn Domingo. They attended the Phase II of the Mentor Training Program for Teachers.
Through the all out support of the school administration (e.g., heads of the departments involved and the principal) significantly promoted the implementation of the school based mentoring program. Mentors were allowed by the principal to attend the mentor training program on official business. They were excused from their classes during training days and provided with travel and registration allowances. Teaching loads were lessened to make time for visitation of mentees and other mentoring related activities.
Each mentor had a group of mentees to visit during a scheduled class hour. She observed their classes and held post-conferences for the improvement of the English teaching. Follow-up class observations and post-conferences were also administered particularly to some mentees who needed more assistance in the English teaching.
The Bureau of Secondary Education of the Department of Education has developed the Refined Secondary Education Curriculum. INNHS has been chosen as one of the pilot schools.
The implementation of the pilot test started from the first year level in May 2006. Basically, it provided a training program which aimed to pilot the first year curriculum proposal and design as a result of the curriculum review and refinement conducted with the various stakeholders by the BSE. It sought to orient and train the participants on the conceptual organization and performance standards including teacher competency of the first year curriculum, and to improve the performance level of the students.
Miss Patricia Hapa (Filipino), Mrs. Veronica Rabang (English), and Mrs. Jenalyn Abad (Math) attended the said training program. The RSEC continued the pilot test in the second year level in April 2007. It oriented the teachers on the new approach to the refined curriculum, and enhanced teaching competencies essential in the implementation of the said curriculum. The training focused on Concept Process Model, new teaching strategies, and assessment for learning.
Mr. Benjamin Juan (English), Miss Katherine Macugay (Filipino), Mrs. Alma Yadao (Values), Mrs. Fatima Hernaez (Filipino), Mr. Efren de la Cruz (Science),Mrs. Maybeline Sta. Maria (Music/Arts), Mrs. Charissa Suangco (PE/Health), (Mrs. Beverly Domingo (Math) attended the said training program.
Supervisors from the bureau give follow-up and observe classes yearly to ensure the realization and improvement of teaching and learning.
INNHS is one of a kind in terms of programs and projects. It is renowned for its excellence in academics, information technology, sports, and arts. This makes it distinctive among other secondary schools in the Philippines.
The implementation of the School of Living traditions on Playing “Tambor and Pito” makes INNHS the ultimate catalyst to revive our dying culture, particularly in the music arts.
Dr. Venus Taylan, an art enthusiast, proved her worth in the world of music arts. She exerted much effort to reawaken the production and playing of “tambor and pito” not only in the community but also introduced as a part of the school project. She made it possible through the generosity of the sponsoring institutions: the National Commission for culture and the Arts (NCCA), the City government of Laoag, and KALAYAAN Philippines – Hawaii International.
This program continues to explore and discover features that provide knowledge and skills towards the preservation, revival and promotion of the rich Ilocano cultural heritage. Specifically, it enhances the talents of the students in the production and playing of “pito and tambor”.
INNHS was a recipient of this project. Its target beneficiaries were the first year and fourth year secondary students of Laoag City and Ilocos Norte. Only those who had the skill, interest and commitment were qualified for the training.
Initially, the trainees attended orientation to familiarize themselves with the rationale of the project. Some teachers of INNHS delivered lectures on music theory. The Master tamboreros taught and assisted in the production of bamboo flutes (pito) and drums (tambor). Most importantly, they learned how to play the “pito and tambor”. A music performance showcasing the “pito and tambor” culminated the training.
Today, INNHS takes pride with the new batch of active and talented “tamboreros and pumipitos” as they play during festivals, religious ceremonies, and other special occasions.
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