The document outlines various mentoring and coaching programs aimed at enhancing teacher development and effectiveness in educational leadership. It emphasizes the importance of structured relationships between experienced mentors and less experienced teachers, as well as tailored professional development strategies. Additionally, it highlights the integration of social-emotional learning, wellness, digital literacy, and skills development within educational practices to support both educators and students.

1. TEACHER
DEVELOPMENT
In EDUCATIONAL LEADERSHIP

2. MENTORING AND COACHING
PROGRAMS
 Mentoring and Coaching programs are structured relationships
designed to support teachers in improving their professional practice
 Mentoring typically involves a more experienced educator (mentor)
guiding and advising a less experienced teacher (mentee), whereas
coaching focuses on a trained coach providing specific feedback and
support to improve instructional practices.

3. MENTORING AND COACHING
PROGRAMS
Mentors
1. Experienced Teacher Mentor- A veteran teacher who guides and
supports a newly qualified teacher (NQT) or a teacher new to the
school. Provides insights into classroom management, curriculum
planning and school culture. Offers advice on effective teaching
strategies and techniques based on years of experienced.
2. Subject-Specific Mentor- An expert in a particular subject area who
mentors teachers seeking to deepen their content knowledge and
instructional practices. Assist in curriculum alignment, lesson
planning, and integrating subject-specific pedagogies.

4. MENTORING AND COACHING
PROGRAMS
Mentors
1. Leadership Mentor- A school administrator or senior teacher who
mentors aspiring educational leaders, such as department heads or
future principals. Offers guidance on school management, decision-
making process, and leadership skills development.
2. Career Mentor- focuses on long-term professional development and
career advancement.

5. MENTORING AND COACHING
PROGRAMS
Coach
1. Instructional Coach- a trained professional who works directly with
teacher to improve their instructional practices.
2. Technology Integration Coach- provides training on using digital tools
effectively; troubleshooting technical issues, and leveraging
technology for students engagement and learning.
3. Behavioral Coach- supports teachers in managing student behavior
and creating a positive classroom environment.
4. Data Coach- analyzes student data to identify instructional needs and
opportunities for improvement.

6. MENTORING AND COACHING
PROGRAMS
Government Programs
1. National Mentoring and Coaching Framework- These frameworks
often provide a structured approach to implementing effective
mentoring and coaching programs across schools and districts.
2. Professional Development Grants and Funding
3. Teacher Induction Programs- Experienced teachers or designated
mentors provide guidance and support to new educators during their
initial years in the profession.
4. Leadership Development Programs

7. MENTORING AND COACHING
PROGRAMS
Government Programs
5. Online Platforms and Resources
6. Research and Evaluation
7. Collaborative Initiatives with Educational Institutions
8. Recognition and Certification

8. MENTORING AND COACHING
PROGRAMS
Core Elements
 Relationship Building
 Goal Setting
 Observation and Feedback
 Professional Learning

9. MENTORING AND COACHING
PROGRAMS
Models and Approaches
 Peer Mentoring
 Instructional Coaching
 Virtual Platforms

10. MENTORING AND COACHING
PROGRAMS
Impact and Effectiveness
 Research indicates that well-implemented mentoring and coaching
programs enhance teacher retention rates, improve instructional
quality, and positively influence student achievement outcomes
 Effective programs and characterized by personalized support,
ongoing professional development opportunities, and alignment with
educators’ career aspirations.

11. MENTORING AND COACHING
PROGRAMS
Implementation Strategies
 School leaders play a pivotal role in fostering a culture that values
professional growth and supports mentoring/coaching initiatives.
 Adequate resources, time allocation, and training are essential to equip
mentors, coaches, and participants with the necessary skills and
knowledge.
 Continuous evaluation and feedback mechanisms ensure that
mentoring and coaching programs remain responsive to evolving
educational needs and yield measurable improvements.

12. TEACHER EVALUATION AND FEEDBACK
Purpose and Objectives;
1. Improving Instruction
2. Professional Growth

13. TEACHER EVALUATION AND FEEDBACK
Key Components of Effective Evaluation
1. Comprehensive Assessment- utilizes multiple assessment methods
such as classroom observations, student performance data, self-
assessment and peer reviews.
2. Formative and Summative- balances ongoing formative feedback for
improvement with periodic summative evaluation for accountability
and decision-making.
3. Aligned Criteria- evaluation criteria are clear, transparent, and directly
linked to professional teaching standards and school expectations.

14. TEACHER EVALUATION AND FEEDBACK
Feedback Strategies
1. Constructive Feedback
2. Timely and Supportive
3. Collaborative Approach

15. TEACHER EVALUATION AND FEEDBACK
Integration with Professional Development
 Individualized Plans- Evaluation outcomes inform the creation of
personalized professional development plans (PDPs) tailored to
address specific needs and goals.
 Resource Allocation- provides access to coaching, workshops, and
resource aligned with identified areas for growth to enhance teaching
effectiveness.

16. TEACHER EVALUATION AND FEEDBACK
Impact and Continuous Improvement
 Data-Driven Decisions- utilizes evaluation data to inform school-wide
policies, instructional strategies, and resource allocation, fostering
continuous development.
 Evaluation Cycles- establishes regular assessment cycles to monitor
progress, adjust goals, and ensure ongoing professional growth among
educators.

17. TEACHER EVALUATION AND FEEDBACK
Ethical Considerations
 Fairness and Equity
 Confidentiality and Trust

18. SOCIAL-EMOTIONAL LEARNING
Social-Emotional Learning is defined as the process through which individuals
acquire and apply skills related to understanding and managing emotions,
establishing and maintaining positive relationships, making responsible
decisions, and navigating social situation effectively. The core components often
emphasize include:
 Self-Awareness
 Self-Management
 Social Awareness
 Relationship Skills
 Responsible Decision Making

19. SOCIAL-EMOTIONAL LEARNING
Integration into Educational Practices
 SEL is integrated into educational practices through explicit instruction,
embedded within the curriculum, and promoted through school-wide
policies and practices.
 Schools create environments that support SEL by fostering a positive
school climate, promoting social interactions, and providing
opportunities for collaboration and teamwork
 Educators incorporate SEL principles into classroom management,
instructional strategies, and interactions with students to create
supportive learning environments.

20. SOCIAL-EMOTIONAL LEARNING
Benefits and Outcomes
 Academic Achievement
 Social Skills
 Emotional Well-Being
 Behavior and Social Climate

21. SOCIAL-EMOTIONAL LEARNING
Professional Development
 Effective implementation of SEL requires ongoing professional
development for educators to deepen their understanding of SEL
principles and strategies.
 Professional development programs often focus on building educators’
skills in fostering SEL competencies, integrating SEL into instructional
practices, and effectively managing classroom dynamics.

22. SOCIAL-EMOTIONAL LEARNING
Evaluation and Continuous Improvement
 Schools assess SEL implementation through various methods, including
students surveys, observation of classroom practices, and analysis of
behavioral and academic data.
 Evaluation data informs adjustments to SEL programs to better meet
the needs of students and align with school improvement goals.
 Continuous improvement in SEL practices involves collaboration
among educators, administrators, families and community stakeholders
to create a comprehensive approach to supporting students’ social
emotional development

23. WELLNESS AND TEACHER SELF-CARE
Understanding Wellness and Self-Care
 Comprehensive Well-being- Wellness encompasses physical health,
emotional balance, mental well-being, and overall life satisfaction. It
reflects a state of being healthy in body and mind.
 Teacher Self-Care- Refers to intentional practices and strategies that
educators adopt to maintain and enhance their well-being amidst the
demand of their profession.

24. WELLNESS AND TEACHER SELF-CARE
Importance in Education
 Impact on Teaching Effectiveness- Educators well being significantly
influences their ability to effectively engage students, manage
classrooms, and adapt teaching strategies to diverse needs.
 School Climate- Promoting teacher wellness contributes to a positive
school climate characterized by mutual respect, collaboration, and
support among staff member.
 Student Outcomes- Teachers who prioritize self-care are better
equipped to nurture students’ social-emotional development,
academic growth, and overall well-being.

25. WELLNESS AND TEACHER SELF-CARE
Components of Teacher Self-Care
 Physical Health
 Emotional and Mental Well-Being
 Work-life Balance
 Professional Growth

26. WELLNESS AND TEACHER SELF-CARE
Leadership Role in Promoting Self-Care
 Policy Development- Establishing policies that prioritize teachers’ wellness,
integrate self-care into school culture, and allocate resources accordingly.
 Professional Development- Providing training on self-care practices, stress
reduction techniques, and resilience-building strategies for educators.
 Cultural Norms- Cultivating a supportive environment where self-care is
valued, celebrated, and actively encouraged among staff members.
 Modeling Behavior- Educational leaders serve as role models by
demonstrating healthy work habits, promoting work-life balance, and
advocating for self-care initiatives.

27. DIGITAL LITERACY AND SKILLS
DEVELOPMENT
Definition and Scope of Digital Literacy
 Digital literacy encompasses a broad range of skills, including the
ability to access, evaluate, create, and communicate information
effectively using digital technologies.
 It includes skills such as information literacy (evaluating and managing
digital information), media literacy (understanding and creating media
content, and digital citizenship (ethical and responsible use of
technology)

28. DIGITAL LITERACY AND SKILLS
DEVELOPMENT
Importance in Modern Education
 Foundation for Learning- Digital Literacy is foundational in equipping
students with the necessary skills to succeed academically and
professionally in a technology-driven world.
 Critical Thinking and Problem-Solving- It fosters critical thinking skills
by teaching students to evaluate the credibility and reliability of digital
sources and to solve problems using digital tools.
 Preparation for Future Careers- Digital literacy prepares students for
future careers that require proficiency in technology, communication,
collaboration, and creativity.

29. DIGITAL LITERACY AND SKILLS
DEVELOPMENT
Integration into Educational Practices
 Curriculum Integration- Schools integrate digital literacy across
subjects, embedding it into lesson plans and activities to enhance
learning outcomes and engage students.
 Project-based learning- Emphasizes digital skills through project-based
learning where students research, collaborate and present findings
using digital tools.
 Professional Development- Provides ongoing professional
development for educators to enhance their own digital literacy skills
and integrate technology effectively into teaching practices.