Master Teachers as a Coach

Hajie Alejandro G. Dela Cruz

Based on the study conducted by Morgan (2010), she reported that teachers appreciated the help of the coaches with classroom management, discipline, and emotional support. Some teachers gained confidence in their teaching abilities, increased their expectations of students, and allowed students to take charge of their own learning. They went deeper and engaged more in reflective thinking about why they do things the way they do. Further, she stressed that job-embedded coaching has the potential to influence teachers’practices and subsequently the student learning.

Teacher effectiveness has rapidly risen to the top of the educational reform agenda because the teachers’skill level has a significant effect on student learning and development.

The Department of Education, as its primary concerned, provides support to the continual professional development and progress of the newly hired teachers based on the principle of lifelong learning and the Department’s commitment to the development of new and beginning teachers (DO 43, s.2017).

Hence, the Human Resource Development System of the Department, specifically, one of its units, which is the Recruitment, Placement, Selection and Induction (RPSI) conducts and implements the TIP as an initial training and professional development to the newly hired teachers, it aims to improve their knowledge, skills, attitude, and values (KSAVs), and increase their confidence in teaching to make them effective and efficient, and eventually commit themselves to nurture every learner and become passionate in teaching.

According to Rahman et al. (2011), that there are several outcome areas that are potentially affected by the teacher training program and these include: a) teacher knowledge; b) teacher attitudes and beliefs; c) teaching practice; d) school-level practice; and e) student achievement.

Through the years of TIP’s implementation, there must be returns towards the level of development and performance of the newly hired teachers after training. Training evaluation is regarded as an important human resource development strategy. Kurt (2018) said that the best-known model of analyzing and evaluating the results of training was the Kirkpatrick Model developed by Donald Kirkpatrick that presented the four levels of learning evaluation: a) reaction; b) learning; c) behavior; and d) results.

Meanwhile, the master teachers’significant role is to further enhance the knowledge, skills, and values acquired by the newly hired teachers after attending the TIP and to assist them through job-embedded learning relatively to the delivery of quality instruction and an effective performance.