Intensifying Instructional Supervision of Teachers Through School Head’s Intentional Mentoring Strategy (SHIMS)

The purpose of this action research was to intensify instructional supervision of teachers through School Head’s Intentional Mentoring Strategy or SHIMS. This underscored the importance of helping newly hired senior high school teachers who have no teaching experience and are still adjusting with public school system. Only two beginning senior high school teachers were the participants of this study and were chosen using purposive sampling technique. The SHIM Strategy highlighted four phases namely: Phase I – Comprehensive Checking of Lesson Plans or Learning Activity Sheets, Phase II – Lesson Delivery and Class Observation, Phase III – Post Conference and Feedbacking, and Phase IV – Writing a Reflection Journal. Data were gathered from observation notes, performance monitoring and coaching form, and reflection journal of the participants. It also guaranteed that strict compliance of the Data Privacy Act of 2012 is highly followed. Results showed that with the implemented strategy teachers manifested: improved self-reflection with their teaching practice and problem-solving capacities, improved behavior management skills, guided and provided with appropriate technical assistance, improved lesson planning and delivery, and intensified support system between school head and teachers. These noted good results may be shared during collaborative teaching practices, learning action cell sessions, research presentations and conferences.