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Guide Introduction To Tip
Guide Introduction To Tip
Program (TIP)
Guide for Mentors
and Newly Hired Teachers
in collaboration with
Philippine National
Research Center for Teacher Quality
W
ELCOME to the Teacher Induction Program! We hope that this will
be a meaningful learning experience for both of you. The TIP aims
to guide newly hired teachers on their first year of teaching. Mentors
play an important role in developing quality DepEd teachers, and the TIP also
serves as opportunity for mentor-teachers to enhance their mentoring skills.
1. Checklist of Tasks/Activities
2. TIP Plan Template
3. Monitoring and Evaluation Templates
The Teacher Induction Program
Introduction
The Teacher Induction Program (TIP) is institutionalized to • Other cases (such as those who have worked for
provide a systematic and comprehensive support system for DepEd offices and are now shifting to teaching,
the newly hired teachers in order to seamlessly immerse teachers who have applied for a leave of absence
them in the teaching profession in the public school but would like to return to teaching, etc.)
system.
Framework
At the end of the TIP, new teachers are expected to:
• demonstrate knowledge and understanding of The TIP framework (see Figure 1) comprises three
the Department of Education—its vision, mission, components:
goals, and strategic directions; systems and • The ‘Curriculum’ inducts teachers into DepEd,
processes; school policies and procedures—and builds their KSAVs, and supports career
teacher rights and responsibilities; advancement.
• articulate and apply knowledge, skills, attitude, and • The ‘Delivery’ provides teachers with a multi-modal
values (KSAVs) required of teachers as specified in delivery platform that supports the curriculum.
the Philippine Professional Standards for Teachers • The ‘Ecosystem’ enables harmonized and dynamic
(PPST) and DepEd Core Values; and cooperation within linkages and resources.
• improve practice towards career advancement
based on set professional development goals.
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KSAVs
Curriculum
Time
Courses Intended Course Learning Outcomes
Allotment
8 hrs Course 1: Becoming a DepEd Teacher Through this course, inductees should be able to:
over a
period This course helps teachers review and align 1. adopt practices that uphold the dignity of teaching as a
of 2 their personal philosophy of teaching with profession by exhibiting qualities aligned with the DepEd’s
months the DepEd’s vision, mission, core values, vision, mission, core values, and strategic directions (7.2.2)
and strategic directions. This course gives 2. establish safe and secure learning environments through
teachers a glimpse of what a teacher’s the implementation of DepEd and school policies,
school year is like. It helps them be more guidelines, and procedures on the preparation, start, and
accustomed to the daily life of a DepEd daily management of classes (2.1.2)
teacher. It introduces inductees to the 3. plan and manage administrative, teaching, and learning
guidelines, processes, and standardized processes through efficient lesson planning and
forms to help them easily adjust to their accomplishment of school forms, and compliance with
new work environment. Tips on lesson DepEd’s policy and guidelines on lesson preparation (4.1.2)
planning and classroom management 4. manage learner behavior constructively by applying
which, based on research, are common positive and non-violent discipline (2.6.2)
concerns/challenges of inductees, shall
be covered.
Required Portfolio Output: _________________________________
Key topics: DepEd calendar,
administrative guidelines, processes,
routines, lesson planning, classroom
management, and standardized forms
2hrs Module 3 – The Results-based Performance Through this module, inductees ICLO 3
Management System (RPMS) should be able to:
1. explore and become familiar
Session 1: The Results-based with the RPMS cycle, and
Performance Management System PPST-based RPMS tools and
(RPMS) of DepEd processes;
Session 2: The PPST-aligned RPMS 2. use PPST-aligned tools in
developing one’s teaching
Session 3: The RPMS Cycle practices as defined by the
standards;
Session 4: The PPST-based RPMS Tools
3. use PPST-aligned tools to
and Processes
monitor one’s own progress
Session 5: Lesson Plans as Quality towards achieving their
Evidence for RPMS professional development
goals; and
4. develop lesson plans as
quality evidence for RPMS.
2hrs Module 3 – Policies on Promotion and Through this module, inductees ICLO 3
Opportunities for Progression should be able to:
7.2.2 Adopt practices
that uphold the dignity of
Session 1: DepEd Order No. 66, s. 2007: teaching as a profession
Revised Guidelines on the Appointment 1. adopt practices that uphold by exhibiting qualities
and Promotion of other Teaching, Related the dignity of teaching as such as caring attitude,
Teaching and Non-teaching Positions a profession by prioritizing respect, and integrity.
Session 2: Scholarships one’s well-being and
personal development.
0. Session 3: Professional Associations
for Teachers
1
1 1
TIP Course 6
TIP Course 4 TIP Course 5
DRAFT COPY FOR PILOT TESTING
DRAFT COPY FOR PILOT TESTING DRAFT COPY FOR PILOT TESTING
Ung isa
Translating the Curriculum into Classroom Practice Responding to Community Contexts Teachers’ Professional and Personal Development
1 1 1
Newly hired
Course Course Course Course Course Course
Teachers
Submit
Orientation
1 2 3 4 5 6 TIP Portfolio
Submit
Orientation
1 2 3 4 5 6 M&E Form
Setting of
Accomplishing Certification
Coaching and Summative Portfolio
the of Course
Mentoring Assessment Completion
Coursebook Completion
Schedule
3. Accomplished coursebook checked The mentor checks the coursebook after each module is accomplished. It will
by the mentor also be a good time for mentorship and for newly hired teachers to ask for
clarifications.
I have checked the above requirements and found everything in order. He/she may now proceed to:
Signed:
________________________________
Noted by:
________________________________
Date submitted:
School:
Division:
Name of Mentor:
Contact Number/s:
Email address:
Position/Designation:
Grade Level/s Being Taught:
Subject Areas being Taught:
Name of Newly-hired Teacher/s Being Mentored:
School Year:
Part II. Progress Monitoring
(In case of more than one newly-hired teacher being mentored, please add sub-sections i.e. Part II. A. <name of newly-hired
teacher>)
Date Summative Assessment
TIP Course Remarks
Accomplished Score
1 – The DepEd Teacher
2 – Gearing Up for the School Year
3 – The PPST and its Aligned Systems and Tools
4 – Translating the Curriculum into Classroom Practice
5 – Responding to Community Contexts
6 – Teachers’ Professional and Personal Development
2. What interventions, resources and other activities helped in the conduct of the TIP?
3. Are there general points for improvement of the TIP implementation which you would like to suggest? If yes, please
specify below.
Date submitted:
School:
Division:
Name:
Contact Number/s:
Email address:
Position/Designation:
School Year:
Number of Newly-hired Teachers for Current School Year:
Part II. Progress Monitoring
TIP Courses
Names of Newly-hired Teachers Names of Mentors Remarks
Accomplishment Date
1.
2.
3.
Based on the mentors’ individual progress reports, what are the top three points for improvement of the newly-hired teachers
in your school?
1.
2.
3.
1. What are some of your school’s best practices in coaching and mentoring the newly-hired teacher/s?
2. What interventions, resources and other activities helped in the conduct of the TIP in your school?
3. Are there general points for improvement of the TIP implementation which you would like to suggest? If yes, please
specify below.
Date submitted:
Division:
Name of TIP Coordinator:
Position/Designation:
Email address:
Contact Number:
School Year:
Number of Newly-hired Teachers in the Division for Current School Year:
1.
2.
3.
Based on the school heads’ progress reports, what are the top three points for improvement of the newly-hired teachers in
your division?
1.
2.
3.
1. What are some of your division’s best practices in coaching and mentoring the newly-hired teacher/s?
2. What interventions, resources and other activities helped in the conduct of the TIP in your division?
3. Are there general points for improvement of the TIP implementation which you would like to suggest? If yes, please
specify below.