TIPD

Speaker:
Laarni S. Rica
 What is Teacher Individual Plan for
Development ( TIPD )
- The TIPD is a tool that serves as a guide for
the teacher’s purposive learning and
development as a professional. The TIPD is
structured such that every teacher
regularly and individually prepares,
implements, monitors and updates the plan.
It is based on the individual teacher’s
identified professional development needs
as revealed by the IMER Tool.
 What is the purpose of accomplishing TIPD?

• The TIPD is accomplished by the teachers to

enable them chart these goals and plan
learning activities to enhance their
professional competencies in order for them
to work better for the improvement of their
school and learners’ performance. Developing
a structured TIPD allows them to practice
individual accountability for professional
growth and shared responsibility for the entire
organization’s development.
 ULTIMATE GOALS:
 Link their individual achievements and make a
meaningful contribution to the attainment of the
institution’s Vision and Mission.
 Promote individual and team growth, participation
and commitment.
 Grow professionally and personally.
 It is an undertaking of the teacher that allows an
open discussion of Concerns, Issues, Gaps and
Problems and plan for development to address such
gaps. It provides a venue for realizing and adherence
to standards of performance and behaviors which
lead to professional and personal growth in the
organization.
Individual Monitoring and Evaluation Report (IMER)
Instructions:
1.Enter the necessary data on the required field such as
Name, position and others on the INDIVIDUAL MONITORING
AND EVALUATION REPORT (IMER) sheet.(the rest of the
sheets will be filled-in automatically).Answer the questions
under each indicator by ticking corresponding choices
which corresponds to your answers. Do not leave blank or
unanswered item/s.
2.Click the SUMMARY (IMER) button to view the results. You
may PRINT this using Short-sized bond paper. For each
indicator with a verbal description of Beginning and
Developing shall be provided with plan of action using the
GROW Model and the Individual Plan for Development.
3. Proceed now to Part II (GROW Template). From
the SUMMARY (IMER), select indicators with gaps
or those indicators with verbal description of
Beginning and Developing and translate this to
Goal using the planning standard. Transfer this in
the GROW template.
4. After accomplishing the GROW Template,
prepare now the INDIVIDUAL PLAN FOR
DEVELOPMENT.
5. PRINT AND SUBMIT all attachments.
 Form is divided into three parts:
PART I Accomplishment of Individual Monitoring
and Evaluation Report (IMER)
PART II Accomplishment of GROW Template
(Goal, Reality, Options, Will)
PART III Development Plans
 Form is divided into three parts:
PART I Accomplishment of Individual Monitoring and
Evaluation Report (IMER) - Each teacher plays a vital
part in the achievement of his/her department’s
objectives. After accomplishing the On-Line Monitoring
and Evaluation Tool, the teacher will start addressing the
CIGPs by answering the Individual Monitoring and
Evaluation Report. (Note: Answers for the Individual
Monitoring and Evaluation Report shall be consistent with
the answers of the On-line tool during a particular quarter.
After which, points are assigned to those indicators. After
accomplishing this part, summary of results will be
automatically generated. The following rating scale are
use with the following descriptions:
POINTS DESCRIPTION
2.80 - 3.00 - Experienced
2.20- 2.79 Developing
1.00- 2.19 Beginning
Indicators with verbal description of Beginning and
Developing shall be provided with a development plan
or a plan of action for the realization of goals and
DepEd standards. The success of the teacher in
fulfilling his/her role and delivering exceptional
performance is dependent on how s/he applies various
competencies on the job. The teacher is rated based
on the effectiveness and consistency by which s/he
demonstrates behaviors relevant to the competencies.
The overall rating is computed by adding the rating for
each competency and dividing the sum by the total
number of competencies.
PART II Accomplishment of GROW Template
(Goal, Reality, Options, Will) - The GROW
Model is the most common coaching
framework. Given its relative simplicity, it as
a way to structure coaching and mentoring
sessions with teachers. Half-points (e.g. 3.5)
may be given if the teacher’s performance
level falls in between descriptions of the
scale positions.
PART III Development Plans - The areas where
the employee excels and areas for
development are both identified. In this
manner, the teacher’s strengths are
highlighted and recognized.
Development needs on the other hand
are addressed through formal and
informal training and development
approaches.
Approval Recommended: Approved:

NOVIE O. MANGUBAT,Ed.D. ESTER A. FUTALAN, Ed.D.

SGOD CHIEF ASSISTANT SCHOOLS DIVISION SUPERINTENDENT
 Scale Adjectival Description
Experienced
(2.80 and above)
Performance represents an extraordinary level of achievement and
commitment in terms of quality and time, technical skills and knowledge,
ingenuity, creativity and initiative. Teacher at this performance level should
have demonstrated exceptional job mastery in all major areas of responsibility.
Teacher achievement and contributions to the organization are of marked
excellence.

Developing
(2.20- 2.79)
Fairly competent but need further efforts to realized the goal/s.
Beginning
(1.00-2.19)
Lack competence or did not realized targets and require urgent training or
action to address the needs.
 Republic of the Philippines
Department of Education
DIVISION OF CEBU PROVINCE
BAGALNGA INTEGRATED SCHOOL
BAGALNGA COMPOSTELA CEBU
Name: MARLENE G. JUNTILLA

G.R.O.W.
GOAL REALITY OPTIONS WILL

Zero LARDO - Two (2) Students are at risk of l Meeting with the parents of l Call immediately Parent's attentions once a
dropping out those LARDO. learner incurred consecutive absences.
a. one (1) is a working student l Conduct Home Visitation l If parent/guardian do/es not heed the call,
b. one (1) is influenced with his l Implement Alternative conduct home visitation
barkada Delivery Mode of Instruction l If the cause of absence is due to work or
l Follow-up constantly other valid reasons, Alternative Delivery Mode
of Instruction will be implemented.
l Follow-up & Monitor compliance of
modular activities given.
Zero Failure

Reviewed by: Committed to Implement: Date:

BELEN T. PUGOY MARLENE G. JUNTILLA Sept. 28,2017
Name and Designation Principal II Name and Designation Teacher

Approval Recommended: Approved:

NOVIE O. MANGUBAT,Ed.D. ESTER A. FUTALAN,Ed.D.

SGOD CHIEF ASSISTANT SCHOOLS DIVISION SUPERINTENDENT
 Republic of the Philippines
Department of Education
DIVISION OF CEBU PROVINCE
BAGALNGA INTEGRATED SCHOOL
BAGALNGA ,COMPOSTELA, CEBU

TEACHER INDIVIDUAL PLAN FOR DEVELOPMENT (TIPD)

Name: MARLENE G. JUNTILLA
Development Goal:

OBJECTIVES METHODS/STRATEGIES RESOURCES TIME FRAME SUCCESS INDICATORS

(What competencies will I (What activities will I undertake to achieve (What will I do to access (When do I expect to have (What competencies (What learners’ performance
enhance?) my objective?) resources?) accomplished the activities?) would I have enhanced?) would have been improved?)

R e v ie w e d b y : C o m m it t e d t o I m p le m e n t : D a te :
B ELEN T. PU G O Y M A R L E N E G . JU N T IL L A S e p t . 2 8 ,2 0 1 7
Approval
Nam e Recommended:
a n d D e s ig n a t io n P r in c ip a l II Approved:
Nam e a n d D e s ig n a t io n Teach er

NOVIE O. MANGUBAT,Ed.D. ESTER A. FUTALAN, Ed.D.

SGOD CHIEF ASSISTANT SCHOOLS DIVISION SUPERINTENDENT

 INDIVIDUAL MONITORING AND EVALUATION REPORT
Na me of Empl oye e : MARLENE G. JUNTILLA
Pos i ti on: Teacher-I
Qua rter: FIRST QUARTER
School : BAGALNGA INTEGRATED SCHOOL

Indicator 1 Learners' at Risk of Dropping-Out (LARDO)

YES NO NA
1 Do you have zero LARDO? (all the subjects/classes handled)
2 Did you meet the LARDO to convince them to improve their school attendance?
3 Did you meet the parent/s of LARDO to convince them to help improve their school attendance? 2.2
4 Were the meetings you conducted with the LARDO/parents/guardians effective?
5 Did you conduct other interventions to save LARDOs?

Indicator 2 Standard on the Integration of 21st Century Skills

YES NO NA Rating
1 Did you help develop learners’information skills that enable them to identify, find, evaluate, and manage information through internet/library research
2 Did you help develop learners’media skills of accessing, analyzing, evaluating, and creating media?
3 Did you help develop learners’technology skills such as messaging/communications, data mining, and networking? 3.0
4 Did you help develop learners’innovation skills that enable them to keep up with changes such as new technology and
5 Did you help develop learners’life skills or abilities for adaptive and positive behavior?

Indicator 3 Standard on the Integration of Differentiated Instruction

YES NO NA Rating
1 Did you prepare a learning profile of all your classes according to learning styles—visual, auditory, and kinesthetic?
2 Did you prepare a learning profile of all your classes based on levels of ability—slow, average, fast?
3 Did you differentiate instruction based on learning styles? 3.0
4 Did you try to differentiate instruction based on levels of ability? How many times?

Indicator 4 Compliance on the Standard of Reading

YES NO NA Rating
1 Did you conduct remedial reading program?
2 Did you use varied learning materials? (alphabet chart, flash cards, big books, reading charts, reading books and others)
3 Did you have access to DepEd Learning Resources? 3.0
4 6. Did y ou conduct a meeting w ith the parents/guardians of frustration readers and non-readers to guide them w hat to do to help their children ov ercome their reading w eakness?
 Indicator 5 Standard on Nutritional Status
YES NO NA Rating
1 Did you conduct feeding to learners with wasted and severely wasted nutritional status?
2 Did you meet the parents of learners with wasted nutritional status?
3 Did you tap other stakeholders to help in your feeding program? 3.0

Indicator 6 Access on Professional Development

YES NO NA Rating
1 Did you prepare Individual Plan for Professional Development (IPPD) to address your weakness and improve your teaching skills?
2 Did you attend LAC sessions?
3 Did you attend capacity building activities (orientations, trainings, workshops? 3.0

Indicator7 Report on Failures

YES NO NA Rating
1 Do you have zero failures? (all the subjects/classes handled)
2 Did you meet the learner/s with failures to convince them to improve their performance?
3 Did you meet the parent/s of learner/s with failures to help their children to improve their performance? 2.2
4 Were the meetings you conducted with the learners/parents/guardians effective?
5 Did you conduct other interventions to save learner with failures?

Indicator 8 Teaching of Learning Competencies

YES NO NA Rating
1 Were you able to cover all the competencies alloted in the current quarter?
2 Did you develop ways/interventions to accomplish all alloted competencies?
3 Were the interventions conducted successful? 3.0

Tick only one box provided for in each of the objective. Untick item is colored Gray. If correctly done, it will be colored Green and if more than one box were ticked, it
will be colored Red. If all the ROWS are colored Green, you may print this sheet.
SUMMARY OF RESULTS
Name of Teacher: MARLENE G. JUNTILLA mgj 2017
Indicator 1 2 3 4 5 6 7 8
No. of Qs 5 5 4 4 3 3 5 3
HPS 15 15 12 12 9 9 15 9
Raw Score 11 15 12 12 9 9 11 9
Mean Score 2.20 3.00 3.00 3.00 3.00 3.00 2.20 3.00
% Score 73.3% 100.0% 100.0% 100.0% 100.0% 100.0% 73.3% 100.0%
 INDICATORS % SCORE
MEAN
SCORE
COMPETENCY
LEVEL
1 Learners' at Risk of Dropping-Out (LARDO) 73.3% 2.20 Developing

2 Standard on the Integration of 21st Century Skills 100.0% 3.00 Experienced

3 Standard on the Integration of Differentiated Instruction 100.0% 3.00 Experienced

4 Compliance on the Standard of Reading 100.0% 3.00 Experienced

5 Standard on Nutritional Status 100.0% 3.00 Experienced

6 Access on Professional Development 100.0% 3.00 Experienced

7 Report on Failures 73.3% 2.20 Developing

8 Teaching of Learning Competencies 100.0% 3.00 Experienced

Thank you so much for
listening…