Professional Documents
Culture Documents
PROGRAM
Implementation Manual
Implementation Manual
All rights reserved. This Manual may not be reproduced in any
form without the permission of the Teacher Education Council,
Department of Education.
Foreword
Together with the Commission on Higher Education (CHED), the Department
endorses a unified teacher training approach that will put in place a demand-driven
teacher education program with public schools as laboratories for extensive internship
program. The DepEd shall institutionalize the Teacher Induction Program in the
division and school levels as mandated in the Medium-Term Philippine Development
Plan. (MTPDP 2004-2010).
The TIP Implementation Manual is intended for the use of key school officials
and other personnel who will be involved in the mass implementation of the Induction
Program of the Department of Education. It explains the rationale, goals and
objectives of the Program and outlines the proposed details of implementation. It also
gives an overview of the design and contents of the different modules.
I trust that this mass Implementation Manual will bring us closer to our goal of
providing quality education for all.
JESLI A. LAPUS
Secretary, Department of Education
Chairman, Teacher Education Council
i
Message
The Teacher Induction Program (TIP) is a vital component of the Teacher
Education and Development Program (TEDP) which provides a continuum from
preservice to inservice training. While the TIP modules are designed to be self-
instructional, the beginning teachers may need mentoring as integral component of the
support system in the division and school levels. The DepEd envisions that mentoring
shall enhance teacher leadership and empowerment of school heads as they
institutionalize the induction program in the long term.
The modules shall be made available to all elementary and secondary schools
in the country as we implement a structured and organized induction program for the
beginning teachers.
Hopefully, we shall have empowered and trained professional teachers imbued
with the genuine sense of dedication and commitment and who internalize that
The task of the teacher today is not to complete the learning process
But to continue it;
Not to cover the whole subject
But to help students understand the process of acquiring knowledge;
Not to encourage the answering of questions
But to question the answer;
Not to stress remembering and reviewing
But to build a program of practical applications for students so that they
will remember and review;
Not to dictate
But to guide students toward living fuller and more responsible
lives.(Sharkan and Goodman)
ii
Acknowledgment
The Teacher Education Council (TEC) acknowledges the collaborative support
for the Teacher Induction Program (TIP): the Former Secretaries of the Department of
Education Hon. Edilberto de Jesus, Hon. Florencio B. Abad and the Officer-in-Charge,
Undersecretary Fe A. Hidalgo; Hon. Jesli A. Lapus, Incumbent Secretary;
Undersecretary Vilma L. Labrador and Chair, NCCA; the ex-officio and regular
members of the TEC: the Commission on Higher Education (CHED), Professional
Regulation Commission (PRC), National Commission for Culture and the Arts
(NCCA);and former zonal and teacher group representatives in the Council, namely:
Dr. Rosita L. Navarro, Dr. Teresita T. Tumapon, Dr. Nilo E. Colinares, ASDS Priscila
C. de Sagun, and Ms. Jean B. Borlagdan.
The expertise of the module writers is gratefully acknowledged: Lydia Agno,
Pierangelo Alejo, Lolita Andrada, Remedios Avellona, Purita Bilbao, Wilhelmina Borjal,
Allan Canonigo, Helen Caparas, Emiliana dela Cruz, Leny delos Reyes, Luz de Leon,
Ofelia Flojo, Carolina Guerrero, Avelina Llagas, Melchora Lamorena, Ester Lozada,
Isabelo Magbitang, Miguela Marasigan, Jocelyn Marcial, Grace Estela Mateo, Gladys
Nivera, Aida Orosa,Twila Punsalan, Lidinila Luis-Santos, Narcisa Sta. Ana, Rosita
Tadena, and Crisanto Tomas.
We extend our appreciation to the reviewers: Lourdes Baello, Luzonia Bayot,
Priscila de Sagun, Aurora Franco, George Garma, Paraluman Giron, Vilma Labrador,
Avelina Llagas, Jocelyn Marcial, Grace Estela Mateo, Bernadette Pablo, Eva Robles,
Luz Rojo, Minda Sutaria, Antonio Torralba, and Teresita TUmapon. To the editors
Bernadette Pablo and Cecilia Alip, our appreciation for their untiring efforts and
guidance in the completion of all the modules.
Our sincerest gratitude to the fifteen school divisions for their participation in
the TIP Pilot Implementation, namely: Bulacan, Pampanga, Nueva Ecija, Cavite, Rizal,
Laguna, Bohol, Cebu, Negros Oriental, Cotabato, General Santos City, Sultan
Kudarat, BEAM, Quezon City, Pasig City/San Juan, and Caloocan City. The TIP
managers composed of the Schools Division Superintendents and their Assistants, the
division supervisors, district supervisors and school heads gave their all-out support
for the TIP pilot implementation. Special participation of the private basic education
schools in Iloilo City, Cagayan de Oro City and in Manila are also acknowledged.
Likewise, the Educational Program Supervisors from the concerned regions supported
the monitoring and evaluation of the try-out activities.
iii
Our gratitude to the UNICEF, the TEEP-CPISU and the BEAM for their
generous support to the TIP; and to the teacher education institutions and participants
in the zonal consultative conferences for their inputs to the TIP.
To the TEC-TIP Consultant, Dr. Avelina T. Llagas, our sincere appreciation for
her untiring efforts and guidance in the completion of this Implementation Manual.
The lean staff of the TEC Secretariat managed to complete the encoding,
formating and layouting of the manuscripts: Llova O. Balanon, Rex Augus M.
Fernandez, Vivien R. Gacula, Jun M. Garcia, Frederick S. Gregorio, Christian V.
Maliwat and Lemuel C. Valles.
BEATRIZ G. TORNO
Project Director, Teacher Induction Program
Executive Director II, Teacher Education Council
iv
TABLE OF CONTENTS
Page
Foreword i
Message ii
Acknowledgment iii
Best Practices 4
Program Overview 12
Module Contents 14
v
Module 6.4 - The Teaching of Science 31
Module Design 38
Module Structure 38
Acronym 69
Glossary 69-a
Bibliography 70
vi
Appendices 72
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
The first year of teaching is usually a time of considerable stress and burnout.
This is true particularly in some schools where the first year of teaching is considered
a form of initiation to test the mettle of neophyte teachers. They are posted to the
more remote schools of the division and assigned to teach the problem classes. In
addition they are given co-curricular responsibilities and other non-teaching tasks in
the community. As a result some beginning teachers resort to questionable tactics to
survive, and some potentially valuable members of the profession are disheartened
and quit. Substantial teacher preparation resources are thus put to waste (Huling-
Agustin, 1990; Hatton, Watson, Squires and Soliman, 1991).
Induction activities are not really new to basic education schools. School
administrators profess that they provide activities to assist and support beginning
teachers. They may take the form of orientation seminars, attendance in professional
meetings, conferences and School Learning Action Cell (SLAC) sessions and
mentoring by master teachers. These efforts, while commendable, are not formal
programs and appear to be localized to individual schools or school divisions.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
The Council conceptualized the Teacher Induction Program (TIP) during the
2003 Strategic Workshop after a series of zonal conferences with teacher education
institutions and the field offices of the Department of Education. The results of the
consultations further validated the findings of the Third Elementary Education Project
(TEEP) that induction programs were conducted in the division and school levels but
there was a need to systematize, structure and organize the program for teachers
with 0-3 years experience. Related studies reviewed by the Council reinforced the
need for a structured teacher support. There was the consensus that the beginning
teacher should not develop a curve of disenchantment especially in their first three
years of teaching.
Delivery System
The delivery system refers to all the services provided the inductees in order to
achieve the goals of the program. A comprehensive delivery system covers
information dissemination about the program, orientation, learner support,
management and evaluation.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
The Teacher Education Council (TEC) is the lead agency tasked with the
conceptualization, development and monitoring of the Teacher Induction Program
before its institutionalization by the DepEd. The support and cooperation of key
officials and the teachers are crucial to the success of the mass implementation of
TIP.
The 15 pilot school/city divisions were the following: Region III- Bulacan,
Pampanga, Nueva Ecija; Region IV-A Cavite, Laguna, Rizal; Region VII- Bohol,
Cebu, Negros Oriental; Region XII- Cotabato, General Santos, Sultan Kudarat; NCR
Caloocan City, Pasig City/ San Juan, Quezon City.
Monitoring and evaluation was integral to the TIP pilot implementation. The
TEC conducted Focus Group Discussions (FGDs) as part of the monitoring and
evaluation of the pilot implementation in the 15 pilot school divisions and in the
parallel try out schools. The activities aimed to: (1) validate comments and
recommendations on the module evaluation as bases for the revision and finalization
of the modules, and (2) gather indepth feedback on the pilot implementation.
Feedback from the FGDs, the module evaluation and interview with the TIP
managers, coordinators, mentors, and inductees were the bases of the revision and
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
finalization of the writers. It was gratifying to note in the monitoring and evaluation
process, the participants were unanimous that the TIP should be institutionalized by
DepEd. They envisioned a more structured and systematic teacher induction
program with the availability of modules in every school.
Feedback from inductees and mentors provided invaluable insights into the
need of a structured induction program expressed spontaneously during the FGDs
and in the module evaluation, as follows:
Best Practices
Best practices were shared and observed during the monitoring and evaluation
of the pilot implementation. A school division gathered the inductees and mentors for
17 Saturdays with joint funding from the schools of the inductees and the local
government unit. The overview and objectives of the modules were discussed; the
inductees brought home the modules and worked on their own pace. Assistance of
mentors was available when needed, including class observations. Collegiality among
the school heads, mentors who were mostly division supervisors and the inductees
was developed and better teaching performance of inductees was observed.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
The teachers expressed that the modules were not only for beginning teachers
but also for experienced teachers for their continuing professional development.
There was a unanimous endorsement for the TIP Mass Implementation.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Luzon Cluster
Former Undersecretary
Fe A. Hidalgo
gives the keynote
message.
Visayas and
Mindanao Cluster
Undersecretary
Vilma L. Labrador
addresses the
participants.
BEAM
Region XI, XII and
ARMM
Mid-term
Review Meeting
September 5, 2006
BEAM Office,
Davao City
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
The Inductees
Division of Pasig City/San Juan
The Inductees
Division of Caloocan City
The Inductees
Division of Quezon City
The Mentors
Division of Bulacan
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
The Inductees
Division of Pampanga
The Mentors
Division of Nueva Ecija
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The Mentors
Division of Cebu City
The Mentors
Division of Bohol
The Coordinators
Division of Negros Oriental
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
The Inductees
Division of Sultan Kudarat
The Coordinators
Division of General Santos
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Program Overview
The Teacher Education Council (TEC) has packaged a set of 17 self-
instructional modules and Implementation Manual to serve as knowledge, skill, and
attitude inputs for an induction program for beginning teachers with three years
experience or less. This flagship project is in consonance with the Teacher
Education Development map linking preservice education, licensure of teachers,
recruitment, deployment, recognition system and continuing inservice training of the
DepEd. The TEC envisioned a systematized nationwide TIP for beginning public
school teachers and may be expanded to include private basic education schools.
training linking the Initial Entry to teacher education, Preservice Training to Teacher
Retirement CHED/TEIs
Entry to
Teacher
DepEd/CHED/TEIs Education
CHED/TEIs/Schools
In-Service
Education Pre-Service
and Professional Teacher
National Education
Development Competency (BEEd/BSEd/PGC
Based-Teacher
Standards
DepEd PRC
Teacher Teacher
Induction DepEd* and CSC Licensure
Teacher Human Resource Planning,
Recruitment, Selection, Deployment and
Recognition System
Figure 1
The Teacher Education Development Map
* Includes public and private schools
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Module Contents
The set of self-instructional materials consists of the following modules:
Module I has two parts: Part I deals with the constitutional mandate, legal
bases and various laws on education that clarify the rights, responsibilities and
accountabilities of a teacher. It also focuses on the mission/vision and organizational
structure of the Department. It is important that beginning teachers internalize their
roles, rights, obligations and accountability as they perform their functions as a
professional teacher.
Part II focuses on the programs and projects of the Department through the
years to achieve the goal of improving the quality of basic education. The various
programs and projects that are foreign-assisted as well as the national initiatives are
discussed in the second part. The detailed description of each project will help the
teachers to identify which project is being implemented in their school and to clarify
their role as implementors.
The lesson on the school culture inherent in the system and structure of the
Department gives the new teachers a perspective and insight into the organization
they are about to join in and reality check in the learning environment.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
This module is about the Basic Education Curriculum (BEC) which sets the
standards for what students should learn in basic education, which in the Philippines
includes from Grades I-VI and First year Fourth Year High School, a total of ten
years in all.
The BEC spells out the knowledge, skills, habits and attitudes the students
should learn. It guides the teachers on the subject matter content for every
grade/year level.
Lesson 1 How Do You Know where You Want To Go? Know Your Curriculum
Lesson Objectives
The EFA 2005-2015 Plan of Action
Goals of EFA
EFAs Critical Tasks
What is a Curriculum?
Why Do We Need a Curriculum?
Why Do We Have a National Curriculum?
How Do We Indigenize/Localize the Curriculum?
Why Do We Have a Bilingual Policy?
Lesson 2 Why Restructure the Curriculum: A Little Bit of History
Lesson Objectives
The National Elementary School Curriculum (NESC)
The New Secondary Education Curriculum (NSEC)
Evaluation of the NESC & NSEC
The Rationale for the Basic Education Curriculum (BEC)
Lesson 3 I Know the BEC: How Do I Make It Alive?
Lesson Objectives
Features of the BEC
The Structure of the 2002 Basic Education Curriculum
The Philippine Elementary Learning Competencies (PELC) and the Philippine
Secondary Learning Competencies (PSLC)
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Part IV describes the different strategies that have been found effective in a
multigrade classroom.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
This module describes the alternative learning system (ALS) provided by the
Department of Education to help those who cannot go to school to learn or who do
not want to go to school to learn. Its clientele include those who have never
attended school and those who have dropped out of school. Their reasons for staying
out of school are varied (e.g. absence of a school in the community, need to work to
augment family income, lack of money for school related expenses, gender
discrimination, disability, etc.) but generally the reasons are linked to poverty.
The module also includes a brief overview of ALS in the Philippine setting and
in the context of global development.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Characteristics of a Teacher
Qualifications, Rights, and Privileges of a Teacher in the Magna Carta for School
Teachers
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
This module is all about the teacher as a person and as a professional. It deals
with the benefits and privileges teachers enjoy. Providing a support system to
beginning teachers is very crucial in the light of the increasing demands of the
profession.
What makes a good teacher? What qualities must he/she have? What are the
rewards of teaching? These are some of the questions new teachers usually ask.
This module attempts to answer such questions. It will help new teachers reflect and
clarify their personal and professional attributes. It may even open doors for their
professional growth and development.
This module identifies the various community resources that can serve as
context for learning and teaching. It discusses how teachers can establish linkages
between the school and the community for mutual benefits and describes the different
roles of teachers in the community where the school is situated. It explains how the
school can harness the support of the Local School Board, the Parent-Teacher-
Community Association as well as the various GOs and NGOs.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
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Module 6
Curriculum
and
Instruction
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Authentic Achievement
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
(Code of Ethics for knowledge about their diverse learners in deciding what
Professional Teachers, 1997) and how to teach and assess student achievement. It may
be well for school heads, mentors, and teachers to be
alert on a shifting paradigm from a focus on what
teachers do to a focus on how they think and then on
what they know and how they organize and use their
knowledge (Reynolds, 1992).
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Lesson 2 deals with the nature of the oral communication process, the barriers
to effective communication, and suggestions to improve ones speaking ability.
Lesson 4 deals with the teaching of writing and how it can be made more
interesting and meaningful to students. It discusses the nature of writing and explains
the writing process. It also gives suggestions for marking written compositions.
Why Listen
The Listening Process
How People Listen
Choosing the listening texts
Integrating Listening with Other Macro Skills
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
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Lesson 5 Assessment
Purposes of Assessment
Forms of Assessments
Traditional Assessment
Non-Traditional or Authentic Assessment
Some Beliefs that Support the Use of Authentic Assessment
Learning Targets
Types of Learning Targets
Authentic Assessment Practices to Try
Traditional Testing Compared to Performance Assessment
Scoring and Recording Assessment
Ang modyul na ito ay sadyang isinulat para sa mga gurong bago pa lamang
magtuturo ng Filipino. Matatagpuan dito ang mga batayang kaalaman at konseptong
kailangang taglayin ng isang guro ng Sining ng Komunikasyon. Tinatalakay sa
modyul ang mahahalagang teorya at simulaing pinagbabatayan ng mga lapit
(approaches) at pagdulog sa pagtuturo ng wika. Inilalarawan din ang mga angkop na
stratehiya sa pagtuturo ng wika at s pagtataya ng pagkatuto.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Van de Walle (2003) identifies four basic requirements for teachers of math to
be effective. This module tries to cover all four grounds.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Research-Based Strategies
Deductive vs Inductive Methods
Factors in Choosing a Method or Strategy
Interactive Direct Instruction
Powerful Questions
Rathmell Triangle Model
Cooperative Learning
Inquiry Method
Problem-based Learning (PBL)
Concept Attainment Strategy
Concept Formation Strategy
Peer Practice Strategy
LESSON 3 Assessment
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
It hopes to make the initial years of teaching easier for the beginning teachers.
First it provides the teachers a way of getting relevant information regarding the kind
of learners in their class. This information will help them plan their lessons and decide
on the strategies to use. The module also describes a repertoire of teaching
strategies and ways of assessing student learning. Another useful feature of the
module is the inclusion of sample lesson plans and a list of useful readings for the
teachers.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Introduksyon
Ang Makabayan sa 2002 BEC
Kahulugan at Kahalagahan ng Makabayan
Mga Komponente o Asignatura ng Makabayan
Paksa sa Bawat Asignatura ng Makabayan sa Elementaryang Antas
Paksa sa Bawat Asignatura ng Makabayan sa Sekundaryang Antas
Wikang Gamit sa Pagtuturo (Medium of Instruction) ng Makabayan
Takdang Oras sa Pagtuturo ng Makabayan
Sistema ng Markahan sa Makabayan
Introduksyon
Kahulugan ng Integradong Pagtuturo
Ibat Ibang Pamamaraan ng Integradong Pagtuturo
Pagkakaiba ng Integrasyon sa Makabayan sa Elementarya at Sekundarya
Ibat Ibang Antas ng Integrasyon
Mga Halimbawa ng Integradong Banghay-Aralin sa Makabayan
Banghay-Aralin sa Elementaryang Antas ng Makabayan
Banghay-Aralin sa Sekundaryang Antas ng Makabayan
Banghay-Aralin sa Elementaryang Antas ng Makabayan Gamit ang
Content-Based Instruction (CBI)
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Panimula
Paksa: Batayan ng Pambansang Programa ng Edukasyon sa
Pagpapahalaga (EP)
Panimula
Paksa: Ang Pilosopiya ng Tao
Paksa: Mga Pilosopiya ng Pagpapahalaga
Paksa: Ang Kalikasang Materyal at Ispiritwal ng Tao
Paksa: Pagpapahalaga: Kahulugan at Uri
Paksa: Batas Moral: Batayan ng Pagpapahalaga
Panimula/Layunin
Paksa: Mga Pamantayan at Elemento ng Proseso ng Pagpapahalaga
Paksa: Ang Proseso Bilang Estratehiya ng Pagtuturo
Paksa: Ang Paraan ng Pagtatanong sa Proseso ng Pagpapahalaga
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
This module in MAPEH/MSEP deals with three big areas, namely: Teaching
Methods in Music, Content/Activities in Art, and Teaching Strategies in Physical
Education and Health Education.
The varied teaching methods in Music will help the new teachers present their
lessons in the most interesting and easiest way possible. In Art, the contents and
activities provide opportunities for individual and group work that will develop deeper
appreciation of Philippine culture as well as those of other countries. The teaching
strategies in Physical Education and Health Education provide different approaches
in presenting and developing the lessons to make them relevant and meaningful to
life.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
This module will serve as a guide in the teaching of the different components
of TLE such as Industrial Arts, Home Economics, Computer and Entrepreneurship,
and Agriculture and Fishery Arts.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Module Design
The modules serve as self-instructional courses to address the knowledge gap
of beginning teachers. The design incorporates the following key features:
Do the Activity.
Do Analysis.
Do Abstraction.
Do Apply learnings and insights gained.
Module Structure
The modules are self-contained and lend themselves to flexible learning. A
module consists of several lessons and each lesson has the following features
signaled by distinctive icons:
Introduction
Instructional Objectives
Presentation Text
Self-check Questions ( SCQ )
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Activities
Comments to Activities
Points to Remember
Bibliography
The Answers to the Self- Check Questions (SCQs) and Activities are found at
the end of each module. The inductee shall keep a journal for the answers to
Preassessment, SCQs and Activities. A separate postassessment booklet shall be
provided each inductee and shall be corrected by the mentor/coordinator. Answer
Key to the postassessment shall be provided to the mentor/coordinator. Results of
the pre and postassessments shall be part of the monitoring and evaluation of the
inductees program/performance.
A TIP Manager for each Division will be designated by the Schools Division
Superintendent from among the Assistant Schools Division Superintendent (ASDS)
and Education Supervisors. He/She will be responsible for the following tasks:
1. Developing a TIP Division Plan which later cascades to the School Improvement
Plan (SIP) and the Annual Implementation Plan (AIP) integral to School-Based
Management;
3. Planning and organizing focus group discussions (FGD) with the TIP managers,
mentors, and coordinators;
5. Preparing assessment results and other reports that may be needed by the region
and TEC-DepEd;
7. Coordinating with the regional office on the needed support to the Division; and
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
The School Improvement Plan (SIP) in the SBM program shall include the mass TIP
implementation. The TIP Coordinator at the school level is the School Head. He/She
will be responsible for the following tasks:
2. Providing opportunity for inductees to work with each other and other fellow
teachers;
5. Evaluation of inductees portfolio (if required) with the assistance of the mentor;
6. Retrieval and turnover of TIP materials from the inductees to the TIP Manager of
the Division;
On the next page, it shows the Flow Chart for the TIP Delivery Mode. The TEC
DepEd takes charge of the printing and distribution of modules to the School/City
Divisions with copies furnished the Regional Office. The Schools Division
Superintendent (SDS) has the option to distribute the modules to the District Office or
direct to the elementary and secondary schools. A learning resource center should be
in place in the division/district/school to facilitate the meetings of the mentors and the
inductees. It may also happen that inductees from the elementary and high schools
be convened together depending on the number of inductees and availability of
mentors and coordinators.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Provincial/
Regional City Elem. Inductees
Office Schools District School Mentors
Division
Secondary Inductees
Schools Mentors
TEC DepEd
Figure 3
Flow Chart for TIP Delivery Mode
The Delivery Mode includes a support system to the TIP. The Accountability
Framework of the Support System is shown in Figure 4.
Regional Office
(SDS/ASDS)
TIP Manager (Manager)
PSDS/ES I
School Head
C1 C2 C3 C4 Cn (Coordinator)
Master Teacher
School Head
Experienced Teacher
M1 M2 M3 Mn M1 M2 M3 Mn (Mentor)
Beginning Teacher
(Inductee)
I1 I2 In I1 I2 I3 In
Legend:
C - Coordinator
M - Mentor
I - Inductee
Figure 4
Accountability Framework of the TIP Support System
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
The SDS shall organize the TIP Team. The Coordinator may be the District
Supervisor, or a Division Supervisor, or a School Head who will be accountable to the
TIP Manager. The Mentor may be a Master Teacher, a School Head or a competent
experienced teacher. A Mentor may have one, two or more inductees.
Ideally, the Teacher Induction Program should start on the first day the new
teacher is hired. The inductees are given at least six months to complete the six
modules, Modules 1 to 5 and one (1) Curriculum and Instruction module of their
choice barring unforseen and unavoidable circumstances. The time it will take to
work through a module will depend on the current knowledge, learning style and
commitment of the learner. As a guide, one should be able to finish at least one
module a month. The inductees are advised to allocate time to work on the modules
and to avoid last minute cramming. Immediate postassessment after each module is
recommended to monitor the progress and performance of inductees. These
recommendations are based on the results of the FGDs with pilot school/city
divisions.
The Modules model the principles of open learning and are designed to be
used flexibly; that is, the inductees are encouraged to take charge of their own
learning. They may choose when and where to study and are given a choice of
which Curriculum and Instruction module to do. While they are free to choose the
order in which they study the modules, it is suggested that those who are new to the
public school system work on the first five modules sequentially, before doing the
module on the subject area of their choice. Mentors shall be available for immediate
assistance and support to inductees when needed.
C. Assessment of Learning
Throughout the module, usually after the knowledge input, are Self-check
Questions (SCQ) with the Answer Key found at the back of the modules. The SCQs
are a form of self-assessment to check the progress of ones learning. The
inductees/mentees shall record answers to the SCQs in their journal. THEY
SHOULD NOT WRITE IN THE MODULE.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Another type of formative assessment are the Activities, tasks that will draw on
the inductees experience and knowledge or require them to access information
outside the modules. An Activity is followed by a Comment to guide the learners in
assessing whether or not they have done the Activity correctly.
All the modules provide for some form of summative evaluation, either a post-
test or projects/outputs to be compiled in a common portfolio. Observation reports by
mentors or heads of schools may also provide qualitative input for summative
evaluation. During the FGDs in the pilot implementation both inductees and mentors
gave encouraging comments that mentors observing the inductees and inductees
observing their mentors enhanced the support system in the TIP.
Each module has a postassessment with the corresponding rating. The coordinators
and mentors may also adopt the following criteria in determining the inductees
performance:
Needs Reinforcement (NR) mastered less than 60% of the content and
module requirement; scored below 60% in the
postassessment .
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
There may be a need to reinforce the support system for inductees who will
get below 60% in the postassessment, and have not mastered the content, skills, and
module requirements. Inductees will be required to repeat the specific module where
the rating obtained is NR. Classroom observation, systematic mentoring and keeping
track of the inductees performance would certainly enhance the interventions.
Prototype A
Teacher Induction Program
Division ________________
School_________________
CERTIFICATE OF PERFORMANCE
This is to certify that _______________________of _______________
School
has completed the requirements of the Teacher Induction Program in the
following modules:
________________
Mentor
__________________
Coordinator
Date ______________
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Prototype B
CERTIFICATE OF PERFORMANCE
This is to certify that _______________________of _______________
School
has completed the requirements of the Teacher Induction Program in the
following modules:
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
NAME___________________________________________________Sex______________
_____________________District__________________ Division_____________________
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________
46
TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
To a To To a To a
little some moderate great
A. Knowledge of Extent Extent Extent Extent
1 2 3 4
1. Educational laws and surveys
2. DepEd programs and projects
3. Features of 2002 BEC
4. Multigrade teaching
5. Evaluation of learning outcomes
6. Alternative learning system
7. Roles, responsibilities and
accountabilities of a teacher
8. Professionalism and personal welfare
9. School and community partnership
10. Subject /s you are teaching (enumerate
below)
10.1._____________________
10.2._____________________
10.3_____________________
10.4._____________________
11. Teaching strategies you are using
(enumerate)
11.1_____________________
11.2_____________________
11.3_____________________
11.4 _____________________
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
1 2 3 4
B. Skills and Competencies in
1. Communicating with
1.1 Students/Learners
1.2 Parents
1.4 Supervisors
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
C. ATTITUDE
Reflect on each of the following items and check the column which
corresponds to your feeling/opinion.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
NAME___________________________________________________Sex______________
_____________________District__________________ Division_____________________
_________________________________________________________________________
_________________________________________________________________________
MENTORING ASSIGNMENT
______________________________ _____________________________
______________________________ _____________________________
______________________________ _____________________________
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Directions: Check the column which corresponds to the performance of the inductee
while working on the module and upon its completion.
Qualitative Comments:
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
To a To To a To a
B. Upon completion of the module the little some moderate great
inductee Extent Extent Extent Extent
1 2 3 4
1. Expressed willingness to confer
with the mentor/coordinator
2. Invited mentor/coordinator to
observe his/her class
3. Took the initiative to choose the
next Module for study
4. Demonstrated improved teaching
performance
5. Formulated better learning
assessments
6. Seriously worked on the
postassessment
Performance: ____________________________
Preassessment:_____________________
Postassessment:____________________
________________________
Mentor/Coordinator
Date:________________
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
53
TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
D. Comments:
2. What are some suggestions that you can offer to improve the Teacher
Induction Program (TIP)?
a. On the modules
e. Others
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
1. Are the objectives of the Teacher Induction Program clearly understood by both
the inductees and implementers?
Yes_______ No______
Comments:
7. Do you find the modules with mentoring as effective mode of delivery for the
Teacher Induction Program?
Yes________ No__________
Comments:
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
8. What feature outside your division implementation plan did you introduce to make
the implementation effective?
Describe briefly.
9. What suggestions can you offer to improve the Teacher Induction Program (TIP)
modules and delivery system?
Suggestions:
____________________________________
Name and Signature of the TIP Implementer Date______________
Division _____________________________
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Region ____________________
Division ___________________
School ____________________
Address ___________________
No. of Inductees ____________
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
_____________________________
Evaluator
___________________________
Date
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
The TIP team may set up a monitoring and evaluation system based on the
conditions obtaining in their schools/divisions.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
The TIP Modules are self-learning kits for the inductees. Performance on the
different tasks is dependent on individual motivation and desire to grow professionally.
However, the support initiative and intervention of the mentors would make a
difference. A combination of self-monitoring of the inductees, internal monitoring of
mentors and coordinators, and external monitoring and evaluation of the
Division/Regional TIP Team on the TIP Mass Implementation may produce
unprecedented results.
Figure 5
Framework for the TIP Monitoring and Evaluation
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
61
TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
To help the new teachers apply the knowledge they have learned from the
modules, the TIP includes mentoring as an induction component. However, since
context and resources vary from school to school, the planning and implementation of
mentoring strategies have to be done in consultation with the school administrators,
school districts and division heads.
Mentoring is not a only support for what and how to teach. More importantly it
is integral to the professional development and empowerment of the mentors and
inductees to imbibe the true meaning of professional consultation, collegiality, and
collaboration in the workplace. It embraces intellectual, moral, and emotional support
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
1. Provide appropriate support for beginning teachers as they navigate their first
three years.
The TEC aims to make the TIP acculturate beginning teachers in the academic
standards envisioned by DepED. This would avoid the pitfall of quality education
becoming a clich. Hopefully, the TIP, with mentoring as a component in the process,
would encourage a strong sense of commitment on the regional, division and school
levels incorporating the strong administrative support and involvement as envisioned
in the School-Based Management and the empowerment of school heads, clarified in
Republic Act 9155, Governance Act of Basic Education.
The Teacher Education Council (TEC) has high hopes that the TIP shall be the
lifeline for the nurturing of beginning teachers and recognizing the coordinators and
mentors. However, concerns were expressed in the zonal fora:
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
c) May they be free from doing related tasks and focus on providing
support to the beginning teachers?
The TEC has taken the lead in developing and eventually institutionalizing the
TIP. The field offices-regions, divisions, districts, and the schools - could give strong
institutional support and commitment for sustained professional development of
teachers.
Incentives to mentors which are initiated and practiced by the DepEd Central
Office and by Superintendents and Principals are stipulated in DepEd No.468, S.2004
(Appendix D) and in the DepEd Memorandum dated October 10, 2005 (Appendix E).
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Sustainability. The program should continue for several years and seamlessly
progress to the professional development of the teachers as they mature in the
service.
The literature on teacher induction has identified problems that are germane to
local situations. Among them is the thorny issue of pinpointing responsibility for
managing and maintaining the induction program. It will likely be a collaborative
responsibility between the school administrators and the school divisions.
Another is the problem of providing time for support activities. Think of the
typical situation where both the inductee and the support giver carry the normal
teaching load together with co-curricular and other non- teaching assignments. The
problem is further complicated when they have conflicting schedules and are
assigned to different grade levels. When can they find the time for mentoring and
other support activities? With a structured program in place, the school should
provide time within the working hours or incentives for important support activities.
Otherwise teachers may be deprived of time for their personal lives. In the absence
of incentives most teachers will shy away from serving as support providers.
There is also the problem of identifying and training teachers who will serve as
support providers for the TIP. The Dep Ed has had several programs for the training
of trainors of teachers nationwide, the most recent of which is the National English
Proficiency Program (NEPP). However, these various training programs may have
different goals and priorities. To maximize limited resources, the challenge is how to
tap the expertise of these trainers for the Teacher Induction Program. In addition
every school should identify potential school-based mentors to be trained as support
providers.
Still another problem is managing the balance between the support and the
evaluation activities of the system. At the conception of the induction program the
relationship between teacher support and teacher evaluation must be clarified.
Ideally they should be distinct and separate. For instance, detailed information about
an inductees performance in a support activity may not be used for evaluation
purposes. Mentors should observe strict confidentiality to gain their
inductees/mentees trust.
The criteria used in support programs and those used for year-end evaluation
should be the same. Minimum criteria for beginners must be set and made clear to
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
the inductees. It is unfair to use the same criteria for neophytes and veterans in the
service.
There is much to learn from researches done regarding components that make
for an effective induction program. Among those that are reasonably doable in the
local setting are the following:
Long term planning aligned with the vision and mission of the educational
system
Use of study groups focusing on team building and problem solving strategies
Institutionalizing a good program takes time; getting the desired results takes
longer. The dynamics involved to sustain induction activities is tricky and realities of
context and availability of resources have to be reckoned with. May the TIP make a
difference in the professionalization of teaching.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
LIST OF PARTICIPANTS
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
D. Secretariat
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
ACRONYMS
AIP Annual Implementation Plan
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
GLOSSARY
Alternative Learning System is a parallel learning system to provide a viable
alternative to the existing formal education instruction. It encompasses both the non-
formal and informal sources of knowledge and skills.
Basic Education is the education intended to meet basic learning needs which lay
the foundation on which subsequent learning can be based. It encompasses early
childhood, elementary, and high school education as well as alternative learning
systems for out-of-school youth and adult learners and includes education for those
with special needs.
Induction Program refers to the program for new entrants in government to develop
their pride, sense of belonging, and commitment to public service. (DECS Service
Manual, p.173).
Learner is any individual seeking basic literacy skills and functional life skills or
support services for the improvement of the quality of his/her life.
Mission refers to the mandate of the Department of Education to achieve its goals
and objectives through the implementation of programs and projects.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
BIBLIOGRAPHY
Alliance for Excellent Education. (2004a). Tapping the potential: Retaining and
developing high-quality new teachers. Washington, DC: Author, p.2. Retrieved
September 10, 2004, from www.New Teachers.com
Bernardo, Allan B.I. Teacher education and development program (TEDP), Final
Report. Department of Education, September 15, 2006.
Breaux, A., & Wong, H. (2003) New Teacher Induction: How to train, support, and
retain new teachers. Mountain View,CA: Harry K. Wong,p.23.
Ingersoll, R., & Kralik, J. (2004), February). The impact of mentoring on teacher
retention: What the research says. Education Commission of the States
Report. Document Number: 5036,p. 15.
Proceedings during the focus group discussions of the TIP pilot implementation.
(2006) Teacher Education Council, Department of Education.
Reynolds, M.C. (ed.) (1989). Knowledge base for the beginning teacher. Elmsford,
New York. : Pergamon Press.
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
Teacher effectiveness (2002). Final draft of the DepEd TEEP. Third Elementary
Education Project . Department of Education.
Wong, H. (2003b). Induction: How to train, support and retain new teachers. Paper
presented at the National Staff Development Council, December 10, 2003.
Available at www. New Teacher.com
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TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL
APPENDICES
73
Enclosure No. 1 to DepED Memo No. - s. 2006
SCHEDULE OF FOCUS GROUP DISCUSSION
Date Region/ Pilot Division Venue of the FGD FGD Team
Aug. 31- Sept. 1, Region VII , Cebu Nutrition Center, Banilad ,Cebu *Amor de Torres, Purita Bilbao, Josephine Cruz, Beatriz G. Torno
2006 , Emmanuel Villamarin & Vivien Gacula
Sept. 12- 13, 2006 Region IV A , Rizal Division Conference Hall, Taytay *Aurora Franco, Lidinila Santos, Helen Caparas, Gladys Nivera ,
Beatriz G. Torno & Vivien Gacula
Sept. 12- 13, 2006 NCR , Quezon City Commonwealth High School, *Avelina Llagas, Cecilia Alip, Leny delos Reyes, Llova Balanon &
Quezon City Jun Garcia
Sept. 21- 22, 2006 Region IV A, Laguna Pedro Guevarra MNHS, Sta. Cruz, *Paz Lucido/ Amor Torres, Josephine Cruz , Melchora
Laguna Lamorena, Beatriz G. Torno, Emmanuel Villamarin & Jun Garcia
September 27-29, Region XI, BEAM Davao Mati , Davao Oriental * Grace Mateo, Aurora Franco and Beatriz G. Torno
2006 Tagum , Davao del Norte
Oct. 5- 6, 2006 Region XII , General Santos City Dadiangas South Central * Wilhelmina Borjal, Helen Caparas, Gladys Nivera , Beatriz G.
Elementary Torno , Rex Fernandez & Jun Garcia
October 9-10 , 2006 Region X , Cagayan de Oro Xavier University *Amor de Torres, Teresita Tumapon, Melchora Lamorena ,
Beatriz G. Torno and Jun Garcia
Oct. 12- 13, 2006 NCR , Pasig City/ San Juan Pinaglabanan Elem. School, San * Avelina Llagas , Paz Lucido , Gladys Nivera, Bernadette Pablo ,
Juan, Metro Manila Emmanuel Villamarin & Llova Balanon
Oct. 12- 13, 2006 Region XII , Sultan Kudarat Division Office Conference Hall *Aurora Franco , Grace Mateo, Jocelyn Marcial, Beatriz G. Torno
Frederick Gregorio & Vivien Gacula
Oct. 18-19, 2006 Region VII , Bohol Cooperative Training Center, * Grace Mateo , Twila Punzalan, Josephine Cruz , Beatriz G.
Cooperative Bank of Bohol Torno , Llova Balanon , Jun Garcia & Vivien Gacula
Nov. 6- 7, 2006 Region VII , Negros Oriental Division Office Conference Hall *Grace Mateo , Narcisa Sta. Ana, , Lidinila Santos , Vivien
Gacula & Rex Fernandez
Nov. 9-10 , 2006 NCR , Caloocan City Division Office Conference Hall *Paz Lucido , Cecilia Alip, Ofelia O. Flojo , Bernadette Pablo ,
Llova Balanon & Frederick Gregorio
Nov. 9-10, 2006 Region XII , Cotabato City Division Office Conference Hall * Grace Mateo , Purita Bilbao, Ofelia Flojo , Emmanuel
Villamarin & Jun Garcia
Nov. 15-16, 2006 Region III , Pampanga Sta. Ana Elem. School, Sta. Ana *Lidinila Santos , Wilhelmina Borjal , Avelina Llagas, Beatriz G.
Pampanga Torno, Vivien Gacula & Jun M. Garcia
November 20-21 , Region VI , Iloilo West Visayas State University *Purita Bilbao, Gladys Nivera, Lidinila, Edna Dominguez ,
2006 Beatriz G. Torno, Rex Fernandez & Vivien Gacula
Nov. 23- 24, 2006 Region III , Nueva Ecija Division Office Conference Hall *Amor de Torres , Lidinila Santos , Jocelyn Marcial, Beatriz G.
Torno , Frederick Gregorio & Jun Garcia
Nov. 23- 24, 2006 Region IV - A , Cavite Imus Pilot Elementary School, * Avelina Llagas , Gladys Nivera , Narcisa Sta.Ana, Emmanuel
Imus Avenue Villamarin , Rex Fernandez & Vivien Gacula
Nov. 28- 29, 2006 Region III , Bulacan Division Office Conference Hall * Ester Lozada , Gladys Nivera , Avelina Llagas , Rex
Fernandez, Jun Garcia & Frederick Gregorio
Legend - * Team Leader
Blue Private Schools
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APPENDIX F
Sample A
DIVISION PLAN FOR TIP PILOT IMPLEMENTATION
85
*TIP inductees
April
-Oriented the TIP
10,
mentors/facilitators of
2006
their duties and
responsibilities
March
-Identified the 12
23,
inductees in the
2006
elementary and 4 in
the secondary
April
10,
*Distributed TIP
2006
materials
86
Phase Objective Activity / Support Resource Time Frame Indicators
Requirements
System Human/Material
II. During-Pilot
Implementation
:
To identify the Set the delivery mode SDS Module 1-May Identified the
delivery mode and and time targets for the 19, 2006 delivery modules
April, 2006- the time targets for TIP implementation ES 1 and the time target
November 2006 the TIP Module 2-June for retrieval of
implementation Get feedback from the PSDS 16, 2006 modules
inductees about the
To make progress modules School Module 3 Mode progress
report as to the Administrators July 21, 2006 reports on the
completion of the Get a summary report completion of
module from the TIP Master Teachers Module 4- modules
coordinators August 21,
To monitor and 2006
evaluate TIP Monitor implementation
implementation through a monthly Module 5-
meeting of the Division September 15,
TIP Council 2006
Module 6-
October 20,
2006
87
Phase Objective Activity / Support Resource Time Frame Indicators
Requirements
System Human/Material
III. Post-Pilot
Implementation
: To give/provide Awarding of certificate of TIP manager December Completion of all
incentives to completion 2006 the activities in the
December, inductees TIP Coordinators modules and
2006 Provision for cash accomplishment of
incentives Mentors the post
assessment
88
Sample C
DIVISION PLAN for TIP PILOT IMPLEMENTATION
1. Plan the 1. Scout the best TIP Managers May 22 June DLRC, Selected
Implementati center for DLRC Coordinators 1,2005 Mentors and inductees
on of the Mentors identified
Division TIP Inductees Division TIP
management staff
2. Put up 2. Formulate criteria organized
objectives for selection Orientation
DLRC successfully handled
3. confer with the
TIP board
3. Identify
mentors and
inductees 4.1 distribute the kit
5. orient the
inductees/
mentors
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DIVISION PLAN for TIP PILOT IMPLEMENTATION
II. During- Pilot 1.Set deadlines 1.1 Reporting 1.2 TIP Managers June Nov. 100% of the modules
Implementation for completion, Coordinators 2006 were completely properly
April Nov. 2006 submission, 1.2 Consultation 1.1 Mentors accomplished
assessment of Inductees
forms and others
2.Monitor
individual 2.1 Monitoring 100% of the individual
progress of gained a more explicit
inductees 2.2 Follow-up knowledge of their duties
activities/discussion and developed better
on modules teaching skills
94
DIVISION PLAN for TIP PILOT IMPLEMENTATION
III.Post- Pilot 1.Evaluate the 1.Post Test TIP Managers December - 100% of the Division
Implementation effectivity of Coordinators 2006 TIP Implementation
December 2006 the program Mentors plan realized
Inductees
95
APPENDIX G
________________________
(Name of School)
________________________
Years
__________________
(District)
_________________ __________________
(Division) (Region)
96
VIII. Signatories
A. Schoolhead and Staff including Pupils
B. PTCA President and Representatives
C. Barangay Captain or Representative and Other LGU Officials
D. Division Staff
E. Other representatives From Organizations or from the Community
Annexes:
APPENDIX H
_____________________
(Name of School)
School Year_________
___________________
District
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TEACHER EDUCATION COUNCIL
EX-OFFICIO MEMBERS
ZONAL REPRESENTATIVES