TIP Implementation Manual

TEACHER INDUCTIONPROGRAM Implementation Manual Teacher Education Council Department of Education 2007 TEACHER INDUCTION PROGRAM 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. The TEC action is in accordance with the implementation of the Teacher Empowerment to Achieve Competence and Humaneness (Project TEACH). 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. It explains the rationale. Self-instructional modules were piloted in fifteen school divisions. structure and organize” the Teacher Induction Program (TIP). 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. (MTPDP 2004-2010). Teacher Education Council i . JESLI A. goals and objectives of the Program and outlines the proposed details of implementation. one of the recommendations in the Philippine Agenda for Educational Reform (PCER). and after a year of monitoring and evaluation the final version of the materials were ready for mass implementation to “systematize. The DepEd envisions an organized TIP as a structure to strengthen the link between preservice and inservice education and a continuing professional development to enhance teacher effectiveness in accordance with the Teacher Education and Development Program (TEDP) and National Competency – Based Teacher Standards (NCBTS). Department of Education Chairman. LAPUS Secretary.” The DepEd shall “institutionalize the Teacher Induction Program in the division and school levels” as mandated in the Medium-Term Philippine Development Plan.Foreword Together with the Commission on Higher Education (CHED). I trust that this mass Implementation Manual will bring us closer to our goal of providing quality education for all. It also gives an overview of the design and contents of the different modules. The DepEd envisions that mentoring shall enhance teacher leadership and empowerment of school heads as they institutionalize the induction program in the long term.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. Hopefully. 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) Let us live by the dictum that teaching is “lifelong learning”. Undersecretary for Programs and Projects ii . the beginning teachers may need mentoring as integral component of the support system in the division and school levels. While the TIP modules are designed to be selfinstructional. 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. 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. Dr. Borlagdan. We extend our appreciation to the reviewers: Lourdes Baello. Narcisa Sta. Professional Regulation Commission (PRC). Lolita Andrada. Jocelyn Marcial. Cebu. namely: Bulacan. Pasig City/San Juan. iii . BEAM.and former zonal and teacher group representatives in the Council. Grace Estela Mateo. Carolina Guerrero. Avelina Llagas. Likewise. George Garma. ASDS Priscila C. Florencio B. Helen Caparas. Jean B. Luzonia Bayot. Aida Orosa. Emiliana dela Cruz. Leny delos Reyes. Hon. Gladys Nivera. the Educational Program Supervisors from the concerned regions supported the monitoring and evaluation of the try-out activities. Labrador and Chair. Navarro. Antonio Torralba. The TIP managers composed of the Schools Division Superintendents and their Assistants. Cotabato. Miguela Marasigan. Allan Canonigo. Colinares. Incumbent Secretary. Edilberto de Jesus. Paraluman Giron. Abad and the Officer-in-Charge. Dr. the ex-officio and regular members of the TEC: the Commission on Higher Education (CHED). Ana. and Ms. and Caloocan City.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. Bohol. Pampanga. NCCA. Aurora Franco. Jocelyn Marcial. Minda Sutaria. Teresita T. our appreciation for their untiring efforts and guidance in the completion of all the modules. Avelina Llagas. Cavite. and Crisanto Tomas. district supervisors and school heads gave their all-out support for the TIP pilot implementation. Undersecretary Vilma L. Quezon City. Nueva Ecija. Hidalgo. To the editors Bernadette Pablo and Cecilia Alip. Our sincerest gratitude to the fifteen school divisions for their participation in the TIP Pilot Implementation. General Santos City. Special participation of the private basic education schools in Iloilo City. Vilma Labrador. Undersecretary Fe A. Sultan Kudarat. Ester Lozada. Rosita Tadena. Laguna. Luz de Leon. Pierangelo Alejo. Purita Bilbao. Lidinila Luis-Santos. namely: Dr. Hon. Ofelia Flojo. Isabelo Magbitang. Eva Robles. Priscila de Sagun. Remedios Avellona. Jesli A. Luz Rojo. Cagayan de Oro City and in Manila are also acknowledged.Twila Punsalan. Rosita L. Nilo E. Lapus. Tumapon. Grace Estela Mateo. the division supervisors. Rizal. Bernadette Pablo. Negros Oriental. National Commission for Culture and the Arts (NCCA). Melchora Lamorena. Wilhelmina Borjal. de Sagun. and Teresita TUmapon. The expertise of the module writers is gratefully acknowledged: Lydia Agno. Our gratitude to the UNICEF. To the TEC-TIP Consultant. Teacher Education Council iv . the TEEP-CPISU and the BEAM for their generous support to the TIP. TORNO Project Director. Teacher Induction Program Executive Director II. Avelina T. 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. Fernandez. Vivien R. Garcia. Christian V. Jun M. Llagas. Gacula. Maliwat and Lemuel C. Dr. Gregorio. BEATRIZ G. Frederick S. Valles. Balanon. Rex Augus M. and to the teacher education institutions and participants in the zonal consultative conferences for their inputs to the TIP. 1 .2 .The Teaching of Filipino 28 ¾ Module 6.The Teaching of Mathematics 29 v .3 .Educational Laws and Surveys Programs and Projects of the Department of Education 14 Module 2 -The Philippine Basic Education Curriculum 16 ¾ Module 2.3 .TABLE OF CONTENTS Page ƒ Foreword i ƒ Message ii ƒ Acknowledgment iii ƒ Background and Rationale for the Teacher Induction Program (TIP) 1 ƒ The TIP Pilot Implementation 2 • Monitoring and Evaluation 3 • Best Practices 4 • Highlights of the Focus Group Discussions (FGDs) 7 ƒ Program Overview 12 ƒ Module Contents 14 • • Module 1.1 .Grading for Performance 19 • Module 3 -Responsibility and Accountability of a Filipino Teacher 19 • Module 4 -Professionalism and Personal Welfare 20 • Module 5 -School and Community Partnership 20 • Module 6 -Curriculum and Instruction 22 ¾ Module 6.2 .Multigrade Teaching 17 ¾ Module 2.Alternative Learning System 18 ¾ Module 2.The Teaching of English 26 ¾ Module 6. ¾ Module 6.The Teaching of Edukasyon sa Pagpapahalaga at Edukasyong Pagpapakatao 34 ¾ Module 6. Monitoring and Evaluation 59 ƒ Mentoring : A Component of TIP 61 ƒ Challenges in Operationalizing the Teacher Induction Program 64 ƒ Acronym 69 ƒ Glossary 69-a ƒ Bibliography 70 vi . 02 – Personal Information of the Mentor 50 TIP Form No. 01-A – Self-Rating Scale for Teacher Inductees 47 TIP Form No.5 . Arts.The Teaching of Technology and Livelihood Education (TLE) 37 ƒ Module Design 38 ƒ Module Structure 38 ƒ The TIP Mass Implementation 39 A. 04 – Inductee’s Evaluation of the Teacher Induction Program (TIP) 53 TIP Form No.The Teaching of Araling Panlipunan 33 ¾ Module 6. Delivery Mode for Mass Implementation 39 B.8 .9 .The Teaching of Makabayan 32 ¾ Module 6.The Teaching of Science 31 ¾ Module 6.4 . 06 – External Evaluation of the Teacher Induction Program 57 D. Program Workload and Time Schedule 42 C. Physical Education and Health (MAPEH) 36 ¾ Module 6.6 .The Teaching of Music.7 . Assessment of Learning Outcomes 42 TIP Form No. 01 – Personal Information of Teacher Inductees 46 TIP Form No. 03 – Performance Evaluation of Inductees 51 TIP Form No. 05 – Monitoring and Evaluation of the Teacher Induction Program Mass Implementation 55 TIP Form No. ƒ Appendices • Appendix A DepEd Order No.36, s. 2006 Orientation Seminar - Workshop for the Pilot Implementation of the Teacher Induction Program for Beginning Teachers in the Public Schools. • 78 Appendix C DepEd Memorandum dated August 23, 2006 Conduct of Focus Group Discussion (FGD) on the Pilot Implementation of the Teacher Induction Program for Beginning Teachers in the Public Schools. • 73 Appendix B DepEd Order No.66, s. 2006 Corrigendúm to DepEd Memorandum No.36, S. 2006 Orientation Seminar - Workshop for the Pilot Implementation of the Teacher Induction Program for Beginning Teachers in the Public Schools. • 72 79 Appendix D DepEd Memorandum No. 468, S. 2004 dated December 10, 2004 National English Proficiency Program (NEPP) Phase II Mentor Training Program: Facilitating Mentor Learning 81 • Appendix E DepEd Memorandum dated October 10, 2005 Guidelines on the Implementation of “Gabay” or Mentoring Program in the Elementary Schools in the ARMM and Region IX. 83 • Appendix F Sample Division TIP Plans • Appendix G Sample School Improvement Plan • 85 96 Appendix H Sample Annual Implementation Plan 97 vii TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL The Teacher Induction Program (TIP) Background and Rationale 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 (HulingAgustin, 1990; Hatton, Watson, Squires and Soliman, 1991). While it is true that preservice training includes one or two semesters of practice teaching, the term itself seems to suggest that the practicum is only a rehearsal. It is in their first teaching assignment that new teachers are confronted by the realities of the classroom an experience that can be bewildering or even traumatic. The literature on beginning teachers notes that they are often “hired at the last moment, left isolated in their classrooms and given little help – a true example of the ‘sink or swim’ attitude towards those newly hired”. The Teacher Education Council created by virtue of R.A. No. 7784 is mandated to strengthen teacher education in the country. One of its functions is to “design collaboration programs and projects that would enhance pre-service and inservice teacher training, retraining, orientation and teacher development”. Pursuant to this mandate the TEC has embarked on a project to systematize teacher induction nationwide. 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. 1 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. The principle of shared governance is operationalized in the concept of School-Based Management (SBM). The past and incumbent leadership of the Department of Education underscored the importance of a systematic and organized induction program, preferably on the school level, as part of the institutionalization of SBM. The truism is “empowered schools shall be in the best position to create dramatic improvements in the basic education with school heads playing crucial roles in ensuring the effective learning of students and overall school performance.” (Lapus,2006) The TIP Pilot Implementation The TIP modules are intended to be used as resource base for the Teacher Induction Program (TIP) to be institutionalized by the DepEd. However, the quality of its outcomes will depend not only on the learning resources but also on the quality of the delivery system. • 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. 2 coordinators. 36.Bulacan. Nueva Ecija. development and monitoring of the Teacher Induction Program before its institutionalization by the DepEd. The try-out was supervised by TEC in collaboration with West Visayas State University. Laguna. Cagayan de Oro City. The support and cooperation of key officials and the teachers are crucial to the success of the mass implementation of TIP. Region VII. Negros Oriental. and (2) gather indepth feedback on the pilot implementation. Cagayan de Oro City. 2006). s. Sultan Kudarat. The purpose of the limited pilot implementation of the Teacher Induction Program was to serve as a dry run for the proposed delivery system and to validate the usefulness of the modules in terms of helping the new teachers adjust to their job. Feedback from the FGDs. Liceo de Cagayan. Region IV-A – Cavite. the module evaluation and interview with the TIP managers. 2006 and DepEd Memo No. and inductees were the bases of the revision and 3 . General Santos. mentors. • Monitoring and Evaluation Monitoring and evaluation was integral to the TIP pilot implementation. The activities aimed to: (1) validate comments and recommendations on the module evaluation as bases for the revision and finalization of the modules.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL The Teacher Education Council (TEC) is the lead agency tasked with the conceptualization. Parallel try-outs were conducted by the Basic Education Assistance in Mindanao (BEAM) and in selected private schools in Iloilo City. Quezon City. Iloilo City. Rizal. 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. 66. Pampanga. s. Pasig City/ San Juan. Manila.Bohol. NCR – Caloocan City. Cebu.Cotabato. Region XII. The 15 pilot school/city divisions were the following: Region III. and Manila. A random sample of administrators and facilitators from 15 pilot school divisions where there was a concentration of new teachers were invited to react to the proposal and to craft the pilot implementor’s implementation plan on the Division level during the orientation seminar – workshop for the pilot implementation of the TIP (DepEd Memo No. Centro Escolar University and University of Santo Tomas. 4 . mentors who were mostly division supervisors and the inductees was developed and better teaching performance of inductees was observed. including class observations. Assistance of mentors was available when needed. they learned and relearned concepts/practices of their responsibility and accountability. providing support and on-going feedback were important components of TIP. • The inductees and their mentors viewed themselves as continuous learners and acknowledged that time allocation for the modules. 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. 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. Collegiality among the school heads. • Strong leadership at the division and school level is a key to successful implementation of the TIP. as follows: • Induction helps new teachers build their self-confidence and self-esteem. the participants were unanimous that the TIP should be institutionalized by DepEd. • The mentoring component led to productive professional relationships as trust developed through regular meetings and the sharing of expertise. • Best Practices Best practices were shared and observed during the monitoring and evaluation of the pilot implementation. • The mentors found the modules very helpful in their work.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL finalization of the writers. the inductees brought home the modules and worked on their own pace. They envisioned a more structured and systematic teacher induction program with the availability of modules in every school. The overview and objectives of the modules were discussed. • It decreases unproductive stress in the learning environment/work place. It was gratifying to note in the monitoring and evaluation process. The Technical Working Group of the Teacher Education and Development Program (TEDP) . Tagaytay City. The inductees felt confident that they had their mentors to approach when they needed support. 5 . 2007. The teachers expressed that the modules were not only for beginning teachers but also for experienced teachers for their continuing professional development.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Another pilot division recorded the preassessment and postassessment results of the inductees for each module they worked on. Pictorial highlights of the Orientation Seminar-Workshop for the TIP Pilot Implementation and Focus Group Discussions (FGD) are on the next pages. There was a unanimous endorsement for the TIP Mass Implementation. Development Academy of the Philippines (DAP).Basic Education Sector Reform Agenda (BESRA) and the TEC endorse the mass implementation and institutionalization of the Teacher Induction Program during the Strategic Planning Workshop in November. Significant improvement was reported. Hidalgo gives the keynote message. Labrador addresses the participants. Davao City 6 . Clarkville. 2006 BEAM Office. 2006 Cebu Business Hotel Cebu City BEAM Region XI. Clark Angeles City Visayas and Mindanao Cluster Undersecretary Vilma L. XII and ARMM Mid-term Review Meeting September 5. 2006 Oasis Hotel. March 8-10. March 15-17.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Zonal Orientation Seminar-Workshop for the TIP Pilot Implementation Luzon Cluster Former Undersecretary Fe A. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Highlights of Focus Group Discussions (FGDs) The set of Modules are informative, interactive and user- friendly. Our mentors are very supportive. The Inductees Division of Pasig City/San Juan We taught in the private schools for sometime. The Modules familiarized us on the culture of the public school system and our responsibility and accountability as teachers. The Inductees Division of Caloocan City alive The spirit of collegiality is very much among the inductees, mentors, coordinators and the TIP Work Team. They are mutually inspiring. The Inductees Division of Quezon City The Modules are not only useful for the beginning teachers but also for the experienced teachers. We request for ample time to work on the Modules. Summer break is recommended. The Mentors Division of Bulacan 7 TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL We were surprised, bothered and shocked when we were chosen inductees. But as we did the Modules in our own pace and with the support of the mentors and school heads, we felt lucky to be involved in the TIP. The Inductees Division of Pampanga We observed that the inductees became more cooperative and confident as they did Modules 1-5 and one learning area in Curriculum and Instruction. They welcomed class observation and post conferences with department heads and school heads. The Mentors Division of Nueva Ecija Mentoring was exciting, challenging, rewarding and enjoyable experience. For the inductees coming from far-flung schools we kept in touch through text messaging. The inductees’ interest in reading the modules improved over time. The Mentors Division of Cavite City The TIP Task Force held regular sessions to ensure that everything would be carried out as planned. The modules are very helpful in enhancing and upgrading the competencies of new teachers. The TIP should be institutionalized. The TIP Task Force Division of Rizal 8 TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL At the beginning the inductees were nervous and less confident. As they worked on the Modules transformation confidence performance. to and we noted teachers their with improved self- teaching The Coordinators/School Heads Division of Laguna We would like to involve all new teachers in the division. We need the modules to institutionalize TIP. May the satisfactory completion of the modules be a basis for a permanent teaching position? The Mentors Division of Cebu City We pledge to support the inductees by developing the mentoring component of the TIP. Mentors need to be trained. The Mentors Division of Bohol Our experiences as coordinators contribute to our professional development We read and studied the TIP Modules ourselves which served as a refresher course. The Modules should not only be for new teachers but for everybody including school heads/supervisors. The Coordinators Division of Negros Oriental 9 we were deloaded to give more time to work on the modules. not resources. We have the needed manpower even for mass implementation.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Our co-teachers borrowed the TIP Modules from us so they could also learn. The Inductees Division of Sultan Kudarat Commitment and proper attitude to implement the TIP. Our principal was very understanding. are what matters. The TIP Managers Division of Cotabato Our experience as TIP Coordinators was fulfilling and satisfying but demanding with respect to time management. If used in the private schools the linkage and networking of the private with the public schools would be enhanced and not compartmentalized. Private School Inductees Venue: Liceo de Cagayan University Cagayan de Oro City 10 . May we have the Modules in CDs? The Coordinators Division of General Santos The Modules are a great help not only to novice teachers but also to experienced mentors. Technical Working Group Division of Davao del Norte We express deep gratitude for the BEAM project in funding our involvement in the TIP Pilot Implementation and the ongoing support to the Technical Working Group). School MOOEs could contribute to the reproduction. to the school heads. mentors and inductees. Newly appointed teachers. Our problem was time allocation on the modules in addition to our teaching loads.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL The Modules are complete and appropriate in content. provided us with current teaching strategies and are very good review materials for LET. hence decreasing unproductive stress. division and regions need to undergo the TIP. Private School Inductees Venue: West Visayas State University Iloilo The Modules (revised) need to be made available to schools. Basic Education Assistance for Mindanao Induction is important to help teachers build their self-confidence and self-esteem. transferees from the private sector and from other schools. Technical Working Group Division of Davao Oriental 11 . reappointed teachers who heve left teaching and returning. Delivery of the program could be considered during the summer vacation. districts. Figure 1 below shows a “unified system” of preservice and inservice training linking “ the Initial Entry to teacher education. Deployment and Recognition System Figure 1 The Teacher Education Development Map * Includes public and private schools 12 . skill. The Teacher Induction Program is in consonance with the Teacher Education and Development Program (TEDP). Selection. licensure of teachers. Recruitment. This flagship project is in consonance with the Teacher Education Development map linking preservice education. deployment. recognition system and continuing inservice training of the DepEd. a Key Reform Thrust of the Department of Education. Preservice Training to Teacher Retirement CHED/TEIs DepEd/CHED/TEIs Entry to Teacher Education In-Service Education and Professional Development CHED/TEIs/Schools National Competency Based-Teacher Standards Pre-Service Teacher Education (BEEd/BSEd/PGC DepEd PRC Teacher Induction Teacher Licensure DepEd* and CSC Teacher Human Resource Planning. The TEC envisioned a systematized nationwide TIP for beginning public school teachers and may be expanded to include private basic education schools. and attitude inputs for an induction program for beginning teachers with three years experience or less.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Program Overview The Teacher Education Council (TEC) has packaged a set of 17 selfinstructional modules and Implementation Manual to serve as knowledge. recruitment. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Licensure. The agencies with primary responsibility for implementing each stage in the cycle are also shown in the map…. Recruitment and Development within the system. A more detailed discussion the NCBTS is in Lesson 3 of Module 3 entitled Responsibility and Accountability of a Filipino Teacher. 13 . Induction Training. The seven domains of the NCBTS is shown is shown in Figure 2. 2006). The core of the TEDP is referred to as the National Competency-Based Teacher Standards (NCBTS) which concerned agencies should adopt for their teacher development efforts. Retirement.” (Bernardo. Inservice and Professional Development and finally. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Module Contents The set of self-instructional materials consists of the following modules: MODULE 1 Educational Laws and Surveys Programs and Projects of the Department of Education Module I has two parts: Part I deals with the constitutional mandate. Part I – Educational Laws and Surveys Lesson 1 – Legal Bases of Education Lesson 2 – Excerpts of Educational Laws and Surveys Lesson 3 – Organizational Structure and Governance of Basic Education Lesson 4 – School Culture 14 . obligations and accountability as they perform their functions as a professional teacher. rights. 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 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. legal bases and various laws on education that clarify the rights. 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. It also focuses on the mission/vision and organizational structure of the Department. It is important that beginning teachers internalize their roles. responsibilities and accountabilities of a teacher. The various programs and projects that are foreign-assisted as well as the national initiatives are discussed in the second part. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Part II – Programs and Projects Lesson 1 – Foreign-Assisted Programs / Projects • International Cooperation Administration-NationalEconomic Assistance Project (ICA-NEC) • Program for Decentralized Educational Development (PRODED) • Secondary Education Development Project (SEDP) • Secondary Education Development Improvement Project (SEDIP) • Philippines-Australia Project in Basic Education (PROBE) • Basic Education Assistance for Mindanao (BEAM) • Third Elementary Education Project (TEEP) • Child-Friendly Schools System (CFSS) • 2003 Trends in Mathematics and Science Study (TIMSS) Lesson 2 – National Initiatives • Science and Technology Education Plan (STEP 2) • Accreditation of Public Elementary Schools • Accreditation of Public High Schools • High School Bridge Program • Every Child A Reader Program (ECARP) • National English Proficiency Program (NEPP) • Strong Republic Schools-Distance Learning Programs (SRS-DLP) • Brigada Eskwela • Adopt-A-School Program • Schools First Initiative (SFI) • School – Based Management (SBM) • Strengthening Basic Education in the Visayas (STRIVE) • Library Hub • Basic Education Sector Reform Agenda (BESRA) • Redesigned Technical-Vocational Education Program (RTVEP) 15 . skills. a total of ten years in all. The BEC spells out the knowledge. which in the Philippines includes from Grades I-VI and First year –Fourth Year High School. Lesson 1 How Do You Know where You Want To Go? Know Your Curriculum ƒ Lesson Objectives ƒ The EFA 2005-2015 Plan of Action ƒ Goals of EFA ƒ EFA’s Critical Tasks ƒ What is a Curriculum? ƒ Why Do We Need a Curriculum? ƒ Why Do We Have a National Curriculum? ƒ How Do We Indigenize/Localize the Curriculum? ƒ Why Do We Have a Bilingual Policy? Lesson 2 Why Restructure the Curriculum: A Little Bit of History ƒ Lesson Objectives ƒ The National Elementary School Curriculum (NESC) ƒ The New Secondary Education Curriculum (NSEC) ƒ Evaluation of the NESC & NSEC ƒ The Rationale for the Basic Education Curriculum (BEC) Lesson 3 I Know the BEC: How Do I Make It Alive? ƒ Lesson Objectives ƒ Features of the BEC ƒ The Structure of the 2002 Basic Education Curriculum ƒ The Philippine Elementary Learning Competencies (PELC) and the Philippine Secondary Learning Competencies (PSLC) 16 . habits and attitudes the students should learn.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL MODULE 2 The Philippine Basic Education Curriculum This module is about the Basic Education Curriculum (BEC) which sets the standards for what students should learn in basic education. It guides the teachers on the subject matter content for every grade/year level. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Lesson 4 Alive! But How Do I Make. Part III outlines the learning areas. Part II describes the components of a multigrade classroom as a learning environment and explains the various roles of the teacher. The Curriculum Work? ƒ The Curriculum. the learners and other stakeholders who are a source of support for the multigrade classroom. Part I – The Multigrade Program Lesson I – The Multigrade Program in the Philippines Lesson 2 – Basic Principles Underlying Multigrade Teaching Part II – The Components of a Multigrade Classroom Lesson 1 – The Human Resources in a Multigrade Classroom Lesson 2 – The Physical Environment PART III – Teaching and Learning Processes in the Multigrade Classroom Lesson 1 – The Curriculum Lesson 2 – Organizing Curriculum PART IV – Teaching Strategies for Multigrade Classes Lesson 1 – Methods Commonly Used Lesson 2 – Group Work and Grouping as an Instructional Strategy Lesson 3 – Self-Directed Learning and Peer Teaching 17 . Instruction and Assessment Model (CIA) ƒ You and the Instructional System ƒ The Role of Textbooks and Other Instructional Materials ƒ You and Your Mastery of Subject Matter MODULE 2. Part IV describes the different strategies that have been found effective in a multigrade classroom.1 Multigrade Teaching The module on Multigrade Teaching is divided into four parts: Part I compares and contrasts teaching in a multigrade classroom and teaching in a single-grade classroom. ) but generally the reasons are linked to poverty. 5 The Teacher Fig. 4 The Setting for Learning Fig. 6 The Age of the Learner Fig. gender discrimination. absence of a school in the community. 10 Assessment of Learning 18 . Its clientele include those who have never attended school and those who have dropped out of school. 8 The Learning Materials Fig. 3 The Learning Programs Fig. 9 The Teaching Methodology Fig.Historical Context of ALS Lesson 2 .2 Alternative Learning System 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“. disability. need to work to augment family income. Their reasons for staying out of school are varied (e. lack of money for school related expenses. 1 The Two Paths to Basic Education Fig.The ALS and Formal Education Fig.g.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL MODULE 2. The module also includes a brief overview of ALS in the Philippine setting and in the context of global development. 7 The Curriculum Fig. etc. Lesson 1 . 2 A Conceptual Framework on the Relationship Between Formal Education and the Alternative Learning System Major Aspects of Comparison Fig. Rights. Teacher Education Development Program (TEDP) and the National Competency – Based Teacher Standards (NCBTS) will also be discussed thoroughly.Assessment in the Curriculum Lesson 2. It also defines the implementing guidelines as contained in DepEd Order No. responsibilities and accountabilities based on the Filipino core values and the principles of teaching and learning. 33.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL MODULE 2. Responsibilities and Accountabilities of a Filipino Teacher Module 3 focuses on the most important determinant in the entire school system.Code of Ethics ƒ ƒ ƒ The Teacher and the State The Teacher and the Profession The Teacher and the Learners Lesson 3.Roles.2004.Implementing Guidelines Lesson 4. and Responsibilities of a Teacher ƒ ƒ Characteristics of a Teacher Qualifications. Lesson 1.Record Management ƒ Anecdotal Record and Communication to Parents ƒ Pupils’/Students’ Records 19 . and Privileges of a Teacher in the Magna Carta for School Teachers Lesson 2.3 Grading for Performance This module aims to explain the rationale and principles of performance-based assessment. the Filipino teacher.Use of Rubrics MODULE 3 Roles. Key concepts on Magna Carta for Teachers. Lesson 1. This module deals with his/her roles. Duties.Rationale and Principles of Performance-based Assessment Lesson 3. S.Professional Development Guide for Teachers ƒ ƒ ƒ Teacher Education and Development Program (TEDP) National Competency – Based Teacher Standards (NCBTS) Performance Appraisal System for Teachers (PAST) Lesson 4. 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. Providing a support system to beginning teachers is very crucial in the light of the increasing demands of the profession. Economic and Cultural Features Lesson I-B – The Community Resources Lesson I-C – Teaching and Learning from and in the Community 20 . It may even open doors for their professional growth and development. It explains how the school can harness the support of the Local School Board. 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. the Parent-TeacherCommunity Association as well as the various GO’s and NGO’s. It will help new teachers reflect and clarify their personal and professional attributes. It deals with the benefits and privileges teachers enjoy.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL MODULE 4 Professionalism and Personal Welfare This module is all about the teacher as a person and as a professional. This module attempts to answer such questions. Lesson I – Community as a Context of Teaching and Learning Lesson I-A – The Community: Its Sociological. Lesson 1 – The Teacher as a Person Lesson 2 – My Career Path as a Teacher Lesson 3 – The Teacher as a Professional Lesson 4 – Personal and Professional Welfare of a Teacher Lesson 5 – Empowering Teachers through Active Participation in Professional Organization MODULE 5 School and Community Partnership This module identifies the various community resources that can serve as context for learning and teaching. use the process and results of school assessment as their platform for identifying and implementing school or community actions for continuous (and accountable) improvement of school quality. propagated and adopted. Activities are geared to get stakeholders at every school in the country to take collective responsibility for their own school’s educational performance. Stakeholders at every school – school head. community leaders .Achieving Child-Friendly School Through School and Community Partnership Lesson IV – Parent-Teacher-Community Association (PTCA) As School Partner Lesson IV-A – What PTCA Is Lesson IV-B – Harnessing School Support from the PTCA Instruments for every school to assess its capabilities and performance in attaining EFA goals are developed.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Lesson II – Community-Based Roles of the Teacher Lesson II-A – Community Expectations of Teachers Lesson II-B – Teachers as Members of the Community Lesson II-C – Teachers as Citizens of the Country Lesson III – The School and Community Partnership Lesson III-A – The Role of the School Community Lesson III-B – The School Partners and Key Stakeholders Lesson III-C . Philippine-EFA 2015 Plan 21 . parents. The assessment process leads to the formulation of a “social contract” between the school and the community. teachers. students. introduced. with the support of the educational authorities. as teachers of the Filipino youth and the future of our great nation. 1998) 22 . • Curriculum The framework of the Basic Education Curriculum includes the four pillars of learning: learning to be. The series of TIP Modules include a discussion of the Basic Education Curriculum (BEC) (Module 2).TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Module 6 Curriculum and Instruction Educational accountability is anchored on a clear understanding of the concepts and implementation of the curriculum. 2006) beginning teachers in assessing student achievement. this also means learning to learn… Learning to Do.1 to 6.9. Learning to Be. by combining a sufficiently broad general knowledge with the opportunity to work in depth on a small number of subjects. and equipped with life-long skills (2002 BEC). so as to better develop one’s personality and be able to act with greater autonomy judgement and personal responsibility. and learning to live together (Delors. functionally literate. more broadly. learning to know. (Delors. mutual understanding and peace. in order to acquire not only an occupation skill but also. by developing an understanding of other people and an appreciation of interdependence – carrying out joint projects and learning to manage conflicts – in a spirit of pluralism. Learning to Know. critical and creative. A separate module on Grading for Performance (Module 2.3) guides the As Educators. 1998) in its vision of educating a Filipino learner who is nationalistic. Lapus. we have the moral duty to ensure that our youth is given the education they deserve… (Secretary Jesli A. instruction and student achievement/ performance. productive and service-oriented. the competence to deal with many situations and work in teams. Learning to Live Together. learning to do. Instruction and Assessment are integral in each of Modules 6. Connectedness to the World Beyond the Classroom no connection 1…2…3…4…5 connected 4. Domain 3 on Diversity of Learners. As the lesson gains in authenticity the teacher reflects on his/her teaching and prepares to conduct authentic assessment of learning outcomes. teachers must be prepared to adopt the substantial diversity in experiences that children bring with them to school… ( Murray. Assessment and Reporting set the standards for curriculum content and Beginning teachers have two jobs: (1) they have to teach. • Authentic Instruction Newmann and Wehlage. 1992) Five Standards of Authentic Instruction 1. and Domain 5 on Planning. and authentic assessment. (Nemser and Remillard . 1991) implementation. Substantive Conversation no substantive conversation 1…2…3…4…5 high-level substantive conversation 5. Domain 4 on Curriculum. Higher-Order Thinking lower-order thinking only 1…2…3…4…5 higher order thinking is central 2. authentic instruction. Depth of Knowledge knowledge is shallow 1…2…3…4…5 knowledge is deep 3. specifically Domain 2 on Learning Environment. Criteria for each standard are set in a scale of 1 to 5 as shown below: If all children are to be effectively taught. instruction and assessment. (2) they have to learn to teach. (1992) set five standards of authentic instruction namely: (1) Higher-Order Thinking (2) Depth of Knowledge (3) Connectedness to the World Beyond the Classroom (4) Substantive Conversation (5) Social Support for Student Achievement. The National Competency Based – Teacher Standards (NCBTS) in Module 3.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL There has been much recent attention to standards for curriculum. 23 .1992 The standards may be used to observe instruction. Social Support for Student Achievement negative social support 1…2…3…4…5 positive social support Source: Newmann and Wehlage. and what students do and do not understand or perform (assessment). and self-assessment. how those topics fit with other topics (curriculum).9 present teaching strategies and performance assessment for each learning area. The teacher sets high expectations for the class and moves instruction toward more authentic forms of instruction.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL • Authentic Achievement TIP Modules 6. Authentic assessments are characterized by tasks and activities to enhance higher-order thinking. how appropriate the activity is for a particular group of students (learners). Develop rapport and personal interactions with students 24 . Plan lessons that enable students to relate new learning to prior understanding and experience 2. 1992) and design teaching strategies which are integral part of instruction. Having an adequate knowledge base means being able to do the following: 1. (Donmoyer. She used it to frame a set of teaching tasks that beginning teachers should be able to perform.1 to 6. In planning an instructional activity the teacher may consider concepts he/she wants students to learn (content). Assessment of learning outcomes shall aim to align and modify instruction Knowledge is the primary source of professional expertise contributing to the clinical ability of teachers rather than as a source of systems and standard operating procedures. • Knowledge Base Reynolds (1992) prepared a synthesis of research reviews on effective teaching and learning to teach. real-life interdisciplinary tasks. what might be difficult for them (learning). Assess student learning using a variety of measurement tools and adapt instruction according to the results 7. Represent and present subject matter in ways that enable students to relate new learning to prior understanding and that help students develop metacognitive strategies 6.9. 1997) Match the knowledge base activities listed above with the teacher standards. 25 . It is advisable for the TIP coordinator/mentor to reproduce this section on Curriculum and Instruction as background reading for the inductees before they start working on any of Module 6. (Code of Ethics for Professional Teachers.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 3. Establish and maintain rules and routines that are fair and appropriate to students 4. Every teacher shall actively help insure that teaching is the noblest profession. and shall manifest genuine enthusiasm and pride in teaching as a noble calling.1 to Module 6. Reflect on their own actions and students’ responses in order to improve their teaching (Reynolds. p. 26) Refer to the domains in the NCBTS (Module 3). 1992). It may be well for school heads. mentors. Professional accountability starts from the presumption that the basis for quality teaching is knowledgeable and committed teachers who draw on knowledge about their diverse learners in deciding what and how to teach and assess student achievement. 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. Arrange the physical and social conditions of the classroom in ways that are conducive to learning and that fit the academic task 5. 1992. together with the development of higher order thinking skills. Lesson I focuses on teaching listening--what listening is. It also provides sample activities for listening comprehension. phonics and decoding. It discusses the nature of writing and explains the writing process. namely.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL MODULE 6. phonemic awareness. is vital if children are to become successful. both traditional and authentic. Lesson 4 deals with the teaching of writing and how it can be made more interesting and meaningful to students. It also stresses the role of reading in the content areas. and comprehension. Lesson 5 focuses on assessment. It consists of five lessons. Sample tests are included to serve as models in constructing language tests. and literate adults. It also gives suggestions for marking written compositions. It maintains a consistent link between theory and practice by providing learning activities to illustrate and test theoretical ideas. and what the different types of listening are. fluency. Each of these elements. Lesson 1 Teaching Listening Why Listen The Listening Process How People Listen Choosing the listening texts Integrating Listening with Other Macro Skills 26 . the barriers to effective communication. vocabulary and word recognition. thinking. Lesson 2 deals with the nature of the oral communication process. Lesson 3 focuses on teaching reading which anchors on the five areas of reading instruction. why we do listening.1 The Teaching of English This module presents a systematic program of study intended for teachers of English in the BEC. Varied strategies are provided that illustrate effective classroom practices to enable students to read for meaning. and suggestions to improve one’s speaking ability. It provides sample assessment and evaluation instruments for classroom use. The sample lesson plans show how these strategies work to foster active and engaged reading. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Lesson 2 Teaching Speaking The Nature of the Oral Communication Process Barriers to Effective Communication Successful Oral Fluency Practice Oral Communication Strategies Lesson 3 Teaching Reading Five Areas of Reading Instruction ƒ Phonemic Awareness ƒ Phonics and Decoding ƒ Vocabulary Instruction ƒ Fluency ƒ Comprehension Profile of a Proficient Reader Three Stages of Teaching Reading Instruction ƒ Prereading Strategies ƒ Activating Prior Knowledge and Building Background Information ƒ Developing Concept and Vocabulary ƒ Motivation and Setting the Purpose ƒ During Reading Strategies ƒ Post-Reading Strategies ƒ Discussion ƒ Engagement Activities ƒ Reading-Writing Link ƒ Reading Intervention and Remediation ƒ Building Literacy: A Classroom Intervention Program Lesson 4 Teaching Writing Principles of Teaching Writing The Process-Oriented Approach to Writing Pre-writing stage ƒ Techniques in Prewriting Writing ƒ Techniques for Composing and Drafting Paragraphs Revising and Proofreading ƒ Techniques for Revising and Proofreading Post Writing Marking Written Composition 27 . Aralin 1 Paano Ba Tayo Natututo ng Wika? ƒ Ano nga ba ang Wika? ƒ Mahalagang Salik sa Pagkatuto ng Wika Aralin 2 Ugnayan: Mga Teorya at Simulaing Pangwika sa mga Lapit at Pagdulog ƒ Ang Simula …Mga Tradisyunal na Teorya sa Pagkatuto Ng Wika ƒ Ang Kasalukuyan: Mga Pagbabago sa Teoryang Pangwika ƒ Mga Batayang Simulain sa Pagtuturo ng Wika ƒ Mga Lapit at Pagdulog… Tugon sa mga Teorya at Simulain ƒ Inobasyon… Pagpapatuloy at Pagbabago ng Tradisyon ƒ Kontemporaryo: Ang Kasanayang Komunikatibo sa Pagtuturo ng Wika Aralin 3 Sa Unang Araw ng Pagtuturo…Paano Ka Magsisimula ƒ Bakit mahalaga ang banghay-aralin? 28 .2 Ang Pagtuturo ng Filipino Ang modyul na ito ay sadyang isinulat para sa mga gurong bago pa lamang magtuturo ng Filipino. Tinatalakay sa modyul ang mahahalagang teorya at simulaing pinagbabatayan ng mga lapit (approaches) at pagdulog sa pagtuturo ng wika. Matatagpuan dito ang mga batayang kaalaman at konseptong kailangang taglayin ng isang guro ng Sining ng Komunikasyon. Inilalarawan din ang mga angkop na stratehiya sa pagtuturo ng wika at s pagtataya ng pagkatuto.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Lesson 5 Assessment Purposes of Assessment Forms of Assessments ƒ Traditional Assessment ƒ Non-Traditional or Authentic Assessment ƒ Some Beliefs that Support the Use of Authentic Assessment ƒ Learning Targets ƒ Types of Learning Targets ƒ Authentic Assessment Practices to Try ƒ Traditional Testing Compared to Performance Assessment ƒ Scoring and Recording Assessment MODULE 6. Van de Walle (2003) identifies four basic requirements for teachers of math to be effective. This module tries to cover all four grounds. It focuses on the framework of teaching mathematics and on instructional strategies and assessment approaches.3 The Teaching of Mathematics The module is designed to provide beginning mathematics teachers with background knowledge and understanding of some basic contemporary issues in mathematics education. ƒ An appreciation of the discipline of mathematics itself--what it means to “do mathematics” ƒ An understanding of how students learn and construct ideas ƒ An ability to design and select tasks so that students learn mathematics in a problem-solving environment ƒ The ability to integrate assessment with the teaching process in order to enhance learning and improve daily instruction 29 . Mga Makrong Kasanayan at mga Istratehiyang Pampagtuturo Aralin 5 ƒ Ang Batayang Kurikulum sa Pagtuturo ng Pilipino ƒ Ang Apat na Makrong Kasanayan ƒ Mga Istratehiyang Pampagtuturo sa Elementarya at Sekundarya ƒ Pinatnubayang Pakikinig para sa Elementarya at Sekundarya ƒ Mga Istratehiya sa Pagtuturo ng Pagsasalita ƒ Ang Pagtuturo ng Pagbasa ƒ Ang Pagtuturo ng Pagsulat Pagtataya at Ebalwasyon: Naging Matagumpay ba ang Proseso ng Pagkatuto? ƒ Ang Pagtataya sa Klasrum ƒ Paghahanda ng Pagsusulit na Batay sa Performans ƒ Ano ang rubriks? ƒ Paghahanda ng Eksaminasyong Oral MODULE 6.TEACHER INDUCTION PROGRAM ƒ TIP IMPLEMENTATION MANUAL Paggawa ng Banghay Aralin Aralin 4 Ang Batayang Kurikulum. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL LESSON 1 Foundations of Mathematics Teaching and Learning ƒ The Nature of Mathematics ƒ The Goals of Mathematics Education ƒ Teaching Styles ƒ Behaviorism vs Cognitivism ƒ Constructivism ƒ Philosophy of 2002 Basic Education Curriculum LESSON 2 Strategies in Teaching Mathematics ƒ Research-Based Strategies ƒ Deductive vs Inductive Methods ƒ Factors in Choosing a Method or Strategy ƒ Interactive Direct Instruction ƒ Powerful Questions ƒ Rathmell Triangle Model ƒ Cooperative Learning ƒ Inquiry Method ƒ Problem-based Learning (PBL) ƒ Concept Attainment Strategy ƒ Concept Formation Strategy ƒ Peer Practice Strategy LESSON 3 Assessment ƒ Assessment. Evaluation and Testing ƒ Tests ƒ Criticisms against Multiple Choice Testing ƒ Recommendations for Student Assessment ƒ Authentic Assessment ƒ Balanced Assessment ƒ Performance Assessment ƒ Rubrics ƒ Portfolio Assessment 30 . Integrative Teaching 2.4 . First it provides the teachers a way of getting relevant information regarding the kind of learners in their class.4 The Teaching of Science This module is intended to help novice teachers retrieve the scientific knowledge and pedagogy they learned in college and use them to enable their students to learn science in a meaningful way.2.Inquiry Approach 2. Another useful feature of the module is the inclusion of sample lesson plans and a list of useful readings for the teachers.2 Learners: A Second Look Lesson 1. Lesson 1 Foundations of Science Teaching and Learning Lesson 1.1 The Scientific Method Lesson 5 Classroom Assessment Lesson 6 Scoring Authentic Assessment Through Rubrics 31 .1 Lecture and Student Recitation Lesson 3.3 Field Trips Lesson 3.2 Role Playing and Simulation Lesson 3.2. It hopes to make the initial years of teaching easier for the beginning teachers.3 Implications to Teaching Lesson 1.3 .Reflective Teaching 2. This information will help them plan their lessons and decide on the strategies to use.1 Constructivist Learning: A Closer Look Lesson 2.2 Constructivist Strategies 2.1 What to Teach Lesson 1.2.2.4 Concept Mapping Lesson 4 Incorporating Research in the Classroom Lesson 4. The module also describes a repertoire of teaching strategies and ways of assessing student learning.2 .2.Discovery Approach 2.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL MODULE 6.1 .4 Management Tips Lesson 2 Teaching Strategies Lesson 2.5 -Cooperative Learning Lesson 3 Other Teaching Strategies Lesson 3. ang kahalagahan nito.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL MODULE 6. at kung ano ang takdang oras at sistema ng markahan nito. Aralin 1 Ang Makabayan Bilang Saklaw na Aralin 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 Aralin 2 Ang Integrasyon sa Makabayan Introduksyon Kahulugan ng Integradong Pagtuturo Iba’t Ibang Pamamaraan ng Integradong Pagtuturo Pagkakaiba ng Integrasyon sa Makabayan sa Elementarya at Sekundarya Iba’t 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) 32 . ang mga komponente at asignatura nito.5 Ang Pagtuturo ng Makabayan Dalawa ang aralin na nakapaloob sa monograph na ito. Ang pangalawa ay pagpapakita kung paano isinasagawa ang pagtuturo ng Makabayan partikular kung paano nagkakaroon ng integrasyon sa mga sabjek o asignatura nito. Ang una ay ang pagpapakilala kung ano ang Makabayan. may mga pamamaraan sa pagtataya (assessment) na susi sa epektibong instruksyon. humanidades (humanities) at sa iba pang mga nauugnay na sangay ng kaalaman. natural na agham (natural sciences). Bukod dito. Bukod sa mayamang nilalaman ng instruksyon. gayundin ang Sibika at Kultura (SK) 1-3. Heograpiya. gumagamit din ang Araling Panlipunan ng iba-ibang lapit (approaches) na nagbibigay buhay at kulay sa talakayan ng mga aralin sa silid-aralan. Alay rin ito sa mga guro ng Araling Panlipunan na nais makilahok sa continuing education na ibinabahagi ng Modyul 6. Kasaysayan at Sibika (HKS) 4-6 sa mababang paaralan. Paano’y malawak ang saklaw ng Araling Panlipunan (AP).TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL MODULE 6. Mayaman sa nilalaman ng instruksyon ang Araling Panlipunan pagkat humahango ito ng mga paksang-aralin. Karaniwang ginagamit ang mga ito bilang core sa pagpaplano ng instruksyon sa Makabayan. Kasaysayan at Sibika (HKS) at Araling Panlipunan (AP) Aralin 2 Pagpaplano ng Instruksyon sa Araling Panlipunan ƒ Introduksyon ƒ Mga Layunin ƒ Pagpaplano ng Instruksyon ƒ Pagsulat ng mga Layuning Instruksyunal ƒ Pag-oorganisa ng Nilalaman ng Instruksyon ƒ Mga Modelong Estratehiya sa Pagtuturo ƒ Mga Graphic Organizers 33 . Lahat ng mga ito ay alay sa mga gurong kalahok sa Induction Program sa pagtuturo ng Araling Panlipunan. at Heograpiya. Aralin 1 Ang Edukasyong Araling Panlipunan ƒ Introduksyon ƒ Mga Layunin ƒ Pundasyong Historikal ng Araling Panlipunan ƒ Mga Depinisyon ng Araling Panlipunan ƒ Mga Layunin ng Sibika at Kultura (SK).6 Pagtuturo ng Araling Panlipunan sa Batayang Edukasyon. konsepto at tema mula sa mga disiplina ng agham panlipunan (social sciences).6 Ang Pagtuturo ng Araling Panlipunan Nangunguna sa mga komponente ng Makabayan ang Araling Panlipunan (AP) sa mataas na paaralan. TLE. Binibigyang diin ang kahalagahan ng pagiging huwaran ng kagandahang asal at mabuting pag-uugali ang mga guro sa dahilang “values are caught’”.7 Ang Pagtuturo ng Edukasyon sa Pagpapahalaga at Edukasyong Pagpapakatao Ang module sa Pagpapahalaga at Wastong Pag-uugali ay kusang itinuon sa pangangailangan ng mga bagong guro na magsisimula pa lamang sa kanilang pagtuturo. Musika at Sining (Apat na Araw) Unang Taon Aralin 5 Assessment sa Araling Panlipunan ƒ Introduksyon ƒ Mga Layunin ƒ Mga Layunin ng Pagtatasa ƒ Mga Prinsipyo ng Pagtatasa ƒ Mga Paraan ng Pagtatasa ƒ Pormal na Pagtatasa MODULE 6. 34 . Makakatulong din ng malaki sa mga bagong guro sa paghahanda ng kanilang mga aralin. ang mga pamaraan ng pagtuturo/pagsasanib at pagtaya ng pagkatuto ng mga mag-aaral.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Aralin 3 Mga Modelong Banghay-Aralin sa Araling Panlipunan ƒ Introduksyon ƒ Mga Layunin ƒ Modelong Banghay-Aralin na Ginagamitan ng Concept Development Model Para sa HKS 4 ƒ Modelong Banghay-Aralin sa Araling Panlipunan na Ginagamitan ng Modelong Pagsusuring Panlipunan Aralin 4 Ang Araling Panlipunan. Mahalaga at makabuluhan ang pagtatalakay sa Modyul ng pilosopiyang batayan ng pagtuturo ng pagpapahalaga. bilang Core ng Makabayan ƒ Introduksyon ƒ Mga Layunin ƒ Modelong Yunit Tematiko Para sa Makabayan I * Tema: Ang Pambansang Teritoryo ng Pilipinas Integrado ang AP. EP. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Aralin 1 Mga Batayan ng Pagtuturo ng Pagpapahalaga ƒ Panimula ƒ Paksa: Batayan ng Pambansang Programa ng Edukasyon sa Pagpapahalaga (EP) ƒ Paksa: Ang Batayan ng DepEd Para Pagtuturo ng Pagpapahalga ƒ Paksa: Kahulugan ng Pitong (7) Pangunahing Pagpapahalaga Aralin 2 Ang Pilosopiya ng Tao at ang Paghubog ng Pagpapahalaga ƒ Panimula ƒ Paksa: Ang Pilosopiya ng Tao ƒ Paksa: Mga Pilosopiya ng Pagpapahalaga ƒ Paksa: Ang Kalikasang Materyal at Ispiritwal ng Tao ƒ Paksa: Pagpapahalaga: Kahulugan at Uri ƒ Paksa: Batas Moral: Batayan ng Pagpapahalaga Aralin 3 Ang Proseso ng Pagpapahalaga (Valuing Process) Bilang Estratehiya ng Pagtuturo ƒ Panimula/Layunin ƒ Paksa: Mga Pamantayan at Elemento ng Proseso ng Pagpapahalaga ƒ Paksa: Ang Proseso Bilang Estratehiya ng Pagtuturo ƒ Paksa: Ang Paraan ng Pagtatanong sa Proseso ng Pagpapahalaga Aralin 4 Ang Mga Pamamaraan at Estratehiya ng Pagtuturo sa EP at Edukasyong Pagpapakatao ƒ Panimula/Layunin ƒ Paksa: Mga Pangunahing Estratehiya sa Pagtuturo at Pagpapahalaga ƒ Paksa: PNU-ACES Approach: Pamamaraan sa Pagtuturo ng Pagpapapahalaga ƒ ƒ Paksa: Pagtuturo ng Pagpapahalaga sa Pamamagitan ng Child-Friendly School System Paksa: Pagsasanib ng Pagpapahalaga ƒ Pagsanib sa pamamagitan ng Pagtatanong o “Value Processing” Aralin 5 Ang Pagtataya Sa Apektibong Pagkatuto ƒ Panimula ƒ Paksa: Pagtataya ng Pagpapahalaga ƒ Paksa: Mga Estratehiya ng Pagtataya ƒ Paksa: Ang Pamamaraang Portfolio at Rubrics 35 . The varied teaching methods in Music will help the new teachers present their lessons in the most interesting and easiest way possible. Content/Activities 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.8 The Teaching of Music. Arts. 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. Physical Education and Health (MAPEH) This module in MAPEH/MSEP deals with three big areas. Music/Musika Teaching Methods Lesson 1 The Kodaly Method Lesson 2 The Orff-Schulwerk Method Lesson 3 The Dalcroze Eurythmic Method Lesson 4 The Carabo-Cone Method Lesson 5 Justine Ward Method Art / Sining Contents/Activities Lesson 1 ƒ Art and Life Rubric on Rating a Creative Drawing Lesson 2 Art in Religious Beliefs and Traditions Lesson 3 Texture Lesson 4 Appreciation of Paintings Physical Education / Edukasyon sa Pagpapalakas Ng Katawan: Teaching Strategies Lesson 1 Rank Order Lesson 2 Guided Discovery Approach Lesson 3 Self-Appraisal Approach Lesson 4 Mind Mapping 36 . Sample activities and lesson plans are included to serve as models.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL MODULE 6. and Teaching Strategies in Physical Education and Health Education. In Art. namely: Teaching Methods in Music. 4 Strategies for Teaching Entrepreneurship 37 .2 Strategies for Teaching Agriculture and Fishery Arts Lesson 4 Introduction to Computers and Entrepreneurship 4.2 Component Areas of Industrial Arts and Home Economics 2.1 Shoproom Layout 1.1 Laboratory Requirement for Agriculture and Fishery Arts 3. and Agriculture and Fishery Arts.9 The Teaching of Technology and Livelihood Education (TLE) This module will serve as a guide in the teaching of the different components of TLE such as Industrial Arts.3 Entrepreneurship and Computer 4.1 Implementation of Industrial Arts and Home Economics under the 2002 BEC 2.2 Competencies to be developed 4. equipment and materials 1.TEACHER INDUCTION PROGRAM Lesson 5 TIP IMPLEMENTATION MANUAL Peer Support and Collaborative Teaching/Learning Strategy Health Education / Edukasyong Pangkalusugan: Teaching Strategies Lesson 1 Values Whip Lesson 2 Modified TV Activity “Dream…Believe…Survive” Lesson 3 Loop-A-Word or Crossword Puzzles Lesson 4 Projective Technique Lesson 5 Bubble Dialogue MODULE 6. Computer and Entrepreneurship.2 Tools. Home Economics. Lesson 1 The Shoproom 1.3 Strategies for Teaching Industrial Arts and Home Economics Lesson 3 Agriculture and Fishery Arts 3.3 Safety precautions Lesson 2 Industrial Arts and Home Economics 2.1 Laboratory Requirements and Shoproom Layout 4. • They expect their previous experiences and knowledge to be respected. A combination of introductory materials with self-managed activities and varied assessment procedures are provided to enable the inductees to do the four A’s: Do the Activity. Do Analysis. Do Apply learnings and insights gained. The design incorporates the following key features: ƒ A preassessment is provided to diagnose the inductees’ prior learning and experiences.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Module Design The modules serve as self-instructional courses to address the knowledge gap of beginning teachers. ƒ A postassessment is provided as a summative evaluation of the inductee’s performance. Module Structure The modules are self-contained and lend themselves to flexible learning. • They tend to be more self-directing. Do Abstraction. • ƒ They tend to be present-oriented rather than future-oriented. ƒ The use of a theory-action-reflection praxis will encourage the application of learning in the participant’s own context. ƒ Lessons are presented with Knowles theory of adult learning in mind: • Adult learners prefer to be involved. 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 ) 38 . ). Delivery Mode for Mass Implementation 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. 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. Planning and organizing focus group discussions (FGD) with the TIP managers. Preparing assessment results and other reports that may be needed by the region and TEC-DepEd.Check Questions (SCQ’s) and Activities are found at the end of each module. He/She will be responsible for the following tasks: 1. Monitoring the implementation of the TIP in the divisions/schools. SCQ’s and Activities. 5. etc. The inductee shall keep a journal for the answers to Preassessment. Results of the pre and postassessments shall be part of the monitoring and evaluation of the inductee’s program/performance.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Activities Comments to Activities Points to Remember Bibliography The Answers to the Self. and 39 . Coordinating with the regional office on the needed support to the Division. evaluation forms. A separate postassessment booklet shall be provided each inductee and shall be corrected by the mentor/coordinator. 2. 7. Distributing of the TIP Materials to the assigned TIP Coordinators in the elementary and secondary schools in the Division. and coordinators. Answer Key to the postassessment shall be provided to the mentor/coordinator. The TIP Mass Implementation A. 3. 4. mentors. 6. answer booklets. Safekeeping of the TIP materials (modules. He/She will be responsible for the following tasks: 1.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 8. and 8. Awarding of certificate of performance and recognition to successful inductees at the end of the Program. Providing opportunity for inductees to work with each other and other fellow teachers. Awarding of certificate of recognition and giving other incentives to the members and school heads. 7. 6. Evaluation of inductees’ portfolio (if required) with the assistance of the mentor. The TIP Coordinator at the school level is the School Head. 2. Submission of a summary report of the TIP implementation in his/her school to the TIP Manager. Providing a learning resource center or comfortable space where inductees can work and/or meet with mentors to discuss the lessons. Certification of inductees who have satisfactorily completed the Program. Retrieval and turnover of TIP materials from the inductees to the TIP Manager of the Division. 4. Administering and checking of the posttest. 40 . The Schools Division Superintendent (SDS) has the option to distribute the modules to the District Office or direct to the elementary and secondary schools. The School Improvement Plan (SIP) in the SBM program shall include the mass TIP implementation. 5. On the next page. 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. 9. The TEC – DepEd takes charge of the printing and distribution of modules to the School/City Divisions with copies furnished the Regional Office. 3. it shows the Flow Chart for the TIP Delivery Mode. A learning resource center should be in place in the division/district/school to facilitate the meetings of the mentors and the inductees. Arranging for mentoring of inductees. The Accountability Framework of the Support System is shown in Figure 4.Mentor .Inductee Figure 4 Accountability Framework of the TIP Support System 41 .TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Provincial/ City Schools Division Regional Office Elem. School District Secondary Schools Inductees Mentors Inductees Mentors TEC DepEd Figure 3 Flow Chart for TIP Delivery Mode The Delivery Mode includes a support system to the TIP.Coordinator . Regional Office (SDS/ASDS) (Manager) TIP Manager C1 M1 M2 M3 Mn C2 C3 M1 M2 C4 M3 Cn Mn PSDS/ES I School Head (Coordinator) Master Teacher School Head Experienced Teacher (Mentor) Beginning Teacher (Inductee) I1 I2 In I1 I2 I3 In Legend: C M I . Immediate postassessment after each module is recommended to monitor the progress and performance of inductees. The Coordinator may be the District Supervisor. Program Workload and Time Schedule Ideally. A Mentor may have one. While they are free to choose the order in which they study the modules. C. before doing the module on the subject area of their choice. The inductees are given at least six months to complete the six modules. two or more inductees. The Modules model the principles of open learning and are designed to be used flexibly. Modules 1 to 5 and one (1) Curriculum and Instruction module of their choice barring unforseen and unavoidable circumstances. As a guide. The inductees/mentees shall record answers to the SCQ’s in their journal. a School Head or a competent experienced teacher. that is. the Teacher Induction Program should start on the first day the new teacher is hired. or a Division Supervisor. These recommendations are based on the results of the FGDs with pilot school/city divisions. 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 one’s learning. Mentors shall be available for immediate assistance and support to inductees when needed. one should be able to finish at least one module a month. The time it will take to work through a module will depend on the current knowledge. The Mentor may be a Master Teacher. it is suggested that those who are new to the public school system work on the first five modules sequentially.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL The SDS shall organize the TIP Team. or a School Head who will be accountable to the TIP Manager. usually after the knowledge input. The inductees are advised to allocate time to work on the modules and to avoid last minute cramming. 42 . They may choose when and where to study and are given a choice of which Curriculum and Instruction module to do. learning style and commitment of the learner. Assessment of Learning Throughout the module. B. the inductees are encouraged to take charge of their own learning. THEY SHOULD NOT WRITE IN THE MODULE. scored 70-79% in the postassessment. An Activity is followed by a Comment to guide the learners in assessing whether or not they have done the Activity correctly.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Another type of formative assessment are the Activities. Satisfactory Plus (SP) – mastered 80-89% of the content. and module requirements. tasks that will draw on the inductees’ experience and knowledge or require them to access information outside the modules. skills. scored 90-99% in the postassessment. scored 100% in the postassessment. Satisfactory (S) – mastered 70-79% of the content. scored 60-69% in the postassessment. Each module has a postassessment with the corresponding rating. scored below 60% in the postassessment . scored 80-89% in the postassessment. The coordinators and mentors may also adopt the following criteria in determining the inductee’s performance: Excellent (E) – mastered the module content and satisfied all requirements to complete the module. 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. skills and module requirements. 43 . skills and module requirements. Very Satisfactory (VS) – mastered 90-99% of the content. Moderately Satisfactory (MS) – mastered 60-69% of the content. either a posttest or projects/outputs to be compiled in a common portfolio. Needs Reinforcement (NR) – mastered less than 60% of the content and module requirement. skills. and module requirements. All the modules provide for some form of summative evaluation. Observation reports by mentors or heads of schools may also provide qualitative input for summative evaluation. Moderately Satisfactory Module 5 .Very Satisfactory Module 6.1 .Satisfactory Module 3 .3 . and have not mastered the content.Very Satisfactory Module 6.Satisfactory Plus Module 4 . Inductees will be required to repeat the specific module where the rating obtained is NR.4 . systematic mentoring and keeping track of the inductee’s performance would certainly enhance the interventions.Very Satisfactory Module 2 .Satisfactory Module 6. Prototype Certificates of Performance follow: 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: Module 1 . skills. A certificate of performance shall be given to those who complete the Program.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.Satisfactory ________________ Mentor __________________ Coordinator Date ______________ 44 . Classroom observation. and module requirements. 04 Inductee’s Evaluation of the Teacher Induction Program TIP Form No. 02 Personal Information of Mentors TIP Form No. ________________ Mentor __________________ Coordinator For reference the following TEC-TIP Forms may be sources of pertinent information: TIP Form No.1 The Teaching of English. 01 Personal Information of Teacher Inductees TIP Form No. 06 External Evaluation of the Teacher Induction Program 45 . 03 Performance Evaluation of the Inductee by the Mentor/Coordinator TIP Form No. hence he/she needs further mentoring in the aforementioned module. 05 Monitoring and Evaluation of the Teacher Induction Program TIP Form No. 01-A Self Rating Scale for Teacher Inductees TIP Form No.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Prototype B 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: Module 1 - Very Satisfactory Module 2 - Satisfactory Module 3 - Satisfactory Plus Module 4 - Moderately Satisfactory Module 5 - Very Satisfactory He/She got a rating of Needs Reinforcement (NR) in Module 6. )____________________ College Degree Earned __________________Major/Specialization__________________ College/University Graduated From ______________Year Graduated_______________ Honors Received in College___________________Other Distinctions_______________ No. of Units earned for the Master’s Degree____________________________________ Graduate School Enrolled in_________________________________________________ Licensure Examination Passed_______________Date_________ Rating ___________ Subjects Currently Teaching_________________________________________________ _________________________________________________________________________ No of Teaching Loads _______ Other Teaching Assignments _____________________ Subjects Previously Taught__________________________________________________ _________________________________________________________________________ _______________________________________________________ Signature of Teacher Inductee 46 . & Mo. 01 PERSONAL INFORMATION OF TEACHER INDUCTEES NAME___________________________________________________Sex______________ Age_____Civil Status_______ No of Children ______ School______________________ _____________________District__________________ Division_____________________ Length of Teaching Experience in Public Schools (Yrs.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL TEACHER EDUCATION COUNCIL TEC TIP FORM NO. & Mo.)_____________________ Private Schools (Yrs. 4 _____________________ 47 .To a moderate extent 4. Check the column which corresponds to the extent of your knowledge/understanding and competence/skills on the following topics using the legend below Legend: 1. School and community partnership 10.4.3_____________________ 10.1_____________________ 11. Knowledge of 1._____________________ 10.01-A SELF-RATING SCALE FOR TEACHER INDUCTEES Name of Inductee_____________________________Division__________________ Directions: Read each item very carefully._____________________ 10.3_____________________ 11.2_____________________ 11. Multigrade teaching 5.To a little extent 2. Professionalism and personal welfare 9. DepEd programs and projects 3. Features of 2002 BEC 4.1._____________________ 11.2. Evaluation of learning outcomes 6. Roles. Alternative learning system 7. Educational laws and surveys 2.-To some extent A.To a great extent To a little Extent 1 To some Extent 2 To a moderate Extent 3 To a great Extent 4 accountabilities of a teacher 8. Subject /s you are teaching (enumerate below) 10. responsibilities and 3.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL TEACHER EDUCATION COUNCIL TEC TIP FORM NO. Teaching strategies you are using (enumerate) 11. 5 Community (LGU’s.4 Utilizing Learner-centered approaches to teaching 48 .2 Parents 1.1 Determining the index of mastery 2.2 Utilizing integrative mode of teaching 5. Classroom Management 3. _____________________________ _____________________________ _____________________________ 5.1.3 .4 Supervisors 1. Communicating with 1.1 Students/Learners 1. NGO’s.TEACHER INDUCTION PROGRAM B. and 3. Coping with learners having behavioral problems. Skills and Competencies in TIP IMPLEMENTATION MANUAL 1 2 3 4 1. etc. etc. Class discipline 3.3 Principals/Department Heads 1. Operationalizing the features of the 2002 BEC 5.1 Using PELC/PSSLC in planning lessons 5. Implementing DepEd programs/projects Ex.2 Utilizing test results in making decisions 3. Learning disabilities 4.2. Brigada Eskwela. Child Friendly School (CFS). Assessing/Evaluating learning outcomes 2.) 2.3 Utilizing interactive/cooperative mode of teaching 5. 12. 7. As a teacher. I am a surrogate parent and should not inflict corporal punishment. Getting involved in community activities is not among my task as a teacher. 5. 9. I should follow first my superiors and ask questions later. Supervisory visits are done to help teachers improve instruction. 8. ATTITUDE Reflect on each of the following items and check the column which corresponds to your feeling/opinion. 14. As a teacher. The quality of students’ performance is determined by their own capacities and capabilities. I owe it to myself to improve my personal and professional life. 49 . 6. Promptness and punctuality are values that should be upheld by all teachers. I take pride in being a teacher. I behave in a manner that upholds the dignity of the profession. 4. 13. 15. Home visitation is a risky endeavor hence should be least considered. 3. Accepting gifts from parents/children is a form of bribery. It is government responsibility to improve the professional qualifications of teachers. I see teaching as my lifetime career. 2. I welcome advice from my peers and superiors. 11.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL C. Strongly Disagree Disagree Agree Strongly Agree 1. 10. Parents are my partners in educating their children. & Mo. of Units earned for the Doctoral Degree____________________________________ Graduate School Enrolled in_________________________________________________ Licensure Examination Passed_______________Date_________ Rating ___________ Subjects Currently Teaching_________________________________________________ _________________________________________________________________________ No of Teaching Loads _______ Other Assignments _____________________________ Subjects Previously Taught__________________________________________________ _________________________________________________________________________ MENTORING ASSIGNMENT Name of Mentee/Mentees Subject(s) Taught ______________________________ ______________________________ ______________________________ _____________________________ _____________________________ _____________________________ 50 .TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL TEACHER EDUCATION COUNCIL TEC TIP FORM NO. 02 PERSONAL INFORMATION OF THE MENTOR NAME___________________________________________________Sex______________ Age_____Civil Status_______ No of Children ______ School______________________ _____________________District__________________ Division_____________________ Length of Teaching Experience in Public Schools (Yrs.)____________________ College Degree Earned __________________Major/Specialization__________________ College/University Graduated From ______________Year Graduated_______________ Honors Received in College___________________Other Distinctions_______________ No.)_____________________ Private Schools (Yrs. of Units earned for the Master’s Degree____________________________________ No. & Mo. Prior knowledge of the module as a result of the preassessment 2. 1. Desire for assistance of mentor/coordinator 5.To a great extent To a little Extent 1 To some Extent 2 To a moderate Extent 3 To a great Extent 4 1.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL TEACHER EDUCATION COUNCIL TEC TIP FORM NO. Legend: A. Openness to comments/suggestions 4. Interest in the content of the module 3. 03 PERFORMANCE EVALUATION OF INDUCTEES (To be accomplished by Mentor/Coordinator) Name of Inductee _________________________________ Division _________________________ Subject(s) Taught _________________ School ______________________________ Address _____________________________ Module No.To a little extent 2. Willingness to complete the module as scheduled 6. Desire to write reflections in a portfolio/journal Qualitative Comments: 51 .-To some extent While working on the module the inductee demonstrated 3.___________________________ Date Started____________________ Date Completed_________________ Directions: Check the column which corresponds to the performance of the inductee while working on the module and upon its completion.To a moderate extent 4. TIP IMPLEMENTATION MANUAL To a little Extent 1 To some Extent 2 To a moderate Extent 3 To a great Extent 4 Expressed willingness to confer with the mentor/coordinator Invited mentor/coordinator to observe his/her class Took the initiative to choose the next Module for study Demonstrated improved teaching performance Formulated better learning assessments Seriously worked on the postassessment Performance: ____________________________ Preassessment:_____________________ Postassessment:____________________ Qualitative Comments by Mentor/Coordinator: You may include comments like observable change/improvement in classroom management. 2. ________________________ Mentor/Coordinator Date:________________ 52 . decision making. 3. Upon completion of the module the inductee 1. superiors and parents. 4. interpersonal relationship with peers. 6.TEACHER INDUCTION PROGRAM B. etc. 5. class discipline. professional attitude. concepts and skills in teaching. attainability of the objectives. 4. ability to provide inductees with opportunities to apply knowledge. variety of activities 2. 2. Rate the modules as a whole in terms of: 1 2 3 4 1 2 3 4 1 2 3 4 3. clarity of objectives as disseminated in your orientation. ability to encourage individual participation 2. sufficiency of the orientation given to participants. 04 INDUCTEE’S EVALUATION OF THE TEACHER INDUCTION PROGRAM (TIP) Division______________________Region__________________ Date __________ Teacher Inductee: ____________________________________________________ School_____________________________________________________________ A. applicability to classroom teaching 5. providing information/knowledge 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1. developing positive attitude towards teaching 6. 3. Rate the Program as to: UNCLEAR MODERATELY CLEAR CLEAR VERY CLEAR 1 2 3 4 1. C. developing teaching skills 1 2 3 4 4.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL TEACHER EDUCATION COUNCIL TEC TIP FORM NO. accessibility of the mentors 53 . assisting a beginning teacher cope with the demands of the profession. ability to sustain the inductees’ interest 3. 1 2 3 4 1 2 3 4 B. Rate the support/assistance given by the TIP to teacher inductees in terms of: 1. What are some suggestions that you can offer to improve the Teacher Induction Program (TIP)? a. d. e. c. As a beginning teacher or inductee. On the length of time to accomplish the modules. On the roles of the mentors. Others 54 . Comments: 1. On the procedure of the implementation. On the modules b.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL D. what have you gained from the Teacher Induction Program (TIP)? 2. please provide the necessary information asked in each of the items. 7.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL TEACHER EDUCATION COUNCIL TEC-TIP FORM NO. Are the objectives of the Teacher Induction Program clearly understood by both the inductees and implementers? Yes_______ No______ Comments: Has the program implementation progressed as scheduled? Yes_______ No_______ Comments: 3. Do you find the modules with mentoring as effective mode of delivery for the Teacher Induction Program? Yes________ No__________ Comments: 55 . who else provided technical support to the inductees? Yes______ No________ From whom?______________________________ What kind?____________________________________________________ Comments: 5. 2. problems and concerns? Yes________ No________ Describe briefly. 6. Aside from the identified TIP implementers. Was there a regular feedbacking process to monitor inductees” progress. Has the program gained financial support? Yes________No_____Source___________________Amount__________ Comments: 4. 05 MONITORING AND EVALUATION OF THE TEACHER INDUCTION PROGRAM MASS IMPLEMENTATION (To be accomplished by the TIP Managers and Coordinators) DIRECTIONS: As a TIP implementer. 1. Are there observable evidences demonstrated or shown by the inductees to indicate achievement of the program objectives? Yes________ No_________ Describe briefly. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 8. 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 _____________________________ 56 . What feature outside your division implementation plan did you introduce to make the implementation effective? Describe briefly. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL TEACHER EDUCATION COUNCIL TEC-TIP FORM NO. Is the Division TIP team composed of competent staff and mentors? 5. Does the TIP team have the knowledge of adult learning theory and experience in training and facilitation? 57 . Quality Indicators Findings/Comments 1. 06 External Evaluation of the Teacher Induction Program Region ____________________ Division ___________________ School ____________________ Address ___________________ No. encoders. Are material / financial resources to support the pilot implementation in place? How much? 7. Are the targeted numbers of inductees served? 4. etc. Are the resources to ensure a continuing implementation available? 10. Do they have definite roles and responsibilities? 6.) 9. Are the objectives and learning outcomes of the TIP understood by the inductees? 2. Is the DLRC set – up with competent support staff? 3. of Inductees ____________ Qualitative answers/ comments to the questions may ensure an impartial evaluation of the TIP Mass Implementation. What are the sources of the financial support to the TIP? 8. Are the related technical support for the inductees in place? (Mentors. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 11. Does the team collect feedback regularly from the inductees? 13. Is the division given the technical support by the regional office and other stakeholders 16. Is there evidence of a continuing professional beginning development teachers beyond for TIP implementation? _____________________________ Evaluator ___________________________ Date 58 . Does the team set parameters for monitoring and evaluation to ensure program quality and effectiveness? 14. Does the TIP team document the inductees’ progress? 15. Does the TIP team create a collegial learning community with the inductees? 12. Have the objectives set at the beginning of the program been achieved? 2. Pre and post conferences are integral parts of the continuing monitoring and formative evaluation. 59 . 4. The following questions may guide the TIP managers. Records of preassessment. The data and results gathered during the M& E process should give information on the following: • Are we in the right track? • Are we progressing as planned? • Are we on time? • Are there incremental gains achieved? • Are there things to be revised? (Procedure. Summative evaluation is conducted at the end of the activity to determine if the objectives have been achieved based on the postassessment and portfolios of the inductees. Mentors may observe the inductees in the classroom. Activities and journals of the inductees are a part of the formative evaluation. Are the inductees better teachers now than before? 3. management. Are the gains reflected in the improved achievement level of the learners? The TIP team may set up a monitoring and evaluation system based on the conditions obtaining in their schools/divisions. timetables. Can the gains or the positive changes in the inductees be attributed to the intervention? (Modules in particular and TIP in general). etc) • Is TIP working? Formative evaluation is a continuous process to determine how the different processes are working. answers to SCQs . costing. TIP IMPLEMENTATION MANUAL Monitoring and Evaluation A continuing and systematic monitoring and evaluation (M&E) system is embedded in the TIP Mass Implementation. coordinators and mentors during the summative evaluation: 1.TEACHER INDUCTION PROGRAM D. A combination of self-monitoring of the inductees.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL The TIP Modules are self-learning kits for the inductees. 05 • TIP Form No. 01 • TIP Form No. Performance on the different tasks is dependent on individual motivation and desire to grow professionally. 04 • Classroom Observation • TIP Coordinators’ Observation • Postassessment • Clinical Supervision External Monitoring Division TIP Team Regional Supervisors TEC • TIP Form No. • TIP Form No. Below is the TIP Monitoring and Evaluation Framework. 06 TI • Focus Group Discussion • Division/Regional Meetings Figure 5 Framework for the TIP Monitoring and Evaluation 60 . internal monitoring of mentors and coordinators. However. the support initiative and intervention of the mentors would make a difference. and external monitoring and evaluation of the Division/Regional TIP Team on the TIP Mass Implementation may produce unprecedented results. 01-A • Preassessment Self.Monitoring Inductee • Self-Check Questions • Activities • Journals/Portfolios • Postassessment Internal Monitoring • Mentors • Coordinators • TIP Form No. 02 • TIP Form No. 03 • TIP Form No. • New teachers become effective in the classroom. It is important that when beginning teachers stumble on some difficult concepts in the modules. Studies show that mentoring creates a positive and supportive school culture for beginning teachers As a component of the induction program mentoring proved to be a successful strategy both “to support new teachers and keep competent experienced teachers in place” (Alliance for Excellent Education. For the mentor to be effective he/she must be trained. 2004). The Alliance listed benefits of induction programs with comprehensive mentoring as a component to wit: • New and experienced teachers stay longer in the teaching positions. A good number of programs and projects of the Department of Education trained trainers and mentors who can provide the necessary support system for beginning teachers. A roster of trained mentors should be available in every school/division. • successful in their own classrooms. It is viewed as a “lifeline” for professional development of effective and competent teachers which leads to lifelong learning. • trained in peer coaching skill. mentors are available to the inductees/mentees.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Mentoring: A Component of Teacher Induction Program (TIP) Induction is a comprehensive process of sustained training and support for new teachers (Wong. • Experienced (Veteran) teachers become happier in their jobs as they gain a sense of renewal and job satisfaction. Effective mentors are usually (but not necessarily) veteran teachers who are: • knowledgeable of the vision and mission of the school system. • skillful in analyzing assessment data. • updated in curricular change and instruction. 61 . Mentoring is an important component of the induction process. 2002). • Mentors go on to have additional leadership roles in their schools/districts/divisions. • updated in data management. would remain dedicated and committed to the profession. just as students develop individual rates in different learning areas. assessment. Training and coaching new teachers.2003) Mentoring is not a only support for what and how to teach. Developmental because teaching as a craft is viewed as a step by step. demonstrating and observing in classrooms build mentors’ capacity for leadership. and collaboration in the workplace. and stage by stage process as we educate and train future teachers and develop professionalism through the years. and continuing professional development would make a difference for beginning teachers who. school districts and division heads. More importantly it is integral to the professional development and empowerment of the mentors and inductees to imbibe the true meaning of professional consultation. The professional practice of teaching needs to be seen comprehensively as “a complex-dynamic process in which practical and conceptual elements are woven together as a seamless fabric”. Holistic in the sense that we see the total person in a total learning-teaching environment. Beginning teachers move forward in the profession in a variety of ways. hopefully. 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. moral. enhanced teacher quality leads to greater student achievement. It embraces intellectual. A holistic developmental view on the preservice and inservice education and training would certainly enhance professionalism in teaching. Researches further revealed that: mentorship experiences prepare experienced teachers for educational leadership positions outside the classroom. (Wong. They feel recognized for their knowledge and expertise… Furthermore. Supervisory support. A developmental view of teaching gives particular attention to the early years of the teacher’s career.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL To help the new teachers apply the knowledge they have learned from the modules. collegiality. developing at different areas of teaching. and emotional support 62 . and when teachers are more effective in the classroom they tend to stay longer in their positions. task by task. mentoring. which greatly helps the overall school culture. the TIP includes mentoring as an induction component. However. a reciprocity anchored on professionalism. Each member of that relationship. clarified in Republic Act 9155. Systematize the professional development of both inductees and mentors. would encourage a strong sense of commitment on the regional. 5. the mentor and the inductee. This would avoid the pitfall of quality education becoming a cliché. Establish collegial relationships between the experienced mentors and the beginning teachers over time. Improve the academic achievement of learners while teachers (mentors and inductees) learn from each other. working in teams and observing peers. concerns were expressed in the zonal fora: 63 . brings important knowledge and skills in building a structure within the context of the culture of each school or cluster of schools. 4. The mentoring role is a unique relationship between a beginning and a more experienced teacher. 2. The mentor does not assume the role of a “know-it-all” or a “follow me” peer but takes leadership in building a relationship among colleagues who are inquiring into what is effective and reflective teaching. Retain experienced teachers in the system by giving proper recognition and incentives. Provide appropriate support for beginning teachers as they “navigate” their first three years. However. Governance Act of Basic Education. The TEC aims to make the TIP acculturate beginning teachers in the academic standards envisioned by DepED. 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. division and school levels incorporating the strong administrative support and involvement as envisioned in the School-Based Management and the empowerment of school heads. Hopefully. 3. the TIP. The TIP sets these objectives of mentoring as follows: 1. This relationship should be built on mutual trust and respect.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL for “colleagueship” characterized by professional sharing. with mentoring as a component in the process. 2005 (Appendix E).could give strong institutional support and commitment for sustained professional development of teachers. induction refers to a “comprehensive.468. 64 . There should be a logical connection among activities and people involved. coherent and sustained development process organized to train.2004 (Appendix D) and in the DepEd Memorandum dated October 10. divisions. Challenges in Operationalizing a Teacher Induction Program In the true sense of the word. and the schools . The TEC has taken the lead in developing and eventually institutionalizing the TIP. S. 2003) Based on the definition. It should be a structured program of activities with people responsible for overseeing and monitoring the program to make sure that it stays on track toward its twin goals of student learning and teacher effectiveness. the School-Based Management (SBM) and the key reform thrusts of the Basic Education Reform Agenda (BESRA). ƒ Coherence. support and retain new teachers…” (Wong. Incentives to mentors which are initiated and practiced by the DepEd Central Office and by Superintendents and Principals are stipulated in DepEd No. districts.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL a) What incentives/credits may be given to the inductees upon completion of the modules? b) What incentives shall be given to the mentors? c) May they be free from doing “related tasks” and focus on providing support to the beginning teachers? d) How about sustained logistic support? We will rely confidently on the central office and the field offices to consider the aforementioned concerns for their support and commitment to the TIP which would go a long way in the achievement of the goals of Education For All (EFA). induction to be successful must have the following characteristics: ƒ Comprehensiveness. The field offices-regions. Mentors should observe strict confidentiality to gain their inductees’/mentees’ trust. Still another problem is managing the balance between the support and the evaluation activities of the system. It will likely be a collaborative responsibility between the school administrators and the school divisions.TEACHER INDUCTION PROGRAM ƒ TIP IMPLEMENTATION MANUAL Sustainability. In addition every school should identify potential school-based mentors to be trained as support providers. the challenge is how to tap the expertise of these trainers for the Teacher Induction Program. Among them is the thorny issue of pinpointing responsibility for managing and maintaining the induction program. There is also the problem of identifying and training teachers who will serve as support providers for the TIP. At the conception of the induction program the relationship between teacher support and teacher evaluation must be clarified. To maximize limited resources. In the absence of incentives most teachers will shy away from serving as support providers. For instance. The Dep Ed has had several programs for the training of trainors of teachers nationwide. detailed information about an inductee’s performance in a support activity may not be used for evaluation purposes. Ideally they should be distinct and separate.teaching assignments. the most recent of which is the National English Proficiency Program (NEPP). The literature on teacher induction has identified problems that are germane to local situations. The criteria used in support programs and those used for year-end evaluation should be the same. 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. Minimum criteria for beginners must be set and made clear to 65 . these various training programs may have different goals and priorities. the school should provide time within the working hours or incentives for important support activities. The problem is further complicated when they have conflicting schedules and are assigned to different grade levels. The program should continue for several years and seamlessly progress to the professional development of the teachers as they mature in the service. Otherwise teachers may be deprived of time for their personal lives. Another is the problem of providing time for support activities. However. When can they find the time for mentoring and other support activities? With a structured program in place. A Seminar-Workshop on the TEC Action Plan. a good induction program in the public and private Basic Education Schools (BES) becomes imperative to develop promising novice teachers and convince them to stay in the profession and remain in the country. Selection of Centers of Training for DepEd Certification Program and Continuing INSET. Finalization of the TIP Mass Implementation Manual and Comments on CMO # 30. s. Among those that are reasonably doable in the local setting are the following: ƒ Long term planning aligned with the vision and mission of the educational system ƒ A strong institutional commitment coupled with strong administrative support and involvement in all aspects of the induction program ƒ Regular demonstration classes across subject areas and grade levels ƒ Use of study groups focusing on team building and problem solving strategies ƒ Adequate time and resources for implementation ƒ Ongoing assessment to determine whether the program is producing the desired results Developing a workable and effective teacher induction program is a challenge in a system where teachers are overworked and underpaid and where resources are always lacking. Las Brisas Hotel. Antipolo City. With the continuing exodus of good teachers to greener pastures abroad. 66 . getting the desired results takes longer. 2007-2010. The activities validated the TIP Implementation Manual for nationwide implementation. 2007. Institutionalizing a good program takes time. It is unfair to use the same criteria for neophytes and veterans in the service. The dynamics involved to sustain induction activities is tricky and realities of context and availability of resources have to be reckoned with. There is much to learn from researches done regarding components that make for an effective induction program. May the TIP make a difference in the professionalization of teaching.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL the inductees. 2004 was held on May 3-4. Lucido Dr. Llagas Dr. Carolina Guerrero - 10. TEC Members and Module Writers 1. BPT-PRC TIP Module Writer Director IV. 9. Mateo Dr. for Language Chair. Ester C. 8. 11. Gladys Nivera Dr. 2. Dr. Gloria Salandanan Dr. Bilbao Dr. Dr. The complete list of participants follows: LIST OF PARTICIPANTS A.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Photos show the participants to the seminar-workshop on the finalization of the TIP Implementation Manual. for Science TEC Rep. Avelina T. Franco Dr. Cruz Dr. Grace Estela C. 4. Purita P. BALS TIP Module Writer/Reviewer TIP Module Writer 67 . 5. 7. for Mathematics TEC Rep. Amor Q. Josephine M. Paz I. 6. Lozada - TEC Member for Luzon TEC Member for Visayas TEC Member for Mindanao TEC Rep. 3. Aurora A. for Social Science TEC Rep. de Torres Dr. TPTE-CHED Chief. 7. 3. Sarahadil Dr. Emma Bautista - 8. Secretariat 1. Educ. Isabelita M. Mimaropa Director IV R-IX Asst. Regional Offices and Division Offices 1. Div. 4. Dr. Castro Dr. Nieves Dr. Commission on Higher Education 1. Gacula Marian Anclote Preservice education of teachers is a key to achieving sustainable quality basic education. 2. Dr. Region III OIC Director II. 5. Habib Adzhar H.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL B. Atienza Dr. Lucia S. 10. Rosalinda Luna Dr. of Zamboanga del Norte SDS Div. The DepEd shall institutionalize the Teacher Induction Program in the division and school levels of DepEd and promote the welfare of teachers and related personnel the next six years of the Plan period. ARMM SDS Region III. Div. Lorna Manauis - Director IV R-IV-B. 2. 5. CARAGA Asst. Upgrading the Quality of Preservice Teacher Education and Providing Continuum with Inservice Training Medium-Term Philippine Development Plan 2004-2010 68 . of Bislig. of Calapan SDS Div. Veneranda S. Teofila R. Garcia Vivien R. Jesus L. 6. 4. 2. Villanueva Dir. Torno Rex Augus M. Regional Director. Bureau of Elem. Taguibao - Chair. Fernandez Frederick S. 11. of Batangas SDS Region IV-B. 3. Dr. Giron Dr. Gregorio Jun M. of Pampanga SDS Region IV-A. Borres Dr. Beatriz G. 9. CARAGA ASDS Region II. Pandapatan - 6. Dr. Somerado M. Dr. Teoticia C.Since DepEd has the biggest stakes in teachers’ preservice program. Div. OPS-CHED C. Div. Cristina Padolina Dr. Paraluman R. it should demand for more rigorous classroom-based training for future teachers. Regional Director. of Cagayan - Executive Director II DEMO II Artist Illustrator II REMO II Administrative Aide SPES D. 7784 – An Act Strengthening Teacher Education in the Philippines by Establishing Centers of Excellence. No.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL ACRONYMS AIP – Annual Implementation Plan BEAM – Basic Education Assistance for Mindanao BESRA – Basic Education Sector Reform Agenda CHED – Commission on Higher Education FGD – Focus Group Discussion LET – Licensure Examination for Teachers LGU – Local Government Unit MTPDP – Medium-Term Philippine Development Plan NCBTS – National Competency-Based Teacher Standards NCCA – National Commission on Culture and the Arts NEPP – National English Proficiency Program PCER . A.School Improvement Plan SLAC – School Learning Action Cell TEI – Teacher Education Institution TEEP – Third Elementary Education Project TEDP – Teacher Education Development Program UNICEF – United Nations Children’s Fund 69 . Creating a Teacher Education Council for the Purpose. Appropriating Fund Therefore and for Other Purposes SBM – School-Based Management SCQ – Self-Check Question SIP .Presidential Commission on Educational Reform PRC – Professional Regulation Commission R. sense of belonging. (DECS Service Manual. At the end of each level. attitudes. DepEd Memoranda are issuances containing certain instructions and information which are temporary in nature and are usually applicable only during the year of issuance. Formal Education is the systematic and deliberate process of hierarchically structured and sequential learning corresponding to the general concept of elementary and secondary level of schooling. guidelines or regulations which are generally permanent in nature and are in effect until rescinded. and from life itself. at play. It encompasses early childhood. 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. elementary. the learner needs a certification in order to enter or advance to the next level. It encompasses both the nonformal and informal sources of knowledge and skills. Informal Education is a lifelong process of learning by which every person acquires and accumulates knowledge. skills.173).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. Basic Education is the education intended to meet basic learning needs which lay the foundation on which subsequent learning can be based. seminars. and commitment to public service. competitions. p. at work. Mission refers to the mandate of the Department of Education to achieve its goals and objectives through the implementation of programs and projects. 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. and deliberations. 70 . He/She may do demonstration teaching and observe classes of the inductee. Inductee/Mentee refers to teachers with 0-3 years experience. examinations. These include announcement of conferences. Mentor is a competent experienced teacher/department head/school head who trains and coaches beginning teachers and conducts clinical supervision to support the inductee. surveys. DepEd Orders are issuances on policies. Learning Facilitator is the key-learning support person who is responsible for supervising/facilitating the learning process and activities of the learner. Induction Program refers to the program for new entrants in government to develop their pride. and insights from daily experiences at home. A publication sponsored by the American Association of Colleges for Teacher Education. Wong. and retain new teachers. (1992). and Gary G. (ed. Teacher education and development program (TEDP). (2003). & Wong. Reynolds. p. New York. The impact of mentoring on teacher retention: What the research says. A. Wehlage. DC: Author. Association for Supervision and Curriculum Development.23. Education Commission of the States Report. Department of Education. support. Building a Knowledge Base for the Preparation of Teachers.CA: Harry K. Ingersoll. Murray. Knowledge base for the beginning teacher. from www. Document Number: 5036. Department of Education. R.. Operations manual on school-based management and its support systems. Mentor training program handbook. M. (2006) Teacher Education Council.2. 15. Washington. 2015..) (1996). National English Proficiency Program. The Teacher Educator’s Handbook.) (1989). Meralco Avenue.com Bernardo. Final Report. Department of Education. September 15. Jossey-Bass Publishers.p.I. Pasig City. : Pergamon Press. Frank B. February). (2004a). Mountain View.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL BIBLIOGRAPHY Alliance for Excellent Education.Five standards of authentic instruction. Retrieved September 10. San Francisco. Revised January 2006. TEEP – Department of Education. H. Breaux.p. Elmsford. Allan B.C. J. & Kralik. (2004). (2003) New Teacher Induction: How to train. 2004. Education for All . Educational Leadership. 71 .New Teachers. Tapping the potential: Retaining and developing high-quality new teachers. Newmann. Proceedings during the focus group discussions of the TIP pilot implementation. 2006. Fred M. Department of Education. (ed. 2003. H. Final draft of the DepEd –TEEP. Department of Education.TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL Teacher effectiveness (2002). Third Elementary Education Project . support and retain new teachers. Induction: How to train. Fifty studies of school-based management under the TEEP. Paper presented at the National Staff Development Council. December 10. Department of Education.com 72 . (2003b). Available at www. (2006) Third Elementary Education Project. Transforming education on the ground. New Teacher. Wong. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL APPENDICES 73 . . . . . . . . General Santos City October 9-10 . Emmanuel Villamarin . Vivien Gacula & Jun M. Garcia *Purita Bilbao. Flojo . Leny delos Reyes. Cagayan de Oro Oct. 2006 November 20-21 . Laguna Commonwealth High School. 2006 NCR . Rex Fernandez & Jun Garcia *Amor de Torres. 2006 Region VII . Aurora Franco and Beatriz G. Paz Lucido . Grace Mateo. Metro Manila Division Office Conference Hall West Visayas State University Region III . Lidinila Santos.13.* Team Leader ƒ Blue – Private Schools FGD Team *Amor de Torres. 2006 Region/ Pilot Division Region VII . 2006 Region IV –A. 2006 Nov. Torno & Vivien Gacula *Avelina Llagas. Frederick Gregorio & Jun Garcia * Avelina Llagas . Beatriz G. Lidinila. Sta. Ana Elem.29. Cavite Imus Pilot Elementary School. Torno . Cooperative Bank of Bohol Division Office Conference Hall Nov. 2006 NCR . Jocelyn Marcial. Emmanuel Villamarin & Vivien Gacula *Aurora Franco. Ana Pampanga Nov. 2006 Nov.13.24. Jun Garcia & Vivien Gacula *Grace Mateo . Emmanuel Villamarin & Jun Garcia *Lidinila Santos . Gladys Nivera . 12. Llova Balanon . Narcisa Sta. Davao Oriental Tagum . Beatriz G. Ana. Josephine Cruz. 2006 Oct. Teresita Tumapon. Bohol Nov. Davao del Norte Dadiangas South Central Elementary Xavier University Pinaglabanan Elem. Purita Bilbao. Emmanuel Villamarin & Llova Balanon *Aurora Franco . Torno . 2006 Region VII . Emmanuel Villamarin & Jun Garcia * Grace Mateo. 9-10 .13. Rex Fernandez. 21. Cruz. Beatriz G. 2006 Sept. Avelina Llagas. Sta. Beatriz G. 9-10. Torno Frederick Gregorio & Vivien Gacula * Grace Mateo . Sultan Kudarat Oct. Caloocan City Division Office Conference Hall Region XII . Cotabato City Division Office Conference Hall Region III . . Gladys Nivera. 2006 Region XII .Enclosure No. 2006 Region XI. 2006 Nov. Helen Caparas. 12. 2006 NCR . Ofelia O. Llova Balanon & Jun Garcia *Paz Lucido/ Amor Torres. Bulacan Legend . Beatriz G. Torno. Torno. 2006 Region VI .s. Rizal Division Conference Hall.7. Nueva Ecija Division Office Conference Hall Region IV . Beatriz G. Imus Avenue Division Office Conference Hall Region III . Laguna September 27-29. 1 to DepED Memo No. 2006 Region X . 6. Cebu Venue of the FGD Nutrition Center. Torno. Edna Dominguez . Quezon City Sept. Melchora Lamorena. San Juan. Torno and Jun Garcia * Avelina Llagas . Quezon City Pedro Guevarra MNHS. Torno . Beatriz G. Narcisa Sta.6. 12. Rex Fernandez & Vivien Gacula *Amor de Torres . Cecilia Alip.A . 2006 SCHEDULE OF FOCUS GROUP DISCUSSION Date Aug. Purita Bilbao. Cecilia Alip. Helen Caparas. Torno * Wilhelmina Borjal. Rex Fernandez & Vivien Gacula * Ester Lozada .Sept. Josephine Cruz . Jun Garcia & Frederick Gregorio 80 . Vivien Gacula & Rex Fernandez *Paz Lucido . 2006 Nov. Josephine Cruz . Melchora Lamorena . Gladys Nivera . 23. Beatriz G.22.Ana. Gladys Nivera . 23. 5. Pasig City/ San Juan Oct. Gladys Nivera . BEAM Davao Region XII . Lidinila Santos . . Banilad . Beatriz G. Ofelia Flojo . Jocelyn Marcial. Gladys Nivera.24. Lidinila Santos . Pampanga Sta.13. Avelina Llagas . Beatriz G. Negros Oriental Cooperative Training Center. School. 28.Cebu Region IV – A . Wilhelmina Borjal . 12. Llova Balanon & Frederick Gregorio * Grace Mateo . Taytay Sept. 15-16. Torno . Bernadette Pablo . 1. Bernadette Pablo . Iloilo Mati . 18-19. School. 31. Twila Punzalan. . . . . Emilia Nucum SDS March 23. Pallasigui • TIP Coordinators: • District Coordinators -Mrs. To establish Division Learning Resource Center b. To identify the Division TIP Council c. Luna • TIP Asst.Dr.Ms. To distribute TIP materials *Set up the Division Learning Resource Center considering the safety of the TIP materials Resource Requirements Human/Materi al Time Frame Indicators I.Pre-Pilot Implementation: March 18 – April 15. Carmelita Sotto . Rosalinda G. 2006 Organized the Division TIP Council Set up the Division Learning Resource Center Identified the inductees both in the elementary and secondary Distributed the TIP materials Oriented the TIP mentors/facilitators of their duties and responsibilities 85 .ES1 Rafaelita B. Leonardo Canlas Ms. Mgr. Honorata Kabigting *Cluster Coordinators: Dr. To identify the 12 inductees in the elementary and 4 inductees in the secondary e. To orient the mentors/facilitators of their duties and responsibilities d.APPENDIX F Sample A DIVISION PLAN FOR TIP PILOT IMPLEMENTATION Phase Objective Activity / Support System a. Gertrudes Santos -Dr. 2006 * Identified the Division: TIP Pampanga Council • TIP manager/ Supt. Filipinas Garcia . 2006 ES PSDS School Principals Master Teachers March 18.. 2006 86 . 2006 March 23.*TIP inductees -Oriented the TIP mentors/facilitators of their duties and responsibilities -Identified the 12 inductees in the elementary and 4 in the secondary *Distributed materials TIP April 10. 2006 April 10. modules August 21. 2006 Module 5September 15. 2006 completion of Module 4. During-Pilot Implementation : Objective To identify the delivery mode and April. 2006 Module October 2006 620. 2006 progress Module 3 – Mode reports on the July 21. 2006.the time targets for November 2006 the TIP implementation Activity System / Support Set the delivery mode and time targets for the TIP implementation Get feedback from the inductees about the To make progress modules report as to the completion of the Get a summary report from the TIP module coordinators To monitor and evaluate TIP Monitor implementation through a monthly implementation meeting of the Division TIP Council Resource Requirements Human/Material SDS ES 1 PSDS School Administrators Master Teachers Time Frame Indicators the Module 1-May Identified delivery modules 19. 2006 and the time target retrieval of Module 2-June for modules 16. 87 .Phase II. inductees 2006 Provision for cash incentives Resource Requirements Human/Material TIP manager TIP Coordinators Mentors Time Frame Indicators December 2006 Completion of all the activities in the modules and accomplishment of the post assessment 88 .Phase Objective Activity System / Support III. Post-Pilot Implementation To give/provide Awarding of certificate of : incentives to completion December. . . . . Plan the Implementati on of the Division TIP 1. organize the division TIP management staff 4. orient the inductees/ mentors 93 .2005 ¤DLRC.Pilot Implementation June – Nov. Scout the best center for DLRC 2. of Mentors / Facilitators : ________________ Phase OBJECTIVES Activity / Support System 1. Put up objectives DLRC 2. 2006 3.Sample C DIVISION PLAN for TIP PILOT IMPLEMENTATION No. Pre. Identify mentors and inductees 4. Selected ¤Mentors and inductees identified ¤Division TIP management staff organized ¤Orientation successfully handled 5. Formulate criteria for selection Resource Requirements Time Frame Indicators I.2 Orient the inductees and mentors (Focus Group Discussion) TIP Managers Coordinators Mentors Inductees May 22 – June 1. confer with the TIP board 3.1 distribute the kit 4. of Inductees : _______________________ Elementary : _______________________ Secondary : _______________________ ALS Mobile Teachers : ____________________ No. of Inductees : _______________________ Elementary : _______________________ Secondary : _______________________ ALS Mobile Teachers : ____________________ No.3 Evaluation of each individual report/post assessment 2.2 Follow-up activities/discussion on modules Resource Requirements TIP Managers Coordinators Mentors Inductees Time Frame June –Nov.Set deadlines for completion.4 Convene inductees as follow up and sharing insights 94 . 2006 OBJECTIVES 1.Monitor individual progress of inductees Activity / Support System 1.Pilot Implementation April – Nov. assessment of forms and others 2. submission.1 2.1 Monitoring 2.2 1. 2006 Indicators 100% of the modules were completely properly accomplished 100% of the individual gained a more explicit knowledge of their duties and developed better teaching skills 2. During.1 Reporting 1.2 Consultation 1.DIVISION PLAN for TIP PILOT IMPLEMENTATION No. of Mentors / Facilitators : ________________ Phase II. Pilot Implementation December 2006 OBJECTIVES Activity / Support System 1. dedicated. of Inductees : _______________________ Elementary : _______________________ Secondary : _______________________ ALS Mobile Teachers : ____________________ No. Giving award or any incentive Resource Requirements TIP Managers Coordinators Mentors Inductees Time Frame December 2006 Indicators - 100% of the Division TIP Implementation plan realized - More competent.DIVISION PLAN for TIP PILOT IMPLEMENTATION No. Recognize inductees and mentors 3.Evaluate the effectivity of the program 1.Post.Post Test 2.Collation of recommendations by module 3. of Mentors / Facilitators : ________________ Phase III. and committed new teachers developed 95 . Recommend Suggestions 2. Teacher and Administrator Development 3. Existing School Problems B. Student Development 2.APPENDIX G Suggested Outline of the School Improvement Plan (ISP) ________________________ (Name of School) ________________________ Years __________________ (District) _________________ (Division) __________________ (Region) I. Timeline C. Causes of the Problems IV. Overall Description/Profile of the School and Community A. Physical Plant Development 4. Goals. Statement of School Vision-Mission/School Logo (if any) II. Sustainability VI. Objectives/Targets V. Analysis of Findings and Feedbacking VII. Implementation Plan or Intervention Program (Matrix Form) A. School Profile (baseline) 1. Strategies and Activities to Address the Problems B. Schedule and Plan for End-of-Year Reporting to Stakeholders (Using Report Card) C. Communication Plan B. Documentation Plan 96 . Communication. Resource Generation and Fund Management III. Funding Source F. Community Profile B. Expected Outputs/Outcomes G. Resource Needed E. Monitoring and Evaluation Plan A. Tools B. History of the School C. School-Community Partnership 5. Responsible Persons D. Documentation and Reporting to the Stakeholders A. Frequency C. Problems and Needs Assessment A. VIII. Barangay Captain or Representative and Other LGU Officials D. Site Map of school 3. Signatories A. Other representatives From Organizations or from the Community Annexes: 1. Land Title/Registration of School Site Copy of Documents # 2 and 3 must be submitted to the Division office APPENDIX H Suggested Format for the Annual Implementation Plan (AIP) _____________________ (Name of School) School Year_________ ___________________ District Problems Objectives Strategies/ Activities RESOURCES NEEDED Time Frame Fund Human Materials Sources of Funds Expected Outputs/ Outcomes Sustainability 97 . Schoolhead and Staff including Pupils B. Participants 2. PTCA President and Representatives C. Division Staff E. PURITA P. GREGORIO REX AUGUS M. GRACE ESTELA C. DE TORRES Visayas Representative Mindanao Representative TEACHER GROUP REPRESENTATIVES Dr. LAPUS Secretary Department of Education Ex-Officio Chairman. NENALYN P. FERNANDEZ Education Program Specialist II Artist Illustrator II REMO III VIVIEN R. PAZ I. Commission on Higher Education Hon. LABRADOR Chairman Professional Regulation Commission Chairman. CRUZ Dr. FRANCO Prof. BALANON JUN M. GARCIA FREDERICK S. JOSEPHINE M. DEFENSOR Commissioner. AMOR Q. LUCIDO Dr. JESLI A. BILBAO Luzon Representative Dr. LEONOR T. GACULA Admin Aide DEMO II .TEACHER EDUCATION COUNCIL Hon. DepEd ZONAL REPRESENTATIVES Dr. MATEO Dr. TEC EX-OFFICIO MEMBERS Hon. AURORA A. BEATRIZ G. National Commission on Culture and the Arts Undersecretary. TORNO Executive Director II LLOVA O. NIVERA Social Studies Science Language Mathematics SECRETARIAT Dr. ROSERO Hon. GLADYS C. VILMA L.