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Monitoring and Evaluation Forms of the Teacher Induction Program (TIP)

Induction Program for Beginning Teachers (IPBT) is a systematic and comprehensive professional development program for beginning teachers with 0 to 3 years of teaching experience that has been developed to improve their knowledge, skills, attitudes, and values (KSAVs), and increase their confidence in teaching to make them effective and efficient teachers who nurture the potentials, abilities, and talents of every learner.

NEAP Central Office in coordination with NEAP-R shall conduct annual monitoring and evaluation (M&E) of the program implementation. Regional Offices (ROs) through QAD shall also conduct annual monitoring, provide technical assistance, and gather best practices and feedback on the program. SDO through SGOD M&E Unit shall conduct quarterly monitoring of the implementation of IPBT.


DepEd Teacher Induction Program (TIP) Coursebooks

Guide in Answering the TIP Coursebooks

Guide for Teacher Induction Program (TIP) Mentors

TIP Monitoring and Evaluation Forms

Aside from coaching, mentoring, and monitoring the progress of newly hired teachers, mentors are also expected to regularly report to the school head on progress updates, challenges encountered in the conduct of the Teacher Induction Program (TIP), and other concerns.

The school head then reports to the Teacher Induction Program (TIP) Division Coordinators who also submit reports and updates to the NEAP-Regional (R) Office.

Monitoring and Evaluation Form for Mentors

To be submitted to the School Head at the end of TIP Year 1.

Monitoring and Evaluation Form for School Heads

To be submitted to the Division TIP Coordinator at the end of TIP Year 1.

Monitoring and Evaluation Form for Division Coordinators

To be submitted to NEAP-R at the end of TIP Year 1.

Mark Anthony Llego

Mark Anthony Llego, hailing from the Philippines, has made a profound impact on the teaching profession by enabling thousands of teachers nationwide to access crucial information and engage in meaningful exchanges of ideas. His contributions have significantly enhanced their instructional and supervisory capabilities, elevating the quality of education in the Philippines. Beyond his domestic influence, Mark's insightful articles on teaching have garnered international recognition, being featured on highly respected educational websites in the United States. As an agent of change, he continues to empower teachers, both locally and internationally, to excel in their roles and make a lasting difference in the lives of their students, serving as a shining example of the transformative power of knowledge-sharing and collaboration within the teaching community.

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