Table of Contents
What is Teacher Induction Program (TIP)
- an institutionalized continuing professional development program
- designed to provide a systematic and comprehensive support system
- for newly hired teachers
- in order to seamlessly immerse them
- in the teaching profession
- in the public school system
Objectives of Teacher Induction Program (TIP) :
- discuss the nature, mechanics and processes of the Teacher Induction Program (TIP)
- show appreciation of, support and advocacy to TIP;
- develop a monitoring and evaluation (M& E) tool and mechanism to ensure the implementation of the TIP; and
- formulate an action plan for the implementation of the TIP and PPST.
Who are considered Newly-Hired Teachers
- Permanent teachers with 0 to 3 years with DepED
Benefits of Teacher Induction Program (TIP)
- strong commitment of teachers
- retention of teachers in the profession
- keeping students on task
- using effective student questioning practices
- maintaining students’ interests
- establishing a positive classroom atmosphere
- demonstrating successful classroom management
Key Implementers of Teacher Induction Program (TIP)
- Division TIP Management Team
- Education Program Supervisors
- District Supervisors
- Education Program Specialists
- School Heads
- Department Heads
- Master Teachers
- Mentors/Coaches
Scope of Teacher Induction Program (TIP)
Six Common Topics
- Module 1 – The Department of Education
- Module 2 – The Filipino Teacher
- Module 3 – The K to 12 Curriculum
- Module 4 – The Teaching Process
- Module 5 – The Learning Process
- Module 6 – The School & Community Linkages
Teacher Induction Program (TIP) Key Stage Topics
K to Grade 3
- The Nature of the K to 3 Learners
- Early Language Literacy and Numeracy (ELLN)
- Early Grade Reading Assessment (EGRA)
- Early Grade Math Assessment (EGMA)
- MTB-MLE
- Domain of Literacy – Emergent Literacy
- Explicit Teaching
- Flexible Options for K to 3
- ALS for K to 3
Grades 4 to 6
- The Nature of the Grades 4 to 6 Learners
- Curriculum, Curricular Goals, Assessment and Interventions
- The Learning Delivery
- The Learning Resources
- Flexible Options for Grades 4 to 6
- ALS Equivalency for Grades 4 to 6
Junior High School (7 to 10)
- The Nature of the JHS Learners
- Curriculum, Curricular Goals, Assessment and Interventions
- The Learning Delivery
- The Learning Resources
- Flexible Options for Grades 7 to 10
- ALS Equivalency for Grades 7 to 10
Senior High School (11 to 12)
- The Nature of the SHS Learners
- Curriculum, Curricular Goals, Assessment and Interventions
- The Learning Delivery
- The Learning Resources
- Flexible Options for Grades 11 to 12
- ALS Equivalency for Grades 11 to 12
Teacher Induction Program Activities
Activities:
- Use modules (6)
- Formal INSETs
- Self-directed learning
- Job embedded learning
- Mentoring
- Differentiated Supervision
- SLAC Sessions
- Other INSET activities
Modalities:
- Face-to-face
- On-line
- Blended learning
- Other related modalities
Teacher Induction Program Implementation
Year | Quarter | Modules / Recommended Activities |
---|---|---|
1 | First | Module 1 and 2 & Key Stage Topics, Differentiated Supervision, Mentoring, 1 Formal Classroom Observation & One (1) Formal Classroom Observation (Revalida & Portfolio Assessment) |
Second | Module 3 and 4 & Key Stage Topics, Differentiated Supervision, Mentoring, 1 Formal Classroom Observation & One (1) Formal Classroom Observation (Revalida & Portfolio Assessment) |
|
Third | Module 5 and 6 & Key Stage Topics, Differentiated Supervision, Mentoring, 1 Formal Classroom Observation & One (1) Formal Classroom Observation (Revalida & Portfolio Assessment) |
|
Fourth | Mentoring, Differentiated Supervision, One (1) Formal Classroom Observation Evaluation of the newly hired for Year 1 (Portfolio Assessment) |
|
2 | First | Mentoring, Differentiated Supervision, One (1) Formal Classroom Observation Evaluation of the newly hired for Year 1 (Portfolio Assessment) |
Second | Mentoring, Differentiated Supervision, One (1) Formal Classroom Observation Evaluation of the newly hired for Year 1 (Portfolio Assessment) |
|
Third | - | |
Fourth | Mentoring, Differentiated Supervision, One (1) Formal Classroom Observation Evaluation of the newly hired for Year 1 (Portfolio Assessment) |
|
3 | First | Mentoring One (1) Formal Classroom Observation Portfolio Assessment |
Second | Mentoring One (1) Formal Classroom Observation Portfolio Assessment |
NOTES:
- YEAR 1 – Mentoring and differentiated supervision must be employed AT LEAST TWICE IN A QUARTER
- YEAR 2 – Mentoring and differentiated supervision must be employed AT LEAST ONCE IN EVERY QUARTER
- YEAR 3 – Differentiated supervision may still be employed on the third year
Teacher Induction Program Monitoring & Evaluation
Key Players | Roles & Functions | Means of Verification (MOVs) |
---|---|---|
EPS of M&E EPS | Leads in the M & E of TIP Develops M & E tool for TIP Prepares and presents TIP accomplishment reports to stakeholders | M & E Tool for TIP Accomplishment Reports (Quarterly, Semestral & Annual) |
EPSvrs | Prepare TIP supervisory plan Monitor TIP implementation Prepare reports of accomplishments and feedback, validates TIP inductees’ accomplishments | TIP Supervisory Plan TIP Supervisory Accomplishment Reports |
EPSs | Assist EPSvrs in consolidating and processing TIP accomplishment reports | TIP Supervisory Accomplishment Reports |
District Supervisors | Prepare TIP supervisory plan Monitor TIP implementation Prepare reports of accomplishments and feedback Validates TIP inductees’ accomplishments | TIP Supervisory Plan TIP Supervisory Accomplishment Reports |
School Heads | Include TIP in SIP, AIP & WFP Prepares TIP Action Plan Mentors/coaches Prepares TIP accomplishment reports | SIP, AIP, WFP, TIP Action Plan School-based TIP Accomplishment Reports |
Portfolio of Inductees: Documenting TIP Activities and Accomplishments
- Can be in any form:
- Hard Copy (Computer Generated or Handwritten or Both
- Soft Copy (Word, Powerpoint, Excel, Videos)
- Combination of Soft & Hard Copy and properly labeled
- Contents
- Cover Page
- Biographical Sketch or Resume of the Inductee
- Appointment
- Position Description Form
- Reflections as a Neophyte or Newly Hired Teacher with a Statement of Commitment to finish the TIP
- Self-Monitoring Form for TIP Accomplishment of Activities
- TIP Outputs / Accomplished Activities
READ: Updated DepEd Teacher Induction Program Policy
Inductee’s Self- Monitoring Tool
Date | Module No. (TIP Topic / Activity Accomplished) | Modality / Strategy | Mentor / Coach / Support Group | Technical Assistance Provided by M/C/SG | Signature of Mentor/Coach / Support Group |
---|---|---|---|---|---|
- | - | - | - | - | - |
- | - | - | - | - | - |
Validating Inductee’s Teacher Induction Program Accomplishments
Tool 1 – Analytical Rubric for Learnings
Indicators/Criteria | 5 – Excellent | 4 – Very Satisfactory | 3 - Satisfactory | 4 - Fair | 1 - Poor |
---|---|---|---|---|---|
Completeness | Completed all activities | One activity was not completed | Two activities were not completed | Three activities were not completed | At least four activities were not completed |
Relevance | All answers were relevant | Most answers are relevant | Some answers were relevant | Almost all answers were irrelevant | All answers were irrelevant |
Reflection | All reflections were related to the actual teaching practices and issues | Most of the reflections were related to the actual teaching practices and issues | Some reflections were related to the actual teaching practices and issues | Almost all reflections were not related to actual teaching practices and issues | All reflections were not related. |
Revalida (Face-to-face interview) | Shows mastery of the topics | Shows mastery of most of the topics | Shows mastery of some of the topics | Shows non-mastery of most of the topics | No mastery of the all the topics |
Tool 2 – Analytic Rubric for Evaluating Portfolio of Newly Hired Teachers
Indicators/Criteria | 5 - Excellent | 4 - Very Satisfactory | 3 - Satisfactory | 4 - Fair | 1 - Poor |
---|---|---|---|---|---|
Relevance to the TIP Topics / Activities | All outputs/activities are related to the context of the teacher | Most of the outputs/activities are related to the context of the teacher | Some of the outputs are related to the context of the teacher | Most of the outputs/activities are not related | None of the outputs/activities are relevant |
Application to School & Classroom Context | All have evidences of actual application | Most have evidences | Some have evidences | Most are not applied in the real teaching-learning environment and situation | None is applied.. |
Proficiency | All outputs manifest teacher’s high proficiency | Most outputs manifests teacher’s proficiency | Some of the outputs manifest teacher’s proficiency | Most of the outputs manifest teacher’s lack of proficiency | All of the outputs manifest teacher’s lack of proficiency. |
Innovation, Creativity & Resourcefulness | All outputs are original and manifests creativity and resourcefulness | Most outputs are original and manifests creativity and resourcefulness | Some outputs are original and manifests creativity and resourcefulness | Most outputs are not original | All outputs are not original |
Describing Inductee’s Outputs / Performance
- 1.00 – 1.49 (Poor)
- 1.50 – 2.49 (Fair)
- 2.50 – 3.49 (Satisfactory)
- 3.50 – 4.49 (Very Satisfactory)
- 4.50 – 5.00 (Excellent)
(Note: Teacher-inductees whose outputs are rated Poor, Fair and Satisfactory shall undergo further extensive supervision, mentoring and coaching.)
…And OTHERS
- TIP to be included in the DEDP, SIP and AIP
- TIP to be included in supervisory plans, M&E activities
- Alignment of professional development programs with existing DepED Programs
- Certificate of Completion shall be awarded to the newly hired teachers after (SATISFACTORILY) completing the cycle of TIP during a Completion Ceremony spearheaded by the division office or district office
What’s Next…?
- Division Training on Mentoring, Coaching and Differentiated Supervision
- TIP Convergence of Division TIP Management Team and TIP Key Players
- Research on TIP (impact on teacher performance and student achievement, status of implementation?
Watch Out…! (Personnel Officer)
- Keep track of newly hired teachers anytime of the year
- Keep a record
- Report to Division TIP Trainer for TIP Orientation
Please me a copy of this. Thanks
Teachers should be trained and should be oriented before or during entering the battlefield of teaching