History of TIP and TIP Framework.pptx

History of the
Teacher Induction Program
1

TEACHER EDUCATION COUNCIL
The Teacher Education Council (TEC), created by
virtue of Republic Act 7784, is mandated to
strengthen teacher education in the country. One of
its directives, as stipulated in Section 7-F of the RA,
is to design collaboration programs and projects to
enhance preservice and in-service teacher training,
retraining, orientation, and teacher development.
Hence, DepEd implements the institutionalization of
TIP.

TIP is institutionalized to provide a systematic and
comprehensive support system for the newly hired
teachers in order to seamlessly immerse them in
the teaching profession in the public school
system. This program is anchored in the
Philippine Professional Standards for Teachers, K
to 12 Basic Education Program, and the TEC Law
(also known as Republic Act 7784).

DEPARTMENT OF EDUCATION
D.O. 43, s. 2017
4
Comprehensive
Coherent
Centralized
the continuing development and progress of the newly hired teachers based on the principle of lifelong
learning and the Department’s commitment to the development of new and beginning teachers”

Teacher Induction
Program:
Development, Implementation,
and Challenges

Teacher Induction Policy

Policy Development
Policy Enhancement
Public Consultation

EXECOM
Presentation
May 2, 2017
Published on
Aug 11, 2017

NEAP NCR Marikina City
10
Teacher Induction Program (TIP) Policy
Writing Workshop
June 20-23, 2016
Participated in by select
Regional and Division
Chiefs, ASDSs, SDSs, and
Deans of COEs and CODs

Thereafter, policy enhancement workshops were conducted to
further enhance and validate the content of the draft policy.
This workshop was conducted in 2 venues – 1 in Baguio City
on October 4-6, 2016 for Luzon participants and 1 in Iloilo
City on October 9-11, 2016 for Visayas and Mindanao Cluster
on October 25-27, 2016. The workshop was participated in by
Regional Directors, Assistant Regional Directors, Human
Resource Development Division Chiefs, School Governance
and Operations Division Chiefs and select School Heads.

Teacher Induction
Program (TIP) Policy
Enhancement
Workshop – Baguio
City
October 4-6, 2019

Teacher Induction
Program (TIP) Policy
Enhancement
Workshop – Iloilo
City
October 9-11, 2016

Teacher Induction
Program (TIP)
Policy Finalization
Workshop – Legaspi
City
October 25-27,
2019

The policy finalization workshop was conducted after policy
enhancement workshop. This was held on October 25-27,
2016 at NEAP Legazpi City. This activity aimed to finalize
the draft policy before the public consultation. This was
participated in by select Schools Division Superintendents
and School Heads. The policy was presented to the
Executive Committee on May 2, 2017 and was signed into
DepEd Order on August 11, 2017.

National Orientation of TIP Focal Persons
(LuzViMin cluster)
Tagaytay Haven Hotel, Ulat,
Tagaytay City on October 1-3,
2017.
TIP Policy National Orientation (Luzon)

Leyte Park Hotel, Tacloban
City on October 9-11, 2017.
TIP Policy National Orientation (Visayas)

Summit Point Hotel, Maa, Davao
City on October 17-19, 2017.
TIP Policy National Orientation (Mindanao)

Module
Development
Module Content
Validation
Module Review
2017

Module
Finalization
National
Orientation of
Trainers
Luzon
Visayas
Mindanao
2017

TIP Module Development Workshop
Participants of this workshop are
DepEd Chiefs, Supervisors, Principals,
Master Teachers, Head Teachers and
Project Development Officers. The
event was held at Zen Hotel, Santiago
City on July 31 – August 4, 2017.

Participants of this workshop
are DepEd Chiefs
Supervisors, Principals,
Master Teachers, Head
Teachers and Project
Development Officers. The
event was held at Ultra
Winds and Mountain Resorts,
Cagayan de Oro City on
August 22-25, 2017
TIP Module Enhancement and Validation Workshop

TIP Module Review Workshop
Participants of this workshop are DepEd Chiefs,
Supervisors, Principals, Master Teachers, Head
Teachers and Project Development Officers.
The event was held at Palmas Del Mar, Bacolod
City on Sept. 4-8, 2017.
TIP Module Review Workshop

TIP Module Pre-Finalization Workshop
Participants of this workshop are
select SDSs and ASDSs. The event
was held at River Mount Resort,
Sarrat, Ilocos Norte on Sept 25-
28, 2017.
TIP Module Pre-finalization Workshop

Field Try-out
Assessment of Field
Try-outs and
Results
Module Final
Editing and
Revision
2018

TIP Orientation of Pilot
Divisions with BEST
Citadines Ortigas
November 27-29, 2017
NCR- Manila City SDO
Region 1- Pangasinan SDO II
Region 10- Cagayan De Oro City SDO
Region 7- Cebu Province SDO

QAME
9 Regions
Planning Meeting with
HRDD Chiefs for the
National Assembly
National Assembly on
TIP
2019

DEPARTMENT OF EDUCATION 28
TIP Updates: Quality Assurance and Monitoring and Evaluation
14 Schools Division Offices
Negros Occidental , Agusan Del Norte
Palawan, Quezon
Dapitan City, Ligao City
Legazpi City, Catanduanes
Angeles City
Isabela, Cauayan City,
Ilagan City, Quirino, Bohol
9 Regions
Regions 6, 13, 4B, 5,
4A, 9, 2, 3, 7
Technical assistance
Instructional
Supervision

TIP Updates: 2019 Regional Orientation
223 Schools Division
Offices 16 Regions
Php 16,462,908.00 22,903 Newly-hired teachers

Teacher Induction Program Implementation
1. TIP addresses the gaps and issues from pre-service education to in-
service
2. Mentoring helps the newly-hired teachers to easily adapt to their
assigned school
3. TIP guides the Newly-hired specifically in teaching strategies and
classroom management
4. TIP in the division is engaging
5. Enough time is allotted in the training
6. TIP Facilitators are excellent
7. LAC Session is helpful
8. Support of the superintendent and school head is evident
Highlights of the FGD

1. Among the 9 regions, only 1 conducted an orientation on the implementation
of TIP with the Division focal persons and with the school heads
2. Of the 14 divisions, 11 conducted TIP orientation for newly-hired teachers.
3. 3 out of 14 did not conduct TIP orientation due to the absence of modules
and instructions from the region
4. Among the 14 divisions, only 2 oriented the school heads and asked to
submit an implementation plan for the TIP.
5. Some divisions conducted a 3-day orientation of all the TIP Modules while
some conducted 3-day orientation per module.
6. 5 districts were provided technical assistance since they were not aware of
the TIP.
7. Various modalities were considered in the implementation.
Initial Findings

1. TIP should be given enough time because 3 days is
not enough
2. More time should be allotted for the discussion of
each module
3. There is a need for in-depth discussion of the
module
4. Mentoring should be done by seasoned teachers
5. Specific details of the TIP implementation must be
provided
Recommendations from the teachers

1.All regions should conduct an orientation on TIP
Implementation with the division focal persons.
2.Divisions should conduct TIP orientation with
district supervisors and school heads.
3.All schools should have implementation plan.
4.TIP should be school-based.
5.The policy should come up with different modalities
of implementation and consider the typology of
schools.
Recommendations for Policy Review

(TIP)
- Introduction
- The TIP Framework
- TIP in the NEAP Professional
Development Continuum
- The six TIP Courses

Teacher Induction Program (TIP)
DO 43, s. 2017
Teacher Induction
Program Policy was
signed into policy
with the Teacher
Education Council
(TEC) as the lead.
DO 11, s. 2019 Implementation of the NEAP
Transformation
Section 8. Fully Integrated Professional Development
Program
- Beginning 2020, the professional development program of
DepEd for teachers and school leaders, including TIP,
shall be under NEAP.
Together with TEC and RCTQ, NEAP shall enhance the TIP to
align with other career programs and the Professional
Development (PD) Priorities.

The enhanced TIP addresses the following concerns1:
1. lack of various modalities for different school typologies
2. need for specific details on the school-based
implementation of the TIP
3. gaps in information and resources dissemination and
orientation of focal persons
4. the TIP policy should also be amended to indicate PPST
instead of NCBTS2.
1 based on findings from TEC’s Quality Assurance and Monitoring and Evaluation, 2019 (items 1-
3)
2 RCTQ’s review of the TIP policy

Rationale
The Teacher Induction Program (TIP) has
impact on 3 sets of outcomes:
1. Teacher commitment and retention
2. Teacher classroom instructional
practices
3. Student achievement
(Ingersoll & Strong, 2011)

Program Objectives
At the end of the TIP, new teachers are expected to:
• demonstrate knowledge and understanding of the Department of
Education--- its vision, mission, goals and strategic directions; systems and
processes; school policies and procedures--- and teacher rights and
responsibilities;
• articulate and apply knowledge, skills, attitude, and values (KSAVs)
required of teachers as specified in the Philippine Professional Standards
for Teachers (PPST) and DepEd Core Values; and
• improve practice towards career advancement based on set professional
development goals.

The TIP Framework
• The program components
• Theoretical underpinnings
• Features of the TIP

Induction Program for Newly-hired Teachers

The TIP Framework
• Teacher Induction Program is comprised of a professional
development Curriculum that is supported by Delivery,
and the Ecosystem.
–The ‘Curriculum’ helps teachers transition and adapt to work in
DepEd and provides opportunities to improve their KSAVs
towards being capable and efficient teachers
–The ‘Delivery’ provides teachers with multi-modal delivery
platform that supports the curriculum.
–The ‘Ecosystem’ enables harmonized and dynamic
cooperation within linkages and resources.

The Curriculum Component
The curriculum supports induction and career
advancement of teachers through PPST-
aligned courses that:
• Promote contextualized and responsive
understanding of the PPST
• Support the principles of inclusive education
and self-directed learning
• Utilize scenario-based approach towards a
more meaningful completion of the TIP
courses

The TIP curriculum consists of topics that help new teachers to:
Demonstrate knowledge,
and understanding of DepEd
and its system
Demonstrate core teacher
competencies in terms of KSAVs
as specified in the PPST
Improve practice towards
career advancement
Sample topics:
• DepEd Mission, Vision
and Core Values
• DepEd Organizational
Structure
• Relevant Laws for
Teachers (Magna Carta,
Code of Ethics, etc.)
• Salaries, Wages and
Benefits
Sample topics:
• Expectations from
Teachers Based on the
PPST
• Continuing professional
Development
• Policies on promotion and
opportunities for
progression
• Developing a Personal
Professional Improvement
Plan
Sample topics:
• Preparing Lesson
Plans/DLLs
• Classroom Management
• Implementing Learning
Plans and Enriching
Teaching Practice
• Building Relationships
with the Wider School
Community
• Financial Literacy and
Personal Well-being

The Delivery
Component
The delivery help teachers towards
building a community of practice via self-
directed, participatory, and multiple
modalities.
Among the learning platforms are:
1. Learning Action Cells (LAC);
2. Job-embedded Learning (JEL);
3. Online and print-based learning;
4. Coaching and mentoring; and
5. Teacher conferences.

The ‘Ecosystem’ facilitates an
integrative and harmonized
professional learning ecosystem for the
induction of newly-hired teachers.
• Strengthened linkages and
harmonized resources
• Dynamic professional learning
The ‘Ecosystem’
Component

TIP Curriculum Approach
The scenario-based approach:
• Promotes contextualized understanding of the PPST
• Supports the principles of adult learning
• Facilitates problem-based learning
• Facilitates practical classroom application

TIP Courses
The TIP has 6 core courses which support all newly-hired teachers to become more
familiar with:
– DepEd vision, mission and core values, organizational structure.
– implementation of the K to 12 curriculum, lesson planning, and
classroom management
– expected teacher practice based on the PPST and PPST-aligned
systems and tools
– professional engagement with the wider education community
– DepEd calendar, administrative guidelines, processes, routines, and
standardized forms
– practices towards teacher well-being, guidelines, processes and
required levels of practice for career progression

Core Course 1
Becoming a DepEd Teacher
This course helps teachers review and align their personal
philosophy of teaching with the DepEd’s vision, mission, core
values, and strategic directions. This course gives teachers a
glimpse of what a teacher’s school year is like. It helps them
be more accustomed to the daily life of a DepEd teacher. It
introduces inductees to the guidelines, processes, and
standardized forms to help them easily adjust to their new
work environment. Tips on lesson planning and classroom
management which, based on research, are common
concerns/challenges of inductees, shall be covered.

This course capacitates teachers on how to plan and develop
lessons aligned with the K to 12 curriculum. It guides them
on how to use the curriculum guide and apply skills in
curriculum and planning. This course includes discussions on
exemplars and on the preparation of lesson plans that
explicitly show evidence of quality practice as means of
verification (MOV) in the RPMS
Core Course 2
Professional Responsibilities

This course helps inductees to become familiar with the
PPST as the new framework towards teacher quality. It
enables them to understand the expectations from teachers
and how DepEd’s systems and tools are aligned with the
standards in order to help
teachers seamlessly align their practices with the PPST.
Core Course 3
The Philippine Professional Standards for Teachers and
its Aligned Systems and Tools

This course guides teachers towards building relationships
with the wider school community in order to facilitate
their involvement in the educative process. It helps teachers
better understand the school community’s context for them to
better contextualize their teaching and learning practices.
Core Course 4
Responding to Community Contexts

This course introduces newly hired teachers to the
Department of Education and its organizational structures,
including the specific roles of the different bureaus, offices,
and units. It also presents relevant laws and administrative
processes surrounding teachers’ roles, responsibilities, and
rights. Lastly, this course orients teachers on the salaries,
incentives, and other benefits of DepEd teachers.
Core Course 5
The DepEd Teacher

This course emphasizes the value of teachers’ professional
and personal development. It presents the department’s
provisions that help teachers realize the importance of
participating in professional networks to share and enhance
knowledge and practices. It discusses opportunities for
inductees to establish professional links and ways for them to
maintain their well-being.
Core Course 6
Teachers’ Professional and Personal Development

TIP Schedule showing courses, duration, and modalities
YEAR Number of Hours Courses Modalities
MANDATORY CORE COURSES
Year
1
Quarter
1
8 hrs
over a period of 2 months
Coursebook 1 Individual/self-paced, one-on-one coaching
and mentoring, LAC/online sharing
Quarter
2
5 hrs
Coursebook 2 individual/self-paced, one-on-one coaching
and mentoring, LAC/online sharing, job-
embedded learning (JEL), classroom
observation
6 hrs
over a period of 1 month
and mentoring, LAC/online sharing
Quarter
3
4 hrs
and mentoring, LAC/online sharing, JEL,
classroom observation
4 hrs
over a period of 1 month
Coursebook 5 individual/self-paced, LAC/online sharing,
division-initiated workshop
Quarter
4
5 hrs
Coursebook 6 individual/self-paced, LAC/online sharing,
division-initiated workshop
Submission of Portfolio After Year 1

TIP as Situated in the
NEAP Professional
Development Continuum

As stated from DO No. 11 s. 2019 on the
Implementation of the NEAP
Transformation, TIP is one of the
academy’s professional development
programs.

Hired as T1-T3
0-3 years of teaching
Hired as T1-T3
More than 3 years of
teaching
Entry Points
(maximum of one year to complete)
Fully Integrated Professional Development Program
(DO 11 s. 2019, Enclosure 1 Section 8)
Teacher Profile
1. Fresh graduates
from TEIs
2. Education
graduates without
teaching
experience
3. Non-education
graduates and/or
professionals
4. Teachers with
years of teaching
experience from
private schools
5. Non-education
graduates who took
the Certification in
Teaching Program
(CTP)
6. Other cases
Career Advancement
Programs
In-school mentoring
PROGRAM
COMPLETION
Career
Advancement
Program
Moving to
Proficient
Career Stage
[Mandatory]
Assessment
Core Courses
Six courses
required for all
incoming teachers
NEAP Professional Development Continuum
DepEd Priority Electives and
Master Classes
Special Programs: E.g.

NEAP Professional Development
Continuum
• It includes TIP, career advancement programs, and
special programs (DO 11 s. 2019, Enclosure 1 Section 8).
• All newly-hired teachers are required to take the Teacher
Induction Program.
• They can also take elective courses concurrently.
• After completing the TIP, teachers take career
advancement programs moving towards the next career
stage.

• In the TIP, newly-hired
teachers take core courses
as they are supported
through in-school
mentoring.
• Mentors provide guidance
as newly-hired teachers
take the program.
• Newly-hired teachers will
submit portfolio as part of
their assessment at the
end of the program.

History of TIP and TIP Framework.pptx

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