Teacher Induction

Program (TIP)
Guide for Mentors
and Newly Hired Teachers

in collaboration with

Philippine National
Research Center for Teacher Quality

Guide for Mentors and Newly Hired Teachers 1

TEACHER
INDUCTION
PROGRAM
Guide for Mentors and Newly Hired Teachers
Table of Contents
The Teacher Induction Program 6
Introduction 6
Framework 6
Curriculum Approach and Course Offering 8
Program Outline 9
Learning Resource Packages (LRPs) 26
The TIP Coursebooks 27
Parts of the TIP Coursebook 28
TIP Year 1 Completion Timeline 29
TIP Course Completion Processes 29
Course Requirements 30
Guide for the Newly hired Teachers 31
Answering the coursebook 31
Answering the summative test 31
Preparing the TIP Portfolio 32
Course and TIP Year 1 Completion 32
Guide for TIP Mentors 33
Coaching and Mentoring the Newly Hired Teacher 33
Checking Progress and Certifying Course Completion 33
Checking the Coursebook 34
Assisting newly hired Teachers Who Did Not Get 80%
Score on the Course Summative Assessment 34
Checking the Portfolio 34
Monitoring and Evaluation of the Teacher Induction Program 35
Appendices 36
Appendix A TIP Certificate of Completion Template 36
Appendix B TIP Monitoring and Evaluation Form for Mentors 37
Appendix C TIP Monitoring and Evaluation Form for School Heads 40
Appendix D TIP Monitoring and Evaluation Form for Division TIP Coordinators 43
Dear Mentor and Newly Hired Teacher,

W
ELCOME to the Teacher Induction Program! We hope that this will be a
meaningful learning experience for both of you. The TIP aims to guide
newly hired teachers on their first year of teaching. Mentors
play an important role in developing quality DepEd teachers, and the TIP also serves as
opportunity for mentor-teachers to enhance their mentoring skills.

This guide will walk you through the following:

1. Introduction to the TIP

2. Completion Timeline
3. Course Requirements
4. Developing a TIP Plan
5. Accomplishing the TIP Coursebooks

Contents of this guide include:

1. Checklist of Tasks/Activities
2. TIP Plan Template
3. Monitoring and Evaluation Templates
 The Teacher Induction Program
Introduction

The Teacher Induction Program (TIP) is institutionalized to • Other cases (such as those who have worked for
provide a systematic and comprehensive support system for the DepEd offices and are now shifting to teaching,
newly hired teachers in order to seamlessly immerse them teachers who have applied for a leave of absence but
in the teaching profession in the public school would like to return to teaching, etc.)
system.

At the end of the TIP, new teachers are expected to: Framework

• demonstrate knowledge and understanding of the The TIP framework (see Figure 1) comprises three
Department of Education—its vision, mission, goals, components:
and strategic directions; systems and processes; • The ‘Curriculum’ inducts teachers into DepEd,
school policies and procedures—and teacher rights builds their KSAVs, and supports career
and responsibilities; advancement.
• articulate and apply knowledge, skills, attitude, and • The ‘Delivery’ provides teachers with a multi-modal
values (KSAVs) required of teachers as specified in delivery platform that supports the curriculum.
the Philippine Professional Standards for Teachers • The ‘Ecosystem’ enables harmonized and dynamic
(PPST) and DepEd Core Values; and cooperation within linkages and resources.
• improve practice towards career advancement
based on set professional development goals.

The program is for all newly hired teachers in DepEd. The

profile of these new teachers is as follows:

• Fresh graduates from teacher education institutions

(TEIs)
• Education graduates without teaching experience
• Non-education graduates and/or professionals
• Non-education graduates who took the
Certification in Teaching Program (CTP)
• Teachers from private schools

6 The Teacher Induction Program

 Induction
and
Career Advancement

PPST Aligned
KSAVs

Curriculum

Induction Program for Newly Hired Teachers

Figure 1 Teacher Induction Program (TIP) Framework

Guide for Mentors and Newly Hired Teachers 7

 The TIP components are elaborated below: Curriculum Approach and Course Offering
1. The curriculum supports induction and career The TIP makes use of the scenario-based approach which:
advancement of teachers through PPST-aligned 1. Promotes contextualized understanding of the
courses that: PPST
• Promote contextualized and responsive 2. Supports the principles of adult learning
understanding of the PPST 3. Facilitates problem-based learning
• Support the principles of inclusive education 4. Facilitates practical classroom application
and self-directed learning
• Utilize scenario-based approach towards a more The TIP has 6 courses which support all newly hired
meaningful completion of the TIP courses teachers to become more familiar with:
1. Relevant laws; DepEd’s vision, mission, and
2. The delivery helps teachers towards building a core values; organizational structure
community of practice via self-directed, participatory, 2. DepEd calendar, administrative guidelines,
and multiple modalities. Among the learning platforms processes, routines, lesson planning,
are: classroom management, and standardized
• Learning Action Cells (LAC) forms
• Job-embedded Learning (JEL) 3. Expected teacher practice based on the PPST and
• Online and print-based learning PPST-aligned systems and tools
• Coaching and mentoring 4. Implementation of the K to 12 curriculum
• Teacher conferences 5. Professional engagement with the wider
education community
3. The ecosystem facilitates an integrative and 6. Practices towards teacher well-being,
harmonized professional learning ecosystem for the guidelines, processes, and required levels of
induction of newly hired teachers. practice for career progression
• Strengthened linkages and harmonized These courses will be available in both print and online
resources versions (through a Learning Management System and/ or
• Dynamic professional learning mobile application possibly in the next school year
implementation) to provide a range of learning opportunities that
will match the available resources.

8 The Teacher Induction Program

Program Outline

Time
Courses Intended Course Learning Outcomes
Allotment
8 hrs Course 1: Becoming a DepEd Teacher Through this course, inductees should be able to:
over a
period This course helps teachers review and align 1. adopt practices that uphold the dignity of teaching as a
of 2 their personal philosophy of teaching with profession by exhibiting qualities aligned with the DepEd’s
months the DepEd’s vision, mission, core values, vision, mission, core values, and strategic directions (7.2.2)
and strategic directions. This course gives 2. establish safe and secure learning environments through the
teachers a glimpse of what a teacher’s school implementation of DepEd and school policies, guidelines, and
year is like. It helps them be more procedures on the preparation, start, and daily management of
accustomed to the daily life of a DepEd classes (2.1.2)
teacher. It introduces inductees to the 3. plan and manage administrative, teaching, and learning
guidelines, processes, and standardized processes through efficient lesson planning and
forms to help them easily adjust to their new accomplishment of school forms, and compliance with
work environment. Tips on lesson planning DepEd’s policy and guidelines on lesson preparation (4.1.2)
and classroom management which, based on 4. manage learner behavior constructively by applying positive
research, are common concerns/challenges and non-violent discipline (2.6.2)
of inductees, shall be covered.

Key topics: DepEd calendar, Required Portfolio Output:

administrative guidelines, processes,
routines, lesson planning, classroom
management, and standardized forms

Guide for Mentors and Newly Hired Teachers 9

 1 hr Module 1 – Becoming a DepEd Teacher Module Outcomes Mapping to ICLOs and PPST
Through this module, inductees ICLO 1
Session 1 – DepEd’s Mandate Session 2 should be able to:
– Vision, Mission, and Core Values
Session 3 – Strategic Directions Session 4 1. demonstrate understanding of 7.2.2 Adopt practices that
– The Philippine Professional Standards the DepEd’s mandate and uphold the dignity of
for Teachers strategic directions and teaching as a profession by
2. adopt practices that uphold exhibiting qualities such
the dignity of teaching as as caring attitude, respect,
a profession by exhibiting and integrity.
qualities such as caring
attitude, respect, and integrity
aligned with the DepEd’s
vision, mission, and core
values (7.2.2).
2.5 hrs Module 2 – Gearing up for the School Year Through this module, inductees ICLO 2
should be able to:
Session 1: The DepEd School
Calendar
Session 2: The School Support System 1. establish safe and secure learning
Session 3: Pre-opening of Classes environments
Preparation at the opening and first
Session 4: Opening of Classes weeks of classes through the
Session 5: Handling Advisory Classes implementation of DepEd and
school policies, guidelines, and
procedures

10 The Teacher Induction Program

3hrs Module 3 – Starting off as a DepEd Teacher Through this module, inductees ICLO 1,2,3,4
should be able to:
Session 1: Positive Discipline in 7.2.2 Adopt practices that
Physical and Virtual Learning 1. manage learner behavior uphold the dignity of
Environment constructively by applying teaching as a profession by
Session 2: Positive Teacher-Student positive and non-violent exhibiting qualities such
Relations discipline to maintain trust and as caring attitude, respect,
fairness in the classroom and integrity.
(2.6.2);
2. identify basic concepts 6.3.2 Review regular
related to classroom personal teaching practice
management and positive using existing laws and
discipline in physical and regulations that apply to the
virtual learning environment; teaching profession and the
3. determine actions in building responsibilities specified in
good relationships with the the Code of Ethics for
learners; and Professional Teachers.
4. apply positive and non-
violent discipline to 2.1.2 Establish safe
ensure learning-focused and secure learning
environments (2.6.2). environments to enhance
learning through the
consistent implementation of
policies, guidelines, and
procedures.

Guide for Mentors and Newly Hired Teachers 11

 Time
Courses Intended Course Learning Outcomes
Allotment
5hrs Course 2: Professional Responsibilities Through this course, inductees should be able to:
over a 1. comply with the policy guidelines in the implementation of
period This course capacitates teachers on how to the K to 12 curriculum
of 2 plan and develop lessons aligned with the K 2. plan, manage, and implement developmentally sequenced
months to 12 curriculum. It guides them teaching and learning process aligned with the K to 12
on how to use the curriculum guide and curriculum and DepEd performance management system (4.1.2)
apply skills in curriculum and planning. This 3. set achievable and appropriate learning outcomes that are
course includes discussions on exemplars aligned with learning competencies as specified in the K
and on the preparation of lesson plans that to 12 curriculum guide/s (4.2.2)
explicitly show evidence of quality practice 4. select, develop, organize and use appropriate teaching and
as means of verification (MOV) in the learning resources to address learning goals (4.5.2)
RPMS
Required Portfolio Output:
Key topic: K to 12 curriculum

12 The Teacher Induction Program

1.5 hours Module 1 – Understanding the K to 12 Module Outcomes Mapping to ICLOs and PPST
Curriculum
Through this module, inductees
Session 1: Legal Bases
should be able to:
1. understand the legal bases of the
Session 2: Salient Features of the K to
K to 12 curriculum;
12 Program
2. comply with the policy
guidelines in the
Session 3: The Conceptual
implementation of the K to
Framework of the K to 12 Basic
12 curriculum through a
Education Curriculum
deeper understanding of its
mandate, salient features, and
conceptual framework; and
examine different conceptual
frameworks within the K
to 12 curriculum to have a
full understanding of the
principles of each subject
area.

1.5 hrs Module 2 – Navigating the K to 12 Curriculum Through this module, inductees ICLO 2
Guides should be able to:
4.1.2 Plan, manage,
Session 1: Curriculum Guides and Lesson 1. plan developmentally and implement
Planning sequenced teaching and developmentally
learning process using the sequenced teaching
Session 2: Using the Curriculum Guide in K to 12 curriculum guides and learning processes
Preparing Daily Lesson Logs/Daily Lesson (4.1.2); and to meet curriculum
Plans 2. set learning outcomes that requirements and varied
are aligned with learning teaching contexts.
competencies in the K to 12
curriculum guides (4.2.2).

Guide for Mentors and Newly Hired Teachers 13

 1 hr Module 3 – Lesson Planning Through this module, inductees ICLO 2
should be able to:
Session 1: Curriculum and Instruction 4.1.2 Plan, manage, and
Alignment 1. plan developmentally implement
sequenced teaching and developmentally
Session 2: Nature and Purpose of learning process using the K sequenced teaching and
Lesson Planning to 12 curriculum guides learning processes to meet
Session 3: Parts of the Lesson Plan (4.1.2); and curriculum requirements
2. set learning outcomes that are and varied teaching
aligned with learning contexts.
competencies in the K to 12
curriculum guides (4.2.2).
1 hr Module 4 – Implementing Learning Plans and Through this module, inductees ICLO 4, 5 and 6
Enriching Teaching Practice should be able to:

Session 1: Class Disruptions 1. select, develop, organize, and 4.5.2 Select, develop,
use appropriate teaching and organize, and use
Session 2: Curriculum Requirements and Needs learning resources appropriate teaching and
of Learners to address learning goals learning resources,
responsive to the needs of including ICT, to address
Session 3: Selecting, Developing, Organizing,
learners (4.5.2). learning goals.
and Using Appropriate Learning Resources
Session 4: The Daily Lesson Log

14 The Teacher Induction Program

 6hrs Course 3: The Philippine Professional Through this course, inductees should be able to:
over a Standards for Teachers and its Aligned 1. set professional development goals based on the Philippine
period of Systems and Tools Professional Standards for Teachers by having a clear
1 month understanding of the standards and its aligned systems and
This course helps inductees to become tools (7.5.2)
familiar with the PPST as the new framework 2. develop a deeper understanding of the expectations from
towards teacher quality. teachers as described in the PPST
It enables them to understand the 3. use PPST-aligned tools in developing their teaching
expectations from teachers and how practices as defined by the PPST
DepEd’s systems and tools are aligned with
the standards in order to help teachers Required Portfolio Output:
seamlessly align their practices with the
PPST.

Key Topics: expected teacher practice

based on the PPST and PPST-aligned
systems and tools
2hrs Module 1 – Achieving Teacher Quality through Module Outcomes Mapping to ICLOs and PPST
PPST Through this module, inductees ICLO 2
should be able to:
Session 1 – The PPST Career Stages
1. identify and navigate through
Session 2: The PPST Domains, Strands, and the salient features of the PPST
Indicators (Domains, Strands, Indicators,
and Career Stages); and
2. develop a deeper
understanding of expectations
of teachers as described in the
PPST.

Guide for Mentors and Newly Hired Teachers 15

 2hr Module 2 – Embedding the PPST in HR Systems Through this module, inductees ICLO 1 and 2
should be able to:
Session 1: The PPST and the DepEd’s 1. set professional goals that 7.5.2 Set professional
Human Resource Systems are aligned with the PPST; development goals based
2. develop one’s own personal on the Philippine
Session 2: The PPST, RSP, and the Merit professional improvement plan Professional Standards for
Selection Plan (MSP) of DepEd that will support one’s career Teachers.
Session 3: The Strategic Alignment of the goals (7.5.2); and
RPMS with the PPST 3. share own reflections with
peers on desirable personal
Session 4: Role of RPMS-PPST in Teachers’ and professional practices that
Learning and Development are geared towards higher
level practice/ indicators.
Session 5: The Rewards and Recognition
(R&R) in the Context of RPMS-PPST

2hrs Module 3 – The Results-based Performance Through this module, inductees ICLO 3
Management System (RPMS) should be able to:
1. explore and become familiar
Session 1: The Results-based Performance with the RPMS cycle, and
Management System (RPMS) of DepEd PPST-based RPMS tools and
Session 2: The PPST-aligned RPMS processes;
2. use PPST-aligned tools in
Session 3: The RPMS Cycle developing one’s teaching
practices as defined by the
Session 4: The PPST-based RPMS Tools and
standards;
Processes
3. use PPST-aligned tools to
Session 5: Lesson Plans as Quality monitor one’s own progress
Evidence for RPMS towards achieving their
professional development
goals; and
4. develop lesson plans as
quality evidence for RPMS.

16 The Teacher Induction Program

 4hrs Course 4: Responding to Community Through this course, inductees should be able to:
over a Contexts
period
of 3 This course guides teachers towards
months building relationships with the wider 1. build relationships with parents/guardians and the wider
school community in order to facilitate school community to engage them in the educative process
their involvement in the educative (6.2.2)
process. It helps teachers better 2. maintain learning environments that are responsive to
understand the school community’s learners’ needs based on the wider school community
context for them to better contextualize contexts (6.1.2)
their teaching and learning practices. 3. comply with and implement school policies and
procedures to foster harmonious relationships with
Key topic: the wider school community, learners, parents, and other stakeholders (6.4.2)
contextualization, localization 4. plan and deliver teaching strategies that are responsive to the
needs of learners as influenced by the community
context and when under difficult circumstances (3.4.2)
5. adapt and use culturally appropriate teaching strategies to
address the needs of learners from specific community
contexts, including learners from indigenous groups (3.5.2)

Required Portfolio Output:

Guide for Mentors and Newly Hired Teachers 17

 1hr Module 1 – Teaching with the Context in Mind Module Outcomes Mapping to ICLOs and PPST
Session 1: Legal Anchors of Contextualization Through this module, inductees ICLO 1 and 2
should be able to:
Session 2: Teaching Contextually 6.2.2 Build relationships
with parents/guardians and
Session 3: The REACT Strategy the wider school
1. establish relationships with
parents/guardians and the community to facilitate
wider school community to involvement in the
make them partners in educative process.
student learning and as
resource in the teaching- 6.1.2 Maintain learning
learning process (6.2.2); environments that are
2. maintain learning responsive to community
environments that are contexts.
responsive to learners’ needs by
engaging parents and the wider 6.4.2 Comply with and
school community in the implement school
educative process; and policies and procedures
3. comply with and implement consistently to foster
school policies and harmonious relationships with
procedures to foster learners, parents, and other
harmonious relationships with stakeholders.
learners, parents, and other
stakeholders (6.4.2).

18 The Teacher Induction Program

2hrs Module 2 – Building Relationships with the Through this module, inductees ICLO 3 and 4
Wider School Community should be able to:
3.4.2 Plan and deliver
1. plan and deliver teaching strategies that
Session 1: Community as a Resource in the contextualized/localized/ are responsive to the
Teaching-Learning Process indigenized teaching strategies special educational
Session 2: The School and Community that are responsive to the needs needs of learners under
Relationships of learners as influenced by difficult circumstances,
the community context and including: geographic
Session 3: Strengthening and Sustaining Good when under difficult isolation; chronic illness;
Relationships with the Parents/ Guardians and circumstances, including displacement due to armed
the Wider Community geographic isolation; chronic conflict, urban resettlement
illness; displacement due to or disasters; child abuse and
armed conflict, urban child labor practices.
resettlement or disasters; child
abuse and child labor practices 3.5.2 Adapt and use
(3.4.2); and culturally appropriate
2. adapt and use culturally teaching strategies to address
appropriate teaching the needs of learners from
strategies to address the indigenous groups.
needs of learners from
specific community
contexts, including learners
from indigenous groups,
through contextualization,
localization, and/or
indigenization (3.5.2).

Guide for Mentors and Newly Hired Teachers 19

 4hrs Course 5: The DepEd Teacher Through this course, inductees should be able to:
over a
period of 1. adopt practices that uphold the dignity of teaching as a
1 month This course introduces newly hired teachers profession by exhibiting qualities aligned with the DepEd’s
to the Department of Education and its vision, mission, core values, and strategic directions (7.2.2)
organizational structures, including the 2. demonstrate understanding of how the different offices
specific roles of the different bureaus, and bureaus work to support DepEd in accomplishing its
offices, and units. It also presents relevant vision and mission
laws and administrative processes surrounding 3. review personal teaching practice using relevant laws and
teachers’ roles, responsibilities, and rights. regulations that apply to the teaching profession (6.3.2)
Lastly, this course orients teachers on the 4. demonstrate understanding of the details of teachers’
salaries, incentives, and other benefits of salaries, incentives, and other benefits
DepEd teachers.

Required Portfolio Output:

20 The Teacher Induction Program

2hrs Module 1 – DepEd Organizational Structure and Module Outcomes Mapping to ICLOs and PPST
Processes Through this module, inductees should ICLO 2
be able to:
Session 1: Philippine Public Basic 1. discuss the history and
Education System background of the public
education system to understand
Session 2: The DepEd Central Office the organizational development
of DepEd;
Session 3: DepEd Regional and Schools
Division Offices 2. address concerns and respond
to scenarios in the field using
Session 4: The School Structure knowledge of the existing
laws and regulations on DepEd
Session 5: Common/Standardized School organizational structure and
Forms processes; and

Session 6: Preparation and Checking of 3. respond to real-life scenarios

School Forms that require the application of
the knowledge on
organizational structures
of the Department and the
school.

Guide for Mentors and Newly Hired Teachers 21

 2hrs Module 2 – Relevant Laws for Teachers Through this module, inductees ICLO 1,2,3,4
should be able to:
Session 1: Magna Carta for Public School
Teachers 1. cite specific provisions in the 7.2.2 Adopt practices that
Session 2: Code of Ethics for Professional laws that are applicable to uphold the dignity of
Teachers in the Philippines specific scenarios in the teaching as a profession by
field; exhibiting qualities such
0. identify practices that uphold as caring attitude, respect,
the dignity of teaching as a and integrity.
profession;
0. develop scenarios that promote
fairness, respect, and care; and 6.3.2 Review regularly
0. appropriately respond to personal teaching practice
scenarios in the field dealing using existing laws and
with education stakeholders. regulations that apply to the
teaching profession and the
responsibilities specified in
the Code of Ethics for
Professional Teachers.

2.1.2 Establish safe

and secure learning
environments to enhance
learning through the
consistent implementation of
policies, guidelines, and
procedures.

22 The Teacher Induction Program

 5hrs Course 6: Teachers’ Professional Through this course, inductees should be able to:
over a and Personal Development
period 1. be familiar, and eventually comply with the guidelines on
of 2 This course emphasizes the value of continuing professional development, career progression, and
months teachers’ professional and personal promotion
development. It presents 2. participate in professional networks to share knowledge and to
the department’s provisions that help enhance practice towards continuing professional
teachers realize the importance of development (7.3.2)
participating in professional networks to 3. adopt practices that uphold the dignity of teaching as
share and enhance knowledge and practices. a profession through professional and personal
It discusses opportunities for inductees to development (7.2.2)
establish professional links
and ways for them to maintain their well-
being. Required Portfolio Output:

Key topics: practices towards teacher

well-being, guidelines, processes, and
required levels of practice for career
progression

Guide for Mentors and Newly Hired Teachers 23

 1hr Module 1 – Salaries, Wages, and Benefits of Module Outcomes Mapping to ICLOs and PPST
Teachers Through this module, inductees
should be able to:
Session 1: Salary, and Incentives of Teachers
1. familiarize themselves with
Session 3: Leave of Absence of Teachers the existing laws and ICLO 1
regulations that apply to the
Session 4: Other Benefits
teaching profession and the
responsibilities specified
in the Code of Ethics for
Professional Teachers (6.3.1)
and
2. regularly review personal
teaching practice using
existing laws and regulations
that apply to the teaching
profession and the
responsibilities specified
in the Code of Ethics for
Professional Teachers (6.3.2).

24 The Teacher Induction Program

1hr Module 2 – Continuing Professional Through this module, inductees ICLO 1 and 2
Development should be able to:

1. be familiar, and eventually 7.3.2 Participate in

Session 1: Republic Act 10912: Continuing comply with the guidelines on professional networks to share
Professional Development (CPD) Act of continuing professional knowledge and to enhance
2016 development, career practice.
Session 2: Resolution No. 11, s. 2017: progression, and promotion; 7.2.2 Adopt practices that
Operational Guidelines in the 2. participate in professional uphold the dignity of
Implementation of RA 10912 for networks to share knowledge teaching as a profession by
Professional Teachers and to enhance practice exhibiting qualities such
towards continuing as caring attitude, respect,
professional development and integrity.
(7.3.2); and
3. adopt practices that uphold
the dignity of teaching
as a profession through
professional and personal
development (7.2.2).

2hrs Module 3 – Policies on Promotion and Through this module, inductees ICLO 3
Opportunities for Progression should be able to:
7.2.2 Adopt practices that
uphold the dignity of
Session 1: DepEd Order No. 66, s. 2007: teaching as a profession by
Revised Guidelines on the Appointment and 1. adopt practices that uphold the exhibiting qualities such
Promotion of other Teaching, Related dignity of teaching as as caring attitude, respect,
Teaching and Non-teaching Positions and integrity.
a profession by prioritizing
Session 2: Scholarships one’s well-being and personal
development.
0. Session 3: Professional Associations for
Teachers

Guide for Mentors and Newly Hired Teachers 25

 1hr Module 4 – Personal Development and Well- Through this module, inductees ICLO 1
being should be able to:
Session 1: Health and Wellness 1. adopt practices that uphold the
 Physical Health dignity of teaching as
 Psychological Health a profession by prioritizing
 Mental Health one’s well-being and personal
 Social Health development.
Session 2: Financial Literacy
 Financial Practices and Habits
 Budgeting and Financial
Success

Learning Resource Packages (LRPs) d. Implementing Guidelines which includes LAC

The Learning Resource Packages shall include materials specific for the implementers, mentors, guide and orientation guide for implementers
and inductees. These will guide them towards the implementation and monitoring of the program. e. Orientation materials for training implementers,
mentors, facilitators, and inductees which include slide
The LRPs include: presentations and guide to the use of LRPs
a. Coursebooks for the inductees (available in print
and soon via online platform with a combination of
different modalities such as job-embedded learning
(JEL), Learning Action Cells (LAC), one-on-one
coaching and mentoring, online learning and sharing with
co-inductees, and self-paced study)
b. Tools and forms for the monitoring and evaluation of
the inductees’ progress and mentors’ inputs and report
c. Other resources such as explainer videos, videos of
practice, etc.

26 The Teacher Induction Program

The TIP Coursebooks

The TIP has six coursebooks, one for each course:

TIP Course 1 TIP Course 2 TIP Course 3

DRAFT COPY FOR PILOT TESTING DRAFT COPY FOR PILOT TESTING
DRAFT COPY FOR PILOT TESTING

The DepEd Teacher Gearing up for the School Year

1
1 1

TIP Course 6
TIP Course 4 TIP Course 5 DRAFT COPY FOR PILOT TESTING
DRAFT COPY FOR PILOT TESTING DRAFT COPY FOR PILOT TESTING
Ung isa

Translating the Curriculum into Classroom Practice Responding to Community Contexts Teachers’ Professional and Personal Development

1 1 1

27
Guide for Mentors and Newly Hired Teachers
 Parts of the TIP Coursebook Each module is divided into sessions and has the following
parts:
Each coursebook has an overview which contains the
following: Intended Module Learning Outcomes (IMLOs) –
knowledge, skills, attitude, and values (KSAVs) to be
Introduction – a summary of the topics to be developed by newly hired teachers as they go through
covered in the course the module. Some IMLOs are mapped to the
proficient teacher indicators of the Philippine
Intended Course Learning Outcomes (ICLOs) – Professional Standards for Teachers (PPST). These are
knowledge, skills, attitude, and values (KSAVs) to be indicated using the indicator numbers (example: 7.1.2,
developed by newly hired teachers as they go through 5.1.2, etc.). IMLOs not mapped to the PPST respond
the course. Some ICLOs are mapped to the proficient to the general objectives of the induction program.
teacher indicators of the Philippine Professional
Standards for Teachers (PPST). These are indicated using Module Outline – list of sessions in the module
the indicator numbers (example: 7.1.2, 5.1.2, etc.).
ICLOs not mapped to the PPST respond to the general Estimated Time Required – approximate time it will
objectives of the induction program. take to accomplish the module

Course Outline – list of modules in the coursebook Required Resources – document that the newly
hired teachers will need to accomplish the module
Estimated Time Required – approximate time it will
take to accomplish the course Key Topics – discussion of key contents that are
relevant to the newly hired teachers in order to achieve
Glossary – definition of terms the IMLOs

References – list of documents and readings used in Required Tasks – activities that the newly hired
the development of the coursebook teachers need to accomplish in order to better
understand the key topics

Optional Tasks – supplemental activities that

enhance knowledge and skills of the newly hired
teachers

Summary – a consolidated digest of the topics

discussed in the modules

28 The Teacher Induction Program

 TIP Year 1 Completion Timeline

Newly hired
Teachers
Course Course Course Course Course Course Submit
Orientation
1 2 3 4 5 6 TIP Portfolio

Accomplish the Courses

Course Course Course Course Course Course

Mentors

Submit
Orientation
1 2 3 4 5 6 M&E Form

Provide Coaching and Mentoring and Certify Completion of the Courses

TIP Course Completion Processes

The mentee answers the
The mentee compiles
coursebook, with coaching and
required portfolio outputs
mentoring sessions (with the
and the screenshot of
mentor or through LAC) in between.
the summative assessment
The mentor checks the coursebook.
quiz score.

Setting of
Coaching and Accomplishing Certification
Summative Portfolio
Mentoring the of Course
Assessment Completion
Schedule Coursebook Completion

The mentor checks the

The mentor and mentee The newly-hired teacher
requirements and signs a
agrees on the schedule accomplishes an online
certificate of completion
of their TIP coaching and quiz. A passing score of
before the mentee could
mentoring session 80% is required to pass the
proceed to the next course.
course.

Guide for Mentors and Newly Hired Teachers 29

 Course Requirements
In order to finish a course, the following are required:

Requirement How it will be accomplished

1. Score of at least 80% in the online This will be done via Google Forms (links will be provided). The newly hired
summative test teacher shall send the screencap of the score at the end of the quiz to the mentor
for verification.
2. Portfolio of required outputs Each course has required output/s to be submitted and compiled in a portfolio. This is
indicated in the coursebook.

3. Accomplished coursebook checked by The mentor checks the coursebook after each module is accomplished. It will also be
the mentor a good time for mentorship and for newly hired teachers to ask for clarifications.

30 The Teacher Induction Program

Guide for the Newly hired Teachers
6. Depending on your agreed schedule, your coursebook
Answering the coursebook
will be checked by your mentor to monitor your
1. The TIP coursebooks are designed to be self-paced. progress, provide you with inputs, and answer possible
Although you will be given deadlines on when you concerns that you may have.
should accomplish a course, you have control over
when you are most comfortable to accomplish them. 7. After checking your coursebook, the mentor will
give you the link to the summative assessment to be
2. The estimated time required and the list of required taken online.
tasks per module are provided to help you plan or
Answering the summative test
budget the time that you are allotting for the module. You
need not finish one course or one module in one 1. You need to score at least 80% or 12 or above in the 15-
sitting. Moreover, you may actually take less or more item quiz.
time depending on your pace.
2. After taking the quiz, take a screenshot of the window
3. Required resources and optional readings are listed at showing the course number, your name, and your
the beginning of each module. Link to the repository score.
of resources is provided.
3. If you fail to get the required score, you must report to
4. The coursebooks have required and optional tasks. You your mentor so they could help you review in
should answer the required tasks as they are designed preparation for the retake. You need to get a passing score
to help you better understand the key topics and, before you can proceed with the next course.
sometimes, provide opportunities for you to apply
your learning. Optional tasks enable you to explore the 4. Upon completion of the summative assessment with
topics more to enrich your understanding. Some a passing score, include the screenshot as proof of your
required tasks involve outputs to be compiled in your score in the portfolio and then submit it to your
TIP portfolio. mentor.

5. The coursebooks have a variety of activities which

may be accomplished through i) individual work;
ii) collaboration with co-newly hired teachers; iii)
session with the mentor; or iv) learning action cells
(LAC). It is recommended that you and your mentor
establish a schedule for your TIP catch-up or mentoring
session and also for your LAC session with other newly
hired teachers in the school.

Guide for Mentors and Newly Hired Teachers 31

 Preparing the TIP Portfolio 3. At the end of TIP Year 1, your portfolio should
1. The TIP portfolio is a compilation of all the portfolio contain the following:
outputs required for each course. The number of a. Portfolio Outputs from Courses 1-6
outputs varies from one course to another. This will
b. Courses 1-6 summative assessment proof of
serve as a final requirement for the course
score (screenshot at the end of taking the
completion. It also includes your summative
online quiz showing your name, course
assessment proof of score.
number, and score)
2. The portfolio may either be a physical compilation or c. Courses 1-6 Certificates of Completion
an e-portfolio, as agreed upon by your school
management or with your mentor.

3. At the end of each course, the mentor checks the

portfolio outputs and then verifies and records the
summative assessment score.

4. Your mentor will sign a form certifying your

completion of the course. Compile these in the
portfolio. These will be part of your requirements for the
TIP Year 1 completion.
Course and TIP Year 1 Completion
1. The mentor will certify your completion of the course
by accomplishing a form stating that you have
accomplished the coursebook and submitted your
portfolio which contains the portfolio outputs and
summative assessment screenshot proving you got a
score of 80% or above.
2. The mentor will give you the signed certificate of
course completion. Keep this in your portfolio. Your
mentor will also give you a copy/link to the next TIP
coursebook to be accomplished.

32 The Teacher Induction Program

Guide for TIP Mentors
Coaching and Mentoring the Newly Hired Teacher
The TIP coursebooks are designed to be self-paced. The role of
Mentors play an important role to ensure that the newly hired the mentor is to guide the newly hired teacher in answering the
teachers are well-guided on how to accomplish the TIP. Below coursebook by:
are some reminders for mentors on what to do before the newly
hired teachers start answering the coursebooks: 1. regularly checking on their progress;
2. offering to answer questions and provide
1. Ensure that the newly hired teacher was able to attend
the TIP Orientation. Ask them if they have queries and clarifications to concerns, if any;
clarifications. If the newly hired teacher was not able 3. providing resources like sample documents, related
to attend the orientation for all newly hired teachers, the readings, and other materials to help newly hired
mentor shall have a session with him/her for an teachers relate their learnings from the coursebook with
orientation. actual tasks and scenarios in the school; and
2. Set an agreement with the newly hired teacher and 4. checking and discussing responses to activities in the
possibly with other mentors and other newly hired coursebook.
teachers on when to have a TIP catch-up/coaching and
mentoring session/LAC. A separate Mentor’s Copy coursebook with key to corrections
For example, newly hired teachers and mentors may will be provided to the mentors to help them better guide the
agree to meet twice a month (for example, every 15th newly hired teachers as they go through the coursebooks.
and 30th), or every time the newly hired teacher Checking Progress and Certifying Course Completion
finishes a session or module. The newly hired teachers need to accomplish the following to
A LAC session for TIP catch-up or discussion of some complete the course: i) answer the coursebook; ii) pass the
topics from the TIP could be scheduled once a month summative assessment quiz; and iii) submit portfolio output.
or once all newly hired teachers in the school are done To complete the Teacher Induction Program, they need to
with one course. This could serve as a culminating submit the TIP portfolio.
activity.

Guide for Mentors and Newly Hired Teachers 33

 Checking the Coursebook Assisting newly hired Teachers Who Did Not Get
1. Depending on the agreed schedule, the mentor 80% Score on the Course Summative Assessment
progressively checks the coursebook. Tasks are not given Newly hired teachers need to score 12 or above in the
scores; rather, the mentor reads through the newly summative assessment quiz to be able to move to the next
hired teacher’s answers to: course. If a newly hired teacher fails to get a passing score, the
mentor is expected to provide interventions in the form of a
a. check progress and remind them of the
review or a mentoring session to discuss the quiz result and
deadline to complete the course;
feedback and provide clarifications, if any. The mentor
b. check the newly hired teacher’s understanding then provides another link for a new set of summative quiz.
of the key topics/session/ module/course;
Mentors should coordinate with the school head or TIP
c. identify possible challenges that the newly Division Coordinator for a link to the summative quizzes.
hired teacher is going through, and also their
Checking the Portfolio
strengths which the mentor could help further
develop; and At the end of each course, the TIP portfolio should contain the
following:
d. provide inputs, especially those which will be
helpful for the newly hired teachers to relate a. Portfolio outputs
what they learned from the coursebook to real b. Summative assessment proof of score
school scenarios. (screenshot at the end of taking the online quiz
2. The mentor certifies completion of the coursebook showing newly hired teacher’s name, course
by signing a form which indicates that the newly hired number, and score)
teacher has gone through all the required tasks in the 1. The mentor checks the portfolio outputs submitted.
course. These outputs are not given ratings, but are checked
3. The mentor reminds the newly hired teacher to by the mentor to serve as one of the final
compile the portfolio outputs and accomplish the requirements for course completion.
summative assessment online. 2. The mentor records the summative assessment score in
the M&E form.
3. The mentor then signs the certification of course
completion and asks the school head to sign as
signatory.

34 The Teacher Induction Program

 4. The form is then given to the newly hired teacher,
prompting that he/she could already proceed to the
next course. The mentor then gives the link/copy of the
next coursebook.

At the end of the first year of the TIP, the portfolio should
contain:
a. certificates of completion for the six TIP
courses
b. portfolio outputs for all six courses
c. summative assessment proof of score for all six
courses
Monitoring and Evaluation of the Teacher Induction
Program
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 TIP, and other concerns. The
school head then reports to the TIP Division Coordinators who
also submit reports and updates to the NEAP-Regional (R)
Office.

An M&E form template is included in the TIP package.

Guide for Mentors and Newly Hired Teachers 35

 Appendices
Appendix A: TIP Certificate of Completion Template

Teacher Induction Program (TIP)

Certification of Course Completion

This is to certify that , newly-hired teacher from

, has fully accomplished Course of the Teacher Induction

Program (TIP) by successfully completing the following requirements:
Accomplished TIP Coursebook

Summative Assessment Quiz with a score of 80% or above

Portfolio Outputs

I have checked the above requirements and found everything in order. He/she may now proceed to:

Course of the program

Year 2 of the program.

Signed:

Noted by:

36 The Teacher Induction Program

Appendix B: TIP Monitoring and Evaluation Form for Mentors

Teacher Induction Program (TIP)

Monitoring and Evaluation Form for Mentors
(to be submitted to the School Head at the end of TIP Year 1) Date

submitted:

Part I. Personal Information

School:
Division:
Name of Mentor:
Contact Number/s:
Email address:
Position/Designation:
Grade Level/s Being Taught:
Subject Areas being Taught:
Name of Newly-hired Teacher/s Being Mentored:
School Year:
Part II. Progress Monitoring
(In case of more than one newly-hired teacher being mentored, please add sub-sections i.e. Part II. A. <name of newly-hired teacher>)
Date Summative Assessment
TIP Course Remarks
Accomplished Score
1 – The DepEd Teacher
2 – Gearing Up for the School Year
3 – The PPST and its Aligned Systems and Tools
4 – Translating the Curriculum into Classroom Practice
5 – Responding to Community Contexts
6 – Teachers’ Professional and Personal Development

Guide for Mentors and Newly Hired Teachers 37

 What are the strengths of your mentee?

What are areas for improvement of your mentee?

Part III. Monitoring and Evaluation of the Program Implementation

Issues and Concerns Encountered Solutions Recommendations

38 The Teacher Induction Program

1. What are your best practices in coaching and mentoring the newly-hired teacher/s?

2. What interventions, resources and other activities helped in the conduct of the TIP?

3. Are there general points for improvement of the TIP implementation which you would like to suggest? If yes, please specify
below.

Guide for Mentors and Newly Hired Teachers 39

 Appendix C: TIP Monitoring and Evaluation Form for School Heads

Teacher Induction Program (TIP)

Monitoring and Evaluation Form for School Heads
(to be submitted to the Division TIP Coordinator at the end of TIP Year 1) Date

submitted:

Part I. Personal Information

School:
Division:
Name:
Contact Number/s:
Email address:
Position/Designation:
School Year:
Number of Newly-hired Teachers for Current School Year:
Part II. Progress Monitoring

TIP Courses
Names of Newly-hired Teachers Names of Mentors Remarks
Accomplishment Date

40 The Teacher Induction Program

Based on the mentors’ individual progress reports, what are the top three strengths of the newly-hired teachers in your school?

1.
2.
3.

Based on the mentors’ individual progress reports, what are the top three points for improvement of the newly-hired teachers in your
school?

1.
2.
3.

Part III. Monitoring and Evaluation of the Program Implementation

Based on the mentors’ consolidated report on the monitoring and evaluation of the program implementation, what are the top three issues
and concerns in the TIP implementation experienced in your school?

Issues and Concerns Encountered Solutions Recommendations

Guide for Mentors and Newly Hired Teachers 41

 Instructions: Discuss your answers to the following open-ended questions. Please cite examples and specify portions of the courses as much as
possible.

1. What are some of your school’s best practices in coaching and mentoring the newly-hired teacher/s?

2. What interventions, resources and other activities helped in the conduct of the TIP in your school?

3. Are there general points for improvement of the TIP implementation which you would like to suggest? If yes, please specify
below.

42 The Teacher Induction Program

Appendix D TIP Monitoring and Evaluation Form for Division TIP Coordinators

Teacher Induction Program (TIP)

Monitoring and Evaluation Form for Division Coordinators
(to be submitted to NEAP-R at the end of TIP Year 1)

Date submitted:

Part I. Personal Information

Division:
Name of TIP Coordinator:
Position/Designation:
Email address:
Contact Number:
School Year:
Number of Newly-hired Teachers in the Division for Current School Year:

Part II. Progress Monitoring

Number of Newly-Hired Teachers Number of Successful TIP Year 1 Remarks
completers

Guide for Mentors and Newly Hired Teachers 43

 Based on the school heads’ progress reports, what are the top three strengths of the newly-hired teachers in your division?

1.
2.
3.

Based on the school heads’ progress reports, what are the top three points for improvement of the newly-hired teachers in your
division?

1.
2.
3.

Part III. Monitoring and Evaluation of the Program Implementation

Based on the mentors’ consolidated report on the monitoring and evaluation of the program implementation, what are the top
five issues and concerns in the TIP implementation experienced in your school?

Issues and Concerns Encountered Solutions Recommendations

44 The Teacher Induction Program

Issues and Concerns Encountered Solutions Recommendations

Guide for Mentors and Newly Hired Teachers 45

 Instructions: Discuss your answers to the following open-ended questions. Please cite examples and specify portions of the courses as much as
possible.

1. What are some of your division’s best practices in coaching and mentoring the newly-hired teacher/s?

2. What interventions, resources and other activities helped in the conduct of the TIP in your division?

3. Are there general points for improvement of the TIP implementation which you would like to suggest? If yes, please specify
below.

46 The Teacher Induction Program