tip implementation manual

Teacher Education Council Department of Education

2007

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TEACHER INDUCTION PROGRAM

Implementation Manual

Foreword Together with the Commission on Higher Education (CHED), 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.” The DepEd shall “institutionalize the Teacher Induction Program in the

division and school levels” as mandated in the Medium-Term Philippine Development

Plan. (MTPDP 2004-2010).

Self-instructional modules were piloted in fifteen school divisions, and after a

year of monitoring and evaluation the final version of the materials were ready for

mass implementation to “systematize, structure and organize” the Teacher Induction

Program (TIP). The TEC action is in accordance with the implementation of the

Teacher Empowerment to Achieve Competence and Humaneness (Project TEACH),

one of the recommendations in the Philippine Agenda for Educational Reform (PCER).

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. It explains the rationale, goals and

objectives of the Program and outlines the proposed details of implementation. It also

gives an overview of the design and contents of the different modules.

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).

I trust that this mass Implementation Manual will bring us closer to our goal of

providing quality education for all.

JESLI A. LAPUS Secretary, Department of Education Chairman, Teacher Education Council

i

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. While the TIP modules are designed to be self-

instructional, the beginning teachers may need mentoring as integral component of the

support system in the division and school levels. The DepEd envisions that mentoring

shall enhance teacher leadership and empowerment of school heads as they

institutionalize the induction program in the long term.

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.

Hopefully, 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; 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

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. Edilberto de Jesus, Hon. Florencio B. Abad and the Officer-in-Charge,

Undersecretary Fe A. Hidalgo; Hon. Jesli A. Lapus, Incumbent Secretary;

Undersecretary Vilma L. Labrador and Chair, NCCA; the ex-officio and regular

members of the TEC: the Commission on Higher Education (CHED), Professional

Regulation Commission (PRC), National Commission for Culture and the Arts

(NCCA);and former zonal and teacher group representatives in the Council, namely:

Dr. Rosita L. Navarro, Dr. Teresita T. Tumapon, Dr. Nilo E. Colinares, ASDS Priscila

C. de Sagun, and Ms. Jean B. Borlagdan.

The expertise of the module writers is gratefully acknowledged: Lydia Agno,

Pierangelo Alejo, Lolita Andrada, Remedios Avellona, Purita Bilbao, Wilhelmina Borjal,

Allan Canonigo, Helen Caparas, Emiliana dela Cruz, Leny delos Reyes, Luz de Leon,

Ofelia Flojo, Carolina Guerrero, Avelina Llagas, Melchora Lamorena, Ester Lozada,

Isabelo Magbitang, Miguela Marasigan, Jocelyn Marcial, Grace Estela Mateo, Gladys

Nivera, Aida Orosa,Twila Punsalan, Lidinila Luis-Santos, Narcisa Sta. Ana, Rosita

Tadena, and Crisanto Tomas.

We extend our appreciation to the reviewers: Lourdes Baello, Luzonia Bayot,

Priscila de Sagun, Aurora Franco, George Garma, Paraluman Giron, Vilma Labrador,

Avelina Llagas, Jocelyn Marcial, Grace Estela Mateo, Bernadette Pablo, Eva Robles,

Luz Rojo, Minda Sutaria, Antonio Torralba, and Teresita TUmapon. To the editors

Bernadette Pablo and Cecilia Alip, our appreciation for their untiring efforts and

guidance in the completion of all the modules.

Our sincerest gratitude to the fifteen school divisions for their participation in

the TIP Pilot Implementation, namely: Bulacan, Pampanga, Nueva Ecija, Cavite, Rizal,

Laguna, Bohol, Cebu, Negros Oriental, Cotabato, General Santos City, Sultan

Kudarat, BEAM, Quezon City, Pasig City/San Juan, and Caloocan City. The TIP

managers composed of the Schools Division Superintendents and their Assistants, the

division supervisors, district supervisors and school heads gave their all-out support

for the TIP pilot implementation. Special participation of the private basic education

schools in Iloilo City, Cagayan de Oro City and in Manila are also acknowledged.

Likewise, the Educational Program Supervisors from the concerned regions supported

the monitoring and evaluation of the try-out activities.

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Our gratitude to the UNICEF, the TEEP-CPISU and the BEAM for their

generous support to the TIP; and to the teacher education institutions and participants

in the zonal consultative conferences for their inputs to the TIP.

To the TEC-TIP Consultant, Dr. Avelina T. Llagas, 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. Balanon, Rex Augus M.

Fernandez, Vivien R. Gacula, Jun M. Garcia, Frederick S. Gregorio, Christian V.

Maliwat and Lemuel C. Valles.

BEATRIZ G. TORNO Project Director, Teacher Induction Program Executive Director II, Teacher Education Council

iv

TABLE OF CONTENTS

Page Foreword i

Message ii

Acknowledgment iii

Background and Rationale for the Teacher Induction Program (TIP) 1

The TIP Pilot Implementation 2

• Monitoring and Evaluation 3

• Best Practices 4

• Highlights of the Focus Group Discussions (FGDs) 7

Program Overview 12

Module Contents 14

• Module 1- Educational Laws and Surveys Programs and Projects of the Department of Education 14

• Module 2 -The Philippine Basic Education Curriculum 16

Module 2.1 - Multigrade Teaching 17

Module 2.2 - Alternative Learning System 18

Module 2.3 - 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

Module 6.1 - The Teaching of English 26

Module 6.2 - The Teaching of Filipino 28

Module 6.3 - The Teaching of Mathematics 29

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Module 6.4 - The Teaching of Science 31

Module 6.5 - The Teaching of Makabayan 32

Module 6.6 - The Teaching of Araling Panlipunan 33

Module 6.7 - The Teaching of Edukasyon sa Pagpapahalaga

at Edukasyong Pagpapakatao 34

Module 6.8 - The Teaching of Music, Arts, Physical Education and Health (MAPEH) 36

Module 6.9 - The Teaching of Technology and Livelihood

Education (TLE) 37

Module Design 38

Module Structure 38

The TIP Mass Implementation 39

A. Delivery Mode for Mass Implementation 39

B. Program Workload and Time Schedule 42

C. Assessment of Learning Outcomes 42

TIP Form No. 01 – Personal Information of Teacher Inductees 46 TIP Form No. 01-A – Self-Rating Scale for Teacher Inductees 47 TIP Form No. 02 – Personal Information of the Mentor 50 TIP Form No. 03 – Performance Evaluation of Inductees 51 TIP Form No. 04 – Inductee’s Evaluation of the Teacher Induction Program (TIP) 53 TIP Form No. 05 – Monitoring and Evaluation of the Teacher Induction Program Mass Implementation 55 TIP Form No. 06 – External Evaluation of the Teacher Induction Program 57 D. Monitoring and Evaluation 59

Mentoring : A Component of TIP 61

Challenges in Operationalizing the Teacher Induction Program 64

Acronym 69

Glossary 69-a

Bibliography 70

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vii

Appendices 72

• 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. 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. 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. 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 85

• Appendix G Sample School Improvement Plan 96

• Appendix H Sample Annual Implementation Plan 97

TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL

1

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 (Huling-

Agustin, 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 in-

service 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.


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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.


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The Teacher Education Council (TEC) is the lead agency tasked with the

conceptualization, development and monitoring of the Teacher Induction Program

before its institutionalization by the DepEd. The support and cooperation of key

officials and the teachers are crucial to the success of the mass implementation of

TIP.

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.

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. 36, s. 2006 and DepEd Memo No. 66, s. 2006).

The 15 pilot school/city divisions were the following: Region III- Bulacan,

Pampanga, Nueva Ecija; Region IV-A – Cavite, Laguna, Rizal; Region VII- Bohol,

Cebu, Negros Oriental; Region XII- Cotabato, General Santos, Sultan Kudarat; NCR

– Caloocan City, Pasig City/ San Juan, Quezon City.

Parallel try-outs were conducted by the Basic Education Assistance in

Mindanao (BEAM) and in selected private schools in Iloilo City, Cagayan de Oro City,

and Manila. The try-out was supervised by TEC in collaboration with West Visayas

State University, Iloilo City; Liceo de Cagayan, Cagayan de Oro City; Centro Escolar

University and University of Santo Tomas, Manila.

• Monitoring and Evaluation

Monitoring and evaluation was integral to the TIP pilot implementation. 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. The activities aimed to: (1) validate comments and

recommendations on the module evaluation as bases for the revision and finalization

of the modules, and (2) gather indepth feedback on the pilot implementation.

Feedback from the FGDs, the module evaluation and interview with the TIP

managers, coordinators, mentors, and inductees were the bases of the revision and


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finalization of the writers. It was gratifying to note in the monitoring and evaluation

process, the participants were unanimous that the TIP should be institutionalized by

DepEd. They envisioned a more structured and systematic teacher induction

program with the availability of modules in every school.

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, as follows:

• Induction helps new teachers build their self-confidence and self-esteem.

• It decreases unproductive stress in the learning environment/work place.

• The mentors found the modules very helpful in their work; they learned and

relearned concepts/practices of their responsibility and accountability.

• The mentoring component led to productive professional relationships as trust

developed through regular meetings and the sharing of expertise.

• Strong leadership at the division and school level is a key to successful

implementation of the TIP.

• The inductees and their mentors viewed themselves as continuous learners

and acknowledged that time allocation for the modules, providing support and

on-going feedback were important components of TIP.

• Best Practices

Best practices were shared and observed during the monitoring and evaluation

of the pilot implementation. 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. The overview and objectives of the modules were discussed; the

inductees brought home the modules and worked on their own pace. Assistance of

mentors was available when needed, including class observations. Collegiality among

the school heads, mentors who were mostly division supervisors and the inductees

was developed and better teaching performance of inductees was observed.


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Another pilot division recorded the preassessment and postassessment results

of the inductees for each module they worked on. Significant improvement was

reported. The inductees felt confident that they had their mentors to approach when

they needed support.

The teachers expressed that the modules were not only for beginning teachers

but also for experienced teachers for their continuing professional development.

There was a unanimous endorsement for the TIP Mass Implementation.

Pictorial highlights of the Orientation Seminar-Workshop for the TIP Pilot

Implementation and Focus Group Discussions (FGD) are on the next pages.

The Technical Working Group of the Teacher Education and Development

Program (TEDP) - 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, 2007, Development

Academy of the Philippines (DAP), Tagaytay City.


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Zonal Orientation Seminar-Workshop for the TIP Pilot Implementation

Luzon Cluster

Former Undersecretary Fe A. Hidalgo

gives the keynote message.

March 8-10, 2006 Oasis Hotel,

Clarkville, Clark Angeles City

Visayas and Mindanao Cluster

Undersecretary Vilma L. Labrador

addresses the participants.

March 15-17, 2006 Cebu Business Hotel

Cebu City

BEAM Region XI, XII and

ARMM

Mid-term Review Meeting

September 5, 2006 BEAM Office,

Davao City


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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

The spirit of collegiality is very much alive 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


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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


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At the beginning the inductees were nervous and less confident. As they worked on the Modules we noted their transformation to teachers with self-confidence and improved teaching performance.

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


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Our co-teachers borrowed the TIP Modules from us so they could also learn. Our principal was very understanding; we were deloaded to give more time to work on the modules.

The Inductees Division of Sultan Kudarat

Commitment and proper attitude to implement the TIP, not resources, are what matters. We have the needed manpower even for mass implementation.

The TIP Managers Division of Cotabato

Our experience as TIP Coordinators was fulfilling and satisfying but demanding with respect to time management. 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. 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


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The Modules are complete and appropriate in content; provided us with current teaching strategies and are very good review materials for LET. Our problem was time allocation on the modules in addition to our teaching loads.

Private School Inductees Venue: West Visayas State University

Iloilo

The Modules (revised) need to be made available to schools, to the school heads, mentors and inductees. School MOOEs could contribute to the reproduction. Delivery of the program could be considered during the summer vacation.

Basic Education Assistance for Mindanao

Induction is important to help teachers build their self-confidence and self-esteem, hence decreasing unproductive stress. Newly appointed teachers, reappointed teachers who heve left teaching and returning, transferees from the private sector and from other schools, districts, division and regions need to undergo the TIP.

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).

Technical Working Group Division of Davao Oriental


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Program Overview

The Teacher Education Council (TEC) has packaged a set of 17 self-

instructional modules and Implementation Manual to serve as knowledge, skill, and

attitude inputs for an induction program for beginning teachers with three years

experience or less. This flagship project is in consonance with the Teacher

Education Development map linking preservice education, licensure of teachers,

recruitment, deployment, recognition system and continuing inservice training of the

DepEd. The TEC envisioned a systematized nationwide TIP for beginning public

school teachers and may be expanded to include private basic education schools.

The Teacher Induction Program is in consonance with the Teacher Education

and Development Program (TEDP), a Key Reform Thrust of the Department of

Education. Figure 1 below shows a “unified system” of preservice and inservice

training linking “ the Initial Entry to teacher education, Preservice Training to Teacher

Retirement CHED/TEIsEntry to Teacher

Education

National Competency

Based-Teacher Standards

Pre-Service Teacher

Education (BEEd/BSEd/PGC

Teacher Licensure

In-Service Education

and Professional Development

Teacher Induction

Teacher Human Resource Planning, Recruitment, Selection, Deployment and

Recognition System

DepEd* and CSC

DepEd PRC

Figure 1

The Teacher Education Development Map

DepEd/CHED/TEIs

* Includes public and private schools

CHED/TEIs/Schools


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Licensure, Recruitment and Development within the system, Induction Training,

Inservice and Professional Development and finally, Retirement. The agencies with

primary responsibility for implementing each stage in the cycle are also shown in the

map….” (Bernardo, 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. The seven domains of the NCBTS is shown is shown in

Figure 2. A more detailed discussion the NCBTS is in Lesson 3 of Module 3 entitled

Responsibility and Accountability of a Filipino Teacher.


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Module Contents

The set of self-instructional materials consists of the following modules:

Module I has two parts: Part I deals with the constitutional mandate, legal

bases and various laws on education that clarify the rights, responsibilities and

accountabilities of a teacher. It also focuses on the mission/vision and organizational

structure of the Department. It is important that beginning teachers internalize their

roles, rights, obligations and accountability as they perform their functions as a

professional teacher.

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 various

programs and projects that are foreign-assisted as well as the national initiatives are

discussed in the second part. 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.

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.

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

MODULE 1 Educational Laws and Surveys Programs and Projects of the Department of Education


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Part II – Programs and Projects

Lesson 1 – Foreign-Assisted Programs / Projects

• International Cooperation Administration-NationalEconomic Assistance P roject (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)


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This module is about the Basic Education Curriculum (BEC) which sets the

standards for what students should learn in basic education, which in the Philippines

includes from Grades I-VI and First year –Fourth Year High School, a total of ten

years in all.

The BEC spells out the knowledge, skills, habits and attitudes the students

should learn. It guides the teachers on the subject matter content for every

grade/year level.

Lesson 1 How Do You Know where You Want To Go? Know Your Curriculum

Lesson Objectives

The EFA 2005-2015 Plan of Action

Goals of EFA

EFA’s Critical Tasks

What is a Curriculum?

Why Do We Need a Curriculum?

Why Do We Have a National Curriculum?

How Do We Indigenize/Localize the Curriculum?

Why Do We Have a Bilingual Policy?

Lesson 2 Why Restructure the Curriculum: A Little Bit of History

Lesson Objectives

The National Elementary School Curriculum (NESC)

The New Secondary Education Curriculum (NSEC)

Evaluation of the NESC & NSEC

The Rationale for the Basic Education Curriculum (BEC) Lesson 3 I Know the BEC: How Do I Make It Alive?

Lesson Objectives

Features of the BEC

The Structure of the 2002 Basic Education Curriculum

The Philippine Elementary Learning Competencies (PELC) and the Philippine

Secondary Learning Competencies (PSLC)

MODULE 2 The Philippine Basic Education Curriculum


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Lesson 4 Alive! But How Do I Make, The Curriculum Work?

The Curriculum, Instruction and Assessment Model (CIA)

You and the Instructional System

The Role of Textbooks and Other Instructional Materials

You and Your Mastery of Subject Matter

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.

Part II describes the components of a multigrade classroom as a learning

environment and explains the various roles of the teacher, the learners and other

stakeholders who are a source of support for the multigrade classroom.

Part III outlines the learning areas.

Part IV describes the different strategies that have been found effective in a

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

MODULE 2.1 Multigrade Teaching


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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“. Its clientele include those who have never

attended school and those who have dropped out of school. Their reasons for staying

out of school are varied (e.g. absence of a school in the community, need to work to

augment family income, lack of money for school related expenses, gender

discrimination, disability, etc.) but generally the reasons are linked to poverty.

The module also includes a brief overview of ALS in the Philippine setting and

in the context of global development.

Lesson 1 - Historical Context of ALS

Lesson 2 - The ALS and Formal Education Fig. 1 The Two Paths to Basic Education

Fig. 2 A Conceptual Framework on the Relationship Between Formal Education and

the Alternative Learning System

Major Aspects of Comparison Fig. 3 The Learning Programs

Fig. 4 The Setting for Learning

Fig. 5 The Teacher

Fig. 6 The Age of the Learner

Fig. 7 The Curriculum Fig. 8 The Learning Materials

Fig. 9 The Teaching Methodology Fig. 10 Assessment of Learning

MODULE 2.2 Alternative Learning System


19

This module aims to explain the rationale and principles of performance-based

assessment. It also defines the implementing guidelines as contained in DepEd

Order No. 33, S.2004.

Lesson 1- Assessment in the Curriculum Lesson 2- Rationale and Principles of Performance-based Assessment Lesson 3- Implementing Guidelines Lesson 4- Use of Rubrics

Module 3 focuses on the most important determinant in the entire school

system, the Filipino teacher. This module deals with his/her roles, responsibilities and

accountabilities based on the Filipino core values and the principles of teaching and

learning.

Key concepts on Magna Carta for Teachers, Teacher Education Development

Program (TEDP) and the National Competency – Based Teacher Standards

(NCBTS) will also be discussed thoroughly.

Lesson 1- Roles, Duties, and Responsibilities of a Teacher

Characteristics of a Teacher Qualifications, Rights, and Privileges of a Teacher in the Magna Carta for School

Teachers

Lesson 2- Code of Ethics

The Teacher and the State The Teacher and the Profession The Teacher and the Learners

Lesson 3- Professional Development Guide for Teachers Teacher Education and Development Program (TEDP) National Competency – Based Teacher Standards (NCBTS) Performance Appraisal System for Teachers (PAST)

Lesson 4- Record Management

Anecdotal Record and Communication to Parents

Pupils’/Students’ Records

MODULE 2.3 Grading for Performance

MODULE 3 Roles, Responsibilities and Accountabilities of a Filipino Teacher


20

This module is all about the teacher as a person and as a professional. It deals

with the benefits and privileges teachers enjoy. Providing a support system to

beginning teachers is very crucial in the light of the increasing demands of the

profession.

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.

This module attempts to answer such questions. It will help new teachers reflect and

clarify their personal and professional attributes. It may even open doors for their

professional growth and development.

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

This module identifies the various community resources that can serve as

context for learning and teaching. 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. It explains how the

school can harness the support of the Local School Board, the Parent-Teacher-

Community Association as well as the various GO’s and NGO’s.

Lesson I – Community as a Context of Teaching and Learning Lesson I-A – The Community: Its Sociological, Economic and Cultural Features

Lesson I-B – The Community Resources

Lesson I-C – Teaching and Learning from and in the Community

MODULE 4 Professionalism and Personal Welfare

MODULE 5 School and Community Partnership


21

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 - 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, introduced, propagated

and adopted. Stakeholders at every school – school head, teachers,

students, parents, community leaders - 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. The assessment process leads to the formulation of a “social

contract” between the school and the community, with the support of the

educational authorities. Activities are geared to get stakeholders at every

school in the country to take collective responsibility for their own school’s

educational performance.

Philippine-EFA 2015 Plan


22

Educational accountability is anchored on a clear

understanding of the concepts and implementation of the

curriculum, instruction and student achievement/

performance. The series of TIP Modules include a

discussion of the Basic Education Curriculum (BEC)

(Module 2); Instruction and Assessment are integral in

each of Modules 6.1 to 6.9. A separate module on

Grading for Performance (Module 2.3) guides the

beginning teachers in assessing student achievement.

• Curriculum The framework of the Basic Education Curriculum

includes the four pillars of learning: learning to be, learning

to know, learning to do, and learning to live together

(Delors, 1998) in its vision of educating a Filipino learner

who is nationalistic, critical and creative, productive and

service-oriented, functionally literate, and equipped with

life-long skills (2002 BEC).

Module 6 Curriculum and Instruction

As Educators, as teachers of the Filipino youth and the future of our great nation, we have the moral duty to ensure that our youth is given the education they deserve…

(Secretary Jesli A. Lapus, 2006)

Learning to Know, by combining a sufficiently broad general knowledge with the opportunity to work in depth on a small number of subjects; this also means learning to learn… Learning to Do, in order to acquire not only an occupation skill but also, more broadly, the competence to deal with many situations and work in teams. Learning to Live Together, 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, mutual understanding and peace. Learning to Be, so as to better develop one’s personality and be able to act with greater autonomy judgement and personal responsibility. (Delors, 1998)


23

There has been much recent attention to standards

for curriculum, instruction and assessment. The National

Competency Based – Teacher Standards (NCBTS) in

Module 3, specifically Domain 2 on Learning Environment;

Domain 3 on Diversity of Learners; Domain 4 on

Curriculum; and Domain 5 on Planning, Assessment and

Reporting set the standards for curriculum content and implementation, authentic instruction, and authentic assessment.

• Authentic Instruction

Newmann and Wehlage, (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. Criteria for each

standard are set in a scale of 1 to 5 as shown below:

The standards may be used to observe instruction.

As the lesson gains in authenticity the teacher reflects on

his/her teaching and prepares to conduct authentic

assessment of learning outcomes.

Five Standards of Authentic Instruction

1. Higher-Order Thinking lower-order thinking only 1…2…3…4…5 higher order thinking is central

2. Depth of Knowledge knowledge is shallow 1…2…3…4…5 knowledge is deep

3. Connectedness to the World Beyond the Classroom

no connection 1…2…3…4…5 connected 4. Substantive Conversation

no substantive conversation 1…2…3…4…5 high-level substantive conversation

5. Social Support for Student Achievement negative social support 1…2…3…4…5 positive social support Source: Newmann and Wehlage,1992

Beginning teachers have two jobs:

(1) they have to teach; (2) they have to learn to teach.

(Nemser and Remillard , 1991)

If all children are to be effectively taught, teachers must be prepared to adopt the substantial diversity in experiences that children bring with them to school…

( Murray, 1992)


24

• Authentic Achievement

TIP Modules 6.1 to 6.9 present teaching strategies

and performance assessment for each learning area.

Authentic assessments are characterized by tasks and

activities to enhance higher-order thinking, real-life

interdisciplinary tasks, and self-assessment. The teacher

sets high expectations for the class and moves instruction

toward more authentic forms of instruction.

In planning an instructional activity the teacher may

consider concepts he/she wants students to learn

(content), how those topics fit with other topics

(curriculum), how appropriate the activity is for a particular

group of students (learners), what might be difficult for

them (learning), and what students do and do not

understand or perform (assessment). Assessment of

learning outcomes shall aim to align and modify instruction

and design teaching strategies which are integral part of

instruction.

• Knowledge Base

Reynolds (1992) prepared a synthesis of research

reviews on effective teaching and learning to teach. She

used it to frame a set of teaching tasks that beginning

teachers should be able to perform. Having an adequate

knowledge base means being able to do the following:

1. Plan lessons that enable students to relate new

learning to prior understanding and experience

2. Develop rapport and personal interactions with

students

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.

(Donmoyer, 1992)


25

3. Establish and maintain rules and routines that are

fair and appropriate to students

4. Arrange the physical and social conditions of the

classroom in ways that are conducive to learning

and that fit the academic task

5. 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. Assess student learning using a variety of

measurement tools and adapt instruction according

to the results

7. Reflect on their own actions and students’

responses in order to improve their teaching

(Reynolds, 1992, p. 26)

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. It may

be well for school heads, mentors, 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, 1992).

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.

(Code of Ethics for

Professional Teachers, 1997)

Refer to the domains in the NCBTS (Module 3).

Match the knowledge base activities listed above

with the teacher standards.

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 6.1 to Module 6.9.


26

This module presents a systematic program of study intended for teachers of

English in the BEC. It maintains a consistent link between theory and practice by

providing learning activities to illustrate and test theoretical ideas. It consists of five

lessons.

Lesson I focuses on teaching listening--what listening is, why we do listening,

and what the different types of listening are. It also provides sample activities for

listening comprehension.

Lesson 2 deals with the nature of the oral communication process, the barriers

to effective communication, and suggestions to improve one’s speaking ability.

Lesson 3 focuses on teaching reading which anchors on the five areas of

reading instruction, namely, phonemic awareness, phonics and decoding, vocabulary

and word recognition, fluency, and comprehension. Each of these elements, together

with the development of higher order thinking skills, is vital if children are to become

successful, thinking, and literate adults. Varied strategies are provided that illustrate

effective classroom practices to enable students to read for meaning. It also stresses

the role of reading in the content areas. The sample lesson plans show how these

strategies work to foster active and engaged reading.

Lesson 4 deals with the teaching of writing and how it can be made more

interesting and meaningful to students. It discusses the nature of writing and explains

the writing process. It also gives suggestions for marking written compositions.

Lesson 5 focuses on assessment, both traditional and authentic. It provides

sample assessment and evaluation instruments for classroom use. Sample tests are

included to serve as models in constructing language tests.

Lesson 1 Teaching Listening

Why Listen

The Listening Process

How People Listen

Choosing the listening texts

Integrating Listening with Other Macro Skills

MODULE 6.1 The Teaching of English


27

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 Phonemic Awareness

Phonics and Decoding

Vocabulary Instruction

Fluency

Comprehension

Profile of a Proficient Reader Three Stages of Teaching Reading Instruction

Prereading Strategies Activating Prior Knowledge and Building Background Information

Developing Concept and Vocabulary

Motivation and Setting the Purpose

During Reading Strategies Post-Reading Strategies

Discussion

Engagement Activities

Reading-Writing Link

Reading Intervention and Remediation

Building Literacy: A Classroom Intervention Program

Lesson 4 Teaching Writing Principles of Teaching Writing The Process-Oriented Approach to Writing

Pre-writing stage Techniques in Prewriting

Writing Techniques for Composing and Drafting Paragraphs

Revising and Proofreading Techniques for Revising and Proofreading

Post Writing

Marking Written Composition


28

Lesson 5 Assessment Purposes of Assessment Forms of Assessments

Traditional Assessment

Non-Traditional or Authentic Assessment

Some Beliefs that Support the Use of Authentic Assessment

Learning Targets

Types of Learning Targets

Authentic Assessment Practices to Try

Traditional Testing Compared to Performance Assessment

Scoring and Recording Assessment

Ang modyul na ito ay sadyang isinulat para sa mga gurong bago pa lamang

magtuturo ng Filipino. Matatagpuan dito ang mga batayang kaalaman at konseptong

kailangang taglayin ng isang guro ng Sining ng Komunikasyon. Tinatalakay sa

modyul ang mahahalagang teorya at simulaing pinagbabatayan ng mga lapit

(approaches) at pagdulog sa pagtuturo ng wika. Inilalarawan din ang mga angkop na

stratehiya sa pagtuturo ng wika at s pagtataya ng pagkatuto.

Aralin 1 Paano Ba Tayo Natututo ng Wika?

Ano nga ba ang Wika?

Mahalagang Salik sa Pagkatuto ng Wika

Aralin 2 Ugnayan: Mga Teorya at Simulaing Pangwika sa mga Lapit at Pagdulog

Ang Simula …Mga Tradisyunal na Teorya sa Pagkatuto Ng Wika

Ang Kasalukuyan: Mga Pagbabago sa Teoryang Pangwika

Mga Batayang Simulain sa Pagtuturo ng Wika

Mga Lapit at Pagdulog… Tugon sa mga Teorya at Simulain

Inobasyon… Pagpapatuloy at Pagbabago ng Tradisyon

Kontemporaryo: Ang Kasanayang Komunikatibo sa Pagtuturo ng Wika

Aralin 3 Sa Unang Araw ng Pagtuturo…Paano Ka Magsisimula

Bakit mahalaga ang banghay-aralin?

MODULE 6.2 Ang Pagtuturo ng Filipino


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Paggawa ng Banghay Aralin Aralin 4 Ang Batayang Kurikulum, Mga Makrong Kasanayan

at mga Istratehiyang Pampagtuturo Ang Batayang Kurikulum sa Pagtuturo ng Pilipino

Ang Apat na Makrong Kasanayan

Mga Istratehiyang Pampagtuturo sa Elementarya at Sekundarya

Pinatnubayang Pakikinig para sa Elementarya at Sekundarya

Mga Istratehiya sa Pagtuturo ng Pagsasalita Ang Pagtuturo ng Pagbasa

Ang Pagtuturo ng Pagsulat

Aralin 5 Pagtataya at Ebalwasyon: Naging Matagumpay ba ang Proseso ng Pagkatuto? Ang Pagtataya sa Klasrum

Paghahanda ng Pagsusulit na Batay sa Performans

Ano ang rubriks?

Paghahanda ng Eksaminasyong Oral

The module is designed to provide beginning mathematics teachers with

background knowledge and understanding of some basic contemporary issues in

mathematics education. It focuses on the framework of teaching mathematics and on

instructional strategies and assessment approaches.

Van de Walle (2003) identifies four basic requirements for teachers of math to

be effective. This module tries to cover all four grounds.

An appreciation of the discipline of mathematics itself--what it means to “do

mathematics”

An understanding of how students learn and construct ideas

An ability to design and select tasks so that students learn mathematics in a

problem-solving environment

The ability to integrate assessment with the teaching process in order to

enhance learning and improve daily instruction

MODULE 6.3 The Teaching of Mathematics


30

LESSON 1 Foundations of Mathematics Teaching and Learning

The Nature of Mathematics

The Goals of Mathematics Education

Teaching Styles

Behaviorism vs Cognitivism

Constructivism Philosophy of 2002 Basic Education Curriculum

LESSON 2 Strategies in Teaching Mathematics

Research-Based Strategies

Deductive vs Inductive Methods

Factors in Choosing a Method or Strategy

Interactive Direct Instruction

Powerful Questions

Rathmell Triangle Model

Cooperative Learning

Inquiry Method

Problem-based Learning (PBL)

Concept Attainment Strategy Concept Formation Strategy Peer Practice Strategy

LESSON 3 Assessment

Assessment, Evaluation and Testing Tests

Criticisms against Multiple Choice Testing

Recommendations for Student Assessment

Authentic Assessment

Balanced Assessment

Performance Assessment Rubrics Portfolio Assessment


31

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.

It hopes to make the initial years of teaching easier for the beginning teachers.

First it provides the teachers a way of getting relevant information regarding the kind

of learners in their class. This information will help them plan their lessons and decide

on the strategies to use. The module also describes a repertoire of teaching

strategies and ways of assessing student learning. Another useful feature of the

module is the inclusion of sample lesson plans and a list of useful readings for the

teachers.

Lesson 1 Foundations of Science Teaching and Learning Lesson 1.1 What to Teach

Lesson 1.2 Learners: A Second Look

Lesson 1.3 Implications to Teaching

Lesson 1.4 Management Tips

Lesson 2 Teaching Strategies Lesson 2.1 Constructivist Learning: A Closer Look

Lesson 2.2 Constructivist Strategies

2.2.1 - Discovery Approach

2.2.2 - Inquiry Approach

2.2.3 - Reflective Teaching

2.2.4 - Integrative Teaching

2.2.5 -Cooperative Learning

Lesson 3 Other Teaching Strategies

Lesson 3.1 Lecture and Student Recitation

Lesson 3.2 Role Playing and Simulation

Lesson 3.3 Field Trips

Lesson 3.4 Concept Mapping

Lesson 4 Incorporating Research in the Classroom

Lesson 4.1 The Scientific Method

Lesson 5 Classroom Assessment Lesson 6 Scoring Authentic Assessment Through Rubrics

MODULE 6.4 The Teaching of Science


32

Dalawa ang aralin na nakapaloob sa monograph na ito. Ang una ay ang

pagpapakilala kung ano ang Makabayan, ang kahalagahan nito, ang mga

komponente at asignatura nito, at kung ano ang takdang oras at sistema ng

markahan nito. Ang pangalawa ay pagpapakita kung paano isinasagawa ang

pagtuturo ng Makabayan partikular kung paano nagkakaroon ng integrasyon sa mga

sabjek o asignatura 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)

MODULE 6.5 Ang Pagtuturo ng Makabayan


33

Nangunguna sa mga komponente ng Makabayan ang Araling Panlipunan

(AP) sa mataas na paaralan, gayundin ang Sibika at Kultura (SK) 1-3, at Heograpiya,

Kasaysayan at Sibika (HKS) 4-6 sa mababang paaralan. Karaniwang ginagamit ang

mga ito bilang core sa pagpaplano ng instruksyon sa Makabayan. Paano’y malawak

ang saklaw ng Araling Panlipunan (AP). Mayaman sa nilalaman ng instruksyon ang

Araling Panlipunan pagkat humahango ito ng mga paksang-aralin, konsepto at tema

mula sa mga disiplina ng agham panlipunan (social sciences), natural na agham

(natural sciences), humanidades (humanities) at sa iba pang mga nauugnay na

sangay ng kaalaman. Bukod sa mayamang nilalaman ng instruksyon, gumagamit din

ang Araling Panlipunan ng iba-ibang lapit (approaches) na nagbibigay buhay at kulay

sa talakayan ng mga aralin sa silid-aralan. Bukod dito, may mga pamamaraan sa

pagtataya (assessment) na susi sa epektibong instruksyon. Lahat ng mga ito ay alay

sa mga gurong kalahok sa Induction Program sa pagtuturo ng Araling Panlipunan.

Alay rin ito sa mga guro ng Araling Panlipunan na nais makilahok sa continuing

education na ibinabahagi ng Modyul 6.6 Pagtuturo ng Araling Panlipunan sa Batayang Edukasyon.

Aralin 1 Ang Edukasyong Araling Panlipunan

Introduksyon

Mga Layunin

Pundasyong Historikal ng Araling Panlipunan

Mga Depinisyon ng Araling Panlipunan

Mga Layunin ng Sibika at Kultura (SK), Heograpiya, Kasaysayan at Sibika (HKS) at Araling Panlipunan (AP)

Aralin 2 Pagpaplano ng Instruksyon sa Araling Panlipunan

Introduksyon

Mga Layunin

Pagpaplano ng Instruksyon

Pagsulat ng mga Layuning Instruksyunal

Pag-oorganisa ng Nilalaman ng Instruksyon

Mga Modelong Estratehiya sa Pagtuturo

Mga Graphic Organizers

MODULE 6.6 Ang Pagtuturo ng Araling Panlipunan


34

Aralin 3 Mga Modelong Banghay-Aralin sa Araling Panlipunan

Introduksyon

Mga Layunin

Modelong Banghay-Aralin na Ginagamitan ng Concept Development Model Para sa HKS 4

Modelong Banghay-Aralin sa Araling Panlipunan na Ginagamitan ng Modelong Pagsusuring Panlipunan

Aralin 4 Ang Araling Panlipunan, bilang Core ng Makabayan

Introduksyon

Mga Layunin

Modelong Yunit Tematiko Para sa Makabayan I* Tema: Ang Pambansang Teritoryo ng Pilipinas Integrado ang AP, TLE, EP, Musika at Sining (Apat na Araw) Unang Taon Aralin 5 Assessment sa Araling Panlipunan

Introduksyon Mga Layunin Mga Layunin ng Pagtatasa Mga Prinsipyo ng Pagtatasa Mga Paraan ng Pagtatasa Pormal na Pagtatasa

Ang module sa Pagpapahalaga at Wastong Pag-uugali ay kusang itinuon sa

pangangailangan ng mga bagong guro na magsisimula pa lamang sa kanilang

pagtuturo. Binibigyang diin ang kahalagahan ng pagiging huwaran ng kagandahang

asal at mabuting pag-uugali ang mga guro sa dahilang “values are caught’”.

Mahalaga at makabuluhan ang pagtatalakay sa Modyul ng pilosopiyang

batayan ng pagtuturo ng pagpapahalaga. 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.

MODULE 6.7 Ang Pagtuturo ng Edukasyon sa Pagpapahalaga at Edukasyong Pagpapakatao


35

Aralin 1 Mga Batayan ng Pagtuturo ng Pagpapahalaga

Panimula

Paksa: Batayan ng Pambansang Programa ng Edukasyon sa Pagpapahalaga (EP)

Paksa: Ang Batayan ng DepEd Para Pagtuturo ng Pagpapahalga

Paksa: Kahulugan ng Pitong (7) Pangunahing Pagpapahalaga

Aralin 2 Ang Pilosopiya ng Tao at ang Paghubog ng Pagpapahalaga

Panimula

Paksa: Ang Pilosopiya ng Tao

Paksa: Mga Pilosopiya ng Pagpapahalaga

Paksa: Ang Kalikasang Materyal at Ispiritwal ng Tao

Paksa: Pagpapahalaga: Kahulugan at Uri

Paksa: Batas Moral: Batayan ng Pagpapahalaga

Aralin 3 Ang Proseso ng Pagpapahalaga (Valuing Process) Bilang Estratehiya ng Pagtuturo

Panimula/Layunin

Paksa: Mga Pamantayan at Elemento ng Proseso ng Pagpapahalaga

Paksa: Ang Proseso Bilang Estratehiya ng Pagtuturo

Paksa: Ang Paraan ng Pagtatanong sa Proseso ng Pagpapahalaga

Aralin 4 Ang Mga Pamamaraan at Estratehiya ng Pagtuturo sa EP at Edukasyong Pagpapakatao

Panimula/Layunin

Paksa: Mga Pangunahing Estratehiya sa Pagtuturo at Pagpapahalaga

Paksa: PNU-ACES Approach: Pamamaraan sa Pagtuturo ng Pagpapapahalaga

Paksa: Pagtuturo ng Pagpapahalaga sa Pamamagitan ng Child-Friendly School System

Paksa: Pagsasanib ng Pagpapahalaga

Pagsanib sa pamamagitan ng Pagtatanong o “Value Processing”

Aralin 5 Ang Pagtataya Sa Apektibong Pagkatuto

Panimula

Paksa: Pagtataya ng Pagpapahalaga

Paksa: Mga Estratehiya ng Pagtataya

Paksa: Ang Pamamaraang Portfolio at Rubrics


36

This module in MAPEH/MSEP deals with three big areas, namely: Teaching

Methods in Music, Content/Activities in Art, and Teaching Strategies in Physical

Education and Health Education.

The varied teaching methods in Music will help the new teachers present their

lessons in the most interesting and easiest way possible. 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. 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.

Sample activities and lesson plans are included to serve as models.

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 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

MODULE 6.8 The Teaching of Music, Arts, Physical Education and Health (MAPEH)


37

Lesson 5 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

This module will serve as a guide in the teaching of the different components

of TLE such as Industrial Arts, Home Economics, Computer and Entrepreneurship,

and Agriculture and Fishery Arts.

Lesson 1 The Shoproom 1.1 Shoproom Layout

1.2 Tools, equipment and materials

1.3 Safety precautions

Lesson 2 Industrial Arts and Home Economics 2.1 Implementation of Industrial Arts and Home Economics under the 2002 BEC

2.2 Component Areas of Industrial Arts and Home Economics

2.3 Strategies for Teaching Industrial Arts and Home Economics

Lesson 3 Agriculture and Fishery Arts 3.1 Laboratory Requirement for Agriculture and Fishery Arts

3.2 Strategies for Teaching Agriculture and Fishery Arts

Lesson 4 Introduction to Computers and Entrepreneurship 4.1 Laboratory Requirements and Shoproom Layout

4.2 Competencies to be developed

4.3 Entrepreneurship and Computer

4.4 Strategies for Teaching Entrepreneurship

MODULE 6.9 The Teaching of Technology and Livelihood Education (TLE)


38

Module Design

The modules serve as self-instructional courses to address the knowledge gap

of beginning teachers. The design incorporates the following key features:

A preassessment is provided to diagnose the inductees’ prior learning and

experiences.

Lessons are presented with Knowles theory of adult learning in mind:

• Adult learners prefer to be involved.

• They tend to be more self-directing.

• They expect their previous experiences and knowledge to be

respected.

• They tend to be present-oriented rather than future-oriented.

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 Abstraction. Do Apply learnings and insights gained.

The use of a theory-action-reflection praxis will encourage the application of

learning in the participant’s own context.

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. 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 )


39

Activities Comments to Activities Points to Remember Bibliography

The Answers to the Self- Check Questions (SCQ’s) and Activities are found at

the end of each module. The inductee shall keep a journal for the answers to

Preassessment, SCQ’s and Activities. A separate postassessment booklet shall be

provided each inductee and shall be corrected by the mentor/coordinator. Answer

Key to the postassessment shall be provided to the mentor/coordinator. Results of

the pre and postassessments shall be part of the monitoring and evaluation of the

inductee’s program/performance.

The TIP Mass Implementation

A. 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. He/She will be responsible for the following tasks:

1. 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;

2. Distributing of the TIP Materials to the assigned TIP Coordinators in the

elementary and secondary schools in the Division;

3. Planning and organizing focus group discussions (FGD) with the TIP managers,

mentors, and coordinators;

4. Monitoring the implementation of the TIP in the divisions/schools;

5. Preparing assessment results and other reports that may be needed by the region

and TEC-DepEd;

6. Safekeeping of the TIP materials (modules, answer booklets, evaluation forms,

etc.);

7. Coordinating with the regional office on the needed support to the Division; and


40

8. Awarding of certificate of performance and recognition to successful inductees at

the end of the Program.

9. Awarding of certificate of recognition and giving other incentives to the members

and school heads.

The School Improvement Plan (SIP) in the SBM program shall include the mass TIP

implementation. The TIP Coordinator at the school level is the School Head. He/She

will be responsible for the following tasks:

1. Arranging for mentoring of inductees;

2. Providing opportunity for inductees to work with each other and other fellow

teachers;

3. Providing a learning resource center or comfortable space where inductees can

work and/or meet with mentors to discuss the lessons;

4. Administering and checking of the posttest;

5. Evaluation of inductees’ portfolio (if required) with the assistance of the mentor;

6. Retrieval and turnover of TIP materials from the inductees to the TIP Manager of

the Division;

7. Certification of inductees who have satisfactorily completed the Program; and

8. Submission of a summary report of the TIP implementation in his/her school to

the TIP Manager.

On the next page, it shows the Flow Chart for the TIP Delivery Mode. The TEC

– DepEd takes charge of the printing and distribution of modules to the School/City

Divisions with copies furnished the Regional Office. The Schools Division

Superintendent (SDS) has the option to distribute the modules to the District Office or

direct to the elementary and secondary schools. A learning resource center should be

in place in the division/district/school to facilitate the meetings of the mentors and the

inductees. 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.


41

Regional Office

Provincial/City

Schools Division

District Elem. School

Inductees Mentors

Secondary Schools

Inductees Mentors

TEC DepEd

Figure 3

Flow Chart for TIP Delivery Mode

The Delivery Mode includes a support system to the TIP. The Accountability

Framework of the Support System is shown in Figure 4.

C1 C2 C3 C4 Cn C1 C2 C3 C4 Cn

Regional Office

TIP Manager (SDS/ASDS) (Manager)

PSDS/ES I School Head

(Coordinator)

M1 M2 M3 Mn M1 M2 M3 Mn M1 M2 M3 Mn M1 M2 M3 Mn

Master Teacher School Head

Experienced Teacher (Mentor)

Beginning Teacher (Inductee)

I1 I2 In I1 I2 I3 In I1 I2 In I1 I2 I3 In

Legend:

C - Coordinator M - Mentor I - Inductee

Figure 4

Accountability Framework of the TIP Support System


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The SDS shall organize the TIP Team. The Coordinator may be the District

Supervisor, or a Division Supervisor, or a School Head who will be accountable to the

TIP Manager. The Mentor may be a Master Teacher, a School Head or a competent

experienced teacher. A Mentor may have one, two or more inductees.

B. Program Workload and Time Schedule

Ideally, the Teacher Induction Program should start on the first day the new

teacher is hired. The inductees are given at least six months to complete the six

modules, Modules 1 to 5 and one (1) Curriculum and Instruction module of their

choice barring unforseen and unavoidable circumstances. The time it will take to

work through a module will depend on the current knowledge, learning style and

commitment of the learner. As a guide, one should be able to finish at least one

module a month. The inductees are advised to allocate time to work on the modules

and to avoid last minute cramming. Immediate postassessment after each module is

recommended to monitor the progress and performance of inductees. These

recommendations are based on the results of the FGDs with pilot school/city

divisions.

The Modules model the principles of open learning and are designed to be

used flexibly; that is, the inductees are encouraged to take charge of their own

learning. They may choose when and where to study and are given a choice of

which Curriculum and Instruction module to do. While they are free to choose the

order in which they study the modules, it is suggested that those who are new to the

public school system work on the first five modules sequentially, before doing the

module on the subject area of their choice. Mentors shall be available for immediate

assistance and support to inductees when needed.

C. Assessment of Learning

Throughout the module, usually after the knowledge input, 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. The

inductees/mentees shall record answers to the SCQ’s in their journal. THEY

SHOULD NOT WRITE IN THE MODULE.


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Another type of formative assessment are the Activities, tasks that will draw on

the inductees’ experience and knowledge or require them to access information

outside the modules. An Activity is followed by a Comment to guide the learners in

assessing whether or not they have done the Activity correctly.

All the modules provide for some form of summative evaluation, either a post-

test or projects/outputs to be compiled in a common portfolio. Observation reports by

mentors or heads of schools may also provide qualitative input for summative

evaluation. 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.

Each module has a postassessment with the corresponding rating. 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; scored 100% in

the postassessment.

Very Satisfactory (VS) – mastered 90-99% of the content, skills, and

module requirements; scored 90-99% in the

postassessment.

Satisfactory Plus (SP) – mastered 80-89% of the content, skills and

module requirements; scored 80-89% in the

postassessment.

Satisfactory (S) – mastered 70-79% of the content, skills and module

requirements; scored 70-79% in the postassessment.

Moderately Satisfactory (MS) – mastered 60-69% of the content, skills,

and module requirements; scored 60-69% in the

postassessment.

Needs Reinforcement (NR) – mastered less than 60% of the content and

module requirement; scored below 60% in the

postassessment .


44

There may be a need to reinforce the support system for inductees who will

get below 60% in the postassessment, and have not mastered the content, skills, and

module requirements. Inductees will be required to repeat the specific module where

the rating obtained is NR. Classroom observation, systematic mentoring and keeping

track of the inductee’s performance would certainly enhance the interventions.

A certificate of performance shall be given to those who complete the Program.

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 - Very Satisfactory

Module 2 - Satisfactory

Module 3 - Satisfactory Plus

Module 4 - Moderately Satisfactory


Module 6.1 - Very Satisfactory

Module 6.3 - Satisfactory

Module 6.4 - Satisfactory

________________ Mentor

__________________ Coordinator

Date ______________


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Prototype B

For reference the following TEC-TIP Forms may be sources of pertinent

information:

TIP Form No. 01 Personal Information of Teacher Inductees TIP Form No. 01-A Self Rating Scale for Teacher Inductees TIP Form No. 02 Personal Information of Mentors TIP Form No. 03 Performance Evaluation of the Inductee by the Mentor/Coordinator TIP Form No. 04 Inductee’s Evaluation of the Teacher Induction Program TIP Form No. 05 Monitoring and Evaluation of the Teacher Induction Program

TIP Form No. 06 External Evaluation of the Teacher Induction Program

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 2 - Satisfactory

Module 3 - Satisfactory Plus

Module 4 - Moderately Satisfactory


He/She got a rating of Needs Reinforcement (NR) in Module 6.1 The

Teaching of English, hence he/she needs further mentoring in the

aforementioned module.

________________ Mentor

__________________ Coordinator


46

TEACHER EDUCATION COUNCIL TEC TIP FORM NO. 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. & Mo.)_____________________

Private Schools (Yrs. & Mo.)____________________

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


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TEACHER EDUCATION COUNCIL

TEC TIP FORM NO.01-A

SELF-RATING SCALE FOR TEACHER INDUCTEES

Name of Inductee_____________________________Division__________________ Directions: Read each item very carefully. 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- To a little extent 3- To a moderate extent 2.-To some extent 4- To a great extent

A. Knowledge of

1. Educational laws and surveys

2. DepEd programs and projects

3. Features of 2002 BEC

4. Multigrade teaching

5. Evaluation of learning outcomes

6. Alternative learning system

7. Roles, responsibilities and

accountabilities of a teacher

8. Professionalism and personal welfare

9. School and community partnership

10. Subject /s you are teaching (enumerate below)

10.1._____________________

10.2._____________________

10.3_____________________

10.4._____________________

11. Teaching strategies you are using

(enumerate)

11.1_____________________

11.2_____________________

11.3_____________________

11.4 _____________________

To a little Extent 1

To some Extent 2

To a moderate Extent 3

To a great Extent 4


48

B. Skills and Competencies in

1. Communicating with

1.1 Students/Learners

1.2 Parents

1.3 Principals/Department Heads

1.4 Supervisors

1.5 Community (LGU’s, NGO’s, etc.)

2. Assessing/Evaluating learning outcomes

2.1 Determining the index of mastery

2.2 Utilizing test results in making decisions

3. Classroom Management

3.1. Class discipline

3.2. Coping with learners having behavioral problems; and

3.3 . Learning disabilities

4. Implementing DepEd programs/projects

Ex. Brigada Eskwela, Child Friendly School (CFS), etc. _____________________________ _____________________________ _____________________________

5. Operationalizing the features of the 2002

BEC

5.1 Using PELC/PSSLC in planning lessons

5.2 Utilizing integrative mode of teaching

5.3 Utilizing interactive/cooperative mode of teaching 5.4 Utilizing Learner-centered approaches to teaching

1

2 3

4


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C. ATTITUDE Reflect on each of the following items and check the column which corresponds to your feeling/opinion.

1. I take pride in being a teacher.

2. I behave in a manner that upholds the dignity of the profession.

3. As a teacher, I am a surrogate parent and should not inflict corporal punishment.

4. I see teaching as my lifetime career.

5. I welcome advice from my peers and superiors.

6. Home visitation is a risky endeavor hence should be least considered.

7. Parents are my partners in educating their children.

8. Getting involved in community activities is not among my task as a teacher.

9. As a teacher, I should follow first my superiors and ask questions later.

10. Supervisory visits are done to help teachers improve instruction.

11. Accepting gifts from parents/children is a form of bribery.

12. Promptness and punctuality are values that should be upheld by all teachers.

13. I owe it to myself to improve my personal and professional life.

14. It is government responsibility to improve the professional qualifications of teachers.

15. The quality of students’ performance is determined by their own capacities and capabilities.

Strongly Disagree

Disagree Agree

Strongly Agree


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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. & Mo.)_____________________

Private Schools (Yrs. & Mo.)____________________

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____________________________________

No. 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

______________________________ _____________________________ ______________________________ _____________________________ ______________________________ _____________________________


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TEC TIP FORM NO. 03

PERFORMANCE EVALUATION OF INDUCTEES (To be accomplished by Mentor/Coordinator)

Name of Inductee _________________________________ Division _________________________ Subject(s) Taught _________________ School ______________________________ Address _____________________________ Module No.___________________________

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. Legend: 1- To a little extent 3- To a moderate extent 2.-To some extent 4- To a great extent

A. While working on the module the inductee demonstrated

1. Prior knowledge of the module as a result of the preassessment

2. Interest in the content of the module

3. Openness to comments/suggestions

4. Desire for assistance of mentor/coordinator

5. Willingness to complete the module as scheduled

6. Desire to write reflections in a portfolio/journal

Qualitative Comments:


To some Extent 2


To a great Extent 4


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B. Upon completion of the module the inductee

1. Expressed willingness to confer with the mentor/coordinator

2. Invited mentor/coordinator to observe his/her class

3. Took the initiative to choose the next Module for study

4. Demonstrated improved teaching performance

5. Formulated better learning assessments

6. Seriously worked on the postassessment

Performance: ____________________________

Preassessment:_____________________ Postassessment:____________________ Qualitative Comments by Mentor/Coordinator:

You may include comments like observable change/improvement in classroom management, class discipline, decision making, interpersonal relationship with peers, superiors and parents, professional attitude, etc.

________________________ Mentor/Coordinator

Date:________________


To some Extent 2


To a great Extent 4


53

TEACHER EDUCATION COUNCIL TEC TIP FORM NO. 04

INDUCTEE’S EVALUATION OF THE TEACHER INDUCTION PROGRAM (TIP)

Division______________________Region__________________ Date __________ Teacher Inductee: ____________________________________________________ School_____________________________________________________________

A. Rate the Program as to: UNCLEAR

MODERATELY CLEAR

CLEAR VERY CLEAR

1. clarity of objectives as disseminated in your orientation.

1 2 3 4

2. sufficiency of the orientation given to participants.

1 2 3 4

3. attainability of the objectives. 1 2 3 4

B. Rate the modules as a whole in terms of: 1 2 3 4

1. variety of activities 1 2 3 4

2. applicability to classroom teaching 1 2 3 4

3. developing teaching skills 1 2 3 4

4. providing information/knowledge 1 2 3 4

5. developing positive attitude towards teaching

1 2 3 4

6. assisting a beginning teacher cope with the demands of the profession.

1 2 3 4

C. Rate the support/assistance given by the TIP to teacher inductees in terms of:

1 2 3 4

1. ability to encourage individual participation

1 2 3 4

2. ability to sustain the inductees’ interest

1 2 3 4

3. ability to provide inductees with opportunities to apply knowledge, concepts and skills in teaching.

1 2 3 4

4. accessibility of the mentors 1 2 3 4


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D. Comments:

1. As a beginning teacher or inductee, what have you gained from the

Teacher Induction Program (TIP)?

2. What are some suggestions that you can offer to improve the Teacher

Induction Program (TIP)?

a. On the modules

b. On the procedure of the implementation.

c. On the length of time to accomplish the modules.

d. On the roles of the mentors. e. Others


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TEC-TIP FORM NO. 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, please provide the necessary information asked in each of the items.

1. Are the objectives of the Teacher Induction Program clearly understood by both the inductees and implementers?

Yes_______ No______ Comments:

2. Has the program implementation progressed as scheduled? Yes_______ No_______ Comments:

3. Has the program gained financial support? Yes________No_____Source___________________Amount__________ Comments:

4. Aside from the identified TIP implementers, who else provided technical support to the inductees?

Yes______ No________ From whom?______________________________ What kind?____________________________________________________ Comments:

5. Was there a regular feedbacking process to monitor inductees” progress, problems and concerns?

Yes________ No________ Describe briefly.

6. Are there observable evidences demonstrated or shown by the inductees to indicate achievement of the program objectives?

Yes________ No_________ Describe briefly.

7. Do you find the modules with mentoring as effective mode of delivery for the Teacher Induction Program?

Yes________ No__________ Comments:


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8. What feature outside your division implementation plan did you introduce to make the implementation effective?

Describe briefly.

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 _____________________________


57


TEC-TIP FORM NO. 06

External Evaluation of the Teacher Induction Program

Region ____________________ Division ___________________ School ____________________ Address ___________________ No. of Inductees ____________

Qualitative answers/ comments to the questions may ensure an impartial

evaluation of the TIP Mass Implementation.

Quality Indicators Findings/Comments

1. Are the objectives and learning outcomes of the TIP understood by the inductees?

2. Is the DLRC set – up with competent support staff?

3. Are the targeted numbers of inductees served?

4. Is the Division TIP team composed of competent staff and mentors?

5. Do they have definite roles and responsibilities?

6. Are material / financial resources to support the pilot implementation in place? How much?

7. What are the sources of the financial support to the TIP?

8. Are the related technical support for the inductees in place? (Mentors, encoders, etc.)

9. Are the resources to ensure a continuing implementation available?

10. Does the TIP team have the knowledge of adult learning theory and experience in training and facilitation?


58

11. Does the TIP team create a collegial

learning community with the

inductees?

12. Does the team collect feedback

regularly from the inductees?

13. 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. Is the division given the technical

support by the regional office and

other stakeholders

16. Is there evidence of a continuing

professional development for

beginning teachers beyond TIP

implementation?

_____________________________ Evaluator

___________________________ Date


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D. Monitoring and Evaluation

A continuing and systematic monitoring and evaluation (M&E) system is

embedded in the TIP Mass Implementation. 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, timetables, costing, management, etc)

• Is TIP working?

Formative evaluation is a continuous process to determine how the different

processes are working. Records of preassessment, answers to SCQs , Activities and

journals of the inductees are a part of the formative evaluation. Mentors may observe

the inductees in the classroom. Pre and post conferences are integral parts of the

continuing monitoring and formative evaluation.

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. The following questions may guide the TIP managers, coordinators

and mentors during the summative evaluation:

1. Have the objectives set at the beginning of the program been

achieved?

2. Are the inductees better teachers now than before?

3. Can the gains or the positive changes in the inductees be attributed to

the intervention? (Modules in particular and TIP in general).

4. 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.


60

The TIP Modules are self-learning kits for the inductees. Performance on the

different tasks is dependent on individual motivation and desire to grow professionally.

However, the support initiative and intervention of the mentors would make a

difference. A combination of self-monitoring of the inductees, internal monitoring of

mentors and coordinators, and external monitoring and evaluation of the

Division/Regional TIP Team on the TIP Mass Implementation may produce

unprecedented results.

Below is the TIP Monitoring and Evaluation Framework.

TI

Figure 5

Framework for the TIP Monitoring and Evaluation

Self- Monitoring Inductee

External Monitoring

Division TIP Team Regional Supervisors

TEC

• TIP Form No. 05

• TIP Form No. 06

• Focus Group Discussion

• Division/Regional Meetings

• TIP Form No. 02

• TIP Form No. 03

• TIP Form No. 04

• Classroom Observation

• TIP Coordinators’ Observation

• Postassessment

• Clinical Supervision

Internal Monitoring

• Mentors • Coordinators

• TIP Form No. 01

• TIP Form No. 01-A

• Preassessment

• Self-Check Questions

• Activities

• Journals/Portfolios

• Postassessment


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Mentoring: A Component of Teacher Induction Program (TIP)

Induction is a comprehensive process of sustained training and support for

new teachers (Wong, 2004). It is viewed as a “lifeline” for professional development

of effective and competent teachers which leads to lifelong learning.

Mentoring is an important component of the induction process. For the mentor

to be effective he/she must be trained. 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. It is important that when beginning teachers

stumble on some difficult concepts in the modules, mentors are available to the

inductees/mentees. 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, 2002). 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.

• New teachers become effective in the classroom.

• Experienced (Veteran) teachers become happier in their jobs as they gain a

sense of renewal and job satisfaction.

• Mentors go on to have additional leadership roles in their

schools/districts/divisions.

Effective mentors are usually (but not necessarily) veteran teachers who are:

• knowledgeable of the vision and mission of the school system.

• successful in their own classrooms.

• trained in peer coaching skill.

• updated in curricular change and instruction.

• skillful in analyzing assessment data.

• updated in data management.


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To help the new teachers apply the knowledge they have learned from the

modules, the TIP includes mentoring as an induction component. However, 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,

school districts and division heads.

A developmental view of teaching gives particular attention to the early years

of the teacher’s career. Beginning teachers move forward in the profession in a

variety of ways, developing at different areas of teaching, just as students develop

individual rates in different learning areas. Supervisory support, mentoring,

assessment, and continuing professional development would make a difference for

beginning teachers who, hopefully, would remain dedicated and committed to the

profession.

A holistic developmental view on the preservice and inservice education and

training would certainly enhance professionalism in teaching. Holistic in the sense

that we see the total person in a total learning-teaching environment. Developmental

because teaching as a craft is viewed as a step by step, task by task, and stage by

stage process as we educate and train future teachers and develop professionalism

through the years. 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”.

Researches further revealed that: mentorship experiences prepare

experienced teachers for educational leadership positions outside the classroom.

Training and coaching new teachers, demonstrating and observing in classrooms

build mentors’ capacity for leadership. They feel recognized for their knowledge and

expertise…

Furthermore, enhanced teacher quality leads to greater student achievement,

and when teachers are more effective in the classroom they tend to stay longer in

their positions, which greatly helps the overall school culture. (Wong.2003)

Mentoring is not a only support for what and how to teach. More importantly it

is integral to the professional development and empowerment of the mentors and

inductees to imbibe the true meaning of professional consultation, collegiality, and

collaboration in the workplace. It embraces intellectual, moral, and emotional support


63

for “colleagueship” characterized by professional sharing, working in teams and

observing peers.

The mentoring role is a unique relationship between a beginning and a more

experienced teacher. This relationship should be built on mutual trust and respect, a reciprocity anchored on professionalism. 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.

Each member of that relationship, the mentor and the inductee, brings important

knowledge and skills in building a structure within the context of the culture of each

school or cluster of schools.

The TIP sets these objectives of mentoring as follows:

1. Provide appropriate support for beginning teachers as they “navigate” their first

three years.

2. Establish collegial relationships between the experienced mentors and the

beginning teachers over time.

3. Retain experienced teachers in the system by giving proper recognition and

incentives.

4. Improve the academic achievement of learners while teachers (mentors and

inductees) learn from each other.

5. Systematize the professional development of both inductees and mentors.

The TEC aims to make the TIP acculturate beginning teachers in the academic

standards envisioned by DepED. This would avoid the pitfall of quality education

becoming a cliché. Hopefully, the TIP, with mentoring as a component in the process,

would encourage a strong sense of commitment on the regional, division and school

levels incorporating the strong administrative support and involvement as envisioned

in the School-Based Management and the empowerment of school heads, clarified in

Republic Act 9155, Governance Act of Basic Education.

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. However, concerns were expressed in the zonal fora:


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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), the

School-Based Management (SBM) and the key reform thrusts of the

Basic Education Reform Agenda (BESRA).

The TEC has taken the lead in developing and eventually institutionalizing the

TIP. The field offices-regions, divisions, districts, and the schools - could give strong

institutional support and commitment for sustained professional development of

teachers.

Incentives to mentors which are initiated and practiced by the DepEd Central

Office and by Superintendents and Principals are stipulated in DepEd No.468, S.2004

(Appendix D) and in the DepEd Memorandum dated October 10, 2005 (Appendix E).

Challenges in Operationalizing a Teacher Induction Program

In the true sense of the word, induction refers to a “comprehensive, coherent

and sustained development process organized to train, support and retain new

teachers…” (Wong, 2003) Based on the definition, induction to be successful must

have the following characteristics:

Comprehensiveness. 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.

Coherence. There should be a logical connection among activities and people

involved.


65

Sustainability. The program should continue for several years and seamlessly

progress to the professional development of the teachers as they mature in the

service.

The literature on teacher induction has identified problems that are germane to

local situations. Among them is the thorny issue of pinpointing responsibility for

managing and maintaining the induction program. It will likely be a collaborative

responsibility between the school administrators and the school divisions.

Another is the problem of providing time for support activities. 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- teaching assignments. The

problem is further complicated when they have conflicting schedules and are

assigned to different grade levels. When can they find the time for mentoring and

other support activities? With a structured program in place, the school should

provide time within the working hours or incentives for important support activities.

Otherwise teachers may be deprived of time for their personal lives. In the absence

of incentives most teachers will shy away from serving as support providers.

There is also the problem of identifying and training teachers who will serve as

support providers for the TIP. The Dep Ed has had several programs for the training

of trainors of teachers nationwide, the most recent of which is the National English

Proficiency Program (NEPP). However, these various training programs may have

different goals and priorities. To maximize limited resources, the challenge is how to

tap the expertise of these trainers for the Teacher Induction Program. In addition

every school should identify potential school-based mentors to be trained as support

providers.

Still another problem is managing the balance between the support and the

evaluation activities of the system. At the conception of the induction program the

relationship between teacher support and teacher evaluation must be clarified.

Ideally they should be distinct and separate. For instance, detailed information about

an inductee’s performance in a support activity may not be used for evaluation

purposes. Mentors should observe strict confidentiality to gain their

inductees’/mentees’ trust.

The criteria used in support programs and those used for year-end evaluation

should be the same. Minimum criteria for beginners must be set and made clear to


66

the inductees. It is unfair to use the same criteria for neophytes and veterans in the

service.

There is much to learn from researches done regarding components that make

for an effective induction program. Among those that are reasonably doable in the

local setting are the following:

Long term planning aligned with the vision and mission of the educational

system

A strong institutional commitment coupled with strong administrative support

and involvement in all aspects of the induction program

Regular demonstration classes across subject areas and grade levels

Use of study groups focusing on team building and problem solving strategies

Adequate time and resources for implementation

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. With the continuing exodus of good teachers to greener pastures

abroad, 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.

A Seminar-Workshop on the TEC Action Plan, 2007-2010, 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.

2004 was held on May 3-4, 2007, Las Brisas Hotel, Antipolo City. The activities

validated the TIP Implementation Manual for nationwide implementation.

Institutionalizing a good program takes time; getting the desired results takes

longer. The dynamics involved to sustain induction activities is tricky and realities of

context and availability of resources have to be reckoned with. May the TIP make a

difference in the professionalization of teaching.


67

Photos show the participants to the seminar-workshop on the finalization of the TIP Implementation Manual. The complete list of participants follows:

LIST OF PARTICIPANTS

A. TEC Members and Module Writers

1. Dr. Paz I. Lucido - TEC Member for Luzon 2. Dr. Purita P. Bilbao - TEC Member for Visayas 3. Dr. Amor Q. de Torres - TEC Member for Mindanao 4. Dr. Grace Estela C. Mateo - TEC Rep. for Social Science 5. Dr. Aurora A. Franco - TEC Rep. for Science 6. Dr. Gladys Nivera - TEC Rep. for Mathematics 7. Dr. Josephine M. Cruz - TEC Rep. for Language 8. Dr. Gloria Salandanan - Chair, BPT-PRC 9. Dr. Carolina Guerrero - TIP Module Writer Director IV, BALS 10. Dr. Avelina T. Llagas - TIP Module Writer/Reviewer 11. Dr. Ester C. Lozada - TIP Module Writer


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B. Commission on Higher Education

1. Dr. Cristina Padolina - Chair, TPTE-CHED 2. Dr. Teoticia C. Taguibao - Chief, OPS-CHED

C. Regional Offices and Division Offices

1. Dr. Paraluman R. Giron - Director IV R-IV-B, Mimaropa 2. Dr. Jesus L. Nieves - Director IV R-IX 3. Dr. Isabelita M. Borres - Asst. Regional Director, CARAGA 4. Dr. Teofila R. Villanueva - Asst. Regional Director, Region III 5. Dir. Somerado M. Pandapatan - OIC Director II, Bureau of Elem.

Educ. ARMM 6. Dr. Rosalinda Luna - SDS Region III, Div. of Pampanga 7. Dr. Emma Bautista - SDS Region IV-A, Div. of

Batangas 8. Dr. Veneranda S. Atienza - SDS Region IV-B, Div. of Calapan 9. Dr. Habib Adzhar H. Sarahadil - SDS Div. of Zamboanga del Norte 10. Dr. Lucia S. Castro - SDS Div. of Bislig, CARAGA 11. Dr. Lorna Manauis - ASDS Region II, Div. of Cagayan

D. Secretariat

1. Dr. Beatriz G. Torno - Executive Director II 2. Rex Augus M. Fernandez - DEMO II 3. Frederick S. Gregorio - Artist Illustrator II 4. Jun M. Garcia - REMO II 5. Vivien R. Gacula - Administrative Aide 6. Marian Anclote - SPES

Preservice education of teachers is a key to achieving sustainable

quality basic education.Since DepEd has the biggest stakes in teachers’

preservice program, it should demand for more rigorous classroom-based

training for future teachers. 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.

Upgrading the Quality of Preservice Teacher Education and Providing Continuum with Inservice Training

Medium-Term Philippine Development Plan 2004-2010


69

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 - Presidential Commission on Educational Reform PRC – Professional Regulation Commission

R. A. No. 7784 – An Act Strengthening Teacher Education in the Philippines by Establishing Centers of Excellence, Creating a Teacher Education Council for the Purpose, Appropriating Fund Therefore and for Other Purposes

SBM – School-Based Management SCQ – Self-Check Question SIP - 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


70

GLOSSARY

Alternative Learning System is a parallel learning system to provide a viable alternative to the existing formal education instruction. It encompasses both the non-formal and informal sources of knowledge and skills. Basic Education is the education intended to meet basic learning needs which lay the foundation on which subsequent learning can be based. It encompasses early childhood, elementary, 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. DepEd Memoranda are issuances containing certain instructions and information which are temporary in nature and are usually applicable only during the year of issuance. These include announcement of conferences, seminars, examinations, surveys, competitions, and deliberations. DepEd Orders are issuances on policies, guidelines or regulations which are generally permanent in nature and are in effect until rescinded. 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. At the end of each level, the learner needs a certification in order to enter or advance to the next level. Inductee/Mentee refers to teachers with 0-3 years experience. Induction Program refers to the program for new entrants in government to develop their pride, sense of belonging, and commitment to public service. (DECS Service Manual, p.173). Informal Education is a lifelong process of learning by which every person acquires and accumulates knowledge, skills, attitudes, and insights from daily experiences at home, at work, at play, and from life itself. 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. Learning Facilitator is the key-learning support person who is responsible for supervising/facilitating the learning process and activities of the learner. Mentor is a competent experienced teacher/department head/school head who trains and coaches beginning teachers and conducts clinical supervision to support the inductee. He/She may do demonstration teaching and observe classes of the inductee. Mission refers to the mandate of the Department of Education to achieve its goals and objectives through the implementation of programs and projects.


71

BIBLIOGRAPHY

Alliance for Excellent Education. (2004a). Tapping the potential: Retaining and

developing high-quality new teachers. Washington, DC: Author, p.2. Retrieved

September 10, 2004, from www.New Teachers.com

Bernardo, Allan B.I. Teacher education and development program (TEDP), Final

Report. Department of Education, September 15, 2006.

Education for All , 2015. Department of Education.

Breaux, A., & Wong, H. (2003) New Teacher Induction: How to train, support, and

retain new teachers. Mountain View,CA: Harry K. Wong,p.23.

Ingersoll, R., & Kralik, J. (2004), February). The impact of mentoring on teacher

retention: What the research says. Education Commission of the States

Report. Document Number: 5036,p. 15.

Mentor training program handbook. (2003). National English Proficiency Program.

Department of Education. Meralco Avenue, Pasig City.

Murray, Frank B. (ed.) (1996). The Teacher Educator’s Handbook. Building a

Knowledge Base for the Preparation of Teachers. A publication sponsored by

the American Association of Colleges for Teacher Education. Jossey-Bass

Publishers. San Francisco.

Newmann, Fred M. and Gary G. Wehlage. (1992).Five standards of authentic

instruction. Educational Leadership. Association for Supervision and

Curriculum Development.

Operations manual on school-based management and its support systems. TEEP –

Department of Education. Revised January 2006.

Proceedings during the focus group discussions of the TIP pilot implementation.

(2006) Teacher Education Council, Department of Education.

Reynolds, M.C. (ed.) (1989). Knowledge base for the beginning teacher. Elmsford,

New York. : Pergamon Press.


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Teacher effectiveness (2002). Final draft of the DepEd –TEEP. Third Elementary

Education Project . Department of Education.

Transforming education on the ground. Fifty studies of school-based management

under the TEEP. (2006) Third Elementary Education Project. Department of

Education.

Wong, H. (2003b). Induction: How to train, support and retain new teachers. Paper

presented at the National Staff Development Council, December 10, 2003.

Available at www. New Teacher.com


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APPENDICES

Enclosure No. 1 to DepED Memo No. - s. 2006 SCHEDULE OF FOCUS GROUP DISCUSSION

Nov. 23- 24, 2006

Region IV - A , Cavite Imus Pilot Elementary School, Imus Avenue

* Avelina Llagas , Gladys Nivera , Narcisa Sta.Ana, Emmanuel Villamarin , Rex Fernandez & Vivien Gacula

Nov. 28- 29, 2006 Region III , Bulacan

Division Office Conference Hall

* Ester Lozada , Gladys Nivera , Avelina Llagas , Rex Fernandez, Jun Garcia & Frederick Gregorio

Date Region/ Pilot Division Venue of the FGD FGD Team Aug. 31- Sept. 1, 2006

Region VII , Cebu Nutrition Center, Banilad ,Cebu *Amor de Torres, Purita Bilbao, Josephine Cruz, Beatriz G. Torno , Emmanuel Villamarin & Vivien Gacula

Sept. 12- 13, 2006 Region IV – A , Rizal Division Conference Hall, Taytay *Aurora Franco, Lidinila Santos, Helen Caparas, Gladys Nivera , Beatriz G. Torno & Vivien Gacula

Sept. 12- 13, 2006 NCR , Quezon City Commonwealth High School, Quezon City

*Avelina Llagas, Cecilia Alip, Leny delos Reyes, Llova Balanon & Jun Garcia

Sept. 21- 22, 2006

Region IV –A, Laguna

Pedro Guevarra MNHS, Sta. Cruz, Laguna

*Paz Lucido/ Amor Torres, Josephine Cruz , Melchora Lamorena, Beatriz G. Torno, Emmanuel Villamarin & Jun Garcia

September 27-29, 2006

Region XI, BEAM Davao Mati , Davao Oriental Tagum , Davao del Norte

* Grace Mateo, Aurora Franco and Beatriz G. Torno

Oct. 5- 6, 2006 Region XII , General Santos City Dadiangas South Central Elementary

* Wilhelmina Borjal, Helen Caparas, Gladys Nivera , Beatriz G. Torno , Rex Fernandez & Jun Garcia

October 9-10 , 2006

Region X , Cagayan de Oro Xavier University *Amor de Torres, Teresita Tumapon, Melchora Lamorena , Beatriz G. Torno and Jun Garcia

Oct. 12- 13, 2006 NCR , Pasig City/ San Juan Pinaglabanan Elem. School, San Juan, Metro Manila

* Avelina Llagas , Paz Lucido , Gladys Nivera, Bernadette Pablo , Emmanuel Villamarin & Llova Balanon

Oct. 12- 13, 2006 Region XII , Sultan Kudarat Division Office Conference Hall *Aurora Franco , Grace Mateo, Jocelyn Marcial, Beatriz G. Torno Frederick Gregorio & Vivien Gacula

Oct. 18-19, 2006 Region VII , Bohol Cooperative Training Center, Cooperative Bank of Bohol

* Grace Mateo , Twila Punzalan, Josephine Cruz , Beatriz G. Torno , Llova Balanon , Jun Garcia & Vivien Gacula

Nov. 6- 7, 2006 Region VII , Negros Oriental Division Office Conference Hall *Grace Mateo , Narcisa Sta. Ana, , Lidinila Santos , Vivien Gacula & Rex Fernandez

Nov. 9-10 , 2006 NCR , Caloocan City Division Office Conference Hall *Paz Lucido , Cecilia Alip, Ofelia O. Flojo , Bernadette Pablo , Llova Balanon & Frederick Gregorio

Nov. 9-10, 2006 Region XII , Cotabato City Division Office Conference Hall * Grace Mateo , Purita Bilbao, Ofelia Flojo , Emmanuel Villamarin & Jun Garcia

Nov. 15-16, 2006 Region III , Pampanga Sta. Ana Elem. School, Sta. Ana Pampanga

*Lidinila Santos , Wilhelmina Borjal , Avelina Llagas, Beatriz G. Torno, Vivien Gacula & Jun M. Garcia

November 20-21 , 2006

Region VI , Iloilo West Visayas State University *Purita Bilbao, Gladys Nivera, Lidinila, Edna Dominguez , Beatriz G. Torno, Rex Fernandez & Vivien Gacula

Nov. 23- 24, 2006 Region III , Nueva Ecija Division Office Conference Hall *Amor de Torres , Lidinila Santos , Jocelyn Marcial, Beatriz G. Torno , Frederick Gregorio & Jun Garcia

Legend - * Team Leader Blue – Private Schools 80

Sample A DIVISION PLAN FOR TIP PILOT IMPLEMENTATION

Phase Objective Activity / Support

System Resource

Requirements Human/Materi

al

Time Frame

Indicators

I.Pre-Pilot Implementation:

March 18 – April 15, 2006

a. To establish Division Learning Resource Center b. To identify the Division TIP Council c. To orient the mentors/facilitators of their duties and responsibilities d. To identify the 12 inductees in the elementary and 4 inductees in the secondary e. To distribute TIP materials

*Set up the Division Learning Resource Center considering the safety of the TIP materials * Identified the Division: TIP Pampanga Council

• TIP manager/ Supt. Rosalinda G. Luna

• TIP Asst. Mgr.- ES1 Rafaelita B. Pallasigui

• TIP Coordinators: • District

Coordinators -Mrs. Carmelita Sotto - Ms. Filipinas Garcia - Dr. Gertrudes Santos -Dr. Honorata Kabigting *Cluster Coordinators: Dr. Leonardo Canlas Ms. Emilia Nucum

SDS ES PSDS School Principals Master Teachers

March 23, 2006 March 18, 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

APPENDIX F

85

*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 TIP materials

April 10, 2006 March 23, 2006 April 10, 2006

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Phase Objective Activity / Support System

Resource Requirements Human/Material

Time Frame Indicators

II. During-Pilot Implementation:

April, 2006-November 2006

To identify the delivery mode and the time targets for the TIP implementation To make progress report as to the completion of the module To monitor and evaluate TIP implementation

Set the delivery mode and time targets for the TIP implementation Get feedback from the inductees about the modules Get a summary report from the TIP coordinators Monitor implementation through a monthly meeting of the Division TIP Council

SDS ES 1 PSDS School Administrators Master Teachers

Module 1-May 19, 2006 Module 2-June 16, 2006 Module 3 – July 21, 2006 Module 4-August 21, 2006 Module 5-September 15, 2006 Module 6-October 20, 2006

Identified the delivery modules and the time target for retrieval of modules Mode progress reports on the completion of modules

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Phase Objective Activity / Support System

Resource Requirements Human/Material

Time Frame Indicators

III. Post-Pilot Implementation:

December, 2006

To give/provide incentives to inductees

Awarding of certificate of completion Provision for cash incentives

TIP manager TIP Coordinators Mentors

December 2006

Completion of all the activities in the modules and accomplishment of the post assessment

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Sample C

DIVISION PLAN for TIP PILOT IMPLEMENTATION

No. of Inductees : _______________________ Elementary : _______________________ Secondary : _______________________ ALS Mobile Teachers : ____________________ No. of Mentors / Facilitators : ________________

Phase OBJECTIVES Activity / Support

System Resource

Requirements Time Frame Indicators

I. Pre- Pilot Implementation June – Nov. 2006

1. Plan the

Implementation of the Division TIP

2. Put up

objectives DLRC

3. Identify

mentors and inductees

4. organize the

division TIP management staff

5. orient the

inductees/ mentors

1. Scout the best

center for DLRC

2. Formulate criteria for selection

3. confer with the

TIP board

4.1 distribute the kit 4.2 Orient the inductees and mentors (Focus Group Discussion)

TIP Managers Coordinators Mentors Inductees

May 22 – June 1,2005

¤DLRC, Selected ¤Mentors and inductees identified ¤Division TIP management staff organized ¤Orientation successfully handled

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System Resource


II. During- Pilot

Implementation April – Nov. 2006

1.Set deadlines for completion, submission, assessment of forms and others

2.Monitor individual progress of inductees

1.1 Reporting 1.2 1.2 Consultation 1.1 2.1 Monitoring 2.2 Follow-up activities/discussion on modules 2.3 Evaluation of each individual report/post assessment 2.4 Convene inductees as follow up and sharing insights


June –Nov. 2006

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

94

95




System Resource


III.Post- Pilot

Implementation December 2006

1.Evaluate the effectivity of the program 2. Recommend Suggestions 3. Recognize inductees and mentors

1.Post Test 2.Collation of recommendations by module 3. Giving award or any incentive


December 2006

- 100% of the Division

TIP Implementation plan realized

- More competent,

dedicated, and committed new teachers developed

APPENDIX G

Suggested Outline of the School Improvement Plan (ISP)

________________________ (Name of School)

________________________

Years

__________________ (District)

_________________ __________________

(Division) (Region)

I. Statement of School Vision-Mission/School Logo (if any) II. Overall Description/Profile of the School and Community

A. Community Profile B. History of the School C. School Profile (baseline)

1. Student Development 2. Teacher and Administrator Development 3. Physical Plant Development 4. School-Community Partnership 5. Resource Generation and Fund Management

III. Problems and Needs Assessment A. Existing School Problems B. Causes of the Problems

IV. Goals, Objectives/Targets V. Implementation Plan or Intervention Program (Matrix Form)

A. Strategies and Activities to Address the Problems B. Timeline C. Responsible Persons D. Resource Needed E. Funding Source F. Expected Outputs/Outcomes G. Sustainability

VI. Monitoring and Evaluation Plan A. Tools B. Frequency C. Analysis of Findings and Feedbacking

VII. Communication, Documentation and Reporting to the Stakeholders A. Communication Plan B. Schedule and Plan for End-of-Year Reporting to Stakeholders (Using Report Card) C. Documentation Plan

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VIII. Signatories A. Schoolhead and Staff including Pupils B. PTCA President and Representatives C. Barangay Captain or Representative and Other LGU Officials D. Division Staff E. Other representatives From Organizations or from the Community

Annexes:

1. Participants Copy of Documents # 2 and 3 must 2. Site Map of school be submitted to the Division office 3. Land Title/Registration of School Site

APPENDIX H

Suggested Format for the Annual Implementation Plan (AIP)

_____________________ (Name of School)

School Year_________

___________________

District

RESOURCES NEEDED Problems

Objectives

Strategies/ Activities

Time

Frame Fund Human Materials

Sources of

Funds

Expected Outputs/ Outcomes

Sustainability

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Hon. JESLI A. LAPUS Secretary

Department of Education Ex-Officio Chairman, TEC

EX-OFFICIO MEMBERS

Hon. NENALYN P. DEFENSOR Commissioner, Commission on Higher Education

Hon. LEONOR T. ROSERO Hon. VILMA L. LABRADOR Chairman Chairman, National Commission Professional Regulation Commission on Culture and the Arts Undersecretary, DepEd

ZONAL REPRESENTATIVES

Dr. PAZ I. LUCIDO Dr. PURITA P. BILBAO Dr. AMOR Q. DE TORRES Luzon Representative Visayas Representative Mindanao Representative

TEACHER GROUP REPRESENTATIVES

Dr. GRACE ESTELA C. MATEO Dr. JOSEPHINE M. CRUZ Social Studies Language Dr. AURORA A. FRANCO Prof. GLADYS C. NIVERA Science Mathematics

SECRETARIAT

Dr. BEATRIZ G. TORNO Executive Director II

LLOVA O. BALANON JUN M. GARCIA Education Program Specialist II REMO III

FREDERICK S. GREGORIO REX AUGUS M. FERNANDEZ Artist Illustrator II DEMO II VIVIEN R. GACULA

Admin Aide

tip implementation manual

Education

teacher induction program

teacher education council

teacher empowerment

teacher effectiveness

teacher leadership

inservice education

quality education

organized induction