Guide_-Introduction-to-TIP.pdf

Philippine National
Research Center for Teacher Quality
in collaboration with
1
Guide for Mentors and Newly Hired Teachers
Teacher Induction
Program(TIP)
Guide for Mentors
and Newly Hired Teachers

TEACHER
INDUCTION
PROGRAM

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

Dear Mentor and Newly Hired Teacher,
W
ELCOME to the Teacher Induction Program! We hope that this will
be a meaningful learning experience for both of you. The TIP aims
to guide newly hired teachers on their first year of teaching. Mentors
play an important role in developing quality DepEd teachers, and the TIP also
serves as opportunity for mentor-teachers to enhance their mentoring skills.
This guide will walk you through the following:
1. Introduction to the TIP
2. Completion Timeline
3. Course Requirements
4. Developing a TIP Plan
5. Accomplishing the TIP Coursebooks
Contents of this guide include:
1. Checklist of Tasks/Activities
2. TIP Plan Template
3. Monitoring and Evaluation Templates

6 The Teacher Induction Program
The Teacher Induction Program
Introduction
The Teacher Induction Program (TIP) is institutionalized to
provide a systematic and comprehensive support system for
the newly hired teachers in order to seamlessly immerse
them in the teaching profession in the public school
system.
At the end of the TIP, new teachers are expected to:
• demonstrate knowledge and understanding of
the Department of Education—its vision, mission,
goals, and strategic directions; systems and
processes; school policies and procedures—and
teacher rights and responsibilities;
• articulate and apply knowledge, skills, attitude, and
values (KSAVs) required of teachers as specified in
the Philippine Professional Standards for Teachers
(PPST) and DepEd Core Values; and
• improve practice towards career advancement
based on set professional development goals.
The program is for all newly hired teachers in DepEd. The
profile of these new teachers is as follows:
• Fresh graduates from teacher education institutions
(TEIs)
• Education graduates without teaching experience
• Non-education graduates and/or professionals
• Non-education graduates who took the
Certification in Teaching Program (CTP)
• Teachers from private schools
• Other cases (such as those who have worked for
DepEd offices and are now shifting to teaching,
teachers who have applied for a leave of absence
but would like to return to teaching, etc.)
Framework
The TIP framework (see Figure 1) comprises three
components:
• The ‘Curriculum’ inducts teachers into DepEd,
builds their KSAVs, and supports career
advancement.
• The ‘Delivery’ provides teachers with a multi-modal
delivery platform that supports the curriculum.
• The ‘Ecosystem’ enables harmonized and dynamic
cooperation within linkages and resources.

7
Induction Program for Newly Hired Teachers
Figure 1 Teacher Induction Program (TIP) Framework
Induction
and
Career Advancement
Curriculum
PPST Aligned
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The TIP components are elaborated below:
1. The curriculum supports induction and career
advancement of teachers through PPST-aligned
courses that:
• Promote contextualized and responsive
understanding of the PPST
• Support the principles of inclusive education
and self-directed learning
• Utilize scenario-based approach towards a
more meaningful completion of the TIP courses
2. The delivery helps teachers towards building
a community of practice via self-directed,
participatory, and multiple modalities. Among the
learning platforms are:
• Learning Action Cells (LAC)
• Job-embedded Learning (JEL)
• Online and print-based learning
• Coaching and mentoring
• Teacher conferences
3. The ecosystem facilitates an integrative and
harmonized professional learning ecosystem for the
induction of newly hired teachers.
• Strengthened linkages and harmonized
resources
• Dynamic professional learning
Curriculum Approach and Course Offering
The TIP makes use of the scenario-based approach which:
1. Promotes contextualized understanding of the
PPST
2. Supports the principles of adult learning
3. Facilitates problem-based learning
4. Facilitates practical classroom application
The TIP has 6 courses which support all newly hired
teachers to become more familiar with:
1. Relevant laws; DepEd’s vision, mission, and
core values; organizational structure
2. DepEd calendar, administrative guidelines,
processes, routines, lesson planning,
classroom management, and standardized
forms
3. Expected teacher practice based on the PPST
and PPST-aligned systems and tools
4. Implementation of the K to 12 curriculum
5. Professional engagement with the wider
education community
6. Practices towards teacher well-being,
guidelines, processes, and required levels of
practice for career progression
These courses will be available in both print and online
versions (through a Learning Management System and/
or mobile application possibly in the next school year
implementation) to provide a range of learning opportunities
that will match the available resources.

9
Program Outline
Time
Allotment
Courses Intended Course Learning Outcomes
8 hrs
over a
period
of 2
months
Course 1: Becoming a DepEd Teacher
This course helps teachers review and align
their personal philosophy of teaching with
the DepEd’s vision, mission, core values,
and strategic directions. This course gives
teachers a glimpse of what a teacher’s
school year is like. It helps them be more
accustomed to the daily life of a DepEd
teacher. It introduces inductees to the
guidelines, processes, and standardized
forms to help them easily adjust to their
new work environment. Tips on lesson
planning and classroom management
which, based on research, are common
concerns/challenges of inductees, shall
be covered.
Key topics: DepEd calendar,
administrative guidelines, processes,
routines, lesson planning, classroom
management, and standardized forms
Through this course, inductees should be able to:
1. adopt practices that uphold the dignity of teaching as a
profession by exhibiting qualities aligned with the DepEd’s
vision, mission, core values, and strategic directions (7.2.2)
2. establish safe and secure learning environments through
the implementation of DepEd and school policies,
guidelines, and procedures on the preparation, start, and
daily management of classes (2.1.2)
3. plan and manage administrative, teaching, and learning
processes through efficient lesson planning and
accomplishment of school forms, and compliance with
DepEd’s policy and guidelines on lesson preparation (4.1.2)
4. manage learner behavior constructively by applying
positive and non-violent discipline (2.6.2)
Required Portfolio Output: _________________________________

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

11
3hrs Module 3 – Starting off as a DepEd Teacher
Session 1: Positive Discipline
in Physical and Virtual Learning
Environment
Session 2: Positive Teacher-Student
Relations
should be able to:
1. manage learner behavior
constructively by applying
positive and non-violent
discipline to maintain trust
and fairness in the classroom
(2.6.2);
2. identify basic concepts
related to classroom
management and positive
discipline in physical and
virtual learning environment;
3. determine actions in building
good relationships with the
learners; and
4. apply positive and non-
violent discipline to
ensure learning-focused
environments (2.6.2).
ICLO 1,2,3,4
6.3.2 Review regular
personal teaching practice
using existing laws and
regulations that apply to
the teaching profession
and the responsibilities
specified in the Code of
Ethics for Professional
Teachers.
2.1.2 Establish safe
and secure learning
environments to enhance
learning through the
consistent implementation
of policies, guidelines, and
procedures.

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

13
1.5 hours Module 1 – Understanding the K to 12
Curriculum
Session 1: Legal Bases
Session 2: Salient Features of the
K to 12 Program
Session 3: The Conceptual
Framework of the K to 12 Basic
Education Curriculum
should be able to:
1. understand the legal bases of
the K to 12 curriculum;
2. comply with the policy
guidelines in the
implementation of the K
to 12 curriculum through a
deeper understanding of its
mandate, salient features,
and conceptual framework;
and
examine different conceptual
frameworks within the K
to 12 curriculum to have a
full understanding of the
principles of each subject
area.
1.5 hrs Module 2 – Navigating the K to 12 Curriculum
Guides
Session 1: Curriculum Guides and Lesson
Planning
Session 2: Using the Curriculum Guide in
Preparing Daily Lesson Logs/Daily
Lesson Plans
should be able to:
1. plan developmentally
sequenced teaching and
learning process using the
K to 12 curriculum guides
(4.1.2); and
2. set learning outcomes that
are aligned with learning
competencies in the K to 12
curriculum guides (4.2.2).
ICLO 2
4.1.2 Plan, manage,
and implement
developmentally
sequenced teaching
and learning processes
to meet curriculum
requirements and varied
teaching contexts.

1 hr Module 3 – Lesson Planning
Session 1: Curriculum and Instruction
Alignment
Session 2: Nature and Purpose of
Lesson Planning
Session 3: Parts of the Lesson Plan
should be able to:
1. plan developmentally
sequenced teaching and
learning process using the
K to 12 curriculum guides
(4.1.2); and
2. set learning outcomes that
are aligned with learning
competencies in the K to 12
curriculum guides (4.2.2).
ICLO 2
4.1.2 Plan, manage,
and implement
developmentally
sequenced teaching
and learning processes
to meet curriculum
requirements and varied
teaching contexts.
1 hr Module 4 – Implementing Learning Plans and
Enriching Teaching Practice
Session 1: Class Disruptions
Session 2: Curriculum Requirements and
Needs of Learners
Session 3: Selecting, Developing,
Organizing, and Using Appropriate
Learning Resources
Session 4: The Daily Lesson Log
should be able to:
1. select, develop, organize,
and use appropriate teaching
and learning resources
to address learning goals
responsive to the needs of
learners (4.5.2).
ICLO 4, 5 and 6
4.5.2 Select, develop,
organize, and use
appropriate teaching
and learning resources,
including ICT, to address
learning goals.

15
6hrs
over a
period of
1 month
Course 3: The Philippine Professional
Standards for Teachers and its Aligned
Systems and Tools
This course helps inductees to become
familiar with the PPST as the new
framework towards teacher quality.
It enables them to understand the
expectations from teachers and how
DepEd’s systems and tools are aligned
with the standards in order to help
teachers seamlessly align their practices
with the PPST.
Key Topics: expected teacher practice
based on the PPST and PPST-aligned
systems and tools
1. set professional development goals based on the
Philippine Professional Standards for Teachers by having
a clear understanding of the standards and its aligned
systems and tools (7.5.2)
2. develop a deeper understanding of the expectations from
teachers as described in the PPST
3. use PPST-aligned tools in developing their teaching
practices as defined by the PPST
2hrs Module 1 – Achieving Teacher Quality through
PPST
Session 1 – The PPST Career Stages
Session 2: The PPST Domains, Strands,
and Indicators
should be able to:
1. identify and navigate through
the salient features of the
PPST (Domains, Strands,
Indicators, and Career
Stages); and
2. develop a deeper
understanding of
expectations of teachers as
described in the PPST.
ICLO 2

2hr Module 2 – Embedding the PPST in HR Systems
Session 1: The PPST and the DepEd’s
Human Resource Systems
Session 2: The PPST, RSP, and the Merit
Selection Plan (MSP) of DepEd
Session 3: The Strategic Alignment of the
RPMS with the PPST
Session 4: Role of RPMS-PPST in
Teachers’ Learning and Development
Session 5: The Rewards and Recognition
(R&R) in the Context of RPMS-PPST
should be able to:
1. set professional goals that
are aligned with the PPST;
2. develop one’s own personal
professional improvement
plan that will support one’s
career goals (7.5.2); and
3. share own reflections with
peers on desirable personal
and professional practices
that are geared towards
higher level practice/
indicators.
ICLO 1 and 2
7.5.2 Set professional
development goals
based on the Philippine
Professional Standards for
Teachers.
2hrs Module 3 – The Results-based Performance
Management System (RPMS)
Session 1: The Results-based
Performance Management System
(RPMS) of DepEd
Session 2: The PPST-aligned RPMS
Session 3: The RPMS Cycle
Session 4: The PPST-based RPMS Tools
and Processes
Session 5: Lesson Plans as Quality
Evidence for RPMS
should be able to:
1. explore and become familiar
with the RPMS cycle, and
PPST-based RPMS tools and
processes;
2. use PPST-aligned tools in
developing one’s teaching
practices as defined by the
standards;
3. use PPST-aligned tools to
monitor one’s own progress
towards achieving their
professional development
goals; and
4. develop lesson plans as
quality evidence for RPMS.
ICLO 3

17
4hrs
over a
period
of 3
months
Course 4: Responding to Community
Contexts
This course guides teachers towards
building relationships with the wider
school community in order to facilitate
their involvement in the educative
process. It helps teachers better
understand the school community’s
context for them to better contextualize
their teaching and learning practices.
Key topic: the wider school community,
contextualization, localization
1. build relationships with parents/guardians and the wider
school community to engage them in the educative
process (6.2.2)
2. maintain learning environments that are responsive to
learners’ needs based on the wider school community
contexts (6.1.2)
3. comply with and implement school policies and
procedures to foster harmonious relationships with
learners, parents, and other stakeholders (6.4.2)
4. plan and deliver teaching strategies that are responsive
to the needs of learners as influenced by the community
context and when under difficult circumstances (3.4.2)
5. adapt and use culturally appropriate teaching strategies
to address the needs of learners from specific community
contexts, including learners from indigenous groups
(3.5.2)

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

19
2hrs Module 2 – Building Relationships with the
Wider School Community
Session 1: Community as a Resource in
the Teaching-Learning Process
Session 2: The School and Community
Relationships
Session 3: Strengthening and Sustaining
Good Relationships with the Parents/
Guardians and the Wider Community
should be able to:
1. plan and deliver
contextualized/localized/
indigenized teaching
strategies that are responsive
to the needs of learners as
influenced by the community
context and when under
difficult circumstances,
including geographic
isolation; chronic illness;
displacement due to armed
conflict, urban resettlement
or disasters; child abuse and
child labor practices (3.4.2);
and
2. adapt and use culturally
appropriate teaching
strategies to address
the needs of learners
from specific community
contexts, including learners
from indigenous groups,
through contextualization,
localization, and/or
indigenization (3.5.2).
ICLO 3 and 4
3.4.2 Plan and deliver
teaching strategies
that are responsive to
the special educational
needs of learners under
difficult circumstances,
including: geographic
isolation; chronic illness;
displacement due to
armed conflict, urban
resettlement or disasters;
child abuse and child
labor practices.
3.5.2 Adapt and use
culturally appropriate
teaching strategies to
address the needs of
learners from indigenous
groups.

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

21
2hrs Module 1 – DepEd Organizational Structure and
Processes
Session 1: Philippine Public Basic
Education System
Session 2: The DepEd Central Office
Session 3: DepEd Regional and Schools
Division Offices
Session 4: The School Structure
Session 5: Common/Standardized School
Forms
Session 6: Preparation and Checking of
School Forms
should be able to:
1. discuss the history and
background of the public
education system to
understand the organizational
development of DepEd;
2. address concerns and
respond to scenarios in the
field using knowledge of the
existing laws and regulations
on DepEd organizational
structure and processes; and
3. respond to real-life scenarios
that require the application
of the knowledge on
organizational structures
of the Department and the
school.
ICLO 2

2hrs Module 2 – Relevant Laws for Teachers
Session 1: Magna Carta for Public School
Teachers
Session 2: Code of Ethics for Professional
Teachers in the Philippines
should be able to:
1. cite specific provisions in the
laws that are applicable to
specific scenarios in the field;
0. identify practices that uphold
the dignity of teaching as a
profession;
0. develop scenarios that
promote fairness, respect,
and care; and
0. appropriately respond to
scenarios in the field dealing
with education stakeholders.
ICLO 1,2,3,4
6.3.2 Review regularly
personal teaching practice
using existing laws and
regulations that apply to
the teaching profession
and the responsibilities
specified in the Code of
Ethics for Professional
Teachers.
2.1.2 Establish safe
and secure learning
environments to enhance
learning through the
consistent implementation
of policies, guidelines, and
procedures.

23
5hrs
over a
period
of 2
months
Course 6: Teachers’ Professional and
Personal Development
This course emphasizes the value
of teachers’ professional and
personal development. It presents
the department’s provisions that help
teachers realize the importance of
participating in professional networks
to share and enhance knowledge and
practices. It discusses opportunities for
inductees to establish professional links
and ways for them to maintain their well-
being.
Key topics: practices towards teacher
well-being, guidelines, processes, and
required levels of practice for career
progression
1. be familiar, and eventually comply with the guidelines on
continuing professional development, career progression,
and promotion
2. participate in professional networks to share knowledge
and to enhance practice towards continuing professional
development (7.3.2)
3. adopt practices that uphold the dignity of teaching
as a profession through professional and personal
development (7.2.2)

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

25
1hr Module 2 – Continuing Professional
Development
Session 1: Republic Act 10912:
Continuing Professional Development
(CPD) Act of 2016
Session 2: Resolution No. 11, s.
2017: Operational Guidelines in the
Implementation of RA 10912 for
Professional Teachers
should be able to:
1. be familiar, and eventually
comply with the guidelines
on continuing professional
development, career
progression, and promotion;
2. participate in professional
networks to share knowledge
and to enhance practice
towards continuing
professional development
(7.3.2); and
the dignity of teaching
as a profession through
professional and personal
development (7.2.2).
ICLO 1 and 2

7.3.2 Participate in
professional networks to
share knowledge and to
enhance practice.
2hrs Module 3 – Policies on Promotion and
Opportunities for Progression
Session 1: DepEd Order No. 66, s. 2007:
Revised Guidelines on the Appointment
and Promotion of other Teaching, Related
Teaching and Non-teaching Positions
Session 2: Scholarships
0. Session 3: Professional Associations
for Teachers
should be able to:
a profession by prioritizing
one’s well-being and
personal development.
ICLO 3

1hr Module 4 – Personal Development and Well-
being
Session 1: Health and Wellness
• Physical Health
• Psychological Health
• Mental Health
• Social Health
Session 2: Financial Literacy
• Financial Practices and Habits
• Budgeting and Financial
Success
should be able to:
a profession by prioritizing
one’s well-being and
personal development.
ICLO 1
Learning Resource Packages (LRPs)
The Learning Resource Packages shall include materials
specific for the implementers, mentors, and inductees.
These will guide them towards the implementation and
monitoring of the program.
The LRPs include:
a. Coursebooks for the inductees (available in print
and soon via online platform with a combination of
different modalities such as job-embedded learning
(JEL), Learning Action Cells (LAC), one-on-one
coaching and mentoring, online learning and sharing
with co-inductees, and self-paced study)
b. Tools and forms for the monitoring and evaluation
of the inductees’ progress and mentors’ inputs and
report
c. Other resources such as explainer videos, videos of
practice, etc.
d. Implementing Guidelines which includes LAC
guide and orientation guide for implementers
e. Orientation materials for training implementers,
mentors, facilitators, and inductees which include
slide presentations and guide to the use of LRPs

27
The TIP Coursebooks
The TIP has six coursebooks, one for each course:
TIP Course 1
DRAFT COPY FOR PILOT TESTING
1
The DepEd Teacher
TIP Course 2
1
Gearing up for the School Year
TIP Course 4
1
Ung isa
Translating the Curriculum into Classroom Practice
TIP Course 3
1
TIP Course 5
1
Responding to Community Contexts
TIP Course 6
1
Teachers’ Professional and Personal Development

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

Key Topics – discussion of key contents that are
relevant to the newly hired teachers in order to
achieve the IMLOs
Required Tasks – activities that the newly hired
teachers need to accomplish in order to better
understand the key topics
Optional Tasks – supplemental activities that
enhance knowledge and skills of the newly hired
teachers
Summary – a consolidated digest of the topics
discussed in the modules

29
TIP Course Completion Processes
TIP Year 1 Completion Timeline
Course
1
Course
2
Course
3
Course
4
Course
5
Course
6
Provide Coaching and Mentoring and Certify Completion of the Courses
Orientation
Accomplish the Courses
Course
1
Course
2
Course
3
Course
4
Course
5
Course
6
Orientation
Submit
TIP Portfolio
Submit
M&E Form
Mentors
Newly
hired
Teachers
Setting of
Coaching and
Mentoring
Schedule
Accomplishing
the
Coursebook
Summative
Assessment
Portfolio
Completion
Certification
of Course
Completion
The mentee answers the
coursebook, with coaching and
mentoring sessions (with the mentor
or through LAC) in between.
The mentor checks the coursebook.
The mentee compiles
required portfolio outputs
and the screenshot of
the summative assessment
quiz score.
The mentor and mentee
agrees on the schedule of
their TIP coaching and
mentoring session
The newly-hired teacher
accomplishes an online quiz.
A passing score of 80% is
required to pass the course.
The mentor checks the
requirements and signs a
certificate of completion
before the mentee could
proceed to the next course.

Course Requirements
In order to finish a course, the following are required:
Requirement How it will be accomplished
1. Score of at least 80% in the online
summative test
This will be done via Google Forms (links will be provided). The newly hired
teacher shall send the screencap of the score at the end of the quiz to the mentor
for verification.
2. Portfolio of required outputs Each course has required output/s to be submitted and compiled in a portfolio.
This is indicated in the coursebook.
3. Accomplished coursebook checked
by the mentor
The mentor checks the coursebook after each module is accomplished. It will
also be a good time for mentorship and for newly hired teachers to ask for
clarifications.

31
Guide for the Newly hired Teachers
Answering the coursebook
1. The TIP coursebooks are designed to be self-paced.
Although you will be given deadlines on when you
should accomplish a course, you have control over
when you are most comfortable to accomplish them.
2. The estimated time required and the list of required
tasks per module are provided to help you plan or
budget the time that you are allotting for the module.
You need not finish one course or one module in one
sitting. Moreover, you may actually take less or more
time depending on your pace.
3. Required resources and optional readings are
listed at the beginning of each module. Link to the
repository of resources is provided.
4. The coursebooks have required and optional tasks.
You should answer the required tasks as they are
designed to help you better understand the key
topics and, sometimes, provide opportunities for
you to apply your learning. Optional tasks enable
you to explore the topics more to enrich your
understanding. Some required tasks involve outputs
to be compiled in your TIP portfolio.
5. The coursebooks have a variety of activities which
may be accomplished through i) individual work;
ii) collaboration with co-newly hired teachers; iii)
session with the mentor; or iv) learning action
cells (LAC). It is recommended that you and your
mentor establish a schedule for your TIP catch-up
or mentoring session and also for your LAC session
with other newly hired teachers in the school.
6. Depending on your agreed schedule, your
coursebook will be checked by your mentor to
monitor your progress, provide you with inputs, and
answer possible concerns that you may have.
7. After checking your coursebook, the mentor will
give you the link to the summative assessment to
be taken online.
Answering the summative test
1. You need to score at least 80% or 12 or above in the
15-item quiz.
2. After taking the quiz, take a screenshot of the
window showing the course number, your name,
and your score.
3. If you fail to get the required score, you must report
to your mentor so they could help you review in
preparation for the retake. You need to get a passing
score before you can proceed with the next course.
4. Upon completion of the summative assessment with
a passing score, include the screenshot as proof of
your score in the portfolio and then submit it to your
mentor.

Preparing the TIP Portfolio
1. The TIP portfolio is a compilation of all the portfolio
outputs required for each course. The number of
outputs varies from one course to another. This
will serve as a final requirement for the course
completion. It also includes your summative
assessment proof of score.
2. The portfolio may either be a physical compilation
or an e-portfolio, as agreed upon by your school
management or with your mentor.
3. At the end of each course, the mentor checks the
portfolio outputs and then verifies and records the
summative assessment score.
4. Your mentor will sign a form certifying your
completion of the course. Compile these in the
portfolio. These will be part of your requirements for
the TIP Year 1 completion.
Course and TIP Year 1 Completion
1. The mentor will certify your completion of the
course by accomplishing a form stating that you
have accomplished the coursebook and submitted
your portfolio which contains the portfolio outputs
and summative assessment screenshot proving you
got a score of 80% or above.
2. The mentor will give you the signed certificate of
course completion. Keep this in your portfolio. Your
mentor will also give you a copy/link to the next TIP
coursebook to be accomplished.
3. At the end of TIP Year 1, your portfolio should
contain the following:
a. Portfolio Outputs from Courses 1-6
b. Courses 1-6 summative assessment proof
of score (screenshot at the end of taking
the online quiz showing your name, course
number, and score)
c. Courses 1-6 Certificates of Completion

33
Guide for TIP Mentors
Coaching and Mentoring the Newly Hired Teacher
Mentors play an important role to ensure that the newly hired
teachers are well-guided on how to accomplish the TIP.
Below are some reminders for mentors on what to do before
the newly hired teachers start answering the coursebooks:
1. Ensure that the newly hired teacher was able to
attend the TIP Orientation. Ask them if they have
queries and clarifications. If the newly hired teacher
was not able to attend the orientation for all newly
hired teachers, the mentor shall have a session with
him/her for an orientation.
2. Set an agreement with the newly hired teacher and
possibly with other mentors and other newly hired
teachers on when to have a TIP catch-up/coaching
and mentoring session/LAC.
For example, newly hired teachers and mentors
may agree to meet twice a month (for example,
every 15th and 30th), or every time the newly hired
teacher finishes a session or module.
A LAC session for TIP catch-up or discussion of
some topics from the TIP could be scheduled once
a month or once all newly hired teachers in the
school are done with one course. This could serve
as a culminating activity.
The TIP coursebooks are designed to be self-paced. The
role of the mentor is to guide the newly hired teacher in
answering the coursebook by:
1. regularly checking on their progress;
2. offering to answer questions and provide
clarifications to concerns, if any;
3. providing resources like sample documents, related
readings, and other materials to help newly hired
teachers relate their learnings from the coursebook
with actual tasks and scenarios in the school; and
4. checking and discussing responses to activities in
the coursebook.
A separate Mentor’s Copy coursebook with key to
corrections will be provided to the mentors to help them
better guide the newly hired teachers as they go through
the coursebooks.
Checking Progress and Certifying Course Completion
The newly hired teachers need to accomplish the following
to complete the course: i) answer the coursebook; ii) pass
the summative assessment quiz; and iii) submit portfolio
output. To complete the Teacher Induction Program, they
need to submit the TIP portfolio.

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

35
4. The form is then given to the newly hired teacher,
prompting that he/she could already proceed to the
next course. The mentor then gives the link/copy of
the next coursebook.

At the end of the first year of the TIP, the portfolio should
contain:
a. certificates of completion for the six TIP
courses
b. portfolio outputs for all six courses
c. summative assessment proof of score for all
six courses
Monitoring and Evaluation of the Teacher Induction
Program
Aside from coaching, mentoring, and monitoring the
progress of newly hired teachers, mentors are also expected
to regularly report to the school head on progress updates,
challenges encountered in the conduct of the TIP, and other
concerns. The school head then reports to the TIP Division
Coordinators who also submit reports and updates to the
NEAP-Regional (R) Office.

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

Appendices
Appendix A: TIP Certificate of Completion Template
Teacher Induction Program (TIP)
Certification of Course Completion
This is to certify that ___________________________________________, newly-hired teacher from __________________________
__________________________, has fully accomplished Course ___________________________________ of the Teacher Induction
Program (TIP) by successfully completing the following requirements:
________ Accomplished TIP Coursebook
________ Summative Assessment Quiz with a score of 80% or above
________ Portfolio Outputs
I have checked the above requirements and found everything in order. He/she may now proceed to:
____ Course _________________________________________ of the program
____ Year 2 of the program.
Signed:
________________________________
Noted by:
________________________________

37
Appendix B: TIP Monitoring and Evaluation Form for Mentors
Monitoring and Evaluation Form for Mentors
(to be submitted to the School Head at the end of TIP Year 1)
Date submitted:
Part I. Personal Information
School:
Division:
Name of Mentor:
Contact Number/s:
Email address:
Position/Designation:
Grade Level/s Being Taught:
Subject Areas being Taught:
Name of Newly-hired Teacher/s Being Mentored:
School Year:
Part II. Progress Monitoring
(In case of more than one newly-hired teacher being mentored, please add sub-sections i.e. Part II. A. <name of newly-hired
teacher>)
TIP Course
Date
Accomplished
Summative Assessment
Score
Remarks
1 – The DepEd Teacher
2 – Gearing Up for the School Year
3 – The PPST and its Aligned Systems and Tools
4 – Translating the Curriculum into Classroom Practice
5 – Responding to Community Contexts
6 – Teachers’ Professional and Personal Development

What are the strengths of your mentee?
What are areas for improvement of your mentee?
Part III. Monitoring and Evaluation of the Program Implementation
Issues and Concerns Encountered Solutions Recommendations

39
1. What are your best practices in coaching and mentoring the newly-hired teacher/s?
2. What interventions, resources and other activities helped in the conduct of the TIP?
3. Are there general points for improvement of the TIP implementation which you would like to suggest? If yes, please
specify below.

Appendix C: TIP Monitoring and Evaluation Form for School Heads
Monitoring and Evaluation Form for School Heads
(to be submitted to the Division TIP Coordinator at the end of TIP Year 1)
Date submitted:
School:
Division:
Name:
Contact Number/s:
Email address:
School Year:
Number of Newly-hired Teachers for Current School Year:
Names of Newly-hired Teachers Names of Mentors
TIP Courses
Accomplishment Date
Remarks

41
Based on the mentors’ individual progress reports, what are the top three strengths of the newly-hired teachers in your school?
1.
2.
3.
Based on the mentors’ individual progress reports, what are the top three points for improvement of the newly-hired teachers
in your school?
1.
2.
3.
Based on the mentors’ consolidated report on the monitoring and evaluation of the program implementation, what are the top
three issues and concerns in the TIP implementation experienced in your school?

Instructions: Discuss your answers to the following open-ended questions. Please cite examples and specify portions of the
courses as much as possible.
1. What are some of your school’s best practices in coaching and mentoring the newly-hired teacher/s?
2. What interventions, resources and other activities helped in the conduct of the TIP in your school?
specify below.

43
Appendix D TIP Monitoring and Evaluation Form for Division TIP Coordinators
Monitoring and Evaluation Form for Division Coordinators
(to be submitted to NEAP-R at the end of TIP Year 1)
Date submitted:
Division:
Name of TIP Coordinator:
Email address:
Contact Number:
School Year:
Number of Newly-hired Teachers in the Division for Current School Year:
Number of Newly-Hired Teachers Number of Successful TIP Year 1
completers
Remarks

Based on the school heads’ progress reports, what are the top three strengths of the newly-hired teachers in your division?
1.
2.
3.
Based on the school heads’ progress reports, what are the top three points for improvement of the newly-hired teachers in
your division?
1.
2.
3.
Based on the mentors’ consolidated report on the monitoring and evaluation of the program implementation, what are the top
five issues and concerns in the TIP implementation experienced in your school?

45

Instructions: Discuss your answers to the following open-ended questions. Please cite examples and specify portions of the
courses as much as possible.
1. What are some of your division’s best practices in coaching and mentoring the newly-hired teacher/s?
2. What interventions, resources and other activities helped in the conduct of the TIP in your division?
specify below.

Guide_-Introduction-to-TIP.pdf

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