TIP Policy

TeacherInduction
TIP
Program Policy
Runvi V. Manguerra,Ph.D.
Executive Director II
Teacher Education Council
June 3, 2017
Dear DepEd:
On June 3 of this
year, I will become a
teacher and I feel as if
I know nothing. In
almost every class I
attended in college, I
got nothing but
information. I’ve read
that great minds
discuss ideas, but my
college classes were
like pertified forests.
To me
intellectual curiosity
is the only constant
in education. And
unless that curiosity
is awakened, no
education will, or
indeed can, take place.
I realize that idea is an
abstract term. That is
precisely why it is
important.
Ideas are concepts. As
you deal with them, as
you try to bring them
to concreteness, as you
focus your mind on
them, you are truly
becoming educated.
Again, I grant that
information is
necessity, but it is
gained throughout a
lifetime.
Unless educators see
the difference
between wisdom and
knowledge and
begin dealing with
the mind rather
than just
information, with
the classroom, will it
continue to be a sea
of mediocrity?
As a new pubic
school Teacher . I feel like
the non-swimmer who
dived into the deep end of
the pool. I know that my
principal knows how to
swim. She knows all
about the ways one
should dive, she knows
all about the right
strokes; She knows all
about the proper
breathing procedures; but
I don’t know how to
approach her.
I’m also worried about
friends who just like
me are also newly-
hired teachers. We are
always grouped
together because
nobody seems to help
us. It isn’t that my
friends don’t want to
help – they just don’t
know how. The best
they can do is stand at
the edge of the pool and
throw me the empty
container that used to
hold the life preserver.
I hasten to say that
I do not intend to
criticize; rather, I
am making a plea.
What am I to do? I
cannot go back, for
I am already in the
water. I cannot go
forward, for I
cannot swim. There
is only one answer:
I MUST LEARN TO
SWIM – EVEN IF ONLY
ENOUGH TO STAY
AFLOAT.
Help me please!
Truly yours,
Thomas,
Teacher I
2113 In-service
Training on
Content and
Pedagogy
2007 Revision of
TIP Modules
EXECOM
Presentation
May 2, 2017
TPTE Chairman 1
RD 9
ARD 7
Deans from TEIs 7
SDS 7
ASDS 8
Chief 30
PSDS 2
School Head 35
Teacher Inductee 3
SEPS 2
PDO 2
EPS 11
CES-CID 2
Total 126
DepEd ORDER
No. 43, s. 2017
This policy supports...
the continuing
development and
progress of the
Centralized newly hired teachers
based on the
principle of lifelong
Coherent
learning and the
Department’s
commitment to the
Comprehensive
development of new
and beginning
teachers”
DEPARTMENT OF EDUCATION
I. Rationale
Teacher
commitment
Classroom and retention
instructional
practice
Student
achievement
outcomes
I. Rationale
Strong commitment of
TEACHERS
I. Rationale
2. Retention of teachers in the

profession
3. Keeping students on task
4. Using effective student questioning
practices
5. Maintaining the students’ interest
6. Establishing a positive classroom
atmosphere
7. Demonstrating successful
classroom management
II. Scope
Implementation
Procedure
Monitoring and Evaluation
II. Scope
Newly-hired
teacher is a
teacher with 0-3
years experience
in the public
school system
and further
classified as
beginning or
experienced
teachers.
II. Scope
A beginning teacher is a newly-

graduate teacher from the pre-
service who is immediately hired
in the public school system. An
example of this is the Department
of Science and Technology (DOST)
Scholar.
But a newly-hired may have

acquired ample experiences in any
of the private schools here and
abroad but has no experience
teaching in the public school
system.
Teacher Induction Program
III. Definition
of Terms
IV. Policy Statement
TIP is institutionalized to provide

a systematic and comprehensive
support system for the newlyhired
teachers in order to seamlessly
immerse them in the teaching
profession in the public school
system
IV. Policy Statement
DepEd
ORDER
No, 42,
series
2017
TIP and the Career Stages of
Teachers
Stage 4
Stage 3 (Distinguished)
Stage 2 (Highly
Proficient)
Stage 1 (Proficient)
(Beginning)
Teacher Induction Program
TIP Learning Activity
The use
of
modules
• Job-embedded Learning
refers to the learning
that is grounded in the
daily activity of teachers,
and is characterized as
learning by doing to
encourage teacher
engagement and
reflection on teaching
practice.
Mentoring Program
Mentoring Program is a
school and division
program executed by the
school heads, master
teachers, education
supervisors to help
newly-hired teachers
adapt to the public school
system.
Differentiated Supervision
It is a type of supervision that recognizes

the newlyhired teachers’ level of
experience, different teaching needs, and
their goals to improve instructional skills
What supervision would you employ with this

newlyhired teacher?
School Learning Action

Cells (SLAC) Session
Delivery Modes
TIP Framework
Outcom
e
V. Procedures
Modules by Key Stages
11-12
7-10
4-6
K-3
Module Development
Module Development
Module Enhancement
Module Enhancement
Module Review
Module Review
Module Pre-Finalization
Module Pre-Finalization
Ways Forward
Assessment of Module Final

Field Try-out Field Try-outs Editing and
and Results Revision
2018 DEPARTMENT OF EDUCATION

B. Implementation
B. Implementation
C. Other Provisions
Roles and Responsibilities
VI. Monitoring and Evaluation

TIP Policy

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TeacherInduction

2. Retention of teachers in the

Monitoring and Evaluation

A beginning teacher is a newly-

But a newly-hired may have

TIP is institutionalized to provide

Teacher Induction Program

It is a type of supervision that recognizes

What supervision would you employ with this

School Learning Action

Assessment of Module Final

2018 DEPARTMENT OF EDUCATION

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