Teacher

Induction
Program (TIP)
Guide for Mentors
and Newly Hired Teachers

in collaboration with
 Philippine National
Research Center for Teacher Quality

Guide for Mentors and Newly Hired Teachers 1

TEACHER
INDUCTION
PROGRAM Guide

for Mentors and Newly Hired Teachers

Table of Contents
The Teacher Induction Program 6 Introduction 6 Framework 6 Curriculum Approach and Course
Offering 8 Program Outline 9 Learning Resource Packages (LRPs) 26 The TIP Coursebooks 27 Parts of
the TIP Coursebook 28 TIP Year 1 Completion Timeline 29 TIP Course Completion Processes 29
Course Requirements 30

Guide for the Newly hired Teachers 31 Answering the coursebook 31 Answering the summative test
31 Preparing the TIP Portfolio 32 Course and TIP Year 1 Completion 32
Guide for TIP Mentors 33 Coaching and Mentoring the Newly Hired Teacher 33 Checking Progress
and Certifying Course Completion 33 Checking the Coursebook 34 Assisting newly hired Teachers
Who Did Not Get 80%
Score on the Course Summative Assessment 34 Checking the Portfolio 34 Monitoring and
Evaluation of the Teacher Induction Program 35

Appendices 36 Appendix A TIP Certificate of Completion Template 36 Appendix B TIP Monitoring and
Evaluation Form for Mentors 37 Appendix C TIP Monitoring and Evaluation Form for School Heads 40
Appendix D TIP Monitoring and Evaluation Form for Division TIP Coordinators 43

Dear Mentor and Newly Hired Teacher,

W ELCOME to the Teacher Induction Program! We hope that this will

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

This guide will walk you through the following:

1. Introduction to the TIP

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

Contents of this guide include:

1. Checklist of Tasks/Activities
2. TIP Plan Template
3. Monitoring and Evaluation Templates
The Teacher Induction Program for the newly hired teachers in order to seamlessly
immerse them in the teaching profession in the public
Introduction school system.

The Teacher Induction Program (TIP) is institutionalized to At the end of the TIP, new teachers are expected to:
provide a systematic and comprehensive support system
• demonstrate knowledge and understanding of the
 Department of Education—its vision, mission, • Teachers from private schools
goals, and strategic directions; systems and
processes; school policies and
procedures—and teacher rights and
responsibilities;
• articulate and apply knowledge, skills, attitude, and • Other cases (such as those who have worked for
values (KSAVs) required of teachers as specified DepEd offices and are now shifting to teaching,
in the Philippine Professional Standards for teachers who have applied for a leave of absence
Teachers (PPST) and DepEd Core Values; and but would like to return to teaching, etc.)
• improve practice towards career advancement
based on set professional development
goals.
Framework

The program is for all newly hired teachers in DepEd. The The TIP framework (see Figure 1) comprises three
profile of these new teachers is as follows: components:
• The ‘Curriculum’ inducts teachers into DepEd,
• Fresh graduates from teacher education institutions builds their KSAVs, and supports career
(TEIs) advancement.
• Education graduates without teaching experience • The ‘Delivery’ provides teachers with a multi-modal
• Non-education graduates and/or professionals • delivery platform that supports the curriculum. • The
Non-education graduates who took the ‘Ecosystem’ enables harmonized and dynamic
Certification in Teaching Program (CTP) cooperation within linkages and resources.

6 The Teacher Induction Program

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ith
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w
Eco
ed and
n

fessio
Career unit
y
Advancement
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A

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PPST Aligned
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Curriculum

Induction Program for Newly Hired Teachers

Figure 1 Teacher Induction Program (TIP) Framework

Guide for Mentors and Newly Hired Teachers 7

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

8 The Teacher Induction Program

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

Guide for Mentors and Newly Hired Teachers 9

1 hr Module 1 – Becoming a DepEd Teacher Module Outcomes Mapping to ICLOs and
PPST
Session 1 – DepEd’s Mandate
Session 2 – Vision, Mission, and
Core Values
Session 3 – Strategic Directions
Session 4 – The Philippine
Professional Standards for Teachers
 Through this module, ICLO 1
inductees should be able to:

1. demonstrate 7.2.2 Adopt practices

understanding of the that uphold the dignity
DepEd’s mandate and of teaching as a
strategic directions and profession by
2. adopt practices that exhibiting qualities
uphold the dignity of such as caring
teaching as attitude, respect, and
a profession by exhibiting integrity.
qualities such as caring
attitude, respect, and
integrity aligned with the
DepEd’s vision, mission, and
core values (7.2.2).

2.5 hrs Module 2 – Gearing up for the School Through this module, ICLO 2
Year inductees should be able to:

Session 1:  The DepEd School

Calendar 1. establish safe and secure
Session 2: The School Support learning environments
System Session 3:  Pre-opening of at the opening and first
Classes Preparation weeks of classes through
Session 4:  Opening of Classes the implementation of
Session 5:  Handling Advisory Classes DepEd and school policies,
guidelines, and procedures

10 The Teacher Induction Program

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

Guide for Mentors and Newly Hired Teachers 11

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

Key topic: K to 12 curriculum Required Portfolio Output: ____________________________

12 The Teacher Induction Program

1.5 hours Module 1 – Understanding the Module Outcomes Mapping to ICLOs and
K to 12 Curriculum  PPST
Session 1: Legal Bases Through this module,
inductees should be able to:
Session 2: Salient Features of the 1. understand the legal bases
K to 12 Program of the K to 12 curriculum;
2. comply with the policy
Session 3: The Conceptual guidelines in the
Framework of the K to 12 Basic implementation of the K
Education Curriculum 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 Through this module, ICLO 2
Curriculum Guides inductees should be able to:
4.1.2 Plan, manage,
Session 1: Curriculum Guides and 1. plan developmentally and implement
Lesson Planning sequenced teaching and developmentally
learning process using the sequenced teaching
Session 2: Using the Curriculum K to 12 curriculum guides and learning
Guide in Preparing Daily Lesson (4.1.2); and processes to meet
Logs/Daily Lesson Plans 2. set learning outcomes curriculum
that are aligned with requirements and
learning varied teaching
competencies in the K to 12 contexts.
curriculum guides (4.2.2).

Guide for Mentors and Newly Hired Teachers 13

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

Session 4: The Daily Lesson Log

14 The Teacher Induction Program

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

2hrs Module 1 – Achieving Teacher Quality Module Outcomes Mapping to ICLOs and
through PPST PPST

Session 1 – The PPST Career Stages

 Through this module, ICLO 2
Session 2: The PPST Domains, inductees should be able to:
Strands, and Indicators
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.

Guide for Mentors and Newly Hired Teachers 15

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

16 The Teacher Induction Program

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

Required Portfolio Output: ____________________________

Guide for Mentors and Newly Hired Teachers 17

1hr Module 1 – Teaching with the Context in Module Outcomes Mapping to ICLOs and
Mind  PPST
Session 1: Legal Anchors of
Contextualization

Session 2: Teaching Contextually

Session 3: The REACT Strategy 

 Through this module, ICLO 1 and 2
inductees should be able to:
6.2.2 Build
relationships with
1. establish relationships parents/guardians
with parents/guardians and the wider school
and the community to
wider school community facilitate
to make them partners in involvement in the
student learning and as educative process.
resource in the teaching
learning process (6.2.2);  6.1.2 Maintain learning
2. maintain learning environments that are
environments that are responsive to
responsive to learners’ community contexts. 
needs by engaging
parents and the 6.4.2 Comply with
wider school community in and implement
the educative process; and  school policies and
3. comply with and procedures
implement school policies consistently to foster
and harmonious
procedures to foster relationships with
harmonious relationships learners, parents, and
with learners, parents, and other stakeholders.
other stakeholders (6.4.2).

18 The Teacher Induction Program

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

Guide for Mentors and Newly Hired Teachers 19

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

Required Portfolio Output: ____________________________

20 The Teacher Induction Program

2hrs Module 1 – DepEd Organizational Module Outcomes Mapping to ICLOs and
Structure and Processes PPST

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

 Through this module, ICLO 2
Session 5: Common/Standardized inductees should be able to:
School Forms
1. discuss the history and
Session 6: Preparation and background of the public
Checking of School Forms 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.

Guide for Mentors and Newly Hired Teachers 21

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

2.1.2 Establish safe

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

22 The Teacher Induction Program

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

Key topics: practices towards

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

Guide for Mentors and Newly Hired Teachers 23

1hr Module 1 – Salaries, Wages, and Module Outcomes Mapping to ICLOs and
Benefits of Teachers PPST

Session 1: Salary, and Incentives

of Teachers

Session 3: Leave of Absence of

Teachers Session 4: Other Benefits 
 Through this module, ICLO 1
inductees 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).

24 The Teacher Induction Program

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

1. be familiar, and 7.3.2 Participate in

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

2hrs Module 3 – Policies on Through this module, ICLO 3

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

0. Session 3: Professional
Associations for Teachers

Guide for Mentors and Newly Hired Teachers 25

 1hr Module 4 – Personal Development Through this module, ICLO 1
and Well being inductees should be able to:

Session 1: Health and Wellness 1. adopt practices that

•Physical Health uphold the dignity of
•Psychological Health teaching as
•Mental Health a profession by prioritizing
•Social Health one’s well-being and
Session 2: Financial Literacy personal development. 

• Financial Practices and

Habits • Budgeting and
Financial
Success

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

The TIP has six

coursebooks, one for each
course:

Translating the
Curriculum into Classroom Practice

TIP Course 1
DRAFT COPY FOR PILOT TESTING

TIP Course 4
The DepEd DRAFT COPY FOR PILOT TESTING
Teacher Ung isa
 TIP Course 2 TIP Course 3
DRAFT COPY FOR PILOT TESTING DRAFT COPY FOR PILOT TESTING

Gearing up for the School Year

1 1

TIP Course 6
TIP Course 5
DRAFT COPY FOR PILOT TESTING 1
DRAFT COPY FOR PILOT TESTING 1

Teachers’ Professional and Personal Development

Responding to Community Contexts

Guide for Mentors and Newly Hired Teachers 27

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

References – list of documents and readings used Required Resources – document that the newly
in the development of the coursebook hired teachers will need to accomplish the module      
Each module is divided into sessions and has the Key Topics – discussion of key contents that are
following parts: relevant to the newly hired teachers in order to
achieve the IMLOs
Intended Module Learning Outcomes (IMLOs) –
knowledge, skills, attitude, and values (KSAVs) to Required Tasks –      activities that the newly hired
be developed by newly hired teachers as they go teachers need to accomplish in order to better
through the module. Some IMLOs are mapped to understand the key topics
the proficient teacher indicators of the Philippine
Professional Standards for Teachers (PPST). These Optional Tasks – supplemental activities that
are indicated using the indicator numbers enhance knowledge and skills of the newly hired
(example: 7.1.2, 5.1.2, etc.).  IMLOs not mapped teachers
to the PPST respond to the general objectives of
the induction program. Summary – a consolidated digest of the topics
discussed in the modules
Module Outline – list of sessions in the module

28 The Teacher Induction Program

TIP Year 1 Completion Timeline
Course Course
Course Course
d
Course Course
Orientation
s
6 Submit
e

2 3 4 5
r
e e
i r

1
h e

yl

w
hc
a TIP Portfolio
Accomplish the Courses

1 3 5 M&E Form
o

n
Course Course Course

Course 2 Course 4 Course 6

e

sr
Orientation Submit
 Provide Coaching and Mentoring and Certify Completion of the Courses

TIP Course Completion Processes

The mentee answers the The mentee compiles required portfolio

coursebook, with coaching and mentoring outputs and the screenshot of the summative
sessions (with the mentor or through LAC) in assessment quiz score.
between. The mentor checks the coursebook.
quiz. A passing score of Completion
80% is required to pass the
Summative course.
Setting of The mentor and mentee Assessment
Coaching and agrees on the schedule of Portfolio
their TIP coaching and The mentor checks the
Mentoring mentoring session
Completion requirements and signs a
certificate of completion
Schedule Certification
Accomplishing the before the mentee could

Coursebook
The newly-hired teacher of Course proceed to the next course.
accomplishes an online

Guide for Mentors and Newly Hired Teachers 29

Course Requirements
In order to finish a course, the following are required:
Requirement How it will be accomplished
1. Score of at least 80% in the This will be done via Google Forms (links will be provided). The newly hired
online summative test  teacher shall send the screencap of the score at the end of the quiz to the
mentor for verification.

2. Portfolio of required outputs Each course has required output/s to be submitted and compiled in a
portfolio. This is indicated in the coursebook.

3. Accomplished coursebook The mentor checks the coursebook after each module is accomplished. It will
checked by the mentor also be a good time for mentorship and for newly hired teachers to ask for
clarifications.
30 The Teacher Induction Program
Guide for the Newly hired Teachers (LAC). It is recommended that you and your
mentor establish a schedule for your TIP catch-up
Answering the coursebook or mentoring session and also for your LAC
session with other newly hired teachers in the
1. The TIP coursebooks are designed to be self-paced.
school.
Although you will be given deadlines on when you
should accomplish a course, you have control over
when you are most comfortable to accomplish 6. Depending on your agreed schedule, your
them. coursebook will be checked by your mentor to
monitor your progress, provide you with inputs,
and answer possible concerns that you may have.
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 7.   After checking your coursebook, the mentor will
module. You need not finish one course or one give you the link to the summative assessment to
module in one sitting. Moreover, you may actually be taken online.
take less or more time depending on your pace. Answering the summative test
1. You need to score at least 80% or 12 or above in
3. Required resources and optional readings are listed the 15-item quiz.
at the beginning of each module. Link to the
repository of resources is provided. 2. After taking the quiz, take a screenshot of the
window showing the course number, your name,
4. The coursebooks have required and optional tasks. and your score.
You should answer the required tasks as they are
designed to help you better understand the key 3. If you fail to get the required score, you must report
topics and, sometimes, provide opportunities for to your mentor so they could help you review in
you to apply your learning. Optional tasks enable preparation for the retake. You need to get a
you to explore the topics more to enrich your passing score before you can proceed with the
understanding. Some required tasks involve next course.
outputs to be compiled in your TIP portfolio.
4.   Upon completion of the summative assessment
5. The coursebooks have a variety of activities which with a passing score, include the screenshot as
may be accomplished through i) individual work; ii) proof of your score in the portfolio and then
collaboration with co-newly hired teachers; iii) submit it to your mentor.
session with the mentor; or iv) learning action cells
 Guide for Mentors and Newly Hired Teachers 31
Preparing the TIP Portfolio 1. The mentor will certify your completion of the
1. The TIP portfolio is a compilation of all the portfolio course by accomplishing a form stating that you
outputs required for each course. The number of have accomplished the coursebook and submitted
outputs varies from one course to another. This your portfolio which contains the portfolio outputs
will serve as a final requirement for the course and summative assessment screenshot proving
completion. It also includes your summative you got a score of 80% or above.
assessment proof of score. 2. The mentor will give you the signed certificate of
course completion. Keep this in your portfolio. Your
2. The portfolio may either be a physical compilation mentor will also give you a copy/link to the next
or an e-portfolio, as agreed upon by your school TIP coursebook to be accomplished.
management or with your mentor. 3. At the end of TIP Year 1, your portfolio should
contain the following:
3. At the end of each course, the mentor checks the
portfolio outputs and then verifies and records the a. Portfolio Outputs from Courses 1-6
summative assessment score. b. Courses 1-6 summative assessment proof
of score (screenshot at the end of taking
4. Your mentor will sign a form certifying your the online quiz showing your name, course
completion of the course. Compile these in the number, and score)
portfolio. These will be part of your requirements
for the TIP Year 1 completion. c. Courses 1-6 Certificates of Completion

Course and TIP Year 1 Completion

32 The Teacher Induction Program
Guide for TIP Mentors teacher was not able to attend the orientation for
all newly hired teachers, the mentor shall have a
Coaching and Mentoring the Newly Hired Teacher session with him/her for an orientation.
Mentors play an important role to ensure that the newly 2. Set an agreement with the newly hired teacher and
hired teachers are well-guided on how to accomplish the possibly with other mentors and other newly hired
TIP. Below are some reminders for mentors on what to do teachers on when to have a TIP
before the newly hired teachers start answering the catch-up/coaching and mentoring session/LAC.
coursebooks:
For example, newly hired teachers and mentors
may agree to meet twice a month (for example,
1. Ensure that the newly hired teacher was able to
every 15th and 30th), or every time the newly
attend the TIP Orientation. Ask them if they have
hired teacher finishes a session or module.
queries and clarifications. If the newly hired
 teachers relate their learnings from the
A LAC session for TIP catch-up or discussion of
coursebook with actual tasks and scenarios in the
some topics from the TIP could be scheduled
school; and
once a month or once all newly hired teachers in
the school are done with one course. This could 4. checking and discussing responses to activities in
serve as a culminating activity. the coursebook.

A separate Mentor’s Copy coursebook with key to

The TIP coursebooks are designed to be self-paced. The corrections will be provided to the mentors to help them
role of the mentor is to guide the newly hired teacher in better guide the newly hired teachers as they go through
answering the coursebook by: the coursebooks.
Checking Progress and Certifying Course Completion
1. regularly checking on their progress;
The newly hired teachers need to accomplish the following
2. offering to answer questions and provide to complete the course: i) answer the coursebook; ii) pass
clarifications to concerns, if any; the summative assessment quiz; and iii) submit portfolio
3. providing resources like sample documents, related output. To complete the Teacher Induction Program, they
readings, and other materials to help newly hired need to submit the TIP portfolio.

Guide for Mentors and Newly Hired Teachers 33

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

34 The Teacher Induction Program

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

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

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

Guide for Mentors and Newly Hired Teachers 35

Appendices
Appendix A: TIP Certificate of Completion Template

Teacher Induction Program (TIP)

Certification of Course Completion

This is to certify that ___________________________________________, newly-hired teacher from

__________________________ __________________________, has fully accomplished Course

___________________________________ of the Teacher Induction Program (TIP) by successfully completing the following

requirements:

________ Accomplished TIP Coursebook

________ Summative Assessment Quiz with a score of 80% or above

 ________ Portfolio Outputs

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

to: ____ Course _________________________________________ of the program

____ Year 2 of the program.

Signed:

________________________________

Noted by:

________________________________

36 The Teacher Induction Program

Appendix B: TIP Monitoring and Evaluation Form for Mentors

Teacher Induction Program (TIP)

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

Date submitted:

Part I. Personal Information

School:
Division:
Name of Mentor:
Contact Number/s:
Email address:
Position/Designation:
Grade Level/s Being Taught:
Subject Areas being Taught:
Name of Newly-hired Teacher/s Being Mentored:
School Year:
Part II. Progress Monitoring
(In case of more than one newly-hired teacher being mentored, please add sub-sections i.e. Part II. A. <name of newly-hired
teacher>)
TIP Course Date Summative Remarks
Accomplished Assessment
Score

1 – The DepEd Teacher

2 – Gearing Up for the School Year

3 – The PPST and its Aligned Systems and Tools

4 – Translating the Curriculum into Classroom

Practice

5 – Responding to Community Contexts

6 – Teachers’ Professional and Personal

Development

Guide for Mentors and Newly Hired Teachers 37

What are the strengths of your mentee?

What are areas for improvement of your mentee?

Part III. Monitoring and Evaluation of the Program Implementation

Issues and Concerns Encountered Solutions Recommendations
38 The Teacher Induction Program
1. What are your best practices in coaching and mentoring the newly-hired teacher/s?

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

3. Are there general points for improvement of the TIP implementation which you would like to suggest? If yes, please
specify below.
 Guide for Mentors and Newly Hired Teachers 39
Appendix C: TIP Monitoring and Evaluation Form for School Heads

Teacher Induction Program (TIP)

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

Date submitted:
 Part I. Personal Information

School:
Division:
Name:
Contact Number/s:
Email address:
Position/Designation:
School Year:
Number of Newly-hired Teachers for Current School Year:
Part II. Progress Monitoring
Names of Newly-hired Names of Mentors TIP Courses Remarks
Teachers Accomplishment Date

40 The Teacher Induction Program

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

1.
2.
3.

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

1.
2.
 3.

Part III. Monitoring and Evaluation of the Program Implementation

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

Guide for Mentors and Newly Hired Teachers 41

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

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

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

3. Are there general points for improvement of the TIP implementation which you would like to suggest? If yes, please
specify below.
42 The Teacher Induction Program
Appendix D TIP Monitoring and Evaluation Form for Division TIP Coordinators

Teacher Induction Program (TIP)

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

Date submitted:

Part I. Personal Information

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

Part II. Progress Monitoring

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

Guide for Mentors and Newly Hired Teachers 43

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

1.
2.
3.

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

1.
2.
3.

Part III. Monitoring and Evaluation of the Program Implementation

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

44 The Teacher Induction Program

Issues and Concerns Encountered Solutions Recommendations
 Guide for Mentors and Newly Hired Teachers 45
Instructions: Discuss your answers to the following open-ended questions. Please cite examples and specify portions of
the courses as much as possible.

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

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

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