DepEd Teacher Induction Program (TIP) Coursebooks: Courses 1 to 6

The Teacher Induction Program (TIP) is DepEd’s support system for newly hired public school teachers. It helps them settle into the teaching profession in the public school system. This page explains the TIP framework, who the program is for, and what each of its six coursebooks covers, module by module, with links to download each course.

On this page 12 sections

What new teachers gain from the TIP

By the end of the TIP, new teachers are expected to:

• show knowledge and understanding of the Department of Education: its vision, mission, goals, and strategic directions, its systems and processes, school policies and procedures, and teacher rights and responsibilities;
• explain and apply the knowledge, skills, attitudes, and values (KSAVs) that teachers need, as set out in the Philippine Professional Standards for Teachers (PPST) and the DepEd Core Values; and
• improve their practice toward career advancement, based on professional development goals they set.

Who the program is for

The TIP is for all newly hired DepEd teachers, including:

• fresh graduates from teacher education institutions (TEIs)
• education graduates without teaching experience
• non-education graduates and other professionals
• non-education graduates who took the Certification in Teaching Program (CTP)
• teachers coming from private schools
• other cases, such as people who worked in DepEd offices and are now moving to teaching, or teachers returning after a leave of absence

The TIP framework

The TIP framework has three components:

• Curriculum: inducts teachers into DepEd, builds their KSAVs, and supports career advancement.
• Delivery: gives teachers a multi-modal delivery platform that supports the curriculum.
• Ecosystem: enables coordinated, dynamic cooperation among partners and resources.

Curriculum

The curriculum supports induction and career advancement through PPST-aligned courses that:

• promote a contextualized and responsive understanding of the PPST
• support the principles of inclusive education and self-directed learning
• use a scenario-based approach so that completing the courses is more meaningful

Delivery

Delivery helps teachers build a community of practice through self-directed, participatory learning in several modes, including:

• Learning Action Cells (LAC)
• Job-embedded Learning (JEL)
• online and print-based learning
• coaching and mentoring
• teacher conferences

Ecosystem

The ecosystem brings together a harmonized professional learning environment for inducting new teachers through:

• stronger linkages and harmonized resources
• dynamic professional learning

Curriculum approach

The TIP uses a scenario-based approach, which:

1. promotes a contextualized understanding of the PPST
2. supports the principles of adult learning
3. makes problem-based learning possible
4. supports practical classroom application

The six courses familiarize new teachers with:

1. relevant laws; DepEd’s vision, mission, and core values; and its organizational structure
2. the 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 for teacher well-being, and the guidelines, processes, and required levels of practice for career progression

The courses are planned in both print and online versions (through a Learning Management System and/or a mobile application, possibly in a later school year) so that they fit the resources available to each teacher.

The six courses at a glance

Course	Title	Modules	Total time
1	Becoming a DepEd Teacher	3	6.5 hours
2	Professional Responsibilities	4	5 hours
3	The PPST and its Aligned Systems and Tools	3	6 hours
4	Responding to Community Contexts	2	3 hours
5	The DepEd Teacher	2	4 hours
6	Teachers’ Professional and Personal Development	4	5 hours

The numbers in parentheses below, such as (7.2.2), are the PPST indicators each outcome is mapped to. ICLO refers to the course’s intended learning outcomes.

Course 1: Becoming a DepEd Teacher

This course helps teachers review their personal philosophy of teaching and align it with DepEd’s vision, mission, core values, and strategic directions. It gives a picture of a teacher’s school year and daily life, and introduces the guidelines, processes, and standardized forms new teachers will use. It also covers lesson planning and classroom management, which research shows are common challenges for new teachers.

Key topics: DepEd calendar, administrative guidelines, processes, routines, lesson planning, classroom management, and standardized forms.

After the course, inductees should be able to:

1. adopt practices that uphold the dignity of teaching by showing qualities aligned with DepEd’s vision, mission, core values, and strategic directions (7.2.2)
2. set up safe and secure learning environments by following DepEd and school policies, guidelines, and procedures on preparing for, starting, and managing classes (2.1.2)
3. plan and manage administrative, teaching, and learning processes through efficient lesson planning, accomplishing school forms, and following DepEd policy on lesson preparation (4.1.2)
4. manage learner behavior constructively using positive and non-violent discipline (2.6.2)

Download: DepEd Teacher Induction Program (TIP) Course 1

Module 1: Becoming a DepEd Teacher (1 hour)

• Sessions: DepEd’s Mandate; Vision, Mission, and Core Values; Strategic Directions; The Philippine Professional Standards for Teachers
• Outcomes: understand DepEd’s mandate and strategic directions; adopt practices that uphold the dignity of teaching through a caring attitude, respect, and integrity aligned with DepEd’s vision, mission, and core values (7.2.2)
• Mapping: ICLO 1; PPST 7.2.2

Module 2: Gearing up for the School Year (2.5 hours)

• Sessions: The DepEd School Calendar; The School Support System; Pre-opening of Classes Preparation; Opening of Classes; Handling Advisory Classes
• Outcome: set up safe and secure learning environments at the opening and first weeks of classes by following DepEd and school policies, guidelines, and procedures
• Mapping: ICLO 2

Module 3: Starting off as a DepEd Teacher (3 hours)

• Sessions: Positive Discipline in Physical and Virtual Learning Environment; Positive Teacher-Student Relations
• Outcomes: manage learner behavior with positive, non-violent discipline to keep trust and fairness in class (2.6.2); identify basic concepts of classroom management and positive discipline in physical and virtual settings; decide on actions that build good relationships with learners; apply positive, non-violent discipline for learning-focused environments (2.6.2)
• Mapping: ICLO 1, 2, 3, 4; PPST 7.2.2, 6.3.2, 2.1.2

Course 2: Professional Responsibilities

This course trains teachers to plan and develop lessons aligned with the K to 12 curriculum. It shows how to use the curriculum guide and apply curriculum and planning skills. It also discusses exemplars and how to prepare lesson plans that show quality practice, which can serve as means of verification (MOV) in the RPMS.

Key topic: the K to 12 curriculum.

After the course, inductees should be able to:

1. follow the policy guidelines on implementing the K to 12 curriculum
2. plan, manage, and carry out a developmentally sequenced teaching and learning process aligned with the K to 12 curriculum and DepEd’s performance management system (4.1.2)
3. set achievable, appropriate learning outcomes aligned with the competencies in the K to 12 curriculum guides (4.2.2)
4. select, develop, organize, and use suitable teaching and learning resources (4.5.2)

Download: DepEd Teacher Induction Program (TIP) Core Course 2

Module 1: Understanding the K to 12 Curriculum (1.5 hours)

• Sessions: Legal Bases; Salient Features of the K to 12 Program; The Conceptual Framework of the K to 12 Basic Education Curriculum
• Outcomes: understand the legal bases of the K to 12 curriculum; follow its policy guidelines through a deeper understanding of its mandate, features, and conceptual framework; examine the conceptual frameworks of the different subject areas

Module 2: Navigating the K to 12 Curriculum Guides (1.5 hours)

• Sessions: Curriculum Guides and Lesson Planning; Using the Curriculum Guide in Preparing Daily Lesson Logs/Daily Lesson Plans
• Outcomes: plan a developmentally sequenced teaching and learning process using the curriculum guides (4.1.2); set learning outcomes aligned with the competencies in the guides (4.2.2)
• Mapping: ICLO 2; PPST 4.1.2

Module 3: Lesson Planning (1 hour)

• Sessions: Curriculum and Instruction Alignment; Nature and Purpose of Lesson Planning; Parts of the Lesson Plan
• Outcomes: same as Module 2 (4.1.2 and 4.2.2)
• Mapping: ICLO 2; PPST 4.1.2

Module 4: Implementing Learning Plans and Enriching Teaching Practice (1 hour)

• Sessions: Class Disruptions; Curriculum Requirements and Needs of Learners; Selecting, Developing, Organizing, and Using Appropriate Learning Resources; The Daily Lesson Log
• Outcome: select, develop, organize, and use teaching and learning resources that meet learners’ needs (4.5.2)
• Mapping: ICLO 4, 5, and 6; PPST 4.5.2, which includes ICT resources

Course 3: The Philippine Professional Standards for Teachers and its Aligned Systems and Tools

This course introduces the PPST as the framework for teacher quality. It explains what is expected of teachers and how DepEd’s systems and tools are aligned with the standards, so teachers can align their own practice with the PPST.

Key topics: expected teacher practice based on the PPST, and PPST-aligned systems and tools.

After the course, inductees should be able to:

1. set professional development goals based on the PPST, with a clear understanding of the standards and their aligned systems and tools (7.5.2)
2. understand more deeply what the PPST expects of teachers
3. use PPST-aligned tools to develop their teaching practice

Download: DepEd Teacher Induction Program (TIP) Core Course 3

Module 1: Achieving Teacher Quality through PPST (2 hours)

• Sessions: The PPST Career Stages; The PPST Domains, Strands, and Indicators
• Outcomes: identify and navigate the main features of the PPST (domains, strands, indicators, and career stages); understand more deeply the expectations of teachers in the PPST
• Mapping: ICLO 2

Module 2: Embedding the PPST in HR Systems (2 hours)

• Sessions: The PPST and DepEd’s Human Resource Systems; The PPST, RSP, and the Merit Selection Plan (MSP) of DepEd; The Strategic Alignment of the RPMS with the PPST; Role of RPMS-PPST in Teachers’ Learning and Development; The Rewards and Recognition (R&R) in the Context of RPMS-PPST
• Outcomes: set professional goals aligned with the PPST; develop a personal professional improvement plan that supports career goals (7.5.2); share reflections with peers on practices that lead to higher-level indicators
• Mapping: ICLO 1 and 2; PPST 7.5.2

Module 3: The Results-based Performance Management System (RPMS) (2 hours)

• Sessions: The RPMS of DepEd; The PPST-aligned RPMS; The RPMS Cycle; The PPST-based RPMS Tools and Processes; Lesson Plans as Quality Evidence for RPMS
• Outcomes: become familiar with the RPMS cycle and its PPST-based tools and processes; use PPST-aligned tools to develop one’s practice and to monitor progress toward professional goals; develop lesson plans as quality evidence for the RPMS
• Mapping: ICLO 3

Course 4: Responding to Community Contexts

This course guides teachers in building relationships with the wider school community so the community takes part in learning. It helps teachers understand their school community’s context so they can contextualize their teaching.

Key topics: the wider school community, contextualization, and localization.

After the course, inductees should be able to:

1. build relationships with parents/guardians and the wider school community to involve them in learning (6.2.2)
2. keep learning environments responsive to learners’ needs based on community contexts (6.1.2)
3. follow and implement school policies and procedures to foster good relationships with learners, parents, and other stakeholders (6.4.2)
4. plan and deliver teaching strategies that respond to learners’ needs shaped by community context and difficult circumstances (3.4.2)
5. adapt and use culturally appropriate strategies for learners from specific communities, including indigenous groups (3.5.2)

Download: DepEd Teacher Induction Program (TIP) Core Course 4

Module 1: Teaching with the Context in Mind (1 hour)

• Sessions: Legal Anchors of Contextualization; Teaching Contextually; The REACT Strategy
• Outcomes: make parents/guardians and the wider community partners in student learning and a resource for teaching (6.2.2); keep learning environments responsive by engaging parents and the community; follow school policies to foster good relationships with stakeholders (6.4.2)
• Mapping: ICLO 1 and 2; PPST 6.2.2, 6.1.2, 6.4.2

Module 2: Building Relationships with the Wider School Community (2 hours)

• Sessions: Community as a Resource in the Teaching-Learning Process; The School and Community Relationships; Strengthening and Sustaining Good Relationships with the Parents/Guardians and the Wider Community
• Outcomes: plan and deliver contextualized, localized, or indigenized strategies for learners in difficult circumstances, including geographic isolation, chronic illness, displacement due to armed conflict, urban resettlement or disasters, and child abuse and child labor (3.4.2); adapt culturally appropriate strategies for learners from specific communities, including indigenous groups (3.5.2)
• Mapping: ICLO 3 and 4; PPST 3.4.2, 3.5.2

Course 5: The DepEd Teacher

This course introduces DepEd and its organizational structure, including the roles of its bureaus, offices, and units. It presents the laws and administrative processes on teachers’ roles, responsibilities, and rights, and orients teachers on salaries, incentives, and other benefits.

After the course, inductees should be able to:

1. adopt practices that uphold the dignity of teaching, aligned with DepEd’s vision, mission, core values, and strategic directions (7.2.2)
2. understand how DepEd’s offices and bureaus work to achieve its vision and mission
3. review personal teaching practice using relevant laws and regulations that apply to the teaching profession (6.3.2)
4. understand the details of teachers’ salaries, incentives, and other benefits

Download: DepEd Teacher Induction Program (TIP) Core Course 5

Module 1: DepEd Organizational Structure and Processes (2 hours)

• Sessions: Philippine Public Basic Education System; The DepEd Central Office; DepEd Regional and Schools Division Offices; The School Structure; Common/Standardized School Forms; Preparation and Checking of School Forms
• Outcomes: discuss the history of the public education system to understand how DepEd developed; respond to field concerns and real-life scenarios using knowledge of DepEd and school structures, laws, and processes
• Mapping: ICLO 2

Module 2: Relevant Laws for Teachers (2 hours)

• Sessions: Magna Carta for Public School Teachers; Code of Ethics for Professional Teachers in the Philippines
• Outcomes: cite provisions of the laws that apply to specific field scenarios; identify practices that uphold the dignity of teaching; develop scenarios that promote fairness, respect, and care; respond properly to scenarios involving education stakeholders
• Mapping: ICLO 1, 2, 3, 4; PPST 7.2.2, 6.3.2, 2.1.2

Course 6: Teachers’ Professional and Personal Development

This course stresses the value of teachers’ professional and personal growth. It presents DepEd provisions that encourage teachers to join professional networks, discusses chances to build professional links, and covers ways to look after their well-being.

Key topics: practices for teacher well-being, and the guidelines, processes, and required levels of practice for career progression.

After the course, inductees should be able to:

1. become familiar with, and later follow, the guidelines on continuing professional development, career progression, and promotion
2. join professional networks to share knowledge and improve practice (7.3.2)
3. adopt practices that uphold the dignity of teaching through professional and personal development (7.2.2)

Download: DepEd Teacher Induction Program (TIP) Core Course 6

Module 1: Salaries, Wages, and Benefits of Teachers (1 hour)

• Sessions: Salary and Incentives of Teachers; Leave of Absence of Teachers; Other Benefits
• Outcomes: become familiar with the laws and regulations on the teaching profession and the Code of Ethics for Professional Teachers (6.3.1); regularly review personal teaching practice against them (6.3.2)
• Mapping: ICLO 1

Module 2: Continuing Professional Development (1 hour)

• Sessions: Republic Act 10912, the Continuing Professional Development (CPD) Act of 2016; Resolution No. 11, s. 2017, Operational Guidelines in the Implementation of RA 10912 for Professional Teachers
• Outcomes: become familiar with and follow CPD, career progression, and promotion guidelines; join professional networks (7.3.2); uphold the dignity of teaching through professional and personal development (7.2.2)
• Mapping: ICLO 1 and 2; PPST 7.3.2, 7.2.2

Module 3: Policies on Promotion and Opportunities for Progression (2 hours)

• Sessions: DepEd Order No. 66, s. 2007, Revised Guidelines on the Appointment and Promotion of Other Teaching, Related Teaching and Non-teaching Positions; Scholarships; Professional Associations for Teachers
• Outcome: uphold the dignity of teaching by prioritizing one’s well-being and personal development
• Mapping: ICLO 3; PPST 7.2.2

Module 4: Personal Development and Wellbeing (1 hour)

• Session 1, Health and Wellness: physical, psychological, mental, and social health
• Session 2, Financial Literacy: financial practices and habits; budgeting and financial success
• Outcome: uphold the dignity of teaching by prioritizing one’s well-being and personal development
• Mapping: ICLO 1

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