DepEd Teacher Induction Program (TIP) Coursebooks

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.

Figure 1: Teacher Induction Program (TIP) Framework

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 that 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.

Course 1: Becoming a DepEd Teacher

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)

DOWNLOAD: DepEd Teacher Induction Program (TIP) Course 1

Time Allotment	Modules	Module Outcomes	Mapping to ICLOs and PPST
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	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	Through this module, inductees 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
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	Through this module, inductees 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 nonviolent discipline to ensure learning-focused environments (2.6.2).	ICLO 1,2,3,4 7.2.2 Adopt practices that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect, and integrity. 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.

Course 2: Professional Responsibilities

Key Topic: K to 12 curriculum

Through this course, inductees should be able to:

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)

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

Time Allotment	Modules	Module Outcomes	Mapping to ICLOs and PPST
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	Through this module, inductees 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	Through this module, inductees 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	Through this module, inductees 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	Through this module, inductees 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.

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

Key Topics: expected teacher practice based on the PPST and PPST-aligned systems and tools

Through this course, inductees should be able to:

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

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

Time Allotment	Modules	Module Outcomes	Mapping to ICLOs and PPST
2hrs	Module 1 – Achieving Teacher Quality through PPST Session 1 – The PPST Career Stages Session 2: The PPST Domains, Strands, and Indicators	Through this module, inductees 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	Through this module, inductees 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	Through this module, inductees 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

Course 4: Responding to Community Contexts

Key Topic: the wider school community, contextualization, localization

Through this course, inductees should be able to:

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)

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

Time Allotment	Modules	Module Outcomes	Mapping to ICLOs and PPST
1hr	Module 1 – Teaching with the Context in Mind Session 1: Legal Anchors of Contextualization Session 2: Teaching Contextually Session 3: The REACT Strategy	Through this module, inductees 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 teachinglearning 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.
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	Through this module, inductees 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.

Course 5: The DepEd Teacher

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. 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

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

Time Allotment	Modules	Module Outcomes	Mapping to ICLOs and PPST
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	Through this module, inductees 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	Through this module, inductees should be able to: 1. cite specific provisions in the laws that are applicable to specific scenarios in the field; 2. identify practices that uphold the dignity of teaching as a profession; 3. develop scenarios that promote fairness, respect, and care; and 4. appropriately respond to scenarios in the field dealing with education stakeholders.	ICLO 1,2,3,4 7.2.2 Adopt practices that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect, and integrity. 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.

Course 6: Teachers’ Professional and Personal Development

Key Topics: practices towards teacher well-being, guidelines, processes, and required levels of practice for career progression

Through this course, inductees 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)
3. adopt practices that uphold the dignity of teaching as a profession through professional and personal development (7.2.2)

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

Time Allotment	Modules	Module Outcomes	Mapping to ICLOs and PPST
1hr	Module 1 – Salaries, Wages, and Benefits of Teachers Session 1: Salary, and Incentives of Teachers Session 2: Leave of Absence of Teachers Session 3: Other Benefits	Through this module, 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).	ICLO 1
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	Through this module, inductees 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 3. adopt practices that uphold 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. 7.2.2 Adopt practices that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect, and integrity.
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 Session 3: Professional Associations for Teachers	Through this module, inductees should be able to: 1. adopt practices that uphold the dignity of teaching as a profession by prioritizing one’s well-being and personal development.	ICLO 3 7.2.2 Adopt practices that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect, and integrity.
1hr	Module 4 – Personal Development and Wellbeing 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	Through this module, inductees should be able to: 1. adopt practices that uphold the dignity of teaching as a profession by prioritizing one’s well-being and personal development.	ICLO 1