How to Create a Safe and Inclusive Learning Environment for LGBTQIA+ Students

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

Figure 1: Teacher Induction Program (TIP) Framework
Induction Program for Newly Hired Teachers

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

DepEd Teacher Induction Program (TIP) Course 1

This course helps teachers review and align their personal philosophy of teaching with the DepEd’s vision, mission, core values, and strategic directions. This course gives teachers a glimpse of what a teacher’s school year is like. It helps them be more accustomed to the daily life of a DepEd teacher. It introduces inductees to the guidelines, processes, and standardized forms to help them easily adjust to their new work environment. Tips on lesson planning and classroom management which, based on research, are common concerns/challenges of inductees, shall be covered.

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

Through this course, inductees should be able to:

  1. adopt practices that uphold the dignity of teaching as a profession by exhibiting qualities aligned with the DepEd’s vision, mission, core values, and strategic directions (7.2.2)
  2. establish safe and secure learning environments through the implementation of DepEd and school policies, guidelines, and procedures on the preparation, start, and daily management of classes (2.1.2)
  3. plan and manage administrative, teaching, and learning processes through efficient lesson planning and accomplishment of school forms, and compliance with DepEd’s policy and guidelines on lesson preparation (4.1.2)
  4. manage learner behavior constructively by applying positive and non-violent discipline (2.6.2)

DOWNLOAD: DepEd Teacher Induction Program (TIP) Course 1

Time
Allotment
ModulesModule OutcomesMapping to ICLOs and PPST
1 hrModule 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 hrsModule 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
3hrsModule 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

DepEd Teacher Induction Program (TIP) Core Course 2

This course capacitates teachers on how to plan and develop lessons aligned with the K to 12 curriculum. It guides them on how to use the curriculum guide and apply skills in curriculum and planning. This course includes discussions on exemplars and on the preparation of lesson plans that explicitly show evidence of quality practice as means of verification (MOV) in the RPMS.

Key Topic: K to 12 curriculum

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
ModulesModule OutcomesMapping to ICLOs and PPST
1.5 hoursModule 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 hrsModule 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 hrModule 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 hrModule 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

DepEd Teacher Induction Program (TIP) Core Course 3

This course helps inductees to become familiar with the PPST as the new framework towards teacher quality.
It enables them to understand the expectations from teachers and how DepEd’s systems and tools are aligned with the standards in order to help teachers seamlessly align their practices with the PPST.

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

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
ModulesModule OutcomesMapping to ICLOs and PPST
2hrsModule 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
2hrModule 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.
2hrsModule 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

DepEd Teacher Induction Program (TIP) Core Course 4

This course guides teachers towards building relationships with the wider school community in order to facilitate their involvement in the educative process. It helps teachers better understand the school community’s context for them to better contextualize their teaching and learning practices.

Key Topic: the wider school community, contextualization, localization

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
ModulesModule OutcomesMapping to ICLOs and PPST
1hrModule 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.
2hrsModule 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

DepEd Teacher Induction Program (TIP) Core Course 5

This course introduces newly hired teachers to the Department of Education and its organizational structures, including the specific roles of the different bureaus, offices, and units. It also presents relevant laws and administrative processes surrounding teachers’ roles, responsibilities, and rights. Lastly, this course orients teachers on the salaries, incentives, and other benefits of DepEd teachers.

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
ModulesModule OutcomesMapping to ICLOs and PPST
2hrsModule 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
2hrsModule 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

DepEd Teacher Induction Program (TIP) Core Course 6

This course emphasizes the value of teachers’ professional and personal development. It presents the department’s provisions that help teachers realize the importance of participating in professional networks to share and enhance knowledge and practices. It discusses opportunities for inductees to establish professional links and ways for them to maintain their well-being.

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

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
ModulesModule OutcomesMapping to ICLOs and PPST
1hrModule 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
1hrModule 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.
2hrsModule 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.
1hrModule 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

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