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  1. 1. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” Republic of the Philippines Department of Education Region XIII Division of Surigao del Sur Tagbina DisTricT ii Sta. Juana, Tagbina, Surigao del Sur The Tagbina II District - Teacher Induction Program (TIP) was designed to enhance the competence of the neophyte teachers upon their entrance in this complex learning organization through series of lectures, self-assessments, reflections and evaluations. Indeed, it further strengthens their values, commitment and dedication as public school teacher in accordance with the National Competency-Based Teacher Standards (NCBTS) that gear towards a strong Philippine Republic.
  2. 2. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” Recognition and appreciation are hereby extended to the following educational programs and distinguished educators who contributed their time, money, effort and expertise in realization and completion of this Tagbina II District – Teacher Induction Program of 2012. • DepEd – Central Office and Teacher Education Council (TEC) headed by our beloved secretary, Hon. Br. Armin A. Luistro, FSC as the source of the Teacher Induction Program Manual, Modules and guidelines. • DepEd - Division of Surigao del Sur headed by the Schools Division Superintendent, Mdme. Teofila G. Cabatuan, Ph. D. and Assistant Schools Division Superintendent, Mdme. Minerva T. Albis, Ph. D. for their encouragement, moral support and involvement before, during and after the program as TIP -Training Managers. • Tagbina II District Office headed by Mdme. Wilma A. Premarion – ESP II / District In-Charge for her exemplary leadership and sublime commitment as the prime mover of this Tagbina II District – Teacher Induction Program of 2012. • Tagbina II District School Administrators, Master Teachers and Teachers for their unparalleled dedication and commitment by providing some of their resources, extending their valuable time and above all, by sharing their astounding expertise as resource speakers and mentors for this training program.
  3. 3. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” Background and Rationale ………………………. 1 Delivery System ……………………………………… 5 Module Contents …………………………………… 6 Methodologies ………………………………………. 7 TIP Training Team ……………………………………. 8 Role & Functions of the Training Team …………. 9 Training Matrix ………………………………………. 12 Assessment of Learning …………………………… 13 Monitoring and Evaluation ………………… 16 Attachment 1…………. Training Design Attachment 2…………. TIP Achievement Test Attachment 3…………. TEC TIP Form No. 1 Attachment 4 ………… TEC TIP Form No. 1A Attachment 5 ………… TEC TIP Form No. 4 Attachment 6…………. Certificate of Completion [Inductees] Attachment 7…………. Certificate of Recognition [TIP Training Team] Attachment 8 …………. Pictorials
  4. 4. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” The first year of teaching is usually a time of considerable stress and burnout. This is true particularly in some schools where the first year of teaching is considered a form of initiation to test the mettle of neophyte teachers. They are posted to the more remote schools of the division and assigned to teach the “problem classes”. In addition they are given co-curricular responsibilities and other non- teaching tasks in the community. As a result some beginning teachers resort to questionable tactics to survive, and some potentially valuable members of the profession are disheartened and quit. Substantial teacher preparation resources are thus put to waste (Huling-Agustin, 1990; Hatton, Watson, Squires and Soliman, 1991). While it is true that pre-service training includes one or two semesters of practice teaching, the term itself seems to suggest that the practicum is only a rehearsal. It is in their first teaching assignment that new teachers are confronted by the realities of the classroom an experience that can be bewildering or even traumatic. The literature on beginning teachers notes that they are often “hired at the last moment, left isolated in their classrooms and given little help – a true example of the „sink or swim‟ attitude towards those newly hired”. The Teacher Education Council created by virtue of R.A. No. 7784 is mandated to strengthen teacher education in the country. One of its functions is to “design collaboration programs and projects that would enhance pre-service and in-service teacher training, 1.
  5. 5. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” retraining, orientation and teacher development”. Pursuant to this mandate the TEC has embarked on a project to systematize teacher induction nationwide. Induction activities are not really new to basic education schools. School administrators profess that they provide activities to assist and support beginning teachers. They may take the form of orientation seminars, attendance in professional meetings, conferences and School Learning Action Cell (SLAC) sessions and mentoring by master teachers. These efforts, while commendable, are not formal programs and appear to be localized to individual schools or school divisions. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 2 The Council conceptualized the Teacher Induction Program (TIP) during the 2003 Strategic Workshop after a series of zonal conferences with teacher education institutions and the field offices of the Department of Education. The results of the consultations further validated the findings of the Third Elementary Education Project (TEEP) that induction programs were conducted in the division and school levels but there was a need to “systematize, structure and organize” the program for teachers with 0-3 years’ experience. Related studies reviewed by the Council reinforced the need for a structured teacher support. There was the consensus that the beginning teacher should not develop a “curve of disenchantment” especially in their first three years of teaching. The principle of shared governance is operationalized in the concept of School-Based Management (SBM). The past and incumbent leadership of the Department of Education underscored the importance of a systematic and organized induction program, 2.
  6. 6. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” preferably on the school level, as part of the institutionalization of SBM. The truism is “empowered schools shall be in the best position to create dramatic improvements in the basic education with school heads playing crucial roles in ensuring the effective learning of students and overall school performance.” (Lapus,2006) The milestones of the TIP reflect the careful planning and conceptualization of the project to establish the much needed continuum from pre-service to in-service education and training of the basic education teachers. Years 2003 - 2004 - Based on review of related literature and surveys, local and abroad, the TIP was conceptualized; module contents were identified and finalized in a series of consultative workshops; module writers were identified based on expertise. Year 2005 - Module design and structure were finalized; module writing, critiquing, editing, and further consultation with the clientele and stakeholders characterized this calendar year. Year 2006 - Pilot implementation of the TIP modules in the identified 15 schools division in the public sector and selected private schools including the BEAM support to the schools in Regions X, XI, XII and ARMM. The results of the pilot implementation, the FGDs in the pilot divisions involved in the try-out were consolidated as inputs to the revision of the modules. 3.
  7. 7. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 3 Year 2007 – Module revision in preparation for the final printing of the modules to be distributed to 43,000 elementary and secondary schools nationwide. Year 2008 – The training of the 194 schools division TIP Teams in the 17 regions stipulated in DepEd Memo No. 39, s.2008. In year 2012, the Tagbina II District – Teacher Induction Program was implemented under the exemplary leadership of the motherly, workaholic and service – oriented Tagbina II District In-Charge, Mdme. Wilma A. Premarion with the active support and participation of the TIP District Training Team composed of dedicated and committed School Administrators, Master Teachers and Teachers. After days of intensive series of lectures, assessments and evaluations, the Tagbina II District – TIP Training Team finally conducted the TIP Completion Program and conferred to the thirty – seven (37) teacher inductees the Certificate of Completion after having been satisfactorily completed all the requirements set forth by the Department of Education and the Teacher Education Council (TEC) last June 29, 2012 with the presence of the Assistant Schools Division Superintendent, Mdme. Minerva T. Albis, Ph. D.. She further reiterated that, of all the 26 Schools District of the Division of Surigao del Sur, there were only 2 districts who conducted the TIP Completion Program and one of them was Tagbina II District. 4.
  8. 8. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” The delivery system refers to all the services provided the inductees in order to achieve the goals of the program. A comprehensive delivery system covers information dissemination about the program, orientation, learner support, management and evaluation. The Teacher Education Council (TEC) is the lead agency tasked with the conceptualization, development and monitoring of the Teacher Induction Program before its institutionalization by the DepEd. The support and cooperation of key officials and the teachers are crucial to the success of the mass implementation of TIP. The purpose of the limited pilot implementation of the Teacher Induction Program was to serve as a dry run for the proposed delivery system and to validate the usefulness of the modules in terms of helping the new teachers adjust to their job. A random sample of administrators and facilitators from 15 pilot school divisions where there was a concentration of new teachers were invited to react to the proposal and to craft the pilot implementor‟s implementation plan on the Division level during the orientation seminar – workshop for the pilot implementation of the TIP (DepEd Memo No. 36, s. 2006 and DepEd Memo No. 66, s. 2006 5.
  9. 9. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” MODULE 1 Educational Laws and Surveys Programs and Projects of the Department of Education MODULE 2 The Philippine Basic Education Curriculum MODULE 3 Roles, Responsibilities and Accountabilities of a Filipino Teacher MODULE 4 Professionalism and Personal Welfare MODULE 5 School and Community Partnership MODULE 6.1 The Teaching of English MODULE 6.2 Ang Pagtuturo ng Filipino MODULE 6.3 The Teaching of Mathematics MODULE 6.4 The Teaching of Science MODULE 6.5 Ang Pagtuturo ng Makabayan 6.
  10. 10. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” 1. The program explains to the inductees that the process of their selection is based on special requirements and that induction training is crucial to their future success. 2. The induction process is divided into progressive stages of achievement as provided in the TIP Modules carefully crafted by the Teaching Education Council (TEP). 3. The program cultivates mutual support within peer groups. 4. The training is oriented toward long-term professional career goals. The remaining characteristics apply directly to the needs of beginning teachers. 5. Administratively-set expectations and norms of teacher conduct are clearly articulated and disseminated by the entire TIP District Training Team under the leadership of the Schools District In- Charge, Mdme. Wilma A. Premarion. 6. Teachers must assimilate a professional vocabulary. 7. New teachers or Inductees receive supervision, coaching, orientation, instruction, demonstration, and assessment from the TIP District Training Team. 8. The responsibility for supervision should be distributed throughout the TIP District Training Team in a tightly organized, consistent, and continuous program. 7.
  11. 11. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” Resource Speaker Position Topic 1. Wilma A. Premarion ESP – II / District In-Charge Orientation / Module 1 (Part 1) 2. Peregrina T. Ansing ESHT - III Module 1 (Part 2) 3. Aniceta L. Anliquera ESP - I Module 2 (Lesson 1) and Module 4 (Lesson 1) 4. Verano L. Ata ESHT - I Module 2 (Lesson 2) and Module 4 (Lesson 2) 5. Marisel B. Valentin ESHT - I Module 2 (Lesson 3) and Module 4 (Lesson 3) 6. Dante L. Comparativo ESHT - III Module 2 (Lesson 4) and Module 4 (Lesson 4) 7. Kirk Andrew B. Abellanosa ESP - I Module 3 (Lesson 1) and Module 5 (Lesson 1) 8. Lilia A. Robuca ESHT - III Module 3 (Lesson 2) and Module 5 (Lesson 2) 9. Helen D. Belanio ESHT - II Module 3 (Lesson 3) and Module 5 (Lesson 3) 10.Narciso R. Borja Jr. ESHT - I Module 3 (Lesson 4) and Module 5 (Lesson 4) 11.Janet Fernandez MT - I Module 6.1 English 12.Mardy M. Cubil MT - I Module 6.2 Math 13.Teresita C. Eboña MT - I Module 6.3 Science 14.Betty U. Lustiva MT - I Module 6.4 Filipino 15.Bernadette C. Samocino MT - I Module 6.5 Makabayan 16.Emelyn D. Pañares MT – I / DALSC ALS 17.Lily C. Pasco T-III / ALS Mobile Teacher ALS 18.Edna G. Abao T-III / District Planning Documentation Office 8.
  12. 12. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” 1. A TIP Manager for each Division will be designated by the Schools Division Superintendent from among the Assistant Schools Division Superintendent (ASDS) and Education Supervisors. He/She will be responsible for the following tasks:  Developing a TIP Division Plan which later cascades to the School Improvement Plan (SIP) and the Annual Implementation Plan (AIP) integral to School-Based Management;  Distributing of the TIP Materials to the assigned TIP Coordinators in the elementary and secondary schools in the Division;  Planning and organizing focus group discussions (FGD) with the TIP managers, mentors, and coordinators;  Monitoring the implementation of the TIP in the divisions/schools;  Preparing assessment results and other reports that may be needed by the region and TEC-DepEd;  Safekeeping of the TIP materials (modules, answer booklets, evaluation forms, etc.);  Coordinating with the regional office on the needed support to the Division; and  Awarding of certificate of performance and recognition to successful inductees at the end of the Program.  Awarding of certificate of recognition and giving other incentives to the members and school heads. 2. TIP Coordinator The School Improvement Plan (SIP) in the SBM program shall include the mass TIP implementation. The TIP Coordinator at the school level is the School Head. He/She will be responsible for the following tasks:  Arranging for mentoring of inductees;  Providing opportunity for inductees to work with each other and other fellow teachers;  Providing a learning resource center or comfortable space where inductees can work and/or meet with mentors to discuss the lessons; 9.
  13. 13. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!”  Administering and checking of the posttest;  Evaluation of inductees‟ portfolio (if required) with the assistance of the mentor;  Retrieval and turnover of TIP materials from the inductees to the TIP Manager of the Division;  Certification of inductees who have satisfactorily completed the Program; and  Submission of a summary report of the TIP implementation in his/her school to the TIP Manager. 3. TIP Mentor It is recommended that the mentors come from the same school as the inductees. The mentors‟ tasks follow:  Assist the inductees along the way in the TIP implementation.  Conduct both formal and informal conference with the inductee.  Schedule regular meeting with the inductee.  Allow inductees to observe his/her classes.  Remind inductees of forms to be accomplished and evaluation to be done.  Together with the inductee, plan a schedule in the accomplishment of every module.  See to it that all activities are performed by the inductee, before the module is submitted.  Collect all finished module, check, record and submit to the TIP coordinator.  Recommend to the TIP coordinator the performance of the inductee on specific module.  Record significant episodes in the mentoring experiences.  Assist the TIP coordinators in making a comprehensive report of the implementation.  Assist in the monitoring and evaluation of TIP. 10
  14. 14. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” 4. TIP Inductee Below are the responsibilities of the inductees:  Take the important role in the Teacher Induction Program.  Attend the orientation activities of the TIP.  Plan with the mentor the different activities for the completion of the program.  Accomplish all activities in the Induction Program.  Confer with the mentor regularly or when the needs arise.  Answer the pre-assessment and the post-assessment in every module chosen. (1-5 required and specific choice of modules in Curriculum and Instruction.)  Evaluate the total TIP and submit all document to the mentor.  Comply with all the requirements given by the mentors.  Make a journal or portfolio of personal and professional experiences in the TIP.  Receive a Certificate of Performance for the successful completion of the Modules and the TIP as well. 11.
  15. 15. Teacher InducTIon Program Training Matrix [ February 11, 18, 25 March 3,10,17,24, 2012 (Saturdays)] Time February 11, 2012 (Saturdays) February 18, 2012 (Saturdays) February 25, 2012 (Saturdays) March 03, 2012 (Saturdays) March 10, 2012 (Saturdays) March 17, 2012 (Saturdays) March 24, 2012 (Saturdays) 7:30 – 8:00 U N F R E E Z I N G A C T I V I T Y 8:00 – 10:00 Orientation Module 1 (Part I) Surveys and Laws Module 2 (Lesson 1) / Aniceta Anliquera Module 3 (Lesson 1) /Kirk Abellanosa Module 4 (Lesson 1) / Aniceta Anliquera Module 5 (Lesson 1) /Kirk Abellanosa Module 6.1 English Module 6.4 Science (Teresita C. Eboña) 10:00 -12:00 (Mrs. Wilma A. Premarion) Module 2 (Lesson 2) / Verano L. Ata Module 3 (Lesson 2) /Lilia A. Robuca Module 4 (Lesson 2) / Verano L. Ata Module 5 (Lesson 2) /Lilia A. Robuca (Janet Fernandez) Module 6.5 Makabayan (Bernadette Samocino) 12:00 – 1:00 L U N C H B R E A K L U N C H B R E A K 1:00 – 3:00 Module 1 (Part II) DepEd Programs and Projects Module 2 (Lesson 3) / Marisel Valentin Module 3 (Lesson 3) /Helen Belanio Module 4 (Lesson 3) / Marisel Valentin Module 5 (Lesson 3) /Helen Belanio Module 6.2 Math (Mardy M. Cubil) ALS (Emelyn Panares & Lily Pasco) 3:00 – 5:00 (Mrs. Peregrina Ansing) Module 2 (Lesson 4) / Dante Comparativo Module 3 (Lesson 4) /Narciso Borja Module 4 (Lesson 4) / Dante Comparativo Module 5(Lesson 4) /Narciso Borja Module 6.3 Filipino (Betty U. Lustiva) Culmination Program NUMBER OF PARTICIPANTS OR INDUCTEES: 37 NUMBER OF TIP TRAINERS : 19 12
  16. 16. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” All the modules provide for some form of summative evaluation, either a post-test or projects/outputs to be compiled in a common portfolio. Observation reports by mentors or heads of schools may also provide qualitative input for summative evaluation. During the FGDs in the pilot implementation both inductees and mentors gave encouraging comments that mentors observing the inductees and inductees observing their mentors enhanced the support system in the TIP. Each module has a postassessment with the corresponding rating. The coordinators and mentors may also adopt the following criteria in determining the inductee‟s performance: Excellent (E) – mastered the module content and satisfied all requirements to complete the module; scored 100% in the postassessment. Very Satisfactory (VS) – mastered 90-99% of the content, skills, and module requirements; scored 90-99% in the postassessment. Satisfactory Plus (SP) – mastered 80-89% of the content, skills and module requirements; scored 80-89% in the postassessment. Satisfactory (S) – mastered 70-79% of the content, skills and module requirements; scored 70-79% in the postassessment. Moderately Satisfactory (MS) – mastered 60-69% of the content, skills, and module requirements; scored 60-69% in the postassessment. Needs Reinforcement (NR) – mastered less than 60% of the content and module requirement; scored below 60% in the post assessment. There may be a need to reinforce the support system for inductees 13.
  17. 17. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” who will get below 60% in the postassessment, and have not mastered the content, skills, and module requirements. Inductees will be required to repeat the specific module where the rating obtained is NR. Classroom observation, systematic mentoring and keeping track of the inductee‟s performance would certainly enhance the interventions. A certificate of performance shall be given to those who complete the Program. TAGBINA II DISTRICT – TIP INDUCTION PROGRAM CY 2012 No. of Items: 100 No. of Examinees: 37 Table 1.0 MODULE TARGET MS ML REMARKS I 10 8.2 82 Satisfactory Plus II 10 9.6 96 Very Satisfactory III 10 8.2 82 Satisfactory Plus IV 10 7.6 76 Satisfactory V 10 6.2 62 Moderate Satisfactory VI.1 10 8.8 88 Satisfactory Plus VI.2 10 7 70 Very Satisfactory VI.3 10 8.2 82 Satisfactory Plus VI.4 10 8 80 Satisfactory Plus VI.5 10 9.2 92 Very Satisfactory TOTAL 100 8.1 81 Very Satisfactory 14.
  18. 18. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” TAGBINA II DISTRICT – TIP INDUCTION PROGRAM CY 2012 No. of Items: 100 No. of Examinees: 37 Chart 1.0 The figures above show that the teacher inductees got their highest score in Module II – The Philippine Basic Education with the Mean Score of 8.2 and with the descriptive rating of Very Satisfactory while they got their lowest score in Module V – School and Community Partnership with the Mean Score of 6.2 and with the descriptive rating of Moderate Satisfactory. Assumption: Probably, most of the teacher inductees had already tons of encounters with the Philippine Basic Education Curriculum during their pre-service training while on the other side of the coin; they don’t have yet enough exposure or experience in the actual field of teaching that involves community linkages. Recommendation: Even though the TIP Completion Program was already done last June 29, 2012, the Teacher Induction Program (TIP) for the thirty – seven (37) teacher inductees’ does not only stop right there but instead, there will be constant monitoring, evaluation and guidance with regards to the teaching performance based on the PAST, CB – PAST, Short Interviews and Assessment of the teacher inductees as to ensure the effectiveness and efficiency of this program in achieving its objectives for the next two years. 15. 0 2 4 6 8 10 I II III IV V VI.1 VI.2 VI.3 VI.4 VI.5 3-D Column 1 Target MS
  19. 19. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” A continuing and systematic monitoring and evaluation (M&E) system is embedded in the TIP Mass Implementation. The data and results gathered during the M& E process should give information on the following:  Are we in the right track?  Are we progressing as planned?  Are we on time?  Are there incremental gains achieved?  Are there things to be revised? (Procedure, timetables, costing, management, etc)  Is TIP working? Summative evaluation is conducted at the end of the activity to determine if the objectives have been achieved based on the postassessment and portfolios of the inductees. The following questions may guide the TIP managers, coordinators and mentors during the summative evaluation: 1. Have the objectives set at the beginning of the program been achieved? 2. Are the inductees better teachers now than before? 3. Can the gains or the positive changes in the inductees be attributed to the intervention? (Modules in particular and TIP in general). 16
  20. 20. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” 4. Are the gains reflected in the improved achievement level of the learners? The TIP team may set up a monitoring and evaluation system based on the conditions obtaining in their schools/divisions. TAGBINA II DISTRICT – TEACHER INDUCTION PROGRAM CY 2012 No. of Inductees: 37 A. Knowledge of To what EXTENT? SOME MODERATE GREAT 1. Educational laws and surveys 5 27 5 2. DepEd programs and projects 10 22 5 3. Features of 2002 BEC 1 15 21 4. Multigrade teaching 19 11 7 5. Evaluation of learning outcomes 0 20 17 6. Alternative learning system 20 14 3 7. Roles, responsibilities and accountabilities of a teacher 1 10 26 8. Professionalism and personal welfare 3 17 17 9. School and community partnership 14 20 3 10. Brigada Eskwela 2 23 12 B. Skills and Competencies in 1. Communicating with 1.1 Students/Learners 1 26 10 1.2 Parents 12 21 4 1.3 Principals/Department Heads 0 10 27 1.4 Supervisors 3 27 7 1.5 Community (LGU s, NGO s, etc.)‟ ‟ 12 16 11 2. Assessing/Evaluating learning outcomes 2.1 Determining the index of mastery 10 20 7 2.2 Utilizing test results in making 1 15 21 decisions 3. Classroom Management 0 10 27 3.1. Class discipline 6 23 8 3.2. Coping with learners having 17 19 1 behavioral problems; and 17.
  21. 21. 3.3 . Learning disabilities 20 17 0 4. Implementing DepEd programs/projects 0 14 23 5. Operationalizing the features 8 25 4 of the 2002 C. ATTITUDE Reflect on each of the following items and check the column which corresponds to your feeling/opinion. Disagree Agree Strongly Agree 1. I take pride in being a teacher. 0 2 35 2. I behave in a manner that upholds the 0 20 17 dignity of the profession. 3. As a teacher, I am a surrogate parent and should not inflict corporal punishment. 0 30 7 4. I see teaching as my lifetime career. 1 25 11 5. I welcome advice from my peers and superiors 0 10 27 6. Home visitation is a risky endeavor hence should be least considered. 28 9 0 7. Parents are my partners in educating their 0 12 25 children. 8. Getting involved in community activities is not among my task as a teacher. 36 1 0 9. As a teacher, I should follow first my superiors 29 8 0 and ask questions later. 10. Supervisory visits are done to help teachers improve instruction. 0 0 37 11. Accepting gifts from parents/children is a form of bribery. 10 20 7 12. Promptness and punctuality are values that should be upheld by all teachers. 0 5 32 13. I owe it to myself to improve my personal and professional life. 6 30 1 14. It is government responsibility to improve 10 23 4 the professional qualifications of teachers. 15. The quality of students performance is‟ determined by their own capacities and 14 12 11 18.
  22. 22. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” These were some of the realizations from the teacher inductees during the Tagbina II District Training of TIP Teams during the Mass Implementation of the Teacher Induction Program which include the following: 1. Most of the participants recommended that the training should go beyond the number of days allocated in order to give more time on discussions especially in those very crucial topics. 2. The participants also commented that most of the speakers were well-prepared in their assigned topics. 3. The participants also commented that the program was considered beneficial to the neophyte teachers and can also be a good a refresher for the experienced teachers. 4. The participants acknowledged the great importance of the TIP as a systematic way of enhancing the competence of the newly hired teachers. 5. The Participants were very grateful also to the Teaching Education Council in providing the adequate materials for this breakthrough in the Philippine Educational System. 6. One of the participant commented that some of the modules need to be updated especially in Module II – The PBEC due to the nativity of K to 12 Basic Education Curriculum. 7. All of the participants in Tagbina II District said that the Teacher Induction Program was very much relevant, timely and helpful to both newly hired teachers and experienced teachers. 8. Some of the participants suggested that, there must be a budget allocated for this program from the Department of Budget to every schools district intended solely for this training. 9. The participants were also hopeful that this great program must be institutionalized in the Philippine Educational System.
  23. 23. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” 10. Some of the participants suggested that those topics also in the Q-Learn Module for Teachers must be integrated in the next Production of TIP Materials. 19.
  24. 24. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” 20 Submitted by: KIRK ANDREW B. ABELLANOSA TIP District Coordinator Tagbina II District Signed: Date: Noted by: WILMA A. PREMARION ESP – II / District In – Charge Tagbina II District Signed: Date: Recommended by: MINERVA T. ALBIS, Ph. D. Asst. Schools Division Superintendent Division of Surigao del Sur Signed: Date: COMMENTS: Action Taken Completion Report are hereby approved and accepted. Revised the completion report and present again. Reasons: ________________________________________________ __________________________________. By: TEOFILA G. CABATUAN, Ph.D. Schools Division Superintendent Division of Superintendent Signed: Date:
  25. 25. “EFA 2015: Karapatan ng Lahat, Pananagutan ng Lahat!” The young, vibrant, dynamic and service – oriented Tagbina II District In-Charge, Mdme. Wilma A. Premarion posed during the Awarding of TIP Certificate of Completion Program for the teacher inductees. Mdme. Premarion is always determined in her quest for educational reforms and transformations especially in this 3 year old district, Tagbina II District. Hence, Teacher Induction Program (TIP) is only part of her numerous plans in the name of educational transformation. The Awarding of TIP Certificate of Completion and Recognition to the TIP District Training Team were graced by the distinguished educators; the workaholic and witty Asst. Schools Division Superintendent, Mdme. Minerva T. Albis Ph.D., the motherly District In-Charge, Mdme. Wilma A. Premarion, the dynamic Elementary School Principal I of Sta. Juana CES, Mdme. Aniceta L. Anliquera and by the Honorable Brgy. Cpt. George J. Simacon, Sr of the host barangay, Sta. Juana last June 29, 2012.
  26. 26. There were thirty-seven (37) teachers who were awarded with the TIP Certificate of Completion for having been satisfactorily completed all the requirements for the said program set forth by the Department of Education and Teacher Education Council. All of them were very much happy during that day as depicted here in this picture after many days of sacrifices just to be able to attend this noble program for neophyte teachers. There were nineteen (19) members of the TIP District Training Team which were composed of School Administrators, Master Teachers and Teachers. Here, Mr. Kirk Andrew Abellanosa – the TIP District Coordinator and eighteen other members of the training team warmly accepted the award of TIP Recognition Certificate from no less than, the Asst. Schools Division Superintendent herself, Mdme. Albis.

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