Orientation on Pilot IPBT Implementation

DEPARTMENT OF EDUCATION
ORIENTATION ON THE PILOT
IMPLEMENTATION OF IPBT (Enhanced TIP)
March 29-31, 2022
Jainie’s Place
Bayawan City
1

TEACHER EDUCATION COUNCIL
National Educators Academy of the Philippines
BASIS: PILOT IMPLEMENTATION OF THE
INDUCTION PROGRAM FOR
BEGINNING TEACHERS (ENHANCED TEACHER
INDUCTION
PROGRAM FOR SY 2021 - 2022)

Flowchart of the Series of Orientations
February - March Year 1: Until June 2022

❏ NEAP Central Office shall organize and lead a nationwide
orientation program and accompanying roll-out activities for
regional implementers.
❏ The Regional Offices, through the NEAP Region, shall organize
and lead an orientation program for division implementers.
❏ The Division Offices, through the designated IPBT
Management Team, shall organize and lead an orientation
program for school heads and mentors.

❏ The School Heads shall oversee the implementation of IPBT
in their respective schools.
❏ Mentors shall follow the Guide for Mentors in the conduct of
the in-school mentoring.
❏ Certificate of completion shall be issued to successful
inductees upon their completion of the program. Mentors
will also be awarded with certificates of recognition. The
awarding of certificates during the Completion Ceremony
shall be spearheaded by the division or district office.

Program Implementation
In the first year, beginning teachers, with the guidance of
mentors, will accomplish six (6) Coursebooks and the LDM
modules mainstreamed into IPBT.

DEPARTMENT OF EDUCATION 7
Year 1

TIP Year 1 Completion Timeline
LDM

TIP Course Completion Processes

Requirement How it will be accomplished
1. Score of at least
80% in the online
summative test
This will be accomplished through the PDLMS. A certificate will be
issued after taking the summative test.
2. Portfolio of
required outputs
Each course has required output/s to be submitted and compiled
in a portfolio. This is indicated in the coursebook.
3. Accomplished
coursebook checked
by the mentor
The mentor checks the coursebook after each module is
accomplished. It will also be a good time for mentorship and for
newly hired teachers to ask for clarifications.
Course Requirements
In order to finish a course, the following are required:

● The TIP coursebooks are designed to be self-paced. Mentees will be
given deadlines on when they should accomplish a course, but they
have control over when they are most comfortable to accomplish them.
● The estimated time required and the list of required tasks per module
are provided to help the mentor and mentee plan or budget the time
allotted for the module. The mentee need not finish one course or
one module in one sitting. Moreover, mentees may actually take less
or more time depending on their pace.
Guide for Newly Hired Teachers (Mentees) and Mentors
Answering the coursebook

● Required resources and optional readings are listed at the beginning
of each module. Link to the repository of resources is provided.
● The coursebooks have required and optional tasks. Mentees should
answer the required tasks as they are designed to help them better
understand the key topics and, sometimes, provide opportunities to
apply their learning. Optional tasks enable them to explore the topics
more and enrich their understanding. Some required tasks involve
outputs to be compiled in the TIP portfolio.

● The coursebooks have a variety of activities which may be
accomplished through
i) individual work;
ii) collaboration with co-newly hired teacher;
iii) session with the mentor; or
iv) learning action cells (LAC).
It is recommended that the mentor and mentee establish a
schedule for the TIP catch-up or mentoring session and also for the
LAC session with other newly hired teachers in the school.

● Depending on the agreed schedule, the coursebook will be checked
by the mentor to monitor progress, provide inputs and resources,
and answer possible concerns.
● After having the coursebook checked by the mentor, the mentee could
already access and answer the summative assessment in the PDLMS.

● Mentees need to score at least 80% or 12 or above in the 15-
item quiz.
● After taking the quiz, mentees will get a certificate of completion
which will be included in their portfolio.
Answering the summative test

● The TIP portfolio is a compilation of all the portfolio outputs
required for each course. The number of outputs varies from one
course to another. This will serve as a final requirement for the course
completion. It also includes your summative assessment proof of
score.
● The portfolio may either be a physical compilation or an e-
portfolio, as agreed upon by the school management or by the
mentor and mentee.
Preparing the Portfolio

● At the end of each course, the mentor checks the portfolio outputs
and then records the summative assessment score.
● The mentor will sign a form certifying the mentee’s completion
of the course. Mentees should compile these in the portfolio. These
will be part of the requirements for the TIP Year 1 completion.
Preparing the Portfolio

Course Completion
● The mentor will certify the mentee’s completion of the course by
accomplishing a form stating that he/she has accomplished the
coursebook. This means that the mentee has submitted the portfolio
which contains the portfolio outputs and proof of passing score in the
summative assessment.
● The mentor will give the signed certificate of course completion to the
mentee. The mentee shall keep this in the portfolio.
● Upon completion of requirements for a course, the mentor shall
give the copy or link to the next TIP coursebook.

TIP Year 1 Completion
At the end of TIP Year 1, a mentee’s portfolio should contain the
following:
a. Portfolio Outputs from Courses 1-6
b. Summative Assessment Certificates of Completion for
Courses 1-6
c. Certificates of Completion for Courses 1-6

Aside from coaching, mentoring, and monitoring the progress of
newly hired teachers, mentors are also expected to regularly report
to the school head on progress updates, challenges encountered in
the conduct of the TIP, and other concerns.
The school head then reports to the TIP Division Coordinators who
also submit reports and updates to the NEAP-Regional (R) Office.
M&E form templates are included in the TIP package.
Monitoring and Evaluation
of the Teacher Induction Program (TIP)

TIP
Certificate of
Completion
Template

YEAR 2 &
YEAR 3
Coaching and Mentoring
Job-embedded learning
Differentiated Supervision
LAC Sessions
1 Formal Classroom
Observation per quarter
Submission of Year 2 Portfolio
(embedded in the RPMS)
Submission of Year 3 Portfolio
(embedded in the RPMS)
COMPLETION CEREMONY

In the second to third years of the program, beginning
teachers will utilize coaching and mentoring and
differentiated supervision at least twice in a quarter.
Outputs and agreements from the coaching and mentoring,
LAC sessions and differentiated supervision may be utilized
as means of verification (MOV) in the teachers’ portfolios. In
case a beginning teacher was not able to complete the
program due to unforeseen circumstances, he/she must be
given an extension not exceeding three months to finish the
program.

Beginning teachers with 1 year experience in DepEd, will have to complete
Year 1 to Year 2 of the IPBT and for beginning Teachers with 2 - 3 years of
experience, they will have to undertake Year 1 of the IPBT.
Years of Experience in DepEd Assigned Task
Newly hired Teachers will undergo Year 1 to Year
3 of the IPBT
Beginning Teachers with 1 year experience will undergo Year 1 to Year
2 of the IPBT
Beginning Teachers with 2 - 3 years of
experience
will undergo Year 1 of the
IPBT
Table 1: General IPBT Implementation Guide

February 10, 2022
Via Zoom
29

NEAP CO
a. Coordinates with other Central Office Bureaus on
IPBT-related processes to achieve the set of
objectives within timelines
b. Develops/revises IPBT Courses
c. Ensures that funds for IPBT-related activities are
available
d.Orients RO and Divisions on the program
implementation

NEAP CO
e. Provides technical assistance to NEAP R in the
implementation of the course
f. Conducts over-all monitoring and evaluation as the
policy owner
g. Provides technical assistance to the Regional QAD in the
monitoring and evaluation of the IPBT implementation
h. Submits reports to appropriate authorities as may be
required

NEAP-R
a. Serves as the IPBT Coordinator in the Region
b. Leads in the implementation of the IPBT in the
region
c. Coordinates with the Divisions with the
implementation of the IPBT
d.Provides TA to the divisions in the IPBT
Implementation

CLMD
Provides TA in terms of content and pedagogies
FTAD
Provides TA on the IPBT-related processes such as
coaching and mentoring as seemed necessary
QAD
Assesses and evaluates the IPBT implementation in
the Region

Schools Division Office (SDO)
Schools Division Superintendent
a. Organizes IPBT Management Team composed of ASDS, CID and
SGOD Chiefs, and HRD SEPS
b. Designates the IPBT Manager and IPBT Coordinator
c. Ensures integration of IPBT in the DED
Assistant Schools Division Superintendent
Co-leads in the planning and implementation of the IPBT in the Schools
Division especially in the conduct of the Division Orientation for PSDSs,
SEPS, Program Specialists, and Section Chiefs Division for the Orientation
of School Heads and Mentors

School Governance and Operations Division Chief
a. Serves as the IPBT Manager in the Division
b. Co-leads the planning and implementation of IPBT
c. Provides TA to IPBT Implementers (school heads, mentors,
mentees, and others) on administrative concerns
CID Chief
Provides TA on curriculum concerns

Public Schools District Supervisor
Coordinates with the school head in monitoring the implementation of
IPBT at the school level
HRD Senior Education Program Specialist
a. Collects and consolidate data on the prospective inductees
b. Coordinates with the school head, mentors, and mentees about
IPBT related processes in the School Division

School Heads
a. Leads the IPBT Implementation in the school
b. Provides school orientation on IPBT
c. Shows an appreciation of the mentoring relationship
d. Supports, encourages, and guides beginning teachers
e. Be involved in the selection of mentors and pairing of mentors
with their mentees
f. Facilitates opportunities for partners to collaborate
g. Ensures consistency of the program
h. Promotes collaboration within the whole school
i. Considers new teacher assignments carefully

Mentor
a. Attends the Orientation for In-School Mentors
b. Meets with the beginning teacher throughout the program
c. Familiarizes himself/herself with the IPBT Courses
d. Collaborates with the beginning teacher to provide support
in completing the coursebooks
e. Provides insight, support, guidance, advice, encouragement,
information and reflection
f. Assists in solving problems through coaching and
mentoring
g. Provides feedback to the beginning teacher
h. Acts as a role model, and confidante

Beginning Teacher
a. Attends the IPBT Orientation
b. Finishes the IPBT Coursebooks and completes the required
outputs
c. Participates in the IPBT activities
d. Meets regularly with mentor throughout the duration of the
IPBT
e. Solicits advice as needed
f. Attends other in-service training throughout the program
g. Participates in an evaluation of the program

Organizing the In-School Mentoring
25. The beginning teachers will be provided Self-Learning Coursebooks to be
completed within one school year. Coursebooks will be available online.
Schools Leaders may opt to give hard copies of the coursebooks depending on
the availability of the budget.
26. The Learning Action Cells (LACs) and In-School Mentoring shall be utilized
to support the teachers undertaking the guided self-study.
27. Differentiated supervision and formal classroom observation will be
provided by the School Heads and master teachers, department heads, and
other senior teachers.

28. The IPBT Mentor is a Department Head, Master,
or Key Teacher who is assigned to orient, mentor,
and supervise a beginning teacher. Mentoring
includes the intellectual, moral, and emotional
support given by more experienced teachers for the
personal well-being/growth and professional
development of beginning teachers especially in their
first until the third year of teaching.

Through one-on-one mentoring, whether done face-to-
face or virtual, the IPBT Mentors will guide the
beginning teachers in:
● completing the IPBT Courses;
● applying the knowledge, skills, and attitude that they
have learned in actual instruction;
● continuing the learning process that begins during
the IPBT; and
● improving their teaching practices and job
performance as stipulated in the PPST.

29. For IPBT, the School Heads may assign mentors to
the beginning teachers based on subject areas, grade
levels, and even personal compatibility. A mentoring
agreement is prepared and signed by both parties
including the areas the mentee would like to be
supported/assisted, strategies of support, and
frequency/schedule of meetings.

30. As partners, the mentor and the beginning teacher should:
● share mutual goals
● work collaboratively to develop the new teacher’s goals and
complete the mentoring agreement
● maintain confidentiality
● determine what the beginning teacher knows and what the mentor
can provide
● develop an openness/rapport enabling two people to agree/disagree
with dignity
● protect some on-the-job time for needed dialogue
● establish regular times for some pre-planned meetings together

Organizing the LACs
1. The School Heads can organize the Learning Action Cells among the
teachers including the beginning teachers such that each LAC,
composed of no more than 15 members per DepEd Order 35 s. 2016,
will have a senior teacher as LAC Facilitator.
Senior teacher refers to:
a. Master Teacher
b. Head Teacher
c. Department Head
d. Other senior teachers who have proven competence and potential to
lead the Learning Action Cell (LAC)

2. The LAC Facilitator shall closely coordinate with the School Head for
the:
a. Assignment of roles of the LAC members
b. Organizing and leading the team in the LAC sessions
c. Monitoring of progress of individual members
2. The LACs in the context of the IPBT will be the support system for the
beginning teachers in terms of understanding the learning areas/key
stages and its application in the classroom instruction.
2. The SDO, through their division and district supervisors, shall serve as
the LAC Coaches to the LAC Leaders.

5. The division coach assigned to the Learning Action Cells shall
be responsible for coordinating with the LAC leaders in terms
of:
● organizing and assigning roles in the LAC
● monitoring the progress of the LAC
● monitoring progress of individual members of the LAC in the
course modules
● providing individual technical assistance and/or coaching as
may be requested and as indicated in the TA/coaching Plan

Expenses
Expenses relative to the implementation of IPBT shall be
charged to the following:
NEAP HRD Funds - National Orientation of Trainers
(NOT)
Regional Training Fund - Regional Training
Division Training Fund - Division Training
School MOOE - School-based IPBT Activities

THE END

February 10, 2022
Via Zoom
51

Exit Quizzes of IPBT accessible in PDLMS
Uploaded in the PDLMS are Summative Assessments (Exit Quizzes)
only and NOT the coursebooks.
Beginning teachers must make an account in the PD LMS using their
deped.gov.ph email.
Teachers must accomplish each coursebook and required outputs
OFFLINE. Exit quizzes will be accessed online.
Exit quizzes per coursebook has two sets (SET A and SET B). Maximum of
2 attempts per set. Each attempt is given a maximum of 1 hour to finish.
Exit Quizzes are only a part of the YEAR 1 requirements of the 3 year IPBT
implementation.
Points to Remember

SET B can only be accessed / clicked when
they have failed SET A twice.
Once they pass the quiz (beginning teacher
got at least 80% rating on the quiz), a
certificate is automatically generated.
Teachers can use this as proof to be checked
by their mentors and to be placed in their
portfolio.
Points to Remember

Points to Remember
Exit quiz for the next coursebook will only be
activated if they pass the exit quiz of the
previous coursebook and when the
certificate of completion is generated.
Just like the coursebooks, the 6 quizzes are
NOT meant to be finished in one sitting.
Teachers have to finish each coursebook
OFFLINE first, before taking its quiz.

How to Access the Quizzes in the PD LMS
5 Steps to Access the Enhanced TIP (IPBT)
Coursebook Exit Quizzes in DepEd PDLMS
The Enhanced TIP Course in PD LMS will be opened for self-enrollment by
MARCH 2022, to give time for the series of orientations and creation of
DepEd email of beginning teachers.

Step 1: Go to https://training.deped.gov.ph

Step 2: Make sure you have a DepEd email. You must make an account in
the PD LMS using your deped.gov.ph email.

Step 3: You will find the Enhanced TIP Coursebook
Quizzes under NEAP Communication Package.

Step 4: Click the Enhanced Teacher Induction Program Course.

Step 5: Click "Enroll Me" to Access Enhanced TIP. You will then be
directed to the actual course page.

NEAP
Professional Development
Information System (PDIS)
Overview

NEAP PDIS
Professional
Development
Information
System
✔ Store
✔ Track
✔ Monitor
✔ Analyze
the participation of our valued teachers
and school leaders in learning and
development programs, courses, and other
Professional Development (PD)
interventions.

NEAP
SIMCARD
For NEAP SIM Recipients who have registered
already their sim cards, here are the steps in resetting
your PDIS password and updating your profile:

NEAP SIM Recipients with Registered Sim Cards
Step 1: Go to
https://pdis.deped.go
v.ph/password/reset.
You will arrive at a
webpage looking
like this:

NEAP SIM Recipient
Step 2: Enter your
@deped.gov.ph
email address.

NEAP SIM Recipient
Step 3: Open your
@deped.gov.ph email
account. You will find an
email coming from
pdis@deped.gov.ph or
pdis.neap@neap.ph.education
with subject line Reset
Password Notification.
If there is no email from
the PDIS in your Inbox,
kindly check your SPAM
folder.

NEAP SIM Recipient
Step 4: Click the
Reset Password
button indicated
in the email.
The email will
look similar to
this:

NEAP SIM Recipient
Step 5: You will be
directed to another
webpage. Enter your
desired password on
the fields indicated
and click Change
password when done.

NEAP SIM Recipient
Step 6: After a
successful password
reset, you will be
directed to update
your PDIS profile.
After completing all
the necessary fields,
you will be able to use
the features of the
PDIS.

NEAP SIM Recipient
Please note that other PDIS
features are still currently
being updated.
Additionally, your PDIS
password does not affect your
DepEd email password (vice-
versa).

NEAP SIM Recipient
For Non-SIM Recipients, Teachers I to
Master Teacher IV, register via
www.deped.gov.ph/neap/register.html
Wait for further instructions from NEAP
via email , notifying you that your PDIS
account has been created.
Then, reset PDIS account and update
your PDIS profile.

• For more information or inquiries on PDIS, email us at
neap.registrar@deped.gov.ph
• Visit and like the official Facebook page of NEAP at
https://www.facebook.com/DepEdNEAP and be updated with
the latest professional development opportunities!

Maraming salamat po!

Orientation on Pilot IPBT Implementation

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