Tip implementation manual

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Tip implementation manual

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Tip implementation manual

  1. 1. Teacher Education Council Department of Education 2007 TTEEAACCHHEERR IINNDDUUCCTTIIOONN PPRROOGGRRAAMM IImmpplleemmeennttaattiioonn MMaannuuaall
  2. 2. TEACHER INDUCTION PROGRAM Implementation Manual
  3. 3. All rights reserved. This Manual may not be reproduced in any form without the permission of the Teacher Education Council, Department of Education.
  4. 4. Foreword Together with the Commission on Higher Education (CHED), the Department endorses a “unified teacher training approach that will put in place a demand-driven teacher education program with public schools as laboratories for extensive internship program.” The DepEd shall “institutionalize the Teacher Induction Program in the division and school levels” as mandated in the Medium-Term Philippine Development Plan. (MTPDP 2004-2010). Self-instructional modules were piloted in fifteen school divisions, and after a year of monitoring and evaluation the final version of the materials were ready for mass implementation to “systematize, structure and organize” the Teacher Induction Program (TIP). The TEC action is in accordance with the implementation of the Teacher Empowerment to Achieve Competence and Humaneness (Project TEACH), one of the recommendations in the Philippine Agenda for Educational Reform (PCER). The TIP Implementation Manual is intended for the use of key school officials and other personnel who will be involved in the mass implementation of the Induction Program of the Department of Education. It explains the rationale, goals and objectives of the Program and outlines the proposed details of implementation. It also gives an overview of the design and contents of the different modules. The DepEd envisions an organized TIP as a structure to strengthen the link between preservice and inservice education and a continuing professional development to enhance teacher effectiveness in accordance with the Teacher Education and Development Program (TEDP) and National Competency – Based Teacher Standards (NCBTS). I trust that this mass Implementation Manual will bring us closer to our goal of providing quality education for all. JESLI A. LAPUS Secretary, Department of Education Chairman, Teacher Education Council i
  5. 5. Message The Teacher Induction Program (TIP) is a vital component of the Teacher Education and Development Program (TEDP) which provides a continuum from preservice to inservice training. While the TIP modules are designed to be self- instructional, the beginning teachers may need mentoring as integral component of the support system in the division and school levels. The DepEd envisions that mentoring shall enhance teacher leadership and empowerment of school heads as they institutionalize the induction program in the long term. The modules shall be made available to all elementary and secondary schools in the country as we implement a structured and organized induction program for the beginning teachers. Hopefully, we shall have empowered and trained professional teachers imbued with the genuine sense of dedication and commitment and who internalize that… The task of the teacher today is not to complete the learning process But to continue it; Not to cover the whole subject But to help students understand the process of acquiring knowledge; Not to encourage the answering of questions But to question the answer; Not to stress remembering and reviewing But to build a program of practical applications for students so that they will remember and review; Not to dictate But to guide students toward living fuller and more responsible lives.(Sharkan and Goodman) Let us live by the dictum that teaching is “lifelong learning”. Undersecretary for Programs and Projects ii
  6. 6. Acknowledgment The Teacher Education Council (TEC) acknowledges the collaborative support for the Teacher Induction Program (TIP): the Former Secretaries of the Department of Education Hon. Edilberto de Jesus, Hon. Florencio B. Abad and the Officer-in-Charge, Undersecretary Fe A. Hidalgo; Hon. Jesli A. Lapus, Incumbent Secretary; Undersecretary Vilma L. Labrador and Chair, NCCA; the ex-officio and regular members of the TEC: the Commission on Higher Education (CHED), Professional Regulation Commission (PRC), National Commission for Culture and the Arts (NCCA);and former zonal and teacher group representatives in the Council, namely: Dr. Rosita L. Navarro, Dr. Teresita T. Tumapon, Dr. Nilo E. Colinares, ASDS Priscila C. de Sagun, and Ms. Jean B. Borlagdan. The expertise of the module writers is gratefully acknowledged: Lydia Agno, Pierangelo Alejo, Lolita Andrada, Remedios Avellona, Purita Bilbao, Wilhelmina Borjal, Allan Canonigo, Helen Caparas, Emiliana dela Cruz, Leny delos Reyes, Luz de Leon, Ofelia Flojo, Carolina Guerrero, Avelina Llagas, Melchora Lamorena, Ester Lozada, Isabelo Magbitang, Miguela Marasigan, Jocelyn Marcial, Grace Estela Mateo, Gladys Nivera, Aida Orosa,Twila Punsalan, Lidinila Luis-Santos, Narcisa Sta. Ana, Rosita Tadena, and Crisanto Tomas. We extend our appreciation to the reviewers: Lourdes Baello, Luzonia Bayot, Priscila de Sagun, Aurora Franco, George Garma, Paraluman Giron, Vilma Labrador, Avelina Llagas, Jocelyn Marcial, Grace Estela Mateo, Bernadette Pablo, Eva Robles, Luz Rojo, Minda Sutaria, Antonio Torralba, and Teresita TUmapon. To the editors Bernadette Pablo and Cecilia Alip, our appreciation for their untiring efforts and guidance in the completion of all the modules. Our sincerest gratitude to the fifteen school divisions for their participation in the TIP Pilot Implementation, namely: Bulacan, Pampanga, Nueva Ecija, Cavite, Rizal, Laguna, Bohol, Cebu, Negros Oriental, Cotabato, General Santos City, Sultan Kudarat, BEAM, Quezon City, Pasig City/San Juan, and Caloocan City. The TIP managers composed of the Schools Division Superintendents and their Assistants, the division supervisors, district supervisors and school heads gave their all-out support for the TIP pilot implementation. Special participation of the private basic education schools in Iloilo City, Cagayan de Oro City and in Manila are also acknowledged. Likewise, the Educational Program Supervisors from the concerned regions supported the monitoring and evaluation of the try-out activities. iii
  7. 7. Our gratitude to the UNICEF, the TEEP-CPISU and the BEAM for their generous support to the TIP; and to the teacher education institutions and participants in the zonal consultative conferences for their inputs to the TIP. To the TEC-TIP Consultant, Dr. Avelina T. Llagas, our sincere appreciation for her untiring efforts and guidance in the completion of this Implementation Manual. The lean staff of the TEC Secretariat managed to complete the encoding, formating and layouting of the manuscripts: Llova O. Balanon, Rex Augus M. Fernandez, Vivien R. Gacula, Jun M. Garcia, Frederick S. Gregorio, Christian V. Maliwat and Lemuel C. Valles. BEATRIZ G. TORNO Project Director, Teacher Induction Program Executive Director II, Teacher Education Council iv
  8. 8. TABLEOFCONTENTS Page Foreword i Message ii Acknowledgment iii Background and Rationale for the Teacher Induction Program (TIP) 1 The TIP Pilot Implementation 2 • Monitoring and Evaluation 3 • Best Practices 4 • Highlights of the Focus Group Discussions (FGDs) 7 Program Overview 12 Module Contents 14 • Module 1- Educational Laws and Surveys Programs and Projects of the Department of Education 14 • Module 2 -The Philippine Basic Education Curriculum 16 Module 2.1 - Multigrade Teaching 17 Module 2.2 - Alternative Learning System 18 Module 2.3 - Grading for Performance 19 • Module 3 -Responsibility and Accountability of a Filipino Teacher 19 • Module 4 -Professionalism and Personal Welfare 20 • Module 5 -School and Community Partnership 20 • Module 6 -Curriculum and Instruction 22 Module 6.1 - The Teaching of English 26 Module 6.2 - The Teaching of Filipino 28 Module 6.3 - The Teaching of Mathematics 29 v
  9. 9. Module 6.4 - The Teaching of Science 31 Module 6.5 - The Teaching of Makabayan 32 Module 6.6 - The Teaching of Araling Panlipunan 33 Module 6.7 - The Teaching of Edukasyon sa Pagpapahalaga at Edukasyong Pagpapakatao 34 Module 6.8 - The Teaching of Music, Arts, Physical Education and Health (MAPEH) 36 Module 6.9 - The Teaching of Technology and Livelihood Education (TLE) 37 Module Design 38 Module Structure 38 The TIP Mass Implementation 39 A. Delivery Mode for Mass Implementation 39 B. Program Workload and Time Schedule 42 C. Assessment of Learning Outcomes 42 TIP Form No. 01 – Personal Information of Teacher Inductees 46 TIP Form No. 01-A – Self-Rating Scale for Teacher Inductees 47 TIP Form No. 02 – Personal Information of the Mentor 50 TIP Form No. 03 – Performance Evaluation of Inductees 51 TIP Form No. 04 – Inductee’s Evaluation of the Teacher Induction Program (TIP) 53 TIP Form No. 05 – Monitoring and Evaluation of the Teacher Induction Program Mass Implementation 55 TIP Form No. 06 – External Evaluation of the Teacher Induction Program 57 D. Monitoring and Evaluation 59 Mentoring : A Component of TIP 61 Challenges in Operationalizing the Teacher Induction Program 64 Acronym 69 Glossary 69-a Bibliography 70 vi
  10. 10. vii Appendices 72 • Appendix A DepEd Order No.36, s. 2006 Orientation Seminar - Workshop for the Pilot Implementation of the Teacher Induction Program for Beginning Teachers in the Public Schools. 73 • Appendix B DepEd Order No.66, s. 2006 Corrigendúm to DepEd Memorandum No.36, S. 2006 Orientation Seminar - Workshop for the Pilot Implementation of the Teacher Induction Program for Beginning Teachers in the Public Schools. 78 • Appendix C DepEd Memorandum dated August 23, 2006 Conduct of Focus Group Discussion (FGD) on the Pilot Implementation of the Teacher Induction Program for Beginning Teachers in the Public Schools. 79 • Appendix D DepEd Memorandum No. 468, S. 2004 dated December 10, 2004 National English Proficiency Program (NEPP) Phase II Mentor Training Program: Facilitating Mentor Learning 81 • Appendix E DepEd Memorandum dated October 10, 2005 Guidelines on the Implementation of “Gabay” or Mentoring Program in the Elementary Schools in the ARMM and Region IX. 83 • Appendix F Sample Division TIP Plans 85 • Appendix G Sample School Improvement Plan 96 • Appendix H Sample Annual Implementation Plan 97
  11. 11. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 1 The Teacher Induction Program (TIP) Background and Rationale 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 preservice 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, 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.
  12. 12. 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, 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 TIP Pilot Implementation The TIP modules are intended to be used as resource base for the Teacher Induction Program (TIP) to be institutionalized by the DepEd. However, the quality of its outcomes will depend not only on the learning resources but also on the quality of the delivery system. • Delivery System 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.
  13. 13. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 3 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). The 15 pilot school/city divisions were the following: Region III- Bulacan, Pampanga, Nueva Ecija; Region IV-A – Cavite, Laguna, Rizal; Region VII- Bohol, Cebu, Negros Oriental; Region XII- Cotabato, General Santos, Sultan Kudarat; NCR – Caloocan City, Pasig City/ San Juan, Quezon City. Parallel try-outs were conducted by the Basic Education Assistance in Mindanao (BEAM) and in selected private schools in Iloilo City, Cagayan de Oro City, and Manila. The try-out was supervised by TEC in collaboration with West Visayas State University, Iloilo City; Liceo de Cagayan, Cagayan de Oro City; Centro Escolar University and University of Santo Tomas, Manila. • Monitoring and Evaluation Monitoring and evaluation was integral to the TIP pilot implementation. The TEC conducted Focus Group Discussions (FGDs) as part of the monitoring and evaluation of the pilot implementation in the 15 pilot school divisions and in the parallel try out schools. The activities aimed to: (1) validate comments and recommendations on the module evaluation as bases for the revision and finalization of the modules, and (2) gather indepth feedback on the pilot implementation. Feedback from the FGDs, the module evaluation and interview with the TIP managers, coordinators, mentors, and inductees were the bases of the revision and
  14. 14. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 4 finalization of the writers. It was gratifying to note in the monitoring and evaluation process, the participants were unanimous that the TIP should be institutionalized by DepEd. They envisioned a more structured and systematic teacher induction program with the availability of modules in every school. Feedback from inductees and mentors provided invaluable insights into the need of a structured induction program expressed spontaneously during the FGDs and in the module evaluation, as follows: • Induction helps new teachers build their self-confidence and self-esteem. • It decreases unproductive stress in the learning environment/work place. • The mentors found the modules very helpful in their work; they learned and relearned concepts/practices of their responsibility and accountability. • The mentoring component led to productive professional relationships as trust developed through regular meetings and the sharing of expertise. • Strong leadership at the division and school level is a key to successful implementation of the TIP. • The inductees and their mentors viewed themselves as continuous learners and acknowledged that time allocation for the modules, providing support and on-going feedback were important components of TIP. • Best Practices Best practices were shared and observed during the monitoring and evaluation of the pilot implementation. A school division gathered the inductees and mentors for 17 Saturdays with joint funding from the schools of the inductees and the local government unit. The overview and objectives of the modules were discussed; the inductees brought home the modules and worked on their own pace. Assistance of mentors was available when needed, including class observations. Collegiality among the school heads, mentors who were mostly division supervisors and the inductees was developed and better teaching performance of inductees was observed.
  15. 15. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 5 Another pilot division recorded the preassessment and postassessment results of the inductees for each module they worked on. Significant improvement was reported. The inductees felt confident that they had their mentors to approach when they needed support. The teachers expressed that the modules were not only for beginning teachers but also for experienced teachers for their continuing professional development. There was a unanimous endorsement for the TIP Mass Implementation. Pictorial highlights of the Orientation Seminar-Workshop for the TIP Pilot Implementation and Focus Group Discussions (FGD) are on the next pages. The Technical Working Group of the Teacher Education and Development Program (TEDP) - Basic Education Sector Reform Agenda (BESRA) and the TEC endorse the mass implementation and institutionalization of the Teacher Induction Program during the Strategic Planning Workshop in November, 2007, Development Academy of the Philippines (DAP), Tagaytay City.
  16. 16. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 6 Zonal Orientation Seminar-Workshop for the TIP Pilot Implementation Luzon Cluster Former Undersecretary Fe A. Hidalgo gives the keynote message. March 8-10, 2006 Oasis Hotel, Clarkville, Clark Angeles City Visayas and Mindanao Cluster Undersecretary Vilma L. Labrador addresses the participants. March 15-17, 2006 Cebu Business Hotel Cebu City BEAM Region XI, XII and ARMM Mid-term Review Meeting September 5, 2006 BEAM Office, Davao City
  17. 17. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 7 Highlights of Focus Group Discussions (FGDs) The set of Modules are informative, interactive and user- friendly. Our mentors are very supportive. The Inductees Division of Pasig City/San Juan We taught in the private schools for sometime. The Modules familiarized us on the culture of the public school system and our responsibility and accountability as teachers. The Inductees Division of Caloocan City The spirit of collegiality is very much alive among the inductees, mentors, coordinators and the TIP Work Team. They are mutually inspiring. The Inductees Division of Quezon City The Modules are not only useful for the beginning teachers but also for the experienced teachers. We request for ample time to work on the Modules. Summer break is recommended. The Mentors Division of Bulacan
  18. 18. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 8 We were surprised, bothered and shocked when we were chosen inductees. But as we did the Modules in our own pace and with the support of the mentors and school heads, we felt lucky to be involved in the TIP. The Inductees Division of Pampanga We observed that the inductees became more cooperative and confident as they did Modules 1-5 and one learning area in Curriculum and Instruction. They welcomed class observation and post conferences with department heads and school heads. The Mentors Division of Nueva Ecija Mentoring was exciting, challenging, rewarding and enjoyable experience. For the inductees coming from far-flung schools we kept in touch through text messaging. The inductees’ interest in reading the modules improved over time. The Mentors Division of Cavite City The TIP Task Force held regular sessions to ensure that everything would be carried out as planned. The modules are very helpful in enhancing and upgrading the competencies of new teachers. The TIP should be institutionalized. The TIP Task Force Division of Rizal
  19. 19. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 9 At the beginning the inductees were nervous and less confident. As they worked on the Modules we noted their transformation to teachers with self- confidence and improved teaching performance. The Coordinators/School Heads Division of Laguna We would like to involve all new teachers in the division. We need the modules to institutionalize TIP. May the satisfactory completion of the modules be a basis for a permanent teaching position? The Mentors Division of Cebu City We pledge to support the inductees by developing the mentoring component of the TIP. Mentors need to be trained. The Mentors Division of Bohol Our experiences as coordinators contribute to our professional development We read and studied the TIP Modules ourselves which served as a refresher course. The Modules should not only be for new teachers but for everybody including school heads/supervisors. The Coordinators Division of Negros Oriental
  20. 20. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 10 Our co-teachers borrowed the TIP Modules from us so they could also learn. Our principal was very understanding; we were deloaded to give more time to work on the modules. The Inductees Division of Sultan Kudarat Commitment and proper attitude to implement the TIP, not resources, are what matters. We have the needed manpower even for mass implementation. The TIP Managers Division of Cotabato Our experience as TIP Coordinators was fulfilling and satisfying but demanding with respect to time management. May we have the Modules in CDs? The Coordinators Division of General Santos The Modules are a great help not only to novice teachers but also to experienced mentors. If used in the private schools the linkage and networking of the private with the public schools would be enhanced and not compartmentalized. Private School Inductees Venue: Liceo de Cagayan University Cagayan de Oro City
  21. 21. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 11 The Modules are complete and appropriate in content; provided us with current teaching strategies and are very good review materials for LET. Our problem was time allocation on the modules in addition to our teaching loads. Private School Inductees Venue: West Visayas State University Iloilo The Modules (revised) need to be made available to schools, to the school heads, mentors and inductees. School MOOEs could contribute to the reproduction. Delivery of the program could be considered during the summer vacation. Basic Education Assistance for Mindanao Induction is important to help teachers build their self-confidence and self-esteem, hence decreasing unproductive stress. Newly appointed teachers, reappointed teachers who heve left teaching and returning, transferees from the private sector and from other schools, districts, division and regions need to undergo the TIP. Technical Working Group Division of Davao del Norte We express deep gratitude for the BEAM project in funding our involvement in the TIP Pilot Implementation and the ongoing support to the Technical Working Group). Technical Working Group Division of Davao Oriental
  22. 22. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 12 Program Overview The Teacher Education Council (TEC) has packaged a set of 17 self- instructional modules and Implementation Manual to serve as knowledge, skill, and attitude inputs for an induction program for beginning teachers with three years experience or less. This flagship project is in consonance with the Teacher Education Development map linking preservice education, licensure of teachers, recruitment, deployment, recognition system and continuing inservice training of the DepEd. The TEC envisioned a systematized nationwide TIP for beginning public school teachers and may be expanded to include private basic education schools. The Teacher Induction Program is in consonance with the Teacher Education and Development Program (TEDP), a Key Reform Thrust of the Department of Education. Figure 1 below shows a “unified system” of preservice and inservice training linking “ the Initial Entry to teacher education, Preservice Training to Teacher Retirement CHED/TEIs Entry to Teacher Education National Competency Based-Teacher Standards Pre-Service Teacher Education (BEEd/BSEd/PGC Teacher Licensure In-Service Education and Professional Development Teacher Induction Teacher Human Resource Planning, Recruitment, Selection, Deployment and Recognition System DepEd* and CSC DepEd PRC Figure 1 The Teacher Education Development Map DepEd/CHED/TEIs * Includes public and private schools CHED/TEIs/Schools
  23. 23. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 13 Licensure, Recruitment and Development within the system, Induction Training, Inservice and Professional Development and finally, Retirement. The agencies with primary responsibility for implementing each stage in the cycle are also shown in the map….” (Bernardo, 2006). The core of the TEDP is referred to as the National Competency-Based Teacher Standards (NCBTS) which concerned agencies should adopt for their teacher development efforts. The seven domains of the NCBTS is shown is shown in Figure 2. A more detailed discussion the NCBTS is in Lesson 3 of Module 3 entitled Responsibility and Accountability of a Filipino Teacher.
  24. 24. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 14 Module Contents The set of self-instructional materials consists of the following modules: Module I has two parts: Part I deals with the constitutional mandate, legal bases and various laws on education that clarify the rights, responsibilities and accountabilities of a teacher. It also focuses on the mission/vision and organizational structure of the Department. It is important that beginning teachers internalize their roles, rights, obligations and accountability as they perform their functions as a professional teacher. Part II focuses on the programs and projects of the Department through the years to achieve the goal of improving the quality of basic education. The various programs and projects that are foreign-assisted as well as the national initiatives are discussed in the second part. The detailed description of each project will help the teachers to identify which project is being implemented in their school and to clarify their role as implementors. The lesson on the school culture inherent in the system and structure of the Department gives the new teachers a perspective and insight into the organization they are about to join in and reality check in the learning environment. Part I – Educational Laws and Surveys Lesson 1 – Legal Bases of Education Lesson 2 – Excerpts of Educational Laws and Surveys Lesson 3 – Organizational Structure and Governance of Basic Education Lesson 4 – School Culture MODULE 1 Educational Laws and Surveys Programs and Projects of the Department of Education
  25. 25. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 15 Part II – Programs and Projects Lesson 1 – Foreign-Assisted Programs / Projects • International Cooperation Administration-NationalEconomic Assistance Project (ICA-NEC) • Program for Decentralized Educational Development (PRODED) • Secondary Education Development Project (SEDP) • Secondary Education Development Improvement Project (SEDIP) • Philippines-Australia Project in Basic Education (PROBE) • Basic Education Assistance for Mindanao (BEAM) • Third Elementary Education Project (TEEP) • Child-Friendly Schools System (CFSS) • 2003 Trends in Mathematics and Science Study (TIMSS) Lesson 2 – National Initiatives • Science and Technology Education Plan (STEP 2) • Accreditation of Public Elementary Schools • Accreditation of Public High Schools • High School Bridge Program • Every Child A Reader Program (ECARP) • National English Proficiency Program (NEPP) • Strong Republic Schools-Distance Learning Programs (SRS-DLP) • Brigada Eskwela • Adopt-A-School Program • Schools First Initiative (SFI) • School – Based Management (SBM) • Strengthening Basic Education in the Visayas (STRIVE) • Library Hub • Basic Education Sector Reform Agenda (BESRA) • Redesigned Technical-Vocational Education Program (RTVEP)
  26. 26. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 16 This module is about the Basic Education Curriculum (BEC) which sets the standards for what students should learn in basic education, which in the Philippines includes from Grades I-VI and First year –Fourth Year High School, a total of ten years in all. The BEC spells out the knowledge, skills, habits and attitudes the students should learn. It guides the teachers on the subject matter content for every grade/year level. Lesson 1 How Do You Know where You Want To Go? Know Your Curriculum Lesson Objectives The EFA 2005-2015 Plan of Action Goals of EFA EFA’s Critical Tasks What is a Curriculum? Why Do We Need a Curriculum? Why Do We Have a National Curriculum? How Do We Indigenize/Localize the Curriculum? Why Do We Have a Bilingual Policy? Lesson 2 Why Restructure the Curriculum: A Little Bit of History Lesson Objectives The National Elementary School Curriculum (NESC) The New Secondary Education Curriculum (NSEC) Evaluation of the NESC & NSEC The Rationale for the Basic Education Curriculum (BEC) Lesson 3 I Know the BEC: How Do I Make It Alive? Lesson Objectives Features of the BEC The Structure of the 2002 Basic Education Curriculum The Philippine Elementary Learning Competencies (PELC) and the Philippine Secondary Learning Competencies (PSLC) MODULE 2 The Philippine Basic Education Curriculum
  27. 27. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 17 Lesson 4 Alive! But How Do I Make, The Curriculum Work? The Curriculum, Instruction and Assessment Model (CIA) You and the Instructional System The Role of Textbooks and Other Instructional Materials You and Your Mastery of Subject Matter The module on Multigrade Teaching is divided into four parts: Part I compares and contrasts teaching in a multigrade classroom and teaching in a single-grade classroom. Part II describes the components of a multigrade classroom as a learning environment and explains the various roles of the teacher, the learners and other stakeholders who are a source of support for the multigrade classroom. Part III outlines the learning areas. Part IV describes the different strategies that have been found effective in a multigrade classroom. Part I – The Multigrade Program Lesson I – The Multigrade Program in the Philippines Lesson 2 – Basic Principles Underlying Multigrade Teaching Part II – The Components of a Multigrade Classroom Lesson 1 – The Human Resources in a Multigrade Classroom Lesson 2 – The Physical Environment PART III – Teaching and Learning Processes in the Multigrade Classroom Lesson 1 – The Curriculum Lesson 2 – Organizing Curriculum PART IV – Teaching Strategies for Multigrade Classes Lesson 1 – Methods Commonly Used Lesson 2 – Group Work and Grouping as an Instructional Strategy Lesson 3 – Self-Directed Learning and Peer Teaching MODULE 2.1 Multigrade Teaching
  28. 28. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 18 This module describes the alternative learning system (ALS) provided by the Department of Education to help those who cannot “go to school to learn “or who do not want to “go to school to learn“. Its clientele include those who have never attended school and those who have dropped out of school. Their reasons for staying out of school are varied (e.g. absence of a school in the community, need to work to augment family income, lack of money for school related expenses, gender discrimination, disability, etc.) but generally the reasons are linked to poverty. The module also includes a brief overview of ALS in the Philippine setting and in the context of global development. Lesson 1 - Historical Context of ALS Lesson 2 - The ALS and Formal Education Fig. 1 The Two Paths to Basic Education Fig. 2 A Conceptual Framework on the Relationship Between Formal Education and the Alternative Learning System Major Aspects of Comparison Fig. 3 The Learning Programs Fig. 4 The Setting for Learning Fig. 5 The Teacher Fig. 6 The Age of the Learner Fig. 7 The Curriculum Fig. 8 The Learning Materials Fig. 9 The Teaching Methodology Fig. 10 Assessment of Learning MODULE 2.2 Alternative Learning System
  29. 29. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 19 This module aims to explain the rationale and principles of performance-based assessment. It also defines the implementing guidelines as contained in DepEd Order No. 33, S.2004. Lesson 1- Assessment in the Curriculum Lesson 2- Rationale and Principles of Performance-based Assessment Lesson 3- Implementing Guidelines Lesson 4- Use of Rubrics Module 3 focuses on the most important determinant in the entire school system, the Filipino teacher. This module deals with his/her roles, responsibilities and accountabilities based on the Filipino core values and the principles of teaching and learning. Key concepts on Magna Carta for Teachers, Teacher Education Development Program (TEDP) and the National Competency – Based Teacher Standards (NCBTS) will also be discussed thoroughly. Lesson 1- Roles, Duties, and Responsibilities of a Teacher Characteristics of a Teacher Qualifications, Rights, and Privileges of a Teacher in the Magna Carta for School Teachers Lesson 2- Code of Ethics The Teacher and the State The Teacher and the Profession The Teacher and the Learners Lesson 3- Professional Development Guide for Teachers Teacher Education and Development Program (TEDP) National Competency – Based Teacher Standards (NCBTS) Performance Appraisal System for Teachers (PAST) Lesson 4- Record Management Anecdotal Record and Communication to Parents Pupils’/Students’ Records MODULE 2.3 Grading for Performance MODULE 3 Roles, Responsibilities and Accountabilities of a Filipino Teacher
  30. 30. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 20 This module is all about the teacher as a person and as a professional. It deals with the benefits and privileges teachers enjoy. Providing a support system to beginning teachers is very crucial in the light of the increasing demands of the profession. What makes a good teacher? What qualities must he/she have? What are the rewards of teaching? These are some of the questions new teachers usually ask. This module attempts to answer such questions. It will help new teachers reflect and clarify their personal and professional attributes. It may even open doors for their professional growth and development. Lesson 1 – The Teacher as a Person Lesson 2 – My Career Path as a Teacher Lesson 3 – The Teacher as a Professional Lesson 4 – Personal and Professional Welfare of a Teacher Lesson 5 – Empowering Teachers through Active Participation in Professional Organization This module identifies the various community resources that can serve as context for learning and teaching. It discusses how teachers can establish linkages between the school and the community for mutual benefits and describes the different roles of teachers in the community where the school is situated. It explains how the school can harness the support of the Local School Board, the Parent-Teacher- Community Association as well as the various GO’s and NGO’s. Lesson I – Community as a Context of Teaching and Learning Lesson I-A – The Community: Its Sociological, Economic and Cultural Features Lesson I-B – The Community Resources Lesson I-C – Teaching and Learning from and in the Community MODULE 4 Professionalism and Personal Welfare MODULE 5 School and Community Partnership
  31. 31. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 21 Lesson II – Community-Based Roles of the Teacher Lesson II-A – Community Expectations of Teachers Lesson II-B – Teachers as Members of the Community Lesson II-C – Teachers as Citizens of the Country Lesson III – The School and Community Partnership Lesson III-A – The Role of the School Community Lesson III-B – The School Partners and Key Stakeholders Lesson III-C - Achieving Child-Friendly School Through School and Community Partnership Lesson IV – Parent-Teacher-Community Association (PTCA) As School Partner Lesson IV-A – What PTCA Is Lesson IV-B – Harnessing School Support from the PTCA Instruments for every school to assess its capabilities and performance in attaining EFA goals are developed, introduced, propagated and adopted. Stakeholders at every school – school head, teachers, students, parents, community leaders - use the process and results of school assessment as their platform for identifying and implementing school or community actions for continuous (and accountable) improvement of school quality. The assessment process leads to the formulation of a “social contract” between the school and the community, with the support of the educational authorities. Activities are geared to get stakeholders at every school in the country to take collective responsibility for their own school’s educational performance. Philippine-EFA 2015 Plan
  32. 32. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 22 Educational accountability is anchored on a clear understanding of the concepts and implementation of the curriculum, instruction and student achievement/ performance. The series of TIP Modules include a discussion of the Basic Education Curriculum (BEC) (Module 2); Instruction and Assessment are integral in each of Modules 6.1 to 6.9. A separate module on Grading for Performance (Module 2.3) guides the beginning teachers in assessing student achievement. • Curriculum The framework of the Basic Education Curriculum includes the four pillars of learning: learning to be, learning to know, learning to do, and learning to live together (Delors, 1998) in its vision of educating a Filipino learner who is nationalistic, critical and creative, productive and service-oriented, functionally literate, and equipped with life-long skills (2002 BEC). Module 6 Curriculum and Instruction As Educators, as teachers of the Filipino youth and the future of our great nation, we have the moral duty to ensure that our youth is given the education they deserve… (Secretary Jesli A. Lapus, 2006) Learning to Know, by combining a sufficiently broad general knowledge with the opportunity to work in depth on a small number of subjects; this also means learning to learn… Learning to Do, in order to acquire not only an occupation skill but also, more broadly, the competence to deal with many situations and work in teams. Learning to Live Together, by developing an understanding of other people and an appreciation of interdependence – carrying out joint projects and learning to manage conflicts – in a spirit of pluralism, mutual understanding and peace. Learning to Be, so as to better develop one’s personality and be able to act with greater autonomy judgement and personal responsibility. (Delors, 1998)
  33. 33. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 23 There has been much recent attention to standards for curriculum, instruction and assessment. The National Competency Based – Teacher Standards (NCBTS) in Module 3, specifically Domain 2 on Learning Environment; Domain 3 on Diversity of Learners; Domain 4 on Curriculum; and Domain 5 on Planning, Assessment and Reporting set the standards for curriculum content and implementation, authentic instruction, and authentic assessment. • Authentic Instruction Newmann and Wehlage, (1992) set five standards of authentic instruction namely: (1) Higher-Order Thinking (2) Depth of Knowledge (3) Connectedness to the World Beyond the Classroom (4) Substantive Conversation (5) Social Support for Student Achievement. Criteria for each standard are set in a scale of 1 to 5 as shown below: The standards may be used to observe instruction. As the lesson gains in authenticity the teacher reflects on his/her teaching and prepares to conduct authentic assessment of learning outcomes. Five Standards of Authentic Instruction 1. Higher-Order Thinking lower-order thinking only 1…2…3…4…5 higher order thinking is central 2. Depth of Knowledge knowledge is shallow 1…2…3…4…5 knowledge is deep 3. Connectedness to the World Beyond the Classroom no connection 1…2…3…4…5 connected 4. Substantive Conversation no substantive conversation 1…2…3…4…5 high-level substantive conversation 5. Social Support for Student Achievement negative social support 1…2…3…4…5 positive social support Source: Newmann and Wehlage,1992 Beginning teachers have two jobs: (1) they have to teach; (2) they have to learn to teach. (Nemser and Remillard , 1991) If all children are to be effectively taught, teachers must be prepared to adopt the substantial diversity in experiences that children bring with them to school… ( Murray, 1992)
  34. 34. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 24 • Authentic Achievement TIP Modules 6.1 to 6.9 present teaching strategies and performance assessment for each learning area. Authentic assessments are characterized by tasks and activities to enhance higher-order thinking, real-life interdisciplinary tasks, and self-assessment. The teacher sets high expectations for the class and moves instruction toward more authentic forms of instruction. In planning an instructional activity the teacher may consider concepts he/she wants students to learn (content), how those topics fit with other topics (curriculum), how appropriate the activity is for a particular group of students (learners), what might be difficult for them (learning), and what students do and do not understand or perform (assessment). Assessment of learning outcomes shall aim to align and modify instruction and design teaching strategies which are integral part of instruction. • Knowledge Base Reynolds (1992) prepared a synthesis of research reviews on effective teaching and learning to teach. She used it to frame a set of teaching tasks that beginning teachers should be able to perform. Having an adequate knowledge base means being able to do the following: 1. Plan lessons that enable students to relate new learning to prior understanding and experience 2. Develop rapport and personal interactions with students Knowledge is the primary source of professional expertise contributing to the clinical ability of teachers rather than as a source of systems and standard operating procedures. (Donmoyer, 1992)
  35. 35. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 25 3. Establish and maintain rules and routines that are fair and appropriate to students 4. Arrange the physical and social conditions of the classroom in ways that are conducive to learning and that fit the academic task 5. Represent and present subject matter in ways that enable students to relate new learning to prior understanding and that help students develop metacognitive strategies 6. Assess student learning using a variety of measurement tools and adapt instruction according to the results 7. Reflect on their own actions and students’ responses in order to improve their teaching (Reynolds, 1992, p. 26) Professional accountability starts from the presumption that the basis for quality teaching is knowledgeable and committed teachers who draw on knowledge about their diverse learners in deciding what and how to teach and assess student achievement. It may be well for school heads, mentors, and teachers to be alert on a shifting paradigm – from a focus on what teachers do to a focus on “ how they think and then on what they know and how they organize and use their knowledge” (Reynolds, 1992). Every teacher shall actively help insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling. (Code of Ethics for Professional Teachers, 1997) Refer to the domains in the NCBTS (Module 3). Match the knowledge base activities listed above with the teacher standards. It is advisable for the TIP coordinator/mentor to reproduce this section on Curriculum and Instruction as background reading for the inductees before they start working on any of Module 6.1 to Module 6.9.
  36. 36. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 26 This module presents a systematic program of study intended for teachers of English in the BEC. It maintains a consistent link between theory and practice by providing learning activities to illustrate and test theoretical ideas. It consists of five lessons. Lesson I focuses on teaching listening--what listening is, why we do listening, and what the different types of listening are. It also provides sample activities for listening comprehension. Lesson 2 deals with the nature of the oral communication process, the barriers to effective communication, and suggestions to improve one’s speaking ability. Lesson 3 focuses on teaching reading which anchors on the five areas of reading instruction, namely, phonemic awareness, phonics and decoding, vocabulary and word recognition, fluency, and comprehension. Each of these elements, together with the development of higher order thinking skills, is vital if children are to become successful, thinking, and literate adults. Varied strategies are provided that illustrate effective classroom practices to enable students to read for meaning. It also stresses the role of reading in the content areas. The sample lesson plans show how these strategies work to foster active and engaged reading. Lesson 4 deals with the teaching of writing and how it can be made more interesting and meaningful to students. It discusses the nature of writing and explains the writing process. It also gives suggestions for marking written compositions. Lesson 5 focuses on assessment, both traditional and authentic. It provides sample assessment and evaluation instruments for classroom use. Sample tests are included to serve as models in constructing language tests. Lesson 1 Teaching Listening Why Listen The Listening Process How People Listen Choosing the listening texts Integrating Listening with Other Macro Skills MODULE 6.1 The Teaching of English
  37. 37. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 27 Lesson 2 Teaching Speaking The Nature of the Oral Communication Process Barriers to Effective Communication Successful Oral Fluency Practice Oral Communication Strategies Lesson 3 Teaching Reading Five Areas of Reading Instruction Phonemic Awareness Phonics and Decoding Vocabulary Instruction Fluency Comprehension Profile of a Proficient Reader Three Stages of Teaching Reading Instruction Prereading Strategies Activating Prior Knowledge and Building Background Information Developing Concept and Vocabulary Motivation and Setting the Purpose During Reading Strategies Post-Reading Strategies Discussion Engagement Activities Reading-Writing Link Reading Intervention and Remediation Building Literacy: A Classroom Intervention Program Lesson 4 Teaching Writing Principles of Teaching Writing The Process-Oriented Approach to Writing Pre-writing stage Techniques in Prewriting Writing Techniques for Composing and Drafting Paragraphs Revising and Proofreading Techniques for Revising and Proofreading Post Writing Marking Written Composition
  38. 38. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 28 Lesson 5 Assessment Purposes of Assessment Forms of Assessments Traditional Assessment Non-Traditional or Authentic Assessment Some Beliefs that Support the Use of Authentic Assessment Learning Targets Types of Learning Targets Authentic Assessment Practices to Try Traditional Testing Compared to Performance Assessment Scoring and Recording Assessment Ang modyul na ito ay sadyang isinulat para sa mga gurong bago pa lamang magtuturo ng Filipino. Matatagpuan dito ang mga batayang kaalaman at konseptong kailangang taglayin ng isang guro ng Sining ng Komunikasyon. Tinatalakay sa modyul ang mahahalagang teorya at simulaing pinagbabatayan ng mga lapit (approaches) at pagdulog sa pagtuturo ng wika. Inilalarawan din ang mga angkop na stratehiya sa pagtuturo ng wika at s pagtataya ng pagkatuto. Aralin 1 Paano Ba Tayo Natututo ng Wika? Ano nga ba ang Wika? Mahalagang Salik sa Pagkatuto ng Wika Aralin 2 Ugnayan: Mga Teorya at Simulaing Pangwika sa mga Lapit at Pagdulog Ang Simula …Mga Tradisyunal na Teorya sa Pagkatuto Ng Wika Ang Kasalukuyan: Mga Pagbabago sa Teoryang Pangwika Mga Batayang Simulain sa Pagtuturo ng Wika Mga Lapit at Pagdulog… Tugon sa mga Teorya at Simulain Inobasyon… Pagpapatuloy at Pagbabago ng Tradisyon Kontemporaryo: Ang Kasanayang Komunikatibo sa Pagtuturo ng Wika Aralin 3 Sa Unang Araw ng Pagtuturo…Paano Ka Magsisimula Bakit mahalaga ang banghay-aralin? MODULE 6.2 Ang Pagtuturo ng Filipino
  39. 39. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 29 Paggawa ng Banghay Aralin Aralin 4 Ang Batayang Kurikulum, Mga Makrong Kasanayan at mga Istratehiyang Pampagtuturo Ang Batayang Kurikulum sa Pagtuturo ng Pilipino Ang Apat na Makrong Kasanayan Mga Istratehiyang Pampagtuturo sa Elementarya at Sekundarya Pinatnubayang Pakikinig para sa Elementarya at Sekundarya Mga Istratehiya sa Pagtuturo ng Pagsasalita Ang Pagtuturo ng Pagbasa Ang Pagtuturo ng Pagsulat Aralin 5 Pagtataya at Ebalwasyon: Naging Matagumpay ba ang Proseso ng Pagkatuto? Ang Pagtataya sa Klasrum Paghahanda ng Pagsusulit na Batay sa Performans Ano ang rubriks? Paghahanda ng Eksaminasyong Oral The module is designed to provide beginning mathematics teachers with background knowledge and understanding of some basic contemporary issues in mathematics education. It focuses on the framework of teaching mathematics and on instructional strategies and assessment approaches. Van de Walle (2003) identifies four basic requirements for teachers of math to be effective. This module tries to cover all four grounds. An appreciation of the discipline of mathematics itself--what it means to “do mathematics” An understanding of how students learn and construct ideas An ability to design and select tasks so that students learn mathematics in a problem-solving environment The ability to integrate assessment with the teaching process in order to enhance learning and improve daily instruction MODULE 6.3 The Teaching of Mathematics
  40. 40. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 30 LESSON 1 Foundations of Mathematics Teaching and Learning The Nature of Mathematics The Goals of Mathematics Education Teaching Styles Behaviorism vs Cognitivism Constructivism Philosophy of 2002 Basic Education Curriculum LESSON 2 Strategies in Teaching Mathematics Research-Based Strategies Deductive vs Inductive Methods Factors in Choosing a Method or Strategy Interactive Direct Instruction Powerful Questions Rathmell Triangle Model Cooperative Learning Inquiry Method Problem-based Learning (PBL) Concept Attainment Strategy Concept Formation Strategy Peer Practice Strategy LESSON 3 Assessment Assessment, Evaluation and Testing Tests Criticisms against Multiple Choice Testing Recommendations for Student Assessment Authentic Assessment Balanced Assessment Performance Assessment Rubrics Portfolio Assessment
  41. 41. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 31 This module is intended to help novice teachers retrieve the scientific knowledge and pedagogy they learned in college and use them to enable their students to learn science in a meaningful way. It hopes to make the initial years of teaching easier for the beginning teachers. First it provides the teachers a way of getting relevant information regarding the kind of learners in their class. This information will help them plan their lessons and decide on the strategies to use. The module also describes a repertoire of teaching strategies and ways of assessing student learning. Another useful feature of the module is the inclusion of sample lesson plans and a list of useful readings for the teachers. Lesson 1 Foundations of Science Teaching and Learning Lesson 1.1 What to Teach Lesson 1.2 Learners: A Second Look Lesson 1.3 Implications to Teaching Lesson 1.4 Management Tips Lesson 2 Teaching Strategies Lesson 2.1 Constructivist Learning: A Closer Look Lesson 2.2 Constructivist Strategies 2.2.1 - Discovery Approach 2.2.2 - Inquiry Approach 2.2.3 - Reflective Teaching 2.2.4 - Integrative Teaching 2.2.5 -Cooperative Learning Lesson 3 Other Teaching Strategies Lesson 3.1 Lecture and Student Recitation Lesson 3.2 Role Playing and Simulation Lesson 3.3 Field Trips Lesson 3.4 Concept Mapping Lesson 4 Incorporating Research in the Classroom Lesson 4.1 The Scientific Method Lesson 5 Classroom Assessment Lesson 6 Scoring Authentic Assessment Through Rubrics MODULE 6.4 The Teaching of Science
  42. 42. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 32 Dalawa ang aralin na nakapaloob sa monograph na ito. Ang una ay ang pagpapakilala kung ano ang Makabayan, ang kahalagahan nito, ang mga komponente at asignatura nito, at kung ano ang takdang oras at sistema ng markahan nito. Ang pangalawa ay pagpapakita kung paano isinasagawa ang pagtuturo ng Makabayan partikular kung paano nagkakaroon ng integrasyon sa mga sabjek o asignatura nito. Aralin 1 Ang Makabayan Bilang Saklaw na Aralin Introduksyon Ang Makabayan sa 2002 BEC Kahulugan at Kahalagahan ng Makabayan Mga Komponente o Asignatura ng Makabayan Paksa sa Bawat Asignatura ng Makabayan sa Elementaryang Antas Paksa sa Bawat Asignatura ng Makabayan sa Sekundaryang Antas Wikang Gamit sa Pagtuturo (Medium of Instruction) ng Makabayan Takdang Oras sa Pagtuturo ng Makabayan Sistema ng Markahan sa Makabayan Aralin 2 Ang Integrasyon sa Makabayan Introduksyon Kahulugan ng Integradong Pagtuturo Iba’t Ibang Pamamaraan ng Integradong Pagtuturo Pagkakaiba ng Integrasyon sa Makabayan sa Elementarya at Sekundarya Iba’t Ibang Antas ng Integrasyon Mga Halimbawa ng Integradong Banghay-Aralin sa Makabayan Banghay-Aralin sa Elementaryang Antas ng Makabayan Banghay-Aralin sa Sekundaryang Antas ng Makabayan Banghay-Aralin sa Elementaryang Antas ng Makabayan Gamit ang Content-Based Instruction (CBI) MODULE 6.5 Ang Pagtuturo ng Makabayan
  43. 43. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 33 Nangunguna sa mga komponente ng Makabayan ang Araling Panlipunan (AP) sa mataas na paaralan, gayundin ang Sibika at Kultura (SK) 1-3, at Heograpiya, Kasaysayan at Sibika (HKS) 4-6 sa mababang paaralan. Karaniwang ginagamit ang mga ito bilang core sa pagpaplano ng instruksyon sa Makabayan. Paano’y malawak ang saklaw ng Araling Panlipunan (AP). Mayaman sa nilalaman ng instruksyon ang Araling Panlipunan pagkat humahango ito ng mga paksang-aralin, konsepto at tema mula sa mga disiplina ng agham panlipunan (social sciences), natural na agham (natural sciences), humanidades (humanities) at sa iba pang mga nauugnay na sangay ng kaalaman. Bukod sa mayamang nilalaman ng instruksyon, gumagamit din ang Araling Panlipunan ng iba-ibang lapit (approaches) na nagbibigay buhay at kulay sa talakayan ng mga aralin sa silid-aralan. Bukod dito, may mga pamamaraan sa pagtataya (assessment) na susi sa epektibong instruksyon. Lahat ng mga ito ay alay sa mga gurong kalahok sa Induction Program sa pagtuturo ng Araling Panlipunan. Alay rin ito sa mga guro ng Araling Panlipunan na nais makilahok sa continuing education na ibinabahagi ng Modyul 6.6 Pagtuturo ng Araling Panlipunan sa Batayang Edukasyon. Aralin 1 Ang Edukasyong Araling Panlipunan Introduksyon Mga Layunin Pundasyong Historikal ng Araling Panlipunan Mga Depinisyon ng Araling Panlipunan Mga Layunin ng Sibika at Kultura (SK), Heograpiya, Kasaysayan at Sibika (HKS) at Araling Panlipunan (AP) Aralin 2 Pagpaplano ng Instruksyon sa Araling Panlipunan Introduksyon Mga Layunin Pagpaplano ng Instruksyon Pagsulat ng mga Layuning Instruksyunal Pag-oorganisa ng Nilalaman ng Instruksyon Mga Modelong Estratehiya sa Pagtuturo Mga Graphic Organizers MODULE 6.6 Ang Pagtuturo ng Araling Panlipunan
  44. 44. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 34 Aralin 3 Mga Modelong Banghay-Aralin sa Araling Panlipunan Introduksyon Mga Layunin Modelong Banghay-Aralin na Ginagamitan ng Concept Development Model Para sa HKS 4 Modelong Banghay-Aralin sa Araling Panlipunan na Ginagamitan ng Modelong Pagsusuring Panlipunan Aralin 4 Ang Araling Panlipunan, bilang Core ng Makabayan Introduksyon Mga Layunin Modelong Yunit Tematiko Para sa Makabayan I* Tema: Ang Pambansang Teritoryo ng Pilipinas Integrado ang AP, TLE, EP, Musika at Sining (Apat na Araw) Unang Taon Aralin 5 Assessment sa Araling Panlipunan Introduksyon Mga Layunin Mga Layunin ng Pagtatasa Mga Prinsipyo ng Pagtatasa Mga Paraan ng Pagtatasa Pormal na Pagtatasa Ang module sa Pagpapahalaga at Wastong Pag-uugali ay kusang itinuon sa pangangailangan ng mga bagong guro na magsisimula pa lamang sa kanilang pagtuturo. Binibigyang diin ang kahalagahan ng pagiging huwaran ng kagandahang asal at mabuting pag-uugali ang mga guro sa dahilang “values are caught’”. Mahalaga at makabuluhan ang pagtatalakay sa Modyul ng pilosopiyang batayan ng pagtuturo ng pagpapahalaga. Makakatulong din ng malaki sa mga bagong guro sa paghahanda ng kanilang mga aralin, ang mga pamaraan ng pagtuturo/pagsasanib at pagtaya ng pagkatuto ng mga mag-aaral. MODULE 6.7 Ang Pagtuturo ng Edukasyon sa Pagpapahalaga at Edukasyong Pagpapakatao
  45. 45. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 35 Aralin 1 Mga Batayan ng Pagtuturo ng Pagpapahalaga Panimula Paksa: Batayan ng Pambansang Programa ng Edukasyon sa Pagpapahalaga (EP) Paksa: Ang Batayan ng DepEd Para Pagtuturo ng Pagpapahalga Paksa: Kahulugan ng Pitong (7) Pangunahing Pagpapahalaga Aralin 2 Ang Pilosopiya ng Tao at ang Paghubog ng Pagpapahalaga Panimula Paksa: Ang Pilosopiya ng Tao Paksa: Mga Pilosopiya ng Pagpapahalaga Paksa: Ang Kalikasang Materyal at Ispiritwal ng Tao Paksa: Pagpapahalaga: Kahulugan at Uri Paksa: Batas Moral: Batayan ng Pagpapahalaga Aralin 3 Ang Proseso ng Pagpapahalaga (Valuing Process) Bilang Estratehiya ng Pagtuturo Panimula/Layunin Paksa: Mga Pamantayan at Elemento ng Proseso ng Pagpapahalaga Paksa: Ang Proseso Bilang Estratehiya ng Pagtuturo Paksa: Ang Paraan ng Pagtatanong sa Proseso ng Pagpapahalaga Aralin 4 Ang Mga Pamamaraan at Estratehiya ng Pagtuturo sa EP at Edukasyong Pagpapakatao Panimula/Layunin Paksa: Mga Pangunahing Estratehiya sa Pagtuturo at Pagpapahalaga Paksa: PNU-ACES Approach: Pamamaraan sa Pagtuturo ng Pagpapapahalaga Paksa: Pagtuturo ng Pagpapahalaga sa Pamamagitan ng Child-Friendly School System Paksa: Pagsasanib ng Pagpapahalaga Pagsanib sa pamamagitan ng Pagtatanong o “Value Processing” Aralin 5 Ang Pagtataya Sa Apektibong Pagkatuto Panimula Paksa: Pagtataya ng Pagpapahalaga Paksa: Mga Estratehiya ng Pagtataya Paksa: Ang Pamamaraang Portfolio at Rubrics
  46. 46. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 36 This module in MAPEH/MSEP deals with three big areas, namely: Teaching Methods in Music, Content/Activities in Art, and Teaching Strategies in Physical Education and Health Education. The varied teaching methods in Music will help the new teachers present their lessons in the most interesting and easiest way possible. In Art, the contents and activities provide opportunities for individual and group work that will develop deeper appreciation of Philippine culture as well as those of other countries. The teaching strategies in Physical Education and Health Education provide different approaches in presenting and developing the lessons to make them relevant and meaningful to life. Sample activities and lesson plans are included to serve as models. Music/Musika Teaching Methods Lesson 1 The Kodaly Method Lesson 2 The Orff-Schulwerk Method Lesson 3 The Dalcroze Eurythmic Method Lesson 4 The Carabo-Cone Method Lesson 5 Justine Ward Method Art / Sining Contents/Activities Lesson 1 Art and Life Rubric on Rating a Creative Drawing Lesson 2 Art in Religious Beliefs and Traditions Lesson 3 Texture Lesson 4 Appreciation of Paintings Physical Education / Edukasyon sa Pagpapalakas Ng Katawan: Teaching Strategies Lesson 1 Rank Order Lesson 2 Guided Discovery Approach Lesson 3 Self-Appraisal Approach Lesson 4 Mind Mapping MODULE 6.8 The Teaching of Music, Arts, Physical Education and Health (MAPEH)
  47. 47. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 37 Lesson 5 Peer Support and Collaborative Teaching/Learning Strategy Health Education / Edukasyong Pangkalusugan: Teaching Strategies Lesson 1 Values Whip Lesson 2 Modified TV Activity “Dream…Believe…Survive” Lesson 3 Loop-A-Word or Crossword Puzzles Lesson 4 Projective Technique Lesson 5 Bubble Dialogue This module will serve as a guide in the teaching of the different components of TLE such as Industrial Arts, Home Economics, Computer and Entrepreneurship, and Agriculture and Fishery Arts. Lesson 1 The Shoproom 1.1 Shoproom Layout 1.2 Tools, equipment and materials 1.3 Safety precautions Lesson 2 Industrial Arts and Home Economics 2.1 Implementation of Industrial Arts and Home Economics under the 2002 BEC 2.2 Component Areas of Industrial Arts and Home Economics 2.3 Strategies for Teaching Industrial Arts and Home Economics Lesson 3 Agriculture and Fishery Arts 3.1 Laboratory Requirement for Agriculture and Fishery Arts 3.2 Strategies for Teaching Agriculture and Fishery Arts Lesson 4 Introduction to Computers and Entrepreneurship 4.1 Laboratory Requirements and Shoproom Layout 4.2 Competencies to be developed 4.3 Entrepreneurship and Computer 4.4 Strategies for Teaching Entrepreneurship MODULE 6.9 The Teaching of Technology and Livelihood Education (TLE)
  48. 48. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 38 Module Design The modules serve as self-instructional courses to address the knowledge gap of beginning teachers. The design incorporates the following key features: A preassessment is provided to diagnose the inductees’ prior learning and experiences. Lessons are presented with Knowles theory of adult learning in mind: • Adult learners prefer to be involved. • They tend to be more self-directing. • They expect their previous experiences and knowledge to be respected. • They tend to be present-oriented rather than future-oriented. A combination of introductory materials with self-managed activities and varied assessment procedures are provided to enable the inductees to do the four A’s: Do the Activity. Do Analysis. Do Abstraction. Do Apply learnings and insights gained. The use of a theory-action-reflection praxis will encourage the application of learning in the participant’s own context. A postassessment is provided as a summative evaluation of the inductee’s performance. Module Structure The modules are self-contained and lend themselves to flexible learning. A module consists of several lessons and each lesson has the following features signaled by distinctive icons: Introduction Instructional Objectives Presentation Text Self-check Questions ( SCQ )
  49. 49. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 39 Activities Comments to Activities Points to Remember Bibliography The Answers to the Self- Check Questions (SCQ’s) and Activities are found at the end of each module. The inductee shall keep a journal for the answers to Preassessment, SCQ’s and Activities. A separate postassessment booklet shall be provided each inductee and shall be corrected by the mentor/coordinator. Answer Key to the postassessment shall be provided to the mentor/coordinator. Results of the pre and postassessments shall be part of the monitoring and evaluation of the inductee’s program/performance. The TIP Mass Implementation A. Delivery Mode for Mass Implementation 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: 1. 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; 2. Distributing of the TIP Materials to the assigned TIP Coordinators in the elementary and secondary schools in the Division; 3. Planning and organizing focus group discussions (FGD) with the TIP managers, mentors, and coordinators; 4. Monitoring the implementation of the TIP in the divisions/schools; 5. Preparing assessment results and other reports that may be needed by the region and TEC-DepEd; 6. Safekeeping of the TIP materials (modules, answer booklets, evaluation forms, etc.); 7. Coordinating with the regional office on the needed support to the Division; and
  50. 50. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 40 8. Awarding of certificate of performance and recognition to successful inductees at the end of the Program. 9. Awarding of certificate of recognition and giving other incentives to the members and school heads. 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: 1. Arranging for mentoring of inductees; 2. Providing opportunity for inductees to work with each other and other fellow teachers; 3. Providing a learning resource center or comfortable space where inductees can work and/or meet with mentors to discuss the lessons; 4. Administering and checking of the posttest; 5. Evaluation of inductees’ portfolio (if required) with the assistance of the mentor; 6. Retrieval and turnover of TIP materials from the inductees to the TIP Manager of the Division; 7. Certification of inductees who have satisfactorily completed the Program; and 8. Submission of a summary report of the TIP implementation in his/her school to the TIP Manager. On the next page, it shows the Flow Chart for the TIP Delivery Mode. The TEC – DepEd takes charge of the printing and distribution of modules to the School/City Divisions with copies furnished the Regional Office. The Schools Division Superintendent (SDS) has the option to distribute the modules to the District Office or direct to the elementary and secondary schools. A learning resource center should be in place in the division/district/school to facilitate the meetings of the mentors and the inductees. It may also happen that inductees from the elementary and high schools be convened together depending on the number of inductees and availability of mentors and coordinators.
  51. 51. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 41 Regional Office Provincial/ City Schools Division District Elem. School Inductees Mentors Secondary Schools Inductees Mentors TEC DepEd Figure 3 Flow Chart for TIP Delivery Mode The Delivery Mode includes a support system to the TIP. The Accountability Framework of the Support System is shown in Figure 4. C1 C2 C3 C4 CnC1 C2 C3 C4 Cn Regional Office TIP Manager (SDS/ASDS) (Manager) PSDS/ES I School Head (Coordinator) M1 M2 M3 Mn M1 M2 M3 MnM1 M2 M3 Mn M1 M2 M3 Mn Master Teacher School Head Experienced Teacher (Mentor) Beginning Teacher (Inductee) I1 I2 In I1 I2 I3 InI1 I2 In I1 I2 I3 In Legend: C - Coordinator M - Mentor I - Inductee Figure 4 Accountability Framework of the TIP Support System
  52. 52. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 42 The SDS shall organize the TIP Team. The Coordinator may be the District Supervisor, or a Division Supervisor, or a School Head who will be accountable to the TIP Manager. The Mentor may be a Master Teacher, a School Head or a competent experienced teacher. A Mentor may have one, two or more inductees. B. Program Workload and Time Schedule Ideally, the Teacher Induction Program should start on the first day the new teacher is hired. The inductees are given at least six months to complete the six modules, Modules 1 to 5 and one (1) Curriculum and Instruction module of their choice barring unforseen and unavoidable circumstances. The time it will take to work through a module will depend on the current knowledge, learning style and commitment of the learner. As a guide, one should be able to finish at least one module a month. The inductees are advised to allocate time to work on the modules and to avoid last minute cramming. Immediate postassessment after each module is recommended to monitor the progress and performance of inductees. These recommendations are based on the results of the FGDs with pilot school/city divisions. The Modules model the principles of open learning and are designed to be used flexibly; that is, the inductees are encouraged to take charge of their own learning. They may choose when and where to study and are given a choice of which Curriculum and Instruction module to do. While they are free to choose the order in which they study the modules, it is suggested that those who are new to the public school system work on the first five modules sequentially, before doing the module on the subject area of their choice. Mentors shall be available for immediate assistance and support to inductees when needed. C. Assessment of Learning Throughout the module, usually after the knowledge input, are Self-check Questions (SCQ) with the Answer Key found at the back of the modules. The SCQs are a form of self-assessment to check the progress of one’s learning. The inductees/mentees shall record answers to the SCQ’s in their journal. THEY SHOULD NOT WRITE IN THE MODULE.
  53. 53. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 43 Another type of formative assessment are the Activities, tasks that will draw on the inductees’ experience and knowledge or require them to access information outside the modules. An Activity is followed by a Comment to guide the learners in assessing whether or not they have done the Activity correctly. 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 postassessment .
  54. 54. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 44 There may be a need to reinforce the support system for inductees 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. Prototype Certificates of Performance follow: Prototype A Teacher Induction Program Division ________________ School_________________ CERTIFICATE OF PERFORMANCE This is to certify that _______________________of _______________ School has completed the requirements of the Teacher Induction Program in the following modules: Module 1 - Very Satisfactory Module 2 - Satisfactory Module 3 - Satisfactory Plus Module 4 - Moderately Satisfactory Module 5 - Very Satisfactory Module 6.1 - Very Satisfactory Module 6.3 - Satisfactory Module 6.4 - Satisfactory ________________ Mentor __________________ Coordinator Date ______________
  55. 55. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 45 Prototype B For reference the following TEC-TIP Forms may be sources of pertinent information: TIP Form No. 01 Personal Information of Teacher Inductees TIP Form No. 01-A Self Rating Scale for Teacher Inductees TIP Form No. 02 Personal Information of Mentors TIP Form No. 03 Performance Evaluation of the Inductee by the Mentor/Coordinator TIP Form No. 04 Inductee’s Evaluation of the Teacher Induction Program TIP Form No. 05 Monitoring and Evaluation of the Teacher Induction Program TIP Form No. 06 External Evaluation of the Teacher Induction Program Teacher Induction Program Division ________________ School_________________ CERTIFICATE OF PERFORMANCE This is to certify that _______________________of _______________ School has completed the requirements of the Teacher Induction Program in the following modules: Module 1 - Very Satisfactory Module 2 - Satisfactory Module 3 - Satisfactory Plus Module 4 - Moderately Satisfactory Module 5 - Very Satisfactory He/She got a rating of Needs Reinforcement (NR) in Module 6.1 The Teaching of English, hence he/she needs further mentoring in the aforementioned module. ________________ Mentor __________________ Coordinator
  56. 56. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 46 TEACHER EDUCATION COUNCIL TEC TIP FORM NO. 01 PERSONAL INFORMATION OF TEACHER INDUCTEES NAME___________________________________________________Sex______________ Age_____Civil Status_______ No of Children ______ School______________________ _____________________District__________________ Division_____________________ Length of Teaching Experience in Public Schools (Yrs. & Mo.)_____________________ Private Schools (Yrs. & Mo.)____________________ College Degree Earned __________________Major/Specialization__________________ College/University Graduated From ______________Year Graduated_______________ Honors Received in College___________________Other Distinctions_______________ No. of Units earned for the Master’s Degree____________________________________ Graduate School Enrolled in_________________________________________________ Licensure Examination Passed_______________Date_________ Rating ___________ Subjects Currently Teaching_________________________________________________ _________________________________________________________________________ No of Teaching Loads _______ Other Teaching Assignments _____________________ Subjects Previously Taught__________________________________________________ _________________________________________________________________________ _______________________________________________________ Signature of Teacher Inductee
  57. 57. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 47 TEACHER EDUCATION COUNCIL TEC TIP FORM NO.01-A SELF-RATING SCALE FOR TEACHER INDUCTEES Name of Inductee_____________________________Division__________________ Directions: Read each item very carefully. Check the column which corresponds to the extent of your knowledge/understanding and competence/skills on the following topics using the legend below Legend: 1- To a little extent 3- To a moderate extent 2.-To some extent 4- To a great extent A. Knowledge of 1. Educational laws and surveys 2. DepEd programs and projects 3. Features of 2002 BEC 4. Multigrade teaching 5. Evaluation of learning outcomes 6. Alternative learning system 7. Roles, responsibilities and accountabilities of a teacher 8. Professionalism and personal welfare 9. School and community partnership 10. Subject /s you are teaching (enumerate below) 10.1._____________________ 10.2._____________________ 10.3_____________________ 10.4._____________________ 11. Teaching strategies you are using (enumerate) 11.1_____________________ 11.2_____________________ 11.3_____________________ 11.4 _____________________ To a little Extent 1 To some Extent 2 To a moderate Extent 3 To a great Extent 4
  58. 58. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 48 B. Skills and Competencies in 1. Communicating with 1.1 Students/Learners 1.2 Parents 1.3 Principals/Department Heads 1.4 Supervisors 1.5 Community (LGU’s, NGO’s, etc.) 2. Assessing/Evaluating learning outcomes 2.1 Determining the index of mastery 2.2 Utilizing test results in making decisions 3. Classroom Management 3.1. Class discipline 3.2. Coping with learners having behavioral problems; and 3.3 . Learning disabilities 4. Implementing DepEd programs/projects Ex. Brigada Eskwela, Child Friendly School (CFS), etc. _____________________________ _____________________________ _____________________________ 5. Operationalizing the features of the 2002 BEC 5.1 Using PELC/PSSLC in planning lessons 5.2 Utilizing integrative mode of teaching 5.3 Utilizing interactive/cooperative mode of teaching 5.4 Utilizing Learner-centered approaches to teaching 1 2 3 4
  59. 59. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 49 C. ATTITUDE Reflect on each of the following items and check the column which corresponds to your feeling/opinion. 1. I take pride in being a teacher. 2. I behave in a manner that upholds the dignity of the profession. 3. As a teacher, I am a surrogate parent and should not inflict corporal punishment. 4. I see teaching as my lifetime career. 5. I welcome advice from my peers and superiors. 6. Home visitation is a risky endeavor hence should be least considered. 7. Parents are my partners in educating their children. 8. Getting involved in community activities is not among my task as a teacher. 9. As a teacher, I should follow first my superiors and ask questions later. 10.Supervisory visits are done to help teachers improve instruction. 11.Accepting gifts from parents/children is a form of bribery. 12.Promptness and punctuality are values that should be upheld by all teachers. 13.I owe it to myself to improve my personal and professional life. 14.It is government responsibility to improve the professional qualifications of teachers. 15.The quality of students’ performance is determined by their own capacities and capabilities. Strongly Disagree Disagree Agree Strongly Agree
  60. 60. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 50 TEACHER EDUCATION COUNCIL TEC TIP FORM NO. 02 PERSONAL INFORMATION OF THE MENTOR NAME___________________________________________________Sex______________ Age_____Civil Status_______ No of Children ______ School______________________ _____________________District__________________ Division_____________________ Length of Teaching Experience in Public Schools (Yrs. & Mo.)_____________________ Private Schools (Yrs. & Mo.)____________________ College Degree Earned __________________Major/Specialization__________________ College/University Graduated From ______________Year Graduated_______________ Honors Received in College___________________Other Distinctions_______________ No. of Units earned for the Master’s Degree____________________________________ No. of Units earned for the Doctoral Degree____________________________________ Graduate School Enrolled in_________________________________________________ Licensure Examination Passed_______________Date_________ Rating ___________ Subjects Currently Teaching_________________________________________________ _________________________________________________________________________ No of Teaching Loads _______ Other Assignments _____________________________ Subjects Previously Taught__________________________________________________ _________________________________________________________________________ MENTORING ASSIGNMENT Name of Mentee/Mentees Subject(s) Taught ______________________________ _____________________________ ______________________________ _____________________________ ______________________________ _____________________________
  61. 61. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 51 TEACHER EDUCATION COUNCIL TEC TIP FORM NO. 03 PERFORMANCE EVALUATION OF INDUCTEES (To be accomplished by Mentor/Coordinator) Name of Inductee _________________________________ Division _________________________ Subject(s) Taught _________________ School ______________________________ Address _____________________________ Module No.___________________________ Date Started____________________ Date Completed_________________ Directions: Check the column which corresponds to the performance of the inductee while working on the module and upon its completion. Legend: 1- To a little extent 3- To a moderate extent 2.-To some extent 4- To a great extent A. While working on the module the inductee demonstrated 1. Prior knowledge of the module as a result of the preassessment 2. Interest in the content of the module 3. Openness to comments/suggestions 4. Desire for assistance of mentor/coordinator 5. Willingness to complete the module as scheduled 6. Desire to write reflections in a portfolio/journal Qualitative Comments: To a little Extent 1 To some Extent 2 To a moderate Extent 3 To a great Extent 4
  62. 62. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 52 B. Upon completion of the module the inductee 1. Expressed willingness to confer with the mentor/coordinator 2. Invited mentor/coordinator to observe his/her class 3. Took the initiative to choose the next Module for study 4. Demonstrated improved teaching performance 5. Formulated better learning assessments 6. Seriously worked on the postassessment Performance: ____________________________ Preassessment:_____________________ Postassessment:____________________ Qualitative Comments by Mentor/Coordinator: You may include comments like observable change/improvement in classroom management, class discipline, decision making, interpersonal relationship with peers, superiors and parents, professional attitude, etc. ________________________ Mentor/Coordinator Date:________________ To a little Extent 1 To some Extent 2 To a moderate Extent 3 To a great Extent 4
  63. 63. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 53 TEACHER EDUCATION COUNCIL TEC TIP FORM NO. 04 INDUCTEE’S EVALUATION OF THE TEACHER INDUCTION PROGRAM (TIP) Division______________________Region__________________ Date __________ Teacher Inductee: ____________________________________________________ School_____________________________________________________________ A. Rate the Program as to: UNCLEAR MODERATELY CLEAR CLEAR VERY CLEAR 1. clarity of objectives as disseminated in your orientation. 1 2 3 4 2. sufficiency of the orientation given to participants. 1 2 3 4 3. attainability of the objectives. 1 2 3 4 B. Rate the modules as a whole in terms of: 1 2 3 4 1. variety of activities 1 2 3 4 2. applicability to classroom teaching 1 2 3 4 3. developing teaching skills 1 2 3 4 4. providing information/knowledge 1 2 3 4 5. developing positive attitude towards teaching 1 2 3 4 6. assisting a beginning teacher cope with the demands of the profession. 1 2 3 4 C. Rate the support/assistance given by the TIP to teacher inductees in terms of: 1 2 3 4 1. ability to encourage individual participation 1 2 3 4 2. ability to sustain the inductees’ interest 1 2 3 4 3. ability to provide inductees with opportunities to apply knowledge, concepts and skills in teaching. 1 2 3 4 4. accessibility of the mentors 1 2 3 4
  64. 64. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 54 D. Comments: 1. As a beginning teacher or inductee, what have you gained from the Teacher Induction Program (TIP)? 2. What are some suggestions that you can offer to improve the Teacher Induction Program (TIP)? a. On the modules b. On the procedure of the implementation. c. On the length of time to accomplish the modules. d. On the roles of the mentors. e. Others
  65. 65. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 55 TEACHER EDUCATION COUNCIL TEC-TIP FORM NO. 05 MONITORING AND EVALUATION OF THE TEACHER INDUCTION PROGRAM MASS IMPLEMENTATION (To be accomplished by the TIP Managers and Coordinators) DIRECTIONS: As a TIP implementer, please provide the necessary information asked in each of the items. 1. Are the objectives of the Teacher Induction Program clearly understood by both the inductees and implementers? Yes_______ No______ Comments: 2. Has the program implementation progressed as scheduled? Yes_______ No_______ Comments: 3. Has the program gained financial support? Yes________No_____Source___________________Amount__________ Comments: 4. Aside from the identified TIP implementers, who else provided technical support to the inductees? Yes______ No________ From whom?______________________________ What kind?____________________________________________________ Comments: 5. Was there a regular feedbacking process to monitor inductees” progress, problems and concerns? Yes________ No________ Describe briefly. 6. Are there observable evidences demonstrated or shown by the inductees to indicate achievement of the program objectives? Yes________ No_________ Describe briefly. 7. Do you find the modules with mentoring as effective mode of delivery for the Teacher Induction Program? Yes________ No__________ Comments:
  66. 66. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 56 8. What feature outside your division implementation plan did you introduce to make the implementation effective? Describe briefly. 9. What suggestions can you offer to improve the Teacher Induction Program (TIP) modules and delivery system? Suggestions: ____________________________________ Name and Signature of the TIP Implementer Date______________ Division _____________________________
  67. 67. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 57 TEACHER EDUCATION COUNCIL TEC-TIP FORM NO. 06 External Evaluation of the Teacher Induction Program Region ____________________ Division ___________________ School ____________________ Address ___________________ No. of Inductees ____________ Qualitative answers/ comments to the questions may ensure an impartial evaluation of the TIP Mass Implementation. Quality Indicators Findings/Comments 1. Are the objectives and learning outcomes of the TIP understood by the inductees? 2. Is the DLRC set – up with competent support staff? 3. Are the targeted numbers of inductees served? 4. Is the Division TIP team composed of competent staff and mentors? 5. Do they have definite roles and responsibilities? 6. Are material / financial resources to support the pilot implementation in place? How much? 7. What are the sources of the financial support to the TIP? 8. Are the related technical support for the inductees in place? (Mentors, encoders, etc.) 9. Are the resources to ensure a continuing implementation available? 10. Does the TIP team have the knowledge of adult learning theory and experience in training and facilitation?
  68. 68. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 58 11. Does the TIP team create a collegial learning community with the inductees? 12. Does the team collect feedback regularly from the inductees? 13. Does the team set parameters for monitoring and evaluation to ensure program quality and effectiveness? 14. Does the TIP team document the inductees’ progress? 15. Is the division given the technical support by the regional office and other stakeholders 16. Is there evidence of a continuing professional development for beginning teachers beyond TIP implementation? _____________________________ Evaluator ___________________________ Date
  69. 69. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 59 D. Monitoring and Evaluation 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? Formative evaluation is a continuous process to determine how the different processes are working. Records of preassessment, answers to SCQs , Activities and journals of the inductees are a part of the formative evaluation. Mentors may observe the inductees in the classroom. Pre and post conferences are integral parts of the continuing monitoring and formative evaluation. 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). 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.
  70. 70. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 60 The TIP Modules are self-learning kits for the inductees. Performance on the different tasks is dependent on individual motivation and desire to grow professionally. However, the support initiative and intervention of the mentors would make a difference. A combination of self-monitoring of the inductees, internal monitoring of mentors and coordinators, and external monitoring and evaluation of the Division/Regional TIP Team on the TIP Mass Implementation may produce unprecedented results. Below is the TIP Monitoring and Evaluation Framework. TI Figure 5 Framework for the TIP Monitoring and Evaluation Self- Monitoring Inductee External Monitoring Division TIP Team Regional Supervisors TEC • TIP Form No. 05 • TIP Form No. 06 • Focus Group Discussion • Division/Regional Meetings • TIP Form No. 02 • TIP Form No. 03 • TIP Form No. 04 • Classroom Observation • TIP Coordinators’ Observation • Postassessment • Clinical Supervision Internal Monitoring • Mentors • Coordinators • TIP Form No. 01 • TIP Form No. 01-A • Preassessment • Self-Check Questions • Activities • Journals/Portfolios • Postassessment
  71. 71. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 61 Mentoring: A Component of Teacher Induction Program (TIP) Induction is a comprehensive process of sustained training and support for new teachers (Wong, 2004). It is viewed as a “lifeline” for professional development of effective and competent teachers which leads to lifelong learning. Mentoring is an important component of the induction process. For the mentor to be effective he/she must be trained. A good number of programs and projects of the Department of Education trained trainers and mentors who can provide the necessary support system for beginning teachers. A roster of trained mentors should be available in every school/division. It is important that when beginning teachers stumble on some difficult concepts in the modules, mentors are available to the inductees/mentees. Studies show that mentoring creates a positive and supportive school culture for beginning teachers As a component of the induction program mentoring proved to be a successful strategy both “to support new teachers and keep competent experienced teachers in place” (Alliance for Excellent Education, 2002). The Alliance listed benefits of induction programs with comprehensive mentoring as a component to wit: • New and experienced teachers stay longer in the teaching positions. • New teachers become effective in the classroom. • Experienced (Veteran) teachers become happier in their jobs as they gain a sense of renewal and job satisfaction. • Mentors go on to have additional leadership roles in their schools/districts/divisions. Effective mentors are usually (but not necessarily) veteran teachers who are: • knowledgeable of the vision and mission of the school system. • successful in their own classrooms. • trained in peer coaching skill. • updated in curricular change and instruction. • skillful in analyzing assessment data. • updated in data management.
  72. 72. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 62 To help the new teachers apply the knowledge they have learned from the modules, the TIP includes mentoring as an induction component. However, since context and resources vary from school to school, the planning and implementation of mentoring strategies have to be done in consultation with the school administrators, school districts and division heads. A developmental view of teaching gives particular attention to the early years of the teacher’s career. Beginning teachers move forward in the profession in a variety of ways, developing at different areas of teaching, just as students develop individual rates in different learning areas. Supervisory support, mentoring, assessment, and continuing professional development would make a difference for beginning teachers who, hopefully, would remain dedicated and committed to the profession. A holistic developmental view on the preservice and inservice education and training would certainly enhance professionalism in teaching. Holistic in the sense that we see the total person in a total learning-teaching environment. Developmental because teaching as a craft is viewed as a step by step, task by task, and stage by stage process as we educate and train future teachers and develop professionalism through the years. The professional practice of teaching needs to be seen comprehensively as “a complex-dynamic process in which practical and conceptual elements are woven together as a seamless fabric”. Researches further revealed that: mentorship experiences prepare experienced teachers for educational leadership positions outside the classroom. Training and coaching new teachers, demonstrating and observing in classrooms build mentors’ capacity for leadership. They feel recognized for their knowledge and expertise… Furthermore, enhanced teacher quality leads to greater student achievement, and when teachers are more effective in the classroom they tend to stay longer in their positions, which greatly helps the overall school culture. (Wong.2003) Mentoring is not a only support for what and how to teach. More importantly it is integral to the professional development and empowerment of the mentors and inductees to imbibe the true meaning of professional consultation, collegiality, and collaboration in the workplace. It embraces intellectual, moral, and emotional support
  73. 73. TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 63 for “colleagueship” characterized by professional sharing, working in teams and observing peers. The mentoring role is a unique relationship between a beginning and a more experienced teacher. This relationship should be built on mutual trust and respect, a reciprocity anchored on professionalism. The mentor does not assume the role of a “know-it-all” or a “follow me” peer but takes leadership in building a relationship among colleagues who are inquiring into what is effective and reflective teaching. Each member of that relationship, the mentor and the inductee, brings important knowledge and skills in building a structure within the context of the culture of each school or cluster of schools. The TIP sets these objectives of mentoring as follows: 1. Provide appropriate support for beginning teachers as they “navigate” their first three years. 2. Establish collegial relationships between the experienced mentors and the beginning teachers over time. 3. Retain experienced teachers in the system by giving proper recognition and incentives. 4. Improve the academic achievement of learners while teachers (mentors and inductees) learn from each other. 5. Systematize the professional development of both inductees and mentors. The TEC aims to make the TIP acculturate beginning teachers in the academic standards envisioned by DepED. This would avoid the pitfall of quality education becoming a cliché. Hopefully, the TIP, with mentoring as a component in the process, would encourage a strong sense of commitment on the regional, division and school levels incorporating the strong administrative support and involvement as envisioned in the School-Based Management and the empowerment of school heads, clarified in Republic Act 9155, Governance Act of Basic Education. The Teacher Education Council (TEC) has high hopes that the TIP shall be the “lifeline” for the nurturing of beginning teachers and recognizing the coordinators and mentors. However, concerns were expressed in the zonal fora:

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