Tip completion report

“EFA2015:KarapatanngLahat,PananagutanngLahat!”
Republic of the Philippines
Department of Education
Region XIII
Division of Surigao del Sur
Tagbina District II
Sta. Juana, Tagbina, Surigao del Sur
The Tagbina II District - Teacher Induction Program
(TIP) was designed to enhance the competence of the neophyte
teachers upon their entrance in this complex learning
organization through series of lectures, self-assessments,
reflections and evaluations.
Indeed, it further strengthens their values, commitment
and dedication as public school teacher in accordance with the
National Competency-Based Teacher Standards (NCBTS) that
gear towards a strong Philippine Republic.

Recognition and appreciation are hereby extended to the following
educational programs and distinguished educators who contributed their
time, money, effort and expertise in realization and completion of this
Tagbina II District – Teacher Induction Program of 2012.
DepEd – Central Office and Teacher Education Council (TEC) headed
by our beloved secretary, Hon. Br. Armin A. Luistro, FSC as the
source of the Teacher Induction Program Manual, Modules and
guidelines.
DepEd - Division of Surigao del Sur headed by the Schools Division
Superintendent, Mdme. Teofila G. Cabatuan, Ph. D. and Assistant
Schools Division Superintendent, Mdme. Minerva T. Albis, Ph. D.
for their encouragement, moral support and involvement before,
during and after the program as TIP -Training Managers.
Tagbina II District Office headed by Mdme. Wilma A. Premarion –
ESP II / District In-Charge for her exemplary leadershipand sublime
commitment as the prime mover of this Tagbina II District –
Teacher Induction Program of 2012.
Tagbina II District School Administrators, Master Teachers and
Teachers for their unparalleled dedication and commitment by
providing some of their resources, extending their valuable time and
above all, by sharing their astounding expertise as resource speakers
and mentors for this training program.

Background and Rationale ………………………. 1
Delivery System ……………………………………… 5
Module Contents …………………………………… 6
Methodologies ………………………………………. 7
TIP Training Team ……………………………………. 8
Role & Functions of the TrainingTeam …………. 9
Training Matrix ………………………………………. 12
Assessment of Learning …………………………… 13
Monitoring and Evaluation ………………… 16
Attachment 1…………. TrainingDesign
Attachment 2…………. TIP AchievementTest
Attachment 3…………. TEC TIP Form No. 1
Attachment 4 ………… TEC TIP Form No. 1A
Attachment 5 ………… TEC TIP Form No. 4
Attachment 6…………. Certificate of Completion [Inductees]
Attachment 7…………. Certificate of Recognition [TIP TrainingTeam]
Attachment 8 …………. Pictorials

The first year of teaching is usually a time of considerable stress and
burnout. This is true particularly in some schools where the first year of
teaching is considered a form of initiation to test the mettle of neophyte
teachers. They are posted to the more remote schools of the division and
assigned to teach the “problem classes”. In addition they are given co-
curricular responsibilities and other non-teaching tasks in the community.
As a result some beginning teachers resort to questionable tactics to
survive, and some potentially valuable members of the profession are
disheartened and quit. Substantial teacher preparation resources are thus
put to waste (Huling-Agustin, 1990; Hatton, Watson, Squires and Soliman,
1991).
While it is true that pre-servicetrainingincludes 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 teachingassignmentthat new teachers are
confronted by the realities of the classroom an experience that can be
bewildering or even traumatic. The literature on beginning teachers notes
that they are often “hired at the last moment, left isolated in their
classrooms and given little help – a true example of the „sink or swim‟
attitude towards those newly hired”.

The Teacher Education Council created by virtue of R.A. No. 7784 is
mandated to strengthen teacher education in the country. One of its
functions is to “design collaboration programs and projects that would
enhance pre-service and in-service teacher training,
1.
retraining, orientation andteacher development”. Pursuant to this mandate
the TEC has embarked on a project to systematize teacher induction
nationwide. Induction activities are not really new to basic education
schools. School administrators profess that they provide activities to assist
and support beginning teachers. They may take the form of orientation
seminars, attendance in professional meetings, conferences and School
Learning Action Cell (SLAC) sessions and mentoring by master teachers.
These efforts, while commendable, are not formal programs and appear to
be localized to individual schools or school divisions.
TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 2
The Council conceptualized the Teacher Induction Program (TIP)
duringthe 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-BasedManagement(SBM). The past and incumbentleadershipof
the Department of Education underscored the importance of a systematic
and organized induction program,
2.
preferablyon the school level, as part of the institutionalization of SBM. The
truism is “empowered schools shall be in the best position to create
dramatic improvements in the basic education with school heads playing
crucial roles in ensuring the effective learning of students and overall
school performance.” (Lapus,2006)
The milestones of the TIP reflectthe careful planningandconceptualization
of the projectto establish the much needed continuum from pre-service to
in-service education and training of the basic education teachers.
Years 2003 - 2004 - Based on review of related literature andsurveys,
local and abroad, the TIP was conceptualized; module contents were
identified and finalized in a series of consultative workshops; module
writers were identified based on expertise.
Year 2005 - Module design and structure were finalized; module
writing, critiquing, editing, and further consultation with the clientele and
stakeholders characterized this calendar year.
Year 2006 - Pilot implementation of the TIP modules in the identified
15 schools division in the public sector and selected private schools
includingthe BEAM support to the schools in Regions X, XI, XII and ARMM.

The results of the pilot implementation, the FGDs in the pilot divisions
involved in the try-out were consolidated as inputs to the revision of the
modules.
3.
TEACHER INDUCTION PROGRAM TIP IMPLEMENTATION MANUAL 3
Year 2007 – Module revision in preparation for the final printing of the
modules to be distributed to 43,000 elementary and secondary schools
nationwide.
Year 2008 – The training of the 194 schools division TIP Teams in the 17
regions stipulated in DepEd Memo No. 39, s.2008.
In year 2012, the Tagbina II District – Teacher Induction Program was
implemented under the exemplary leadership of the motherly, workaholic
and service – oriented Tagbina II District In-Charge, Mdme. Wilma A.
Premarion with the active support and participation of the TIP District
Training Team composed of dedicated and committed School
Administrators, Master Teachers and Teachers. After days of intensive
series of lectures, assessments and evaluations, the Tagbina II District – TIP
Training Team finally conducted the TIP Completion Program and

conferred to the thirty – seven (37) teacher inductees the Certificate of
Completion after havingbeen satisfactorilycompletedall the requirements
set forth by the Department of Education and the Teacher Education
Council (TEC) last June 29, 2012 with the presence of the Assistant Schools
Division Superintendent, Mdme. Minerva T. Albis, Ph. D.. She further
reiterated that, of all the 26 Schools District of the Division of Surigao del
Sur, there were only 2 districts who conducted the TIP Completion
Program and one of them was Tagbina II District.
4.
The delivery system refers to all the services provided the inductees in
order to achieve the goals of the program. A comprehensive delivery
system covers information dissemination about the program, orientation,
learner support, management and evaluation.
The Teacher Education Council (TEC) is the lead agency tasked with
the conceptualization, development and monitoring of the Teacher
Induction Programbefore its institutionalization by the DepEd. The support
and cooperation of key officials and the teachers are crucial to the success
of the mass implementation of TIP.

The purpose of the limited pilot implementation of the Teacher
Induction Program was to serve as a dry run for the proposed delivery
system and to validate the usefulness of the modules in terms of helping
the new teachers adjust to their job. A random sample of administrators
and facilitators from 15 pilot school divisions where there was a
concentration of new teachers were invited to react to the proposal and to
craft the pilot implementor‟s implementation plan on the Division level
during the orientation seminar – workshop for the pilot implementation of
the TIP (DepEd Memo No. 36, s. 2006 and DepEd Memo No. 66, s. 2006
5.
MODULE 1 Educational Laws and SurveysProgramsand Projects
of the Department of Education
MODULE 2 The Philippine Basic Education Curriculum
MODULE 3 Roles, Responsibilities and Accountabilities
of a Filipino Teacher
MODULE 4 Professionalism and Personal Welfare

MODULE 5 School and Community Partnership
MODULE 6.1 The Teaching of English
MODULE 6.2 Ang Pagtuturo ng Filipino
MODULE 6.3 The Teaching of Mathematics
MODULE 6.4 The Teaching of Science
MODULE 6.5 Ang Pagtuturo ng Makabayan
6.
1. The program explains to the inductees that the process of their
selection is based on special requirements and that induction
training is crucial to their future success.
2. The induction process is divided into progressive stages of
achievement as provided in the TIP Modules carefully crafted by the
Teaching Education Council (TEP).

3. The program cultivates mutual support within peer groups.
4. The trainingis orientedtoward long-termprofessional career goals.
The remainingcharacteristics applydirectly to the needs of beginning
teachers.
5. Administratively-setexpectations andnorms of teacher conduct are
clearlyarticulatedanddisseminatedby the entire TIP District Training Team
under the leadership of the Schools District In-Charge, Mdme. Wilma A.
Premarion.
6. Teachers must assimilate a professional vocabulary.
7. New teachers or Inductees receive supervision, coaching,
orientation, instruction, demonstration, and assessment from the TIP
District Training Team.
8. The responsibilityfor supervision should be distributed throughout
the TIP District Training Team in a tightly organized, consistent, and
continuous program.
7.

Resource Speaker Position Topic
1. Wilma A. Premarion ESP – II / District In-Charge Orientation / Module 1 (Part 1)
2. Peregrina T. Ansing ESHT - III Module 1 (Part 2)
3. Aniceta L. Anliquera ESP - I Module 2 (Lesson 1) and
Module 4 (Lesson 1)
4. Verano L. Ata ESHT - I Module 2 (Lesson 2) and
Module 4 (Lesson 2)
5. Marisel B. Valentin ESHT - I Module 2 (Lesson 3) and
Module 4 (Lesson 3)
6. Dante L. Comparativo ESHT - III Module 2 (Lesson 4) and
Module 4 (Lesson 4)
7. Kirk Andrew B. Abellanosa ESP - I Module 3 (Lesson 1) and
Module 5 (Lesson 1)
8. Lilia A. Robuca ESHT - III Module 3 (Lesson 2) and
Module 5 (Lesson 2)
9. Helen D. Belanio ESHT - II Module 3 (Lesson 3) and
Module 5 (Lesson 3)
10.Narciso R. Borja Jr. ESHT - I Module 3 (Lesson 4) and
Module 5 (Lesson 4)
11.Janet Fernandez MT - I Module 6.1 English
12.Mardy M. Cubil MT - I Module 6.2 Math
13.Teresita C. Eboña MT - I Module 6.3 Science
14.Betty U. Lustiva MT - I Module 6.4 Filipino
15.Bernadette C. Samocino MT - I Module 6.5 Makabayan
16.Emelyn D. Pañares MT – I / DALSC ALS
17.Lily C. Pasco T-III / ALS Mobile Teacher ALS
18.Edna G. Abao T-III / District Planning Documentation
Office
8.

1. A TIP Manager for each Division will be designated by the Schools
Division Superintendent from among the Assistant Schools Division
Superintendent (ASDS) and Education Supervisors. He/She will be
responsible for the following tasks:
Improvement Plan (SIP) and the Annual Implementation Plan (AIP) integral
to School-Based Management;
Materials to the assigned TIP Coordinators in the
elementary and secondary schools in the Division;
managers, mentors, and coordinators;
he divisions/schools;
the region and TEC-DepEd;
forms, etc.);
needed support to the
Division; and
inductees at the end of the Program.
members and school heads.
2. TIP Coordinator
The School Improvement Plan (SIP) in the SBM program shall include the
mass TIP implementation. The TIP Coordinator at the school level is the
School Head. He/She will be responsible for the following tasks:
ctees;
fellow teachers;
inductees can work and/or meet with mentors to discuss the lessons;
9.

g and checking of the posttest;
‟ portfolio (if required) with the assistance of the
mentor;
Manager of the Division;
satisfactorily completed the Program;
and
school to the TIP Manager.
3. TIP Mentor
It is recommended that the mentors come from the same school as the
inductees. The mentors‟ tasks follow:
forms to be accomplished and evaluation to be
done.
every module.
module is submitted.
d module, check, record and submit to the TIP
coordinator.
specific module.
ehensive report of the
implementation.

10
4. TIP Inductee
Below are the responsibilities of the inductees:
activities of the TIP.
program.
-assessment and the post-assessment in every module
chosen. (1-5 required and specific choice of modules in Curriculum and
Instruction.)
urnal or portfolio of personal and professional experiences in
the TIP.
Modules and the TIP as well.

11.

Teacher Induction Program
Training Matrix
[ February 11, 18, 25 March 3,10,17,24, 2012 (Saturdays)]
Time February 11, 2012
(Saturdays)
February 18, 2012
(Saturdays)
February 25, 2012
(Saturdays)
March 03, 2012
(Saturdays)
March 10, 2012
(Saturdays)
March 17, 2012
(Saturdays)
March 24, 2012
(Saturdays)
7:30 – 8:00 U N F R E
E
Z I N G A C T I V I T Y
8:00 – 10:00 Orientation
Module 1 (Part I)
Surveys and Laws
Module 2 (Lesson
1) / Aniceta
Anliquera
Module 3 (Lesson
1) /Kirk Abellanosa
Module 4
(Lesson 1) /
Aniceta
Anliquera
Module 5
(Lesson 1) /Kirk
Abellanosa
Module 6.1
English
Module 6.4
Science
(Teresita C.
Eboña)
10:00 -12:00 (Mrs. Wilma A.
Premarion)
Module 2 (Lesson
2) / Verano L. Ata
Module 3 (Lesson
2) /Lilia A. Robuca
Module 4
(Lesson 2) /
Verano L. Ata
Module 5
(Lesson 2) /Lilia
A. Robuca
(Janet
Fernandez)
Module 6.5
Makabayan
(Bernadette
Samocino)
12:00 – 1:00 L U N C H B R E A K L U N C H B R E A K
1:00 – 3:00 Module 1 (Part II)
DepEd Programs
and Projects
Module 2 (Lesson
3) / Marisel
Valentin
Module 3 (Lesson
3) /Helen Belanio
Module 4
(Lesson 3) /
Marisel Valentin
Module 5
(Lesson 3)
/Helen Belanio
Module 6.2
Math
(Mardy M. Cubil)
ALS
(Emelyn Panares
& Lily Pasco)
3:00 – 5:00 (Mrs. Peregrina
Ansing)
Module 2 (Lesson
4) / Dante
Comparativo
Module 3 (Lesson
4) /Narciso Borja
Module 4
(Lesson 4) /
Dante
Comparativo
Module 5(Lesson
4) /Narciso Borja
Module 6.3
Filipino
(Betty U. Lustiva)
Culmination
Program
NUMBER OF PARTICIPANTS OR INDUCTEES: 37
NUMBER OF TIP TRAINERS : 19
12

All the modules provide for some form of summative evaluation,
either a post-test or projects/outputs to be compiled in a common
portfolio. Observation reports by mentors or heads of schools may also
provide qualitative input for summative evaluation. During the FGDs in the
pilot implementation both inductees and mentors gave encouraging
comments that mentors observing the inductees and inductees observing
their mentors enhanced the support system in the TIP.
Each module has a postassessment with the corresponding rating.
The coordinators and mentors may also adopt the following criteria in
determining the inductee‟s performance:
Excellent (E) – mastered the module content and satisfied all
requirements to complete the module; scored 100% in the postassessment.
Very Satisfactory (VS) – mastered 90-99% of the content, skills, and
module requirements; scored 90-99% in the postassessment.
Satisfactory Plus (SP) – mastered 80-89% of the content, skills and
module requirements; scored 80-89% in the postassessment.
Satisfactory (S) – mastered 70-79% of the content, skills and module
requirements; scored 70-79% in the postassessment.
Moderately Satisfactory (MS) – mastered 60-69% of the content,
skills, and module requirements; scored 60-69% in the postassessment.
Needs Reinforcement (NR) – mastered less than 60% of the content and
module requirement; scored below 60% in the post assessment. There may
be a need to reinforce the support system for inductees
13.

who will get below 60% in the postassessment, and have not mastered the
content, skills, and module requirements. Inductees will be required to
repeat the specific module where the rating obtained is NR. Classroom
observation, systematic mentoring and keeping track of the inductee‟s
performance would certainly enhance the interventions.
A certificate of performance shall be given to those who complete
the Program.
TAGBINA II DISTRICT – TIP INDUCTION PROGRAM
CY 2012
No. of Items: 100
No. of Examinees: 37
Table 1.0
MODULE TARGET MS ML REMARKS
I 10 8.2 82
Satisfactory Plus
II 10 9.6 96
Very Satisfactory
III 10 8.2 82
Satisfactory Plus
IV 10 7.6 76
Satisfactory
V 10 6.2 62
Moderate Satisfactory
VI.1 10 8.8 88
Satisfactory Plus
VI.2 10 7 70
Very Satisfactory
VI.3 10 8.2 82
Satisfactory Plus
VI.4 10 8 80
Satisfactory Plus
VI.5 10 9.2 92
Very Satisfactory
TOTAL
100 8.1 81
Very Satisfactory

14.
TAGBINA II DISTRICT – TIP INDUCTION PROGRAM
CY 2012
No. of Items: 100
No. of Examinees: 37
Chart 1.0
The figures above show that the teacher inductees got their highest
score in Module II – The Philippine Basic Education with the Mean Score
of 8.2 and with the descriptive rating of Very Satisfactory while they got
their lowest score in Module V – School and Community Partnership
with the Mean Score of 6.2 and with the descriptive rating of Moderate
Satisfactory.
Assumption: Probably, most of the teacher inductees had already
tons of encounters with the Philippine Basic Education Curriculum during
their pre-service training while on the other side of the coin; they don’t
have yet enough exposure or experience in the actual field of teaching that
involves community linkages.
Recommendation: Even though the TIP Completion Program was
already done last June 29, 2012, the Teacher Induction Program (TIP) for
the thirty – seven (37) teacher inductees’ does not only stop right there but
instead, there will be constant monitoring, evaluation and guidance with
regards to the teaching performance based on the PAST, CB – PAST, Short
0
2
4
6
8
10
I II III IV V VI.1 VI.2 VI.3 VI.4 VI.5
3-D Column 1
Target
MS

Interviews and Assessment of the teacher inductees as to ensure the
effectiveness and efficiency of this program in achieving its objectives for
the next two years.
15.
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:
(Procedure, timetables, costing, management, etc)
Summative evaluation is conducted at the end of the activity to determine
if the objectives have been achieved based on the postassessment and
portfolios of the inductees. The following questions may guide the TIP
managers, coordinators and mentors during the summative evaluation:
1. Have the objectives set at the beginning of the program been achieved?

2. Are the inductees better teachers now than before?
3. Can the gains or the positive changes in the inductees be attributed to
the intervention? (Modules in particular and TIP in general).
16
4. Are the gains reflected in the improved achievement level of the
learners?
The TIP team may set up a monitoring and evaluation system based on the
conditions obtaining in their schools/divisions.
TAGBINA II DISTRICT – TEACHER INDUCTION PROGRAM
CY 2012
No. of Inductees: 37
A. Knowledge of To what EXTENT?
SOME MODERATE GREAT
1. Educational laws and surveys 5 27 5
2. DepEd programs and projects 10 22 5
3. Features of 2002 BEC 1 15 21
4. Multigrade teaching 19 11 7
5. Evaluation of learning outcomes 0 20 17
6. Alternative learning system 20 14 3
7. Roles, responsibilities and
accountabilities of a teacher 1 10 26
8. Professionalism and personal welfare 3 17 17
9. School and community partnership 14 20 3
10. Brigada Eskwela 2 23 12
B. Skills and Competencies in
1. Communicating with
1.1 Students/Learners 1 26 10

1.2 Parents 12 21 4
1.3 Principals/Department Heads 0 10 27
1.4 Supervisors 3 27 7
1.5 Community (LGU‟s, NGO‟s, etc.) 12 16 11
2. Assessing/Evaluating learning outcomes
2.1 Determining the index of mastery 10 20 7
2.2 Utilizing test results in making 1 15 21
decisions
3. Classroom Management 0 10 27
3.1. Class discipline 6 23 8
3.2. Coping with learners having 17 19 1
behavioral problems; and
17.
3.3 . Learning disabilities 20 17 0
4. Implementing DepEd programs/projects 0 14 23
5. Operationalizing the features 8 25 4
of the 2002
C. ATTITUDE
Reflect on each of the following items and check the column which corresponds to
your feeling/opinion.
Disagree Agree Strongly Agree
1. I take pride in being a teacher. 0 2 35
2. I behave in a manner that upholds the 0 20 17
dignity of the profession.
3. As a teacher, I am a surrogate parent
and should not inflict corporal punishment. 0 30 7
4. I see teaching as my lifetime career. 1 25 11
5. I welcome advice from my peers and superiors 0 10 27
6. Home visitation is a risky endeavor hence
should be least considered. 28 9 0
7. Parents are my partners in educating their 0 12 25
children.
8. Getting involved in community activities is
not among my task as a teacher. 36 1 0
9. As a teacher, I should follow first my superiors 29 8 0
and ask questions later.
10. Supervisory visits are done to help teachers
improve instruction. 0 0 37
11. Accepting gifts from parents/children is a

form of bribery. 10 20 7
12. Promptness and punctuality are values that
should be upheld by all teachers. 0 5 32
13. I owe it to myself to improve my personal
and professional life. 6 30 1
14. It is government responsibility to improve 10 23 4
the professional qualifications of teachers.
15. The quality of students‟ performance is
determined by their own capacities and 14 12 11
18.
These were some of the realizations from the teacher inductees during the
Tagbina II District Trainingof TIP Teams during the Mass Implementation of
the Teacher Induction Program which include the following:
1. Most of the participants recommended that the training should go
beyond the number of days allocated in order to give more time on
discussions especially in those very crucial topics.
2. The participants also commented that most of the speakers were well-
prepared in their assigned topics.
3. The participants also commented that the program was considered
beneficial to the neophyte teachers and can also be a good a refresher for
the experienced teachers.
4. The participants acknowledged the great importance of the TIP as a
systematic way of enhancing the competence of the newly hired teachers.
5. The Participants were very grateful also to the Teaching Education
Council in providing the adequate materials for this breakthrough in the
Philippine Educational System.

6. One of the participant commented that some of the modules need to be
updated especially in Module II – The PBEC due to the nativity of K to 12
Basic Education Curriculum.
7. All of the participants in Tagbina II District said that the Teacher
Induction Program was very much relevant, timely and helpful to both
newly hired teachers and experienced teachers.
8. Some of the participants suggested that, there must be a budget
allocatedfor this programfrom the Department of Budget to every schools
district intended solely for this training.
9. The participants were also hopeful that this great program must be
institutionalized in the Philippine Educational System.
10. Some of the participants suggested that those topics also in the Q-
Learn Module for Teachers must be integratedin the next Production of TIP
Materials.
19.
Submitted by:
KIRK ANDREW B. ABELLANOSA
TIP District Coordinator
Tagbina II District
Signed:
Date:
Noted by:
WILMA A. PREMARION
ESP – II / District In – Charge
Tagbina II District
Signed:
Date:
Recommended by:
MINERVA T. ALBIS, Ph. D.
Asst. Schools Division Superintendent
Signed:
Date:

20
Division of Surigao del Sur
COMMENTS:
Action Taken
Completion Report are hereby approved and
accepted.
Revised the completion report and present again.
Reasons:
________________________________________________
__________________________________.
By:
TEOFILA G. CABATUAN, Ph.D.
Schools Division Superintendent
Division of Superintendent
Signed:
Date:
The young, vibrant,
dynamic and service –
oriented Tagbina II District
In-Charge, Mdme. Wilma A.
Premarion posed during the
Awarding of TIP Certificate
of Completion Program for
the teacher inductees.
Mdme. Premarion is always
determined in her quest for
educational reforms and
transformations especially in
this 3 year old district,
Tagbina II District. Hence,
Teacher Induction Program
(TIP) is only part of her
numerous plans in the name
of educational
transformation.

The Awarding of TIP
Certificate of Completion
and Recognition to the TIP
District Training Team were
graced by the distinguished
educators; the workaholic
and witty Asst. Schools
Division Superintendent,
Mdme. Minerva T. Albis
Ph.D., the motherly District
In-Charge, Mdme. Wilma A.
Premarion, the dynamic
Elementary School Principal
I of Sta. Juana CES, Mdme.
Aniceta L. Anliquera and by
the Honorable Brgy. Cpt.
George J. Simacon, Sr of the
host barangay, Sta. Juana
last June 29, 2012.
There were thirty-seven (37)
teachers who were awarded
with the TIP Certificate of
Completion for having been
satisfactorily completed all
the requirements for the said
program set forth by the
Department of Education
and Teacher Education
Council. All of them were
very much happy during that
day as depicted here in this
picture after many days of
sacrifices just to be able to
attend this noble program
for neophyte teachers.
There were nineteen (19)
members of the TIP
District Training Team
which were composed of
School Administrators,
Master Teachers and
Teachers. Here, Mr. Kirk
Andrew Abellanosa – the
TIP District Coordinator
and eighteen other
members of the training
team warmly accepted
the award of TIP
Recognition Certificate
from no less than, the
Asst. Schools Division
Superintendent herself,
Mdme. Albis.

Tip completion report

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