The Journey Towards Becoming A Proficient Teacher-2

The Journey towards
becoming a Proficient Teacher

Runvi V. Manguerra,Ph.D.
Executive Director II
Teacher Education Council Secretariat
Department of Education
TIP
2113 In-service
Training on
Content and
Pedagogy
2007 Revision of
TIP Modules
The Journey towards becoming a Proficient Teacher
EXECOM
Presentation
May 2, 2017
DEPARTMENT OF EDUCATION
Chairman of Technical Panel for Teacher Ed. 1
Regional Director 9
Assistant Regional Director 7
Deans from selected TEIs 7
Contributors of
TIP Policy Schools Division Superintendent 7
Asst. Schools Division Superintendent 8
Chief (HRDD, CID and SGOD) 30
Public Schools District Supervisor 2
Principal 27
School Heads 3
Head Teacher 5
Teacher Inductee 3
Senior Education Program Supervisor 2
Project Development Officer 2
Education Program Supervisor 11
Chief Education Supervisor – Curriculum
Implementation Division 2
Total 126
DepEd Order
No. 43, s. 2017
DOB of DO 43: August 11, 2017
Teacher Education Council
TIP Field Tryout
Region 10 Region 7
Region 1 NCR
MOVE
The Journey Teacher
towards Education
becoming aCouncil
Proficient Teacher
Disting
uished
Highly
Proficient
Proficient
Beginning
The Journey Teacher
towards Education
becoming aCouncil
Proficient Teacher
Disting
uished
Highly
Proficient
Proficient
Beginning
TIP OUTCOME: What kind of teachers?
COMMITTED
BEGINNING TEACHERS
I. Rationale
1. Strong commitment of teachers

2. Retention of teachers in the
profession
3. Keeping students on task
4. Using effective student questioning
practices
5. Maintaining the students’ interest
6. Establishing a positive classroom
atmosphere
7. Demonstrating successful
classroom management
I. Rationale
Teacher
commitment
Classroom and retention
instructional
practice
Student
achievement
outcomes
Expectation for the Participants
COMPETENT
INFORMANT AND
COMMUNICATOR
Expectation for the Participants
to mentor the
Beginning Teachers
DepEd Order
No. 43, s. 2017
This policy supports...
the continuing
professional
Centralized
development (CPD)
of the newly hired
teachers based on
Coherent
the principle of
lifelong learning and
the Department’s
Comprehensive
commitment to the
development of new
and beginning
teachers”
II. Scope
Implementation
Procedure
Monitoring and Evaluation
II. Scope
Newly-hired
teacher is a
teacher with 0-3
years experience
in the public
school system
and further
classified as
beginning or
experienced
teachers.
II. Scope
A beginning teacher is a newly-

graduate teacher from the pre-
service who is immediately hired
in the public school system. An
example of this is the Department
of Science and Technology (DOST)
Scholar.
But a newly-hired may have

acquired ample experiences in any
of the private schools here and
abroad but has no experience
teaching in the public school
system.
Teacher Induction Program
III. Definition
of Terms
IV. Policy Statement
TIP is institutionalized to provide

a systematic and comprehensive
support system for the newlyhired
teachers in order to seamlessly
immerse them in the teaching
profession in the public school
system
TIP is NOT
TIP is a 3-year PROGRAM

IV. Policy Statement
DepEd
ORDER
No, 42,
series
2017
Resource Package Development

on the Remaining Indicators
PPST DEPARTMENT OF EDUCATION

PPST DEPARTMENT OF EDUCATION

TIP Learning Activity
The use
of
modules
• Job-embedded Learning
refers to the learning
that is grounded in the
daily activity of teachers,
and is characterized as
learning by doing to
encourage teacher
engagement and
reflection on teaching
practice.
Mentoring Program
Mentoring Program is a
school and division
program executed by the
school heads, master
teachers, education
supervisors to help
newly-hired teachers
adapt to the public school
system.
TEC and BHROD
mentor
mentee
KRA 1
Content Knowledge and Pedagogy
1.1 1.4 1.5
KRA 2 Learning Environment and
Diversity of Learners
2.3 2.6 3.1
KRA 3
Curriculum and Planning
4.1 4.4 4.5
KRA 4
Assessment and Reporting
5.1 5.2 5.4
KRA 5
Plus Factor
Strand 1.1: Content knowledge and its application within and across curriculum areas
Strand 1.4: Strategies for promoting literacy and numeracy
Strand 1.5: Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
Strand 2.3: Management of classroom structure and activities
Strand 2.6: Management of learner behavior
Strand 3.1: Learners’ gender, needs, strengths, interests, and experiences
Strand 4.1: Planning and management of teaching and learning process
Strand 4.4: Professional collaboration to enrich teaching practice
Strand 4.5: Teaching and learning resources including ICT
Strand 5.1: Design, selection, organization and utilization of assessment strategies
Strand 5.2: Monitoring and evaluation of learner progress and achievement
Strand 5.3: Feedback to improve learning
12/37
“Priority Strands” necessary for basic Teacher
Quality
Strand 1.1: Content knowledge and its application within and across curriculum areas
Strand 1.4: Strategies for promoting literacy and numeracy
Strand 1.5: Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
Strand 2.3: Management of classroom structure and activities
Strand 2.6: Management of learner behavior
Strand 3.1: Learners’ gender, needs, strengths, interests, and experiences
Strand 4.1: Planning and management of teaching and learning process
Strand 4.5: Teaching and learning resources including ICT
Strand 5.1: Design, selection, organization and utilization of assessment strategies
9/12
Strands are in the Classroom
Observation Tool
Differentiated Supervision
It is a type of supervision that recognizes

the newlyhired teachers’ level of
experience, different teaching needs, and
their goals to improve instructional skills
Differentiated Supervision
Delivery Modes
School Learning Action

Cells (SLAC) Session
CERTIFICATE OF COMPLETION
This Award certifies that
Runvi V. Manguerra
has successfully completed
Teacher Induction Program
D.O 43, s. 2017
TIP Framework
Outcom
e
Teacher Induction Program Milestones

 Module 1  Classroom Observation 1
 Classroom Observation 2
 Module 2
 Module 3
 Module 5
Classroom Observation 1
COT
for Beginning
Teachers
Heatmap: Alignment of COT with the Philippine Professional Standards for Teachers
Domain Domain Domain Domain Domain Domain Domain

1 2 3 4 5 6 7
1.1 2.1 3.1 4.1 5.1 6.1 7.1
1.2 2.2 3.2 4.2 5.2 6.2 7.2
1.3 2.3 3.3 4.3 5.3 6.3 7.3
1.4 2.4 3.4 4.4 5.4 6.4 7.4
1.5 2.5 3.5 4.5 5.5 7.5
1.6 2.6
1.7
21 out of 37 strands of the professional standards are classroom observable


1 2 3 4 5 6 7
1.1 3.1 4.1 5.1
2.3
1.4
1.5 4.5
2.6
3 2 1 2 1
9 out of 21 strands of the professional standards are to be used for SY 2018-2019 for
Classroom Observation Tool

1 2 3 4 5 6 7
1.1 3.1 4.1 5.1
5.2
2.3
1.4 4.4 5.4
1.5 4.5
2.6
3 2 1 3 3
12 out of 21 strands of the professional standards are to be used for SY 2018-2019 RPMS

1 2 3 4 5 6 7
1.1 2.1 3.1 4.1 5.1 6.1 7.1
1.2 2.2 3.2 4.2 5.2 6.2 7.2
1.3 2.3 3.3 4.3 5.3 6.3 7.3
1.4 2.4 3.4 4.4 5.4 6.4 7.4
1.5 2.5 3.5 4.5 5.5 7.5
1.6 2.6
1.7
Year 1 3 2 1 3 3 0 0
Year 2 ? ? ? ? ? ? ?
Year 3
? ? ? ? ? ? ?
C. Other Provisions
Roles and Responsibilities
VI. Monitoring and Evaluation

The Journey Towards Becoming A Proficient Teacher-2

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The Journey Towards Becoming A Proficient Teacher-2

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Drepturi de autor:

Formate disponibile

The Journey towards

becoming a Proficient Teacher

1. Strong commitment of teachers

Monitoring and Evaluation

A beginning teacher is a newly-

But a newly-hired may have

TIP is institutionalized to provide

TIP is a 3-year PROGRAM

Resource Package Development

PPST DEPARTMENT OF EDUCATION

PPST DEPARTMENT OF EDUCATION

TEC and BHROD

It is a type of supervision that recognizes

School Learning Action

This Award certifies that

Teacher Induction Program Milestones

 Module 4  Classroom Observation 5

Teacher Induction Program Milestones

Teacher Induction Program Milestones

Domain Domain Domain Domain Domain Domain Domain

21 out of 37 strands of the professional standards are classroom observable

Domain Domain Domain Domain Domain Domain Domain

Domain Domain Domain Domain Domain Domain Domain

Domain Domain Domain Domain Domain Domain Domain

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