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Implementation Manual
Implementation Manual
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
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 selfinstructional, 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.
ii
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
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
TABLE OF CONTENTS
Page
Foreword
Message
ii
Acknowledgment
iii
Best Practices
Program Overview
12
Module Contents
14
14
16
17
18
19
19
20
20
22
26
28
29
31
32
33
37
Module Design
38
Module Structure
38
39
39
42
42
46
47
50
51
53
55
57
59
61
64
Acronym
69
Glossary
69-a
Bibliography
70
vi
Appendices
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.
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.
73
Appendix B
DepEd Order No.66, s. 2006
Corrigendm 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.
72
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
Appendix G
Sample School Improvement Plan
85
96
Appendix H
Sample Annual Implementation Plan
97
vii
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
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)
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,
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 implementors 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.
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:
The mentors found the modules very helpful in their work; they learned and
relearned concepts/practices of their responsibility and accountability.
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.
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
alive
the
inductees,
mentors,
the
Modules
transformation
confidence
performance.
to
and
we
noted
teachers
their
with
improved
self-
teaching
The Coordinators
Division of Negros Oriental
9
10
could
contribute
to
the
11
Program Overview
The Teacher Education Council (TEC) has packaged a set of 17 selfinstructional 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.
Retirement
CHED/TEIs
DepEd/CHED/TEIs
Entry to
Teacher
Education
In-Service
Education
and Professional
Development
CHED/TEIs/Schools
National
Competency
Based-Teacher
Standards
Pre-Service
Teacher
Education
(BEEd/BSEd/PGC
DepEd
PRC
Teacher
Induction
Teacher
Licensure
Figure 1
13
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
14
15
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
Goals of EFA
What is a Curriculum?
Lesson 2
Lesson Objectives
The National Elementary School Curriculum (NESC)
Lesson Objectives
16
17
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
18
Characteristics of a Teacher
Qualifications, Rights, and Privileges of a Teacher in the Magna Carta for School
Teachers
Pupils/Students Records
19
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-TeacherCommunity Association as well as the various GOs and NGOs.
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
20
21
Module 6
Curriculum
and
Instruction
instruction
and
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).
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 ones
personality and be able to act with greater autonomy
judgement and personal responsibility. (Delors, 1998)
22
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:
23
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
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.
2.
24
3.
4.
5.
6.
Assess
student
learning
using
variety
of
Reflect
on
their
own
actions
and
students
accountability
starts
from
the
25
26
Phonemic Awareness
Vocabulary Instruction
Fluency
Comprehension
Prereading Strategies
Post-Reading Strategies
Discussion
Engagement Activities
Reading-Writing Link
Techniques in Prewriting
Writing
Post Writing
Marking Written Composition
27
Lesson 5 Assessment
Purposes of Assessment
Forms of Assessments
Traditional Assessment
Learning Targets
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
28
Aralin 5
Teaching Styles
Behaviorism vs Cognitivism
Constructivism
Research-Based Strategies
Powerful Questions
Cooperative Learning
Inquiry Method
LESSON 3 Assessment
Tests
Authentic Assessment
Balanced Assessment
Performance Assessment
Rubrics
Portfolio Assessment
30
31
32
Introduksyon
Mga Layunin
Introduksyon
Mga Layunin
Pagpaplano ng Instruksyon
33
Introduksyon
Mga Layunin
Introduksyon
Mga Layunin
Introduksyon
Mga Layunin
Pormal na Pagtatasa
34
Panimula
Panimula
Panimula/Layunin
Panimula/Layunin
Panimula
35
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
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Art / Sining
Contents/Activities
Lesson 1
Lesson 2
Lesson 3
Texture
Lesson 4
Appreciation of Paintings
Rank Order
Lesson 2
Lesson 3
Self-Appraisal Approach
Lesson 4
Mind Mapping
36
Lesson 5
Values Whip
Lesson 2
Lesson 3
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
37
Module Design
The modules serve as self-instructional courses to address the knowledge gap
of beginning teachers. The design incorporates the following key features:
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 )
38
Activities
Comments to Activities
Points to Remember
Bibliography
The Answers to the Self- Check Questions (SCQs) and Activities are found at
the end of each module. The inductee shall keep a journal for the answers to
Preassessment, SCQs 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
inductees program/performance.
to
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.
40
Provincial/
City
Schools
Division
Regional
Office
Elem.
School
District
Secondary
Schools
Inductees
Mentors
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.
Regional Office
(SDS/ASDS)
(Manager)
TIP Manager
C1
M1 M2 M3 Mn
C2
C3
M1 M2
C4
M3
Cn
Mn
PSDS/ES I
School Head
(Coordinator)
Master Teacher
School Head
Experienced Teacher
(Mentor)
Beginning Teacher
(Inductee)
I1
I2
In
I1
I2
I3
In
Legend:
C
M
I
- Coordinator
- Mentor
- Inductee
Figure 4
Accountability Framework of the TIP Support System
41
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.
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 ones learning. The
inductees/mentees shall record answers to the SCQs in their journal. THEY
SHOULD NOT WRITE IN THE MODULE.
42
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 posttest 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 inductees
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 .
43
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 inductees 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
CERTIFICATE OF PERFORMANCE
This is to certify that _______________________of _______________
School
44
Prototype B
CERTIFICATE OF PERFORMANCE
This is to certify that _______________________of _______________
School
Very Satisfactory
Module 2 -
Satisfactory
Module 3 -
Satisfactory Plus
Module 4 -
Moderately Satisfactory
Module 5 -
Very Satisfactory
of
English,
hence
he/she
needs
further
mentoring
in
the
aforementioned module.
________________
Mentor
__________________
Coordinator
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 Masters Degree____________________________________
Graduate School Enrolled in_________________________________________________
Licensure Examination Passed_______________Date_________
Rating ___________
_______________________________________________________
Signature of Teacher Inductee
46
Legend:
1- To a little extent
2.-To some extent
A.
Knowledge of
1.
2.
3.
4.
Multigrade teaching
5.
6.
7.
3- To a moderate extent
4- To a great extent
To a
little
Extent
1
To
some
Extent
2
To a
moderate
Extent
3
To a
great
Extent
4
accountabilities of a teacher
8.
9.
10.
11.
1. Communicating with
1.1 Students/Learners
1.2 Parents
1.3 Principals/Department Heads
1.4 Supervisors
1.5 Community (LGUs, NGOs, 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
48
C. ATTITUDE
Reflect on each of the following items and check the column which
corresponds to your feeling/opinion.
Strongly
Disagree
Disagree
Agree Strongly
Agree
49
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 Masters Degree____________________________________
No. of Units earned for the Doctoral Degree____________________________________
Graduate School Enrolled in_________________________________________________
Licensure Examination Passed_______________Date_________
Rating ___________
MENTORING ASSIGNMENT
Name of Mentee/Mentees
Subject(s) Taught
______________________________
______________________________
______________________________
_____________________________
_____________________________
_____________________________
50
Legend:
A.
1- To a little extent
2.-To some extent
3- To a moderate extent
4- To a great extent
To a
little
Extent
1
To
some
Extent
2
To a
moderate
Extent
3
To a
great
Extent
4
Qualitative Comments:
51
B.
To a
little
Extent
1
To
some
Extent
2
To a
moderate
Extent
3
To a
great
Extent
4
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:________________
52
UNCLEAR
MODERATELY
CLEAR
CLEAR
VERY
CLEAR
4. providing information/knowledge
1. variety of activities
2. applicability to classroom
teaching
53
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.
c.
d.
e. Others
54
1.
2.
Are the objectives of the Teacher Induction Program clearly understood by both
the inductees and implementers?
Yes_______ No______
Comments:
Has the program implementation progressed as scheduled?
Yes_______ No_______
Comments:
3.
4.
Aside from the identified TIP implementers, who else provided technical support
to the inductees?
Yes______ No________ From whom?______________________________
What kind?____________________________________________________
Comments:
5.
6.
7.
Do you find the modules with mentoring as effective mode of delivery for the
Teacher Induction Program?
Yes________ No__________
Comments:
55
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 _____________________________
56
Quality Indicators
Findings/Comments
57
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
beginning
development
teachers
beyond
for
TIP
implementation?
_____________________________
Evaluator
___________________________
Date
58
D.
embedded in the TIP Mass Implementation. The data and results gathered during the
M& E process should give information on the following:
Are we on time?
Is TIP working?
Formative evaluation is a continuous process to determine how the different
59
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.
TIP Form No. 01
TIP Form No. 01-A
Preassessment
Self- Monitoring
Inductee
Self-Check Questions
Activities
Journals/Portfolios
Postassessment
Internal Monitoring
Mentors
Coordinators
External Monitoring
Division TIP Team
Regional Supervisors
TEC
Division/Regional Meetings
Figure 5
Framework for the TIP Monitoring and Evaluation
60
Mentors
go
on
to
have
additional
leadership
roles
in
their
schools/districts/divisions.
Effective mentors are usually (but not necessarily) veteran teachers who are:
61
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 teachers 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
62
Sustainability. The program should continue for several years and seamlessly
progress to the professional development of the teachers as they mature in the
service.
The literature on teacher induction has identified problems that are germane to
local situations.
provide time within the working hours or incentives for important support activities.
Otherwise teachers may be deprived of time for their personal lives. In the absence
of incentives most teachers will shy away from serving as support providers.
There is also the problem of identifying and training teachers who will serve as
support providers for the TIP. The Dep Ed has had several programs for the training
of trainors of teachers nationwide, the most recent of which is the National English
Proficiency Program (NEPP). However, these various training programs may have
different goals and priorities. To maximize limited resources, the challenge is how to
tap the expertise of these trainers for the Teacher Induction Program. In addition
every school should identify potential school-based mentors to be trained as support
providers.
Still another problem is managing the balance between the support and the
evaluation activities of the system. At the conception of the induction program the
relationship between teacher support and teacher evaluation must be clarified.
Ideally they should be distinct and separate. For instance, detailed information about
an inductees performance in a support activity may not be used for evaluation
purposes.
Mentors
should
observe
strict
confidentiality
to
gain
their
inductees/mentees trust.
The criteria used in support programs and those used for year-end evaluation
should be the same. Minimum criteria for beginners must be set and made clear to
65
the inductees. It is unfair to use the same criteria for neophytes and veterans in the
service.
There is much to learn from researches done regarding components that make
for an effective induction program. Among those that are reasonably doable in the
local setting are the following:
Long term planning aligned with the vision and mission of the educational
system
Use of study groups focusing on team building and problem solving strategies
in a system where teachers are overworked and underpaid and where resources are
always lacking. With the continuing exodus of good teachers to greener pastures
abroad, a good induction program in the public and private Basic Education Schools
(BES) becomes imperative to develop promising novice teachers and convince them
to stay in the profession and remain in the country.
A Seminar-Workshop on the TEC Action Plan, 2007-2010, Selection of
Centers of Training for DepEd Certification Program and Continuing INSET,
Finalization of the TIP Mass Implementation Manual and Comments on CMO # 30, s.
2004 was held on May 3-4, 2007, Las Brisas Hotel, Antipolo City. The activities
validated the TIP Implementation Manual for nationwide implementation.
Institutionalizing a good program takes time; getting the desired results takes
longer. The dynamics involved to sustain induction activities is tricky and realities of
context and availability of resources have to be reckoned with. May the TIP make a
difference in the professionalization of teaching.
66
10.
11.
67
Chair, TPTE-CHED
Chief, OPS-CHED
6.
7.
8.
9.
10.
11.
Executive Director II
DEMO II
Artist Illustrator II
REMO II
Administrative Aide
SPES
D. Secretariat
1.
2.
3.
4.
5.
6.
Medium-Term Philippine
Development Plan 2004-2010
68
ACRONYMS
AIP Annual Implementation Plan
BEAM Basic Education Assistance for Mindanao
BESRA Basic Education Sector Reform Agenda
CHED Commission on Higher Education
FGD Focus Group Discussion
LET Licensure Examination for Teachers
LGU Local Government Unit
MTPDP Medium-Term Philippine Development Plan
NCBTS National Competency-Based Teacher Standards
NCCA National Commission on Culture and the Arts
NEPP National English Proficiency Program
PCER - Presidential Commission on Educational Reform
PRC Professional Regulation Commission
R. A. No. 7784 An Act Strengthening Teacher Education in the Philippines by
Establishing Centers of Excellence, Creating a Teacher Education Council for the
Purpose, Appropriating Fund Therefore and for Other Purposes
SBM School-Based Management
SCQ Self-Check Question
SIP - School Improvement Plan
SLAC School Learning Action Cell
TEI Teacher Education Institution
TEEP Third Elementary Education Project
TEDP Teacher Education Development Program
UNICEF United Nations Childrens Fund
69
GLOSSARY
Alternative Learning System is a parallel learning system to provide a viable
alternative to the existing formal education instruction. It encompasses both the nonformal and informal sources of knowledge and skills.
Basic Education is the education intended to meet basic learning needs which lay
the foundation on which subsequent learning can be based. It encompasses early
childhood, elementary, and high school education as well as alternative learning
systems for out-of-school youth and adult learners and includes education for those
with special needs.
DepEd Memoranda are issuances containing certain instructions and information
which are temporary in nature and are usually applicable only during the year of
issuance. These include announcement of conferences, seminars, examinations,
surveys, competitions, and deliberations.
DepEd Orders are issuances on policies, guidelines or regulations which are
generally permanent in nature and are in effect until rescinded.
Formal Education is the systematic and deliberate process of hierarchically
structured and sequential learning corresponding to the general concept of
elementary and secondary level of schooling. At the end of each level, the learner
needs a certification in order to enter or advance to the next level.
Inductee/Mentee refers to teachers with 0-3 years experience.
Induction Program refers to the program for new entrants in government to develop
their pride, sense of belonging, and commitment to public service. (DECS Service
Manual, p.173).
Informal Education is a lifelong process of learning by which every person acquires
and accumulates knowledge, skills, attitudes, and insights from daily experiences at
home, at work, at play, and from life itself.
Learner is any individual seeking basic literacy skills and functional life skills or
support services for the improvement of the quality of his/her life.
Learning Facilitator is the key-learning support person who is responsible for
supervising/facilitating the learning process and activities of the learner.
Mentor is a competent experienced teacher/department head/school head who trains
and coaches beginning teachers and conducts clinical supervision to support the
inductee. He/She may do demonstration teaching and observe classes of the
inductee.
Mission refers to the mandate of the Department of Education to achieve its goals
and objectives through the implementation of programs and projects.
70
BIBLIOGRAPHY
Alliance for Excellent Education. (2004a). Tapping the potential: Retaining and
developing high-quality new teachers. Washington, DC: Author, p.2. Retrieved
September 10, 2004, from www.New Teachers.com
Bernardo, Allan B.I. Teacher education and development program (TEDP), Final
Report. Department of Education, September 15, 2006.
Education for All , 2015. Department of Education.
Breaux, A., & Wong, H. (2003) New Teacher Induction: How to train, support, and
retain new teachers. Mountain View,CA: Harry K. Wong,p.23.
Ingersoll, R., & Kralik, J. (2004), February). The impact of mentoring on teacher
retention: What the research says. Education Commission of the States
Report. Document Number: 5036,p. 15.
Mentor training program handbook. (2003). National English Proficiency Program.
Department of Education. Meralco Avenue, Pasig City.
Murray, Frank B. (ed.) (1996). The Teacher Educators Handbook. Building a
Knowledge Base for the Preparation of Teachers. A publication sponsored by
the American Association of Colleges for Teacher Education. Jossey-Bass
Publishers. San Francisco.
Newmann, Fred M. and Gary G. Wehlage. (1992).Five standards of authentic
instruction.
Educational
Leadership.
Association
for
Supervision
and
Curriculum Development.
Operations manual on school-based management and its support systems. TEEP
Department of Education. Revised January 2006.
Proceedings during the focus group discussions of the TIP pilot implementation.
(2006) Teacher Education Council, Department of Education.
Reynolds, M.C. (ed.) (1989). Knowledge base for the beginning teacher. Elmsford,
New York. : Pergamon Press.
71
Teacher effectiveness (2002). Final draft of the DepEd TEEP. Third Elementary
Education Project . Department of Education.
Transforming education on the ground. Fifty studies of school-based management
under the TEEP. (2006) Third Elementary Education Project. Department of
Education.
Wong, H. (2003b). Induction: How to train, support and retain new teachers. Paper
presented at the National Staff Development Council, December 10, 2003.
Available at www. New Teacher.com
72
APPENDICES
73
Date
Aug. 31- Sept. 1,
2006
Sept. 12- 13, 2006
Region IV A , Rizal
Region IV A, Laguna
September 27-29,
2006
Oct. 5- 6, 2006
Nov. 6- 7, 2006
November 20-21 ,
2006
Nov. 23- 24, 2006
Region VI , Iloilo
Xavier University
Pinaglabanan Elem. School, San
Juan, Metro Manila
Division Office Conference Hall
Region IV - A , Cavite
FGD Team
*Amor de Torres, Purita Bilbao, Josephine Cruz, Beatriz G. Torno
, Emmanuel Villamarin & Vivien Gacula
*Aurora Franco, Lidinila Santos, Helen Caparas, Gladys Nivera ,
Beatriz G. Torno & Vivien Gacula
*Avelina Llagas, Cecilia Alip, Leny delos Reyes, Llova Balanon &
Jun Garcia
*Paz Lucido/ Amor Torres, Josephine Cruz , Melchora
Lamorena, Beatriz G. Torno, Emmanuel Villamarin & Jun Garcia
* Grace Mateo, Aurora Franco and Beatriz G. Torno
* Wilhelmina Borjal, Helen Caparas, Gladys Nivera , Beatriz G.
Torno , Rex Fernandez & Jun Garcia
*Amor de Torres, Teresita Tumapon, Melchora Lamorena ,
Beatriz G. Torno and Jun Garcia
* Avelina Llagas , Paz Lucido , Gladys Nivera, Bernadette Pablo ,
Emmanuel Villamarin & Llova Balanon
*Aurora Franco , Grace Mateo, Jocelyn Marcial, Beatriz G. Torno
Frederick Gregorio & Vivien Gacula
* Grace Mateo , Twila Punzalan, Josephine Cruz , Beatriz G.
Torno , Llova Balanon , Jun Garcia & Vivien Gacula
*Grace Mateo , Narcisa Sta. Ana, , Lidinila Santos , Vivien
Gacula & Rex Fernandez
*Paz Lucido , Cecilia Alip, Ofelia O. Flojo , Bernadette Pablo ,
Llova Balanon & Frederick Gregorio
* Grace Mateo , Purita Bilbao, Ofelia Flojo , Emmanuel
Villamarin & Jun Garcia
*Lidinila Santos , Wilhelmina Borjal , Avelina Llagas, Beatriz G.
Torno, Vivien Gacula & Jun M. Garcia
*Purita Bilbao, Gladys Nivera, Lidinila, Edna Dominguez ,
Beatriz G. Torno, Rex Fernandez & Vivien Gacula
*Amor de Torres , Lidinila Santos , Jocelyn Marcial, Beatriz G.
Torno , Frederick Gregorio & Jun Garcia
* Avelina Llagas , Gladys Nivera , Narcisa Sta.Ana, Emmanuel
Villamarin , Rex Fernandez & Vivien Gacula
* Ester Lozada , Gladys Nivera , Avelina Llagas , Rex
Fernandez, Jun Garcia & Frederick Gregorio
80
APPENDIX F
Sample A
Objective
Activity / Support
System
a.
To
establish
Division
Learning
Resource Center
b. To identify the
Division TIP Council
c. To orient the
mentors/facilitators
of their duties and
responsibilities
d. To identify the 12
inductees
in
the
elementary and 4
inductees
in
the
secondary
e. To distribute TIP
materials
Resource
Requirements
Human/Materi
al
Time
Frame
Indicators
I.Pre-Pilot
Implementation:
March 18
April 15, 2006
SDS
March
23,
2006
ES
PSDS
School
Principals
Master
Teachers
March
18,
2006
Organized
the
Division TIP Council
Set up the Division
Learning Resource
Center
Identified
the
inductees both in
the elementary and
secondary
Distributed the TIP
materials
Oriented the TIP
mentors/facilitators
of their duties and
responsibilities
85
*TIP inductees
-Oriented
the
TIP
mentors/facilitators of
their
duties
and
responsibilities
-Identified
the
12
inductees
in
the
elementary and 4 in
the secondary
*Distributed
materials
TIP
April
10,
2006
March
23,
2006
April
10,
2006
86
Phase
II. During-Pilot
Implementation
:
Objective
To
identify
the
delivery mode and
April,
2006- the time targets for
November 2006 the
TIP
implementation
Activity
System
Support
Resource
Requirements
Human/Material
SDS
ES 1
PSDS
School
Administrators
Master Teachers
Time Frame
Indicators
the
Module 1-May Identified
delivery
modules
19, 2006
and the time target
retrieval
of
Module 2-June for
modules
16, 2006
progress
Module 3 Mode
reports
on
the
July 21, 2006
completion
of
Module
4- modules
August
21,
2006
Module
5September 15,
2006
Module
October
2006
620,
87
Phase
Objective
Activity
System
Support
III.
Post-Pilot
Implementation
To
give/provide Awarding of certificate of
:
incentives
to completion
December,
inductees
2006
Provision
for
cash
incentives
Resource
Requirements
Human/Material
TIP manager
TIP Coordinators
Mentors
Time Frame
Indicators
December
2006
Completion of all
the activities in the
modules
and
accomplishment of
the
post
assessment
88
Sample C
DIVISION PLAN for TIP PILOT IMPLEMENTATION
No. of Inductees : _______________________
Elementary : _______________________
Secondary : _______________________
ALS Mobile Teachers : ____________________
No. of Mentors / Facilitators : ________________
Phase
OBJECTIVES
Activity / Support
System
1. Plan the
Implementati
on of the
Division TIP
2. Put up
objectives
DLRC
2. Formulate criteria
for selection
Resource
Requirements
Time Frame
Indicators
I. Pre- Pilot
Implementation
June Nov. 2006
3. Identify
mentors and
inductees
4. organize the
division TIP
management
staff
TIP Managers
Coordinators
Mentors
Inductees
May 22 June
1,2005
DLRC, Selected
Mentors and inductees
identified
Division TIP
management staff
organized
Orientation
successfully handled
5. orient the
inductees/
mentors
93
Phase
OBJECTIVES
1.Set deadlines
for completion,
submission,
assessment of
forms and others
2.Monitor
individual
progress of
inductees
Activity / Support
System
2.1 Monitoring
2.2 Follow-up
activities/discussion
on modules
Resource
Requirements
TIP Managers
Coordinators
Mentors
Inductees
Time Frame
June Nov.
2006
Indicators
94
Phase
III.Post- Pilot
Implementation
December 2006
OBJECTIVES
Activity / Support
System
1.Evaluate the
effectivity of
the program
1.Post Test
2. Recommend
Suggestions
2.Collation of
recommendations by
module
3. Recognize
inductees and
mentors
3. Giving award or
any incentive
Resource
Requirements
TIP Managers
Coordinators
Mentors
Inductees
Time Frame
December
2006
Indicators
More competent,
dedicated, and
committed new
teachers developed
95
APPENDIX G
__________________
(Region)
VIII. Signatories
A. Schoolhead and Staff including Pupils
B. PTCA President and Representatives
C. Barangay Captain or Representative and Other LGU Officials
D. Division Staff
E. Other representatives From Organizations or from the Community
Annexes:
1. Participants
2. Site Map of school
3. Land Title/Registration of School Site
APPENDIX H
Objectives
Strategies/
Activities
RESOURCES NEEDED
Time
Frame
Fund
Human
Materials
Sources
of
Funds
Expected
Outputs/
Outcomes
Sustainability
97
Secretary
Department of Education
Chairman
Professional Regulation Commission
ZONAL REPRESENTATIVES
Dr. PAZ I. LUCIDO
Luzon Representative
Visayas Representative
Mindanao Representative
Social Studies
Science
Language
Mathematics
SECRETARIAT
Dr. BEATRIZ G. TORNO
Executive Director II
LLOVA O. BALANON
JUN M. GARCIA
FREDERICK S. GREGORIO
REMO III
VIVIEN R. GACULA
Admin Aide
DEMO II