Académique Documents
Professionnel Documents
Culture Documents
Educational Background
Preschool: Buenavista Day Care Center
Elementary: Buenavista Elementary School Class Valedictorian 2005-2006
Secondary: Jacinto P. Elpa National High School
College: Surigao del Sur State University
Graduate School: Surigao del Sur State University
Educational Attainment
Baccalaureate Degree: Bachelor of Secondary Education Major in English
Master’s Degree: Master of Arts in English Language Teaching
Doctorate Degree: Doctor of Education in English Language Teaching
(pursuing)
ME BEFORE TIP
Entering the classroom for the first time was both an exciting and challenging
experience for me as a beginning teacher.
Actually I knew from the start that there is really Teacher Induction Program even
before its conduct. Sometimes I tend to be studious when things around are new to
me. I made the DepEd portal my immediate company when I get to do things I have
yet to accomplish for the first time. There I found a DepEd Order on Teacher
Induction Program and it was just so amazing that after a year of holding a copy of
such order, here we go for this formal introduction to the teaching career.
As an inductee, I always told myself that this induction, which I consider effective,
can ease this transition as well as help strengthen a beginning teacher like me on my
impact to students. Induction plays a critical role in building on the knowledge and
skills developed through initial teacher education as well as providing the support
needed for beginning teachers as we embark on a new phase of their career.
With this consistent approach of the City Division of Tandag through the TIP
Focal Person Ms. Wheng Balan, we, teachers, are better supported in our entry in
school and the classroom for the first time. All that we have learned will really help
ensure that we are retained for longer since we are provided a comprehensive
process that is focused on continuous learning, growth and improvement of
ourselves and our mentors.
I had so many hopes before the Teacher Induction Program. I wished for a
comprehensive and sustained process of guidance and support that will provide me
with the foundation for, and connection to, career-long professional growth.
Since I have read the full text of DepEd Order No. 43, s. 2017 on Teacher
Induction Program Policy, I had visualized some of the things that will build my
career through formal initial teacher education program including introduction to the
school community and working culture, the teaching environment and conditions
particular to the context of the school, enhancement of pedagogy developed through
the initial teacher education, development of an individual’s professional identity and
the building of personal resilience skills.
Induction is an umbrella term for the supports put in place to assist teachers in
adapting to a new workplace culture. I heartily thank our division for giving us this
Teacher Induction Program which was not experienced by others. It supported most
our immediate needs, followed by continued work throughout the first year. Induction
goes beyond understanding students, classes and curriculum. Information about the
systems and processes that guide the workplace, as well as school norms, are
integral for teachers to settle in and feel confident; however, it's important to keep in
mind the pace at which this is done.
I can say this is a well-planned induction program because it has taken into
account the school environment and the highest priority needs of new teachers. It's
impossible to learn all the particulars at once, so spacing out conversations around
systems, collaborative planning, curriculum, teaching and learning, and assessment
over the year is prudent. With more time to absorb and process information, I can
begin to understand how the pieces of the whole fit together. When conversations
are planned around a coinciding event or issue, understanding deepens especially
that my co-inductees are very interactive, participative, and cooperative.
Thank you to the City Division of Tandag and the Training Management Team
of the Teacher Induction Program for welcoming us to the Department of Education!
It is rare to meet a teacher who does not explain that she or he wanted to be a
teacher to help children, or to change the world through teaching children, or to give
back what was received from a teacher, to be a hero to others as teachers were
heroes to them. Perhaps this heightened sense of vocation is because, in our
culture, additional rewards for teaching are difficult to find. The rewards are not
income and status as it is in some other vocations, or as teaching is in other cultures.