FREQUENTLY ASKED

QUESTIONS ABOUT
THE FELLOWSHIP
Thank you for applying to the 2019 Fellowship Program! Your application is
an exciting first step towards a career that is para sa bata, para sa bayan.
Before we get to know you better, we would like to tell you more about us
and what the Fellowship Program has to offer.
 A. Placement
WHERE ARE YOUR PLACEMENT SCHOOLS?
Teach for the Philippines’ Government Relations and Placement (GRP) team works
closely with Local Government Units (LGUs) and local Department of Education Divisions
to identify placements and to allow us to deepen our impact in our school communities.

We currently have 34 placement schools across 22 cities/municipalities in the

Philippines, namely:

Angeles, Pampanga ( 1 )
Biñan, Laguna ( 1 )
Cagayan de Oro, Misamis Oriental ( 3 )
Casiguran, Aurora ( 1 )
Cauayan, Isabela ( 1 )
Consolacion, Cebu ( 2 )
Dagupan, Pangasinan ( 2 )
Del Carmen, Surigao Del Norte ( 2 )
Iloilo City, Iloilo ( 1 )
Jordan, Guimaras ( 2 )
Kalibo, Aklan ( 1 )
Mabalacat, Pampanga ( 1 )
Malay, Aklan ( 1 )
Marikina, Metro Manila ( 5 )
Navotas, Metro Manila ( 1 )
Roxas, Capiz ( 1 )
Siayan, Zamboanga del Norte ( 1 )
Sorsogon, Bicol ( 1 )
Sta Rosa, Laguna ( 2 )
Talisay, Negros Occidental ( 1 )
Tarlac, Pangasinan ( 2 )
Victorias City, Negros Occidental ( 1 )

All information as of August 2018

HOW DO YOU SELECT PLACEMENT SCHOOLS?

The GRP team works with LGUs and Department of Education Divisions to identify
where there is need for our Fellowship Program. GRP also ensures that our placement
communities are not only safe but also readily accessible.
 WHERE WILL I BE PLACED?
At Teach for the Philippines, we go where we are needed. As such, we place our
Teacher Fellows where they can be most useful to the school community. This is
determined based on the education priorities of our partner LGUs, needs of the
school, the skills and profile of our Teacher Fellows, and the assessments and
recommendations of the Admissions Committee, the Training and Development Team,
and the GRP Team. Trust that placements are always carefully deliberated, and your
own skills and the needs of our school partners are taken into consideration.

WHEN WILL I BE ASSIGNED A PLACEMENT SCHOOL?

Placements are assigned after completion of Summer Institute. Those who pass the
requirements of Summer Institute will be given their placement and school groups
before official induction into the Fellowship, and deployment happens immediately after
the induction.

B. Relocating
While it may seem overwhelming to think of
leaving your hometown on your own for the first

81%
of our current Teacher Fellows
relocated to a different region
for the Fellowship.*
Teacher Fellows bound for
Siayan, Zamboanga with their
Instructional Coaching Manager,
Andrea Pineda (2015 Del Carmen,
Surigao del Norte; Instructional
Coaching Manager)
-Photo courtesy: Andrea Pineda
time, allow us to share that 81% of our current
Teacher Fellows relocated to a different region
for the Fellowship.* They have all taken the leap
- jumping on a bus, boat, or plane to go and teach
where they are needed.
Know that we typically have at least 3 Teacher
Fellows in one school group. These groupings
are determined by the needs of the school and
the Teacher Fellows’ skills and background.
Teacher Fellows of the same placement school/
city sometimes opt to live together and share
an apartment to reduce expenses. This makes
it easier for all of them to work cohesively as a
team – that’s why it’s called the Fellowship!
*All information as of August 2018
 C. Support from Family Members

“
We encourage you to begin
discussing the possibility of
becoming a Teacher Fellow with
your parents/guardians or spouse.
We understand that the decision to pursue the Fellowship may be a big leap for you and your
family. As you move forward with your application, we encourage you to begin discussing
the possibility of becoming a Teacher Fellow with your parents, guardians, or spouse. We
encourage you to share with us questions or concerns and we’re happy to provide you with
information that may be helpful to you.

TFP Alumnus Alen Santiago of Cohort 2016 with his mom during
the 2016 Fellow Candidates’ Welcome. His mom was initially
unsupportive of his decision to go into the Fellowship but changed
her mind after getting a better understanding of TFP and the work
that Teacher Fellows do.
 D. Summer Institute
WHAT IS SUMMER INSTITUTE (SI)?
Out of the hundreds of applications received, selected Fellow Candidates are given an
an offer to join the live-in training camp called Summer Institute (SI), which is a 7-week
intensive training meant to help you prepare for the journey that lies ahead. While
SI is the last stage of the admissions process, it is designed to help build mindsets,
knowledge, and skills for success in the Fellowship. During the training, you are given
approximately 400 hours of training and coaching and will undergo practice teaching.
Teach for the Philippines takes care of transportation (from Manila to the training venue),
food, and accommodation costs, and allowance of the Fellow Candidates for the whole
duration of the 7-week training.

WHEN AND WHERE WILL SI BE HELD?

Each year we place Teacher Fellows to public schools twice - June and August. Summer
Institute for June placement starts in April and SI for August placement starts towards the end
of June. SI is typically held within or around NCR but final venues and schedule of activities will
be announced closer to the start of SI.

IS ATTENDANCE AT SI REQUIRED?
Yes. Fellow Candidates are required to complete all training sessions during SI (regardless of
college degree), as this is a prerequisite for the Fellowship. Given the full training schedule,
Fellow Candidates will be required to live in the training venue for the duration of the 7 weeks.
Sessions are whole day engagements, which take place between Monday to Saturday.

WILL WE BE ALLOWED TO GO HOME DURING SI?

Fellow Candidates typically have Sundays off but must be back in time for training by the
following Monday morning. Should you choose to go home anytime during SI, transportation
expenses will be charged to your personal expenses.

WILL WE HAVE TO PAY FOR SI?

No. All costs including accommodation and meals will be covered by Teach for the Philippines.
Fellow Candidates also receive an allowance for the duration of SI.

If you have any concerns or questions that were not addressed here, please do not hesitate to reach out to
the Admissions Committee through admissions@teachforthephilippines.org.
WHAT HAPPENS
AFTER THE
FELLOWSHIP?
Beyond two years of transformative teaching in the classroom, Teach for
the Philippines develops and supports lifelong education advocates and
a network that accelerates education reform. In the second year of the
Fellowship, our Teacher Fellows are introduced to Alumni Pathways.
Through Alumni Pathways, Teacher Fellows gain access to the following:

ALUMNI AMBASSADORS PROGRAM*

After completing their 2-year teaching commitment, Alumni also have the
unique opportunity to apply for this 1-year program which aims to:
1. Supply a need for fresh talent in the government and development
sectors.
2. Encourage Teacher Fellows to continue their work in public service.
Alumni Ambassadors continue to be employed under Teach for the
Philippines but will ultimately provide technical support and servant
leadership to their assigned government agency or social enterprise.*

SPEAK OUT CAREER FAIR

A specialized training on A networking event where
networking, interacting with prospective employers from
other professionals, and the Academe, Corporate,
presenting oneself effectively. Development, and
Teacher Fellows learn more Government sectors come to
about professional behavior, meet our Teacher Fellows.
desirability, and general ability
to brand themselves.

MENTORSHIP PERSONAL
This is an opportunity
for Teacher Fellows to forge
INVENTORY
a meaningful relationship Understanding yourself
with a respected professional is the first step towards
who believes in providing improvement. Hence, Teacher
guidance, perspective, insight, Fellows are asked
and coaching to develop to take a variety of personality
young leaders as part of tests such as Knack,
nation building. Global Personality Inventory
(GPI), and the Myers-Briggs
Type Inventory (MBTI).
CAREER
COUNSELING *To be part of the Alumni
Teacher Fellows undergo Ambassadors Program, Alumni
one-on-one sessions with from the Fellowship Program
a career counselor to discuss must first submit applications
careers and occupations most which will be screened by TFP and
the government agency / social
suitable for their
enterprise. Alumni may apply
personality type.
any time after completing the
Fellowship.
 WHERE ARE OUR ALUMNI NOW?*

77%
are engaged in Education
Government, and
Development

15%
are engaged in Corporate
work (CSR, HR, Training,
Strategy)

8%
*All information as of
August 2018

are pursuing
interests in other
professions
CORPORATE
Kilo
Chuidian
Henares
COHORT 2013
HOLY SPIRIT ES
QUEZON CITY

SOLUTIONS ANALYST
Magsaysay Transport and
Logistics

BUSINESS ADMINISTRATION
Boston University

“My goal of making

the Philippines a
better place has
not changed, but
perhaps my approach
has. I still believe
in education, but I
realized that there are
other ways to achieve
my goal. I think that
through my company
I can still contribute to
education.”
Tell us a bit about yourself, prior to joining the Fellowship.
I was 3 years out of college and had been in almost every aspect of the business world.
I had done sales for printing, customer service for electronics, finance in Hong Kong,
and even marketing. I wanted to do something different, something outside the box,
something to challenge myself and actually do good for the world. Little did I know that
my passion for education and a belief in the great things Filipinos have done in the past
and abroad would somehow bring me back to the country I thought I had left behind.

I always knew I wanted to contribute to the Philippines, through libraries and technological
education but I never thought I would become a teacher, especially not in the public sector.

Why did you decide to join Teach for the Philippines?

I joined TFP because I wanted to bring back the glory days of the Philippines, when we
were once a tiger of Asia. I wanted to address poverty at its roots and educate Filipinos
that we could become great. I wanted to show Filipinos that if outside of the Philippines
we could achieve great things, then we could do it in our own homecourt. I joined with the
singular belief that the Philippines needed education to address the many challenges of
our society.

What is your biggest takeaway from the Fellowship?

I think my biggest takeaway is to accept your differences, but learn to walk in the other
person's shoes. TFP really helped me learn how to deal with people better, how to
build relationships, and get them to support you in your projects. TFP also helped me
understand our country better and how I can best help my teammates in my current role
achieve their goals.

After your two years as a Teacher Fellow, how have your

goals for yourself and your country been transformed?
My goal of making the Philippines a better place has not changed, but perhaps my
approach has. I still believe in education, but I realized that there are other ways to achieve
my goal. I think that through my company I can still contribute to education. One of the
projects we are working on involves providing opportunities for Grade 11 and Grade 12
students to learn about business.
EDUCATION
NOELLE
CHERIE
PABITON
COHORT 2013
WEST FAIRVIEW ES
QUEZON CITY

TEACHER
Explorations Pre-School

CONSULTANT
The Alpabasa Filipino
Reading Program and
Greenwich Aralkada

LITERATURE (MINOR IN
EDUCATION)
Ateneo de Manila University

“What I learned
from those two years
is that I can only
teach insofar as I
have hope for my
students. It is my duty
to teach excellently so
long as I believe my
students can become
excellent.”
Tell us a bit about yourself, prior to joining the Fellowship.
I was in Grade 3 when I first decided that I would someday be a teacher. I remember the child-sized
chalkboard my cousins and I used in our pretend play. I remember teaching my elementary lessons to
the house help and to a row of stuffed toys. I remember writing lesson plans for fun. I carried my dream
of teaching even as I grew up. I envisioned becoming a high school teacher or a college professor in one
of the top schools. Although I did end up tutoring high school students throughout college, my post-
graduation plans shifted the moment I learned about Teach for the Philippines.

Why did you decide to join Teach for the Philippines?

Something about those four words struck me right at the core. It may have been because of my own
experience of both privilege and need, or some deep-rooted sense of national responsibility, or just
my idealism in overdrive. For whatever reason, the name of the organization was enough to reel me
in. Teach for the Philippines. I already intended to teach, so why not teach in my own country? And if I
intended to teach in my country, why not teach those who have the most to learn?

What is your biggest takeaway from the Fellowship?

What I learned from those two years is that I can only teach insofar as I have hope for my students. This
is something I continue to live by. It is my duty to teach excellently so long as I believe my students can
become excellent. It is my duty to teach honorably so long as I believe my students can live honorable
lives. On days when teaching seemed like an impossible task, I hoped for at least one student—one life
that might someday be capable of affecting many, given the chance. The challenges are very real. There
are no quick fixes. But when hope compelled me to do something, I was pleasantly surprised to meet
so many other people trying to do their part.

After your two years as a Teacher Fellow, how have your

goals for yourself and your country been transformed?
I feel the urgency now more than ever to help give all children a fighting chance. I am grateful that, Teach
for the Philippines, through its growing network, continues to connect me with like-minded individuals
and groups in the education sector.

I have so much room for growth as a teacher and as a person. I am privileged to be where I am right
now, recalibrating my philosophy of education, gaining fresh inspiration, and challenging myself in new
ways. Everyday, I decide to be the best teacher I can be so that, one day, I’ll be ready to go back to the
public school.
DEVELOPMENT
REXAN
DAYAO
COHORT 2013
WEST FAIRVIEW ES
QUEZON CITY

PROGRAM DIRECTOR
Kapatiran Kaunlaran
Foundation Inc.

SECONDARY EDUCATION
Bulacan State University

“While I did not end

up being a teacher in
a classroom, I know
that there is a bigger
classroom outside
of it. It will be my
commitment to be a
lifelong advocate of
education for I have
proven, through my
own journey, that
it is the only tool to
change the quality of
one’s life.”
Tell us a bit about yourself, prior to joining the Fellowship.
Since childhood, I knew that I wanted to be a teacher. I was a foster child from the age of 3 to 21 years
old, so I was raised and cared for by someone who didn’t really know me; that meant a lot to me. Fate
had been kind to me; out of 12 siblings, I was hand-picked and given the support that I needed to have a
better life. Because of this, I believe it is my mission to help people help themselves.

Why did you decide to join Teach for the Philippines?

After graduating from college, I served as Project Officer for different NGOs. I became an active
member of the Council for the Welfare of Children, and UNICEF also gave me the opportunity to set up
schools in war torn areas in Mindanao through PEACE (Pre-School Education Advocating for Cultural
Enlightenment). While being engaged in development work, I saw the plight of street children and
trafficked and abused women. The kind of poverty that Filipino children face is hard to digest and difficult
to accept. I returned to Manila, and UNICEF gave me another chance to serve Filipino children through
their donation of a van that was fully equipped with facilities for street education. Still, it came to a point
that I grew tired of what I was doing. I wanted to understand why children opted to leave school in the
first place, and why they chose to be poor even though education is free. I knew that I couldn’t find the
answer in books. I knew that the answer was in the public school system.

What is your biggest takeaway from the Fellowship?

TFP fine-tuned my passion. It gave me a better perspective on how to initiate change. I must admit that
the two-year Fellowship was not easy. There were times that I wanted to give up. But I remembered my
students, that they are waiting for me to arrive everyday, and that kept me going. Working with my co-
Fellows was also very rewarding. In a nutshell, the Fellowship will push you to do your best and achieve
your goals; you’ll become a better professional.

After your two years as a Teacher Fellow, how have your

goals for yourself and your country been transformed?
I am currently the Program Director of Kapatiran Kaunlaran Foundation Inc., one of the oldest NGOs in
the Philippines. I manage its 15 programs and services which aim to educate, employ and empower
individuals of all ages from economically challenged communities in Manila and Region 3. Everyday
is challenging, but I know that my purpose is to give opportunity to people. Giving them hope and a
chance to develop themselves is like returning the favor to those who supported my education.

I want to work for the government, either in DepEd or DSWD. I think I am now ready to serve the country
by providing training to service providers or creating policies that will address challenges confronting
children and their families. While I did not end up being a teacher in a classroom, I know that there is
a bigger classroom outside of it. It will be my commitment to be a lifelong advocate of education for I
have proven, through my own journey, that it is the only tool to change the quality of one’s life.