MICK MARS P.

SILVANO, LPT, MAELT

Secondary School Teacher I
Buenavista National High School

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

Engaging in anything without prior orientation may seem so confusing and

misleading. You are not certain of things. You are not sure of almost everything.

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.

This portfolio of evidence supports beginning teachers like me to chart my

knowledge, growth and impact, and demonstrate achievement of the three phases of
the Teacher Induction Program. Utmost gratitude goes to the Training Management
Team for giving us the best experience in our initial career stage. Bravo!
 ME WITH THE HELP OF TEACHER INDUCTION PROGRAM

Starting at a new school can be just as overwhelming for me as it is for new

students. While it's exciting for me to envision the year, it can also be overwhelming.
The new things I need to learn range from information systems to human resource to
curriculum. The development a solid teacher induction program by our division can
ease the transition for a new teacher like me, giving me the time, support and
relationships I need to thrive.

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.

While understanding of a curriculum's core beliefs and grounding is certainly

important, I often feel more immediate needs. This may mean skipping philosophy
for a moment and getting right into teaching and learning or
assessment. Organizing induction sessions that are timely, and providing a chance
for me to apply what they are learning, supports them in making
connections between all the moving parts. Once I develop some confidence in their
classrooms and with the school culture, they will have more mental space and
energy to discuss theory. Building flexibility into the plan is important. Being asked
on what issues are weighing on us new teachers, and planning sessions around
those ideas as they arise is supportive of this new collegiality.

Relationships are crucial to a supportive induction program. There is no way

to know what will be the most pressing issues for teachers without getting to know
our colleagues from other schools and their experiences. Getting to know new
teachers from schools of our division was so amazing. This TIP made me realize
that teachers are some of the most self-less, giving, caring individuals in our world.
 ME BECAUSE OF THE TEACHER INDUCTION PROGRAM

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!

We are so happy because we felt that the Department is pleased to have us

as a member of the family.

We had a good time reading through the Department of Education (DepEd)

Teacher Induction Program (TIP) modules.

The modules helped us get acquainted with the organization. It introduces us

to DepEd values as it translates to the way it delivers its service in accordance to its
mandate, vision, mission and goals. More importantly, it sets out DepEd’s policies
and guidelines that reflect standards on teaching practices that are consistent with
DepEd’s core values—Maka-Diyos, Maka-Tao, Makakalikasan at Makabansa. The
modules helped us realize our professional development goals in our journey at
DepEd.

The Teacher Induction Program has brought me to so many realizations in the

teaching profession and career.

Teaching is a noble profession as well as a vocation that calls to the heart of

an individual. The teacher plays a vital role in the lives of the learners; hence they
are called heroes of the new generations. They touch lives and influence others—
making a big difference to the lives of the learners. Teachers should take pride in
upholding the qualities of being a professional and to live according to the
expectations of teaching as a profession and as a vocation.

According to Butisingh (2007) teaching is more than a noble profession. The

teacher is the most important person in any civilization, as on him depends the
molding of the nation. There are not many born teachers but there are those who
love teaching and there are those who enter it as an occupation.

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.

Lastly, because of the Teacher Induction Program, as a teacher, I am now

ready to collaborate and seek advice to the human resources inside and outside the
school.
PHOTO GALLERY