TIP_C3_M1_S1_Required Task 1_Formative Test

Scenario I: Teacher Anthony’s Dreams

It is Teacher Anthony’s first year of teaching. After going through the Teacher Induction Program (TIP), he dreams of becoming a Master Teacher someday. He knows that he has to work on his competency gaps based on the indicators for proficient teachers in the PPST. After taking the self-assessment test (SAT), Teacher Anthony admitted to his mentor that he needs support in certain domains at the beginning level.

Which of the following will NOT GREATLY help Teacher Anthony achieve his dream of becoming a Master Teacher?

• Use the result of his SAT in identifying his learning needs

• Attend as many learning and development activities to earn as many certificates for promotion

• Regularly revisit the PPST to align his professional development needs with the expectations of proficient teachers

• Gather evidences of his good performance

Scenario 2: An Advanced Teacher at the Beginning Stage of PPST

Teacher Ruth had three (3) years teaching experience in a private school before she was hired in the public high school where she is currently teaching. Because of her prior experience, she has already acquired some good teaching practices and she has been identified by her School Head as a high performer and high potential future teacher leader. This coincides with Teacher Ruth’s dream to become a future school leader in DepEd. However, she is a newly-hired teacher and her colleagues label her as Beginning Teacher under the PPST.

Which of the following behaviors can help teacher Ruth fulfill her career goal?

• Align with the PPST her professional teaching practices

• Get help from somebody she knows in DepEd to serve as her “padrino”

• Gather certificates of her previous trainings in the private school where she taught and keep it for promotion

• Make friends with her school head, so she can have his/her favor

Scenario 3: Teacher Ruth’s Supportive Mentor

Teacher Ruth is in her second year of teaching. She is quite a fast learner when it comes to using the PPST for her professional development benefits. Her mentor has been very supportive and is one of the key contributors to teacher Ruth’s successful completion of the Teacher Induction Program. Phase IV of the RPMS cycle, Performance Rewarding and Development Planning, is fast approaching.

Which of the following is most likely to happen to teacher Ruth?

• To address her performance gaps, teacher Ruth will be referred to a peer for coaching session during the next school year

• Teacher Ruth will not be able to get the outstanding rating for the current school year

• Teacher Ruth may be awarded for her outstanding performance

• Teacher Ruth will remain at the beginning level of the PPST

Scenario 4: Possibilities in the Life of a Newly Hired Teacher

Teacher Abel is a newly hired teacher. Prior to his work in DepEd, he had been working as Department Head in private school. His professional experience is very evident in the professional ethics that he manifests in his teaching practices.

Which of the following statement is NOT possible in this case?

• Teacher Abel could be a high potential for future school leadership

• He may not need to undertake DepEd’s Induction Program

• He can be tapped as resource person in the school’s Learning Action Cell (LAC)

• His progression across the PPST continuum could be faster if he purposely use PPST as the basis for his professional practice

Scenario 5: Propelling Teachers Motivation School Head

Ms. Lopez is a strong proponent of DepEd’s contextualized Program of Awards and Recognition for Service Excellence (DepEd-PRAISE). Every year during “Teachers’ Day Celebration,” she recognizes her high performing teachers and normally gives them a “Certificate of Recognition for Outstanding Performance”. Teachers Marlyn and Carmina are both newly hired teachers in Mathematics and they are both aspiring to get outstanding award during the school year.

Which of the following will NOT help them attain their goal?

• Optimize the use of the Teacher Induction Program (TIP) materials to orient themselves with the context of DepEd, the PPST and other HR systems

• Prepare their MOVs according to the guidelines in the RPMS-PPST

• Participate in learning and development that will close their competency gaps and developmental needs

• Make close friendships with their school head and Department heads