Evaluation of the PISD Teacher Induction Program
Using Stufflebeam’s CIPP Model
Farrah Mae C. Castro
This paper addresses the issue of evaluating whether the training program implemented for teachers adds value to a school’s results using Stufflebeam’s CIPP model. Key informant interviews were conducted to assess target needs in context evaluation. The work plan in input evaluation was assessed using document analysis. Semi-structured interviews and focus group discussions involving the trainees were conducted too asses the program activities for process evaluation and program outcomes for product evaluation, respectively. Three reports are made after the evaluation namely the program antecedents which include the origin of the program and its environment, the program implementation which includes the program components and the program results comprising of the evaluation design and findings. Bottom line assessment of the program synthesizes the evaluation conclusions and recommendations.
According to a study conducted by Bass and McMurrer, companies that invested in the development of their employees created value for their shareholders by outperforming the relevant market index (2004). These results suggest that the amount of time, money and expertise spent on training staff can serve as a useful predictor of a company’s performance in the future. That is why most companies conduct mentoring trainings to ensure the success of their employees.
Mentoring occurs when an older, more experienced professional assumes a supportive, guiding role with a less experienced individual, often referred to as a protégé or a mentee (Kelly, 1999). ThePhilippines’ Department of Education has been implementing the Teacher Induction program since April 2006. It is the flagship project of the Teacher Education Council aiming to promote excellence in public education by enhancing the effectiveness in content knowledge and instructional skills of beginning teachers or those who have zero to three years teaching experience. The project also aims to improve the retention rate of beginning teachers and narrow the gap between pre-service and in-service education and training (PIA, 2006). Despite frequent references to mentoring in educational literature, formal evaluation studies of mentoring and empirical evidence demonstrating the effectiveness of mentoring are absent (Fullerton, 1988; Roberts, 1999).
In light of these facts, this paper aims to evaluate whether the training program for neophyte teachers in one private school in the city, the Precious International School of Davao, adds value to its organization.
The program started in 1999 under the leadership of its then principal, now president Perla P. Kwan. She envisioned a group of teachers who are not only good in the classroom, but are also well-versed in other areas of the academe. The program’s mission is to equip incoming and even tenured teachers with all the necessary skills to obtain effective learning and at the same time, maintain the standard of education the school is known for. The program started with only her as the main trainer, and has now expanded to the whole academic council involving the administration, the department heads and area coordinators. The first batch of trainees were only 5 teachers, and now, after only 10 years, the program has trained more than 200 teachers from preschool to high school (PISD handbook, 2009).
The program has three parts.
Part One is the Month-long Summer Training. This is conducted every May and is handled classroom style, that is teachers come as students to study from 8:00 – 3:00 daily. Course outline varies from year to year although basics are consistent, like foundations of education, teaching strategies, behavior analysis and the like. At the end of the month, teachers’ performances are computed and graded. The second part of the program is the weekly teaching enhancement. This is done every Friday from 3:00 – 5:00 p.m. The main topic discussed during these weekly gatherings is Basic Communication skills, since the school’s main thrust is to promote English proficiency among its teachers and learners. The third part is the Year-long mentoring system wherein a neophyte is paired with a tenured teacher and they are expected to work together for the whole school year.
In evaluating a teaching program as this, Stufflebeam’s CIPP model of evaluation is used. Since the question to be answered in this paper is whether this teacher training program improves the results of an organization, a model for evaluating the benefits is constructed.
The target of Context evaluation is to assess target needs using key informant interviews. Program leaders, like the academic coordinators, subject heads, trainers and others, are the interviewees for this part. Document Analysis is used to assess the work plan of Input evaluation. For process evaluation, current and past documents are analyzed to assess program activities. Focus group discussions were conducted during the product evaluation to assess program outcomes.
The school’s mid-administrators are directly involved in the induction program making them the best people to interview.
Opportunities to Address these Needs
|Language Proficiency||Some teachers are not fluent in English||weekly English classes|
|Effective Teaching strategies||Some teachers do not know the teaching strategies best applied in the classroom||Observation and Demonstration|
|Latest in Educational Trends||Some teachers do not know the latest trends in education||Seminars, workshops|
The school provides opportunities for its teachers to address their needs.
Document Analysis was conducted to assess the work plan of the induction program.
|1. What are the different program events, their costs and allocations?|
- Month-Long Summer Training Program
Annual budget : P30,000 – P50,000
Allowance (newly-hired teachers)
Materials and other expenses
Culmination Activity Expenses
- Weekly Teaching Enhancement
No specified budget
- Year-Long Mentoring System
No specified budget
2. Where do they get their trainers for the program?
1. Outside Trainers
- Learning Styles – Dr. Archie Miguel of De La Salle University – 2005
- Writing – Mr. Rene Lizada – 2006
- City Disaster Coordinating Council
- Fire Department
2. In-house Trainers
- Assistant Principal, Principal
- Academic Coordinators
The school provides sufficient budget for the induction program, however, there is no fixed rate annually and no actual budget proposals are recorded.
Program Activities and Strategies
- Fire and Earthquake Drills, First Aid
- Make-up Lessons
- faculty Retreat
- Kick-Off Party
1. Buddy-Buddy style
The school provides a wide range of activities for the teacher trainees in response to the needs reflected in context evaluation.
Focus group discussions were conducted during the product evaluation to assess program outcomes.
In its pilot year, there were only 5 trainees and presently, the school has 69 teachers currently enrolled in the program. Focus group discussions were conducted with the teacher trainees and the results are as follows:
|Positive Outcomes||Negative Outcomes|
Positive outcomes according to the trainees far outweigh the negatives.
Bottom-Line Assessment of the Program
The school’s teacher induction program proves to be very effective in terms of training neophyte and tenured teachers. The program’s activities cater to the needs of the teachers as specified in context and process evaluation. In the year-end evaluation of the faculty, most teachers who have undergone the complete program fare well, if not more than satisfactorily. More support may be given into the input, particularly in the allocation of budget for more trainers, better teacher support and varied seminar topics.
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