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Running Head: Investigation Report: Teachers in Schools 1

Investigation Report: Teachers in Schools 8

Investigation Report: Teachers in Schools

UMUC

Christina Rothstein

November 21, 2014

Introduction

An investigation was conducted, focusing on, the performance of teachers and their teaching techniques in local area schools. The Education for Prosperity Centers helped in conducting this research, as they have been offering advanced training to teachers for several years, and they were of great help with the evaluation process. The Education for Prosperity Center (EPC) is a private organization. It is a non-profit making body. Established in 2001, EPC has seen tremendous development in the line of training teachers as well as providing better teaching methods. Seeing higher performances of students in other school area’s, after teachers have been through The Education for Prosperity Centers training, is a sign of a tremendous development being achieved by the center. The organization is a certified body, registered under the Ministry of Education Science and Technology. The goals of The Education for Prosperity Center is to provide the teachers with the tools required for problem solving, management, reasoning and thinking, so that they can continue to transfer better knowledge to the students.

Statement of the problem

The Education for Prosperity Center has a purpose of offering these further training sessions to teachers if needed. It seeks to address the problems faced by the teachers teaching methods. This investigation focused on the teachers because the results/performance of the students in these local area schools have been going down at an alarming rate over the past year. The investigation was done to seek out if the reason for the lower performances of students was indeed due to the lack of teaching skills needed in order for the students to succeed. The drop in the performance is thought to be as a result of the majority of teachers lacking the required skills and knowledge in their disciplines. In the past, EPC has found that teachers are faced with issues related to poor teaching methods, lack of proper counseling skills, poor ways of relating to students, and use of irrelevant teaching-learning resources (Hagger, McIntyre, Wilkin & Wilkin, 2013).

The Education for Prosperity Center has been tasked with the work of carrying out research on those factors affecting both the students and teachers. This body has been chosen to help out because it has been offering advance training to teachers with positive results. Since it has many years’ experience of dealing with teachers, it will be easier for this body to investigate the problems, and come up with a better solution to resolve any and all issues that may need to be addressed. The Educational for Prosperity Center used various research methods in conducting this research. In evaluating the teachers in the local area schools, The Education for Prosperity Center used an observation method in its quest for answers, as well as a statistical approach in data collection.

Methodology

We conducted our investigation over a week’s time. In doing this investigation we

divided the school into two groups, the first group, which was being taught by current teachers

within the school system, and the second group by teachers who have gone through training at

The Education for Prosperity Center. During this week both groups of teachers were given the

same lesson to their students. As they taught the lesson over the course of the week we were able

to observe the current teachers, in the local area schools, as well as the teachers who have been

through ( EPC) to evaluate what techniques they were using to teach their students in the

classroom setting. In doing this, we accessed the teacher’s skills and knowledge during the

teaching process. We evaluated their current teaching skills, techniques, and communication

methods during the class for this whole week. At the end of the week we also were able to give

students a questionnaire to see how students perceive the skills and knowledge of their teachers

during this time. This questionnaire was given to both groups of students. At the end of the week

each student also took a small test based on what they were taught during that week to help us

access the teacher’s skills and teaching techniques. We compared all of our results between the

two groups being taught by both current teachers who have not been through training at The

Education for Prosperity Center as well as the teachers who have, to come up with our statistical

analysis, of which teaching methods had better performance ratings by the students.

Purpose

The purpose of this investigation was to evaluate the teaching techniques of the teachers

in the local schools, and how students are doing based on how they are currently being taught.

With this investigation, we were able to find out, if the current teaching techniques are adequate

enough for the level of learning that is required by the Board of Education, and to address any

problems if found, faced by the teachers. Upon doing this research, we were able to draw a

conclusion on whether the teachers needed more training and required skills to successfully

manage their students, and raise performance in their schools. The Education for prosperity

center has a purpose of offering further training to teachers who are lacking these such skills.

Data/ Analysis

Each student was given a survey to take at the end of the week providing us ratings on their

teacher’s that week. Below is an example of some of the questions asked with answers of always,

often, sometimes, and never.

· Actively integrates technology with the curriculum

· Promotes a safe learning environment

· Treats students with respect

· Maintaines an open, positive, working relationship with students

Following these few questions were the following with answers of excellent, good,

average, poor, very poor, don’t know.

· Please rate your level of interest in this topic

· Rate the quality of learning materials

· Did the assignments support the overall objective

· Was the information given by the teacher understandable

· Did the teacher take time to answer any and all questions you may have had

· How was the teacher overall in preparing you for the test

· Did you feel that the teacher made the lesson fun

· Rate the teacher in spending extra time on things that you didn’t understand

Each and every student filled out these survey’s for both current teacher’s as well as teacher’s who had gone through EPC. This feedback was a good start in our research on the teaching techniques of the current teacher’s in the local schools. In addition to this information we also evaluated both groups of teacher’s in that one week. Based on what we evaluated, we noticed that indeed the current teacher’s in the local school system were lacking required skills and good teaching methods. They were not as organized, able to communicate effectively , and answer student questions with thoroughness as the teacher’s whom have been through the EPC training. Because of the lack of required skills, we are able to conclude, that teacher’s are faced with issues related to poor teaching methods, lack of proper counseling skills, poor ways of relating to students, and use of irrelevant teaching-learning resources (Hagger, McIntyre, Wilkin & Wilkin, 2013).

Students also took a test at the end of the week focusing on what they learned during that weekly lesson. The results of those tests show that the students who were taught the lesson by current teacher’s of that school, group one, did poorly. However, the students who were taught the lesson by the teacher’s whom have been through the EPC program, group two, had done extremely well. The results were eye opening as the students in group two, had done better by 60 percent over group one. Thus showing, that the current teacher’s would highly benefit from training courses through The Education for Prosperity Center. Research done shows that the organization has accomplished its purpose from a few participants it has trained. Participants who have undergone the training make sound decisions and ethical judgment (Nielsen, 2014). The participants think critically and can synthesize complex materials and draw a meaningful conclusion, thus having overall better teaching techniques and skills required in teaching their students, at a higher level of learning. The performance of the other schools in the area is another good evidence of the accomplishments of The Education for Prosperity Center. The performance of the learners in these other areas has greatly gone up since EPC has gotten involved (Hagger et al, 2013).

Conclusion

In conclusion, with this research we have found that teachers are lacking the knowledge and skills needed to raise the standards at local schools. The Education for Prosperity Center will provide the teachers with the tools required for problem solving, management, reasoning and thinking, so that they can continue to transfer better knowledge to the students. Through a variety of programs they offer, the teachers will gain a wider understanding and appreciation of the concepts of education and the cultural environment around them (Selkirk & Quayle, 2014). There are a variety of programs within the organization. These are career counseling, traditional classroom training, school programs development, and on-line study. All teacher’s can take part in these activities and will be recommended to do so. With this additional training offered by EPC, teacher’s not only will gain the skills required to help their students to learn at a higher rate but they will be able to raise performance levels in their local school systems throughout.

References

Hagger, H., McIntyre, D., Wilkin, M., & Wilkin, M. (Eds.). (2013). Mentoring: Perspectives on

school-based teacher education. Routledge.

Nielsen, H. D. (2014). Quality education for all: Community-oriented approaches. London, UK:

Routledge.

Selkirk, M., & Quayle, E. (2014). CONDUCTING RESEARCH WITH MIGRANT

POPULATIONS: A REFLECTIVE ACCOUNT. Journal of Community Psychology, 42(7), 782-788.