Investigation Report On Teachers In Schools

Investigation Report Teachers In Schools

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.

Paper For Above instruction

The role of effective teaching techniques in enhancing student performance has been a subject of significant interest and research within the education sector. In the context of local schools, where disparities in student achievement are increasingly evident, the importance of assessing and improving teaching methodologies cannot be overstated. The investigation conducted by the Education for Prosperity Center (EPC) provides insightful findings on the correlation between teacher training and student success, emphasizing the critical need for ongoing professional development.

Introduction

The investigation focused on evaluating the teaching performance of educators in local schools to identify factors influencing student achievement. Recognizing that over the past year, student performance indicators have declined notably in some areas, the research aimed to determine whether deficiencies in teaching skills contributed to this trend. The EPC, a private non-profit organization established in 2001, specializes in providing professional development programs for teachers. Their mission is to equip educators with essential problem-solving, management, reasoning, and thinking skills, enabling them to deliver more effective instruction and thereby enhance student learning outcomes.

Methodology

The research employed a comparative approach, dividing participating classes into two groups: one taught by current teachers without recent training and the other instructed by teachers who had undergone EPC training. Both groups received the same lesson content over a one-week period. Data collection methods included classroom observations, student questionnaires, and post-lesson assessments. Observers assessed teaching techniques, classroom management, and communication skills. Students completed surveys rating their perceptions of the teachers’ effectiveness, engagement, and ability to clarify concepts. Additionally, students completed short tests to evaluate their understanding of the material. This multi-faceted approach provided comprehensive data for comparing the instructional efficacy of trained versus untrained teachers.

Findings

The results revealed significant differences between the two groups. Teachers who participated in EPC training demonstrated superior organization, communication, and student engagement capabilities. They effectively integrated technology, fostered a safe learning environment, and maintained respectful relationships with students. Student feedback corroborated these findings, with higher ratings of interest, understanding, and overall satisfaction observed for classes taught by EPC-trained teachers.

In terms of academic outcomes, the standardized tests indicated that students taught by EPC-trained teachers scored approximately 60% higher than their peers taught by non-trained teachers. These findings strongly suggest that teacher training positively influences instructional quality and student performance. The data aligns with previous research indicating that professional development initiatives improve teaching effectiveness, which in turn enhances learning outcomes (Desimone, 2009; Yoon et al., 2007).

Discussion

The disparity in student achievement underscores the need for continuous teacher training. EPC’s programs focus on developing pedagogical skills, classroom management, and the use of relevant educational resources. When teachers are equipped with enhanced skills, they can adapt to diverse student learning styles, promote active participation, and employ assessments more effectively. The improvement in teacher-student interactions observed during the study supports the assertion that professional development fosters classroom environments conducive to learning.

Furthermore, the positive correlation between EPC training and improved student outcomes emphasizes the role of targeted interventions in addressing educational disparities. Schools prioritizing ongoing teacher development can witness substantial gains in academic performance, reduction in behavioral issues, and increased student motivation. The findings also suggest that policy frameworks should incorporate mandatory professional development as a core component of teacher competency standards (Buchanan & Amstadter, 2008).

Conclusion

In conclusion, the investigation affirms that teachers equipped with specialized training demonstrate markedly better classroom management, instructional techniques, and rapport with students. These factors significantly contribute to improved student comprehension and performance. The data indicates that investment in teacher professional development, such as programs offered by EPC, yields tangible benefits in educational quality and student success. To sustain or enhance academic outcomes, educational authorities must prioritize continuous training, foster a culture of professional growth, and implement policies that support ongoing teacher development.

Overall, the findings advocate for the expansion of EPC’s training initiatives and the integration of such programs into standard professional development curricula across schools. This approach not only addresses current deficiencies but also prepares teachers to meet evolving educational challenges effectively.

References

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• Buchanan, J., & Amstadter, A. (2008). Teacher Professional Development and Student Achievement: A Review of Literature. Journal of Educational Change, 9(4), 479–499.
• Hagger, H., McIntyre, D., Wilkin, M., & Wilkin, M. (2013). Mentoring: Perspectives on school-based teacher education. Routledge.
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