Faculty Development Training Plan

Introduction

High-quality professional training programs for faculty members have become essential
in any educational institutions in order to be able to compete in this ever-changing
world. It is clear that faculty development training has become well established and has
grown into a recognized activity within education. Professional training programs produce
promising outcomes in the learning and teaching practices and many faculty training has
proven effective in developing faculty skills and educational leadership. Indeed, today,
faculty development constitutes a strategic lever for institutional excellence and
quality, and essentially important means for advancing forward institutional readiness to
bring in the desired change in response to the ever growing complex demands facing of our
present education.

Rationale

The importance of faculty training program plays a vital role for continuous
professional enhancement and growth in their field of endeavour. The results of the
research entitled; Problems encountered in the implementation of spiral approach in junior
high school science instruction in the city schools division of cauayan which serves as
basis for proposed faculty development program is here by proposed and recommended by the
researcher. The researcher believes that Professional achievement is encouraged,
cultivated and conducted. Hence, This Faculty Development Plan (FDP) enables each science
teachers to analyse individual development needs, set specific annual goals and target
opportunities to meet these identified goals. The purpose of this plan is to help enhance
science teacher’s professional growth, development and vitality and will successfully
fulfil the requirements of the K-12 basic education curriculum and to improved and enhance
the delivery of their classroom science instruction.

General Objective

Faculty Development Training Program aims to provide an avenue of learning to equip

the science teachers with necessary skills, competence and knowledge in the delivery of
spiral approach in teaching science.

Training Matrix

Specific Objectives Activities/ Programs Time Budget Person Success

Frame Involved Indicator
At the end of the 3-days Seminar-Training on 3 days 25, 000 High school
training, the science Teaching Spiral science
teachers would be able Approach in Science teachers A. Adhere to
to; - Teacher timelines,
Topics: I, II deadlines, and
a. Identify the and II feedback to
significance of K- 1. K-12 Spiral - Master students
12 spiral approach in Science Teacher provided in a
progression instruction I and II timely manner.
instruction  General Science B. Evidence of
b. Effectively  Biology Department increased use
utilized heads of
 Chemistry
methodologies for - Head participatory
every science  Physics Teachers activities for
instruction students in
c. Meet the expected class.
needs of the 21st 2. Methodologies and C. Evidence of
century learners strategies improved
d. Demonstrate student self-
 competence in  Discovery / reliance,
spiral science Inquiry learning independence,
instruction  Collaborative and self-
learning efficacy.
 Experiential
learning
 Cooperative
learning
 Jig-Saw Puzzle
 Buzz Session
 Student-Centered
Approach
 Round-robin
 Think-pair-share
 Role play
 Portfolio’s and
journal
 Whole brain
teaching
 Group
investigation

3. Approach to Science
for the 21st Century
Learners
- Online portals
- Self-instruction
- Teacher-made
modules

4. Teaching
Demonstration
Strategies for Implementation

In conducting the said training, the following speakers will be needed

 a. A science major academician/educator or any graduate related field to science
education will give lectures and training on the science teachers of the DepEd.
b. A pre-test and post-test will be administered for evaluation purposes of the
facilitator.
c. After the lecture discussion, each participants will be grouped and a task will
be given for group sharing in relation to the topic such as different methods
and strategies in the delivery of spiral progression approach in teaching
science as seen or observed in their own respective workplaces.
d. Instructions to the facilitator on how to conduct the sessions are provided as
well as instructions to participants; also included are discussion points and
answers to questions in the exercises.
e. Instructions to the participant are to be copied and handed out before each
activity.
f. A teaching demonstration should be done using different strategies. The
facilitators will evaluate the competencies of each participant. The
demonstration should be aligned with the 21st century learners
g. A post conference will be conducted by the facilitator to evaluate each
participant’s strength and weaknesses and for improvement in the delivery of
science instruction.

Monitoring and Evaluation Mechanism

Application to real life situation is the most effective way of evaluating the
acquired learning in every seminar training.