DAVID CABABARO BUENO, AB, BSE, MASE, MPM, MBA, EDD, DBA
c
Dean, Graduate School and Director, Research and Publications
Columban College, Inc. Olongapo City
docdave30@yahoo.com / docdave3090@gmail.com / +639997064865 / +639173299033
In
order to achieve an effective
educational reform, faculty
development emerged as a key factor.
In
general, faculty development
facilitates the professional, personal,
organizational and instructional
growth of faculty.
It
promotes improvement in the
academy in large part through helping
individuals to evolve, unfold, mature,
grow, cultivate, produce, and
otherwise develop themselves as
individuals and as contributors to the
academy’s mission (Watson, Grossman, 1994).
It
can be mentioned that the primary
goals of HEIs are enhancing and
maintaining academic excellence.
Faculty
members are the most
important factor for achieving these
goals.
Therefore,
Columban College
Graduate School (CCGS) needs
effective faculty members.
Faculty
development programs
enhance necessary skills of faculty
members and enable them to work
more effectively
(Prachyapruit, 2001).
This
study for graduate faculty
continuing professional development
(CPD) program was designed to
answer the following specific
questions:
What
are the training needs of
graduate faculty members based
from the data generated on the
expected performance standards?
What
graduate faculty continuing
professional development (CPD)
program can be proposed?
Descriptive-survey
Documentary
method
analysis
Interview
Classroom
observation
Descriptive Rating (DR):
5.00-4.20= Outstanding;
4.19-3.40= Very Satisfactory;
3.39-2.60= Satisfactory;
2.59-1.80= Fair Competence ;
1.79-1.00= No Competence.
Analysis:
5.00-4.20= Not Needed (NN);
4.19-3.40= Sometimes Needed (SN);
3.39-2.60= Needed (N);
2.59-1.80= Much Needed (MN);
1.79-1.00= Very Much Needed (VMN).
PERFORMANCE STANDARDS (PS) and INDICATORS
X
DR
Analysis
4.79
OC
Not Needed
4.19
VSC
Sometimes Needed
4.28
OC
Not Needed
4.56
OC
Not Needed
3.17
SC
Needed
4.58
OC
Not Needed
3.16
SC
Needed
3.10
SC
Needed
4.53
OC
Not Needed
3.21
SC
Needed
PS 1: PROFESSIONAL PERFORMANCE
 endeavors to achieve the objectives of the
graduate school and of the program.
 manifests awareness of modern educational trends.
 prepares well for his/her class.
 shows mastery of subject matter.
 demonstrates mastery of research skills as
evidenced by his/her own research output.
 relates current issues and community needs with
the subject matter.
 assists graduate students in developing research
competencies.
 shows professional growth through further studies,
research activities and publications.
 participates in the activities of professional
organizations.
 shares their knowledge or expertise with other
PERFORMANCE STANDARDS (PS) and INDICATORS
PS 2: INSTRUCTIONAL PROCEDURES AND TECHNIQUES
 provides a functional and well-planned syllabus which specifies
the target competencies, research and class activities required
for course.
 provides opportunities for independent study.
 includes research requirement for each subject.
 utilizes instructional materials with depth and breadth
expected for the graduate level.
 requires students to make extensive use of print and non-print
reference materials.
 demonstrates research techniques aimed at fulfilling the
requirements of the course/s.
 uses varied methods and innovative approaches (seminars, fora,
field observations, problem-based discussion).
X
DR
Analysis
4.19
VSC
Sometimes
Needed
4.63
3.22
OC
SC
Not Needed
Needed
4.61
OC
Not Needed
4.52
OC
Not Needed
3.17
SC
Needed
4.12
VSC
 uses instructional procedures and techniques to encourage 4.25
active students’ interaction.
 uses interdisciplinary and/or multidisciplinary approaches 4.63
whenever possible.
 enforces definite rules and policies for effective classroom 4.32
OC
Sometimes
Needed
Not Needed
OC
Not Needed
OC
Not Needed
PERFORMANCE STANDARDS (PS) and INDICATORS
PS 3: EVALUATION AND GRADING
 uses valid techniques to evaluate student
performance.
 explains the grading policy to students.
 uses researches, term papers, projects and
other requirements as indicators of the
scholarly level of student achievement in
every course.
 gives final examination to measure:
A. the breadth and depth of student’s
competencies;
B. ability to apply current findings and
principles on one’s field of specialization;
C. command of written communication;
D. the ability to analyze and synthesize ideas.
X
DR
Analysis
4.19
VSC
Sometimes
Needed
4.21
OC
Not Needed
4.57
OC
Not Needed
4.46
OC
Not Needed
4.32
OC
Not Needed
4.54
OC
Not Needed
4.33
OC
Not Needed
 The
faculty members were outstanding
in achieving the objectives of the
graduate school and of the program;
preparing for his/her class, showing
mastery of subject matter; relating
current issues and community needs
with the subject matter; and in
participating to the activities of
professional organizations.
 The
faculty members were outstanding in providing
opportunities for independent study; utilizing
instructional materials with depth and breadth
expected for the graduate level; requiring students
to make extensive use of print and non-print
reference materials; using instructional procedures
and techniques to encourage active students’
interaction; using interdisciplinary and/or
multidisciplinary approaches whenever possible;
and enforcing definite rules and policies for
effective classroom management.
 The
faculty members were very satisfactory in
providing a functional and well-planned
syllabus which specifies the target
competencies, research and class activities
required for course; and in using varied
methods and innovative approaches
(seminars, fora, field observations, problembased discussion. They only showed
satisfactory in including research requirement
for each subject, and demonstrate research
techniques aimed at fulfilling the requirements
of the course/s.
 The
faculty were outstanding in the explaining
the grading policy to students, using researches,
term papers, projects and other requirements as
indicators of the scholarly level of student
achievement in every course, and in giving final
examination to measure the breadth and depth
of student’s competencies; ability to apply
current findings and principles on one’s field of
specialization; command of written
communication; and the ability to analyze and
synthesize ideas.
 The
faculty members were just satisfactory in
demonstrating mastery of research skills as
evidenced by their own research output;
assisting graduate students in developing
research competencies; showing professional
growth through further studies, research
activities and publications; and sharing their
knowledge or expertise with other institutions,
agencies and the community.
 The
administration should put priority in
the faculty development program
research activities to hone faculty
competencies to demonstrate mastery of
research skills.
 The
faculty members should actively
engage in research activities to increase
the number of their own research outputs.
 The
faculty members should assist their
students in developing research
competencies.
 The
faculty members should show
professional growth through further studies,
research activities and publications; and
should share their knowledge or expertise
with other institutions, agencies and the
community.
 Areas
related to research requirement for
each course/s, and demonstration of
research techniques aimed at fulfilling the
requirements of the course/s must also be
conducted.
THANK YOU
VERY MUCH !!!