Faculty Development

Elmer A. F. Conde
 Content
• Nature of faculty
development
• The process in faculty
development
• Monitoring & checking
progress in faculty
development
Nature of Faculty
Dev’t
• Conceptualized as a tool for
improving educational vitality
of institutions.

• Gives attention to the

competencies needed by
individual teachers and to the
institutional policies required
to promote excellence
Nature of Faculty
Dev’t
• Activities relative to faculty
dev’t is aimed at promoting
excellence in teaching &
learning in line with its
philosophy, history, culture
and economic status.

• There is a perceived failure

that all faculty members are
fully competent in their jobs.
Nature of Faculty Dev’t
• Failure to provide time &
opportunity for the nursing
instructors for a faculty
development may lead to
inadequate implementation
and rejection of a curriculum
especially if it’s a new
curriculum.
Nature of Faculty
Dev’t
• A process of learning and re-
socialization is essential in
order to prevent feelings of
inadequacy to meet the
demands of the curriculum.
• Preparing the faculty and
staff is the most important
single strategy for successful
that no institution can afford
to neglect.
 Faculty Development
Process
• Faculty training should take
into consideration that
teachers are never of the
same level of development
regarding innovation.

• A comprehensive
development approach,
taking into account the
diverse needs of the staff, is
essential
Faculty Development
Process
• It stands to reason that those
who have never taught before
irrespective of the curriculum
will need a different
development program
compared to advanced
teachers.

• Program nurse-leaders have

different training needs with
faculty members
Faculty Development
Process
• Program managers may need
development activities
focusing on managing and
facilitating change in addition
to knowledge and skills
related to teaching-teaching
strategies.
 Faculty Development
Process
• Analysis of staff concerns about
curriculum implementation
helps provide baseline data
against which the progression
or development of concerns
about the curriculum can be
measured.
 Faculty Development
Process
• Once the data on faculty values,
concerns, and practices have
been analyzed, opportunities
must be created for both
individual and group feedback.

• During the individual feedback,

faculty development must
identify areas that need focus
and attention for improvement
as well as strategies for dealing
 Faculty Development
Process
• The teacher should be asked to
identify what she will do to deal
with identified concerns as well
as what she expects the
institution to do to help her deal
with such concerns.

• The facilitator for this teacher

should be warm and responsive
in working with them as change
can be frightening to some.
 Faculty Development
Process
• Group feedback ,on the other
hand, helps the discussion to
foucs on aspects that are
common to all teachers.

• Frequently occurring concerns

and conflicting views between
the school’s espoused
philosophy of education and
staff views about teaching-
learning forms the basis for
 Faculty Development
Process
• Researches show that
classroom observation and peer
coaching for teaching
improvement and workshops
seem to be the most commonly
used strategies for faculty
development.

• It offers an opportunity to
observe an individual teacher in
action, identify her strengths
Faculty Development
Process
• It should be made clear to
teachers that observation is
sole for teaching improvement
practices and not for
performance appraisal. This
should be followed by
discussion or conference with
the individual teacher.

• Teacher must be encouraged to

analyze and comment on their
own performance before the
facilitator comments.
 Faculty Development
Process
• The facilitator must re-direct
the teacher to talk about the
positive aspects first as well as
those actions which might have
contributed to the positive
student performance.

• The areas that need

improvement are then identified
and plans are made for helping
the attain her goals for teaching
 Faculty Development
Process
• Individual assessment and
monitoring helps the facilitator
& the teacher gain a clear
understanding of what the
teacher is able to do on her own
as well as what she needs
expert guidance on.
 Faculty Development
Process
• The process of individual
consultation and discussion
between the teacher & the
facilitator should help them
learn how to monitor and assess
their own practice.

• It would likewise identify their

own learning needs and decide
which actions to take in order to
deal with the identified learning
 Faculty Development
Process
• Peer coaching for teaching
improvement refers to the
collaborative arrangement
between two colleagues who
volunteer to observe each
others teaching practice and
provide each other with
formative feedback.

• This practice largely depends on

trusting and confidence-
 Faculty Development
Process
• Joint problem solving – nurse
educators, through simulated
practice, self-critique and group
critique, learn to solve problems
related to a new skill together.

• This approach provides a non-

threatening environment for
nurse educators to try newly
learned knowledge and skills
with the help from colleagues
Progress Monitoring &
Checking of FD
• The facilitator must ensure
partnership with the group of
curriculum leaders in the school
and teachers should be part of
the curriculum committee.

• Continuous sharing and

discussion of the
implementation data with the
whole staff helps maintain the
feeling of ownership by the
Progress Monitoring &
Checking of FD
• Failure to communicate
information to the whole staff
might lead to lack of support for
the program from teachers who
are not part of the teaching
team. The “us” and “them”
situation is not conducive to
effective change.
• Management must be part of
the process as some identified
problems during
implementation might need
Thank You for
Your Time