A problem-based approach to training private school administrators about new faculty development: A research and development project

This study's primary goal was to develop and field test a problem-based learning module intended to teach prospective private school administrators to create and implement a faculty development program for new teachers. The module will help future school administrators to learn techniques for preparing teachers who have had no formal teaching experience, supporting young teachers to improve their teaching skills, increasing new faculty retention and evaluating new teacher performance.;Problem-based learning has its origins in medical education and has recently gained wider acceptance in a variety of disciplines, including engineering, law, architecture, social work and educational administration. Dr. Edwin Bridges developed the first educational administration program based on problem-based learning at Stanford University's School of Education in 1987.;Problem-based learning for prospective school administrators begins with messy real-life problems similar to those they will face in their jobs. In this learning module a group of approximately six prospective private school administrators will assume the role of the head of a private school facing difficult issues with new faculty members. During the learning module, participants work together during four three-hour meetings to create a written action plan and an oral presentation for the school's Board of Trustees. In developing their proposals, participants draw upon the materials selected for them during the literature review, as well as their previous experience. After the presentation to the board, participants are given feedback from the board members and the instructor.;The problem-based learning module was created using Borg and Gall's (1989) framework of Educational Research and Development. After developing the preliminary learning module based on current research, it was field-tested with five volunteers from the Private School Leadership Program at Teachers College, Columbia University. Information was collected during the field-test that was used to improve the learning module. After revisions, the learning module was again field-tested with six participants in a similar setting with the primary aim of determining the learning module's efficacy for implementation.