Quality Educational Design of San Diego
                                         A hypothetical Corporation
Initial Analysis of
Problems and Opportunities
Disaster Preparedness Training for Inexperienced School Teachers
Prepared by Brian Deyo, Claudia Perez, and Calvin Baylon for
Gabriel Ozgood,
President and Chief Creative Officer
October 24, 2005

Initial Analysis

School Teacher Disaster Training

“Is your school teacher is properly prepared for an emergency?”
“Depending on the assumptions made, projections for the number of newly hired public school teachers needed by 2008–09 ranges from 1.7 million to 2.7 million.” (Hussar, 1999)  With all of these new teachers entering the profession, can we be sure that they know how to effectively manage an emergency at school? Typically, a new teacher receives a binder with all of the necessary procedures and is expected to perform with mastery in an emergency having only read the information in the binder.  There should be a way to properly train these teachers in disaster preparedness so that they are better equipped for an emergency at school.

Analysis of Problems and Opportunities

Description of the Educational Context

Most newly hired teachers have good intentions to protect their students from harm and yet are unfamiliar with the best methods on how to do that in an emergency at their school site. With the recent increase of natural disasters, school shootings, and terrorist threats, teachers now need to equip themselves with the knowledge and procedures that would best protect themselves and their students in such situations.

Many local, state and federal laws require teachers to follow certain safety procedures and to have certain items present in their classrooms.  Some procedures include student supervision, evacuation, search and rescue, student-parent reunification, and administration of first-aid.  Teachers need to know how to operate, utilize or maintain walkie-talkies, first aid kits, megaphones, student emergency cards, gas shut-off valves, and perishable student consumables such as snacks or bottled water.

Learners

Most new teachers receive little or no orientation on the subject of school disasters when they are hired. The target population for this product is enormous.  With a majority of current teachers near retirement, the over 3 million teachers in the United States will experience an influx of new teachers for the next several years.  At the same time, the need for teacher emergency preparedness will only increase. 

Evidence that Instruction is Appropriate as a Potential Strategy

The information a teacher needs in an emergency for the most part is universal in nature and can easily be taught to the teachers prior to experiencing an actual crisis at their school. Teachers have a wealth of resources from which to gather this information such as school administration, district risk management departments, local fire departments, and local police departments.  However, the teachers also need to “experience” simulated emergencies in order to react with calm in a real disaster situation.  Thus, instruction that includes simulation would be an appropriate strategy to properly train newly-hired teachers in disaster preparedness.

Justification for Using an Instructional Product

Although each school’s specific emergency contingency plans may vary, the universal concepts behind them are teachable to a wide audience through workshops that can be presented through school districts or even individual school sites.  Also, an instructional product available in paper form or on-line would be an invaluable resource to newly-hired teachers as well as to entire school staffs.

Sources and Methods of Data Collection

Sources of Data

Multiple sources of information were included in this analysis:
9 School Teachers with less than 3 years of teaching experience
5 Parents of students
14 Students
2 school administrators
1 American Red Cross Instructor

Methods of Data Collection

We conducted fifteen-minute interviews with two local school administrators to find out about the school’s safety policies.  We also conducted a fifteen-minute interview with a local American Red Cross Instructor as an expert in the subject matter of emergency preparedness. The questions were designed here to focus on ideal emergency response behavior.  Next, we interviewed fifteen students, and five of the students’ parents to see what emergency response behavior they would like to see in their teachers.  Finally, we interviewed nine teachers who each had been teaching less than three years.  We wanted to find out in what areas of emergency preparedness they themselves desired more training.  Copies of the interview questions are located in the back of this report.

Findings

Description of Problem and Opportunities

Although it is assumed that all teachers receive information about proper emergency procedures, the administrators we interviewed noticed that during the last emergency drill at school the newer teachers were not quite sure what to do.  The administrators felt that it would be better for each teacher to be fully capable of acting independently in such situations.
Other findings include:

• 79% of students and 80% of parents want their teacher properly trained in First Aid and CPR
• 93% of students want their teacher to react calmly in an emergency
• 44% of teachers only felt “somewhat comfortable” explaining emergency response procedures to their students

Learner Attitudes Towards the Problems and Opportunities

Although 56% of the teachers interviewed felt very comfortable explaining safety procedures to their students, 66% felt somewhat or not very comfortable in their ability to respond in an emergency.  This discrepancy between talking about safety and acting safely shows a need for teachers to practice developing their emergency preparedness skills in simulated disaster activities.  33% of the teachers stated that they would like more training or information on the proper steps to follow in an emergency.

Learner Knowledge and Skills

With 44 % of the teachers in our interviews feeling “not very comfortable” about their ability to respond in an emergency, their sentiments illustrate an opportunity for instruction.  This instruction in disaster preparedness could help drastically reduce that lack of confidence to properly respond.  Ultimately, the teachers’ preparedness would also save their lives and the lives of their students.

Conclusions and Recommendations

Summary of Findings and General Recommendations

Newly hired teachers need to perform effectively in an emergency situation at school.  Yet, their confidence in their ability to do so is at an unacceptable level.  Based on the findings of this analysis, we recommend the development of a 7-hour training workshop that includes on-line resource materials to instruct newly hired teachers in disaster preparedness at their school sites.  Job aids should be utilized when possible.  The information should be concise and the on-line materials should be easily accessible for workshop instructors as well as for teachers and school staff. 

Goals

User Goals

• Teachers should be better prepared for emergencies at their school sites.
• Teachers should practice more simulations of emergencies at their school sites.
• Teachers should be able to communicate calmly and effectively with their students in times of crisis.
• Teachers should be able to apply CPR and other First Aid techniques when necessary.

Instructional Goals

                        Students will be able to:

• Communicate with their students calmly and effectively during a simulated emergency situation.
• Evacuate their students from their classrooms when necessary in a quick and orderly manner during a simulated emergency situation.
• Account for all students once the class has reached the desired safety area.
• Administer CPR or First Aid to their students when necessary

References (APA Style)

Hussar, William (1999). Predicting the Need for Newly Hired Teachers in the United States to 2008-09. National Center for Education Statistics. Retrieved October 23, 2005, from http://nces.ed.gov/pubs99/1999026.pdf.

Interview or Survey Questions

Student – (Constituent)

• How would you like your teacher to react in an emergency?
• What skills should your teacher have in an emergency?
• What do you need to know to feel safe in an emergency?
• Have you asked your teacher or principal about school safety procedures?

Child’s Parent – (Constituent)

• How would you like your child’s teacher to react in an emergency?
• What skills should your child’s teacher have in an emergency?
• What would be your thoughts if you heard on the news of an emergency at your child’s school?
• Have you asked your child’s teacher or principal about school safety procedures?

Principal/Vice-Principal – (Policy Maker)

• How would you like to see your teachers respond in an emergency?
• What would a model teacher response look like to you?
• Where do you think teachers need to make improvements in their emergency response?
• What equipment or supplies are required to be on hand for the teachers in emergency situations?
• What equipment or supplies are not currently available for teachers in the event of an emergency?
• What procedures are in place for emergency situations?
• What procedures do you feel that teachers need more experience or practice?
• What is the current emergency practice schedule?
• What aspects of your last practice session needed improvement?

Teacher – (Learner)

• How comfortable do you feel about your ability to respond to an emergency?
• What was your experience the last time you practiced at school for an emergency?
• What do you feel you did well?
• What aspects of the emergency drill would you like more information or training?
• Are you comfortable in explaining emergency procedures to your students and their parents?

Police/Fire Officials – (Subject Matter Experts)

• What are the best practices and procedures for responding to an emergency situation on a school campus?
• What mistakes have you seen school staff make in the past?
• What are the characteristics of model emergency response behavior?
• What equipment or supplies are necessary to have on hand in the event of an emergency?

Interview or Survey Data

Police/Fire/Red Cross Official – (Subject Matter Expert)

What are the best practices and procedures for responding to an emergency situation on a school campus?

The five best steps to effective emergency response are:

• Survey the scene and evaluate the situation
• Call 911
• Evacuate the location if necessary
• Make sure a First Aid Kit is available
• Remain calm and stay in control of the situation

What mistakes have you seen school staff make in the past?

I’ve seen school staff that hesitated in reacting to an emergency.  They appeared unsure as to what to do and how to proceed.

What are the characteristics of model emergency response behavior?

A model responder is someone who can remain calm and in control as s/he evacuates the scene. 

What equipment or supplies are necessary to have on hand in the event of an emergency?

• First Aid Kits
• Fire Extinguishers
• Bottles of Water
• Walkie-Talkie
• Transistor Radio

Principal/Vice-Principal – (Policy Maker)

How would you like to see your teachers respond in an emergency?

I would like to see my teachers respond in a professional manner that would be calming to the students and staff should an actual emergency take place.

What would a model teacher response look like to you?

They should take responsibility for their students' safety. They should seek to help other teachers who may not have adequate knowledge of the correct emergency procedures.  Additionally, they should strive to be positive  - as much as possible.

Where do you think teachers need to make improvements in their emergency response?

As far as improvement goes, I feel that teachers need to improve in the area of first-aid and CPR. Many teachers are not prepared to use these skills.

What equipment or supplies are required to be on hand for the teachers in emergency situations?

Teachers should have quick access to an easy-to-understand emergency procedure handbook that lists emergency contacts, and give relevant information concerning utility shut-offs, and stored supplies within the campus.

What equipment or supplies are not currently available for teachers in the event of an emergency?

I believe that our teachers do not have direct access to tools necessary to shut off the gas and water mains.

What procedures are in place for emergency situations?

We have plans in place for earthquakes, fire, lockdown, and shelter-in-place situations.

What procedures do you feel that teachers need more experience or practice?

As mentioned above teachers need more practice (and certification) in CPR and first-aid techniques.

What is the current emergency practice schedule?

Currently we do the main drills (fire, earthquake, and lockdown) once per semester.

What aspects of your last practice session needed improvement?
During our last practice I noticed that the newer teachers were not quite sure what to do, they simply followed the other teachers – which worked, but it would be better for each teacher to be fully capable of acting independently.

Learner Questionaire (Inexperienced Teachers) – 9 Participants

Constituent 1 – Students – Questionaire – 14 Participants

Constituent 2–Parents of Students–Questionaire–5 Participants