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ED 101 160 TITLE INSTITUTION SPONS AGENCY BUREAU NO PUB DATE GRANT NOTE EDRS PRICE DESCRIPTORS IDENTIFIERS DOCUMENT RESUME 95 CE 002 921 HEW Region I/ Staff Development Project, First Year Interim Report: 1972-73. Montclair State Coll., Upper Montclair, N.J. Adult Continuing Education Center. Bureau of Occupational and Adult Education (DHEIWOH), Washington, D.C. Div. of Adult Education. V223021 ... 73' OEG-0-72-1442 213p.; For the second year report, see CE 003 048 BF-$0.76 HC-910.78 PLUS POSTAGE *Adult Education Programs; Developmental Programs; Educational Accountability; Educational Objectives; Management by Objectives; Management Development; Management Systems; *Professional Continuing Education; Program Descriptions; *Regional Programs; *Staff Improvement; *State Programs; Systems Approach; Teacher Education New Jersey; New York; Puerto Rico; Virgin Islands ABSTRACT The first year report of the Health Education and Welfare (HEN) Region 2 Adult and Continuing Education Staff Development Project administered by Montclair State College reflects the objectives and activities of New Jersey, New York, Puerto Rico, and the Virgin Islands as they sought to improve their staff development capability in 1972-73. The report is organized as follows: (1) a regional summary, (2) four State interim reports, (3) the Management Systems Manual, and (4) project survey recommendations. The regional summary provides an overview of the training aspects of the project. .A table provides the number of preservice and inservice activities conducted, individuals trained, training hours, and cost per-training hour. The four State interim reports present the status and accomplishments in terms of their individual applications of the nine specific project objectives. The Management Systems Manual provides a "management by objectives" design, including documents dealing-with performance and process objectives, systems for critical work activities, a monitoring system, and job description. The project survey recommended that each State conduct a learner and educational needs assessmeni., establish goals, and implement an evaluation model of the 197374 project year. (MW) lie NEW ?Aloe H Elleveleament %/Volsci aruv ilinv York Paulo ice Era Wands ct First Year Interim Mori 1872-73 Funded by: The Division of Adult Education Programs, Bureau of Adult, Vocational and Technical Education, United States Office of Education, under Section 300(c), P.L. 91430. Grant no: 0E0.0.72.1442 (V223021), Y.S. DI PANTA1ONT OP /MALT% DURATION VIOLPANII NATIONAL INSTITUTE OP EDUCATION THIS DOCUMENT HAS SUN REPRO. OUCE0 EXACTLY AS RECEIVED PROM THE PERSON OR ORGANIZATION ORIGIN. ATINO IT. POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILY NOM SENT OFFICIAL NATIONAL INSTITUTE OP EDUCATION POSITION OR 'POLICY. Adult Continuing Education Center Montclair State College/14 Normal Avenue, Upper Montclair, N, J. 07043 0 6se. Dr. Vincent 'De Sanctis Project Director Mrs. Margaret Falcone New Jersey Field Coordinator Mrs. Esther Pedroza (until 6/73) Puerto Rico Field Coordinator Mr. Bayard Clark Project Officer Adult Education Branch Offinvalducation Washington, D.C. PROJECT STAFF Dr. Husain Qazilbash Associate Project Director Mrs. T. Elaine Paterno New York Field Coordinator Mr. Daniel Merenda (until 6/73) Virgin Islands Field Coordinator UNITED STATES OFFICE OF EDUCATION ,3/4 I Dr. Grace Howell Program Officer, Region II Adult Education Office of Education New York, New York -4, INTRODUCTION This is the first year report of the HEW Region IIStaff Development Project administered by Montclair State (Allege., This report reflects the objectives and activities of New Jersey, New York, Puerto Rico, and the Virgin Islands as they sought to improve their staff development capability in 1972-73. For purpnses of presentation the report is organized in the following manner. -- A regional summary, including summary table, indicating the many efforts of the Project (prepared by the Project Office) based on individual state reports prepared by the respective state field coordinators. -- Exhibits containing the four state Interim Reports and the Management Systems Manual and Recommendations from EPIC Diversified, Inc. The Project staff wish to acknowledge the many contributions of the Coordinating Council members listed. Furthermore, recognition is given to the diverse and valuable assistance provided by the 01, Project's Advisory Committee and USOE staff members at both the regional and national level. a. e, ii ., 5 The Coordinating Council meets quarterly to handle Project business matLers and to insure continued cooperative planning among each of the four states. It is composed of both Project staff and the State Directors of adult education or their assigned representatives. New Jersey Mr. George Snow, Director, Office of ABE Mr. Bruno Ciccariello, Assistant Director (Liaison to Council) Mrs. Margaret Falcone, Field Coordinator New York Mr. Warren Shaver, Chief, Bureau of Special Continuing Education and Acting Director, Division of Continuing Education Mrs. T. Elaine Paterno, Field Coordinator Miss Martha Wheeler, (Liaison to'Council, until 6/73) Puerto Rico Mr. Evaristo Eleutice, Assistant Secretary for Extension Education.. Mrs. Esther Pedroza, Field Coordinator (until June 30,.1973) Virgin Islands Mrs. Geraldine Heath, Director of Adult Education Mr. Dan Merenda, Field Coordinator,(until June 2S, 1973) The Advisory Committee was created to provide the Project staff with a sounding board, as a means to expand the perspective of the staff, and also to establish and maintain liaisons with diverse institutions and agencies. iii HEW REGION II STAFF DEVELOPMENT PROJECT ADVISORY COMMITTEE Mrs. Vivian Anduz Private Citizen St. Thomas, Virgin Islands Dr. Arnold Buchheimer Baruch College New York Dr. Oscar Cotton, Research Associate ERIC-IRCD Center Teachers College Columbia University New York, New York Mr. Evaristo Eleutice Assistant Secretary State Department of Education Hato Rey, Puerto Rico Mr. Felix Guzman, Director English. as a Second Language State Department of Education Hato Rey, Puerto Rico Mrs.-Dolores Harris, Director Adult Education Resource Center Glassboro State College Glassbdro-,- New Jersey 08028' Mrs. Gwendolyn Kean Insular Superintendent of Schools St. Thomas, Virgin Islands Mr. Elliot Lethbridge Assistant Director ABE Rochambeau School White Plains, New York 10606 Mr. Hector Vasquez Executive Director National Puerto Rican Forum 214 Mercer Street New York, New York 10012 Mr. Arthur Von Schalscha, Director Adult Education Board of Education 163 63rd Street West. New York, New Jersey 07093 A uniform format has-been used to report the first year accomplishments of the HEW Region II Staff Development Project funded by the U.S. Office of Education under the Adult Education'Act of 1966, Section 309(c). The first year proposal negotiated and funded by the United States Office of Education contained nine specific project objectives. Although these objectives were common across the four states of Region II (New Jersey, New York, Puerto Rico, and Virgin Islands) individual state plans [L. 7 iv reflected prioritiei appropriate to each state's unique needs. This report will present the status and accomplishments for each objectiveqn all four states. The specific progress report or status of the objective within each state is included in the Exhibits. The following is the general reporting format for the objectives. For some objectives the efforts of each state have been integrated into a single narrative. Objective No. New Jersey New York Puerto Rico Virgin Islands Objective No. Status and Accomplishments Status and Accomplishments Status and Accomplishments Status and Accomplishments REGIONAL SUMMARY To provide an overview of the training aspects of the Staff Development Project, the following table - "1972-73 Summary of Staff Development Activity" has been prepared. This information summarizes the number of preservice and inservice activities conducted, the number of individuals trained, the number of training hours, and the cost per training hour. The later information was sought in order to begin establishing the basis for more accurate cost effectiveness analyses in the future. '1972-73 SUMMARY OF STAFF DEVELOPMENT ACTIVITY NUMBER OF PARTICIPANTS AND TOTAL TRAINING HOURS REGION II TRAINING ACTIVITY NEW JERSEY NEW YORK PUERTO. RICO VIRGIN ISLANDS REGION II TOTALS No. of Parti- ci ants Total; Training Hours No. of Parti- ci ants Total Training Hours No. of Parti- ci ants Tote Training Hours 0, o Parti- , ci ants To al Training Hours . o Parti- . ci te t Training Hours . Preservice 23 863 8 480 31. 18405 College other . . . . . Inservice 135 11,880 . 83 2,951 . 23 2,070 . . 241 17,38%. College , Other 4,172 15,451 . 65 1,300 225 29,694 , 141 1,901 4,603 57,552 TOTALS 4,330 28,194 148 -. 4,251 248 31,764 149 2,381 4,879 76,340 1, Region II average training cost in federal dollars was $3.86/hour, Region II average training time. was 15-2/3 hours/participant. Region %I average training cost in federal dollars was approximately $70.50/participant. The above figures include all administrativc costa. 2. The totals reported by New Jersey, Puerto Ricovand the Virgin Islands reflect training supported by both 309(c) Staff Development Project funds and other shared cost funds devdted to training. TABLE II Training of ABE Personnel Number of Participants, FY 1971* Teacher Workshops Personnel receiving preservice and/or inservice training State Local National State N. J. 81 14.2 60 1,545 N. Y. 14 139 100 370 P. R. Unavailable V. 1. 0 20 2 0 Totals 95 301 162 1,915 Leal Total 816 2,644 736 1,359 25 47. 1,577 4,050 *As cited in National Advisory Council on Adult Education. Annual Report, Nisch, 1973. vi 9 TABLE OF CONTENTS INTRODUCTION ii REGIONAL SUMMARY 1 PROJECT OBJECTIVES: NO. 1 - To identify the necessary competencies that adult educators should possess in performing their tasks 10 NO. 2 - To develop specific career patterns for individuals interested in preparing for exist- ing and for future roles in adult education 13 NO. 3 - To identify the existing training resources available within and outside of Region II (formal) and informal) which have the capacity of assisting Region II in attaining Project Objectives.. ..... NO. 4 - To assist each statein designing a career development plan in adult education that is competency based ; 27 NO. 5 - To assist each state in designing and carrying out performance based programs for both preservice and inservice training 22 NO. 6 - To integrate the Region II plan with Adult Education 309 Projects as well as with USOE priorities as the Right to Read program and educational technology efforts 25 NO. 7 - To develop individualized training materials for local adult education personnel inservice training 27 NO. 8 - To provide local adult education personnel with access to available information and resources for staff training 27 NO. 9 - To encourage adaptations of research and innovations for adult education inservice training 28 TABLE I: 1972-73 Summary of Staff Development Activity, Number of Participants and Total Training Hours, Region II vi TABLE II: Training of ABE Personnel, Number of Participants, FY 1971 vi EXHIBITS EXHIBIT I: First Year Interim Report - Trenton, New Jersey A EXHIBIT II: First Year Interim Report - Albany, New York B EXHIBIT III: First Year Interim Report - Hato Rey, Puerto Rico EXHIBIT IV: First Year Interim Report - St. Thomas, Virgin Islands EXHIBIT V: Systems Manual for Management of the HEW Region II Staff Development Project EXHIBIT VI: Project Survey - HEW Region II Staff Development Project viii 11 REGIONAL SUMMARY In order to summarize selected activities of the HEW Region II Staff Development Project for fiscal year 1972-73 and-to interpret the above data, the six recommendations from Part II of the USOE funded Adult Basic Education National Teacher Training Study conducted by the University of Missouri-Kansas City have been used as a focal point, acknowledging subsequent revisions in Part IV of their report. The use of this criteria does not necessarily mean Project endorsement of the recommendations, however, if educational practitioners, includ- ing those involved in the ten HEW Regional Staff Development Projects, are to respond to the findings of research and to facilitate the a4option of research findings and successful innovative ftactices, it is considered appropriate to analyze staff development activities in light of these recommendations and to exhibit, where possible, how these research-based recommendations mere utilized in Region II. Recommendation No. 1 The responsibility furcktilLian lin of teacher training activities, supervising teacher training activities and record keeping including financial facts, personnel program content 4nd evaluation should rest with the various regional ptafficesisoi...lstaffdevelonumisortium. The regional staff development office, in cooperation with Region II State Directors, assumed the responsibilities for the allocation of funds, accord- ing to individual state needs and the first year state to federal se, A dollars ratio of 1;2 as established by USOE. It should be noted that the great variations in available resources in each state within Region II necessitated a more equitable distribution of Project funds to insure a minimum capability even in the smallest state. Planning and supervision of teacher training activities was accomplished essentially through the respective field coordinators and the State Departments of Education. Project staff was made available throughout the year for any training activity carried on during the past year. The extent of Project involvement in planning was related to the existing staff development capabilities. The Project office developed forms for reporting every training activity that was conducted in Region II. These reports include financial facts, personnel, program content and evaluation. In compiling this report it was evident that the existing reporting form was inacequate and appropriate changes would_have to be made. Recommendation No. 2 These regional staff develo ment centers should have responsi- bility for keeping track of the number of teachers trained using the funds allocated in the particular region for that purpose. This information should reflect the regional teacher trailing activity separately from the state and local records. The records should be clear and unencumbered by qualifications as to their correct interpretation or meaning. As a result of the reporting system developed by the Project, data were collected and summarized in the above TABLE. The TABLE indicates the number of participants trained by individual state: 4,330 teachers, administrators, and supervisors in the State of New Jersey; 148 in the State of New York; 248 in the Commonwealth of Puerti Rico; and 149 in the United States Virgin Islands. Disparities in reporting resulted from New Jersey and Puerto Rico combining 309(c) and shared cost supported activities. The Project will, attempt during the second project year to report separately for each state 309(c) trained particirants, however, this is difficult because the ilidividual coordinators are by definition encouraged to integrate not separate staff develop- ment efforts from already operating efforts. New York's 148 participants reflect only those who were trained by Project 309(c) funds. This lower figure was a result of New York's emphasis during 'the first, year to establishing staff development sub-systems. Unlike most other states, not only regionally, but nationally, New York met their shared cost obligation through monies forwarded directly to the Project and, therefore, did not report numbers trained through non-Project fundt.d activities. Puerto Rico's 248 participants reflect both 309(c) and shared cost funded training efforts. BEST COPY AVAILABLE In the Virgin Islands, 149 participants were all trained using staff development 309(c) funds. This number included all adult educators in St. Thomas. The total trained in the past year exceeds the total from all previous years. The New Jersey number of participants is high in comparison to the other states because at the present time participants are recorded by attendance for each discrete activity, not by individual. During the second Project year attempts will be made to identify training by individual. Recommendation No. 3 Ilegional Staff Development should also record what type of trainin: is bein done i.e. , reservice and inservice, and the contentoLtheleiningpagram. This evaluation function, if correctl carried out, would help the Center via the feedback mechanism to more effectivelulp on as yearly basis to meet the needswireferencetoteypand content of training. The TABLE also indicated activities by type of training: preservice or inservice. These two types were further divided into college (institutions of higher education) and other. Two preservice training activities, one in New Jersey (Rutgers University) and one in the Virgin Islands (College of the Virgin Islands), involving twenty-three and eight persons ,t respectively, were conducted. Most of the training, however, was inservice and was provided generally through non-college credit-oriented types of agencies: for example, state departments, special short institutes, Adult Education Resource Centers, etc. However, distinctions between preservice and inservice training are frequently difficult to make, and arbitrary designations are sometimes required. For example, a number of individuals took graduate courses at Rutgers University, but they were recorded as inservice because they were also involved with a non-credit inservice program. In the states of New Jersey, New York, and the Commonwealth of Puerto Rico, a total of 241 persons received training through institutions of higher education. There was no inservice training provided in the Virgin Islands through an institution of higher education. Most of the inservice training provided during the first Year was through other sources. A total of 4,603 participants received such inservice training. Some of the content of the programs included the following: 1. Needs assessment in adult education 2. Task analysis and job restructuring for career ladder in adult education 3. English as a second language (ESL) BEST COPY AVAILABLE 4. Biculturo-bilingual aspects of adult education 5. Psychology of adult learning 6. Teacher of the unemployed and underemployed seminar and practicuM in adult education. 7. Writing behavioral objectives and curriculum. development, etc. Recommendation No. 4 The Re ional Center should be able to tell how.many times a particular teacher receives training and how man clock hours Of trams each teacher receives. Use of computers and some type of enrollment system via central data processing would considerWar. g.Utllj.fttistasIC. Since a central computer system for regional or state training activities is not presently available, forms were developed to report such activities. Because of the limitations of this manual system, it was not possible, as noted earlier, to tell.how many times a particular teacher received training, thereby making comparison difficult. On an average each partici- . _ pant received 15 2/3 hourof training in Region .II totaling 76,340 hours of training. The system will be improved so that eventually a training profile is available for individual ABE staff. Recommendation No. 5 Likewise the record system should be able to account for the total number of clock hours of instructionlasantrasted with the A 7 . 6 more commonly used figure of "contact hours ") per training program. The total number of training hours provided in Region II was 76,340. The breakdown by'training activity is provided in the individual state reports (Exhibits) at the end of this document. Recommendation No. 6 The total direct cost and total amount of costAllaing should be recorded for each aand should be kept fer regional, state./ and local teacher training_ programs. The breakdown of these figures is included in the Exhibits. On an average, 15 2/3 hours of training were provided to each of the 4,875 individuals who participated in Region II Staff Development activity. The average training cost for 309(c) monies was approximately $70.45 per participant or $3.86 per training hour. However, as mentioned above, state activities under shared costs are included in these figures. The $3.86 cost compares most favorably with previous hourly costs for 309(c) teacher training activities which frequently averaged out to better than $10.00 per participant training hour. The Region II Staff Development Project, as is probably true of its regional counterparts, has provided training at a much lower cost than previous ABE training, and should continue lair(01,4(0494. to lower the cost, but its most important goal is to establish a system that brings about more effective training. The staff of the Project reafftrms their belief that neither numbers trained. or lower 'hourly rates are by themselves criteria for Success. The wprth of the. Project is reflected, hopefully, in the actual efforts undertaken by each of the states and the Project Office in order to meet the objectives of the grant. In order to meet the objectives, it is imperative that true needs assessment in each state and territory of Region II be conducted prior to the planning of any long-range training activities. One of the most effective and economical methods for such a needs assessment was to survey the characteristics of adult education personnea and develop a profile. An initial survey form was developed at the Project Office and then adjusted to the needs of each state. One of the four surveys completed to date is that of New Jersey. A few items of this survey have been highlighted a.s follows: An initial survey of 844 adult education personnel in New Jersey reveals that there are slightly more males than females involved in working in adult education. There were 407 females (48.2 per cent) and 420 males (49.8 per cent). In general, 37 per cent of the adult education personnel are less than 30 years of age and 66 per cent of"sample are less than 40 years of age. .. 19 435 or 50 per cent of the population surveyed does not possess a master's degree. Furthermore, 691 or 81.9 per cent of the respondents did not have a single credit in adult education. Only 153 or 18.1 per cent of the population surveyed had three or more credits in adult education. This information would strongly suggest the need for a master's degree program in adult education. 78.4 per cent were certified teachers whereas 21.6 per cent either did not respond or were not certified. In the area of inservice workshops, 690 or 81.8 per cent of the respondents did not respond, which suggests only 18.2 per cent of the total respondents had attended one to three institutes. There were more secondary education teachers (38.6 per cent) than elementary education teachers (27.6 per cent.) 2.4 per cent had no prior experience in education and 15:5 per cent did not respond, while 15.9 per cent had other kinds of experience. 46.7 per cent had three or more years experience in adult educe. tion, while 36 per cent had less than three years of experience in adult education. 360 or 42.7 per cent of the respondents were employed by ABE Title III programs, while 40 per cent were employed by HSE, WIN and adult literacy programs combined, with 18 per cent not responding. BEST *If AvAllARE 30 per cent of the respondents were employed for four hours or less per week while only 17 per cent were employed for more than 20 hours per week. The average hourly rate for the S80 or 82.2 per cent reporting was $7.73 per hour. A similar but more comprehensive anallysis is suggested for New Jersey as well as the other states during the second year of operation. This type of analysis.= do much to provide a more rational basis for future staff development. Note: See detailed analysis in Exhibit I Project Objectives Objective No. 1 To identify the necessary competencies thatalia2112salamjteal. 2a22221112111111110_11291 New Jersey (see Exhibit I) The initial planning meetings for the development of performance based certification in adult education were conducted with the State Department of Education, Division of Field Services, Bureau of Adult Continuing Education and Bureau of Teacher Certification and Accreditation. As a result of these meetings, it was agreed that the investigation of possible certification in adult education should be conducted in four major areas: Adult Basic Education, English as a Second Language, High School Equivalency and Counseling. A task force was formed for each area representing many levels and areas of expertise. These task forces met twice a month for the past year to prepare a comprehensive list of tasks to be performed and 10 21 those tasks and to begin developing an instrument that would measure the minimum competencies required of an adult educator. The project was coordinated by the New Jersey Staff Development Field Coordinator and directed by the Director of Special Projects of Teacher Education and Credentials, Bureau of Teacher Certifi- cation and Accreditation. In order to enhance the skills of selected task force members, a training program was provided in the techniques of task analysis and job restructuring. Hopefully, results will be available by the end of next year to be used by the State of New Jersey Bureau of Teacher Certification as a criteria for certification. However, in any case, these task forces will provide competency-based training (preservice and inservice) for adult educators. New York -(see Exhibit II) In order to identify necessary competencies, a Task Analysis and Job Restructuring Institute conducted by Manpower Management Institute was held to train adult educators involved in the identification of tasks and competencies. As a result of this training, a group of New York State adult educators now possess the initial skills essential to a rigorous competency identification system. 22 11 'sr Copy MIME Plans for further workshops at local levels t? identify necessary competencies have been made. The Project Field Coordinator for the State of New York also asked that institutions of higher education subiit proposals with a research design to perform the task analysis and to coordinate this particular affect of performance based education. Puerto Rico (see Exhibit III) To identify the necessary competencies, a task analysis institute was held for adult educators in the Humacao Region. As a result, it was recommended that each of the five other educational regions should also receive comparable training in order to begin the competency identification process. According to the recommendations from the Humacao Region and the State. Department of Education, two persons from the Humacao Region were identified to act as resource persons for the other task analysis and job restructuring institutes. The second institute was held in the Caguas Region and similar institutes for the other four regions were planned for 1973-74. Two persons from each region were selected to act as resource persons within their own region and to help conduct the institutes in the other regions.- Materials for conducting such institutes were obtained from the Project Office. f .. 23 12 Hopefully a cadre of adult educators with task analysis skills will exist as a permanent resource to assist local programs in identifying teaching competencies for a more effective training. Virgin Islands (see Exhibit IV) To identify necessary competencies, one task analysis and job restructuring institute was conducted to train all 54 of the adult education and adult basic education personnel in St. Thomas. As a result of this institute, a group was formed to follow-up on the institute activities aad actually perform the task analysis for the virgin Islands. A similar institute was planned for St. Croix and St. John in the coming yuar. Results of the follow-up on the task analysis in St. Thomas are being reviewed and will beavailable sometime during the next year. It is hoped that at the end of the second year of the Project, all four states rtAll have documentation of the necessary competencies required of adult educators to perform their tasks and that training activities -- preservice and inservice -- will, be performance based and geared to the needs of the individual states. Objective No. 2 To develo s ecific career patterns for individuals interests in Preparing for existin and for future roles in adult education. New Jersey The rationale for the training in Task Analysis and Job Restructuring served three purposes: 1. to develop competencies of-adult educators to analyze their own jobs in terms of tasks performed and competencies required to perform those tasks, 2. to gain competencies in order to identify competencies required of adult educators in performing their tasks, 3. to develop career patterns that will prepare individuals on performance-based criteria thus providing them opportunity for upward career mobility. Based on these assumptions, the Region II Project Office, in cooperation with the Division of Field Services and the Division of Vocational Education, prepared a proposal and acquired EPDA funds to provide performance-based training for individuals interested in preparing for existing and future roles in adult education. (A report of this Project has been prepared as a separate document). The Project was called the "Teacher of the Un- and Underemployed." A total of 87 persons received training. The Project ran in two sections, one for South Jersey and one for North Jersey. Three graduate or undergraduate credits were available for those participating. The section in South Org.A.) r" , 14 Jersey was held at the Adult Education Resource Center, Glassboro State College, the northern one at Montclair State College. Enrollees were composed ef personnel from MDTA, Employment Services, High School Equivalency, WIN, and ABE programs, (See Exhibit VI) New York Based on the assumptions stated above, a one week long Task Analysis and Job Restructuring Institute was held at Syracuse, New York. Twenty participants attended the institute.. The participants represented the adult basic education personnel from across the State of New York including the State Department. personnel. The Institute was conducted by the Manpower Manage- ment, Inc.- a private Washington based organization. Puerto Rico Two graduate courses were planned through the University of Puerto Rico to prepare individuals interested in existing and future roles in adult education. These courses are in progress this summer (1973) and will be recorded in next year's report. A graduate program in Adult Education at the University of Puerto Rico was planned. The proposal was written and submitted to the University's Academic Senate for approval. The graduate program in Adult Education at the University of Puerto Rico was designed to be Performance-Based and to develop specific career patterns in adult education. The Project was a joint effOrt of the State Department of Education and the HEW Region II Staff Development Project. This program, in addition to providing opportunities for preparing individuals in Puerto Rico, also has the potential of training adult educators from throughout Region II in bicultural and bilingual education. The rToposal contains numerous sugges- tions for developing future consortia with other institutions in Region II. Virgin Islands One non-credit course was offered through the College of the Virgin Islands, (the first collegiate level %use ever offered adult educators by the Institution,) to develop specific career patterns for individuals interested in preparing for existing and future roles in adult education. This course was attended by eight personnel for 15 weeks during the Spring Semester. This course was designed to create an awareness in individuals interested in existing and future roles in adult education and to develop a specie.: career pattern in the Virgin Islands. 16 Objective No. 3 To identify the existing training, resources available_ within and outside of Region II (formal and informal Object ves. To identify the existing training resources within and outside of Region II, several formal and informal contacts were made. The possibility of utilizing these resources were encouraged through the Field Coordinators by telephone and letters. A Newsletter was regularly distributed to some 600 individuals identifying activities and resources available to adult educators from many agencies. The members of the Region II Staff Development Project staff met quarterly to discuss and.share such information in addition to other business activities. The Advisory Committee was encouraged and asked to recommend any possible resources useful in meeting project objectives. Some of the more obvious and utilized contacts by various states are as follows. New Jersey Rutgers, the State University of New Jersey, has been very active in the development of Bicultural materials for adult education. The Project also has a subcontract with Rutgers to develop these and field test them throughout the state and across the region. The four adult education resource centers r. 2S 17 7 AIL at Montclair State, Newark State, Jersey City State, and Glassboro State Colleges, funded by the state have been very effective and cooperative in prov!Aing inservice training for adult education personnel. The Mid-Atlantic AMIDS was utilized to conduct inservice training for adult educators in task analysis and job restructuring. The Adult Education Resource Center at Glassboro State College shared heavy responsibility for providing training for 42 adult educators mentioned above as participating in the EPDA funded Teachers of the Un- and Underemployed Project. A cooperative effort is underway with the New York State Department of Education and the New Jersey State Department of Education to combine the ESL-certification work, with the project field coordinator working as liaison between the two departments. The Office of MDTA of the N.J. Division of Vocational Education, the Employment Service, HSE, Teacher Certification and WIN agencies,were contributing members to Project efforts. New Jersey, in cooperation with New York State, identified resources and learning centers to provide week-longtraining for 17 adult educators from Puerto Rico in the operation of learning centers, curriculum materials, and ESL. 29 18 New York Some of the existing training resources available and utilized by New York State during the past year included State University of New York at Albany Teachers College, Columbia University Syracuse University Cornell University Phelps-Stokes Foundation Puerto Rican Forum MIND, Inc. ERIC Clearinghouse for Adult Education New York is also planning the production of 20 one-half hour TV series, in color, on the Psychology of Adult Learning in cooperation with the N.Y. Bureau of Mass Communications. For the production of this series, the State Department of Education in Baltimore, Maryland, was contacted to provide assistance to avoid duplication and give Region II the benefit of their experience with similar TV productions. Manpower Management Institute was also utilized to conduct a task analysis and job restructuring institute. Learning Centers in New York State provided training for 17 adult educators from Puerto Rico and five from the Virgin Islands in the operation of learning centers, curriculum development, ABE, GED,and Counseling. Puerto Rico The utilization of existing training resources available 30 19 within Region II have been restricted in Puerto Rico primarily because of distance and available funds. However, the resources in New Jersey and New York'as noted above, were employed to train 17 adult education personnel in various aspects of learning center operation. A meeting with Project Communi-Link (Colorado State Univer- sity) was planned, but because of the change in administration, this effort did not take place. The experiences of Region IV in the development of graduate programs at various institutions were shared through the Direct& of the Region IV Staff Development Project who advised on the development of a performance-based graduate program in adult education at the University of Puerto Rico. The experiences and expertise of Florida State University was also used in an advisory capacity to assess the proposed graduate program. Two graduate courses in Adult Education were arranged to be given during the summer of 1973 through the University of Puerto Rico. Several personnel at the University and in selected programs were identified as training resources avail- able to the Commonwealth of Puerto Rico. Meaningful relation- ships have been developed between the Staff Development Project and the Model Cities Training Programs. Preparation for identifying all training funds in various programs to be pooled. under the Staff Development Office are under way. Once this 20 31' objective is achieved, the training resources of ABE, ESL, WIN, and MDT will be identified and through cooperative planning utilized to meet each agency's needs in staff development Virgin Islands Although the resources available in the Virgin Islands are very limited, the extent of cooperation and acceptance of Project Objectives has been excellent. The College of the ohrgin Islands for the first time was involved in adult education -- ---- -- staff development activities. A three hour non-credit course was offered through the College. The "Right to Read" program and the Reading Center specialists at the College of the Virgin Islands were asked to provide assistance in the development of an Adult Informal Reading Inventory. The Project worked closely with the Chairman of the Advisory Council for the Virgin Islands on Vocational Education. The Project was also very successful in establishing relation- ships and identifying existing training resources in St. Croix with the Insular Superintendent of Schools and the Committee for Human Resources. Throughout the year, a very close relationship evolved between the Staff Development Project and WIN Programs and, hopefully this cooperative effort and the utilization of resources will continue to expand. Objective No. 4 To assist each state in designing a career development plan in adult education that is competency based. New Jersey, New York Puerto Rico, and The Virgin'Islands All four states had access to the Project staff in'designing competency-based career development plans. The Project staff was assigned certain man days to spend in the field besides being available to conduct any training or help in any activities at the request of the individual .states. The first stepin the development of a competency-based plan was a needs assessment. The process of needs assessment is complicated and time consuming. It was decided that an instrument of needs assessment be developed and field tested. The-Project Office is in the process of developing such an instrument. During the first year of the Project, survey cards were developed and distributed in Region II through the Field Coordinators. This data was collected and is in the process of being tabulated. Although the data at this point only refers to a survey of the personnel, it will be helpful in determining the training needs of adult education personnel in each state. Objective No 5 To assist each state in designing and carrying out performance, based programs for both preservice and inservice training. New Jersey, Most activities reported in Exhibit I were performance based. 22 The Project staff was available. during all preservice and inservice training. An Institute in English as a Se. and Language was held at Jersey City (see Exhibit I). Inservice training activities were carried on in cooperation with the State Department of Education, Rutgers, the State University, and the four Adult Education Resource Centers. The Field Coordinator was involved in the planning and implementation of staff development inservice training activities to ensure the performance based nature of activities and to assist in the conduct of training sessions. A performance based work- shop was held in Trenton for the trainers of adult education personnel and resource center directors to, train them in performance based staff development. New York A performance based training institute was held in Syracuse, New York for the state department personnel and selected directors of adult education programs responsible for providing training at the local levels. As a result of this workshop, two groups were formed to carry out the follow-up studies and develop further competency to provide assistance in performance based training at the local level. Another group was engaged in the develop- ment of an assessment tool-ta assess the training needs and competencies.of adult education personnel. 34 23 Puerto Rico The Project staff was actively engaged in assisting Puerto Rico in the development of a performance based graduate program at the University of Puerto Rico. Two Task AnalySis Institutes were held in two of the six educational regions in Puerto Rico to tratm the staff in performance based training concept. In both regions, two personnel were identified as resource persons who would be responsible for conducting additional Task Analysis Institutes in the four remaining educational regions. Assistance from the Project Office will be available during the training sessions. Virgin Islands One Task Analysis Institute was held in St. Thomas to train all 54 adult educators, directors, supervisors and teachers in the concept of performance based staff develop- ment. As an outcome of the Task Analysis and Job Restructuring Institute, a group of eight adult educators participated in a follow-up training session to acquire more competence in order to provide assistance at the local level and conduct similar training sessions on St. Croix and St. John. An initial document has been prepared by this group to identify the tasks to be performed and the competencies required to perform those tasks. 24 Ittottemthwit To into ate the Re i n IP .111E-1AFTATAITI1171 111JT-61111- CENIFY=AFIT il,i111T4E1 {TIT The NSW MOOR IX Staff. Development Project worked very closely with at least four other regional projects, and in a limited faihion with the remaining regional stall development projects. All activities of NSW Region II Staff Development Project were described through the Newslettet sent to all ten Staff Development Projects as well as through personal letters, contacts and telephonelonversations, The expertise of Region IV Staff Development Project was utilised by Region II in the development of potential graduate programs at the University of Puerto Rico and in New York Otate, The Project staff worked very closely with Project "Think Tank" and participated in the Region I end II seminar, The Project developed working relationships with tke Puerto Rican Forum, the ASS staff in New York City, end with the Phelps - Stoke: Foundation, The findings of the University of Missouri National Teacher Training Survey were utilised by maintaining a close contact with that project's staff, The Project worked very closely with the Newark, Paterson and San Juan Model Cities Projects. Furthermore, the Project encouraged intra-regional participation by the Region II Staff Development Project personnel through various activities. The field coordinator from the Virgin Islands attended the 1972 Summer Curriculum Development Institute at the State University of New York at Albany, a 309(c) Teacher Training Project. The expertise from New York State Department of Education and the Albany Training Center were used to train five state department personnel from St. Thomas, in ABE instruction and learning center operation. Several learning centers and personnel were identified in each of the four states to be used to help the other state's needs. The TV program for the Psychology of Adult Learning utilized the expertise from the Maryland State Department of Education to minimize duplication. The Northeast AMIDS (serving New York) and the Mid= Atlantic AMIDS (serving New Jersey) were used but unfortunately, with very disappointing results. Much of the failure sr occurred apparently from numerous administrative changes which resulted in an inability to follow-through on agreed upon activities. 1°1 Objective No, 7 To develop individualized training materials for local adult education personnel inservice training. A bilingual-bicultural project was funded at Rutgers to develop individualized instruction materials to create an awareness of bicultural education for adult education. New York City Title III staff and the Puerto Rican Forum have begun to develop teacher training materials in bi-cultural education. This project developed reference pamphlets on inter- cultural communications and acculturation problems in adult education. One Language Cultural Institute was held in New Jersey and two graduate courses were offered at Rutgers to emphasize acculturation problems in adult education. This project also produced bibliographies on various aspects of inter-cultural communication and bilingual- bicultural education. An adult informal reading inventory was developed in the Virgin Islands suitable to the unique needs of the Island's population. Objective No. 8 To provide local adult education personnel with access to available information and resources for staff training. The Project staff provided access to available information and resources for staff development in Region II and across . 38 27 the nation through a Newsletter. Similar information was also distributed through newsletters in New Jersey, New York, and for the first time, the Virgin Islands. Distributors of local newsletters were encouraged to use the information 'from the regional newsletter. A comprehensive guide was prepared by the New York Field Coordinator after a survey of collegiate level courses' available throughout the. State of Now York. This guide was made available throughout the State of New York and other states. in Region II. Pertinent information was also requested to be included in the New York State NewsBulletin. Plans for the second year.include the conducting of a number of seminars to bring representatives from selected Projects from.arou4d 'the country to Region II to share their findings with local personnel. Objective. No. 9 To encourage adaptations of research and innovations for adult education inservice training. Materials, prepared on Task Analysis and Job Restructuring Institutes were shared with each state.aoross.the nation. The project maintains continuous contact with field coordinators and state department personnel and suggests attendance at selected training activities as well.as provides a continuous to.... . 39 . 28 flow of information to the field. The project staff reviews research and other successful preservice and inservice efforts from across the.nation and encourages consideration for possible adaptation and/or adoption in all four states through its field coordinators. A professional seminar was planned for early in the second project year to bring together representatives from various innovative projects to.share the implications of their activities with selected Region II adult educators. I . 40 29 EXHIBIT I (July 1, 1972 - June 30, 1973) FIRST YEAR INTERIM REPORT HEW REGION II ADULT CONTINUING EDUCATIONAL STAFF DEVELOPMENT PROJECT STATE OF NEW JERSEY PREPARED BY MARGARET FALCONE OFFICE OF ADULT BASIC EDUCATION DIVISION OF FIELD SERVICES N.J. STATE DEPARTMENT OF EDUCATION TRENTON, NEW JERSEY 08625 A 41 PROGRESS REPORT Language - Culture Conference and Staff Development Institute Title III PL 91-230-309C Rutgers University - Graduate School of Education Submitted by E. C. Condon, Director Date - 12/21/72 "During FY-1971 of 640 administrative supervisory teaching counseling, and paraprofessional staff employed in the instructional programs under Title III, P.L. 91-230, 500 received specialized train7 ing. In the Work Incentive Program, 103 staff in all categories' mentioned above were trained. This training was accomplished through the four Adult Education Resource Centers (AERC) located within the State College complexes at Glassboro, Jersey City, Montclair, and Newark with each of the four centers providing a minimum of three training sessions." The coordinating of the training session& and dissemination of a calendar of training dates was undertaken by the coordinator for Staff Development Project. FY-1972 found the four AERC's providing training to an increase number of local program staff. In addition to the mandated three training sessions for each AERC, 124 additional workshops were hold, whereby 3,262 teachers, administrators, counselors and paraprofessionals received training representing 9,165 clock hours. The Operational Objectives for New Jersey are: BEST COPY AVAILABLE 1. To sponsor in cooperation with Rutgers University a Language- Cultural Institute for adult educators in Region II. 2. Provide a three-credit, two tract graduate course in English as a Second Language at Jersey City State College for both new and experienced teachers of New Jersey and New York. 3, Investigation of the implementation of a task force on adult education to the existing competency based certification study being coadmeted by the State of New Jersey, Bureau of Teacher, Education and Academic Certification. 4. Provide competency based training to teachers in the ABE,WIN, MDTA programs. Three graduate credits to be given to participants by Montclair State College. 5. Development of a profile on adult education staff of ABE, WIN, and GED programs in New Jersey. .a. To make Institutions of Higher Education more aware of adult education programs in their communities and of the Region II Staff Development Project. b. To develop with Institutions of Higher Education graduate and/or undergraduate credit courses in adult continuing education. c. To foster profcssional growth in adult educators by instituting a doctoral program in adult education at Rutgers University. 44 ... 1. To sponsor in cooperation with Rutgers University a Language- Cultural Institute for adult educators in Region II. One of the top priorities in New Jersey is to provide training for teachers of English as a Second Language. Dr. Eliane Condon, a national figure in this area, submitted a proposal for a Language- Cultural Institute and subsequent workshops. The workshop leaders, adult educators who are doctoral candidates at the University, were trained this year by Dr. Condon in preparation for the workshops to be held during FY-1974. A three-day conference of knowledgeable experts in the field of language and culture was held in March. Dr. Condon and staff reviewed the transcriptions of this conference and have selected five excerpts for dissemination. A selected bibliography of reference materials on language and culture also was compiled, duplicated and is now ready for dissemination. See attached report for more detaile_d report. - -- BEST COPY AVAILABLE Upon receipt of grant award the following steps were taken: 1. Personnel Selection: All personnel in addition to the speaking minority, Mrs. Carmen Ross - Mrs. Tamara Skvir Mrs. Alice Hopkins 2. Materials Development: 'Note were selected and hired. They include director, who represents the French the following: graduate assistant - representing the Spanish - Puerto Rican minority - graduate assistant - representing the Russian-Polish minority - secretary - representing the black minority A survey of reference materials concerning various aspects of culture, biculturation, and cross cultural problems has been completed, and a selected bibliography on these topics has been prepared. It is now ready for duplication and dissemination. These latter two stages have been prevented by the untimely occurrence of an automobile accident which deprived the institute of secretarial services. 3. Communication: Plans for the projected conference on culture have been developed, and all initial arrangements made for the follow- ing: (a) Physical Facilities The conference will take place at the Ramada Inn in New Brunswick, New Jersey, which will provide a conference room, as well as room and board for the participants. (b) Schedule of Activities The dates. are March 13, 14, and 15. An initial schedule of topics has been submitted to all participants. (See form attached herewith.) (c) Conferees nurzar top ranking experts in the field of cultural studies has been drawn, and nine specialists, representing various cultural aspects have been selected for participation in the conference. The following scholars have accepted the invitation: (1) Howard Lee Nostrand - specialist in French - Spanish culture and cultural instruction. (2) Nelson Brooks - specialist in cultural materiali and classroom activities for biculturation. (3) Francis L. Hsu - specialist in Chinese culture - contrastive cultural behavior. (4) John Szwed - specialist in black culture and cultural conflicts. (5) Michel Beaujour - specialist in American French culture and semiotics. (6) Ned Seelye - specialist in Spanish-American culture - contextual language teaching through cultural capsules and assimilation., ( ) Alfonso Ortiz - specialist in Indian culture and cultural anthropology. (8) Robert Lado - specialist in American-Spanish culture and linguistics. (9) Edmund Glenn - specialist in slavic culture and intercultural communication. Cultural experti located on campus will be invited to participate on a volunteer basis. 4. Staff. Training: In anticipation of the summer (1973) teacher training institute in bicultural education, group leaders have been trained in the regular Ed.D language education program courses. These include the two assistants, and one other doctoral student, Mrs. Carol Roscoe. Leadership training in cultural education is also being made available to other Ed.D students, among them, three educators, already involved in adult education: (a) Richard Hitt - Glassboro State Teachers College (b) Kathryn Taschler - Jersey City State College (c) Patrick Schifano - Adult ESL - Teacher - Bayonne Board of Education, New Jersey In addition, several adult educators interested in language-culture education have been accepted into the Graduate School of Education M.Ed. program. Name Address Telephone Social Security Number 1. I will be ( ) able to attend the Language-Culture Institute. ( ) unable 2. Transportation to be used:* 3. Approximate arrival time in New Brunswick: hour date 4. Suggested Topics: a. General conflicts between middle class Americans and minorities. b. Racial attitudes and conflicts in social, economic, and academic situations. c. Discriminatory practices affecting human relationships -- academically, economically, socially, and politically. d. Ecological and linguistic problems of minorities; Spanish-speaking, French-speaking, Blacks, Indians, Orientals, and other groups. e. American value system today and in the immediate future. f. Viable solutions to existing problems. g. Instructional materials and techniques for biculturation. h. Comments and suggestions: Recommendations of people who would be an asset to a conference on cultural studies: a. Name Telephone Address b. Name Address c. Name Address Telephone Telephone Note: Under grant conditions, air travel will be restricted to economy fare; private car transportation expenses in excess of corresponding air fare are not reimbursable. 49 PART I Review of First Project Year Activities INTRODUCTION The Language-Culture Institute was created to complement services provided for adult learners by educational programs sponsored by State Directors of Adult Education throughout Region II (New Jersey, New. York, Puerto Rico, and the Virgin Islands). The activities to be undertaken by the Institute were to center upon the acculturation problems of American citizens who are not members of the dominant middle-class . culture, the study of their implications in terms of classroom teaching, the development, of biculturative instructional materials, and the training;` of teachers in methods and materials of what may be called "biculturative education." The project was initially planned for a three -year period, to include the following sequence of activities: Project Year 1972-1973: A three-day conference of. cultural experts (to discuss cultural. problems as they relate to adult tducation). Preparation and dissemination of cultural materials (conference proceedings, bibliography, reference excerpts).. Group leader training (for workshops on cultural understanding and teaching). .Project Year 1973-1974: Training workshops in cultural understanding and teaching for adult educators. Conference proceedings publication and dissemination. Biculturative instructional materials preparation. Project Year 1974-1975: Continued develdpment of biculturative materials (and dissemination). Continued training. of adult educators in cultural understanding and teaching. Updating of collected cultural information. Institute activities are correlated with the. Programmed1raining unit for cultural understanding undertaken by the, State Department of Education in Albany, New York. The latter will provide workshop participants with the necessary background information required to develop teaching techniques and materials for c/assroom instruction in the specific area of crosscultural communication and general American culture. The evaluation of program activities is handled by the State Department of Education in Trenton, New Jersey (Adult Education Division). ACHIEVEMENT OF OBJECTIVES (Stage One, 1972-1973) 1. Process Objectives Objective 1.b.1: Three-day conference held on March 13, 14, and 1S, as planned. Objective 1.b.2: Five excerpts selected and completed for dissemination. (Derived from conference work). Objective 1.b.3: Cultural bibliography compiled, duplicated for dissemination. (Search of secondary sources) 2. Product Objectives Objective 1.a.1: Tapes and transcription of the three-day conference on file. Editing of transcription now in process; dissemination subject to approval of conferees. Five excerpts ready as planned. Objective 1.a.2: Workshop schedule completed for dissemination. Objective 1.a.3: Cultural bibliography ready. DESCRIPTION OF ACTIVITIES .First project year activities were devoted to the identification and training of group leaders in biculturative education, and to the collection of data on cross cultural communication as it affects classroominteraction in adult education. A total of forty-eight prospective leaders in adult education received preliminary training in cultural understanding at the Rutgers Graduate School of Education; among these trainees, fifteen were found to possess good leadership potential in the area of biculturative education (four were found to be exceptional; they will serve as group leaders in the forthcoming workshops: K. Taschler, C. Sueiro-Ross, J. Dye, V. Fedorov). Training for these students included the acquisition of information on principles of crosscultural communication, group discussions of cultural components in everyday situations (leading to conflicts and misunderstandings), and experiences in crosscultural analysis with emphasis on cultural interference in person -to- person interaction. A list of personnel trained during the year has already been forwarded to the Region II Staff Development Project (March 30, 1973). Data collection activities were carried out in the following manner: A search was made by the staff in the Rutgers and other libraries, in the ERIC riles and U. S. government publications, and in general bibliographies for references dealing with crosscultural understanding and instruction. They were assembled in a bibliography now ready for dissemination. The most significant reference texts, not available at the Rutgers library, were purchased to form the nucleus of a resource center on biculturation and biculturative education at the Institute. ERIC microfiches relevant to these topics were also secured for this center. A selected group of university specialists in the area of language and culture were invited to a three-day conference at Rutgers University to/exchange views, information and recommendations on aspects and problems of intercultural communication at the adult education level. Conferees who were invited to this conference were: Dr. Michel Beaujour (Specialist in American/French cultures and semiotics), Dr. Nelson Brooks (Specialist in. instructional materials vnd cultural pedagogy), Dr. Cynthia Deutsch (Specialist in developmental processes and environmental behavior relation. ships in the cultural context), Dr. Edmund Glenn (Specialist in Slavic culture, intercultural communication and linguistics), Dr. Francis Hsu (Specialist in Chinese and American cultural anthropology), Dr. Robert Lado (Specialist in American and Spanish cultures, and cultural linguistics), Dr. Eleanor Leacock (Specialist in minority group cultures and cultural anthropology) , Dr. Howard L. Nostrand (Specialist in Ranch/Spanish cultures and cultural pedagogy), Dr. Ned Seelye (Specialist in Spanish/ American culturals and contextual language teaching). Dr. Alfonso Ortiz (Specialist in American Indian and Mexican-American cultures and cultural anthropology) was unable to participate in the conference as a result of the Wounded Knee affair. Other participants in the conference were representatives from State Education departments in Region II, from the Staff Development Project (Region II), from Rutgers University and from the student body (prospective group leaders). A list of cultural topics had been forwarded to the conferees in advance, in order to identify those of interest to them. A final list was compiled from the conferees' responses to the initial mailing; it included the following: 1. General conflicts between middle-class Americans and minorities. 2. Discriminatory practices affecting human relationships: academically, economically, socially, and politically. 3. Ecological and linguistic problems of minorities: Spanish- speaking, French-speaking, Blacks, American Indians, Orientals, and other groups. 4. American value system today, and in the immediate future. S. Instructional materials and techniques for biculturation. 6. Viable solutions to existing problems.' Each of these topics was assigned to a moderator and co-chairman, whine responsibility was to conduct conference discussions in the selected area for a prescribed period of time (approximately two hours for each topic). Conference proceedings were taped and the tapes transcribed. Both are on file at the Institute. The script is now being edited for publication during the coming year, subject to approval and release by the conferees. Five excerpts have been selected from the conference proceedings and translated into practical classroom recommendations: Excerpt 1: Introduction to Culture and General Problems of Cultural Interference in Communication. Excerpt 2: Cultural Interference in Methods of Providing and Deriving Information. Excerpt 3: Cultural Conflicts in Values, Assumptions, Opinions Excerpt 4: Cultural Capsule on Kinesic Interference Excerpt 5: Problems of Acculturation in American Society (Disadvantaged and Immigrants) These excerpts are now being duplicated and will be disseminated before the end of this month. They represent a set of basic materials on cultural understanding, derived from conference proceedings and translated into practical classroom terms by the Institute staff. They will serve as reference data for teachers of culturally different adult learners. In order to secure multi-level input on the type of services to be provided by the Institute, a council of regional, State, university and adult education program representatives was formed to act in an advisory capacity to the project. One meeting has been held so far; another will be held during the summer. An article describing the basic conceptsunderlying the work carried out at the Institute was submitted in May to the TESOL Quarterly, and an interest sheet on this same topic was distributed at that time to a number of educators attending the TESOL Conference. Forty responses have been received so far requesting further information on the Institute, and indicating willingness, on the part of the respondent, to participate in Cultural Exchange Activities. 55 . Region II Staff Development Project Language-Culture Inst. State/Institution Rutgers University Person Completing Form E. Condon Date.MAXPILIAL223 41=111 STAFF DEVELOPMENT ACTIVITY REPORT Please complete this form in duplicate after each stafi development activity. Return one copy to the Staff Development Project Office and one copy to the Field Coordinator in your state. A. Description of Activity 1. W.1202112.12S2121k, Staff Development Project y State Department University or College Local Unit Other 2. Type of Activity (Check appropriate item(s).) Workshop Institute x Undergraduate Course General course Individual training materials Computer assisted Other 3. Topic or title of Activity: Language - Culture. Institute - Staff training in cultural understanding 4. Location: Rutgers University, GSE, New Brunswick, N.J. 5. Dates of Activity: Se tember 1972 - June 1973 (two_semesters) 6. Number of Participants 48 Male 11 Female 37 7. List of Skills or Number Number and % Competence Partiwi.pating attaining skill Means of or competency Measurement 41.11111111 Knowledge of inteiferenc points in crosscultural communication Knowledge of language- culture interrelation in adult education Preparation of instructional materials based upon the- above knowledges 4' 48 11 56 48 Assessment of instructional materials developed by each student (Cultural problem 440264tod In the language) 11 B. Description of Participants 1. Type of Participant (number in each category) Teacher...AL.. Aids Counselorimmarew Administrator x Volunteer Other 2. Racial or ethnic background: White x Spanish speaking x Orientals Black x Other x 3. Program identification of participants: ABE x MDTA OED Indnstry WIN Labor Model Cities Other (specify) C. Describe planned follow-up activity: 24.114 14,, Periodic workshops designed to develop skills in intercultural understanding, as well as methods and materials of biculturative education, and to develop or adapt ABE materials to the needs of a culturally different population. Preparation of biculturative instructional units for use in the classroom; reference pamphlets on aspects of-etaswituraltommunizattorr for ABE teachers. A three-week institute for August 1973, to train ABE 'personnel in biculturative education. 1 r CHART 'A" ACTIVITY (Check appropriate item) TOPIC DATE AND PLACE NO. OF PARTICIPANTS TOTAL NO. OF HRS. OF TRAINING TOTAL COST COST PER PARTICIPANT COST OF TRAINING PER HOUR Institute x Language-Culture Institute Cultural Understanding I 1973 March 13, Ramada I New B 9/72 - 6/73 Rutgers GSE 14, 15 'ck,-NJ Universit 25 48 450 .., 7200 $16,000 N/A Workshop Course Others (specify) Course *The Cha4t Refers to Objective #1 General Objectives for the Institute 1. To train teachers in appropriate English as a Second Language techniques with emphasis on the Audio-Lingual approach. 2. To stimulate lnsiet into. the patterns of American culture'which influence English language learning. 3. To provide training in the development, selection and evaluation of materials for utilization in the teaching of English as a Second Language. 4. To provide supervised instruction in the preparation of correctly sequenced ESL lesson plans. S. To provide a total of twenty-six (26) hours of observation and supervised teaching with classes composed of adults for whom English is a second language. 6. To develop and utilize video tapes as a tool for self-evaluation and subsequent teacher training. 7. To provide experiences related to the teaching of English as a Second Language that meet the specific needs of: a. Beginning teachers (Track I) b. More experienced teachers (Track II) c. State A. B. E. program directors (Directors' section, July 17-18) 2. Provide a three-credit, two tract graduate course in English as a Second Language (ESL) at Jersey City State College for both new and experienced teachers in New Jersey and New York. Jersey City Adult Education Resource Center (AERC) in cooperation with Glassboro AERC submitted a proposal based upon a system approach using behavioral objectives to the Office of Adult Basic Education, Division of Field Services, New Jersey State Department or Education, for state funds. The three-week institute was held in July, 1972. Forty (40) participants were trained in ESL techniques, emphasizing the audio- lingual approach, using modeling of master teachers, small group discussion, and video tape lessons in addition to a practicum providing supervised instruction. The practicum was held at a local program in West New York, New Jersey, which operated during the summer months. During the early afternoon, participants were able to watch video tapes of the master teachers, or of themselves in an actual classroom situation. The participants (teachers) also planned their lessons in the afternoon, peer taught, were critiqued by the master teacher and practiced in an actual classroom situation in the evening. This was a unique institute enjoyed by the ESL Audents as well as a valuable experience to the participating teache.s. 0 0 60 f ACTIVITY (Check appropriate item) TOPIC V DATE AND PLACE NO. OF PARTICIPANTS V TOTAL NO. OF HRS. OF TRAINING TOTAL COST COST PER PARTICIPANT cOST OF TRAINING PER HOUR Institute English as a Second Language ends bf Institute Jersey City State College V June 26, 1972 to July 20, 1972 40 40 15 days C 5 1/2 p/d 3300 3300 $32,000 $800 $375 $9.70 $4.54 Workshop Cburse Others (sPeciWY---- V Total including st Instruci.ionat Cost *The (hart refers to Objective No. 2 3. Investigation of the implementation of task forces on adult education to the existing competency based certification study being conducted by the New Jersey State Department of Education, Bureau of Teaiher Certification and Academic Credentials, Division of Field Services. CERTIFICATION At the present time, there is not a-certification for adult educators. The H.E.W. Region II Staff Development Project, located . . at Montclair State College, and the Office of Adult Basic Education, New Jersey State Department of Education have joined an existing feasibility study b. order to identify competency-based criteria necessary for adult educators. It is hoped that certification based on select performance criteria will improve the quality of adult educators involved in basic education programs, as well as identify the specific skills and behaviors that adult educators might'strive to acquire. In March, four task forces covering the areas of Adult Basic Education teacher, English as a Second Language teacher, High School Equivalency teachers, and Counselors of Adults convened under the direction of Mrs. Margaret Falcone, Region II Coordinator, and Mrs. Denise Pratico, Research Assistant for the project. Each task force is comprised of 18 members who represent teachers* administrators, resource center and college personnel, and. evaluation specialists. Chairmen are Miss Kate Taschler (B.S.L.), Mrs. Dolores Harris (Counselors), Mr. Walter Hauck (H.S.E.), and Mr. Anthony Di Ubaldi (A.B.E.), akdira . Joan Fischer (A.B.E.). Dr.. Robert Roth is Director of the State Performance Evaluation. Project and Miss Ellen Cuniff serves as the appointed liaison agent from the Bureau of Teacher Education and Academic Credentials to the Adult Education Task Forces. Task forces meet monthly in Trenton and have met in sub-groups between regular meetings. To date, the task forces have nearly completed the identification of specific competencies necessary of teachers in their respective fields. Each task force has varied in its approach to the major tasks of the project. Goals for the project include that each task force: will determine the specific competencies necessary of adult educators in their respec- tive fields, will identify a means of evaluating these competencies in relation to current or potential adult educators involved in basic education programg, and will suggest the manner in which the requiring of such competencies may be mandated for certification. E.S.L. (Chart A #1) .E.S.L. task force :limbers have identified competencies in the areas of: E.S.L. Specific Techniques, Common Criteria for all E.SdL. Teachers, and Specific-Subject Matter (E.S.L.). Currently, the stoup is concentrating on the specific knowledge that a certification candidate should possess. As the competencies are refined, suggested evaluators, the criteria to be achieved, the conditions under which the behavior will be exhibited, and the measuring instrument are also being considered. A.B.E. (Chart A #2) Originally, A.B.E. task force members grouped competencies in the areas of the Adult Learner, Human Relations, Procedures and Techniques, and knowledge. It was decided that "Human Relations" wouldmoAt likely contain overlap and that this area best be held off for awhile. At the present time, the members have made listings of detailed competencies necessary of qualified A.B.E. teachers. Their next task is to refine the competencies and decide on a uniform way in which to finalize them. H.S.E. (Chart A #3) H.S.E. task force members began with the identification of competencies under the categories of Individualized Instruction, Tasks in Classroom Instruction, Instructional Counseling Guidelines. After considering the areas of overlap and recruiting originally listed competencies, the task force has decided on the following groupings with both cognitive and affective behaviors identified: Professional- Personal, Knowledge of G.E.D., Knowledge of Pre and In-Program Testing, Instructional, and Knowledge of Community Resources. Future meetings of H.S.E. task force will include an examination of subject' matter competency areas and the weighting of individual competencies. Counselors of Adults (Chart A #4) The Counselors of Adults task force has been concerned that competencies identified be those necessary of an effective counselor regardless of specific tasks required of him in a specific school district. 64 Three majur, areas have been identified to date: Cognitive and Affective Techniques, Counselor Functions, and Integration with Life and Class. Currently, the task force is revising the numerms listings under Cognitive and Affective Techniques, that is, Widget the counselor should know. CHART A #1 ACTIVITY (Check appropriate item) TOPIC DATE AND PLACE NO. OF PARTICIPANTS TOTAL NO. OF HRS. OF TRAINING TOTAL COST COST PER PARTICIPANDTRAINING COST OF PER HOUR Institute Teacher Education and Academic gedentials Build- g - Trenton N/A Workshop Course Others x (specify) Task-Force E.S.L. . 2/21/73 1. 16 1. 96 1. $26.05 $1.63 Certification . 3/23/73 2. 17 2. 102 2. 27.45 1.61 5/3/73 3. 11 3. 55 3. 27.100 2.46 A 4. 6/1/73 4. 14 4. 77 4.- 28.50 2.03 S. 6/21/73 S. 11 S. 66 5. 14.25 1.30 The English as a Second Language Task 2orce met first on February 21, 1973, and has held five (5) meetings averaging six hours, as enthusiasm and effort. Small gro the large group to cover in depth Director of Jersey City Adult Edu f the end of June, 1973. The original 17 members displayed much with assigned tasks meat between the monthly meetings taus enabling tasks at the regular monthly meetings. Kathryn Taschler, Assistant ation Resource Center, served as chairperson. CHART A 12 ACTIVITY (Check appropriate item) N s TOPIC 'E AND PLACE NO. OF PARTICIPANTS TOTAL NO. OF HRS. OF TRAINING TOTAL COST COST PER PARTICIPANT COST OF TRAINING PER HOUR T adher Education N/A Institute d Academic dcatiels Build- .... Workshop . - Trenton Course Others x (specify) Task Force A.B.E. 1. 3/5/73 1. 16 1. 96 1. 33:95 1. 2.12 Certification 2. 4/11/73 2. 14 2. 70 2. 21.90 2. 1.56 ' 5/9/73 3. 15 3. 82.5 3. 22.30 3. 1.49 6/15/73 4. 11 4. 60.5 4. 21.50 4. 1.95 Adult Basic Education Task Force met first on March 5, 1973,and has had four additional meetings between the regular sessions and under the leadership and guidance of Mrs. Joan Fischer, Montclair Adult Education Resource Center Director and Mr. Tony Di Ubaldi, Coordinator, ABE, Newark Learning Center. CHART A .3 ACTIVITY (Check appropriate item) TOPIC DATE AND PLACE NO. OF PARTICIPANTS TOTAL NO. OF HRS. OF TRAINING TOTAL COST COST PER PARTICIPANT COST OF TRAINING PER HOUR Teacher Education and Academic N/A Institute Credentials Build- ing - Trenton Workshop Course Others x Opeal517------ Task Force H.S.E. 1. 3/12/73 1. 17 1. 85 I. 36.15 2.13 Certification 2. 4/30/73 2. 12 2. 60 2. 48.60 4.05 3. 5/14/73 3. 9 3. 45 3. 48.60 5.40 4. 6/11/73 4. 8 4. 36 4. 47.40 5.92 . This ask Force commenced March 12, 1973. Four meetings have been held as of June 29, this year - small group meetings were hel in between regular meetings. The identification of competency criteria for this area, due to the five sUb'ect areas, has been extremely difficult, however, Walt Hauck, as chairman, and the group have identified eneral competencies. CHART A f4 .- ACTIVITY (Check appropriate item) TOPIC -1 DATE AND PLACE NO. OF PARTICIPANTS TOTAL NO. OF HRS. OF TRAINING TOTAL COST COST PER PARTICIPANT COST OF TRAINING PER HOUR Teacher Education N/A and Academic Institute Credentials Build- Workshop g - Trenton __ Course Others x (specif) ----- Task Force Counselors of 1 3/8/73 1. 18 1. 168 1. 45.90 2.54 Certification Adults 2 4/9/73 2. 14 2. 70 2. 38.05 2.72 3 5/1/73 3. 11 3. 49.5 3. 31.80 2.89 _ 4 6/14/73 4. 15 4. 90 4. 39.10 2,61 Counselors of Adults Task Force held their first meeting on March 8,A973. Dolores Harris, Director of Adult Education Resource Center, Gls:;sboro State College, served as chairperson of this group. A total of four (4) meetings has been held of the end of June 1973. This group also found 16 of the original 17 members dfligently working at the end of June. The average meeting lasted for six hours with attendance also averaging twelve members. Specific competencies were deve oiled in this short periOd of time as small groups met between regular monthly meetings. a 4. Provide cam etency based training to teachers in Adult Basic Education, High School Equivalency, Work Incentive Programs, and Manpower Develop- ment Programs. ThrtLattaLEDAWIELILLELITIELBglig211211JC Montclair State College. A proposal for a competency based course for the "Teacher of the Un- and Underemployed" was submitted by Montclair State College for funding to the New Jersey State Department of Education, Division of Vocational Education. An EPDA grant was awarded to Montclair to develop, in cooperation with various representatives of the Divisions of Vocational Education, Field Services, Staff Development and teachers from the field, a course to meet the needs of the field. Task force meetings were held, a curriculum developed, and two courses were scheduled. One course was held for 44 participants in SOuth Jersey at Glassboro State College and the other course was given in North Jersey at Montclair State College for 43 participants. The course proved successful as the evaluation showed with recommendations from participants for a similar course in a different area to be offered during FY-1974. S. Three closel related ob ectives concernin Institutions of Higher Education are: a. To make Institutions of Hi her Education more aware of adult education programs in their communities and of the Region II Staff Development Project. b. 'Sode2.telsasoSjgJlilvithInstitutioierEducationraduate al:cgi_...lerld/oiun'aduatecreditsesinadultccetinuin education. c. '1:2firofessionaliiadi_catorsbIT'owth itistituting a doctoral program in adult education at Rutgers University. During the past year, contact was made and meetings were held with the following Institutions of Higher Educations Thomas A. Edison College, a new and innovative college for residents of New Jersey was established July 1, 1972. John J. McGarraghy, Assistant Director for Program Development met with Staff Development staff, Po explanation of each program was given and assurance of cooperation between the two was given. The Thou:, A. Edison College was created expressly to administer an External Degree Program that will enable qualified people to earn a college degree or complete a major portion of the work necessary for a degree without attending college in the usual way. Mr. McGarraghy, by invitation, explained the college's program to the staff of the Bureau of Adult Continuing Education and Adult Education Resource Centers. He also spoke to the adult education directors at their Roundtable meeting. Z;..- Utilizing Thomas A. Edison College's Externship Program and the existing Externship at Glassboro State College, hopefully FY-1974 will find volunteers or paraprofessionals earning college credits. Dr. Ernest Rydell, Assistant to the President, Trenton State College, was invited to the Staff Development Uffice. A mutual exchange of information was given. An indirect result of the meetings held with- Dr. Rydell was the planning for the development of a fifth Adult Education Resource Center (AERC) at Trenton State. The research assistant working with the certification Task Forces is a graduate student from Treuton State recommended by the Guidance Department. With the opening,,of the AERC, constant communication will be maintained. A meeting with Essex County Community College Model Cities Project resulted with the Newark AERC providing in-service training for the staff of the Project. Mercer County Community College has expressed an interest in further developing of a program which will prove to be mutually beneficial to both Staff Development Project and the college itself. During FY -1974, it is hoped that courses for paraprofessionals in adult education can be instituted. Numerous meetings were held this past year with Dean Milton Schwebel, Graduate School of Education, Rutgers University, Dean Schwebel has been mo3t enthusiastic and receptive to the Staff Development Project. He has been personally involved with the Language-Cultural Conference and Dr, Condon, As a result of the funding of Dr. Condon's project, full-time position has been written into his FY-1974 budget as the University's commitment to the Project. Dr. Kathleen Penfield, Graduate School of Education, Department of Administration and Supervision, 4eveloped an Introduction to the Field of Adult and Continuing Education course which was offered at Rutger's Graduate School of Education for both semesters of 1972-1973. Dean Schwebel again has proposed in his budget the salary of a half-time adult continuing education person for FY-1974 with Staff. Development supporting the other half of the salary. Although the implementation of a doctoral program was not anticipated in planning until FY-1975, as a result'of the close working relationship with Rutgers University, a doctoral program with emphasis on Adult Continuing Education commenced in PY-1973 in the Department of Administration and Supervision. "Community and Educational Program Development in Adult Continuing Education," a three-credit graduate course was given at Montclair State College with an enrollment of eight students. This course was competency based. Position papers were developed, as was a community program. L. CHART IN * ACTIVITY (Check appropriate item) TOPIC DATE AND PLACE NO. OF PARTICIPANTS TOTAL NO. OF HRS. OF TRAINING TOTAL COST COST PER PARTICIPANT COST OF TRAINING PER HOUR Institute Community and Educational Pro- gram Development in Adult Continuing Education 9/72 - 1/73 Montclair State College 8 300 t Workshop Course X Others (specify) * The Chart refers to Object No. 6.2 CHART 'A. * ACTIVITY (Check appropriate item) TOPIC DATE AND PLACE NO. OF PARTICIPANTS TOTAL NO. OF HRS. OF TRAINING 1 TOTAL COST COST PER PARTICIPANT COST OF TRAINING PER HOUR Institute Introduction to the Field of Adult & Continu- ing Education 9/72 - -1/73 Rutgers University Graduate School of Education New Jersey 14 630 700 $0.00 $1.12 Workshop Course X Others (specify * The Chart refers to Object No. 6.2 ACTIVITY (Check appropriate item) TOPIC DATE AND PLACE . NO. OF PARTICIPANTS TOTAL NO. OF HRS. OF TIAINING TOTAL COST COST PER PARTICIPANT COST OF TRAINING PER HOUR Institute Adulthood in Contemporary Society 2/73 - 6/73 Rutgers University Graduate School of Education New Jersey 23 863 $700 $30 $.81 Workshop Course Others X (specify) .Seminar * The Chart refers to Objective No. 6.2 Region II Staff Development Project State /Institution N.J., Rutgers Person Completing Form K. Penfield Date March 15, 1973 STAFF DEVELOPMENT ACTIVITY REPORT Please complete this form in duplicate after each staff development activity. Return one copy to the Staff Development Project Office and one copy to the Field Coordinator in your state. A. Description of Activity 1. Who sponsored activity? Staff Development Project State Department University or College X' LocalWE-- Other 2. Type of Actiliity (Check appropriate item (s).) Workshop Institute Undergraduate Course General course X Individual training materials Computer assisted Other 3. Topic or title of Activity: Introduction to the Field of Adult and Continuing Education 4. Location: Rutgers University New Brunswick, New Jersey 5. Dates of Activity: 9/72 - 1/73 6. Number of Participants 14 7. List of Skills or Number Competence Participating Conceptualization of field of adult education In-depth analysis of adult ed. agency, including pro- gram, clientele served learning needs, economics, controls and comparisons Relation of adult ed. to formal school system, present and future social milieu Male 7 Female 7 Number and % Means of attaining skill Measurement or competency 14 14 14 14 14 14 a Exam Paper Report Class discussion $ participation. Exam B. Description of Participants 1. Type of Participant (number in each category) Teacher 7 Counselor 1 Administrator 3 Aids Volunteer--77---"" Other 2. Racial or ethnic background: White 13 Black Spanish speaking "r Orientals Other 3. Program identification of participants: ABE 3 MDTA GED 2 Industry WIN 1 Labor Model Cities Other (s;ecify) Cooperative Extension, 3 Aging 1 Armed Forces 1 Police 1 C. Describe planned follow-up activity: This is the first course in adult education generally taken by masters students in the program, and usually followed by a series of adult education courses and electives geared to improve their competence as teachers or administrators in the field. Rutgers now has a total of SO students pursuing graduate degrees in adult education (35 masters and 15 doctoral). 1 '4 Other Activities: Staff Development Project has been closely involved with the Bureau of Adult and Continuing Education in training the Directors of Adult Education, business office personnel and other administrators of Adult Basic Education and High School Equivalency Prografis in the new Joint Application for funding. All day training workshops were held in North, Central and South Jersey to orientate the personnel involved to the processes of Joint Application. The guidelines and the application itself was dealt with in detail at a general session with the trainees participating in small groups to complete worksheets or ask questions. In all, 200 individuals were trained. The Annual Continuing Education Resident Directors' Institute sponsored by the Bureau was held May 29-31, 1973.. Staff Development was involved with the planning. The Institute explored practical and theoretical approaches for operating an effective, largely self- supporting, community oriented adult and continuing education program. The agenda included presentations by: Dr. Curtis Van Voorhees, Dean of the Department of Education, University of Michigan, and Dr. John Rosser, Director, Division of Field Services. Also time was allocated for individual assistance with the joint funding application and program problems. The attached sheet gives the goal, objectives and expecta -. tions on the Institute.. The Mid-Atlantic AMIDS conducted a two-day training seminar for members of the New Jersey State Department of Education, Division of Field Services, Bureau of Adult and Continuing Education, and staff development Tersonnel from both New Jersey and New York. The seminar covered the area of Andragogy, A.B.E. Task Analysis, and the writing of behavioral objectives. The attached major objectives were met. DIVISION OF FIELD SERVICES Eighth Annual Director's Institute Theme: Effective Leadership Goals: 1. To develop and improve technical, humanistic leadership skills. 2. To determine state priorities and Objectives: conceptual, and strategies. 1. To have the desire and ability to establish and to utilize effective advisory groups. 2. To be able to collect and to utilize data that sub- stantiates the impact of program activities. 3. To be able to develop effective lines of communications in order to promote an awareness, understanding, and acceptance of adult and community education. Expectations: 1. A specific plan for involving the community in helping to determine the direction of adult education will be initiated for completion when the director returns to his local situation. 2. State-wide plans will be designed to expand adult education to a much broathr basis of operation. 3. Evaluative indicators will be developed to assist in measuring the impact of the joint funding application procedure. 4. Training activities for fiscal year 1974 will result as sustaining activities for the institute. S. It is expected that the directors will leave the institute with an understanding of: (a) their leadership strengths and weaknesses (b) the necessity of utilizing the joint funding application process for advisory group involvement (c) their role in the state-wide interorganizational communications system. 6. It is expected that members of the Bureau of Adult and Continuing Education will have the institute with an understanding of: (a) the mission and role of local directors in state-wide planning and evaluation efforts (b) the special needs and probl,ms faced by local directors. so DIVISION OF FIELD SERVICES STATE DEPARTMENT OF EDUCATION 225 West State Street Trenton, New Jersey 08625 MAJOR OBJECTIVES At the end of this seminar, if you actively participate, you will be ab14 to , . . * Measure the value of the Creative Thinking process and Brainstorming techniques for problem solving in your agency. * Define Andragogy and list the seven steps in the Andragogical process. * Define and construct a task analysis, including a task listing and task detailing. * Formulate performance objectives, stating the desired action, the conditions under which that action is to be accomplished and the expected proficiency. CHART * ACTIVITY (Check appropriate item) TOPIC DATE AND PLACE . NO. OF PARTICIPANTS TOTAL NO. OF HRS. OF TRAINING TOTAL COST COST PER PARTICIPANT COST OF TRAINING PER HOUR Institute oint Application North Jersey April 16 Central Jersey April 18 South Jersey April 19 Bordentown (makeup) - May 135 85 55 25 810 510 330 150 Workshop X Course Others (specify) Resident Institute CHART A * ACTIVITY ((heck appropriate item) TOPIC * , DATE AND PLACE - NO. OF PARTICIPANTS TOTAL NO. OF HRS. OF TRAINING TOTAL COST COST PER PARTICIPAN COST OF TRAINING PER HOUR Institute X . Effective Leadership . 1973 May 29 May 30 May 31 . Rutgers Continuing Education Center 93 . , 2,420 . N/A . Workshop Course Others (specify) CHART 'A' * ACTIVITY (Check appropriate item) TOPIC DATE AND PLACE NO. OF PARTICIPANTS , TOTAL NO. OF HRS. OF TRAINING TOTAL. COST COST PER PARTICIPAN COST OF TRAINING PER HOUR Institute Andragogy Task Analysis Behaviorial Objectives 2/15 - 2/16 State Department of Education, Trenton, NJ 14 1 t ! , 1, 154 i ! I i I N/A Workshop Course Others X (specify) eminar LIST OF TRAINED PARTICIPANTS Fall Semester, 1972 Balsamel, C. Belcheff, N. Berkowitz, M. Brooks, B. Campopiano, R. Brown, R. Dye, J. Fedorov, V. Fern, V. Foley, B. Freda, R. Gander, P. Hartley, J. Hindman, M. Jordan, G. Killian, R. Kwiatkowski, M. Martell, P. Martin, I. McCormick, M. Medvin, L. Noce, C. Ortiz, R. Peters, J. Pinter, L. Rabinowitz, R. Rebecca, D. Roscoe, C. Ross, C. Varas, A. Wilkenfield, G. Sergnese, P. Skvir, T. Smith, S. Semler, I. Walsh, B. Schnurr, B. Garcia, M. Spring Semester, 1973 Barnes, A. Contestabill., M. DaVatelis, . Hilaire, P. Hill, W. Molloy, K. Petrello, B. Sleboda, A. Taschler, K. Schiffano, P. J Some Characteristics of 844 Adult Education Personnel in New Jersey Characteristics Professional Status: SOX: Number Percent Administrators 81 9.6 Teachers 599 71 Counselors 63 7.4 Volunteers 8 .9 Aides 52 6.2 Secretaries 41 4.9 Female Male No response 407 48.2 420 49.8 17 2.0 Less than 30 years 312 37 . 31 to 40 246 29 41 to 50 178 21 51 to 60 82 10 NO response. 26 _ _ . 3. Atuc4tiOnal Background: #i A. A. poctowe Iho School No r#sponse Aktus: 435 51.5 282 33.4 7 .8 20 -2.4 100 11.9 Certified 662 78:4 Non-certified 101 12 No response 81 9.6 Credits in Adult Education: None 3 or more 86 691 81.9 153 18.1 Characteristics EsetvicaUns Number Isamu One Two Three or more No response kos.rvi_s_ti_Wstristhitiended : 100 33 21 690 11.9 3.8 2.5 81.8 One 127 15 Two 76 9 Three or more 289 34 No response 352 42 Experience in Education Elementary 233 27.6 Secondary 326 38.6 Other 134 15.9 No response 131 15.5 None 20 2.4 Experience t at out ...I Less than two years 167 19.8 Two years - less than three 137 16.2 Three or more 394 46.7 No response 146 17.3 frggrsun As E.,..iinment WIN 69 8.2 . Adult Literacy 17.5 2.1 ABE - Title III 360 42.7 High School Equivalency 244.5 29 No response 153 18 Fours Per .4eak: 0 to 4 hours 254 30.5 5 to 8 hours 225 26.7 9 to 20 hours 62 7.3 More than 20 hours 144 17 No response 156 18.5 tyke...49 Characteristics Number Percent Salary Rates: $4.00 to $6.00 45 5.3 $6.01 to woo 283 33.5 $8.01 to $10.00 241 .28.6 $10.01 and over 11 1.3 Contract 114 13.5 No response 150 17.8 .Source of Salary WIN 111 13.2 Adult Literacy 50 5.9 ABE - Title III 237 28.1 High SchoolEquivalency' 119 14.1 Local 93 11 Other 25 3 All 1 .01 No response 208 24.6 EIS c. EXHIBIT II (July,1, 1972 - June 30, 1973) FIRST YEAR INTERIM REPORT HEW REGION II ADULT CONTINUING EDUCATIONAL STAFF DEVELOPMENT PROJECT NEW YORK STATE PREPARED BY T. ELAINE PATERNO DIVISION OF CONTINUING EDUCATION STATE EDUCATION DEPARTMENT ALBANY, NEW YORK .12224 TABLE OF CONTENTS PAGE I. Background 1 I-A Thumbnail Sketch 1 , I-8 Status of Staff Development Activities 3 4 II. State Objectives and Priorities 9 II-A Major Goals 9 LI-B. Specific Objectives 11 II-C Training Activity Statistics 12 III. Inter-Agency Cooperation 13 IV. Resources Used .15 a a (4. so PEST COPY AVAILABLE I. BACKGROUND I.- A. THUMBNAIL SKETCH: HEW REGION II ADULT & CONTINUING EDUCATION STAFF DEVELOPMENT PROJECT States & Territories Involved: New Jersey, New York, Puerto Rico, Virgin Islands Grantee: Montclair State College, Montclair, New Jersey Projected Life of Project.: Three years (HEW) FY 72-73 to (HEW) FY 74-75 Anticipated Future,of Project: To become an integral function of the respective State Departments of Education Personnel Directly Involved: A. Protect AT Project Director: MiiRTitiPFUTIEt Director: New York Coordinator: New Jersey Coordinator: Puerto Rico Coordinator: Virgin islands Coordinator: B. New York State: Warren Shaver T. Elaine Paterno Martha G. Wheeler Dr. Vincent De Sanctis Dr. Husain Qazilbash T. Elaine Paterno Margaret Falcone Ester Pedroza Dan Merenda Chief, Bureau Special Continuing Education* N.Y.S. Field Coordinator Associate, Bureau Basic Continuing Education *Effective upon May 159.1973, resignation of Divison Directe C. The Department of Health, Education and Welfare:. Dr. Grace Newell Bayard Clarke Robert M. Worthington Program Officer Adult Education Program. HEW Region II Region II Program Officer Associate Commissioner, Bureau of Adult Vocational 84 'Technical Education 14W ) ork Location: The New York State arm of the HEW Region II Staff Development Project is located .in the Division of Continuing Education, New York State Education Department, 55 Elk Street, Room 322, Albany, New York 12224. Telephone: (518) 474 1365. -1- New York State Project Funds: - BEST COPY AVAILABLE ear Federal* Source State Source HEW FY 72-73 $67,000 Title Ill 309-c 98,000 Title III HEW FY 73-74 $67,000 Title III 309-c 150,000 Title III HEW FY 74-75 $67,000 Title III 309-c ? Title III *New. York State has the largest single project allotment. New York State Purpose: To institutionalize and systematize innovative approachesto Staff Development which will enhance the interaction of the Adult Educator and Adult Student so that the learning environment becomes increasingly conducive to appropriate learning. Conditions of Attainment For first Three Years of Pro ect Life: 1) Meet appropriate Staff. Adult and Continuing Development needs of ethnic and racial mi.:ority group members anCwomen. 2) Provide career opportunity.for ethnic and racial odnerity group members and women. 3) Involvemant of minority institutions. 4) Development toward the Competency-Basedltaff Development approach to training. . 5) The support and cooperation of the State Education Department and the field personnel. 6) Provisions, where possible, for regionalism. New. York State Priority Staff Development Needs: 1) Staff value orientation and appropriate predispositlom to the adult student. 2) The teaching of basic reading to adults. 3) Counseling the adult. student. 'Further information cited on appendices can be ibtained by contacting the Field Coordinator, New York State Staff Development Project, in New York State Department of Education, Albany, New York. i 'v. 1-B STATUS OF STAFF DEVELOPMENT ACTIVITyr$ FY 72-73 1. Office set-up 2. Orienting perscnnel 3. Research review 4. Est. State Ed.Dept. workihg relationships 5. College course resource guide 6. Needs assessment 7. News bulletin 8. NYS Advisory _Board 9. Human interactive skills 10. AMIDS* 11. Competency I.D. 12. Assessment tool development* 13. Task analysis* workshop 14. Video-tape training package ,KEY Recofaid at Highest Degree CompOf letion Jul AL Flia 1 Sept Oct Nov Dec Jan Feb Mr Apr May June . On-going umormiiii awainimor ri rAkTome redri On-going Fr77.14*2P pr. llir A tI I k . FlPP rr vAlia; LA 1111 r ltalfwItraill At40A% Plitir lir 11111 12 Investigative ElPlanning Implementation 3. * training activity continued FY 73.74 Completion Rook & Follow-up BEST COPY AVAILABLE I-B STATUS OF STAFF DEVELOPMENT ACTIVITIES 15. Data collection 16. Reading packages 17. Bi-cultural project* 18. 19. Counsel ing workshop * T.V. modules 20. Resource bank 21. Dev. field-centered college courses(Syr. 22. Dev. college courses N.Y.C. 23. Paraprofessional training Task analysis training Curriculum development Dev. Staff-Develop- ment model Coordinate Staff Dev.' for Division Professionals 24. 25. 26: 27. FY 72-73 (cont.) -4- 94 1. Office Set U The New York State Education Department has provided exce ent facilities for the use of the Staff Development Coordinator. Set up included the requisitioning and ordering of materials and equipment and the establishment of )ffice procedures. 2. Orienting Personnel A full-time clerk typist was hired and oriented to Project Office (New Jersey) and New York State Education Department procedures. It became necessary to refill and reorient this position in January. 3. Research Review In a relatively new field suth as Competency Eased Teacher flucation, it is important to carefully review extant related literature. The Staff Development Office contracted for four such research reviews. 4. Establish State Education Department Workin Relationshi s The New York tate 'ucation Department is a massive comp ation o over 200 Divisions and Bureaus. It is a rich resource for every educational endeavor. Through building relationships with these resources, beginning with the Division of Continuing Education, it is possible to,profit from this vast :14, array of expertise. 41, 4r 5. College Course Resource Guide In an attempt to begin a compilation of ba, qe resources, the Soil Development Office polled every college and university in New York SI-Ate tor courses which may have relevance for the adult educator. These were listed and disseminated to Adult Basic Education Coordinators throughout the State. See appendix C-6 for report. 6. Needs Assessment In an attempt to document the legitimacy of predetermined Staff Development objectives and priorities for New York State, the Staff Development Office conducted a needs assessment by polling the Adult Basic EduCator (A.B.E,.) coordinators in the State. For Instrument and results see Appendix C-11 and C-7 (December). 7. News Bulletin In an attempt to inform the New York State field of the Staff Deve lopment activities on a State and Regional level, the Staff Development Office issued a periodic News Bulletin. Because of administrative changes, the March Bulletin was not disseminated. Further work on this effort has ceased until yet to be appointed acting director of the Division Of Continuing Education approves such dissemination. See Appendix C-7 for Bulletins. 8, New York State Advisory Board The proposal called for a 12 member WcomieNewYork State Staff Development Office. The composition of an original group (January 4) was determined by the three Bureaus in the Divisioh of Continuing Education. That group then voted to increase membership to 20 to assure representation of ethnic and racial minority groups. The New York State Division of Continuing Education Staff Development Resource Committee, which it chose to call itself, met 5 times and proved to be a most helpful Millman+ body. See Appendix A-1 list for committee members'and meeting reports. 6. 95 BEST COPY AVAILABLE 9. Human Interactive Skills In an attempt to meet documented need: appropriate attitudinal readiness on the part of the staff member, the Staff Development Office contracted with a ccmpany that had packaged a training workshop' incorporating transactional analysis and reality therapy. This was piloted for Adult Educators in White Plains and Albamg, New York. Appendix C-8 outlines this project and related research. 10. AMIDS* At the October Staff Development Project Coordinating Council Waling, an area Manpower Instructional Uevelopment Services representative. made a presentation. The New York Staff Development Office, complying with Policy PaPer /MI (A) 72-73, dated 10/13/21/0 followed up in November by coordinating Min workshops in 4 centers to affect 80 staff members. Unfortunately, the Northeast AMIDS structure collapsed: before the last two centers had been serviced. Northwest AMIDS offered their services, but because of poor timing, they were respectfully declined. 11. Competency Identification Before Staff Development Programs can be designed, it must be very clear what competence is to be developed. Toe Staff Development Office sponsored a meeting of a grasp of students, paraprofessionals, teachers, supervisors of instruction, and Adult Basic Education coordinators: In our attempts to identify competence, we learned a great deal about both the desired product and the product. See Appendix C-4 for report. 12. Assessment Tool Development In order to efficiently 'prescribe an individual program of taf Veve opment, it becomes necessary to identify or develop an instrument to assess competence. An outgrowth of a competency. . identification task force was the formation of a group charged with developing such an instrument. The Bureau of Testing is cooperating in this effort. a 13. Task Analysis Workshop* The project office model includes task analysis as basic to Competency-Based Staff Development. In at attempt to develop field expertise, the Staff Development. Office sponsored an institute for 20 individuals. Upon completion, the coosensus of opinion was that Task Analysis has a place in New York State program development, but that much more training is necessary. Several workshop participants proposed a plan to acquire such training. Presently, we are awaiting concurrence and approval from the Division Management Team. See Appendix C-4 for related report. 14. Video-Trainin.Page The above workshop was video-taped. When t is edited, it WIT1biailable to those who wish to vicariously participate in the Task Analysis Workshop. 15. Data Collection To obtain a profile of and to have an instrument for evaluation from the A.B.E. field. The results will before the end of FY 72-73. -.6- the Adult Basic Educator, purposes, a dlata form was collected be tabulated and summarized 96 BENCOPYAVAILABLE 16. Reading Packages The New Mork State Education Department, Bureau of iaTiig, has developed individualized inservice training packages for elementary teachers. Afterlthorough investigation, it has been determined that these may be_adapted lr use with adult educators. This is presently being done. 17. Bi-Cultural Pro ect* There is a growing need for increased communication FT4eteiiiitaff an community, particularly where divergent cultures are involved. To meet this need and to encourage increased instructional sensitivity, a project involving the development of bi-cultural awareness is underway in New York City. The resultant learning package will be disseminated upon request throughout New York State. 18. Counseling Workshop* As determined in original New York State priorities, the area of counseling demands attention. Phase I (self-contained) of a 5 stage proposal involving job development techniques is being implemented in New York City. See Appendix C-12. 19. T.V. Modules A major thrust of the Staff Development Project will be the development of a series of modules with a video-taped presentation as the core. The subject will be "The Psychology of the Adult Learner." It is anticipated that college credit (minimum of 3 credits) may be worked into the delivery system. The modules will be developed for flexibility according to individual needs. See Appendix C-13. 20. Resource Bank As indicated in needs assessment results (See Appendix Z=7TDREHR7), there is need for an identification and cataloguing of resources (human resources included) for field use. Because of data collection policy in New York State Education Department, this effort is still in planning stages (except for college course resources. See item #5.) Dr. Thomas Sheldon, Deputy Commissioner, Office of Elementary, Secondary and Continuing Education, has demonsteated a particular interest in this effort. 21. Development of Field-Centered College Courses Again, in an attempt to develop resources wit a degree of permanency, the New York State Staff Development Office, coordinated meetings among representatives of Higher Education now offering courses in Adult Education and represent- atives of four potential Resource and Demonstration Centers. 22. Develop. Field-Centered College Courses [Mew York Cit. The goal of Above diatom seems to be coming to fruition in ew ork City. C.U.N.Y. (City College) is negotiating with the New York State Education Department to deliver a course using a field-site; field personnel, State Education Department personnel, and City College personnel comprising the instructional team; and at a greatly reduced, rate. The field progvam involved is Title III, New York City. The Staff Development funds for up to 15 staff members will be diverted from reimbursement of staff to City College for expenses. -7.. BEST COPY AVAILABLE 23. Paraprofessigallaillimandlgtility October saw the beginning of plans to afford career development opportunities to paraprofessionals. The logistics and traditional patterns proved fornidable. Initial plans to tie into the University of Massachusetts Brooklyn Campus, Career Opportunity Program failed because of C.O,P. termination June 1965. Tie-in with the traditional programs extant in Nen York City proved most difficult. A 'resultant plan is one involving the Regents External Degree and existing Adult Educators as mentors. This plan has yet to be approved. 24. Task Analysis Training As previously mentioned, additional training in techniques of job and task analysis is presently in planning stages. 25. Curriculum Development is a carry-all term to apply to efforts to implement the "Staff Development Process" (Appendix C-3). More specifically, the New York State Staff Development Office is soliciting the aid of an agency integrally involved in Competency-Based Staff Development movement. Preparation stages 2.0 b 3.0 (Appendix C-B) are of particular concern. To date, there are no commitments regarding such an agency. 26. Develop Staff - Development Model Based on guidelines as established in. the project proposal and based on input from State Education Department, field, and other knowledgeable persons, a systemic approach to Staff Development has been developed. 27. Coordinate Periodic Staff Develo ment Activities for Division of ontinu ng Educat on Personne General meetings re at ng to competency- based staff development, and computer technology have been coordinated by the Staff Development coordinator. There is presently a question as to whether this effort will be continued due to Division reorganization and resultant roles changes. .8. 98 BEST COPY AVAILABLE II. MAJOR GOALS OF HEW REGION II STAFF DEVELOPMENT PROJECT AS INTERPRETED FROM MONTCLAIR STATE COLLEGE PROPOSAL FY 72-73 Goal A. Provide competency-based Staff Development for Adult Educators (pre-service and in-service) in New York. State. SHORT RANGE: 1. Jo encourage, support and coordinate on-going Staff Development in.the Division of Contining Education by: a. Promoting a staff resource sharing system b. Financially supporting the technical assistance needed to translate parts of on-going Staff Development efforts into package form cl Making provision for Staff Development activities to meet priorities specified in the New York State Staff Development Plan LONG RANGE: 2. To develop and implement a systemic approach to Staff Development solidly based on principles of Competency-Based Staff Development by: a. Reviewing literature b. Determining test area c. Identification of available expertise d. Developing appropriate strategies e. Development and implementation of delivery system f. Evaluation and recycling (formative evaluation integral to continued development) Goal B. Develop and implement a tareer mobility process for Adult Educators with emphasis placed on providing career mobility opportunities for members of ethnic and racial minority groups. , Career patterns and training strategies muot provide for the selection, training, placement; and continuing education and promotion of disadvantaged individuals, especially racial and ethnic minorities and women. Career training should include preparation for posi- tions such as teacher aides, teachers, program aides, assistant directors, directors, counselor aides, --Counselors, -curriculum -aides, curriculum specialists, and others (associate professionals).* * HEW, USOE, Bur. AVT. Policy Paper AVT (A) 72-73: Sec. 309 (c), "Teacher Training Priorities for Fiscal Year 1972." Sent by: R,W. Worthington. Sent to Regional Commissioners, USOE; Directors, AVTE; Regional Program Officers, AE, Oct. 13, 1971. -9- BEST COPY AVAILABLE As indicated above, great emphasis should be placed on tapping racial and ethnic minority talent. To develop a career mobility process, however, requires job, task, and competency analysis in addition to the flexibility to restructure jobs on the basis of the results. More research is necessary to make decisions regarding this matter. Lay the groundwork for competency-based certification. It is naive to, assume that this is an easy task.' The State of New Yorkas been working toward competency-based certification in public schools for a number of years. (In the field of Adult and Continuing Education, certification is a process involving a recommendation and a five dollar fee.') If we are to profit from the extensive CBTE (Competency-Based Teacher Education) efforts of the New York State Education Department, Division of Teacher Education and Certification, it is essential that the Division of Continuing Education be prepared with a well conceived plan for certification based on the respective competencies identified as basic to the various roles in Adult and Continuing Education. (See Appendix C-1). SPECIFIC OBJECTIVES Objective #1 Objective #2 Objective 13 Objetive,f4 Objective #5 Objective #6 Objective #7 Objective #8 Objective #9 Objective #10 To expand the application of the competency-based training model of the project. To train ABE personnel in human interaction skills. To establish and develop cooperative staff development programs with non-public school agencies. To develop cooperative programs--w-i-th institutions of of higher education. To expand the role of the Project's Field Coordinator into an established staff development position serving the entire New York State Division of Continuing Education. To expand selected staff development activities to include GED personnel. To explore the possibility of diverting funds for some portion of the 15 staff development hours presently available to all ABE personnel. The funds would be used to support Staff Development activities. To support a.two-semester practicum oriented course in reading for paraprofessionals. To develop a competency measurement test to assess staff development needs of adult educators. To consieer the implementation of such educational technology as CAI and CATV in the improvement and expansion of staff development efforts. A-2 /26 See append 3 C-2 1 A-1-c # 9 e a^pendi. A-1-b #17 A-2-c,d,e #18 A -i -a B #5 #22 A-2-e #21 #23 A-2-e #4 #23 #7 #27 A #21 #19 A49 #21 #22 #23 110 #9 I% A-2-o,e8 #23 #16 -; A-2 -III #26 #12 A-I-b #14 See A-2-e #17 #19 AMER& Further information cited on appendices can be obtained by contacting the Field Coordinator, New York State Staff Development Project, in New York State Department of Education, Albany, N.Y. 6. 7. 8. Activity Topic Date and Place No. of Partici- pants (Total Trng. Hours Total 'Cost Trng. Cost ** per Partici- pant. Cost ofi rrng./ Hour Workshop Social Living March, 1973 20 400 0 0 0 Skills Schenectady,NY Workshop Diagnosis of February, 1973 26 400 0 0 Reading Skills Yonkers, NY Course 'Human Interactive January, 1973 18 540 $4200 $233 $7.70 Skills White Plains,NY Course Human Interactive March, 1973 18 540 $4200 $233 $7.70 Skills Albany, NY Institute Task/Job Analysis March, 1973 20 700 $4400 $220 $6.23 Syracuse, NY Seminar' Counselor Skills May - June '73 6 150 $2000 $333 ;13.33* New York City Course Bi-Culturalism June to Nov. '7 7 700 42000 $285 $2.80 Workshop Volunteeri in April June '73' 65 1300 $1500 $ 23.08 $1.15 Corrections *Includes cost of vplication materia's Total Total Total Average Ave. TOTALS 148 18,300 $123.65 $4.30 r251 1 ** Training cost are those monies pair for consultants, trainers!, and m!terials . lv BEST COPY AVAILABLE III. Inter-Agency Cooperation The following agencies and departments have been approached regarding cooperative working relationships with the Region II Staff Development Project. The asterisk indicates ensuing cooperative activity. 1. City College * Convent Ave. at 138th St., N.Y. 10031 'Wok- 2. Bronx Community College 120 E. 184th St., Bronx, N.Y. 10468 3. Hostos Community College 475 Grand Concourse, Bronx, N.Y. 10451 4. Dept. of Computer Assisted Instruction (Penn State) Univ. Park, Pa.16802 5. S.U.N.Y. at Buffalo 3435 Main St., Buffalo, N.Y. 14214 6. S.U.N.Y. at Albany 1400 Washington Ave., Albany, N.Y. 12222 7. University of Massachusetts, Amherst, Mass. 01002 New York State Education Department: 8. Bureau of General Continuing Education 9. Bureau of Special Continuing Education 10. Basic Educational Data Systems* 11. Educational Programs and Studies Information Service* 12. Area manpower Institute for Development of Staff* 13. Competency-Based Teacher Education Consortium* 14. Division of Teacher Education and Certification* 15. Committee for Computer Management and Instructional Systems, Chaired by Leo Soucy, Asst. Commissioner for School Services 16. The Bureau for Physically Handicapped Children 17... The Bureau of Reading Instruction* 18. The Bureau of School and Counselor Research 19. The Bureau of Occupational Education Research 20. The Division of Research and Educational Communications* 21. The State University of New York General Office* 22. The Division of Independent Study and External Degree* 23. Computer Based Resource Unit System 24, Evaluation Service Center for Occupational Education 25. New York State Educational Information System 26. Special Education Instructional Materials Centers 27. System for Pupil and Program Evaluation and Developoont 28. The Bureau of Guidance 29. Bureau of Basic Continuing Education 30. New York City Board of Education, Dept.of.Auxillary Personnel * 65 Court 'St., Brooklyn, N.Y. 11201 31. Southern Regional Education Board* 130 Sixth St., N.N., Atlanta, Ga. 30313- 32. Maryland State Education Dept.* P.O. Box 8718, Friendship International Airport, Baltimore Maryland 21240 33. Florida State Education Dept.* Tallahatsee, Florida 32304 34.. G.S.A. 35. Albany Learning Center* 222 S. Pearl St., Albany, N.Y., 36. Schenectady Learning Center* 418 Mumford St., Schen, N.Y. 12307 A -13 103 Inter-Agency Cooperation (cont.) 37. Office of Career EdUtation, N.Y.C. Board of Education* 110 Livingston Street, Brooklyn, New York 11201 38. New York City Title III Program* 130 Clinton St., Brooklyn, N.Y. 11201 . 39. White Plains Learning Center* 228 fisher Ave., White Plains, N.Y. 40. Syracuse Learning Center* 644 Madison St.,Syracuse, N.Y. 13210 41. Niagra Falls Learning Center* Whitney Ave., Corner of 18th St. Niagra Falls, N.Y. 143014' 42. Yonkers Learning Center* 162 McLean Ave., Yonkers, ICY. 10705 43. Buffalo Learning Center* 816 City Hall, Buffalo, N.Y. 44. Welfare Education Program, New York City* 110 Livingston St., Brooklyn, New York 11201 45. Work Incentive Program, New York City* 110 Livingston St., Brooklyn, New York 11201 IV. RESOURCES De Simoney, John. Schenectady Learning Center (E.O.) Burke, John. S.U.N.Y.A. Brown, Dr. Edward. So. Regional Education Board (E.O.) Cooper, Irene. Manpower Drumsta, Patricia. Buffalo Learning Center (E.O.) Goldstein, Dr. Irwin. Title III, New York City. Grabowski, Dr. Stanley. ERIC Clearinghouse, Syracuse, N.Y. (E.0.) Ganeles, Dan. S.U.N.Y.A. (E.G.) Hetzer, William. New York State Education Department (E.G.) Jacques, William. Syracuse Learning Center (E.O.) Lamorella, Rose. Albany Learning Center Lethbridge, Elliot. White Plains Learning Center (E.O.) Levine, Burton. Title III, New York City (E.G.) Manpower Temporary Employment Moss, Dr. Doris. Title TII, New York City (E.G.) Murphy, Garrett. Albany Learning Center (E.O.) Mocker, Donald. S.U.N.Y.A. Perlman, Alice. Title III, New York City Powell, Adam. C.B.S. News Panitz, Adolf. Rutgers University Ptashnick, Leonard. Title III, New York City (E.O. Serrao, Anne. White Plains Learning Center (E.O.) Taylor, Dr. Elizabeth. Eastside Workshop Inc. Tice, Jacualyn. Albany Learning Center Wheeler, Martha. New York State Education Department (E.0.) Rudman, Dr. Masha. University of Massachusetts Rossman, Dr. Mark. University of Massachusetts Kadansky, Harold. M.I.T. Gallagher, Robert. New York State Education Department McClure, Joseph. Manpower Management Institute Blow, Clarence. Mind, Inc. National Iota Program (Dr. James Carpenter) Puerto Rican Forum *E.O. = expenses only v 105 -16- EXHIBIT III (July 1, 1972 - June 30, 1973) r.^- FIRST YEAR INTERIM REPORT HEW REGION II ADULT CONTINUING EDUCATIONAL STAFF DEVELOPMENT PROJECT COMMONWEALTH OF PUERTO RICO PREPARED BY ESTHER PEDROZA COMMONWEALTH OF PUERTO RICO+ DEPARTMENT OF EDUCATION EXTENSION EDUCATION PROGRAMS HATO REY, PUERTO RICO 00919 C 106 Staff development activities in the Educational Extension Program of the State Department of Education, have been the concern and responsibility of the various sub-program directors and regional supervisors. That is, each sub- program director or regional supervisor provided its inservice training in accordance to the needs of the group to be trained and with some or little involvement of the state universities. r Staff Development Project, started in July 1972 and aimed at providing intensive competency-based training on the particular needs of the educators in the Educational Extension Program. In developing competency-based training that will pin-point on the actual training needs of adult educators in Puerto Rico, a need assessment was required. Formal need assessment in the field of adult education in Puerto Rico has been very limited or none. Staff Development Project has taken a few steps forward in coping with the lack of need assessment, by providing Task Analysis Institutes in some of the educational regions. So far, Humacao and Caguas Regions have had Task Analysis Institutes. By December of 1973, the remaining regions (4) will have completed their Task Analysis Institutes and two representatives from each region will constitute the trained personnel on Task Analysis. This personnel will train other educators and will eventually do the task analysis on the per- 107 MI COPY AVAILABLE - 2 - formance of the educators working in adult programs in Puerto Rico. In so doing competencies will be established, training needs will be identified and future training activities will be developed on the basis of these findings. Even when the actual needs assessment in adult education has not been performed, in-service training activities, such as workshops, have been provided in all the regions. Central, Regional and District level personnel identified basic training needs of adult'educators and the workshops were developed in the six regions. The areas dealt with in these sessions, concerned the followings Philosophy of Adult Education Socio-Psychological Foundations in Adult Education' Curriculum materials in A B E Methods and Techniques Utilized in the Teaching of the Adults English as a Second Language in Adult Education Evaluation in the A B E Program Educational Technology and its Use in the Enrichment of Curriculum Materials Designed for the Adults Recruitment, Retention and Diffussion Processes in the A B E Program Supervision and Administration in the A B E Program The participants in these workshops included teachers, administrators, supervisors, counselors, and volunteers working in A B E in Puerto Rico. As it was. previously indicated that training programs developed had little involvement of the state universities, Staff Developnennt Project efforts for Fiscal Year 1972-73, focussed on taking the initial steps toward a graduate program in adult education. In so doing, a proposal on a Master Degree in Education with a major in Adult Education was developed in coordination with the University of Puerto Rico. The first draft was presented at a meeting Q 108 - 3 - held on May 18, 1973. At this meeting, recommendations were gathered from outstanding adult educators at national and state levelu. At present, the proposal is being revised by University of Puerto Rioo Graduate School of Education Curriculum Committee. If approved, further steps towards its imple- mentation will be eventually taken. As to intra-regional activities is concerned, Staff Development Project has provided the opportunity to adult educators to participate in a anew's* exteraship at learning centers in New York and New Jersey. These educators have been involved in the development of the in-service training programs at regional level. Staff Development Project is initiating two courses at graduate level in areas concerning adult education. The courses are offered at the University of Puerto Rico Graduate School. They area Psychology of the Adult and its Implications in the Learning Process Theory and Practice in the Supervision and Administration in Adult Education Programs Adult Educators working at all levels are*the'participants in this summer session. In the meantime, the Field Coordinator role has been in the process of development to the extent in which the budgetary resources have so provided. The Coordinator has attended all the meetings of the Coordinating Council, has coordinated all in-service training activities at regional *level. Further- more, the Coordinator has been involved in other training programs designed for Model City Upgrading Project Participants and for the personnel working for School and Public Libraries in Puerto Rico. II Statistical The following statistical report presents a picture of the Staff Develop.. sent activities and their costs as carried out during Fiscal Year 1972 -'73. 109 ,A*11 ACTIVITY (Cheek appropri- ate nos) TOPIC DAZE AND PIACE N3, aci PAPEZCIRRSTEI =AL le. (IF MAP IMMO TOM COOT PER PAR.. COST TICEPART OMIT Cr' MIME PER MOOR Inatitste X ask Analysis and Ifoikshop .Iob Restructuring Course Others (0PectifY7 as Analysis and ob Restructuring October 30 Novether 1,1972 Humacao Region March 27 30/73 Caguas ita 17 1.8 brae in 3 days #111.60 $ 6.56 bra- 306 . Iki5' 17 bra. in evenings and one day (Saturday) 765 bra. 1,5.3. 90.17 $2.00 * Educators were released from daily responsibilitt es to ,_attend the Institute. 447it_ iktette , acalvror (Meek eto.prwrii- T item) . , TOPIC , . . ..... WS R9 NO. 07 -. le is Me PAHISCIPARIS CC TEBS.0a? PLACE =MB TOM COW COST PER PAR-- TIMM COST CEP THUMB PER MDR Xastatuie Psychology of the Adult and its siplications in . , I Learning Process Theory and Practi in the SuPerviaten and Administration in Adult Education Programs s'im° zuly 24/73 University of . puerto pioo Gradu ate School Callege Educatiol . 1 23 .2,070 33 darehrs. 5,104. $221.91 2.46 Vnliketc9 °mamma X Others OrPeairfr--- BEST COPY AVAIUIBLE -8- omit own= num To 118 MSTtannIalif DATE OD No. 0, Tara Vii' PUCE- PARTICIPANTS - oNsinturtos B. Advisory Council Nr - 11 St. Thefts 111 3 C. Presentation of Proposal University of Nester Degree in Puerto Rico O Education with mayor May 18,1973 20 ;'-. in Adult Education Train ling A. Coordinator Purchase of Material &dozyA. Coordinator 12,360.00 B. Secretary_ (wiper appointed) aaount of money never used 2056.70 111 regions 1 August 1972 - May 1973 19319.19 773.00 465.00 Dr. G. Aker, Consultant 2, 500.00 U. P. R. 47.00 Cafeteria Services 300.00 325400 - .9 III Non .Statistical Information. BEST COPY AVAILABLE Consultants and Personnel Involved in'the Staff Development Activities for Fiscal Year 1972.4973" All11~ resiessarmasmisamaksisolarolorfalifillIO t ' ';) ). Dr. George Aker Dr. Edward T. Brown Dr. Emil I. Watson Mr. Rey AA Dr. Husain gaairbash Dr. Vincent De Sanotis Mr. Dan Miranda Dr, Roger Axford Dr. Grace Howell Mr. Neil Carr' Mrs, Elaine Paterno Miss Martha Wheeler Mr. Ed Agresta Mr. Elliot Lethbridge New York Florida State University Southern Regional Education Board Atlanta, Georgia Montclair State College National Coalition of Adult Education Association (16) Montclair State College Staff Development Project Staff Development Project Montclair State College Field Coordinator Saint Thomas, V. I. Indiana University, Pennsylvania. APO HEW Region II Staff Develcommtl1PrefOol Director, Adult Basic SI Continuing Education Staff Development Project Field Coordinator Staff Development Project Director Schenectady Division, Adult Basic Education Rochamboeu School White Plains 115 MO. Garrett Kul*? Dr. Charles O'Connor Mir. Robert Seltzer 10 Albany Learning Center HEW Region II Commissioner of Education . Dr. Ram& Cruz Po. Evaristo Panties as. 11111x Vinci Bice Mr. Rafael N'es Mosquara Mr. Victor Rivera Morava Mrs. Ursa Rivera Camaoho 1k. Nioolis ,Crspo 12 State Department of Education Central .Office 117 Undersecretary- of Education Assistant Secretary Educational Extension Program Under Assistant. Secretary Educational ExtensiOn Program Academic Program DireOtor Educational Extensidt Program Former Assistant Secretary, Educational Extension Propel Model City Adult Education Project Director .Information Office Director' Mr. George Snow Mr. Joseph Tiscornia lozs. Carmen Attanasio Mr. Arthur Von Schalscha Mrs. Maggie Falcone Mr. Bruno Ciccariello Mr. Rocco Gambacorta Mr. Alfonso Hernindez Miss Kay Taschler 11. New Jersey State Department of Education Adult Education Resource Center Jersey City State College Board of Education Newark, New Jersey Board of Education West New York, New Jersey Staff Development Project Field Coordinator Staff Development Project Bureau of Adult and Continuing Education State Department of Education Adult Education Resource Center Adult Education Resource Center Jersey City State College Dr. Jos A. Caceres Dr. Raman Claudio Tirade Dr. Angel Ortiz Dr. Marfa S. Lacot Juana Mikados Dr. Efrain Sanchez Hidalgo Dr. Rafael Marcano Blanco -13- University of Puerto Rico Dean of the College of Education Chairman of the Graduate School of Education Special Aid to the Chairman of the Graduate School of gducetion Consultant to the Dean of the College of Education Specialist in Evaluation College of Education . (ketire4Specialist.in Adult Education - 14 - Department of Education Regional Level A. Regional Sub - Director * Francisco Suers: B. Assistant Superintendents Daniel Miranda C. General Supervisors Jose R. Mos Josi J. Rivera * Charles Quiles Joesi Ponce de Leen Ruben Rodriguez Ortiz Cindida Agostini Ana J. Rios Rsinaldo Cano Joni A. Dorta * Au ugeto Hernendes Miguel A. Toledo Antonio Rodrigues * &tonic Rosa D. Local Supervisors * Laura Beauchamp Herminio Quiles * Angel R. gala Noe Torres Jorge Visquss * Juan Bolin 120 E. School Directors Aurea Rivera * Josi E. Rivera Ayuso * Jaime Mirquez F. Curriculum Technicians Carmen M. Morales - English Austria Reyes - Mathematics Carmen G. lerandez English G. A B E Teachers H. Other Ivdn Ddvila Norma I. Coldn Tarrats Noelia Ruiz Espada Carmen Ramos -Audiovisual Technician Wilfredo Nieves Counselor Lolita Maldonado Retired A B E Teacher * Attended the one reek externship in learning centers in New Tork and New Jersey on December 11 -15, 1972 ** Attended the Task Analysis and Job Restructuring Institute conductod at the Humacao and Caguas Educational Regions of Puerto Rico. - 16 - Committee, In addition to the Advisory Council,which is represented by the State Department Officials identified below, the Staff Development Program set up another committee for the development of the graduate program in Adult Education. They are as follows: A: Advisory Council Mr. Evaristo Eleutice Assitant Secretary Mr. Felix Guzman Program Director Mr. Jose I. Correa Ponce Regional Director B: Graduate Program Committee Mrs. Dalila Wilson General Supervisor Dr. Raman Claudio (Chairman Graduate School of Education Dr. Angel Ortiz Assitant to the Chairman Graduate School of Education Mrs. Esther Pedrosa Field Coordinator Enclosed is also the revised copy ofEFICRsport which signifies the achievements, limitations, and projections per objective. 122 EXHIBIT IV (July 1, 1972 - June 30, 1973) FIRST YEAR INTERIM REPORT HEW REGION II ADULT CONTINUING EDUCATIONAL STAFF DEVELOPMENT PROJECT ST. THOMAS, VIRGIN ISLANDS PREPARED BY DANIEL MERENDA DEPARTMENT OF EDUCATION ST. THOMAS, VIRGIN ISLANDS 123. .A. B. NARRATM OBJECTIVES CONTENTS C. EDUCATIONAL CHARACTERISTICS D. ADULT EDUCATION COURSE (C.V I ) E. STAFF DEVELOPMENT STATISTICS (ABE) F. STAFF DEVELOPMENT STATISTICS (ACE) 1 1 6 elle 8 9 G. STAFF DEVELOPMENT STATISTICS (ADMINISTRATIVE) 10 H. WORKSHOPS 11 a. Administrative 12 b.. Adult Basic Education 18 c. Adult Continuing Education 21 I. TASK ANALYSIS 124 23 1 HEW REGION II STAFF DEVELOPMENT PROJECT I. Narrative The general purpose of the project includes: (1) identifying the requisite competencies necessary for adult educators-administrators, teachers, counse- lors, paraprofessionals and volunteers - to perform their tasks, as well as for the as yet to be determined unique tasks of evolving programs; (2) identify regional manpower needs of institutions and agencies which have present and projected needs for adult educators, whether volunteer or professional; (3) identifying and employing existing and potential pre- and in-service resources in Region II, with particular attention being given to the cooperative involve- ment of institutions of higher education and other institutions and agencies in training adult educators; (4) assisting the adult education director of the Virgin Islands in developing and operation performance based training programs for both pre- and in-service training; (5) integrating and cooperating with the other states within Region II to Create a unified training program for adult educators. II. Virgin Islands Objectives (72-73) 1. To provide a minimum of six competency-based in-service training sessions on St. Thomaq and six on St. Croix for all adult education personnel. 2. To train personnel to work in a learning center in St. Thomas and in St. Croix. 3. To train ABE personnel in reading skills beginning with the usage of the informal reading inventory. 4. To establish a course in adult education at the College of the Virgin Islands. 2 S. To establish cooperative ties with the Bilingual-Bicultural Education Program in the Virgin Islands funded by Title VII BSEA. 6. To include GED personnel in in-service training sessions. 7. To expand interagency cooperation in staff development activities by in- . eluding personnel from WIN, and High School Diploma Programs. 8. To create a career ladder in adult education. 126 EDUCATIONAL CHARACTERISTICS: TABLE 10 1970 CENSUS V The following table of Education Characteristics shows that 47.9% of all persons residing in the Virgin Islands have completed less than one year of high school education: These statistics show the need for expanded educational opportunities for the residents of the Virgin Islands. There are more people residing in the Virgin Islands who do not have a high school diploma than those who do have a diploma. Currently our adult. education programs are serving 1,750 students (program plan) or approximately 10% of the total target population of the Virgin Islands. This 10% compared to the 47.9% in need of continuing education justifies the need for expansion of program and expansion of funding. Table 10. Educational Characteristics: 1970-Continued TIt" Plows of 1.000 or More MOO Of Weft 012211.1710 ible, avows Oi ow ..... . IN Owl owe ..... 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' 14, .. 11 VW 1763 3 lee 10.5 Vir in Islands Islands Plums 1 t N Other _ St. John St. Thous Charlotte lie 90.3 72.7 31.4 8.7 3.6 1.9 . 1 310 93.0 75.0 37.5 9.7 4.5 2.3 322 99.5 71.9 38.7 1.4 3.3 1.8 . 922 94.1 71.9 46.7 17.5 4.5 2.4 $8 90.5 73.7 38.2 7.5 3.4 1.8 1.070 83.6 55.7 29.2 5.6 3.6 2,0 152 18.2 69.0 33.6 1.7 2.2 1.5 711 94.1 62.6 29.5 6.7 3.1 .3 60 92.3 77.1 45.4 12.2 1.3 2.6 539 93.2 77.4 41.9 . 10.0 4.9 2.5 249 128 GENERAL POPULATION CHARACTERISTICS vow KAN* SOLI BEST COPY NAME Table 10, Educational Characteristics: 1970Continued Pot MintRIUM NM WdeFIValleN/N 61,061.166114, 414.1440 nwsike of 1611565. *Mal The Area .'"..."..1464-Con. labods lamoleonal /9619116161 Places of 1,000 or More me vemo or smut 061101.1T11) *ft pm Od and ow 750 31 No MIN 664661661 11 4 Ilsoury: 1149 yew 37 7 1116169461 114 113 / vow 109 IN 6 vim 46 34 Se 01164: 4 1143 vows 1110 SO von lea 70 O46p 1 63 von 36 17 4 vels mo 34 16 11 wen et m 11/ Mods maul 66.46101641 10 4 6.1 Farle. all van IN ad ow 796 *35 N16441 on 646111 IS 4 1116.699 164616 50 40 1161694111 135 1113 ) 616 131 61 11 72 27 11051646 163 661691 10 SO 4 burs 176 72 warp 16 3 pun 30 17 961.6 33 16 6 win w mwe 15 11 Mean IOW was cv901641 6.9 7.6 MOAN, by LIVIL tle WOOL COMMIT= UM 69691. I6 my 6144166 I 11144 626 1.46511411661616661erf 661.1 7.3 i 11.5 Un110419496165111691 6.7 604 64641140+9961 a me 344 2791 6664161696 6.1 5.5 515119416.4160. 64694141 6.5 74 e416666. 151451966411 4114 2" 4064140 414416 kw 110.6 264 4 6,141611566 min NI 5.1 V00010/115. 70611111111 CO NNW* IS TOM VIAAS OLD 66666110 Imo 16 Ion el limmll 1116mt 96d0961066ie /14546. w16 1111 lea 16 Non ta Wad holm MO vedtt Milling SWIM POPULATION CHARACTERISTICS 63 441 30.7 610 2:3 475 11.6 129 6 ADULT EDUCATION COURSE OFFERED AT THE COLLEGE OF THE VIRGL, ISLANDS A course in "Methods and Techniques of Teaching the Adult Learner" is being offered at the College of the Virgin Islands for the first time this year. It is a step. in the right direction to involve the College of the Virgin Wanda with the Adult Education Program in the islands. Throughfunds.made available by the Staff Development Project this course is currently serving nine adult education teachers from the island of St. Thomas. The course is an introduction to adult edUcation and provides a variety of methods to be used when teaching the adult learner. The course, aside from the valuable instruction beingoffered, shows a commit- ment from the College of the Virgin Islands to meet the needs of our constantly growing adult education staff. Plans are currently being developed to offer graduate courses in adult edndatiOlt in the Virgin Islands as this was the major complaint about the course currently being offered at the College. During fiscal year 73-74 it is hoped that an extension course will be offered to adult education staff members. The following is an analysis of the training received by the Adult Education staff by the department or through the Department of Education. The figures represented in fiscal yea: 71-72 were taken from the annual program report submitted to 0.B. in Washington D.C. for the Adult Basic Education Program. Statistics for Adult Continuing Education staff were extracted from submitted reports to the state director of Adult Education.* 7 1971-1972 Total Number Personnel -Hours Trained Administration - 7 -0 Teacheri ABE - 21 -17 hrs. Teachers ACE - 35 -0 1972-1973 Total Number Personnel Total Administration - 9 -246 hrs. Teachers ABE - 42 -2016 hrs. Teachers. ACE - 65 -1300 hrs: * These charts do not reflect training activities attended by Administrative Personnel "off-island." * A portion of these teachers (10) received 16 additional hours of instruction. a STAFF DEVELOPMENT PROJECT - STATISTICAL INFORMATION The total teacher population of the Adult Continuing Education Program in the Virgin Islands is 65 as stated in the 1972-73 Adult Education Program Plan. The following chart shows the number of adult education teachers in the Virgin Islands who have received training from the HEW Region II Staff Development Project during fiscal year 1972-73. Dates of Training Number Place Subject 12-18 to 12-22-73 51 St. Thomas C.A.H.S. Task Anal sis 3-23 to 3-26-73 8 epartment of Ed. St. Thomas Task Anal sis 4-14-73 19 Christiansted gED Pilot Program Task analysis performed by the eight teacheis and the field coordinator is in Appendix A of this document. A pilot program in the GED Equivalency Diploma Program is planned to begin in January of 1974. 1.3e. 9 STAFF DEVELOPMENT PROJECT-STATISTICAL INFORMATION The following chart shows the amount of ABE teachers in the Virgin Islands who have received training from the HEW Region II Staff Development Project during fiscal year 1972-73. a Dates of Training Number Place Subject 10-31-7; 1-13-73 3-10-73 15 15 9 St. Thomas Informal C.V.I. Reading Inventory Concoiari------ informal St. Croix Reading Inventory Dept. of Ed. Informal St. Thomas Readin Invent It should be noted that teachers from the St. Thomas ABE program are enrolled in the training received in the Course being offered at the College of the Virgin Islands. Also not shown in the above chart are the WIN counselors who were involved in the initial training session at the College of the Virgin Islands. STAFF DEVELOPMENT PROJECT--STATISTICAL INFORMATION There are a total of nine part time administrators in the adult education. program in the Virgin Islands, as stated in the 1972-73 Adult Education Program plan. The following chart shows the number of administrators in the Virgin Islands who have received training from the HEW Region II Staff Development Project. Dates of Training 1-27-73 3-27-73 Number 9 10 Place St. Thomas Dept. of Ed. St. Thomas Dept. of Ed. Subject Five Yrs. Program Plan GED Equivalency Individualized bat. 10 It should be noted that administrators of appropriate. programs have been involved in every staff development training session. It should also be noted that the five-year program plan was developed by the Staff Development Project Coordinator with the cooperation of the State Director and the administrators of the adult education program. 1.34 Carry out Learning Activities' .31 111111111. AMINO 11 STAFF DEVELOPMENT PROJECT WORKSHOPS The following pages contain the workshops which were conducted by the field coordinator of the HEW Region II Staff Development Project.. These workshops state the specific behavioral objectives of each session completed. They were developed in such a manner so as to create modules of learning. They will be able to be utilized as the need occurs in the program by supervisors or teachers in- charge when need arises. These workshops have been developed according to the Regional Project model which other staff development coordinators have committed themselves to. That model or system is as follows: ' Task Analysisf--,ISpecifying Tasks 4 Staff Development ioSpecifyiig Lesznim Objectives Sequence .... ..bi .. .. 4. fr. =MIN Specify Evaluation Procedure =MO Carry out Evaluatioi e 12 STAFF DEVELOPMENT WORKSHOP FOR ADMINISTRATORS OF ADULT EDUCATION PROGRAMS IN THE VIRGIN ISLANDS PARTICIPANTS 10 PLACE DEPARTMENT OF EDUCATICO, ST. THOMAS SUBJECT GED EQUIVALENCY PROGRAM INDIVIDUALIZED INSTRUCTION DATE = 3-27-73 Goal/Problem To conduct a six-hour workshop for nine adult education administrators in order to increase their understanding of individualized instruction and its application to the adult education teacher in the GED Equivalency Program; Rationale Adult education students in the secondary program attend classroom instruction four nights a week, two and one-half hours a night. Students entering the secondary program must have a ninth grade reading level, using the California Test Battery as a screening device. Pour years later the student receives a high school diploma and is turned out to a community that places little or no value on high school diplomas. The result is a very discouraged adult with a high school diploma and no job. The Department of Education is spending too much money to achieve its objective which is to educate adult students and help them to attain their goal, a diploma. The student is spending too much time in class to achieve his objective. Our goal is to shorten the amount of time needed in the classroom to receive the diploma. This workshop will develop the necessary teacher competencies to achieve the goal of student and department alike. 13 Specific Tasks of General Objectives 1. To increase instructional skills by using a system. "2. Select instructional activities most likely to succeed in the classroom. 3. Determine if instruction has been effective. 4. Factors to consider in making Instructional decisions. S. Understand a model for decision making. 6. Discussion of the Specifics of a 180-hour program leading to an Equivalency. Workshop Training Sequence 1. Pre-test participants 2. State Objectives 3. Provide Rationale 4. Instruction S. Provide opportunity for appropriate and analogous practice 6. Post -text participants 7. Evaluation Learning Activities 1. Each specific behavioral objective should have a related learning activity to accomplish that objective. 2. Specific objectives and related learning activity will be provided by Joe Mangano, consultant to the workshop. 137 Evaluation Procedure Since the objectives of the workshop will be stated in behavioral terms it will be easy to measure whether instruction has been effective and learning has taken place. Pre-test/post-test results and a follow up will be conducted to !h determine not only if learning has taken place but to measure if teachers are using new methods in the classroom. A If follow-up is done immediately and teachers are using new methods Its discussed during the workshop, the objectives will have been met. If results prove negative a revision of objectives or instructional sequence will be cous&dered for future training sessions. 13& 14 15 STAFF DEVELOPMENT WORKSHOP FOR ADMINISTRA7ORS OF ADULT EDUCATION PROGRAMS IN THE VIRGIN ISLANDS PARTICIPANTS PLACE SUBJECT DATE 9 DEPARTMENT OF EDUCATION ST. THOMAS, U.S.V.I. FIVE-YEAR PROGRAM PLAN 1-27-73 Problem/Goal To conduct a one-day six-hour workshop for eight Adult Education administrators to obtain skills necessary to restate adult education goals and objectives in realistic, specific, measurable terms. Rationale The present geographic location of our Adult Education Program creates unique administrative problems. The Adult Education Program on the Island of St. Thomas has students whose goals and needs are unique to St. Thomas. The Adult Education student in St. Croix has needs which are not always similar to those of St. Thomas. An example of this is the need for conversational Spanish classes in St. Croix along with the obvious bilingual-bicultural need evident in the Adult Education Program on St. Croix. When writing program plans for the Adult Education Program in the VirgimIslands, input is needed from administrators in St. Croix and St. John to insure VIA all student needs are voiced. It is, therefore, the purpose of this workshop to provide the opportunity to administrators of the three Virgin Islands to join efforts to state the needs of their respective populations, and to state those needs in realistic, obtainable terms. 139 16 Gen eral Tasks or Objectives 1. Adult Education Staff will be provided the opportunity to define the need of their respective programs. 2. Adult Education Staff will.become familiar with stating programs needs in behavioral terms, 3. Adult education staff will establish future program goals, objectives, and priorities for use in creating a five-year program plan. Specific Behavioral Workshop Objectives 1. Upon completion of the workshop participants will list three general progras objectives for use in the five-year program plan. 2. dOn completion of the workshop each participant will list five specific' behavioral objectives stating program need and student wants unique to their area. 3. Upon completion of the workshop participants will list the various methods, diLcussed during the workshop, to be used to obtain the objectives which they have stated in behavioral terms. 4. Upon completion of the workshop participants will be able to orally describe a program plan and state its purpose. S. Upon completion of the -workshop participants will be able, to write and use behavioral objectives when stating program goals and priorities. Instructional Sequence 1. Explain objectives to participants. 2. Pre-test participants 3. Instruction (using behavioral objectives) 4. Appropriate Practice and Analogous Practice 5. iost.test participants 6. Evaluation of Objectives 140 17 hvaluation Procedure Because workshop objectives have been stated in behavioral terms they are measurable. According to pre-test/post-test results we may determine which objectives have been accomplished. If objectives have not been realized they may be altered or the instructional sequence may be changed. A follow-up of the workshop will be the actual writing of the five-year program plan and distribuxing .coptpa o administx*1410 Ogg DIPPOeFP.., 141 18 STAFF DEVELOPMENT WORKSHOPS FOR. ADULT BASIC EDUCATION TEACHERS ON ST, CROIX AND ST, THOMAS, V.I. PARTICIPANTS 15 EACH WORKSHOP PLACE COLLEGE OF THE VIRGIN ISLANDS SUBJECT* USAGE OF THE INFORMAL READING INVENTORY DATES 1- 13- 73-and 10-31-72 *The objectives and instructional sequence with these workshops are identical to those of the workshop done in St. Croix on January 30, 1973. December 12, 1972 Problem/Goal To conduct a workshop for 30 teachers of Adult Basic Education in the skillslof administering and evaluating an Informal Reading Inventory for usage as a screening and placement device. Rationale New students coming into the Adult Basic Education Program are often placed" MIS level of instruction which is either too difficult or too simple. In the latter situation students become bored and may drop out of the, class. If instruction is beyond the grasp of the ABB student he or she becomes frustrated resulting maim in crop -out. Various types of Standardized Tests such as the California Achievement Test ,or the California Test Battery, have been found invalid in test situations with the Nest Indian Adult Basic Education student. Therefore, the informal reading inventory given on a one-to-one basis will give a true indication of the students Independent level, Instructional level, Frustration level and his Present Potential level, With this Information students will be placed at the appropriate instructional 10.1 and will obtain maximum achievement. . 142 19 General Task or Objectives 1. ABE teachers in St. Croix will gain skills in the administration and evaluation of the Informal Reading Inventory. 2. ABE teachers in St. Croix will understand the advantages and disadvantages of using an IRI as compared with the various types of standardized tests such as the California Achievement Test or the California Test Battery. 3. ABE teachers will learn the importance of testing when used for the express purpose of student placement and student evaluation. Specific Behavioral Workshop Objectives 1. Upon completion of the workshop participants will list three types of reading tests discussed during the workshop. 2. Upon completion of workshop the teachers will be able to orally describe an IRI and describe its function. 3. Upon completion of the workshop teachers will be able to define the terms Independent, Instructional, Frustration, and Present Potential levels as discussed during the workshop. 4. Upon completion of the workshop ABE teachers will be able to administer and evaluate an Informal Reading Inventory as accomplished during the workshop. 1111w"(151912.1201.1.121 1. Explain objectives 2. Pre-test participants 3. Instruction 4. Appropriate and analogous practice S. Post-test participants 6. Evaluation of objectives 143 Evaluation Procedure Because workshop objectives have been stated in behavioral terms they are measurable. According to pre-test/post-test results we may determine if objectives have been met. If objectives have not been accomplished, workshop objectives may be changed and simplified or instructional sequence may be changed. A follow-up to the workshop will be conducted by ABE supervisors and teachers- in-charge to determine if ABE teachers are using the information obtain at the workshop. a 20 21 STAFF DEVELOPMENT WORKSHOP FOR ADULT BASIC EDUCATION TEACHERS ON ST. THOMAS, U.S.V.I. PARTICIPANTS 9 PLACE DEPARTMENT OF EDUCATION SUBJECT INFORMAL READING INVENTORY DATE 3-10-73 Problem/Goal To conduct a six-hour training session for fifteen St. Thomas ABE teachers in which they will rewrite the oral and silent reading paragraphs in the informal reading inventory to meet the cultural and ethnic needs of the Virgin Islands Adult Basic Education student. Rationale The adult basic education student is commonly West Indian. His background is Island-oriented and he is not familiar with terms normally found in reading tests geared for state-wide adult education students. It was recommended by th& ABE teachers of St. Thomas and St. Croix to rewrite the silent and oral reading paragraphs so that terminology used would be familiar to the student taking the Informal Inventory. With Island-oriented subject matter in these inventories a "closer" approximation of student reading level can be Obtained General Tasks of Objectives I. To rewrite the silent and oral reading paragraphs in the informal reading inventory to determine the grade level of the paragraphs which teachers are writing. 22 2. To be able to apply either the Spache Readability formula or the Readability formula developed by Joe Boscoe of State University .of New York at Albany. 3. To develop comprehension questions in the I.R.I. to determine students level of comprehension. Specific Behavioral Objectives 1. Upon completion of the workshop participants will be able to: a. use the Readability formula develqpe4 by.SWYA4010,10140041414 the,, xt level of written subject matter, b. write paragraphs after appropriate instruction, for use inqthe informal reading inventory at levels of K-6, c. write comprehension questions for each silent and oral reading paragraph; substitute those terms which are not familiar to the ABE student and utilize terminology which is common to the West Indian ABE student, write a step-by-step method of administering the Informal Reading Inventory to ABE students. Specify TrainingSequence 1. Pre-test participants 2. State Objectives 3. Provide Rationale 4. Instruction (Practice appropriate and analogous) S. Post -test participants Evaluation Procedure Since specific objectives are stated in behavioral terms (intended :outcomes) it will be possible to determine if objectives have been obtained through use of the results of the pre-test/post-test results. A follow-up to this workshop will be conducted to determine if the is being used by ABB teachers in the Virgin Islands. 146 'A I TASK ANALYSIS OF ADULT EDUCATION PROGRAM ST. THOMAS. U.S. VIRGIN ISLANDS The Adult Continuing Education Program in St. Thomas is conducted at the Charlotte Amalie High School. The program consists of two divisions, one is the diploma program and the other is the equivalency. program. The Diploma Program meets four nights a week for two and one-half hours per night. It currently requires a student four years to reach his goal of obtaining a diploma. The following report is a result of a series of staff development workshops to determine the needs of the adult education student and the needs of the program. It is around these needs which future staff development activities will be directed. Ten teachers from the high school adult education program met to do the task analysis aided by Dr. Husain Qazilbash, associate project director, Region II Staff Development, and Daniel Merenda, local project coordinator. The following pages are a result of their efforts to increase the program efficiency and staff competence. 23 147 24 Generally, the program may be broken into the following components: I. OUTREACH II. RECRUITMENT III. REGISTRATION IV. TEACHER ORIENTATION V. DIAGNOSIS VII. PRESCRIPTION VIII. STUDENT ORIENTATION IX. INSTRUCTION X. EVALUATION XI. FOLLOW-UP It was the objective of these workshops to analyze each of the above .00mponents of the adult education program into the task which must be performed. to effectively complete each of the above jobs. It was further analyzed by determining what competencies a person. must possess to complete each task in the above job areas. The following is that analysis. *, 148 25 OUTREACH is the invitation to become en integral participant in the learning program. RECRUITMENT is the means used to bring persons to a formal commitment of participation in the instructive process. REGISTRATION is the formal commitment of participation in the instructive process. TEACHER ORIENTATION is the refreshment of ideals for persons who initiate the learning program. TESTING is the process which yields structured results that can aid effective prescription. DIAGNOSIS is the structured criteria gained from the test, results. PRESCRIPTION is an interview situation which will determine the person's commit- went to an appropriate learning program. STUDENT ORIENTATION is the introduction of people who share the ideals that structure the program. INSTRUCTION is the dialogue that results from free exchange of resources in the learning process which will assist in making potential realized. EVALUATION is the qualitative appraisal of growth resulting from participation in the learning program. FOLLOW-UP is shared discourse continued formally or informally. Note: Competencies identified as a result of the Task Analysis Institute and the follow-up are in the process of being tested. . 149 EXHIBIT V SYSTEMS MANUAL Prepared by EPIC DIVERSIFIED SYSTEMS CORPORATION SYSTEMS MANUAL for MANAGEMENT OF THE HEW REGION II STAFF DEVELOPMENT PROJECT (Central Administrative Staff) 1973-74 Adult Continuing Education Center Montclair State College Upper Montclair, New Jersey Prepared by EPIC DIVERSIFIED SYSTEMS CORPORATION Eastern Regional Office Headquarters Warren Plaza West, Rogte 130 P. 0. Box 13052 Hightstown, New Jersey 08520 Tucson, Arizona 85732 151 PREFACE The HEW Region H Staff Development Project is one of fourteen projects funded under the Adult Education Act, Section 309(o). These proj- ects provide the opportunity to apply modern management processes. A key to the success of a project is the selection of the administra- tive staff (i.e., the educational managers). They should be experienced in acting as educational change agents, in stimulating people to get things done, in making decisions, in evaluating educational programs, and in using outside resources to attack problems related to adult continuing education programs and meet existing needs. The administrative staff should also possess managerial skills which will enqle them to implement a systems analysis approach to identifying the various functions and/or tasks comprising the Staff Development Project. The administrative (itaff has the task of establishing both the framework and methodology for planning and organizing, installing and operating, communi- cating, and evaluating the program to determine and accomplish program ob- loottives. This systems approach to management provides a disciplined way for -the-Staff-Development-Project administrative-staif-te-view---the-organization-as a whole and a methodology for developing optimum work arrangements. The following definition of a "management by objectives" system pro- vides the rationale for the approach to educational management incorporated in the present document. "Management by objectives" is defined ass 1. the specification of objectives to attain activity-oriented and learner goals, and 2. the development and implementation of a plan to monitor and evaluate the specified objectives. ii 152 BEST COPY NAILITLE The Systems Manual for Management for the HEW Region II Staff Development Project represents the management plan developed for the 1973- 74 funding period. The systems documents included in this manual are as follows: MANAGEMENT SCHEMATIC: A management schematic is a pic- torial representation of the procedures employed in the develop- ment and implementation of the management system. GOALS: A goal is a continuing purpose that provides a sense of di- reotion through time. Both activity-oriented and learner goals are described in the present dammed. CRGANIZATIONAL CHARTS: An organizational chart is a diagram- matical form which shows the organization of a project and channels of supervision. PERFORMANCE OBJECTIVES: A performance objective is a state- ment of the direct outcomes of the program depicting (1) who, (2) behavior cpcpected, (3) situation, (4) proficiency levels, (5) time, and (6) method of measurement. PROCESS OBJECTIVES: A process objective is a ststemeni &mirth- ing an activity which directly or indirectly affects the perform- ance of the learner. Person(s) responsible, the activity, time factors, and documentation are specified. Process objectives are subdefined as follows: a. Instructional Process Objectives A statement that de- -scribes- --an-activ-ity-that_is_liirectly_related_to a per- formance objective. b. Support Process 012jective: A statement that describes an activity in which the learner is directly involved; but for which a performance objective has not been de- veloped. c. Administrative Process Objective: A statement that ,de- scribes an activity that is not intended to demonstrate any direct relationship to the performance of a learner. Such activities normally relate to the developing, or- ganizing, and controlling of agency, district, program, or project activities. I 153 iv CRITICAL WORK ACTIVITIES: A critical work activity is defined as a series of interrelated tasks of prime importance to the implementation of the planned program. Each task cluster (crit- ical work activity) is expressed as an administrative process ob- jective, SYSTEMS FOR CRITICAL WORK ACTIVITIES: A system for criti- cal work activities is a step-by-step description of the respOn- sibilities and interrelated actions to be taken within a given ad- ministrative process objective. GANTT CHART: A Gantt Chart is a technique that graphically de- picts the project in a network of interrelated activities with time control. MONITORING SYSTEM: A monitoring system is defined as a sys- tem for the documentation of major activities and processes oc- curring in the program. JOB DESCRIPTION: A job description is a statement Of duties, re- sponsibilities, and work performed. Thus, the Systems Manual for Management records and communi- cates a management design for .systematically planning and organizing, in- stalling and operating, communicating, and evaluating the HEW Region II Staff Development Project. BEST COPY NAMABLE :154 MANAGEMENT MANAGEMENT TABLE OF CONTENTS SCHEMATIC SYSTEMS LEGEND GOALS 2 3 Goals of the Management System 3 Activity-Oriented Goals 4 ORGANIZATIONAL CHARTS 5 HEW Region II Staff Development Project Organizational Chart 5 Management Organizational Chart 6 CRITICAL WORK ACTIVITIES EXPRESSED AS ADMINISTRATIVE PROCESS OBJECTIVES 7 CRITICAL WORK ACTIVITIES 9 SYSTEMS FOR CRITICAL WORK ACTIVITIES 10 GANTT CHART Gantt Chart Directions Gantt Chart Sample Scheduling Situations Gantt Chart Gantt Chart Summary 28 28 29 29a 30 PROGRAM OBJECTIVES 32 Program Objectives for Staff Development Project 32 Program Objectives for Staff Development Project in New Jersey 33 Program Objectives for Staff Development Project in New York Program Objectives for Staff Development Project in Puerto Rico Program Objectives for Staff Development Project in the Virgin Islands v 155 35 36 37 TABLE OF CONTENTS (Continued) vi Page JOB DESCRIPTIONS 38 Job Description for Director of HEW Staff Development Project 38 Job Description for Associate Director of HEW Staff Development Project 40 Job Description for Principal Clerk-Stenographer 42 Job Description for Senior Clerk-Stenographer 44 156 MANAGEMENT SCHEMATIC Learner Goals 1 Establishment of learner goal priorities Development performance of objectives I Identification of learner needs . Establishment of activity goals directly related to identified learner needs Development of process objectiveb: a. Administrative b. Support c. Instructional Establishment of activity goals not directly related to identified learner needs ratiDevelopment of process objectives: a. Administrative b. Support Instructional .11.11111111 Planned - Actual Specification of monitoring systems S Implementation' of planned_processea- continuous monitoring Evaluation Product 1. Performance 2. Process 3. Cost Planned - Actual a Recycle 1 157 J MANAGEMENT SYSTEMS LEGEND 1 2 3 SUBJECT: 4 Responsibility 5 Action 6 1. Name of Program (e. g. I HEW Region II) 2. Name of overall system (e.g., Management System) 3. Identification and sequential number of systems documents (e.g., Critical Work Activity) a. Abbreviation Code (1) G Goals (2) OC Organization Chart (3) CWA Critical Work Activity (4) GC Gantt Chart (5) PO Performance Objective (6) PoO Process Objective. *4, Name of critical work activity (e. g. , initiation of monitoring system) Person responsible for completing related action (e.g.,.program manager) *6. Listing sequential action in completing critical work activity (e.g., determine major revisions) *Related to Systems for Critical Work Activities 2 15S BEST COPY AVAILABLE HEW Region II Stuff Development Project Management Systems Systems Document G SUBJECT: Goals of the Mann, System 1. To detail procedures for planning, implementing, coordinating, and eval- uating the HEW Region II Staff Development Project: a. b. C. d. New Jersey New York Puerto Rico Virgin Islands 2. To identify activities that are considered critical to the effective opera- tion of the HEW Region II Staff Development Project and to document these activities in the form of administrative process objectives. 3. To specify the sequence of tasks, in the form of critical work activity systems, that must be accomplished in order to meet the identified ad- ministrative process objectives. To specify the roles of HEW Region II Staff Development personnel in the form of job descriptions and task responsibilities. 5. To identify realistic time lines for carrying on the administrative func- tions of the HEW Region II Staff Development Project. 6. To develop systems and procedures that will ensure the continued suc- cess of the HEW Region H Staff Developnient Project. 3 159 4 HEW Region II Staff Development Project Management Systems Systems Document G (continued) SUBJECT: Activity-Oriented Goals 1. To provide a system for regionalization of the four participating states within Region II. 2. To specify an effective system of communication for the HEW Region II Staff Development Project through defining information channels: a. Internal Information Subsystem (1) United States Office of Education (2) Director of Staff Development Project (3) Associate Director of Staff Development Project (4) State Field Coordinators (5) Staff Development Project personnel b. External Information Subsystem (1) State Department of Education (2) Planning Committee (3) Advisory Committee (4) Institutions of higher education (5) Local programs 3. To detail procedures for institutionalizing staff development in higher education. 169 Puerto Rico State Department of Education e e Montclair .' State College ... \ Grantee) . \ / Ivv I \ e - o \ e/ HEW Region II Staff Development Project Management Systems Systems Document OC SUBJECT: HEW Region II Staff Development Project Organizational flat New York State Department of Education \ U. S. Office of Education New York Field Coordinator New Jersey Field Coordinator New Jersey State Dept. of Education 4' Project Offie-e Advisory Committee Ng Puerto Rican Field Coordinator Virgin Islands Field Coordinator ti Planning Virgin Islands Committee State Dept. (State Directors) of Education Indicates direct relationship Indicates indirect relationship HEW Region II Staff Development Project IMMICIMMONOMM Management Systems 6 Aggstfinix=mm. Systems Document SUBJECT: Management Or mizational Chart OC (continued) The HEW Region II Staff Development Project is managed and administered locally-according to the following administrative organizational chart. Project Office AO r a Director Associate Director Principal Clerk- Stenographer L. 44* Senior Clerk- Stenographer ..sn HEW Region 11 Staff Developaqt12z2Lesi.. Management Systems Systems Document Po0 SUBJECT: Critical Work Activities Expressed as Administrative Process Objectives 1. By September 30,, 1973, thi, Director of the HEW Staff Development Project will prepare the FY 1975 proposal as documented by a copy of the completed proposal on file in the project offices. 2. Throughout the 1973-74 fiscal year, the Director of the HEW Staff De- velopment Project will coordinate the preparation and dissemination of the project newsletter as documented by copies of each newsletter on file with respective mailing lists. 3. Throughout the 1973-74 fiscal year, the Director and Associate Direc- tor of the HEW Staff Development Project will plan/conduct staff meet- ings with participating states as documented by copies of agendas and minutes of each meeting on file in the project offices. 4. Throughout the 1973-74 fiscal year, the Director of the HEW Staff De- velopment Project will prepare quarterly requests for payment as doc- umented by copies of each request on file in the project offices. 5. Throughout the 1973-74 fiscal year, the Director of the HEW Staff De- velopment Project will attend/conduct meetings with the U. S. Office of Education Project Officer and Region II Project Officer as docu- mented by copies of agendas and minutes of meetings on file in project offices. 6. Throughout the 1973-74 fiscal year, the Associate Director of the HEW Staff Development Prore-erwiri conduct meetings with the Advi mittee to share progress of the p:oject as documented by minutes of each meeting and written recommendations on file in the project offices. 7. Throughout the 1973-74 fiscal year, the Associate Director of the HEW Staff Development Project will provide technical assistance to the four states within Region 11 as docaniented by written reports on file in the pro)ect offices. 8. Throughout the .1973-74 fiscal year, the Director of the HEW Staff De- velopment Project will prepare semi-annual reports for the U. S. Of- fice of Education as documented by a copy of each report on file in the project offices. 7 163 8 Development Project Management Systems Systems Document Po0 (continued) SUBJECT: Critical Work Activities Expressed as Administrative Process Objectives (Continued) 9. Throughout the 19'73-74 fiscal year, the Director/Associate Director of the HEW Staff Development Project will present project activities at U.S. Office of Education-sponsored activities as documented by agendas of presentations on file in the project offices. 10. Throughout the 1973-74 fiscal year, the Director of the HEW Staff De- velopment Project will coordinate budget and p*Sionnel activities for the project as documented by records on file in the project offices. 11. Throughout the 1973-74 fiscal year, the Director/Associate Director of the HEW Staff Development Project will conduct periodic conferences with evaluators as documented by written reports from evaluators and copies of agendas on file in the project offices,. 12. Throughout the 1973-74 fiscal year, the Director/Assooi,), Director of the HEW Staff Development Project will provide liaises* other 809 projects as documented by written reports on file in the sot offices. 13. Throughout the 1973-74 fiscal year, the Director/Associate Direotor of the HEW Staff nevelopment Project will establish and maintain contacts with institutions and/or agencies of higher education as documented by correspondence, graduate program proposals, and written reports on file in the project offices. 14. Throughout the 1973-74 fiscal year, the Director and Associate Direc- tor of the HEW Staff Development Project will sponsor region-wide training as documented by agendas of the training sessions on file in the project offices. 164 BEST COPY AVAILABLE HEW Region II Staff Development Project Management Systems Systems Document _ CWA SUBJECT; Critical Work Activities CWA-1 CWA-2 System for Preparing the FY 1975 Proposal System for Preparing and Disseminating the Project News- letter CWA-3 System for Planning and Conducting Staff Meetings CWA-4 System for Preparing Quarterly Requests for Payment CWA-5 System for Attending and Conducting Meetings with Project Officers CWA-6 System for Conducting Advisory Committee Meetings CWA-7 System for Providing Technical Assistance to the Four States in Region II CWA-8 System for Preparing Semi-Annual Reports for USOE CWA-9 System for Presenting Project Activities at USOE-Sponsored Activities CWA-10 System for Coordinating Budget and 'klersonnel Activities; CWA-11 System for Conducting Periodic Conferences with Evaluator CWA-12 System lor--ProvidingLiaisonwithOther--309Projectir CWA-13 System for Establishing and Maintaining Contacts with In- stitutions and/or Agencies of Higher Education CWA-14 System for Sponsoring Region-wide Training. 9 165 PEST COPY AVAILABLE HEW Region H Staff Management Systems Development Project Systems Document CWA-1 SUBJECT: System for Prsiaring the Fy1175 Proposal Responsibility Action USOE Contract 1. Initiate contract negotiations. Office/Di rector USOE Contract Office Director/Associ- ate Director Clerical staff Field Coordina- tors/State Direc- tors/Director/ Associate Director Field Coordina- tors/State Di- rector Di rector Clerical staff 2. Notify. Director of grant award with guidelines for next year's proposal. 3. Review and deve!op memorandum concerning information necessary to complete proposal. 4. Forward to clerical staff. 5. Type, proofread, duplicate, and disseminate memorandum. 6. Meet with group and individual states to discuss needs, require- ments, and recommendations for proposal. 7. Complete written recommenda- tions and needs for their state, 8. Forward to Director of Region II Staff Development Project. 9. Compile data from Field Coordi- nators/State Directors and pre- pare proposal according to speci- fications of federal government. Expected/Actual Completion. Dates May 1, 1973 May 15, 1973 June 1, 1973 July 17-19, 1973 Sept, 7, 1973 10, Type and proofread the completed Sept. 26, 1973 proposal. 10 r 166 BEST COPY AVAILABLE 11 HEW Region 11 Stall Development Project Management Systems Systems Document CWA-1 (continued) SUBJECT: System for Preparingt kgFY 1975 Proposal (Continued) Responsibility Expected/Actual Action Completion Dates 11. Forward to the President/Vice- President for Business. President/Vice- 12. President Director Approve by signature. 13. Return to Director'. Sept. 27, 1973 14. Forward to U. S. Office of Edu- Sept. 30, 1973 cation Project Office. 167 12 11:1).1EW Region II Staff evelopment Pro ect Management Systems Systems CWA-2 SUBJECT: System for Preparing Project Newsletter Responsibility, Action Director 1. Establish tentative dates for pub- lication. 2. Notify the Field Coordinators of deadline to supply information for inclusion in newsletter. Field Coordina- 3. Forward information to Director's tors office. Clerical staff 4. File information for publication. Newsletter editor 5. Collect information to be included in the newsletter. Director Editor Printer 6. Compile and edit information. 7. Develop rough draft of newsletter. 8. Forward to Director for approval. 9. Approve, make additions and/or deletions. 10. Deliver to clerical staff for typing and proofreading. 11. Deliver to printing staff. 12. Reproduce newsletter and return to clerical staff at Staff Develop- ment Project. Clerical staff 13, Disseminate multiple copies to four Field Coordinators and to all members of mailing list within project office files. 168 Expected/Actual Completion Dates Six weeks prior to publication date Three weeks pri- or to publication Two weeks prior to publication One and one-half weeks prior to publication Three days prior to distribution date 13 HEW Region II Stan Development Project Management Systems Systems Document CWA-3 SUBJECT: Responsibility System 31annin and Conducting Staff Meetin s Expected/Actual Action Completion Dates Director/Associ- 1. Delegate responsibility to State Six weeks prior ate Director Field Coordinator for specifics to meeting (facility, accommodation, etc.). Field Coordina- tor 2, Site facilities identified and nee- essary arrangements made (Vir- gin Islands and Puerto Rico). Clerical staff 3. Complete Action #2 for New Jer- sey and New York. Director/Associ- 4. Develop agenda from input from Four weeks prior ate Director Field Coordinators and issues from previous meeting. to meeting Clerical staff 5. Type and reproduce the tentative agenda. 6. Disseminate tentative agenda with other information relative to the meeting to participants. Two weeks prior to meeting Staff members Director / Assooi- ate Director 7, 8. Notify Director of intention to at- tend meeting, Conduct meeting and collect min- utes. 9. Compile minutes relative to each item on the agenda. One week follow- ing meeting. Clerical staff 10. Type and reproduce minutes of the meeting. 11. Disseminate, copy of minutes to Two weeks fol all participants and any thank-you letters necessary. ; 169 lowing meeting 14. HEW Region II Staff Development Project Manr gement Systems Systems Document CWA-4 SUBJECT: System for Preparing Quarterly Requests for Payment Expected /Actual Responsibility Action Completion Dates Issue notification of dates neces- May 15, 1973 sary for completing quarterly re- quests for payment for the fiscal year. USOE Contracts 1. Office Director/Clerical staff 2. 3. Clerical staff 4. Director 5. Grants Adminis- trator 8. 7. 8. Compile information necessary Two weeks prior for form. to submission date Complete the form according to guidelines. Type and proofread the completed One week prior to form. submission date Forward to Grants Administration for signature. Approve by signature and return Three days prior to Director. to submission date Forward requests to U. S. Office of Education Contracts Office. Receive paymeit4rom U. S. Of Two weeks fol flee of Education Contracts Office, lowing request date. . 170 15 HEW Region II .'3ta.ff Development Project Management Systems Systems Document MA-5 SUBJECT: System for Attending and Conducting Meetings with Project Officers . Responsibility USOE Office 1. USOE Office/Di- rector 2. Director 4. 5. 6. Action Notify Director of HEW Region II Staff Development Project of meeting. Establish written or verbal agenda for scheduled meeting. Conduct scheduled meeting. Draft notes of meeting concerning important topics (proposal, proj- ect recommendations, ete.). Submit written report of meeting to U. S. Office of Education Office and file one copy. Disseminate results of each meet- ing to interested personnel: a. ,Field Coordinators b. '--State Directors 171 Expected/Actual Completion Dates Continuous activ- ity 16 HEW Region II Staff Development Project Management Systems Systems Document CWA-6 SUBJECT: System for Conducting Advisory Committee Meetings Responsibility Associate Director Advisory Commit- tee members Action 1. Contact each Advisory Committee member in writing or by phone to determine appropriate date for meeting. 2. Select and date. Associate Director 3. Clerical staff Advisory Commit- tee members Associate Director Clerical staff approve appropriate Compile agenda by: a. review minutes of Coordi- nating Council meetings. b. input from Field Coordina- tors, Advisory Committee members. 4. Typo and proofread agenda. 5. Duplicate agenda and disseminate to all participating members. 6. Forward request for information for accommodations, physical fa- cilities, etc. to each member. 7. Respond to request and notify the Associate Director of plans to at- tend/not attend meeting. 8. Compile responses and determine needs for accommodations, physi- cal facilities, etc. to conduct the meeting. 9. Develop packet of materials for each participant. 10. Make final reservations for needs in action #8. 4. Expected/Actual Completion Dates Six weeks prior to meeting Five weeks prior to meeting Four weeks prior to meeting Two weeks prior to meeting One week prior to meeting HEW Region 11 Staff Development Project Management Systems 17 BEST COPY AVAILABLE SUBJECT: Systems Document MA-6 (continued) System far Conducting Advisory Committee Meetin S (Continued) Expected/Actual Responsibility Action Completion Dates Associate Director 11. Finalize agendas and all neces- sary arrangements for materials/ consultants. Clerical staff 12. Conduct meeting with Advisory Committee, Field Coordinators, and Director of Staff Development Project. 13. Compile minutes of meeting with each respective item on agenda. 14. Type, proofread, and disseminate One week follow- minutes of meeting to members ing the meeting of Advisory Committee. 15, Respond to any requests resulting from participants at meeting. 18 HEW Region II Staff Develo s ment Pro ect Management Systems Systems Document CWA-7 SUBJECT: System for ProvidingLeehnical Assistance to the Four States in Region II Responsibility Action Director 1. Generate need for technical as- sistance by one or more of the following: a. Field Coordinators b. State Directors of Adult Edu- cation c. Advisory Committee members d. Coordinating Council members e. Director/Associate Director, Staff Development Project f. Institutions of higher educa- tion g. Local ABE directors h. Workshop participants Associate Director 2. Review and assess requests to determine: a. appropriateness to project objectives. b. high or low priority. C. resources (intra/inter-region). d. cost (feaaible). e. time factors. f. nature of service (temporary or permanent). 3. Maintain continuous contact with Field Coordinator to determine if need is met or not. 4. Make recommendations to Field Coordinator related to: a. materials., b. consultants. 0. strategies. 1"e4 Expeoted/Aotual Completion Dates S 19 HEW Region II Staff Development Protect Management Systems Systems Document CWA-7 (continued) SUBJECT: S stem for Proyidin Technical Assistance to the Four States in Region II (Continued) Expected/Actual Responsibility Action Completion Dates Field Coordinator 5. Request Associate Director to as- Ongoing activity sist in meetings and edit products for production and utilization pur- poses. Associate Director 6. Attend and participate in meetings for that state. 7. Edit products produced from the technical assistance provided. 8. Provide subjective evaluation of program and make recommenda- tions for program improvement and adoption. HEW Region II Staff Development Project Management Systems Systems Document CWA-8 SUBJECT: Tat As for Preparing Semi-Annual Reports Responsibility Director /Associ- ate Director Clerical staff Field Coordina- tors/State Direc- tors Director Clerical staff Director Action 1. Develop memorandum concerning information necessary to com- plete report to Field Coordinator/ State Director. Forward to clerical staff. for USOE Expected/Actual Completion Dates Six weeks prior to due date 3. Type, proofread, duplicate, and Five weeks prior disseminate memorandum. to due date 4. Collect and summarize data for semi-annual report. 5. Prepare state report and forward to the Director of HEW Region II Staff Development Project. 6. Compile data from Field Coordi- nators/State Directors. 7. Prepare semi-annual reports ac- cording to guidelines established by the federal government. 8. Type, proofread, and forward the semi-annual report to the Direc- tor for signature. 9. Approve by signature. 10. Forward to U. S. Office of Edu- cation Project Office. 176 Three weeks pri- or to due date Ore and onehalf weeks prior to due date Three days prior to due date 21 HEW Region 11 Staff Development Project Management Systems Systems Document CWA-9 SUBJECT: System for Presenting Project Activities at USOE- Sponsored Activities Responsibility USOE Contact per- son Director/Associ- ate Director Action 1. Request Director/Associate Di- rector of the Staff Development Project to present report on proj- ect activities at scheduled meet- ing of group serving Region II. 2. Acknowledge request by letter of acceptance. 3. Plan agenda for presentation. 4. secure materials necessary for presentation. 5. Present report on project activ- ities at meeting. Participants 6. Request materials that were pre- sented. 7. Request visit to project sites for observation. Director/Associ- 8. File copy of presentation agenda ate Director in project offices. 9. Respond to all requests concern- ing materials and/or visits. Expected/Actual Completion Dates Ongoing activity HEW Region II Staff Development Project Management Systems 22 Systems Document CWA-10 SUBJECT: System for Coordinating Budget and Personnel Activities Responsibility Project personnel 1. Director 2. 3. 4. Administrator of 5. Adult Continuing Education Center 6. Business Office personnel 7. Director 8. Expected /Actual Action Completion Dates Present request for personnel ac- Ongoing activity tion to the Director of the Staff .Development Project. Review request and act in either of two ways: a. Accept request and process through appropriate channels. b. Reject request and return to project personnel. Approve by signature. Forward to Administrator of Adult Continuing Education Center for approval. Approve by signature. Forward to. appropriate Business Office personnel. Notify Director of Staff Develop - ment Project of action taken on request. Notify project personnel of action concerning the request. 178 HEW Region II Staff Develo s ment Pro ect Management Systems Systems Document CWA-11 23 SUBJECT: System for Conducting Periodic Conferences with Evaluator Responsibility Director 1. 2. Director/Asso- elate Director/ 3. Evaluator .Evaluator 4. Director 5. Director/Asso- etate Director/ 6. Evaluator 7. Evaluator S. ..... tn. Action Expected/Actual Completion Dates Select evaluator for project for Ongoing activity 1973-74 fiscal year. Notify evaluator of meeting to discuss objectives, evaluation de- sign, etc. Meet to determine calendar of events, evaluation design, period- is conferences, etc. Complete written report of meet- ing and submit to Director. Notify evaluator throughout fiscal year of meeting dates. Discuss formative evaluation ac- tivities relative to period lapsed since previous meeting. Discuss and develop alternative strategies to provide more effec- tive and valid data for. decision- making purposes. InforM Director of all evaluation activities completed in relation to the project and update calendar of-ere-as. 24 HEW Region II Staff Management Systems D.evel.onment Pro eel Systems Document CWA-12 SUBJECT; System for Providing Liaison with Other 309 Projects .Responsibility Director/Asso- ciate Director Director/Asso- ciate Director/ 309 Project Di- rectors Action 1. Obtain a list of U. S. Office of Education Regional Staff Develop- ment Project Directors. Contact each Director by tele- phone or letter. 3. Request information relative to their program/project. 4. Discuss activities of Region II Staff Development Project. 5. Disseminate progress of Region II activities to 309 Project Directors and personnel on a periodic basis. Attend Meetings of Regional Staff Development Project Directors and discuss regional activities. 7. Schedule onsite visits to other regions. 8. Schedule visits for other regional personnel to Region II. Expected/Actual Completion i HEW Region II Staff Development Project Management Systems Systems Docume CWA-13 SUBJECT: System for Establishing anu Maintaining Contacts with Institutions and/or A .envies of Hi ter Education Responsibility Director/Asso- ciate Director Action Expected/Actual Completion Dago 1. Identify list of higher cducation Ongoing activity institutions/agencies which may be capable of assisting in the preparation of adult educators. 2. Select these institutions based up- on criteria below: a. Resources available, b. Accessibility. c. Commitment. d. Staff qualification. e. Evidence of present involve- ment. 1. Minority involvement. Institutions and/or 3, Agencies of Higher Education/Di rector Institutions and/or 4. Agencies of Higher Education Director/Asso- elate Director Assist/adopt new carses in adult education. Provide training in select adult basic educatior areas. 5. Provide communication on the progress of the Staff Development Project to institutions and/or agencies of higher education. 26 HEW Region II Staff Development Project Management Systems Systems Document CWA-14 SUBJECT: System for Sponsoring Region-wide Trainin Responsibility Director/Asso- 1. ciate Director Director Director/Ass o- elate Director/ Consultants Director/Asso- ciate Director Expected/Actual Action Completion Dates Initiate workshop areas based on Ongoing activity recognized needs within Region II. 2. Identify resources available to meet, these needs and determine which needs can be eliminated, 3. Identify population to benefit most from planned activity. 4. Arrange for appropriate consul- tants, materials, resources, and facilities, 5. Identify location to best serve population. 6. Develop agenda. 7. Disseminate agenda and any pre- planning materials to the partici- pants. Conduct necessary budget activ %tiestravel, consultant fees, etc. (see CWA-10). Conduct training. 10. Request Field Coordinators to follow up with post-seminar with workshop participants from their region; implement concepts. 182 HEW Region II Staf velo va ent Pro eet Management Systems 27 iSystems Document CWA-14 (continued) SUBJECT: System for§ 0 sorin Reon-wide Training Continued Reaponsibility Expected/Actual Action Completion Dates Field Coordinators 11. File written response with Direc- tor's office based on activities conducted in the respective state based on regional training. Director/Asso- 12. Provide periodic contact with the Witte Director Field Coordinators to determine further utilization/implementation . of concepts presented at regional . training. BEST COPY AVAILABLE GANTT CHART DIRECTIONS The Program Manager is responsible for updating the Gantt Chart, The information required to update the chart consists of the following and will be ebtained from the Systems Documents for Critical Work Activities. 1. Date Activity Was Started. Each activity has a "bar" on the chart for the period that the activity is intended to cover. The scheduled start date is indicated by the left side of the bar for that activity. On the date that the activity is actualll started, write an "s" on the. chart as shown in the Sample Scheduling Sit- uations. 2. Rescheduled Activity.. If it is realized before starting an ac- tivity that a delay will be incurred, the activity should be re- scheduled. This is accomplished by entering a new "bar" rescheduling the activity. On the date that the activity was re- scheduled, write "R" on the chart as shown in the Sample 3obed- uling Situations. 3. Estimated Finish. Judging by the work done to date on an acui tivity, the Program Manager should be able to estimate its completion date. It may be on time, early, or late. a. On Time. If it appears that the activity is progressing as scheduled, no input or marks on the Gantt Chart are required. b. Early. If it appears that the activity will be completed ahead of schedule, the expected early completion date is shown by writing "EC" on the chart as shown in the Sample Scheduling Situations, Late. If it appears that the activity completion will be delayed, a cross-hatched bar should be added to the end of the first scheduled activity bar so that the right side of the cross-hatched area shows the new delayed completion date. The date the 'delay was forecast is shown by writing "D" on the chart as shown in the Sample Scheduling Situations. 29 G A N T T CHART BEST COPY AVAILABLE SAMPLE SCHEDULING SITUATIONS TIME SPAN . MIN~WASINWIIN~RONNIMPINNIMalt, JUNE JULY 2 29 6 13 20 ACTIVITIES SCHEDULED TODAY'S DATE----o- ..1.1J.L.ILLLL.U.L. 1. Scheduled One Time ,......... 2. . Activity Started' (7) S EL ...................... 9. Estimated Early Completion EC ...:-........................3 4. Anticipated Delay= D (V Date Delay Was Forecast First Time VI 'I-7=M More than One Expected Delay (DP) Second De- DI, lay. (Cross-Hatch =......./MMI Different) D2 6. Activity Completed.(?) Ahead of Schedule. (Shading Shows 100% S C (100%) C9mpletion) 1111 Ili 3.111 it l i: iliwv. is 3:1: i 1111:1P' 1 Actual Completion (9) C ,On Schedule (100%) s1 illMil ii i I il;"! : tiffit I Iii,":"1111111,111 ;' 8. Completed Activity Which D Was Delayed One Time (100%) Ing ili: Lapaw ill 4,-,............................m.,............. 185 BEST COPY AVAILABLE HEW Region II Staff Development Project Management Systems SUBJECT: Gantt Chart Summary Critical Work Activity Prepare FY 1975 Proposal Prepare and Disseminate Newsletter Plan and Conduct Staff Meetings Prepare Quarterly Requests for Pay- ment Attend and Conduct Meetings with Proj- ect Officers. Conduct Advisory Committee Meetings Provide Technical Assistance to the Four States in Region II Prepare Semi-Annual Reports for USOE Present Project Activities at USOE- Sponsored Activities Coordinate Budget and Personnel Activ- ities conduct Periodic Conferences with Eval- uator Provide Liaison with other 309 Projects 186 Systems Document GC (continued 90 Beginning - Ending Dates May 5 - September 30, 1973 July 1, 1973 - June 30, 1974 (six-week intervals) July 1, 1973 - June 30, 1974 (quarterly) July 1, 1973 - June 30, 1974 (July 1, October 1, January 1, and April 1) July 1, 1973 - June 30, 1974 (Throughout fiscal year as required) July 1, 1973 - June 30, 1974 (August/September, and March/April) July 1, 1973 - June 30, 1974 (Throughout fiscal year as required) July 1, 1973 - June 30, 1974 (January 1 and June 30, 1974) July 1, 1973 - June 30, 1974 (Throughout fiscal year as required) July 1, 1973 - June 30, 1974 (Throughout fiscal year as required) July 1, 1973 - June 30, 1974 (Throughout fiscal year as required) July 1, 1973 :funs 30, 1974 (Throughout fiscal year as required) BEST COPY AVIIILAatE Critical Work Activity APRIL MAY JUNE 15 22 29 6 13 20 27 3 10 17 24 1. 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VI,ENNaa" .1=is 011m1117-- ,... -3aff .=//16 LAIliirliAmm IMO cilia ortilasto = _T_ _-Arm c4MIIMikl MeINWIF 1 A i ,A IIMIIIMi-) t -11MND GE= im d Lirlill1111111111111001MOUNIONIM 11.1 I III-, ,INIMM OMPPPIPMWMQ Cam] ill.01GINNIME OINIFINOV c71f3MIPM mInvome misprwm [iim=. mmaRra MNI1111111111119 asp my Immopws thar-711E 1111Willim 111111111111111111111111111 /11EMIF.. mpleMe.-7 = c.fieS7 n]C3l lMal IMMO =WM MEMO Mil= WINNIN Faa-111-1 I NEM I III MIN 1111111111111111111 NNE MIN MIR II Ell Mil Ell IMO II MI MOW HEW Region II Staff Devolopment Project Management Systems BEST COPY AVAILABLE 31 SUBJECT: Gantt Chart Summary jContinued) Critical Work Activity Establish and Maintain Contacts with Institutions and/or Agencies of Higher Learning Sponsor Region-wide Training 191 Systems Document GC (continued) Beginning - Ending Dates July 1, 1973 - June 30, 1974 (Throughout fiscal year as required) July 1, 1973 - June 30, 1974 (Throughout fiscal year as required) HEW Region II Staff Development Project BEST COPY AVAILABLE Management Systems Systems Document PoO SUBJECT: Program Objectives fer Staff Development Project The objectives listed are activityoriented statements, but do no contain the four elements necessary for a process objective accarding to the established format utilized by EPIC Diversified Systems Corporation. 1. To identify the necessary competencies that adult educators should pos- sess in performing their tasks. 2. To develop specific career patterns for individuals interested in pre- paring for existing and future roles in adult education. 3. To identify the existing staff development resources, as well as to de- velop resources within and without Region II which have the capability of assisting Region II in attaining project objectives. 4. To assist each state in designing a career development plan in adult education that is com)etency-based. 5. To assist each state in designing and carrying out performance-based training programs for both pre- and in-service training. . 6. To integrate the Region II Staff Development Project with other adult education 309 projects as well as with agencies and institutions inter- ested in meeting U. S. Office of Education priorities. 7. To develop minority capability in adult education. 32 19 , BEST COPY AVAILABLE NEW Region II Sta Systems Document Systems S age y Dovelo meet Pro act Management Poo continued SUBJECT: program Objectives for Staff Development Project in New Jersey, The objectives listed are activity-oriented statements, but do not contain the four elements necessary for a process objective according to the established format utilised by EPIC Diversified Systems Corporation, 1. To assist in the planning and coordination of all staff development ac- tivities conducted for ABE and RISE personnel under the auspices of the four (4) Adult Education Resource Centers (Glassboro, Jersey city, Mont- clair, and Newark State Colleges) as a part of New Jersey'l continuing efforts under the State Plan for adult education programming. 2. To sponsor, in cooperation with Rutgers Univerlity, the development of materials and training programs in bicultural awareness, 3. To provide in- service training for the staff of the four (4) Adult Edu- cation Besuurce Centers (Glassboro, Jersey City, Montclair,, and Newark State Colleges) 4. To establish a career ladder in Adult Education. To investigate the feasibility of the establishment of competenopbased state certification for adult educators. 193 33 HEW Region H Staff Management Systems Developmen_ Systems Document PoO (continued) SUBJECT: Program Objectives for Staff Development Project in New York . The objectives listed are activity-oriented statements, but do not contain the four elements necessary for a process objective according to the established, format utilized by EPIC Diversified Systems Corporation. 1. To support a two-semester practicum oriented course in reading for paraprofessionals. 2. To expand the application of the competency-based training model of the project. 3. To establish and' develop cooperative staff development programs with non-public school agencies. 4. To develop cooperative programs with institutions of higher education. 5, To develop a competency measurement test to assess staff development needs of adult educators. . To train. ABE personnel in human interaction skills. 7. To consider the implementation of such educational technology as CAI and CATV in the improvement and expansion of staff development ef- forts. 8, To expand selected staff development activities to include GED person- nel. 9, To expand the role of the Project's Field Coordinator into an estab- lished staff development position serving the entire New York State Div- ision of Continuing Education, 10. To explore the possibility of utilizing some portion of the fifteen staff development hours presently available to all ABE personnel. 194 BEST COPY MAILABLE 36 HEW Region 11 Staff Development Project Management Systems Systems Document PoO (continued) SUBJECT: Program Objectives for Staff Development Project in Puerto Rico The objectives listed are activity-oriented statements, but do not contain the four elements necessary for a process objective according to the established format utilized by EPIC Diversified Systems Corporation, To coordinate all staff development activities through. Ellie office. 2. To conduct task analysis and job-restructuring institutes, for ABE and GED related personnel at the local level. 3. To develop a joint paraprofessional program with the Model Cities Proj- ect. 4. To develop a graduate program in adult education. 5. To train at least twenty-five individuals to assume positions as ABE counselors. 6. To explore the possibilities of employing educational technology 'for staff development. 7. To provide at least one in-service training session for each of the six regions. 4:5 REST COPY AVAILABLE 37 HEW Region II Staff Development Project Management Systems Systems Document PoO (continued) SUBJECT: Pro ram Objectives for Staff Development Project in the Virgin Islands The objectives listed are activity-oriented statements, but do not contain the. four elements necessary for a process objective according to the established format utilized by EPIC Diversified Systems Corporation. 1. To train personnel to work in a learning center on St. Thomas and on St.. Croix. 2. To provide a minimum' of six competency-based in-service training ses- sions on St. Thomas and six on St. Croix for all adult education per- sonnel. To train ABE personnel in reading skills. To establish a graduate course in adult education at the College of the Virgin Islands. 5. To establish cooperative ties with the BilingualBicultural Education Program for St. Croix funded by ESEA. Title VII. 6. To include GED personnel in .in-service training sessions. 7. To expand interagency cooperation in staff development activities by in- cluding personnel from WIN, GED, MDTA, and High School Diploma programs. 8. To create a career ladder in adult education, ; 1% HEW Region II Staff Development Project BEST COPY AVAILABLE Management Systems Systems Document JD SUBJE Cr": Responsibility: Function: Duties: Job Description for Director of HEW Staff Develo ment Project The Director shall be directly responsible to the U. S. Of- fice of Education Project Officer. Functions include the administration, supervision, and eval- uation of the activities supported through the Adult Educa- tion Career Staff Development Project in New Jersey, New York, Puerto Rico, and the Virgin Islands. 1. To establish and maintain continuous and effective com- munication and working relationship with the U. S. Of- fice of Education,. the Region II Program Officer,. and the state directors of adult continuing education and se- lected institutions of higher education and special prol- ects in New Jersey, New York, Puerto' Rico, and the Virgin Islands. 2. To assume responsibility for the development and oper- ation of a Region II adult continuing education career staff development plan. 3. To provide liaison services to the state directors of New Jersey, New York, Puerto Rico, and the Virgin Islands, as well is with the project's Coordinating Council, performing such duties within the parameters as may be identified by the Council. 4. To direct the creation and functioning of an advisory committee to serve as the advisory body to the proj- ect. 5. direct the monitoring of all training activities in New JerAey, New York, Puerto Rico, and the Virgin Islands sitpperted by this project. 6. "io Assume responsibility for the collection, processing, conwilation, evaluation, and reporting of such informa- tiori and data necessary and re.qia4red to fulfill federal projeet requirements. 38 197 39 HEW Region II Staff Development Project SUBJECT: Management Systems Systems Document JD (continued) Job Description for Director of HEW Staff Development Project (Continued) 7. To assume responsibility for the preparation of reports, bulletins, materials, and other aids as are necessary to the effective functioning of the project. To direct the establishment and maintenance of essential records and files. 9. To assume responsibility for the development and/or di- rection of procedures, standards, policies, and work schedules of professional, sub-professional, and clerical staff involved in the project. 10. To assist the college administrator of Adult Continuing Education Services and Projects in the recruitment, se- lection, and recommendation of personnel for project office positions. 11. To assist the state directors of adult continuing educa- tion in New Jersey, New York, Puerto Rico, and the Virgin Islands in the recruitment, selection, and rec ommendation of personnel for full- and part-time field positions. 12. To assume responsibility for appropriate assignment, training, supervision, guidance, and professional assis- tance to staff members. 13. To assume responsibility for such pre-service and in- service training progiams as necessary for the efficient and effective functioning of the project staff. 14. To perform the necessary evaluation services for all New Jersey civil service employees in this project. 15. To assume the responsibility for the operation of fiscal and budgetary matters related to the project. 16. To assume the responsibility for the preparation of such financial statements, budgets, fiscal records, reports, and analyses as are required. 198 40 HEW_Region II Staff 12arelopment Project SUBJECT: Responsibility: Function: Duties: Management Systems Systems Document JD (continued) Job Description for Associate Director of HEW Staff Development Project The Associate Director shall be directly responsible to the Director of the HEW Staff Development Project. Functions include assisting the Director in administering, supervising, and evaluating activities supported through the regional Adult Education Career Staff Development Project in Region II. 1. To assist the Director its maintaining continuous and ef- fective communication and working relationships with the U. S. Office of Education, Region II Adult Education Program Officer, as well as with the state directors of adult continuing education, and selected institutions of higher education and special projects in New Jersey, New York, Puerto Rico, and the Virgin Islands. 2. To assist the Director in the development and operation of the Region II adult continuing education staff develop- ment plan. 3. To assist the Director in the monitoring of all adult education staff development training activities in New Jersey, New York, Puerto Rico, and the Virgin Islands supported by the project. 4. To assist the Director in the collection, processing, compilation, evaluation, and reporting of such informa- tion and data necessary and required to fulfill federal project requirements. 5. To assist the individual states in the preparation and dissemination of staff training materials developed through activities supported by the Adult Education Ca- reer Staff Development Plan. 6. To assume primary responsibility for the identification and dissemination of such research studies and reports as may be pertinent to the effective operation of project- supported training activities. 199 BEST COPY WM/ 41 HEW Region II Staff Development Proiect Management Systems Systems Document JD (continued SUBJECT: Job Description for Associate Director of HEW Staff Development '7. To assist the Director in the detailed arrangements of regular and periodic meetings of the Coordinating Coun- cil, the Advisory Committee, and the project's Board of Directors. 8. To assist the Director in the supervision and training of staff members. 9. To serve as . a resource person to other phases of ac- tivity served by and through the Adult Continuing Edu- cation Center at Montclair State College. 200 BEST COPY AVAILABLE 42 HEW Region II Staff Development Project Management Systems Systems Document JD (continued) SUBJECT: Job Description for Principal Clerk-Stenographer Responsibility: The principal clerk-stenographer shall be directly respon- sible to the Director of the HEW Staff Development Project. Function: Functions include stenographic and other related clerical work which requires a thorough knowledge of department laws, regulations, policies, and procedures. Duties: 1. To organize assigned stenographic, secretarial, and other related clerical work and develop effective work methods. 2. To give suitable assignments and instructions to individ- "lulls and groups and supervise the performance of their work. To take dictation of a difficult, complex, and technical nature and lengthy and rapid dictation and transcribe the notes on a typewriter. 4. To transcribe dictation which is difficult to arrange and tabulate, including large and complex statistical tables. 5. To type technical, scientific, financial, statistical, and other statements and reports, correspondence, mem- oranda, payrolls, opinions, orders, bills, warrants, contracts, forms, specifications, case records, manu- scripts, legal documents, decisions, and briefs from varied types of copy and from cylinders, records, and/ or Ediphone machine equipment. 6. To cut and proofread stencils. 7. To prepare designated correspondence which may not be reviewed by a supervisor in accordance with established department regulatiops. 8. To process special requests for information in accord- ance with department policies. 9. To relieve a supervisory officer of office detail and act as his secretary. 10. To interview callers at the office and schedule appoint- ments. 43 HEW Region II Staff Development Project Management' Systems Systems Document JD (continued) SUBJECT: Job Description for Principal Clerk-Stenographer (Continued) 11. To prepare the agenda of meetings; take minutes of meetings, conferences, and hearings and transcribe them in authoritative form. 12. To brief reports. 202 I HEW Region II Staff Development Project Management Systems 44 Systems Document JD (continued) SUBJECT: Job Description for Senior Clerk-Stenographer Responsibility: The senior clerk-stenographer shall be direetly.responsible to the Associate Director of the HEW Staff Development Project. Function:. Functions include work in the areas of stenography and other related clerical work. Duties: 1. To organize assigned stenographic, secretarial, and other related clerical work and develop effective work methods. 2. To give suitable assignments and instructions to individ- uals and groups of clerical employees and supervise. the performance of their work. 3. To take difficult, complex, technical, and rapid dicta- tion by hand, or using a Stenotype machine, and trans- crite the notes on a typewriter. 4. To type technical, scientific, financial, statistical, and other statements and reports, correspondence, memo- randa, payrolls, opinions, orders, bills, warrants, con- tracts, forms, specifications, case records, manu- scripts, and legal documents from varied types of copy and from records, cylinders, Stenotype notes, and/or Ediphone machine equipment. 5. To cut stencils; check and compare finished copy. 6. To compose and type routine correspondence and other material which may not be reviewed by a supervisor. 7. To prepare and keep personnel and other records of varied types. 8. To keep tickler files up to date. 9. To receive, review, and adjust complaints. 10. To act as secretary to an administrative officer and re lieve him of office detail, 11. To answer inquiries for information origin iating within and without the department in accordance with depart- ment procedure. 203 45 HEW Region II Staff Develmment Prolect Management Systems Systems Document JD (continued) SUBJECT: Job Description for Senior Clerk-Stenographer (Continued) 12. To assist in preparing and personally prepare statistical and other reports. 19. To supii4ise a designated phr.se of clerical activity. 14. To maintain essential records and files. 15. To perform other related activities as requested. . 204 EXHIBIT VI PROJECT SURVEY HEW REGION II STAFF DEVELOPMENT PROJECT Dr. Vincent De Sanctis Project Director Dr. Husain Qazilbash Associate Project Director June, 1973 Prepared by EPIC DIVERSIFIED SYSTEMS CORPORATION Eastern Regional Office Warren Plaza West, Route 130 Hightstown, New Jersey 08520 GENERAL RE COMME NDATION 3 206 4 BEST MI AVAILABLE The following general recommendations are offered based on the pro- ject surveys conducted in each state staff development office. 1. It is recommended that each state conduct a learner and educa- tional needs assessment. Systematic needs assessmeht proced- ures have not been implemented in' any of the state staff develop- ment offices. A learner need is defined as the situtation which occurs when learner performance is below that which is specified in a perfor- mance objective. 1 An educational need is defined as the resources required to eli- minate the identified learner needs. Such a needs assessment could be conducted in the following three phases: Phase I: Identify and document priorities. Phase 11: Identify and document learner cognitive, affective, and psychomotor needs utilizing performance objectives. Phase Develop related staff development programs. These three phases can be accomplished by completing the follow- steps: Step 1: Develop a system to establish goal priorities that involve concerns of community, educators, and learners. Step 2: Generate learner goals from the documented concerns. Step 3: Develop performance objectives relative to goal concerns. Step 4: Implement procedures for collecting and analyzing valid information relative to the performance objectives. Step 5: Determine learner needs. Step 8. Rank learner needs. Step 7: Survey resources available to eliminate learner needs. Step 8: Determine educational needs. Step 9: Develop staff development programs. 11111111111111111NMEINIMMIMIlr 110 jle At jeelsn (Tucson, Arizona, Educational Innovators Press, 1972). BEST COPY AVAILABLE 2. Since the project is nearing the completion of its first year, and since each state has made some attempt to identify its needs, an alternative to recommendation 3. might be to establish a set of common loals at the project level and from these goals to gener- ate a set of specific goals at the state level. Each state could then operationalize their goals into performance and process ob- jectives. A goal can be defined as a statement of broad direction, intent, or purpose, that is very general and timeless, open to many inter- pretations, and cannot be measured as stated. Two types of goals can be identified:, 1. learner goals are statements of broad direction, intent, or purpose that relate to desirable learner outcomes expected as a result or a given learning activity or experience and, activity goals are statements of broad direction, intent, or purpose that relate to functions to be completed or services to be provided. 3. It is recommended that an appropriate evaluation model be identi- fied and implemented for the evaluation of the 1973-74 project year. This model should be suitable for both project and state level evaluation purposes. Systematic evaluation procedures have not been implemented in all of the state staff development offices. The approach to evaluation undertaken by EPIC Diversified Systems Corporation contains four phases -- Planning, Implementation, Pro- duct, and Recycling.2 It is based on Gronlund's3 definition of evaluation as a systematic procedures for collecting and analyzing reliable and valid information for the purpose. of decision-making. The four phases are: 2A Scheme for Evaluation ad an Ot....3Emizational Structure, of Variables (Tucson, Arizona: Educational Innovators Press, 1971). 3Norman E. Gronlund. Measurement Awl /Evaluation La Teaching. (New Yorks The Macmillan Company, 1965). ZOS 4 BEST COPY AVAILABLE Phase I: Planning Step One. Identify and Describe Variables. The identification of those variables affecting a given educational program is carried out by: 1. considering each variable along the institutional, be- havioral, and instructional dimensions of the Organiza- tional Structure of Variables, and 2. deciding whether or not certain variables directly af- feet aspects of the educational program which is to under- go evaluation. Once the variables have been identified, they should be described in as much detail as possible in order to avoid misinterpretation. The description of the variables should he clear enough so that anyone could replicate the same evaluation situation. Step Two. plectdres. The objectives of the given program should be stated in behavioral terms, along with the' specification of .how these objectivei are to ha measured.. Step Three. Evaluation Design. An evaluation design selected should spe- cify: 1. the independent and dependent variables of the program, 2. a way in which the variables will be compared, 3. the population under study and sampling procedures, 4. measuring instruments, 6. methods used to control intervening variables, 6. data collection procedures, and 7. statistical techniques which will be used to analyze the collected data. , Step Four. Me:litoral. &elm. Included in the Planning Phase should be a description of the ra3nitoring system that is going to be used to check or determine if the planned evaluation procedures are actually implemented. Step Five. Calendar of Events. The calendar of events describes the se- quence of events, dates of data colleotion, and other important responsibilities. 6 Phase II: Implementation Phase R begins with the implementation of the evaluation procedure planned in Phase I. During this phase, data and feedback are continually collected using the monitoring system to determine if the implemented activi- ties and procedures are the same as the activities and procedures described in Phase I. From the feedback collected by the monitoring system, modifications might be made in the: 1. selection of variables, 2. performance objectives, 3. evaluation. design, 4. monitoring system, and/or 5. calendar of events. Phase III: Product The data collected are analyzed in the Product Phase using pre- determined statistical techniques. Then, using the results from the statis- tical antayses, decisions are made as to the level of attainment of those objectives previously stated in the Planning Phase of the evaluation. Phase Recycling Phase IV re-initiates the evaluation process by returning to Phase I for the consideration of additional variables and other objectives which might be evaluated in the next cycle. The Recycling Phase implies that evaluation is a never-ending systematic process and may continue for many years until all variables which are affecting a given educational program have been in- eluded in evaluation. In each cycle, a limited number of factors should be investigated in order that realistic control of the evaluation can be maintained. This control provides opportunity to deduce cause and effect relationships be- tween the factors. BEST COPY AVAILABLE Two specific objuotives follow from recommendation 3 above: 4, It is recommended that each state develop performance ob Wm! for appropriate staff development activities. A performance objective is .a statement of learner outcomes and contains six elements: 1. Institutional (who) variable 2. behavioral (behavior) variable 3. instructional (what) variable 4. method of measurement 5. time or pre-requisite 6. proficiency levc1.4 It is also recommended that: a) performance objectives be written at the appropriate level of specificity,5 b) performance objectives be written in the appropriate domain (cognitive, affective or psy- chomotor), o) measurement instruments selected be valid for the stated performance objective(s), and d) all staff members be in- volved in the development of the performance objectives. 5. It is recommended that each state develop process ofrisatives for appropriate project activities. A process objective is a statement describing an activity which directly or indirectly affects the performance of the learner and contains four elements: 1. person(s) responsible 2. activity 3. time factor 4. documentation.6 Three types of process objectives can be identified: 1, Administrative Process Objectives - A statement that describes an activity that is not intended to demonstrate any direct re- lationship to the performance of a learner. 2. Support Process Objectives - A statement that describes an activity in which the learner is directly involved, but a per. formance objective has not been developed for the activity. 4Develoning and Writins Performance Objectives (Tucson, Arizona: Educational Innovators Press, 1971). 5Iiierarchy, for Goals and Obiectives, (Tucson, Arizona: Educational Innovators Press, 1971). 6Pevelooina jai Writing Prongs gkectiyit (Tucson, Arizona: EclucatIonal In. novators Press, 1972). 211 9 BEST COPY AMIN 3. Instructional Process Objectives - A statement that describes an activity that is directly related to a performance objective. It is further recommended that a system be established for filing all data related to process (and performance) objectives. 6. It. is recommended that disse= tnation procedures at the prolict and state levels be systematize .1. Systematic dissemination procedures. have not been implemented in all state staff development offices. One system for disseminating information developed by EPIC Div- _______ersified Systems Corporation involves the implementation of the following -procedures: 1. Development of administrative process objectives. 2. Identification of dissemination population. 3. Identification of dissemination media. 4. Identification of content areas. 5. DevelopMent of a dissemination calendar of events. 7. It is recommended that diffusion (adoption or institutionalization) procedures be intensified. Although attempts to explore the adop- tion of the staff development project as an integral operation of the participating state departments of education have been implemented state department of education committment has not been formalized. 8. It is recommended that all project staff receive training in the use of the systems (i. e. needs assessment, evaluation, performance and process objectives) recommended in this report. 9. It is recommended that state staff development efforts be systema- tized through the implementation of a model similar to the Systems Model for Staff Development in Adult Education described in the project application, or the Albany Systems Model. Implementation of the Systems Model for Staff Development has not been systemati- cally implemented in all state staff development offices. 10. It is recommended that terminology such as competency-based staff development, needs and resources survey, task analysis, and man- power needs assessment be defined in writing in order to facili- tate communication. 11. It is recommended that staffing needs be reviewed. Since the scope of project efforts in all states has increased significantly the need for additional personnel to handle both administrative and support activities may be necessary. 212 BEST COPY AVAILABLE 10 12. It is recommended that state staff development project budgets, be reviewed. Since the scope of project efforts in all states has in- creased significantly the need to revise project budgets may be necessary. It should be noted however, that budget changes should be based onIt the documented needs and effectiveness of projected activities. 13. It is recommended that communication efforts between the central project office and state department of education offices be improved. Because of the structure of current lines of communications, be- tween the central project office and state department of education offices there are periods of delay in processing routine project matters. ,14. It is recommended that inter-state cooperative efforts be increased. Since several state efforts are sufficiently advanced to merit ad. option by other state offices these efforts should be reviewed. 15. It is recommended that the staff development project involvement in the planning of state department of education staff development efforts be increased. Increased involvement of staff development project staff in planning activities should avoid potential duplica- tion of effort, and facilitate the diffusion process. 213