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DOCUMENT RESUME ED 102 346 95 CE 003 048 TITLE The HEW Region II Staff Development Project; Second Year Interim Report: 1973-74. INSTITUTION Montclair State Coll., Upper Montclair, N.J. Adult Continuing Education Center. SPANS AGENCY Bureau of Adult, Vocational, and Technical Education (DHEW /OE), Washington, D.C. Div. of Adult Education Programs. PUB DATE 74 GRANT OEG-0-72-1442 NOTE 87p.; See also CE 002 921, First Year Interim Report 1972-73 EDRS PRICE MF-$0.76 HC -$4.43 PLUS POSTAGE DESCRIPTORS Adult Basic Education; Adult Education; *Adult Education Programs; *Adult Educators; Annual Reports; *Developmental Programs; Educational Resources; English (Second Language); Language Programs; Performance Based Teacher Education; Professional Continuing Education; Professional Training; Program Descriptions; *Staff Improvement; State Programs; Taxonomy; *Teacher Education; Video Tape Recordings IDENTIFIERS New Jersey; New York; Puerto Rico; Virgin Islands ABSTRACT The document consists of 1973-74 interim reports reflecting staff development activities for adult educators in New Jersey, New York, Puerto Rico, and the Virgin Islands. The New Jersey report describes the Competency-Based Certification Project for Adult Educators; the Language-Culture Institute, Rutgers University; and the English as a Second Language (ESL) Volunteer Training Project, Glassboro State College. The New York report emphasizes the development of training resources. The report from Puerto Rico offers the results of a needs assessment survey and a detailed description and analysis of the establishment of a program for the professional developlent of adult educators at the State University. The Virgin Island's interim report consists of a feasibility study to determine the potential for training adult education teachers through video-tape recording equipment via a mobile van. The appendix includes: (1) the New Jersey Competency-Based Certification Project for Adult Education offering progress reports and taxonomies for adult basic education, English as a Second Language, adult counseling, and high school equivalency; and (2) an 11-page bibliography of cultural components in language education. (MW) BEST COPY MAILABLE The HEW Region H Man Nye Moment Prided! New Jersey New York Puerto Rico Wain Islands Second Year Interim MOM 1973-14 u S OF 11.)T FAE. NT OF HEALTH VOCATION A *ELF ARE INST.toTE OF IUUCPTION .. e e &if I'I70 I : t ".. . 4t t .t C. QOM . ' . . .1: - ,1 I rut Funded by: The Division of Adult Education Programs, Bureau of Adult, Vocational and Technical Education, United States Office of Education, under Section 309(c), Pl. 91-230. Grant no: OEG-0. 72-1442 (V223021). Ws° Adult Continuing Education Center Montclair State College/14 Normal Avenue, Upper Montclair. N. J. 07043 1.4 v,... .... , 4-P ! 1 11 .. ;, . 416....4....--_mi rpa r----."l.,A'tP':/Ir(f i 191 , I/ I .. , *74 A )1 it i sys ill ...._ 2 Second Year Interim Report 1973-1974 HEW Region II Staff Development Project Grantee Montclair State College Upper Montclair, N,J. Office of Education Grant NuMber 0EG-0-72-1442 Adult Education Act Section 309(c) The Project reported herein was supported by a grant from the Department of Health, Educa- tion and Welfare, Office of Education. How- ever, the opinion expressed herein does not necessarily reflect the position or policy of USOE, and no official endorsement of thee USOE should be inferred. 3 TIT Project Staff Dr. Vincent De Sanctis Project Director Mrs. Margaret Falcone New Jersey Field Coordinator Mrs. Carmen Morales Puerto Rico Field Coordinator Mr. Bayard Clark Ms. Merle Little Dr. Husain Qazilbash Associate Director Vacant New York Field Coordinator Vacant Virgin Islands Field Coordintor United States Office of Education Project Officers Adult Education Branch Office of Education Washington, D.C. Dr. Grace Hewell Program Officer, Region II Adult Education Office of Education New York State Departments of Education Mr. George Snow, Director Office of ABE NJ State Department of Education Mr. Evaristo Eleutice, Assistant Secretary for Extension Education Puerto Rico State Department of Education 4 Mr. Neil Carr, Chief Bureau of Basic Continuing Education NY State Department of Education Dr. Harold Haizlip Commission of Education Virgin Islands Department of Education TABLE OF CONTENTS Section Page Introduction Project Office, Montclair State College State Reports New Jersey_ New York Puerto Rico Virgin Islands Appendices NJ Competency -Based Certification Project for Adult E ication Cultural Components in Language Education.... VITT 1 12 17 32 INTRODUCTION This is the Second Year Interim Report of the HEW Region II Staff Development administered by Montclair State Col: Upper Montclair, N.J. The design of this report has been modified on the basis of the type of interest evinced vita the First Year Interim Report. The ini- tial report attempted to account for nearly all the activities associat- ed with the Project. It was determined in retrospect that except for Project staff and the immediate state, regional and federal officials (who are already well acquainted with Project efforts), that such an itemization approach was unwarranted. It was agreed that the second report would reflect in some detail highlights from the past year's effort that appeared to have the most valie to interested adult educators. Although each HEW Region is a complex of unique and diverse elements the many requests for the First Year Interim Report suggested that adult educators were interested in specific activities (having qualities of transferbility) supported in part or in whole by the HEW Region II Staff Development Project. It was most encouraging to discover that a required project report for accounting to USOE was perceived as having worth for the practicing adult educator. Although the Project has tried to avoid the numbers game for those so inclined TABLE I has been prepared to summarize quantitatively both numbers trained and total hours of training. We realize now more than before that the true impact of the Project has been less in the conduct- ing of training, and more in the many face to face encounters that have brought about significant changes in institutions and agencies. 6 VT The Project Stuff wish to acknowledze the many contributions of the USOE and State Department personnel listed above as well as the support of Robert Seitzer, Region II Commissioner of Education, Dr. Charles O'Connor, Director of Adult and Vocational Programs for Region II and Mrs. Barbara Brandon, Special Assistant to the Commission- er. Trainin Activi Preservice College Other Inservice College State Department Other New Jers TABLE I 1973 - 1974 Summary of Staff Development Activity Number of Participants and Total Training Hours New York Puerto Rico Total Total Total No. Hours No. Hours No. Hours Virgin Islands Total No. Hours Central Office Total Hours No. Totals Total No. Hours 94 4,230 * 36 432 * 130 4,662 42 336 42 336 76 2,564 100 4,500 176 7,064 349 5,230 349 5,230 86 8,367 34 )1)8 120 8 7 5 Total 298 15,t!.97 485 10,162 34 408 817 26,067 * New York and the Virgin Islands did nol; conduct training in 1973-1974 that involve ".:taff Development Project funds. Project Office Montclair State College July 1, 1973-June 30, 1974 In addition to the normal adminisrtative and supervisory responsibil- ities associated with manajing a Project, the project staff undertook a few programmati: activities directly. These were done where either a vacuum existed or a regional approach was deemed most appropriate. Information Report One of the initial charges of USOE for each of the ten HEW Regional Staff Development Projects was to undertake a regional needs assessment to serve as a guide in the development of more responsives staff develop- ment programs. In Region II it soon became evident that much information not only existed but was continuously being generated by studies funded to determine needs. As a result an Information Report entitled Students and Staff Needs and Priorities was prepared and distributed. This Report was a compilation of both original Project sponsored studies and selected data that had been collected through a number of national projects. It is acknowledged that this report was incomplete. Missing were needs assessment studies for both Puerto Rico and the Virgin Islands. In response to the lack of a needs assessment in Puerto Rico the Project staff with the concurrence of Puerto Rico obtained the services of the Center for Resource Utilization, University of Missouri- Kansas City operating under a 309(c) grant at no additional cost to Region II. Originally, the plans included the Virgin Islands, but admin- istrative changes precluded their inclusion in the University of Missouri study which will be completed shortly. 9 Ix Professional Seminar No. 1 On the basis of the first year's experience it vas determined that few local ABE programs personnel had any first hand knowledge of 309(b) and (c) Projects or other pertinent national studies. On the basis of this observation a two day seminar was conducted in Saddle Brook, New Jer- sey, for some 30 adult educators from throughout Region II. The seminar brought together key staff of the following projects: "The Adult Performance Level Skills," Project of University of Texas 309(b) Project. "The Targeted Research and Development Reading Project," ETS, a Right to Read Project; the "ABE Teacher Training Project" 309(c) Project at the University of Missouri-Kansas City, and the "Teacher Train- ing Modules," project at the University of Massachusetts, Amherst, funded in part through the HEW Region I Staff Development Project. While the concept of bringing researchers to practitioners seemed simple and logical it turned out to be more unique than anticipated. The participants were singularly pleased with what they considered a rare opportunity: That is they didn't have to attend n national conference or pick up the informa- tion second hand. As a result a second seminar was scheduled for July , 1974. VTR in Staff Development It was felt by the Project staff that insufficient attention was being given to alternative delivery systems for training adult educators The original charge by USOE predicated much of the Staff Development effort on the basis of traditional collegiate training programs spiced with a "go into the field" flavor. While recognizing the worth but limitations of such an approach the Project sought to investigate at least one alter- 10 tive to the delivery of training by n professor or consultant. A more thorough description can be found in the Virgin Islands section of this report entitled, " A Feasibility Study: Using the VTR in Staff Develop- ment." 11 1 Second Year Interim Report New Jersey Introduction In the second year the Project in New Jersey conducted many staff de- velopment activities supported in part or in whole through Project funds. Selected activities included the Competency-Based Certification Project for Adult Educators; the Language- Culture Institute; the ESL Volunteers Training Project; the graduate program at Rutgers University; and inser- vice training for the five Adult Resource Centers. Space prohibits de- tailed descriptions of these and other efforts. Therefore, this second year interim report will only include descriptions for the first three named activities. It should be noted that as a result of the Staff Development Project's initial and continued support that the Language- Culture Institute at Rutgers University under the leadership of Dr Eliane Condon submitted a 309(c) proposal to USOE which resulted in a training program serving HEW Region I, II, III, and IV. The competency-based project conducted through the office of Adult Continuing and Community Education, N.J. State Department of Education, has attracted national attention as affirmed by the numerous requests for both further information and invitations to participate in confer- ences and workshops. As a direct result of this effort one non-Region II state has initiated a comparable undertaking. The taxonomies for each of the four task forces have been included in the appendices. 2 NIU JERSEY ADULT EDUCATORS CERTIFICATION PROJECT STATE OF NEW JERSEY DEPARTMENT OF EDUCATION PURPOSE The purpose of the Competency-Based Certification for Adult Educators is to conduct a study to determine the feasibility of changing the certi- fication process to include the issuance of an Adult Educator's certifi- cate based on an evaluation of the candidate's actual performance as a teacher, in terms of statewide performance criteria. Teachers working with adults should possess certain competencies. There is a need to retain previously certified teachers to work in adult education. At the present time the New Jersey State Department of Edu- cation, Office of Adult Basic Education requires of teachers working in programs sponsored by their office three pre or in-service training sessions each year. These nine hours are insufficient to train teachers in the methods, material, various techniques, cultural and ethnic dif- ferences pertinent to educating adults. However, if certification in adult education is necessary, courses could be mandated and thereby in- crease the training of adult educators. In conjuncticn with the Region II Staff Development Project, Adult and Continuing Education wants to insure or require competencies guarante- ed by certification. An interim report was issued by the Competency-Based Certification Project for Adult Educators in June 1973 describing the progress made in the first yeal' by the four task forces: Adult Basic Education, Eng- lish as a Second Language, High SchOol Equivalency and Counselors of Adults. The reports included in the Appendices, reflect the development 13 of the task forces since the interim report and included are the most recent taxonomies. These competency lists will be finalized and used to develop pre and in-service training workshops for adult educators during the 1974-75 school year. LANGUAGE-CULTURE INSTITUTE Rutgers University New Brunswick, N.J. I. Staff Training A. Culture Train Thirty-nine adult educators participated in the first Workshop held at the Graduate School of Education, on November 10, 1973. The theme was Human Relations in Cultural Context. After listen- ing to a lecture by Dr. Condon on Culture and Communication, the participants separated into three interest groups; Employment Re- lations, Parent-Child Relations, and Relations with Social Service Agencies. Members of each group participated in role-playing activ- ities for the purpose of identifying possible areas of cultural interference between represenatives of middle-class American culture and minority cultures. Role-playing activities were followed by a discussion of each role and communication factors related to them, in terms of the cognitive, affectivel'and psychomotor levels of interaction. In the afternoon, particimnts groups were asked to prepare a culture capsule based on their morning experiences. For purpose of evaluation , a pre- and a post-test were admin- istered to the participants, and an evaluation questionaire was filled out by them. Each participant received a copy of the Insti- tutes reference pamphlet and a selected bibliography on cultural mater- ials. Two concurrent Workshops were held at the Graduate School of Educa- tion on April 6, 1974. Sixty adult educators attended. The firet Work- shop was repeated for new participants and the second-Workshop on the topic of Conflicts in Values and Assumptions was offered to former participants, who also received the Institute Pamphlet #3 on the top- ic at the same time. The third series of Workshops was held en May 4. Again two concurrent Workshops were offered: A repitition of Workshop II and a new Workshop III on the topic of Non-Verbal Communication. The Institute Pamphlet #4 on that topic was distributed to the partici- pants at that time. Announcement and registration forms for this series of workshops were distributed on April 6 and were mailed to the State Dir- ectors and Coordinators as well as to participants who were unable to attend the April 6th Workshop. The last series of Workshops was held on June l. B. Leadership Training Sixty-seven students are currently enrolled in Language-Culture studies at the Graduate School of Education. Seven of them have been selected as group leaders for the Workshops, in addition to Professor Carmen Ross: Robert Berkowitz, Alex Fedorov, Vera Fedorov, Joyce Freundlich, Willie Hill, Carol Roscoe, and Louise Stokes. Other po- tential workshop leaders were contacted, but unable to attend the pre- liminary workshop meetings. 15 5 II.Eevelo ment of Biculturative Instructional Materials Three of the culture capsules prepared by the Workshop participants were revised and edited and are ready for distribution. Their titles are "People and Paper," '"When is a chicken not a chicken?" and "They can't say No." Two additional culture capsules have been sel- ected for potential classroom use and are in the process of being developed. III.Acquistion of Materials The staff continues its search for reference materials concerning various aspects of culture and bi-culturative crosscultural prob- lems. The Institute is now also functioning as a Resource Center on Cultural Materials to graduate students in Language and Culture Studies and to Adult Educators. About one hundred twenty titles are available at the Institute as well as several hundreds micro- fiche and a microfiche reader. About five-eight students make use of these materials each week. A list of the available materials at the Institute is in the process of being disseminated to State Staff Coordinators and students. IV. Dissemination of Materials The following materials were completed and disseminated: Sources of Cultural Materials (1974) InIE2M=tkgatoQqlture and General Problems of Cultural Interference in Communication. Pamphlet #1. (1973) 25 pp. Cultural Conflicts in Values Assum tions 0 lams. Pamphlet #3 (1973 1 pp. 6 Nonverbal Communication - Metals a e. A Reflection of Culture in Language. Pamphlet 1973 22 pp. Acculturation Problems in Adult Education. Pamphlet #5 (1973) 29 pp. The editing of Conference proceedings is nearing completion and will be mailed for comment and approval to the conferences, within the next month. Upon receipt of conferee approval, the proceedings will be duplicated and distributed. A bibliography of Cultural Compon- ents in Language Education is included in the appendices. V. The Advisory Committee has met twice this year and its Steering Com- mittee on Goals and Objectives has completed a report. FUture meet- ings are scheduled for the evening so as to enable selected students of Adult Basic Education to participate in the activities of the Advisory Committee. 17 7 Summary of Nov. 10 - Workshop in Human Relations The following report is a summary of the responses of participants at the first Workshop of Human Relations in Cultural Context on November 10, 1973. Twenty-one people participated and their responses were divided into the following categories: a. A summary of positive reactions b. A summary of negative reactions c. A list of suggestions of topics for future workshops and suggest- ions for varied methodology and more effective organization of content. Over 50% of the participants reacted positively to the informative and organizational aspect of the workshop. Dr. Condon's presentation and lecture were cited as most interesting and the involvement and help of her staff were noted. Role-playing and simulations were mentioned as being a valuable meth- od of sensitizing the participants to the problems of cross-cultural con- flict and were regarded as "interesting and fun." The small group ses- sions were most valuable and more simulation exercises were requested. Participants reacted negatively to the amount of the time spent in preparation for the simulations stating 45 minutes as being too much time and excess wasted by some participants for coffee and refreshments as unnecessary. Statements were also made about the length of the last session. The Culture Capsule was described as beneficial but participants stated that directions for organizations of the Culture Capsule needed clarifica- tion and the level of presentation was too simplistic in relation to the 18 8 background of the students. It was also suggested that possibilities of alternate activities for simulation be expanded. Specific suggestions for improving future workshops include°. the following: A. Additional information and/or simulations were requested in the following areas: 1. Adult Education 2. ESL Programs 3. Cultural differences expressed through language 4. Avoidance of sterotypes is describing Spanish culture. 5. Describing the political limitations of freedom imposed upon many nations and their citizens 6. Methods of teaching advanced concepts requiring special vocabu- lary to non-English speaking students. 7. Greater use of resource personnel (e.g. Puerto Rican) in des- cribing employment situations. B. Suggestions made for varied methodology for future conferences in- clueled the following: 1 The expanded use of resource personnel 2. Use of Video-tape 3. Additional use of films C. Suggestions for more effective organization included: 1. Having a secretary summarize the information derived from role- playing and simulation. 2. Checking future dates of conferences for possible conflicts with traditional holidays such as Washington's birthday, etc. It was also suggested that future workshops devote greater emphasis to Adult Education and that cultural conflicts be presented in greater depth. 19 The following is a statistical summary of the 21 participants reactions to the November 10 Workshop on Human Relations in Cultural Context: Positive Reactions Over 50% of the participants were in favor of the value of role-play- ing and its expansion in future conferences. 40% found the informative content and level satisfactory; but 40% re- quested additional information in greater depth presentation. Over 50% found role-playing to be a valuable tool in understanding cultural differences and sensitizing participants to th nature of cul- tural conflict. 20% reacted favorably to drawing up the Cultural Capsule. Negative Reactions 20% of the participants stated insufficient time was given to role- playing and excess time was used for preparation of the exercise and the last exercise "dragged." Over 10% stated the level of presentation was not high enough. 10% stated the cultural capsule could have been formulated with clearer directions. Over 10% listed additional topics which could be covered; and over 10% listed the Cultural Capsule as too simplistic or nit relevant to the level of the group. 10% found the role-playing situation too structured, not enough spon- taneity allowed, group leaders dominated discussion. Training ESL Tutors A proposal for the development of training materials for teacher- tutors of English as a second language was submitted by the Adult Educa- tion Resource Center of Glassboro State College in the fall of 1973. Approval was granted for the development of three training modules and for the implementation of a series of pre-service workshops for E.S.L. teacher/tutors of adults. It was the intent of the proposal that the workshops themselves provide the basis for the development of the train- ing materials. A transfer of funds was completed in December, 1973, with a first training program scheduled for February. Contacts were established with the Right to Read program funded through the New Jersey Federation of Colored Women's clubs. This pro- ject, in its second year of operation, sponsored community-based literacy classes for migrant and seasonal workers living in southern New Jersey. While the Right to Read effort was established to deal with the problem of illiteracy, because of the specific needs of the population served by this particular project, the classes were providing assistance with oral English as well. A group of twenty-two volunteers were recruited to be trained in E.S.L. techniques to serve as tutors in the Right to Read program and to Assist the teachers who were working in the project. An inservice program was conducted for these volunteers on the 15th and 16th of February. Held at the Adult Education Resource Center at Glassboro, these sessions pro- vided instruction in the nature of American English, techniques for oral language development, as well as lesson planning. Of the original group of twenty-two eighteen volunteer° actunily Lprin tcurlhing in HRmmonton, 21 '1 Bridgeton, Glassboro, and Vineland. The tutors worked in community- based classes for migrant and seasonal workers and taught English as a second language. A second source of volunteers was Lutheran Church Women ( L.C.W. ) of Philadelphia. After hearing a description of the proposed project and an opportunity to review some of the initial training materials, the Coordinator of Volunteers Reading Aides for L.C.W. offered to soli- cit participation in the training project through some of their local chapters. As a result, two additional workshops, like those conducted in Glassboro, were held in March and June for two more groups of volun- teers, who were to begin working in local community programs designed to teach English to adults. As a result of the involvement of L.C.W. two sessions in the develop- ment of oral language skills were conducted at the Annual Conference of the National Affiliation for Literacy Advancement held in Washington, D.C. in the beginning of May. In these sessions, a total of forty-two partici- pants were provided with training similar to that held in New Jersey. At this writing, two sets of materials are in revision for field test- ing. The first set consists of the training materials themselves which deal primarily with English structure and appropriate teaching techni- ques. The second set will be geared for use by the teacher and will provide instruction in E.S.L. through sewing. The instructional mater- ials were developed by volunteers trained by the project who worked in the Right to Read Program and they are now being revised and organized in a workable format. For further information contact Dick Hitt, Director, Adult Resource Center, Glassboro State College, Glassboro, New Jersey. 22 12 Second Year Interim Report New York Introduction New York, like the Virgin Islands, had personnel turnover difficulties that caused a serious reduction in the effort of the Project within the state. The Director of the Division of Adult Continuing Education resign- ed in April, 1973 and as of this writing has not yet been replaced. The field coordinator resigned in December, 1973 and likewise has not yet been replaced. Finally, after more than a year of discussion the Div- ision was relocated under the leadership of a different Assistant Commis- sioner. In spite of these events a number of activities were undertaken in New York in 1973-4. Lois Matheson the designated liaison to the Project from the Bureau of Basic Continuing Education prepared the following report. It should be noted that the emphasis in New York was not in the conducting of training activities, but rather in the development of training resourc- es. The resources will be available not only to Region II, but to the rest of the nation. Lois has provided addresses for thosee interested in obtaining additional information. 23 13 HEW REGION II STAFF DEVELOPMENT PROJECT NEW YROK STATE SECOND YEAR INTERIM REPORT JULY 1, 1973 - JUNE 30, 1974 In FY 73/74 the emphasis of the New York State activities in the Region II Staff Development Project has been on resource development. This is so because: Continuing education programs are in widespread geographic loca- tions, ranging from highly urbe- to rural areas. . New adult programs are constantly being initiated. . There is a contxnual turnover of administrative and instructional staff. . Societal and legis3ative priorities change. With these considerations in mind it has been necessary to prepare pertinent resources which can be made readily available to all continuing educators at the time of need. The emphasis also needs to be placed on developing within local staff persons the ability to be increasingly re- sponsible for their own development. Therefore, these resources were developed this year out of New York's share of the Region II Staff Devel- opment allocation. Although the Division has under its usual financial allocations conducted training activities, as have the local programs, the Regional Staff Devel- opment funds were not spent on actual participant training. Consequently, the training forms can not be completed. The following training resources are ready for use in training activi- ties: Piensa En Elpanoll a Program of Instruction for English Speaking Adults has been prepared by the New York City Staff Development team operating 24 114 under AEA-Title III. The video-tape series is conceived of as a vehicle for encouraging communication between staff and Spanish speakers: and to demonstrate second language teaching techniques through a realistic ex- perience. In this sequential series of video-tape the viewer joins the video learning group composed of instructional staff, in acquiring the funda- mentals of functional Spanish from a native teacher. The series is produced on 1/"?. inch 15 minute tapes, accompanied by.a learners exercise book and leader's guide book. Contact Adult Education. Title New York City Board of Education, 130 Clinton Street, Brooklyn, NY 11201. The Albany Learining Laboratory Training Package is completed and available to adult educators. This is a series of ten filmed - or video-taped programs on how to establish and operate an adult learning laboratory. Viewing time ranges from 10 minutes to 30 minutes. The content of the package provides the viewer with information on the responsibilities of a lab specialist; how to obtain and collect in- formation about students through counseling; initiate testing and specific diagnostic procedures; a description of appropriate materials; the writing of prescriptions; how to evaluate the learning; and logistics of labor- atory operations. This information is a resource upon which the viewer can build com- petencies in planning and operating a learning lab. The series, directed and produced by the staff of the Albany Learning Center, is available in 16 mm film, 1/2 inch video-tape, and 3/4 inch video cassette. 25 Contact IDEA, Center for Adult Education, Teachers College, Columbia University, New York, NY 10027. (212) 678-3450 A publication High School Equivalency Administrators Manual was pre- pared by the State Education Department, Bureau of General Continuing Education. It is the intent of this publication to provide administra- tors of high school equivalency preparation program with methods for implementing an effective model for such programs. The material pre- sented in the manual is based on experiences gathered from numerous effective programs and selected pilot projects developed over a five year period. The suggested program is based on a thorough analysis of an individual's strengths and weaknesses in those key academic skill areas essential to success in any formal post secondary education program, followed by an individualized learning program designed to meet an individuals needs. The contents of the publication include historical background, content an and technical features of the GED tests, program administration and op- eration, and test taking skills. Sufficient copies were prepared anc distributed to each GED adminis- trator in Region II as part of intra - regional cooperation. Contact Bureau of General Continuing Education, New York State Education Department, Albany, NY 12224. (518) 474-8700. The Psycology of the Adult Learner Part 1 and Part E are films being prepared by the Division of Continuing Education for use in pre-service or inservice staff training programs. The films portray, in general, the various factors which effect adult learners, such as the physical environ- ment, communication patterns; the teacher's/facilitators role is establish- ing a learning environment; the identification of complex human character- 26 16 istics; the various motivations which adults bring to a learning situa- tion; and the diverse learning styles for which instructional provision must be made. These films with the accompanying guide will provide a stimulus to the sharing of experiences and problem solving activities. Contact Division of Continuing Education, New York State Education Department, Albany, NY (518) 474-8940 17 Second Year Interim Report Puerto Rico Introduce son As in New Jersey the Project in Puerto Rico conducted many staff dev- elopment activities supported in part or in whole through Project funds. While Carmen Morales' (Field Coordinator in Puerto Rico) report is both detailed and self'- explantory one additional note should be made. During the first year of the HEW Region II Staff Development Project an effort was initiated to develop a graduate program in adult education. But it was agreed that just establishing another graduate program was inappropriate. Therefore, a unique partnership evolved in which the State Department of Education and the University of Puerto Rico began to colla- borate on a mutually beneficial program. The State Department employed personnel in need of the training, the University possessed or had the potential for obtaining the necessary resources. The early phases of this collaboration were so promising that the Regional Office at the Commissioner's level became very interested in what was emerging. As a result the Regional Office, through direct participation of both the Commissioner and the Director of v:NcationAl and adult programs not only assisted the Project in this progrmn, but utilized the Project and the collaborative approach to develop a com- parable undertaking with the vocational personnel at both the State Depart- ment and University. After much deliberation and many revisions a joint proposal was pre- pared that sought funding so that both vocational and adult education at both the State Dept. and the University could operationalize the plan. It vas subsequently announced that a grant of $162,000. had been allocated for this joint undertaking. 2S 1.8 HEW Region II Staff Development Project Puerto Rico Second Year Interim Report Ally 1, 1973-June 30, 1974 During the second year July 1, 1973 through June 30, 1974, efforts of the Staff Development Project in Puerto Rico have been mainly directed toward the identification of training needs and the involvement of the State University in the establishment of a program for the professional development of the staff of the adult education programs. In addition several training sessions were coordinated with those pro- grams that requested the collaboration of the Staff Eevelopment office af- ter identifying their training needs. Assistance given included organiza- tion of training, looking for resources, writing of memos and letters, transmittal of contracts and pgyments of perdiem and transportation ex- penses, attendance to training sessions, etc. Aside from the training sessions conducted through the Staff Development Project, each program had special training activities organized by the Pro- gram Directors, General Supervisors and Local Directors. The Graduate Program The most significant activity carried out during the year has been the involvement of the staff of the State University in the development of a program for the professional development of the staff of the adult education programs. Toward the achievement of this goal a close coordination has been established with the Dean of the School of Education, the Director of the Graduate School of Education and other members of his staff. Periodical meetings have been held at the Department of Education and 29 19 the University for the following purposes among others: Writing of a proposal for a graduate program in adult education. State terms and condition for the submission of the proposal. Examine ruled and regulations that condition the implementation of the program, etc. An important .1tep taken was the appointment of a part time coordinator at the Graduate School of Education to help move the proposal through the proper channells and to facilitate the processes to continue provid- ing courses in adult education while the program is finally approved. Activities carried out by the coordinator include: 1. Submitting twice the first draft of the Project to the curriculum committee and the faculty of the Graduate Department of the College of Education. 2. Submitting the Proposal to the curriculum committee and the whole faculty of the College of Education where after suggesting several amendments, it was approved. 3. Revision of the Proposal according to the ammendomnts suggested by the curriculum committee and faculty of the College of Education. 4. Submitting the Proposal to the Dean of Studies. 5. Collaborate in the writing and revision of an implementation proposal to include the undergraduate vocational program. This proposal was revised by the staff of the vocational and adult programs of the Department of Education and submitted to Washington. The coordinator also attended meetings with: 1. The Prseident of the University of Puerto Rico, the chancellor, the personnel from the US Office of Education in Adult and Vocational Pro- grams, officials of the Commonwealth Department of Education and repre- senatitives of Regional Colleges of the Isalnd and the College of Edu- cation. 2. The Dean of the College of Education and Assistant Dean for administra- tion. 3. Graduate Department administrative personnel. 30 20 4. Staff Development Field Coordinator from the Department of Education in relation to planning and development of adult education courses and the total program design. Since the coordinator is a professor of the Graduate School of Education she did not only help at the University but she_talso served as resource to conduct a two day seminar in curriculum development for the staff of the curriculum division of the Educational Extension Program. In an attempt to get acquinted with the activities going on at the Regional levels, the Coordinator of the School of Education has attended two meetings of the Coordinating Council of the Staff Development Project in New York and New Jersey and the Seminar of Innovation and Dissemination sponsored by the Staff Development Project, Region II H.E.W. Knowing that the process of fund allocation and implementation of the Program will take time, she has started promotion and dissemination of program by getting in contact with the different agencies dealing with adul- education programs to start recruitment of students. In the meanwhile, the Graduate School of Education has been including in the Program courses that can be taken by adult educators. In an effort to encourage the School of Education to give support to the programs, the Staff Development Project has been playing the professors' salaries, books and other costs to the Graduate School. The University in turn has not collected tuition from the students enrolled in the courses. From August 1973 to June 30, 1974 educators of the various programs in- volved in the education of adult have taken the following courses: Edu. 501-502 Foundations of education (emphasis on adult education). Edu. 529 Cultural Deprivation, the Dynamics of the Puerto Rican Family and Education 31 Edo. 517 Edu. 519 Edu. 548 Prinicoles of Curriculum Development. Curriculum Development in the Secondary Schools. Supervision and Administration df Adult Programs Approximately 100 students (15 to 20 per course) courses. Some of them have completed certificates for the positions they occupy within the adult ptograms. Others ate still taking courses and expect to eventually complete an academic degree in adult education. Since the implementation of the Proposal requires the allocation of funds and due to the fact that a large number of adult educators from the vocational and technical education program are in need of training courses in adult education, coordination was established between the afore said programs to submit a combined proposal to Rgion II HEW. The proposal was made based on a letter of agreement sent by the President of the University and the Secretary of Education to Dr. Robert Seitzer, Comnissioner of Education HEW Region II, stating that the terms and conditions as well as as responsibilities of each institution graduate program and eventually a Masters degree in vocational and technical edu- cation and a Masters degree in adult education. Although the proposal was originally prepared by the adult program in coordination with the School Of Education of the University of Puerto Rico it was revised by the Vocational and Technical Education Staff and finally submitted to Region II HEW by the Department of Education. Expectancies are the, if the proposal is approved, implementation of the Graduate Program in adult education starts in August. The Needs Assessment Survey A needs assessment survey was conducted in coordination with the Center 32 72 for Resource Development in Adult Education of the Uhiversity. of Missouri in Kansas City. The survey was made as a result of the need for identify- ing the competencies that the ABE teachers must possess for performing effectively their roles as adult educators. The tendency so far had been to develop training programs based upon the impressions; attitudes and concepts held by those administratively in charge. These attitudes and feelings are largely founded on the ex- perience of those making the decisions. This study proposes to change that trend and provide the kind of evidence which will permit us to make rational decisions regarding long term efforts. The initial proposal in English and Spanish was prepared by the Staff of the National ABE Training Study Prcject at the University of Missouri in Kansas City (App. 1) Personnel of the Educational. Extension Program of the Department of Education revised the Proposal and met with the Assoc- iate Director to clarify conflicting points and make final decisions to conduct the survey. a. the University of Missouri would be responsible for expenses dealing with development of survey instrument and data analysis. b. the population to be sampled would be determined by staff develop- ment personnel. c. the survey would be prepared by the staff of the Center for Re- sources Development in Adult Education of UMKC. d. final data would be public information and stored in the UMKC com- puter. e. demographic data input from the Staff Development Project would be used in developing the needs survey. f. the sample would concentrate on ABE teachers, ESL teachers and local directors( App. 2.) g. the Field Coordinators would send a list of ABE positions to the Associate Director. 33 After several meetings with the Staff of the Center for Resource Development in ABE of the University of Missouri, Staff Development Pro- gram Region and Education Extension Program of the Department of Ed- cation: the original proposal was revised particularly regarding the time line. Local situations such as delay in appointment of personnel, schedule of classes, a teachers strike, etc., required a change in the time schedule for conducting the different activities. Specifically, this study will help identify the training area which are deemed importnat by both teachers and local administrators. As they answered the competency (App. 3.) inventory the ABE teachers and admin- istrators indicated what they perceived as significant in four specific area - curriculum, the learner, scope and goals of the program and the instructional process. In each of these areas the competencies were stated in terms of knowledge, attitudes, and skillT. The final result of the study will be list of criteria for the selec- tion of curriculum in Staff Development teacher training program. Other Training Activities Inservi.. fir ining activities were conducted at the Central, Regional and District . Participants included teachers, counselors, audio- visual technicinas, administrators, etc. The training needs were mainly determined by the Program Directors, General Supervisors and Local Direc- tors with the help of the Staff Development Field Coordinator. Activities conducted included seminars, workshops, institutes in the following areas among other: Organization of the Illiteracy Program and One Teach One Psychological principles of learning and characteristics of the under- educated adults. 34 Statistical analysis of data on illiteracy and schooling Task analysis and job restruating Human Relations Methods and techniques of the teaching of: a. reading b. spanish by levels c. mathematics d. civic education e. ESL The teaching of English as a Second language Use of Lado English Series for the teaching of adult students The Curriculum of the ABE Program Evaluation of the adult student Services provided by the adult program Transmittal of documents in the adult program *Some topics were common to different Regions, others were discussed only in those Regions specifically identified as training needs. 35 Statistical Report Participants, Resources and Training hours of the ABE inservice train- ing sessions by Regions: Educational Region san Alan Ponce Mayaguez Humacao Caguas Atpcibo Sub Al 25 Participants Training Hours Resources 24 24 11 64 18 12 26 24 10 21 28 6 27 24 7 27 18 5 136__51 Other training sessions conducted for the Staff of the ABE Program. Tonicg PXace Participants =gang Hours Resources Seminar on Central Office 10 6 1 the teaching of Reading for ABE teachers of the Adult Center and Nadel Cities Program Institute on Pence Region Task Analysis and Job Restructlne Itinerant Teachers Training in University of Methods for Puerto Rico Alphabetization of Adults Sub total Total 21 18 1 36 12 5 67 36 7 256 172 58 e6 Training coordinated for other programs of the Educational Extension Program. A. Curriculum Development Division Topic Place Participants Training Hours Seminar on Central Curriculum Office Development Department of Education B. Job corps Program Topic Place The Demonstras tic,n Method Arecibo Caguas Juana Di' 12 Participants 41 4o 36 Total 117 32 Training Hours 6 6 18 Resources 1 Resources Summary of training activities coordinated fc.r the Educational Extension Program* a. 1 3 Graduate courses Participants Training, Resources 100(15 to 20 per/course) Hours 240 ABE Program 1 256 172 58 Task Analysis 21 18 1 Curriculum Division 12 12 3. Job Corps '117 18 1 Total 506 340 75 37 Summary of Information Collected on Participants Information Forms Forms Collected 241 Sex Male 64 Female 133 Pull Time Positions Elementary teacher 72 Secondary teacher Administrator Others 32 Adult Education Positions ABE Teacher 106 ESL Teacher Secondary teacher Administrator Coordinator Counselor Audiovisual Technicain Others Hours a week in adult education 1- 10 123 11-20 3 20 3 !..31INFIMM Academic Background College B.A. M.A. less than A.B. ...a rl _122 Activity ABE Workshop 156 Curriculum 10 Itenerant Teacher Training 36 Graduate Courses 31 Reading Seminar 8 2 8 31 or more 36 2 2 6 21-30 27 Time in present position Months Years. 0-11 1-24 1- 9 2-17 2-18 3-14 3-11 4-12 4-11 5- 5 5- 4 6- 2 6- 7 4 7- 5 8- 9 8 -4 9 -2 9-10 10-7 10-1 11-0 11-1 12-2 12-1 13-1 14-1 15-0 16-2 17-1 20-20 Adult Education Program Area Model Cities 4 Correctional Institutions 1 Public Schools -!3° FUll time Learning Center 10 Geographical area serving Urban Sub urban 130 24 Rural 64 39 ctivity Graduate Courses Total Title Educ. 529 Educ. 501 Educ. 502 Educ. 517 Educ. 548 Educ. 519 6 Date and Place University of Puerto Rico University of Puerto Rico Aug. to Dec. University of Puerto Rico University of Puerto Rico Jan. to May University of Puerto Rico University of Puerto Rico June to July o. of [ Average Per Costs Per Cost Per ParticipsINLprs. of Trains Participants Training Hr Total Cost L 14 Edu.529 19 Edu.501 18 Edu.502 19 Edu.517, 15 Edu.548 14 Edu.519 Total 99 45 $ 78.56 $ 1.74 $ 2,592.70 45 45 131.90 2.93 4,880.35 45 45 137.05 3.04 3:974.55 45 270 40 41,447.60 29 30 Staff Development Project Fiscal year 1973 - 74 Costs per training activities Activity Date and Place No. of Total of Average Average ' Total Training Costs per Oosts per Costs Participants Hours Training Hrs.Train. Hr. March to Woorkrs- $ 5.37 April ABE San Juan 24 24 (approx. cost) $ 128.89 $4,411.70 Training Ponce 64 18 5,789.56 at the Mayaguez 26 24 4,961.20 Regional Caguas 27 24 4,146.36 Level Humacao 21 28 4,481.75 Arecibo 27 18 3,824.10 Seminar ABE University 36 12 1,387.10 Itinerant of Puerto Teacher Rico Training April 2,3, MI milk .1111, Topics of above Activ- ities* Sub total 225 148 $ 5.37 $ 128.89 29,001.77 Institute Task Analy- sis & Job Dec. 6,8, '73 Restructing Ponce Region 21 18 $ 1.95 41.00 861.18 $29,862.95 Grand Total 246 166 * See narative report. * Educators were releaded two days from regular work to attend institute. 41 31 Other Activities Related to the Project Development Activity Meetings Place and Darel-Costs Participants July 1973-New Jersey 2 $373.18 a. Montclair State College 10-14 Sept. 1973 Montclair, N.J. 3. 414.38 b. AEA-NAPSAE Conference 29 October, 1973 Dallas, Texas 2 506.18 c. Coordinating Council April 1974- Albany 3 d. Seminar on Innovation and Dissemin- ation July 1974 New Jersey 5 331.19 216.18 e. ABE-ESL Staff 28-31MAY in Virgin Virgin Island Islands 1 178.50 Traveling A. Coordinator 3. Purchase of Material Consultive Services lanes 30;'.9,7! 1,489.82 a. Coordinator .Secretary c.Frillge Benefits 11,160.00 ____3,400.00 1,360.00 42 32 Second Year I.Iterim Report Virgin Islands Introduction During the second year the Project in the Virgin Islands was beset with a number of problems that precluded the attainment of the originally stat- ed objectives. The resignation of the Project's Field Coordinator in June, 1973 and the subsequent inability of the Virgin Islands Department of Education to fill the vacancy was the resignation of the State Director of Adult Education in February of this year which further minimized the role of the Project. A new director will be assuming the position in September, 1974. In spite ox these difficulties one effort sponsored directly by the Project from the central office was conducted in the Virgin Islands: a feasibility study (see following description) to determine the potential for training adult education teachers through VTR equipment via a mobile van. Jack Ulirich from Teachers College, Columbia University was engaged for expenses only to undertake this study. The conclusions of.the study are that of the investigator and do not represent official policy of the Project. 43 33 "A Feasibility Study: Using the VTR in Staff Development" Jack Ullrich This study sought an answer to the question: Can teacher-education ma- terials be successfully produced and subsequently shown with effect to in- service teachers in the Virgin Islands via a mobile van? In the context of the study, feasibility is explored by the means of introducing a Sony "Forty -Pak" and the investigator's services into the teacher-training resources of the public shcool system of the island of St. Thomas, U.S. Virgin Island. Resources made available by the HEW Region II Staff Development project made this video-tape system available between December 1973 and March 1974. In the original design of the study the questions of feasibility included a question of possibility: Could any idea like this receive any interna- tional financial support, for a later pilot study and if supported finan- cially in any way, could it also demonstrate that local educators without special talent ar production training could produce usable tapes for teach- ers-education purposes? This project is intentionally small in scale with minimal funding, limited taping, and limited personnel involvement, so as to permit the present investigator close interaction with people andprob- lems of this study. Questions of feasibility will attend to such factors as: ease of use; whether the video-tape units would be appropriate or compatible with ex- isting methods (articulation interface); whether it adds resources or op- portunities that are desired and otherwise not available; are there alter- 31 natives ways of securing the advantages of the mobile VTR ; and if there are alternatives, is the mobile VTR unit the most practical? Determina- tion of practicality will depend upon relative cost in dollars and time, operating skills required and the availability of personnel and training. Funding proved difficult to obtain, but was provided late in 1973 by the HEW Region II Staff Development Project of the Adult Continuing Edu- cation Center at Montclair State College, New Jersey. The original fo- cus was modified to suit applications to staff development inservice problems encountered in the Virgin Islands. One of the parameters in this feasibility study as applied to St. Thomas included the following: a maximum expenditure of $3300, not including the value of the investi- gator's own time. The cost of a complete mobile videotape system is a- bout $6500, but running costs must be added to this and the ultimate cost therefore depends on the frequency of usage. In this study all the equip- ment that was necessary for the work was borrowed, or rented; but the assistance of local help was forthcoming on a gratis basis and, as a re- sult, the monies available for this study were sufficient to cover the costs of the investigator's travels, room and board. The project began in the Virgin Islands at the end of October 1973 when the investigator visited St. Thomas, St. Croix, and St. John. This was to familiarize himself with the area, to gain firsthand experience with the geolt,-aphy, weather, roads, and to meet all the persons he might be involved with in the Department of Education. A lead-time of four weeks was required to get the equipment lined up and have it checked out for trouble-free operation. The project began in St. Thomas at the begin- ning of December with the selection of master teachers for the videotaping. 45 They were given one meek to prepare for the actual taping, and as a re- sult all tapes had been made by the middle of December. An effort was made to produce video-tapes for St. Croix also, but had to be dropped as there were personnel problems. In January 1974 one of the tapes had to be redone as the sound quality of the tape was poor. In February the tapes were played back to the adult education teachers of St. Thomas. The responses and opinions of the teachers are a part of this study. Three video-tapes were made by local educators under nonstudio con- ditions and using the mobile video-tape system. These video-tapes were shown to 37 teachers of adult education who then answered a ques- tionaire relating to the tapes. There were 15 items to Tape No.1, of which five were correct, and 16 items relating to Type Io.2, of which five were correct. The correct items were featured on the tapes; the incorrect one were not. Tape No.3 was not investigated in this fashion; Instead the audience reaction to the tape was recorded by audio. On Tape No.1, which stressed "teaching methods," 122 of 158 responses were correct (76); on Tape No. 2, which featured "content material, 163 of the 175 responses were correct (93%). The number of correct an- swers seems higher than can be accounted for by simply guessing. Of the audiences, 84% thought the video-tapes would be useful in their teaching training, and 76% of the audience thought that the mobile concept could be useful to the inservice training of teachers. Over two-thirds of the audiences (67 %) believed that the mobile concept could be useful in reaching an Adult Basic Education audience of students presently not able to come to the educational services provided. 46 Management and mobility problems encountered were minimal. The elec- tronic components (Sony Porta -Fak and associated equipment) and the ve- hicles OM van, private car) were suitable to the Virgin Islands condi- tions. The cost of a single system was projected at $65,000. (acquis- tion costs) and expanded system would be a multiple thereof, depending on the number of units. A future pilot study of the system based on similar equipment and selectively video-taped material of various types of content matter seem warranted. This may be especially desirable 41 an underdeveloped area where a mobile video-tape educational system may provide the only means to reach an up-to-now unreachable part of the population, a popu- lation which is not reached by any other. means. In itself, this one unique ability of a mobile system ought to justify expenditures in its further development as there seems to be no alternative comparable solu- tions presently at hand. BEST COPY AVAILABLE APPENDICES 48 APPENDIX A SECOND INTERIM REPORT COMPETENCY-BASED CERTIFICATION PROJECT FOR ADULT EDUCATORS STATE OF NEW JERSEY DEPARTMENT OF EDUCATION DIVISIONS OF R.P.&E./FIELD SERVICES BUREAU OF ADULT, CONTINUING AND COMMUNITY EDUCATION 3535 QUAKER BRIDGE ROAD BOX 3181. TRENTON, NEW JERSEY 08619 AND THE HEW REGION II STAFF DEVELOPMENT PROJECT MONTCLAIR STATE COLLEGE UPPER MONTCLAIR, NEW JERSEY 07043 Margaret Falcone New Jersey Coordinator HEW Region II Staff Development Project MAY 1974 49 Robert Angelo Research Assistant Margaret Scerba Secretary ACKNOWLEDGEMENTS This second interim report of the Competency-Based Certification Project for Adult Educators would not have been possible without the dedicated efforts of the Task Force members listed on the following pages. The experience and expertise that these individuals have devoted to the project for one and a half years are certainly reflected by the documents contained in this report. The Task Forces have met on a monthly basin to explore, examine and develop a set of minimum teaching competencies for adult educators. Thiough their diligent efforts on this project, they have continually demonstrated both a personal and professional commitment to the field of adult education. The progress cited in this report represents the first stage df a long-range plan to obtain Ccmpetency-Based Teacher Certification in adult education. The criteria identified by the various Task Forces will initially be used in planning teacher-training workshops. 50 BEST Mei AvidLABLE TASK FORCE, MEMBERS Adult Basic Education Mrs. Patricia, Bruno Asbury Park Learning Center Ms. Nan Davis Woodbridge Learning Center *Mt. Anthony DiUbaldi Newark Board of Education Mrs. Joan Fischer Rutgers University Miss Jane Flaherty Plainfield Board of Education Mrs. Ruth Plippen Camden Learning Center Ms. Marion Houser Woodbridge Learning Center Dr. Kathleen Penfield Rutgers University Dr. Robert Pines Montclair State College Mrs. Jane Spivak Montclair State College Counselors, saf Adults Task Force Mrs. Angeline Allan Passaic Learning Center Mr. Burners Broussird Glassboro State College Dr. Rebecca Batts Butler Camden Board of Education Mrs. Bonnie Dimun Willingboro Board of EducaLion Mr. Bernard M. Fillinch Asbury Park Learning Center *Mrs. Dolores M. Harris Glassboro State College Ms. Joy& K. HOlIowell Glassboro State College * Indicates chairperson of a particular task force 51 Mrs. Claudia F. Kahn Passaic Learoing Center Mr. David A. Lytkowski Bordertown Youth Correctional Institution Mrs. Esther H. Peak Perth Amboy Learning Center Mr. Leo Prybylowslci Morristown Board of Education Dr. Armand E. Vorce Glassboro State College Mrs. Eloise Zoppo N.J. Division of Employment Services BEST COPY AIIPJLABLE 12121.1.6. as Miss Agnes Amaral Camden Learning Center Mrs. Zoila Benedico Newark Learning Center Mrs. Nancy Brilliant Kean State College Mrs. Linda Cassidy Vineland Learning Center Dr. Eliane Condon Rutgers University Miss Vivian DeSanto West New York (N.J.) Learning Center Mr. Paul Hilaire N.J. State Dept. of Education au:put Lain wage *Mr. Richard Hitt Glassboro State College Dr. "orothy Messerschmitt Kean State College Miss Lucerne Montague Operation Breakthrough (Paterson) Mr. Robert Poczik New York State Education Dept. Mrs. Janet Susi Montclair State College Mr. Protase Woodford Educational Testing Center High Schoo:, Eauivalency. Ms. Betty Lou Bionde Parsippany-Troy Hills High School Ms. Kathleen Bryson Project T.E.A.M. - Newark *Mr. Warren Ceurvels Montclair State College Ms. Lillian Chambers Glassboro Public Schools Mr. Jack Eng Montclair State College Mr. Walter Hauck N.J. Department of Education Mr. Walter C. Hecht, Jr.' Bergen Community College M. Alfonso Hernandez N.J. Department of Education Mr. Jeffery Hock Camden Learning Center Ms. Janet Frank Bergen Community College Mr. Chuck MacDonald Moorestown High School Mr. Bill McCartan Perth Amboy Learning Center Mr. Charles T. Morgan Bergen Community College Ms. Kathy Savastano Kean College * Indicates chairperson of a particular task force 52 BEST COPY AVAILABLE pULT; BASIC EDUCATION TASK FORCE PROGRESS REPORT MAY 1974 The Adult Basic Education Task Farce on Competency-Based Certification for Adult Educators was selected with en attempt to have a geographic distribution including representation from urban: suburban and rural schools, to involve teachers with less than five years of experience as well as those with more and to have minority group representation. The responibilities of the ABE Task Force are,:1) to identify the minimum competencies necessary of adult ed- ucators in Adult Basic Education programs and to write these com- petencies in behavioral terms, 2) to develop a means of evaluating the competencies, 3) to devise field tests and revise the competency list and evaluation instruments, 4) to develop models and alterna- tives for acquiring these competencies and, 5) to suggest a procedure for selecting evaluators. The Adult Basic Education Task Force originally grouped com- petencies in the areas of the Adult Learner, Human Relations, Proced- ures and Techniques, and Knowledge. The .Task Force subsequently developed listings of detailed competencies of qualified ABE teachers by working in three sub-committees. The general areas of Competencies identified were: reading, mathematics, communication skills, social living skills, individualized instructional and decision skills, instructional objectives, classroom management, diagnosis and evalua- tion, basic interactive skills: group dynamics, psychology of the adult learner, knowledge of availhble educational and community rese ources for adults, and refecral:systtmse . 53 BEST COY AVAILABLE The ADE Task Force, employing a taxonomieel structure, has since categorized and expanded the identified competencies under five major headings: 1.) Understands'the'Adult as. aLDearner 2.) History and Structure of Adult Education 3.) Knowledge of Subject Areas 4.) Procedures and Techniques .5.) Self-Perception The group is currently making minor revisions of the ABE taxonomy in order that it may be used in planning teacher training programs. 54 STATE OF NEW JERSEY DEPARTMENT OF EDUCATION BEST COPY MUM DIVISION OF R.P.&E./FIELD SERVICES BUREAU OF ADULT, CONTINUING, COMMUNITY EDUCATION THE HEW REGION II STAFF* DEVELOPMEM PROJECT M.E. TASK FORCE TAXONOMY May 1974 1.0 Understands the Adult as a Learner 1.1 Physiological Aspects of learner 1.1,1 Biological or psychontotor changes throughout life--normal aging process 1.1.1.1 Sight, hearing, mobility, speed of reaction and energy generally/ diminish 1.1.1.2 Physical age is not a barrier to learning until terminal period and some abilities increase with age 1.1.2 Biological or phychomotor disabilities--other than normal aging process 1.1.2.1 Sensory disabitities may limit reception and/or expression abilities (e.g. sight, hear- ing, speech, missing limbs) 1.1.2.2 Neurological disabilities may limit perception and processing abilities (e.g. brain damage caused by measles, strike, poor nutrition, etc.) 1.2 Psychological aspects of learner 1.2.1 Motivation 1.2.1.1 Most adults are volunteer learners with some present felt need to learn 1.2.1.2 An adult usually has a definite objective for learning but may have an unrealistic appraisal of what ne needs to know to reach his objective 1.2.1.3 The adult may not be conscious of his needs and strengths 1.2.2 Learning process 1.2.2.1 Learns more efficiently when he knows the why . of learning activities and is part of selecting the learning processes (e.g. drill, discussion, audio-visual) 1.2.2.2 Needs to be aware of the application and trans- fer between learning processes and life-long experiences 1.2.3 Developmental tasks of adulthood 1.2.4 The habits, experiences, attitudes and behaviors of 4 the adult may have significant effects (poidtive and/or negative) on the learning process 1.3 Sociological aspects of learner 1.3.1 Social setting (time, ecological, technological) 1.3.2 Characteristics (sex, race, age) (demographic, cultural, economic) 1.3.3 Social roles 1.3.4 Group Process' -2- 2.0 History and Structure of Adult Education BEST COPY AVAILABLE 2.1 Laws (federal and state) 2.2 Evolution of adult education as a field 2.2.1 Instutions and movements 2.2.2 Marginality 2.3 Resources and agencies 2.4 Philosophy 2.5 Associations and professional organizations 2.6 Literacy education 2.6.1 National 2.6.2 International 3.0 Knowledge of Subject Areas (Knowledge-Skills) 3.1 Communication skills: speaking 571' -)1 reading ----ie writing 3.1.1 Readiness: lan guage experience 3.1.1.1 lahguage development 3.1.1.2 auditory discrimination. 3.1.1.4 following directions (oral) 3.1.2 Word recognition (decoding47.spelling) 3.1.2.1 phonetics - - linguisti4cs 3.1.2.2 sight words 3.1.2.3 structural skills 3.1.3 Vocabulary 3.1.3.1 word meanings 3.1.3.2 using contextual and picture clues 3.1.4 Comprehension (oral, visual and written) 3.1.4.1 literal 3.1.4.2 interpretive 3.1.4.3 critical 3.1.5 Applied communication skills (creative, academic and social living skills) 3.1.5.1 reference skills 3.1.5.2 organizational skills 3.1.5.3 following directions 3.1.5.4 reading maps, graphs, charts, cartoonssetc. 3.1.6 Self-actualization 3.2 puantitative skills 3.2.1 Computation 3.2.2 Concepts 3.2.3 Application 56 BEST COPY AVAILABLE 4.0 Procedures and Techniques 4.1 Instructional planning and decision-making 4.1.1 Diagnosis 4.1.1.1 Utilization of achievement test results 4.1.1.2 Utilization of informal testing procedures in reading and mathematics 4.1.1.3 Utilization of pre-tests 4.1.1.4 Utilization of criterion referenced instruments 4.1.1.5 Construction of informal tests 4.1.1.6 From the curriculum and diagnosis identify those knowledges and skills needed by the students through teacher-student planning 4.1,2 Prescription 4.1.2.1 Prescribe independent and/or group activity to achieve objective 4.1.2.2 Write behavioral objectives related to the concepts 4.1.2.3 Identify group and/or independent instructional materials related to the objectives 4.1.2.4 Identify the means of post-instruction eval- . uation related to the objectives 4.2 Techniques of implementing the teacher will demonstrate an ability to organize for independent and/Or group learning 4.2.1 General techniques 4.2.1.1 Identify common needs for grouping 4.2.1.2 Schedule class members and time 4.2.1.3 Maintain a record-keeping system 4.1.1.4 Structure and maintain an appropriate and flexible learning environment 4.2.1.5 Orient and immediately involve student in learning processes and learning environment 4.2.1.6 Identify skills for which independent learning is appropriate 4.2.1.7 runction effective14_ in a learning laboratory 4.2.1.3 Operate hardware 4.2.1.9 Utilize programmed and self-directional materials 4.2.1.10 Utilizu skills file 4.2.1.11 Utilize csnmnunity resources 4.2.1.12 Role playing 4.2.1.13 Brain storming 4.2.2 Techniques for independent learning 4.2.3 Techniques for group process 4.2.3.1 Structuring 4.2.3.2 Problcm-solvIng 4.2.3.3 Quu:Aiouin:_i 4.2.3.4 Reinforcemnt 57 -4- BEST COPY AVAILABLE 4.3 Post instruction evaluati9n 443.1 Evaluation of planning and implementation process to determine their effectiveness in relation to the student 4.3.1.1 What skills did the student gain? 4.3.1.2 What learning process did he strengthen? 4.3.1.3 What attitudinal changes occurred? 4.3.1.4 What improvements can be made? 5.0 Self-Perception 5.1 The teacher is conscious of, willing and able to articulate, without imposing his values 5.2 The teacher attempts to be free of ethno-centric bias from his sex, age, race or social class of birth 5.3 The teacher continually strives to evaluate and improve his ability to receive, respond, value and organize effectively, as a peer and fellow-learner with students, staff and community 5.4 Committment to professional research for self-growth, attend conferences, workshops, classes, individual research and readings . 5.5 Teacher is flexible in assuming roles appropriate to situations ENGLISH AS A SECOND LANGUAGE TASK FORCE BEST COPY AVAILABLE Eaggam. REPORT MAY 1974 The ESL Task Force on Competency-Based Certification for .Adult Educators has the responsibility to 1) idettify the minimum competen envies necessary of adult educators in English as a Second Language programs and to write these competencies in behavioral terms 2) devr elop a means of evaluating the competendies 3) devise field tests and revise the competency list and evaluation instruments 4) develop models and alternatives for acquiring these compotencies and 5) .sug- gest a procedure for selecting evaluators. The selection of Task Force members was made with an attempt to obtain a geographic' distribution and included four classroom teachers, a department head, two professional educators, a state department curriculum specialist, four educators with general curriculum back- grlund, a measurement and evaluation specialiat, a director of student teaching and two members from related academic areas. The Task Force initially listed teaching competencies of ESL in three areas, Specific Techniques, Common Criteria for all ESL Teachers and Specific Subject Matter. As the ESL taxonomy was ex- panded it was decided to generalize and re-arrange the competencies into five major categories 1) Knowledge of Language, Culture and Resources 2) Course Planning 3) Teacher-Student Relationship 4) Inst- `ructional Strategies and Activities and 5) evaluation Procedures and Ability to implement a Comprehensive Evaluation Program. The ESL Taxonomy has been developed with the understandihg that the compet- ODCiOS delinated xn the fir4t of Lanluagr,, Cultur3 59 BEST COPY AVAILABLE -2- and Resources would be measured by standard testing devices, while the remainder of the teaching competencies would be observed in.the classroom. The ESL Task Force is currently making final revisions of the taxonomy which can initially used in teacher training and ultimately in the Competency-Based Certification of Adult Educators. Attached is tbe Wet recent draft of the ESL taxonomy. STATE OF NEW JERSEY DEPARTMENT OF EDUCATION DIVISION OF R.P. &C. /FIELD SERVICES BUREAU OF ADULT, CONTINUING. COMMTITY EDUCATION BEST COPY AVAILABLE ESL TASK FORCE TAXONOMY 1.0 Knowledge of Language, Culture and Resources May 1974 1.1 Demonstrates knowledge of language and language learning as measured by standardized testing instruments 1.1.1 Demonstrates native or near native command of stan dard English 1.1.1.1 Speaking 1.1.1.2 Comprehension 1.1.1.3 Reading 1.1.1.4 Writing 1.1.2 Demonstrates a knowledge of the nature of language 1.1.2.1.General characteristics of language 1.1.2.2 Constituent systems 1.1.2.3 Relationship of language, thought and culture 1.1.3 Demonstrates knowledge of the nature of second language learning 1.14.1 Components and processes of second language learning 1.1.3.1.1 Habits 1.1.3.1.2 Process of analysis 1.1.3.1.3 Contexts 1.1.3.2 Variables of second language learning 1.1.3.2.1 Age 1.1.3.2.2 Education 1.1.3.2.3 Motivation 1.1.3.2.4 Goals 1.1.3.2.5 Length of contact with English speaking environment 1.1.3.3 Interference problems 1.1.3.3.1 Phonology 1.1.3.3.2 Morphology and Syntax 1.1.3.3.3 Vocabulary 1.1.3.3.4 Culture 1.1.4 Demonstrates knowledge of the nature of standard American English 1.1.4.1 Structural signals 1.1.4.1.1 Word order 1.1.4.1.2 Word Forms 1.1.4.1.3 1.1.4.1.4 1.1.4.2 Phonology 1.1.4.2.1 1.1.4.2.2 Function words Suprasegmentals Articulatory phonetics Phonemics 1.1.4.2.3 Recognition of speech patterns of normal spoken English 61 BEST copy AVAILABLE 1.2 Demonstrates knowledge of culture as measured by standardized testing instruments 1.2.1 Demonstrates knowledge of the nature of culture 1.2.1.1 Universal needs 1.2.1.2 Environmental limitations 1.2.1.3 Cultural variations across and within cultures" 1.2.1.4 Cultural change across and within cultures 1.2.2 Is able to describe dominant social, political and economic orientations of American culture 1.2.2.1 Behavioral patterns 1.2.2.2 Attitudes 1.2.2.3 Values 1.2.2.4 Language auxilliaries 1.3 Demonstrates knowledge of resources available for the develop- ment of the instructional program and for the professional growth of the teacher 1.3.1 Human resources 1.3.2 Professional reference materials 1.3.3 Instructional materials 1.3.4 Testing Materials 1.3.5 Professional organizations 1.3.6 Public and private resources - national, state and local 2.0 Course Planning 2.1 Establishes.long-range goals within the framework of the course of instruction 2.1.1 Sequences long-range goals and provides a rationale for this sequence 2.1.2 States objectives in terms of student behavior based on long-range goals 2.1.3 Selects and evaluates instructional materials in terms of instructional goals 2.2 Establishes short range instructional goals within the framework of the long-range goals 2.2.1 Sequences short-range goals and provides a rationale for tlis sequence 2.2.2 States objectives in terms of student behavior based on short-range goals 2.2.3 Selects and evaluates instructional materials in terms of instructional goals 2.3 Prepares the class lesson in advance 2.3.1 Determines immediate goals 2.3.1.1 States the immediate goals in. terms of student behavior 2.3.1.2 Status sequential tasks toward immediate goal achievement GZ BEST COPY AVAILABLE -3_ 2.3.2 Chooses the context of the lesson 2.3.3 Demonstrates an awareness of the need to teach more than lnaguage by providing evidence of having in- corporated items into the instructional program which will assist the student in coping with the American environment 2.4 Plans for evaluation 2.4.1 Prepares overall, full year evaluation program 2.4.2 Selects and/or prepares appropriate measures for skills and content goals in each course 2.4.3 Provides for flexibility within the evaluation program to conform to possible changes in the course during the school year 2.4.4 Provides for alterations in course plans as maybe indicated by results of evaluation procedures 2.4.5. Improves future evaluation instruments or procedures 3.0 Teacher-Student Relationship 3.1 Is able to establish rapport 3.1.1 Is aware and considerate of student's maturity level 3.1.2 Respects student's dignity as a human being 3.1.3 Is aware and considerate of student's family and life responsibilities 3.1.4 Recognizes the role of culture in human interaction 3.1.4.1 Behavioral patterns 3.1.4.2 Attitudes 3.1.4.3 Values 3.1.4.4 Language auxiliaries 3.1.5 Recognizes problems of intercultural communication 3.1.5.1 Stereotypes 3.1.5.2 Conflicts 3.2 Establishes and maintains a motivating and productive learning environmenL 3.2.1 Establishes and maintains classroom management procedures 3.2.1.1 Record keeping 3.2.1.2 Timing 3.2.1.3 Removes, wherever feasible, environmental impediments to learning 3.2.2 Develops tasks which provide an appropriate level of success while maintaining a degree of challenge 3.2.3 Provides constructive feedback 3.2.4 Makes appropriate use of available counseling services 3.3 Maintains ethical standards 3.3.1 Respects student's privacy 3.3.2 Maintains professional attitude 3.3.3 Preserves the confidentiality of student records GZ3 BEST COPY AVAILABLE 4.0 Instructional Strategics and activities 4.1 Conducts an evaluation procedure as an integral part of the teaching program 4.1.1 Uses informal and/or formal diagnostic procedures to evaluate competency in specific short-range instruct:- ional goals 4.1.2 Uses achievement testing to evaluate competency in long-range instructional goals 4.2 Conducts activities which establish and verify student understanding of target structural and/Or cultural features of the lesson 4.2.1 Selects a structure which can be used as..a basis for for a new lesson 4.2.2 Conducts activities which present structure in a linguistic setting compatible with the needs and learning styles of the students 4.2.3 Conducts activities designed to verify understanding of target feature of the lesson and decides on the basis of student responses whether or not re-establi- shment of meaning is required at this time 4.2.4 Conducts review as needed 4.3 Conducts"activities which result in production (oral, graphic) of the target structural features of the lesson 4.3.1 Provides a model which incorporates target structure 4.3.2 Constantly evaluates and corrects production as an approximation of native competency. 4.3.3 Initiates student-student interaction 4.3.4 Conducts activities, using known vocabulary, which reinforce target structure 4.4 Conducts activities which provide for the association of the target structure and other known structures 4.4.1 Selects appropriate activitees which will result in the recombination of the target with other known structures 4.4.2 Conducts activities which provide for the utilization . of the recombined structuarsin a natural linguistic setting 4.4.3 Decides whether or not the re-establishment of any structure is required, based on the results of eval- uation activitieLl 4.4.4 Conducts review as needed 4.5 Conducts activities which provide for and verify student behaviors leading to communication 4.5.1 Constructs activities which will create within the student a need to express himself in terms of the target structure . . 4.5.2 Utilizes every opportunity to elicit the use of the target structural and/or cultural feature from the student on an lilitlrmal basis and/or within the natural development 01 s...:1wequcni. ie:,sons 64 BEST COPY AVAILABLE _5- 5.0 Knowledge of Evaluation Procedures and 'Ability to Implement a Comprehensive Evaluation Program S.'. Demonstrates knowledge of evaluation procedures 5.1.1 Demonstrates :rnowledge of purpose of testing and testing procedures 5.1.1.1. For placement of students 5.1.1.2 For determining strengths and wea;cnesses of program of instruction 5.1.1.3 For determining individual student's mastery of objectives 5.1.1.4 For assessing group rate of wastery for appropriate pacing of course 5.1.1.5 For comparing individual or group performance with that of a reference group 5.1.2 Demonstrates xnowledge of basic evaluative concepts 5.1.2.1.Performance criteria 5.1.2.2 Basic statistical concepts 5.1.2.2.1 Mean, median, mode and standard deviation 5.1.2.2.2 Test validity and reliability 5.1.2.2.3 Correlation and difficu,ty level 5:1.2.3 Analysis of tests and test questions 5.1.2.4 Interpretation of analyses 5.1.2.5 Interpretation of norms 5.1.3 Demonstrates xnowledge of evaluation procedures 5.1.3.1 Principles of test question development 5.1.3.2 Development of specifications for content and statistical properties 5.1.3.3 Transformation of learning goals into task- oriented evaluation procedures 5.1.4 Demonstrates familiarity with existing tests and testing programs 5.1.4.1 Purposes 5.1.4.2 Specifications 5.1.4.3 Availability and sources 5.2 Conducts a comprehensive evaluation program 5.2.1 Evaluates, constantl, and consistently, student progress in all areas specified in teaching program 5.2.1.1 Tests for specific skills and learnings for diagnostic purposes 5.2.1.2 Tests for global or combined skills and learnings to determine level of proficiency 5.2.1.3 Provides for evaluation in the affective 'domain if such goals are included in program 5.2.2 Sets specifications for tests to conform to goals and emphases of instructional program 5.2.3 Attempts to insure validity and reliability of tests 5.2.3.1 "Pre-tests" test questions and exercises 5.2.3.2 Provides critical review of questions 5.2.3.3 Provides ctRy instructions BEST Wet AusisuibLE -6- 5.2.3.4 Allows sufficient time for students to complete tests 5.2.3.5 Prepares students for tests 5.2.3.5.1 Describes test format 5.2.3.5.2 Indicates weights given to various aspects of tests 5.2.3.5.3 Indicates content of tests 5.2.3.5.4 Informs students of significance of tests with regard to grading, remedial opportunities, etc. 5.2.3.6 Provides for objective scoring of all measures particularly "free response" exercise 5.2.4 Uses results of evaluation 5.2.4.1 To improve program of instruction 5.2.4.2 To identify individual student needs, otrengthE and weaknesses 5.2.4.3 To compare student or group performance 5.2.4.3.1 Against criterion measures 5.2:4.3.2 With specific reference group performance 5.2.4.4 To aid in making decisions 5.2.4.4.1 For verification of competence 5.2.4.4.2 For determination of placement 5.2.4.4.3 For provision of remedial oppor- tunities COUNSELORS OF ADULTS TASK FORCE BEST COPY AVAILABLE PROGRESS REPORT MAY 1974 The Counselors of Adults Task Force on CompetencyBased Certi- fication for Adult Educators includes six counselors of adults, three department heads or supervisors, two professional educators, a di- ector of student teaching, a state department curriculum specialist, two members from related academic areas and one member with a general curriculum background. The responsibilities of the Counselors of Adulti Task Force are 1) to identify the minimum competencies necessary of Counselors of Adults'and to write these competencies in babavioral terms 2) to develop a means of evaluating the competencies 3) to de- vise field tests and revise the competency list and evaluation instru- ments 4) to develop models and alternatives for acquiring these com petencies and 5) to suggest a procedure for selecting evaluators. The Counselors of Adults Task Force initially identified and detailed three major areas of adult counselor competence; Techniques, Functions of the Counselor, and Integration with Life and Class. After developing a list of minimum competencies for counselors of adults, the Task Force formed two sub-committees that expanded and revised the competencies in the cognitive area and also those in the affective domain. As a rssult of this work, the present Counselors of Adults taxonomy is divided into seven major areas: 1) Pro;zam . Knowledge 2) Testing 3) Knowledge and Use of External Information and Referral Services 4) Record Keeping 5) Research and BiraluaLioa 6) Knowledge of Adult Learning and 7) Counseling Proceduce:,. Mee Attached) 67 -2- BEST COPY AVAILABLE The Counselors of Adults Task Force has defined an adult education counselor as "one who possesses and exercises competencies for assisting adults in exploring academic, personal, social and economic alternatives" and is currently developing a philosophy of adult education counseling. BEST CGPY AVAILABLE STP,TE OF NEW JERSEY DEPARTMENT OF EDUCATION DIVISION OF R.P.E4E./FILLD SERVICES BUREAU OF ADULT, CONTINUING, COMMUNITY EDUCATION THE HEW REGION II STAFF DEVELOPMENT PROJECT COUNSELORS OF ADULTS TASK FORCE ON COMPETENCY-BASED CERTIFICATION FOR ADULT EDUCATORS DEFINITION OF AN ADULT EDUCATION CVNSELOR "The counselor is one who possesses and exercises competenci6s for assisting adults in exploring academic, personal, social and economic alternatives." PHILOSOPHY OF ADULT COUNSELING "We believe that adult counseling is a profession which places a premium on the dignity, worth and uniqueness of the individual and which strives to assist the individual in meeting stated needs and actualizing potential. We believe that adult counseling should be active and dynamic, and should be responsive to changing times and circumstances. we further believe that adult counseling should be based upon an awareness of changes that occur in the behavior patterns of the adult learner." BEST COPY AVAIL ABLE STATE OF NEW JERSEY DEPARTMENT OF EDUCATION DIVISION OF R.P.&E. /FIELD SERVICES BUREAU OF ADULT, CONTINUING, COMMUNITY EDUCATION THE HEW REGION II STAFF DEVELOPMENT PROJECT COUNSELORS OF ADULTS TASK FORCE TAXONOMY May 1974 1.0 Program Knowledge 1.1 Knawledge of Career Development Theories applicable to adult education programs 1.2 Knowledge of community based groups and organizations as they relate to adult education programs '1.3 Knowledge of goals, objectives, and philosophy of curricula models in adult education. 1.4 Knowledge of operational adult education programs 1.5 Willingness to interact with community-based groups and organizations 1.6 Personal committment to goals, objectives and philosophy of the adult continuing education program 1.7 Willingness to consider applicability of carper develop- ment theories 2.0 Testing 2.1 Knowledge of tests available and appropriate for adults 2.1.1 Placement 2.1.2 Achievement 2.1.3 Vocational 2.1.4. Diagnostic 2.1.5 Interest 2.1.6 Aptitude 2.1.7 Intelligence 2.2 Ability to select, administer and interpret the results of the above types of tests. 2.3 Ability to analyze the appropriateness of criterion'refer- enced and normative referenced statistical data derived from tests. 2.4 Ability to use raw score data to construct skill profiles where applicable 2.5 Committment to the conceptualization that tests have values and limitations 2.6 Committment to the concept of alternative methods of testing', that respond to differing client performance styles 3.0 Knowledge and Use of External Informational and Referral Services 3.1 Knowledge of community resources 3.1.1 Knowledge of placement opportunities and requirements 3.1.2 Knowledge of areas of financial assistance 3.1.3 Knowledge of areas of socillbassistance BEST COPY AviiiiABLE -2- 3.2 Ability to establish cooperative working relationships 3.2.1 Utilization of citizen's advisement committees 3.2.2 Development of alliances with appropriate social service agencies, community organizations, and educational contingents 3.3 Application of career development models which assist in placing the client in appropriate external service agencies 3.4 Knowledge of information necessary for preparation of referral forms 3.5 Development of guidelines for effective utilization of external service agencies 3.6 Knowledge of federal, state and locally funded social agencies and their specific functions 4.0 Record Keeping 4.1 Ability to organize, maintain and utilize cumulative records. 4.1.1 Annecdotal.records 4.1.2 Vital statistical data - family, health, disabilities 4.1.3 Te'st scores 4.1.4 Prescriptions for individualized counseling 4.1.5 Placement records 4.1.6 rzillow-up records 4.1.7 Attendance records 4.1.8 Supportive dcmcuentation of counseling statements and'progress reports 4.2 Ability to organize and maintain and utilize an activity log. 4.3 Sensitive to the confidentiality of the individual 4.4 Sensitivity to select all aspects of client information that may have an irrpac; upon decision-making 4.5 Selectively incorporates significant client data 4.6 Committment to objectivity in record-keeping 5.0 Research and Evaluation 5.1 Knowledge of evaluation procedures 5.1.1 Ability to aF1sQzs needs of clients 5.1.2 Ability to develop general goals and alternate strategies Ability to implement the program Ability to evaluate specific, pertinent, attainable,. measurable, and observable data 5.1.3 5.1.4 5.1.5 Ability to 5.2 Knowledge of how 5.2.1 Ability to 5.2.2 Ability to 5.2.3 Ability to 5.2.4 Ability to rators recycle program to conduct on-going reseach evaluate outside program develop new programs develpp and gather statistices for program relate findings to teachers and administ= 71 BEST COPY AVAILABLE -3- 4.2 Affective 4.2.1 Ability to involve students in creating a.learning atmosphere that is in the best interest of the learners 4.2.2 Willingness to accept each student as an individual with his or her own opinions, experiences, fears and expectations 4.2.3 Ability to transmit knowledge and give needed informa- tion required by stud(!nts as determined by the inst- ructional objectives 4.2.4 Ability to monitor learners instructional activities and identify progress and project difficulties 4.2.5 Willingness to adjust, manipulate and create inst- ructional material, methods and techniques to suit group and/or individual needs 5.0 Knowledge of Community Resources 5.1 Cognitive 5.1.1 Knowledge of community resources in order to satify student's long-range goal to include: 5;1.1.1 Employment 5.1.1.2 College 5.1.1.3 Vocational 5.1.1.4 Personal 5.2 Affective 5.2.1 Use of further resources after GED 640 Administrative Details 6.1 Collects, writes, submits and records data indiginous to the program and according to established guidelines -4- 7.0 Counseling Procedures BEST COPY AVAILABLE 7.1 Ability to establish rapport 7.2 Ability to question, listen to, and record pertinent information during the counseling interview 7.3 'Awareness of client's perception of counselor 7.4 Ability to utilize records 7.4.1 Accumulative 7.4.2 Informative 7.5 gbowledg of techniques used to define client's needs 7.6 KnowledgLof principles of group dynamics 7.7 Knowledge of skills of evaluating one's own pazikatamem 7.8 Willingness to attend to the particular statements of a client 7.9 Responding to goal frustration--respect tbs development in the client for allied jobs 7.10 Responding.6 client estimation of goal achievement 7.11 Responding to client's need for communnty involvement. as well as, participation in the activittee of the instructional environment 7.12 Committment to client self-actualisation 7,13 Committment to non-discriminatory counseling promedineas and placements 73 HIGH SCHOOL. F.OUIVM,ITIC.): T7i311: FORCE:: PROGRESS REPORT MAY 1974 BEST COPY AVAIUME The responsibilities of the High School Equivalency Task Force are 1) to identify the minimum competencies necessary of adult ed- hcators in High School Equivalency programs and to write these com- petencies in behavioral term 2) to develop a means of evaluating the competencies 3) to devise field tests and revise the competency list and evaluation instruments 4) to develop models and alternatives for acquiring these competencies and 5) to suggest a procedure for sel- ecting evaluators. The HSE Task Force held four meetings from March through June, 1973 and identified competencies in the categories of Individualized Instruction, Tasks in Classroom Instruction and Instructional Coun- seling Guidelines. Revision of these categories resulted in group- ings with both cognitive and affective behaviors identified in the areas of Professional-Personal, Knowledge of GE D, Knowledge of Pre- and In-Program Testing, Instructional, Knowledge of Community Resources and Administrative Details. (See attached Competency List) The Task Force was reorganized in March, 1974 and directed to revise the existing competency list specifically in terms of GED instruction. In order to accomplish this objective the competencies will be rearranged in three major areas 1) History and Structure -of Adult EducationHigh School Completion 2) Student-Teacher Relation- ship and 3) Instructional Activities and Strategies. STATE M.;' nr.r.Tr.r.IT OF EDUCATION DIVISIO0 OF R.P.&E./FIELD SERVICES BUREAU OF ADULT, CONTINUING, COMMUNITY EDUCATION THE HEW nrciO: XI STAFF DEVELOPMENT PROJECT BEST COPY AVAILABLE FSE TAFX FORCE TAXONOMY JUNE 1974 1.0 Proressional - ?arsenal 1.1 Cognitive 1.1.1 Self-awareness of infl...4ence of physical mannerisms 1.1.2 Is aware of teacher' fi role as a learning facilitator 1.1.3 Awareness of individual, non-academic student needs 1.1.3.1 Physical 1.1.3.2 Emotional (fzim:qy, image, peer relationship) 1.1.3.3 Economic 1.1.3.4 Cultural 1.2 Affective 1.2.1 Ability to estblish credibility 1.2.2 Ability to empathize 1.2.3 Ability to he flexible 1.2.4 Ability to 'establisL personal rapport 1.2.5 Ability to motivete and support student 1.2.6 Ability to project personal enthusiasm 1.2.7 Ability to act as a catyliit 1.2.8 Ability to deal with adult student on a peer level 1.2.9 Oprxi,nut; p.:.c;LcInal feedback 1.2.10 Committment Lc) professional growth through participa- tion in: 1.. 1.1 1,2.3.0.2 1 2 111, 3 2.0 GED Test and :.ro:.:c.21.r,..; 2.1 Cognitive 2.1.1 KnowlcAv 2.1.2 Knowl,:!dy,: 2.1.3 Knowledge-2 2.1.4 Knowledge 2.1.5 Knowledge of of cry it-- 14:aining Ccdlege and university adult cauoation programs Professional associations and organizations c:,r::a.taacy rquircments and value to student :;chedules and procedures sk:ills necessary to pass GED scoring and interpretation of teat 4 results in accordance with state standards 2.1.6 Knowledge of existing instructional program 2.2 Affective 2.2.1 Ability to transfer a positive attitude toward testing 2.2.2 Ability ot assist the studen;.; in recognizing the availability and v-c-.1uto of the GAD test 2.2.3 Ability to assist the student in making necessary decisions conceraing the GED test and/Or programs 75 -- 3.0 Pre-and In-Program T;?stin3 BEST COPY AVAILABLE 3.1 Cognitive 3.1.1 Knowledge and selection of tests 3.1.1.1 Diagnostic 3.1.1.2 Achievement 3.1.1.3 Power 3.1.2 Knowledge of test administration procedures 3.1.2.1 Explanation of purpose and use 3.1.2.2 Description of answer sheet 3.1..2.3 Explanation of scoring procedure 3.1.3 Knowledge of methods of interpreting test scores 3.1.3.1 Identification of strengths and weaknesses 3.1.3.2 Explanation of test scores 3.1.3.3 Translation of test scores in relation to the GED test 3.1.4 Knowledge of prescription-writing techniques 3.1.4.1 Identification of GED curriculum related to assessed needs 3.1.4.2 Understands student's interpretation of test results considering his motivation and goals 3.2 Affective 3.2.1 Ability to minimize student fears 3.2.2 Ability to recognize and accept student strengths and weaknesses 3.2.3 Ability to initiate prescription 3.2.4 Ability to foster a feeling of accomplishment demonstrable to the student 3.2.5 Ability to continue and update prescription toWard completion of GED test 4.0 Instructional Methods and Techniques 4.1 Cognitive 4.1.1 Knowledge of the instructional objectives of a given subject area 4.1.1.1 Identification of students existing knowledge and resources 4.1.1.2 Understanding of the relationship of learning activities and student life-styles tb the instructional objectives 4.1.2 Knowledge of various instructional methods ax tech- niques that meet the instructional objectives of a given subject area 4.1.2.1 Self-instruction (programmed instruction) 4.1.2.2 Small and/or large group instruction 4.1.2.3 Peer group instruction 4.1.3 Knowledge of instructional materials as related to the purpose and design of instructional methods and techniques 76 APPENDIX BEST COPY AVAILABLE Cultural Components in Language Education Abrahams, Roger D. and Rudolph C. Troike (eds.). Language and Cultural Diversit in American Education. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1972. Browne, Ray B., Richard H. Crowder, Virgil L. Lokke and William T. Stafford (eds.). Frontiers of American Culture. Lafayette, Indiana: Purdue University Studies, 1968. Bennis, Warren G., Kenneth D. Benne and Robert Chin"(eds.). The Planning of Change. New York: Holt, Rinehart and Winston, Inc., 1969. Burke, Kenneth. A Rhetoric of Motives. Berkeley: university of California Press, 1969. Davis, A. L. (ed.). Culture, Class, and Language Variety. Urbana, Illinois: National Council of Teadhers of English, 1972. Efron, David. Gesture, Race and Culture. The Netherlands: Mouton Publishers (Co-Libril, 1972. Fallon, Berlie J. (ed.). 40 Innovative Programs in Early Child- hood Education. Belmont, California: Fearon Publishers, 1973. Feldman, Sandor S. Mannerisms of Speech and Gestures in Everyday Life. New York: International Universities Press, Inc., 1973. Fishman, Joshua A. Language and Nationalism: Two Inte4rative Essays. Rowley, Massachusetts: Newbury House Publishers, 1972. Glazer, Nathan and Daniel Patrick Moynihan. Beyond the Melting Pot. 2nd edition. Cambridge, Massachusetts: The M. I. T. Press, 1973. Goffman, Erving. The Presentation of Self in Everyday Life. Garden City, New York: Doubleday Anchor Books, 1959. Goodman, Mary Ellen. The Culture of Childhood: Child's-Eye Views of Society and Culture. New York: Teachers College Press (Columbia University), 1970. Goodwin, C. D. W. and I. B. Holley (eds.). The Transfer of Ideas: Historical Essays. Durham, N. C.: Duke University Press, 1968. Hoggart, Richard. On Culture and Communication. New York: Oxford University Press, 1972. Hoijer, Harry (ed.). Language in Culture Conference, on the Inter- relations of Lan ua e and Other As ects of Culture. Chicago: niversity o hicago ress, 954. 77 BEST COPY AVAILABLE Horn, Thomas D. (ed.). Rcading 1)r the Disadvantaged: Problems of Linguistically Different Learners. New York: Harcourt, brace and World, Inc., Landes, Ruth. Culture in American Education. New York: John Wiley and Sons, Inc., 1965. Lee, Dorothy. Freedom and Culture. Englewood Cliffs, N. J.: Prentice-Hall, 1959. Leeds, Anthony and Andrew P. Vayda (eds.). nsaL4LatamsAaa Animals: The Role of Animals in Human Ecological Adjustments. Washington, D. C.: American Association for the Advancement of Science, 1965. Rosenberg, Bernard and David Manning White (eds.). Mass Culture Revisited. New York: Van Nostrand Reinhold Company, 19/1. Samovar, Larry A. and Richard Porter. Intercultural Communication: A Reader. Belmont, California: Wadsworth Publishing Company, Sarason, Seymour B. The Culture of the School and the Problem of Change. Boston: Allyn and Bacon, Inc., 1972. Vogt, Evon Z. and Ethel M. Albert. Peo le of Rimrock: A Stud of Values in Five Cultures. Cambridge, Massac usetts: Harvar University Press, 1967. Communication Barnlund, Dean C. Interpersonal Communication: Survey and Studies. Boston: Houghton Mifflin. Co., 1968. Birdwhistell, Ray. Kinesics and Context: Es a s on Bod Motion Communication. Philadelphia: University of 'Pennsylvania Press, Efron, David. Gesture, Race and Culture . The Netherlands: Mouton Publishers (Co-Libri), 1972. Gumperz, John J. and Dell Hymes (eds.). Directions in Socio- liMMiLti2RIIhlTILIE2LEAPILIY212122142igation. New York: Ho rt,Pline-hficr-1192.- Winston, Hayakawa, S. I. sILanlAgei ll neIIL_!uhtlgjtLia. Harcourt Brace Jovanovich, 1 72. Heinlein, Robert A. Stranger in a Strange Land. Berkeley Publications, 1068. Marckwardt, Albert H. and Randolph Quirk. A Common Language: British and American English. Great Britain: Cox and Wyman, 7:17177-1964. New York: New York: BEST COPT AVAILABLE Matson, Floyd W. and Ashley Montagu (eds.). The Human Dialogue: Perspectives en Communication. New York: The Free Press, 1967. Powell, Len S. Communication and Learning. New York! American Elsevier Publishing Company, 1969. Rivers, Wilga M. Speaking in Many TcrLues: Essays in Foreip- Lan,guage Teaching. Fowley, Maasachusetts: Newbury House publishers, Inc., 1972. Ruesch, Jurgen and Weldon Kees. Nonverbal Communication: Notes on the Visual Perception of Relations. Berkeley: =FRITT7 California Press, 1972. Samovar, Larry A. and Richard Porter. Intercultural Communication: A Reader. Belmont, California: Wadsworth Publishing Company, 1972. Scheflen, Albert E. with Alice Scheflen. Both' Langua,.ge and the Social Order. Englewood Cliffs, New Jersey: Prentice-Hall, 1972. Sebeok, Thomas A., Alfred S. Hayes, Mary Catherine Bateson (eds.). Aum1521.1LIaami2-1:4,es. The Hague: Mcuton and Company, 1972. Whorf, Benjamin Lee. Lan,uale Thou' ht and Realit . Edited by John B. Carroll. ambr:.dge, -assachusetts: he M. I. T. Press, 1956. Hispanic Culture Rabin, Maria Teresa. Panorama de la Oultura i'uertorriquena. New York: Las Americas Publishing Co., 1958. Cordasco, Francesco, with Eagene Bucchionl, and Diego Castellanos. Puerto Ricans on the Thitei Staten Ma:nlanJ. Totowa, N. J.: Tool;iiiiiirTITTEFFETTFTM, 1972. Freire, Paulo. Pedagogy of the 02pre:Isokl. New York: Herder and Herder, 1972. Helm, June (ed.). Spanish-S of the 1968 Annual S 75Ciety. Seattle, ashington: University c) Was ington Press, 1969. eakin7 Teo le it. the U. S. Proceedin s n, of the American Et no o ica Landes, Ruth. Culture in American 17(!ucation. New York: John Wiley and Sons, Inc., 1965. Miller, J. Dale. 1,003 Spanish idioms. Pro,-o, Utah; Brigham Young University Press, 19777-- 79 BEST COPY AVAILABLE Mills, C. Wright, Clarence Senior and Rose Kohn Goldsen. The i-uerto i-ican Journey: New York's Newest Migrants. New York: Russell and Russell, 1950. Peterson, Harold F. Latin America. New York: The Macmillan Company, 1971. Ramos, Samuel. Profile of Man and Culture in Mexico. Translated by Peter G. tarIe. Texas: Texas Pan-Aierican Series, 1969. Rosenquist, Carl M. and Edwin Megargee. Delia uenc in Three Cultures. Austin, Texas: University o exas ress, 9. Sanchez, George I. and Howard Putnam. Materials RelatingL to the Education of Skpanish-Speaking People in the U. S.: An Annotated Bibliography. Westport, Connecticut: Greenwood Press Publishers, 171. Saunders, Lyle (comp.). A Guide to Materials Bearing on Cultural Relations in New Mexico. Albuquerque: The University of New Mexico Press, 1g44. Servin, Manuel P. The Mexican Americans: An Awakenin4 Minority. Beverly Hills, California: Glencoe Press, 1970. Villarreal, Jose Antonio. Pocho. Garden City, New York: Doubleday Anchor Books, 1970. Vogt, Evon Z. and Ethel M. Albert. People of ?imrock: A Study of Values in Five Cultures. Cambridge, Massachusetts: Harvard Waversity Press, 1967. Teacher Training Gramhs, Jean Dresden. Intergroup Education: Methods and Materials. Englewood Cliffs, N. J.: Prentice-liall, Lad(); Robert. Linguistics Across Cultul=_±221ipdL.inEliEtics for Language Teachers. Ann Arbor, 'I'a7,gan:lliersity of Michigan Press, 1971. Mager, Robert F. Mca7uring Instructional Intent or Got A Match? Belmont, California: Fearon PublrgFers, 1973. Raths, Louis E., Merrill Harim and Sidney B. Simon. Values and Teaching: Wurkin with Values in the Classroom. Char es errill Publishing ompany, 6 Rivers, Wilga M. Speaking In any Tongues: Essays in Foreign-Language Teaching. Rowley, Massachusetts: Ilewt,ury House Publishers, Inc., 1 Weschler, Irving R., Robert Tannenbaum, and John H. .ginger. Yardsticks for Human Relations Training. : Adult Education Association of-the U.-77777-177777------ Zintz, Milei V. Education Across Cultures. Dubuque, Iowa: Kendall/ Hunt Publishing Company, 1969. 80 BEST ()PT AVAILABLE Chinese Culture Hsu, Francis L. K. Americans and Chinese: Reflections on Two Cultures and Their Peo ubleday Natural History Press, 1972. Hsu, Francis L. K. Minorities in American Life: The Challen e of the American Tne L.hinese in the United States. Belmont, California: WadswQrth Publishing Co., 1971. Slavik.: Culture Inkelas, A. S Raymond Bauer. Soviet Citizen: Daily Life in a Totalitarian Society. New York: Atheneum, 1968. black Culture Crain, Robert and Carol Sachs Weiman. Di5crimination, Personality and Achievement: A Surve of Northern Blacks. A volume in the Quantitative Studies in Social Relations Series. New York: Seminar Press, 1972. Machover, Solomon. Cultural and Racial Variations in Patterns of Intellect: Performance o Bellevue Intelli ence Seale. Doctoral Dissertation. OTOWTTeachers allege, Columbia University Bureau of Publications, 1943. Miller, Kent S. & Ralph Mason Dreger, eds. Comparative Studies of Blacks and Whites in the U. ,e.3. A volume in the Quantitative Studies in Social Relations New York: Seminar Press, 1973. Anthrotaz Hsu, Francis L. K., ed. P-yeh,A:wiral An/hro,1010 v. Morristown, N.J.: Schenkman Publishing co., Inc., 1912. Levi-Strauss, Claur2,-. Stru.,:tural An-!.rpo2AEy. Nr-.4 York: Basic Books, Inc., 1963. Mandelbaum, David G., Gabriel W. Lasker, Ethel M. Albert, eds. Resources for thtalgniagILAI!lmaiaial. Berkeley, California: University of California Press, 1963. Oswalt, Wendell H. Understanding 0.:r An Anthropological View. New York: Holt, Rinehart and Winston, 1970. bpi BEST COPT AVAILABLE American Culture Barnlund, Dean C. Inter ersonal Communication: Surve and Studies. Boston: Houghton Mifflin Co., 968. Browne, Ray B., Richard H. Crowder, Virgil L. Lokke C William T. Stafford, eds. Frontiers of American Culture. Lafayette, Indiana: Purdue University Studies, 1963. Colby, Vineta, ed. American Culture in the Sixties. The H. W. Wilson Co., 1964. Duncan, Otis Dudley, David L. Featherman, & Beverly Duncan. Socio-economic Back &round and Achievement. A volume in the Studies in Population Series. New York: Seminar Press, 1972. Kammen, Michael. People of Paradox: An Inquiry Concerning the Origins of American Civilization. New York: Alfred A. Knopf, 1973 Karsons, Albert & Perry E. Gianakos. American Civilization Since World War II - Readin on Its Character St le and ualit elmont, Ca Wa sworth Pu lishlng o., Landes, Ruth. Latin Americans of the Southwest. New York: McGraw -Hill, Lohman, Joseph D. Cultural Patterns in Ur/Jan Schools: A Manual for Teachers, Counselors and Aumini3.CiT317)777577---- er University of California Press, 1969. Mack, Ari4n, ed. Death in Amerit-dn Fx1.t.xi-IlL,.. New York: Schocken Books, 1973. Marden, Charles F. E. Gladys Meyer. MInorit;es in American Society. 4th edition. New York: D. Van Nostrand Co., 1973. Marckwardt, Albert H. C Randolph Quirk. A Common Language: British and American Engi'.;k.. Great Br2tlin: Cox and Wyman Ltd., 1964. Shepardson, Mary C Blodwon N,v,0c, Mountain Communit . Berkeley: University of California Pruss, 9 O. Fellows, Donald Keith. A Mosaic r)f Amcricas::. Ethnic Minorities. New York: John Wiley E. Sons, Inc., 1972. Kinch, John W. Social Psychology. New York: McGraw-Hill, 1973. 8.Z BEST COPY AVAILABLE Landes, Ruth. Latin Americans of the Southwest. New York: McGtiw-Hill, Webstel, Division, 1965. McGiffert, Michael, ed. The Character of Americans. Revised edition. The Dorsey Press, 1970. Biclo_gy Karsons, Albert & Perry E. Cianakcs. America Civilization Since Wo.ld War II - Readin s on Its Character, Style and quality. Belmont, California: Wadsworth Publishing Co.; 1968. Monod, Jacques, Chance and Necessit..: An Essa on the Natural Philosophy of Modern Biolc:a. New ork: Al red A. opf, 1971. S C ) 7 Rose. Arnold M. and Caroline L. York: Harper & Row, 1972. Minority Problems. New Rose, Peter I. They and We: Racial and Ernnic Relations in the United States. New fork: Random House, 1964. Rosenberg, Bernard & David Manning White, edq. Mass Culture Revisited. New York: Van Noiztr-ln,1 Rein'told Company, 1971. Rosenquist, Carl M. & Edwin Megargee. Delinc!uency in Three Cultures. Austin, Texas: University of texas Press, 1969. Sarason, Seymour B. The Culture of the School and the Problem of Change. Boston: Allyn and Bacon, Inc., 1972. Segal, Bernard E., ed. Racial and Ethnic Relations: Selected Readings. New York: Thomas Y. Crowell, Inc., 1972. Service, Elman R. Profiles in Ethnolwy. New York: Harper & Row, 1971. Servin, Manuel P. The Mexican Americans: An Awakening Minority. Beverly Hills, California: ;Lencoe press, 1970. Shepardson, Mary & Blodwen Hammond. The Navajo Mountain Community. Berkeley: University of California Press, 1970. Shibutani, Tamotsu, and Kian M. Kwan. Ethnic Stratification: A Comp.1,,ative Approach. New York: Macmillan and Co., r96s. Simpson, George Eaton and J. Milton Yinger. Racial and Cultural Minorities: An Analysis of r'rejudice and Dfscrimination. New York: Harper & Row, 1972. BEST COPY AVAILABLE Stark, Rodney C Charles Y. Glock. American Piey. Vol. 1 of Patterns of Religious Commitment. Berkeley: University of California Press, 1968. Suttles, Gerald. The Social Order of the Slum: Ethnicity and Territory in Inner City.. Chicago: University of Chicago Press, 1968. Tumin, Melvin M., ed. Research Annual on Intergroup Relations - 1965: A Research Study of the Anti-Defamation League .of B'nai 1966. Tumin, Melvin M. & Cathy S. Greenblat, eds. Research Annualop Intergroup Relations - 1966. Frederick ATWiiJ1.FUSINFirs, 1967. Tumin, Melvin M., ed. Research Annual on Intergroup Relations - 1970. Chicago: Quadrangie Books, 1970. Tumin, Melvin M. C Barbara A. Anderson, eds. Research Annual on Inter- group Relations - 1972. New York: Quadrangle Books, 1972. Von Grunebaum, G. E. & Roger Caillois, eds. The Dream and Human Societies. Berkeley: University of California Press, 1966. Weaver, Robert C. The Urban Complex: Human Values in Urban Life. Garden City, New York: Doubleday, 1964. Woock, R. R., ed. Education and the Urban Crisis. Scranton, Pennsylvania: International Textbook Co., 4970. Cultural Components in Language Education Bennis, Warren G., Kenneth D. Benne and Robert Chin, eds. The Planning of Change. New York: Holt, Rinehart and Winston, Inc., 1969. Browne, Ray B., Richard H. Crowder, Virgil L. Lo)eke & William T. Stafford, eds. Frontiers of American Cultt.re. Lafayette, Indiana: Purdue University Studies, l96b. Burke, Kenneth. A Rhetoric of Motives. Berkeley: University of California Press, 1969. Cole, Michael, John Cay, Joseph A. Glick, Donald W. Sharp. The Cultural Context of Learning and Thinkin1. New York: Wilic Books, Inc., 1971. Second Language Program ACTFL. Responding to New Realities. Vol. 5 of ACTFL Annual Peview Foreign Language Education. Edited by Gilbert A. Jarvis. Skokie, Illinois: National Textbook Co., 1973. BEST COPY AVAILABLE Larroll, John B. and Roy 0. Freedle, eds. Language Comprehension and the Acquisition of Knowledge. New York: John Wiley & Sons, 1972. Freire, Paulo. Pedagogy of the Oppressed. New York: Herder and Herder, 1972. Love, F. William & Lucille J. Honig. Options and Perspectives: A Sourcebook of Innovative Foreign Language Programs in Action, K-12. New York: ACTFL, 1973. Sanchez, George I. & Howard Putnam. Materials Relating to the Education of Spanish-S eaking Peo le in the b.-S.: An annotated Bibliography. Westport, Connecticut: reenwood Press Publishers, 1971. Spolsky, Berrard, ed. The Language Education of Minority Children: Selected Readings. Rowley, Massachusetts: Newbury House publishers, 1972. Educational Research Emmert, Philip & William D. Brooks, eds. Methods of Research in Communication. Boston: Houghton Mifflin Co., 1970. ERIC Documents on the Teaching of English 1356-1968. National Council of Teachers of English, ERIC Clearinghouse, 1969. Fox, David J. The Research Process in Education. New York: Holt, Rinehart and Winston, Inc., 1969. Grambs, Jean Dresden. Intergroup Educat.on: Methods and Materials. Englewood Cliffs, N. J.: Prentice-Hall, 1968. Ilyin, Donna. Ilyin Oral Interview and Ilyin Oral Interview Manual. 1973. Love, F. William & Lucille J. Honig. 2ptions and Perspectives: A Sourcebook of Innovative Foreign Language Programs in Action, K-12. New York: ACTFL, 1973. Mager, Robert F. Measuring Instructional Intent or Got a Match? Belmont, California: Fearon Publishers, 1973. Mandelbaum, David G., Gabriel W1 Lasker, Ethel M. Albert, eds. Resources for the Teaching of Anthropology. Berkeley, Califazinia: University of California Press, 1963. Tumin, Melvin M., ed. Research Annual on Inter rou Relations - 1965: A Research Study o the nti e amation League o nal rIt . 1966. Tumin, Melvin M. & Cathy S. Greenblat, eds. Research Annual on Intergroup Relations - 1966. Frederick A. Praeger Publishers, 1967. 85 BEST COPY MINABLE - 10 - Tumin, Melvin M., ed. Research Annual on Intergroup Relations - 1970. Chicago: Quadrangle Books, 1970. Tumin, Melvin M. & Barbara A. Anderson, eds. Research Annual on Intergroup Relations - 1972. New York: qiliUiqiiiIig3FWiTI972. U. S. Department of Commerce, Bureau of the Census. Statistical Abstract of the United States: 1972 (93rd edition). Washington, D. C.: 1972. U. S. Department of Labor. 192221220anEsport of the President. Washington, D. C.: Government Printing Office, 1973. Guides to Resource Materials ACTFL. Responding to New Realities. Vol. 5 of ACTFL Annual Review of Foreign Language Education. Edited by Gilbert A. Jarvis. Skokie, Illinois: National Textbook Co., 1973. Adult Education Association of the U.S.A. How to Lead Discussions. Leadership Pamphlet P1, 1955. Pamphlet 105, 1955. . How to Teach Adults. Leadership . How to Use Role Playing and Other Tools for Learning. Leadership Pamphlet #P6, 1955. Pamphlet #P8, 1956. . Training Group. Leaders. Leadership . Conducting Workshops and Institutes. Leadership Pamphlet #P9, 1956. . Training in Human Relations. Leadership Pamphlet #P16, 1959. ALERT Sourcebook of Elementary Curricula, Programs and Projects. Government Document editor Samuel N. Henrie. San Francisco, California: Far West Laboratory for Educational Research and Development, 1972. Asia - A Guide to Paperbacks. Revised edition. Edited by Ainslie T. Embree. New York: The Asia Society, 1968. Asia - A Guide to rilms Filmstri s Maas and Globes Records on Asia: Supplement ncluding a New Section on Slides. Selected and annotated. New York: The Asia Society, 1967. Asia - A Guide to Basic Books. New York: The Asia society, 1966. 86 BEST COPY AMIABLE Asia - A Guide to Basic Books: Supplement. New York: The Asia Society, 1971. Asia - A Guide to Books for Children. Selected and annotated. New York: The Asia Society, 3466. Daetz, Helen, Mary Jo Hall, and Robert E. Frank. Sources of Information on Funds for Education: An Annotated Bibliography. Oregon: Federal Relations Book, 1971. ERIC Documents on the Teaching of English 1956-1968. National Council of Teachers of English, ERIC Clearinghouse, 1969. Espich, J. E. & Bill Williams. Develqping,Programmed Instructional Materials: A Handbook for Program Writers. Belmont, California: Fearon Publishers, 1973. Fox, David J. The Research Process in Education. New York: Holt, Rinehart and Winston, Inc., 1969. U. S. Department of Commerce, Bureau of the Census. Statistical Abstract of the United States: 1972 (93rd editiFFT7-------- Washington, D. C.: 972.